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1.
FINN KJERSDAM 《European Journal of Engineering Education》1993,18(4):375-380
The education of engineering graduates at Aalborg University is an exceptional experiment in an international context. The curriculum is project-organized from the day the new students arrive until their graduation. The work is project-organized and carried out in small project groups. An assessment of the results of our study programmes in engineering was carried out after almost 20 years of experience. This discovered that the graduates and their employers considered the programmes to be very suitable in preparing graduate engineers for the engineering professions. The assessment also revealed that the knowledge and experience which the graduates had gained in project work were considered to be of greater value for their professional activity than were the knowledge and experience gained from lectures etc. This paper presents a brief introduction to the educational concept and to the main results of the assessment. 相似文献
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REIN MUNTER 《European Journal of Engineering Education》1996,21(4):409-413
The roles of chemical engineers and environmental engineers in the post-socialist society are discussed. Details of the environmental education system at Tallinn Technical University and within its Chemical Engineering Faculty are presented. The importance of teaching the basics of ecology and environmental technology, as well as cleaner technology for chemical engineers are emphasized. The list of specialized courses for chemical engineers interested in environmental problems for undergraduate and postgraduate studies is given and the content of some more important courses characterized. The possible changes to the study plan in connection with transferring to a 4-year BSc curriculum are discussed. The importance of continuing environmental education and cooperation between different universities in the field of environmental education is emphasized. 相似文献
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Although cooperative engineering is practiced at several universities in the United States, that at the University of Waterloo is unique in Canada. The baccalaureate program requires five years of continual attendance, during which the student spends alternate three-month periods in school and in industry. A distinctive feature of the plan is the maintenance of a Coordination Department within the University organization. Staffed by senior professional engineers, this department acts as liaison between industry and the students. Two programs of study are offered in the undergraduate electrical engineering curriculum. One of these is designed for the heavy electromechanical and power systems engineer. The other embraces electronics, communication and computery disciplines, with a greater concentration of theoretical studies. Although the University is still in its infancy, both industrial and student acceptance of the cooperative plan has exceeded initial expectations. There is every indication that co-operative engineering education will rapidly assume a dominant role in the Canadian academic scene. 相似文献
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Antal Penninger 《European Journal of Engineering Education》1995,20(1):83-89
Engineering courses provided in English at different technical universities were meant to satisfy the urgent demand of the 1980s in Hungary. The English programme of the Technical University of Budapest (TUB) was established fairly soon after its foundation in 1984; German, French and Russian programmes succeeded the pilot one 8 years later. The compatibility of all the four projects with counterpart national curricula is bilaterally guaranteed. The present paper aims to give an overview of different engineering education programmes available for foreign students at the International Center for Engineering Programmes (ICEP) of the TUB. The coexistence of different types of engineering education within the same institution provides unique experiences of difficulties and benefits that, undoubtedly, might be utilized internationally. 相似文献
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SARMA VALTERE 《European Journal of Engineering Education》1996,21(4):403-407
The programmes of environmental education for engineers at Riga Technical University have been developed since 1980, but the concept of this education is still the subject of discussion. The recent restructuring of the programmes of environmental engineering education has occurred as a consequence of the specific needs of Latvia. The present situation in Latvia—the changes towards democracy and a free market economy—demands a deep understanding of sustainable development. From September 1996, the common compulsory course ‘Principles of environmental engineering’ will be added into the programmes of all eight faculties of Riga Technical University. Consequently, all the graduates—Bachelors, Engineers and Masters—will be able to implement knowledge of environmental science into other scientific fields, real technologies and technical projects. 相似文献
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ANDREW PORTEOUS SURESH T. NESARATNAM JUDITH ANDERSON 《European Journal of Engineering Education》1997,22(2):213-222
In environmental engineering curricula, pollution abatement technologies are best taught taking a holistic approach to the environment, since the transfer of pollutants from one medium to another will not eliminate the problem. This paper describes two integrated distance-learning environmental engineering degree courses offered by the environmental engineering group of the Open University in the UK. Distance learning is reputed to be the most cost-effective way of acquiring knowledge and is an especially attractive continuing education tool for working professionals. This is exemplified by the number of distance-learning courses now offered by a variety of establishments covering a whole multitude of subjects. 相似文献
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Mehenna Yakhou 《The Journal of environmental education》2013,44(4):52-58
Abstract Environmental education is “coming of age” at U.S. universities and colleges. Baccalaureate, master's, and PhD programs in environmental engineering, environmental science, and civil-environmental engineering are now available in U.S. colleges and schools of engineering. A rich program of research supports environmental graduate students and faculty at many engineering colleges and schools. Although specialists are trained in environmental subjects, the multiplication effect of “greening” all engineering students is nascent. Deans of leading engineering schools were surveyed to determine the level of environmental curriculum offered to nonspecialist engineering students. The purpose of the research was to provide educators with a baseline of approaches to environmental education for nonenvironmental engineering students. The survey determined the scope of environmental programs offered as special programs: minor, general education, concentration, special interest, and degree core requirement. Analysis of the survey responses and suggestions on program implementation are presented. 相似文献
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安徽科技学院环境工程专业是"国家级卓越工程师教育培养计划"和安徽省特色专业,为贯彻落实学校高水平应用型大学建设目标,对该专业进行了一系列创新性改革,主要包括:优化课程体系、强化实践教学、改革人才培养模式、改革教学方法、改革评价方式等五个方面。通过相关改革,切实提高环境工程专业应用型人才培养质量。 相似文献
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Vernon John 《European Journal of Engineering Education》2000,25(3):215-225
In this paper I attempt to list the body of knowledge and skills which future young engineers will need and how such knowledge and skills can best be transferred to students during the engineering education process. The educational environment should stimulate students and encourage them to develop the capacity for lifelong learning as a preparation for tackling the unknown problems which will occur in future decades. The formation of an engineer should comprise both education and practice. Some of the problems facing higher education today are discussed and some ideas for cross-border harmonization of engineering education are given. Finally, there is a brief comparison of today's current ideas on engineering study programmes and the course that I followed more than 50 years ago. 相似文献
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To facilitate the adoption of a common core curriculum in the Schools of Engineering and of Mining at the University of Arizona, the general physics course for engineers has been dropped. The physical foundation for engineering is taught in a new series of courses in the Civil, Mechanical, Electrical Engineering, and Physics Departments as part of the common core. The Physics Department teaches atomic, molecular, nuclear, and solid-state physics in a seven-unit junior-level course. There are grounds for a re-examination of the role of physics in engineering education and perhaps for extensive changes. It is suggested, however, that the role is, and should remain, vital, in the interests of science, of engineering, and of education. 相似文献
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ROZA FRANK 《European Journal of Engineering Education》1991,16(3):257-260
Teaching the students how to search the special literature has been a traditional service of the Central Library of the TUB since 1958. The education is carried out by engineers working on the information department of the Library. The curriculum, the evaluation, the place in the schedule and the duration of the subject depend on the main subject of the given faculty. However, everybody gets the basic knowledge about the use of the library and abstract as well as about the UDC, The effectiveness of the user education is influenced by the motivation of the students, too. That is why since we show in the on-line information retrieval, their interest has been increasing. 相似文献
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L. Szentirmai 《European Journal of Engineering Education》2001,26(3):267-279
The Department of Electrical and Electronic Engineering of University of Miskolc has been involved in six European Union Tempus projects since 1991, with the objectives of upgrading academics, modernizing laboratories and introducing new curricula, courses and up-to-date teaching methods in order to approach EU university standards. Microelectronics, electrical drives in automation, mechatronics, energy engineering, PhD engineering programmes in English and telecommunications were focused by the projects. One hundred and thirtytwo Miskolc students prepared their diploma theses at EU universities and academics could spend 1100 weeks within the mobility scheme at EU universities. To enlarge the European dimension and prepare academic staff, students and engineers working in industry, two Jean Monnet projects for European integration studies were also awarded. 相似文献
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实践能力特别是岩矿鉴定能力的培养是资源勘查工程专业人才培养的关键环节。新疆大学资源勘查工程专业着力推进以实践能力培养为核心,岩矿鉴定能力提升为重点的课程改革工作。文章详细论述了课程改革的主要内容,并对课改增设的“地质鉴定技能综合训练”课程教学中发现的不足进行了分析,提出了一些建议。 相似文献
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围绕卓越工程师教育培养的原则,以钦州学院—钦州港口集团公司校企合作为案例,深入涉海行业企业调研,了解企业所需人才的知识结构,从培养方案、教学内容、课程设置等方面重组理论教学体系,实践教学则采用校内实验室—企业实习基地—企业顶岗实习的形式,构建校企产学研合作培养涉海卓越工程人才的理论课程体系和实践体系。 相似文献
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GEORGE XEIDAKIS 《European Journal of Engineering Education》1994,19(4):485-501
The Engineering profession is as old as mankind itself. It evolved from the work of the mason, the blacksmith and the millwright; but the modem profession was shaped mainly during the seventeenth and eighteenth centuries. The profession itself and the professional bodies played vital roles in the development of the education and training of new engineers. They set standards for competence to practise, which the educational establishments followed by necessity. In a rapidly changing world and a swiftly evolving technology, ideal educational curricula are difficult to establish. Nevertheless, most educators support the thesis that the emphasis of the curriculum should be on the basic and engineering sciences and on humanities, in order to create open-minded engineers, capable of adapting to the new challenges of technology. Training in specialized topics should be left to industry (on-the-job training) and advanced courses. But some professionals do not agree with this, advancing the theory that the new engineer should be able to cope with current industrial problems. The current trends in engineering education appear to be; a broad educational approach in science and technology as well as in the humanities, together with an emphasis on computer applications in every engineering discipline, both for education and for design. More consideration should also be given to engineering design and applications throughout the whole curriculum. In those countries with well-developed technological infrastructures, it is better to keep the basic engineering degree (BSc) to 4 years and enhance the advanced level and specialization degrees (MSc, PhD, etc) to promote the technology appropriate to the country. In less developed countries with limited employment markets and without developed technology, over-specialization may lead to unemployment and an unjustified waste of money. Participation of the students in design and/or research projects should always be encouraged, A comparison between the European and the North American engineering educational systems shows that in Europe undergraduate education is stressed more, whereas in North America advanced courses are better developed. Some comments on the Greek engineering education system are also made. 相似文献
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P. B. MORICE 《European Journal of Engineering Education》1988,13(1):71-75
The paper outlines the craft origins of engineering in Britain and its influence upon engineering education. The rapid development of technical knowledge during the past 40 years has led to changes in the content of engineering courses and, in some cases, their duration, although the British system remains very different from those of its European partners. The present period is still one of evolution and there are many changes which are likely to take place in the next few years which may include rationalisation and concentration into fewer but more powerful academic institutions. These changes will result, in great part, from the realisation of the need to adopt a more European attitude and form engineers who can take a full part in the development of a truly European engineering industry which can compete with the rest of the world. 相似文献
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André Béraud 《European Journal of Engineering Education》2000,25(4):369-375
The following article was written in French as a keynote speech at the IGIP Symposiumat the Biel School of Engineering (University of Applied Sciences, in Biel, Switzerland), held in March 2000. The topic of this symposium was 'Unique and Excellent'. It aimed to show that engineering education cannot really head towards unification, but will reach uniqueness and excellency if there are many different ways of educating engineers. What happens on the spot, in each technical university, in each course, is much more important for excellence than the fact that all curricula can be compared directly at an international level. Owing to the very particular way of educating engineers in France, it was considered most important to learn about this particular organization. André Béraud accepted presenting it to the audience. His contribution had a very lively echo. The text presents a short outline of the history of French engineering education and its very particular ways and means. Engineering is not taught at technical universities but at Grandes Ecoles (Grand Schools), which represent a very high level of education open only to the very best. They will form the élite of the public servants of France, much more than what is generally considered the task of an engineer. In consequence, the education is broadly based with humanities as an important element in it; it is also very scientific, with mathematics and theoretical physics as central topics. The disadvantage of such a system lies in the fact that it is most rigid, not very open to the needs of industry and of foreign students. There have been, however, some changes. 相似文献