Academic literature on the topic 'Degree Discipline: Engineering'
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Journal articles on the topic "Degree Discipline: Engineering"
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Mann, Danny, and Jason Morrison. "Are there curricular differences between biology-based and application-based "bio" engineering disciplines?" Canadian Biosystems Engineering 63, no. 1 (December 31, 2021): 9.19–9.29. http://dx.doi.org/10.7451/cbe.2021.63.9.19.
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Several authors have previously promoted the transformation of the application-based agricultural engineering discipline into a biology-based biological engineering discipline. A systematic analysis of titles for courses being taught by ASABE-umbrella programs across North America was undertaken to identify curricular differences between biology-based and application-based “bio” engineering disciplines. Based on 44 ASABE-umbrella programs analyzed, the four most commonly used program names were biological engineering (25%), biosystems engineering (20%), biological systems engineering (15.9%) and agricultural engineering (13.6%). Definitions of these four program names were reviewed; biosystems, biological systems and agricultural engineering are typically defined such that they are best described as application-based “bio” engineering disciplines while biological engineering is best described as a biology-based engineering discipline. Based on statistical analysis of the frequency of words in course titles, there was a significant increase in the usage of the word “food” and a lack of the word “project” in the course titles within biological engineering programs. Over half of the unique options were found in biological engineering programs suggesting that they do offer unique course content compared with biosystems, biological systems and agricultural engineering degree programs, however, it is noteworthy that four options appear across all four degrees. It is concluded that there are curricular differences between biology-based and application-based “bio” engineering disciplines, however, the curricular differences are not as substantive as one might conclude from the philosophical discussions in the literature. Alternatively, it may simply not be possible to detect curricular differences solely from an analysis of the course titles
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Kocaoglu, Dundar F. "Engineering Management." Industry and Higher Education 10, no. 6 (December 1996): 332–36. http://dx.doi.org/10.1177/095042229601000603.
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The number of degree-granting educational programmes under titles such as ‘Engineering Management’ and ‘Management of Technology’ is rapidly increasing throughout the world. The objective of such courses is to prepare engineers and scientists to move toward management responsibilities while maintaining identity in their technical fields. This strong growth pattern has been the key to the emergence of ‘Engineering Management’ as a discipline. It has triggered and reinforced the growth of research, publications and professional societies supporting the new discipline. This paper summarizes the results of a study conducted among the educational institutions offering degree programmes in ‘Engineering and Technology Management’ (ETM) and updates previous findings. Critical dimensions and strategic directions of engineering management education are discussed, and observations are made about the emerging research areas.
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Kuznia, Kevin D. "To a Higher Degree." Mechanical Engineering 130, no. 03 (March 1, 2008): 36–39. http://dx.doi.org/10.1115/1.2008-mar-4.
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This paper focuses on ways to decide which advanced course of study is the best option for the career. The paper highlights that unlike the latitude offered to MBA students, the same variety of programs will not be found in engineering. There are very few accelerated master level engineering programs, but typically, one will have the advantage of not having to take prerequisites to start the program. However, unlike an MBA, which may require engineers to take prerequisite business classes before they start the actual degree program, in a master’s program in engineering, engineers will typically be allowed to take master’s level classes immediately. The MSE is marketable, but in a unique way from an MBA. However, many individuals outside the engineering discipline will have scant knowledge of just how this degree contributes to the organization. The MBA, on the other hand, is a widely recognized degree, and many people within and outside of engineering understand how an MBA contributes to an organization’s success. Both degrees can contribute to career advancement. It is important to let others know how this advanced education contributes to the goals of the organization. Deciding to obtain an advanced degree, whether it is in engineering or business, requires a commitment of time, effort, and expense. However, more important, the right degree can make an enormous difference in career opportunities.
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Uba, Sani Yantandu. "Semantic Categories of Reporting Verbs across Four Disciplines in Research Articles." English Language Teaching 13, no. 1 (December 18, 2019): 89. http://dx.doi.org/10.5539/elt.v13n1p89.
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This paper investigates semantic categories of reporting verbs across four disciplines: Accounting, Applied Linguistics, Engineering and Medicine in research article genre. A general corpus of one million words and sub-corpus (for each discipline) were compiled from a total of 120 articles representing 30 articles from each discipline. In this study, two levels of analysis were conducted. Firstly, I randomly selected five articles from each discipline and read and reread each article identifying what reporting verbs are used, in what context are used and why such reporting verbs are used. This process enabled me to identify semantic categories of reporting verbs. Secondly, on the basis of the identified list of semantic categories of reporting verbs, I used the list in generating concordance output for quantitative textual analysis of each sub-corpus of the four disciplines, as well as the general corpus. The results of the study show that writers from both Accounting and Applied Linguistics are having a high frequency of reporting verbs than writers from Engineering and Medicine disciplines. It also shows that there are certain commonalities and differences between the disciplines. For example, all the disciplines are having frequency of the three semantic categories of reporting verbs but with certain degree of variations. The study recommends raising awareness of students on semantic categories of reporting verbs. The results could also help EAP/ESP teachers in designing course materials for discipline specific reporting verbs. It could also be helpful for textbook course designers in developing textbooks for teaching reporting verbs.
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Smith, Daniel W., and Nihar Biswas. "Environmental engineering education in Canada." Canadian Journal of Civil Engineering 28, S1 (January 1, 2001): 1–7. http://dx.doi.org/10.1139/l00-078.
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Environmental engineering education has been an active option for engineers from all disciplines for nearly 50 years at the graduate level. Some graduate programs expanded to integrate students with undergraduate science degrees with the engineering programs, since the cross discipline interaction is required outside the academic programs. In the mid-1980s interest increased to such a level that undergraduate programs began to form. Several of these programs have been accredited in their various forms recognizing the diversity of the field and those presenting the programs. The progression from graduate-degree-based specializations to broad-based undergraduate programs reflects both the increased knowledge in the field and the increased demand for professional engineers capable of responding to public health and environmental protection issues. Graduate programs greatly expand fundamental knowledge of physical, chemical, and biological processes and their application to protection problems. Of course, the doctorate is dedicated to the development of significant new knowledge. This paper defines several of the basic components of the environmental engineering profession and the educational process needed to produce qualified environmental engineers.Key words: environmental engineering, education, courses, undergraduate environmental engineering, graduate environmental engineering.
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Hu, Jiming, and Yin Zhang. "Measuring the interdisciplinarity of Big Data research: a longitudinal study." Online Information Review 42, no. 5 (September 10, 2018): 681–96. http://dx.doi.org/10.1108/oir-12-2016-0361.
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Purpose The purpose of this paper is to measure the degree of interdisciplinary collaboration in Big Data research based on the co-occurrences of subject categories using Stirling’s diversity index and specialization index. Design/methodology/approach Interdisciplinarity was measured utilizing the descriptive statistics of disciplines, network indicators showing relationships between disciplines and within individual disciplines, interdisciplinary communities, Stirling’s diversity index and specialization index, and a strategic diagram revealing the development status and trends of discipline communities. Findings Comprehensively considering all results, the degree of interdisciplinarity of Big Data research is increasing over time, particularly, after 2013. There is a high level of interdisciplinarity in Big Data research involving a large number of disciplines, but it is unbalanced in distribution. The interdisciplinary collaborations are not intensive on the whole; most disciplines are aggregated into a few distinct communities with computer science, business and economics, mathematics, and biotechnology and applied microbiology as the core. Four major discipline communities in Big Data research represent different directions with different development statuses and trends. Community 1, with computer science as the core, is the most mature and central to the whole interdisciplinary network. Accounting for all network indicators, computer science, engineering, business and economics, social sciences, and mathematics are the most important disciplines in Big Data research. Originality/value This study deepens our understanding of the degree and trend of interdisciplinary collaboration in Big Data research through a longitudinal study and quantitative measures based on two indexes. It has practical implications to study and reveal the interdisciplinary phenomenon and characteristics of related developments of a specific research area, or to conduct comparative studies between different research areas.
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Nazarova, Olga. "“Applied Geometry” Discipline Adaptation to Undergraduate for Exploitative Specialities of an Aviation High Educational Institution." Geometry & Graphics 8, no. 1 (April 20, 2020): 57–64. http://dx.doi.org/10.12737/2308-4898-2020-57-64.
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The problem of teaching and formulating the tasks for the “Applied Geometry” discipline is considered in this paper. Currently, in aviation high educational institutions there is a tendency to reduce the number of hours allocated to graphic disciplines; in addition, “Descriptive Geometry” – the habitual name of the discipline – has been replaced by name “Applied Geometry”. This is certainly connected with the transition to learning on undergraduate programs, that implies a competency-based approach, i.e., training in accordance with the necessary knowledge and methods of activity in a particular area [4; 9; 23; 29; 30; 34]. The planned results of learning in “Applied Geometry” include knowledge of methods for solving applied engineering-geometric problems, as well as the ability to use the basic elements of applied geometry and engineering graphics in professional activities, and to solve specific applied problems of geometric modeling [4; 14; 20; 22; 32]. For these reasons arises the question of the need to adapt “Descriptive Geometry” to the requirements and programs for the training of bachelors, bringing it to conformity with the name “Applied Geometry” of the discipline. According to the results of “Applied Geometry” studying, students ought to gain experience and have the ability to independently solve cognitive, organizational and other problems related to their future professional activities [28–30]. In this paper is proposed a general approach to the formulation of “Applied Geometry” problems for cadets pursuing a bachelor's degree in “Air Navigation” (25.03.03) and “Operation of Airports and Flight Support of Aircraft” (25.03.04). Using rather simple examples, has been considered the possibility to formulate the problem in such a way that instead of the traditional formulation it could be applied for a specific bachelor's degree. As well has been considered a complex applied problem, which is suitable as a task for performing a computational and graphic work, since it integrates several topics of the discipline.
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Nagy, Judit T., and Mária Bernschütz. "The Moderating Role of Academic Discipline in Acceptance of Video Technology for Educational Purposes." Periodica Polytechnica Social and Management Sciences 30, no. 1 (January 3, 2022): 28–35. http://dx.doi.org/10.3311/ppso.17531.
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This study aims to investigate the role played by academic discipline differences in terms of their influence on the acceptance of video technology being used for educational purposes by higher education students. The research model was based on Technology Acceptance Model in which academic discipline (hard, pure, soft, applied) was involved as a moderator variable.Data were collected from 240 students using a questionnaire on which the partial least-squares structural equation modelling and the Henseler's multi-group analysis were used to compare differences among academic discipline-groups. In summary, results show that the degree of importance attached to perceived usefulness, perceived ease of use and attitude toward video use when students explain the intensity of their instructional video usage differs between hard/soft, and pure/applied academic disciplines. In the case of hard-pure subjects (e.g. natural sciences) and hard-applied subjects (e.g. engineering or computer science) the intensity of video usage, as a learning resource, is mostly determined by the students' expectations in relation to the effortlessness (or otherwise) of learning with videos. In the case of soft-pure subjects (such as sociology) and soft-applied subjects (such as law and business studies) positive/negative feelings associated with video usage also play an important role in the intensity of video usage as a learning resource. The degree to which a student believes that using videos would enhance his or her learning has a stronger influence on the intensity of video usage in the case of soft-pure subjects than in the case of soft-applied subjects.
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Deng, Jiushuai, Juan Hu, Zhiqiang Xu, Weidong Wang, Zhongyi Bai, and Tingting Hu. "Strategies for Improving the Effectiveness of Professional Practice for Full-Time Professional Master Degree Postgraduate in Mineral Processing Engineering." Journal of Contemporary Educational Research 7, no. 1 (January 5, 2023): 27–32. http://dx.doi.org/10.26689/jcer.v7i1.4696.
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In order to gain practical experience and hands-on skills, full-time professional master degree postgraduate in mineral processing engineering should engage in professional practices. Nonetheless, a series of problems, including insufficient time for practice, low management level, inadequate implementation of the double-supervisor system, and poor results of professional practice, has reduced the effectiveness of professional practice. In view of the aforementioned problems and the characteristics of the discipline, this paper proposes several strategies for improving the effectiveness of professional practice for postgraduates in mineral processing engineering.
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Borucinsky, Mirjana, and Boris Pritchard. "Lexical bundles in maritime texts." ICAME Journal 46, no. 1 (August 1, 2022): 5–17. http://dx.doi.org/10.2478/icame-2022-0001.
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Abstract Lexical bundles are recurring frequent word combinations. Research has shown that lexical bundles vary in genre and register (Biber 2006; Biber, Conrad and Cortes 2004; Hyland 2008a, 2008b; Scott and Tribble 2006). However, the degree to which they vary by discipline remains inconclusive. The main aim of this paper is to establish whether lexical bundles are discipline specific, i.e., whether each discipline draws on a specialized lexical repertoire or whether there is a core vocabulary shared across various disciplines. For that purpose, maritime texts covering the subdomains marine engineering, navigation, maritime law and shipping have been collected so as to investigate the structure and function of lexical bundles and to find out how they shape meaning in specialized discourse. For the purposes of the study, a 7.4 M corpus consisting of two monolingual subcorpora and one bilingual subcorpus was compiled. This corpus can be used as a basis for further studies in the field. Furthermore, the paper discusses problems encountered while extracting N-grams from a corpus, as well as classification criteria for the identification of lexical bundles. The results show that lexical bundles identified in maritime texts are phrasal rather than clausal. The results also indicate that lexical bundles are discipline specific. Teaching these specialized features that shape discourse can improve students’ language production and should thus be the focus of instruction in ESP.
Dissertations / Theses on the topic "Degree Discipline: Engineering"
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Braune, Yann. "Investments in Academic Renewable Electricity Generation Technology Spin-Offs : A Qualitative Study on High Capital Limitations for Underexplored Renewable Energy Sources." Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413527.
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Due to an intensified climate change discourse, renewable energy technologies find higher attention within the energy system and increasingly compete with traditional energy conversion systems. Electricity is progressively being generated through renewable electricity generation technologies (REGT) which harness naturally existing energy fluxes (wind, tide, heat, sun) and convert it to electricity. High investments are currently being made into well-developed REGT using explored energy sources such as wind, hydro or solar. In order to increase cost- and energy efficiency of REGTs, university research projects are developing new REGTs that harvest underexplored energy sources such as the marine energy source. These capital-intensive marine energy research projects are entering the market through university spin-off firms but are often confronted with funding gaps, for the current or future operations. Capital rich investors could provide these funds but are often investing in well explored energy sources rather than into underexplored but more cost- and energy-efficient energy sources. Utilizing a qualitative, grounded theory-influenced approach and combining empirical material of semi-structured interviews, data from a participant observation of an innovation system workshop attendance and data from continuous meetings with an academic REGT spin-off from Uppsala University, this study investigates 1) the drivers and barriers within the funding ecosystem for academic REGT spin-offs in Sweden, 2) the limited access of high capital to underexplored energy sources on the specific case of the marine energy source and 3) a potential common ground for investors with high capital and academic REGT spin-offs in order to allow an accelerated diffusion of the marine energy source. The results indicate that the physical properties of the underexplored marine source should not be accounted for as driver but rather as the foundation of an academic REGT spin-off. This frame allows to bridge practitioners of both the investment field and the academic field of REGT spin-offs through the degree of utilization. An inversion of relations, where not only entrepreneurs increasingly link their field of study to economy and business, but also investors adapt cross-disciplinary knowledge towards academia and natural sciences via the degree of utilization, could be beneficial for an accelerated diffusion of academic REGTs. Bridging practitioners of both fields through the degree of utilization and other means might together with a full commercial application and proof of marine REGTs reduce the funding gap of academic spin-offs in the marine sector and allow access to investors with high capital.
Books on the topic "Degree Discipline: Engineering"
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Parry, Gareth. Wider access and the professional engineering institutions: An investigation of the role of the professional engineering institutions in widening entry to accredited first degree courses in engineering and related disciplines. London: Council for National Academic Awards, 1990.
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Antonov, Gennadiy, Ol'ga Ivanova, Valeriy Tumin, and Petr Kostromin. Competitiveness of organizations and territories. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1852439.
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The textbook discusses the issues of managing the competitiveness of organizations and territories, including the theory of competition, its role in the economy, types and strategies of competition.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for university students studying in bachelor's and master's degrees in the areas of training "Management", "Economics", "State and Municipal Management", "Housing and communal infrastructure", "Trade", "Quality Management", as well as in engineering and technological areas and specialties studying disciplines of economic, organizational and managerial cycles; for graduate students, students of business schools and advanced training and retraining courses. It can be useful for university teachers, employees of research and consulting firms, business structures, managers and specialists of enterprises.
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Lobanov, Aleksey. Medical and biological bases of safety. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1439619.
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The textbook considers the subject and tasks of the discipline, highlights the medical and biological foundations of ensuring human security in the conditions of natural, man-made and biological-social emergencies, as well as when using modern weapons of destruction by a probable enemy.
Briefly, but quite informative, the structure of the human body and the basics of its functioning are described. The specificity and mechanism of the toxic effect of harmful substances on a person, the energy effect and the combined effect of the main damaging factors of the sources of emergency situations of peacetime and wartime are shown. The article highlights the medical and biological aspects of ensuring the safe life of people in adverse environmental conditions, including in regions with hot and cold climates (the Arctic). The methods of forecasting and assessing the medical situation in emergency zones and lesions are presented.
The means and methods of medical and biological protection and first aid to the affected are shown. The main tasks and organizational structure of formations and institutions of the medical rescue service of the GO, the All-Russian Service of Disaster Medicine and medical formations of the EMERCOM of Russia are considered. Organizational issues of medical and biological protection in emergency situations are highlighted. The features of the organization of medical support for those affected by terrorist attacks are considered.
It is intended for students and cadets of educational institutions of higher education studying under the bachelor's degree program in the following areas of training: "Technosphere security", "Infocommunication technologies and communication systems", "Information systems and technologies", "State and municipal management", "Economics", "Mechatronics and robotics", "Operation of transport and technological machines and complexes", "Informatics and computer engineering", "Air Navigation", "System analysis and management". It can also be useful for researchers and a wide range of specialists engaged in practical work on planning and organizing medical and biological protection of the population.
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Parry, Gareth. Wider access and the professional engineering institutions: An investigation of the role of the professional engineering institutions in widening entry to accredited first degree courses in engineering and related disciplines : report of a project jointly funded by CNAA and the British Petroleum Company plc at City University. London: Council for National Academic Awards, 1990.
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Mura, Anna, and Tony J. Prescott. A sketch of the education landscape in biomimetic and biohybrid systems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0064.
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The Living Machines approach, which can be seen as an exemplar methodology for a wider initiative towards “convergent science,” implies and requires a transdisciplinary understanding that bridges from between science and engineering and to the social sciences, arts, and humanities. In addition, it emphasizes a mix of basic and applied approaches whilst also requiring an awareness of the societal context in which modern research and innovation activities are conducted. This chapter explores the education landscape for postgraduate programs related to the concept of Living Machines, highlighting some challenges that should be addressed and providing suggestions for future course development and policy making. The chapter also reviews some of the within-discipline and across-discipline programs that currently exist, particularly within Europe and the US, and outlines an exemplar degree program that could provide the multi-faceted training needed to pursue research and innovation in Living Machines.
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Olsson, Gustaf. Water Interactions – A Systemic View. IWA Publishing, 2022. http://dx.doi.org/10.2166/9781789062908.
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Abstract During the last two decades, the interrelationship between water and energy has become recognized. Likewise, the couplings to food and agriculture are getting increasingly obvious and alarming. In the last year, a record number of extreme weather events have been reported from most parts of the world. This is a visible demonstration how consequences of climate change must be understood and alleviated. The impacts of economics, lifestyle, and alarming inequalities are becoming increasingly recognisable. If the wealthy part of the world is not willing not make radical changes it does not matter what the less wealthy half of the global population will do to meet the climate and resource crisis. The purpose of the book is to demonstrate and describe how climate change, water, energy, food, and lifestyle are closely depending on each other. It is not sufficient to handle one discipline isolated from the others. This is the traditional “component view”. The book defines and describes a systems view. The communications and relationships between the “components” have to be described and recognized. Consequently, the development of one discipline must be approached from a systems perspective. At the same time, the success of the systems perspective depends on the degree of knowledge of the individual parts or disciplines. The catchphrase of systems thinking has been caught in the phrase, “The whole is more than the sum of its parts”. The idea is not new: the origin of this phrase is to be found already in Aristotle's Metaphysics more than 2300 years ago. The text may serve as an academic text (in engineering, economics, and environmental science) to introduce senior undergraduate and graduate students into systems thinking. Too often education encourages a “silo” thinking. Current global challenges can't be solved in isolation; they depend on each other. For example, water professionals should have a basic understanding of energy issues. Energy professionals ought to understand the dependency on water. Economic students should learn more how economy depends on natural resources like energy and water. Economics must include the environmental impact and ecological ceiling of economic activities. ISBN: 9781789062892 (print) ISBN: 9781789062908 (eBook) ISBN: 9781789062915 (ePUB)
Book chapters on the topic "Degree Discipline: Engineering"
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"Curriculum Issues in Industry Oriented Software Engineering Education." In Software Industry-Oriented Education Practices and Curriculum Development, 153–65. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-797-5.ch010.
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Software engineering education has been emerging as an independent and mature discipline. Accordingly, various studies are being done to provide guidelines for the software engineering education curriculum design. This chapter summarizes the case for the need for software industry related courses and discusses the significance of industry oriented software engineering education to meet the educational objectives of all stakeholders. Software industry oriented curricula for the undergraduate and postgraduate levels are discussed. An industry oriented postgraduate level (Master’s degree level) software engineering course is also proposed which includes foundational and applied courses to provide effective training to future software engineers. This will lead to the enhancement of their employment prospects in industrial and allied sectors.
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Woodfield, Ruth. "Gender and Employability Patterns amongst UK ICT Graduates." In Globalization, Technology Diffusion and Gender Disparity, 184–99. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0020-1.ch016.
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This chapter explores the employment patterns of male and female Computer Science graduates in the UK. It is shown that women Computer Science graduates fare less well than men on a variety of measures of employment success, despite being more likely to leave university with a better degree. Their performance is compared to that of women from a comparable scientific and male-dominated discipline: engineering. The results show that women graduates from Computer Science degrees enjoy less success in securing graduate-level work than that experienced by other groups of women, including those graduating from engineering. Most notably, women computer science graduates are less likely to secure graduate-level work within the work sphere that their degree has prepared them for: ICT. The utility of explanations focusing on individual preferences, versus those focusing on extra-individual, demand-side factors, is discussed in the context of the findings.
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." In Technological Applications and Advancements in Service Science, Management, and Engineering, 134–51. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1583-0.ch009.
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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.
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Vega-Muñoz, Alejandro, and Juan Manuel Arjona-Fuentes. "Social Networks and Graph Theory in the Search for Distant Knowledge." In Handbook of Research on Advanced Applications of Graph Theory in Modern Society, 397–418. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9380-5.ch017.
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This chapter presents how the analysis of social networks supported in graph theory contributes to the search for “distant knowledge” in the field of industrial engineering, discipline of engineering that in its current form began in the early 20th century when the first engineers began to apply scientific theory to manufacturing. In particular, the case of Chilean documented scientific production in this area of engineering is analyzed as a category of the web of science distinguishing its degree of connection with the great knowledge, generating organizations worldwide, determining its high dissociation with the great contemporary theoretical referents, and recommending the way to reduce these problems in the future.
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Solomatine, D. P., R. K. Price, A. Jonoski, I. Popescu, B. Bhattacharya, L. Alfonso Segura, G. Corzo Perez, S. J. van Andel, and C. Bertini. "Hydroinformatics education at IHE Delft: past and future." In Michael Abbott's Hydroinformatics, 93–106. IWA Publishing, 2022. http://dx.doi.org/10.2166/9781789062656_0093.
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Abstract From the very beginning of introducing hydroinformatics as a new discipline of research and practice, Mike Abbott worked together with his collaborators on establishing a supporting educational programme at post-graduate level. This chapter presents the establishment of the first hydroinformatics post-graduate programme at IHE Delft, in the Netherlands, later offered as an MSc degree in water science and engineering with specialization in hydroinformatics. The curriculum and the set-up of the programme are described, together with their developments over the last three decades. This programme has significantly benefited from the unique characteristics of IHE Delft: The institute is specifically oriented to providing water education to participants from the Global South, and, at the same time, it operates within a network of diverse organizations engaged in research and practice of water management in the Netherlands and Europe. The hydroinformatics programme has therefore benefited from contributions of top experts from such institutions who have taken roles as invited lecturers, as well as MSc and PhD mentors and supervisors, very often on water-related topics originating from-, or relevant for students' home countries. Challenges for maintaining relevant attractive hydroinformatics curriculum have come from continuous developments in information and communication technologies (ICTs), need for balancing ICT-related and water-related subjects, while still imparting knowledge regarding the primary role of hydroinformatics as an integrating discipline needed for supporting efficient-, but also transparent and inclusive water-related decision making. The associated PhD programme in hydroinformatics and some related Master programmes at IHE Delft are also briefly introduced. The chapter also presents an overview of hydroinformatics-related education at other universities around the world. The concluding section presents an outlook for future hydroinformatics education in which next to its water and informatics components, its social dimension and integrative purpose will become even more important.
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Amato, Luanne M. "Improving Diversity and Equality in STEM Education." In Handbook of Research on Active Learning and Student Engagement in Higher Education, 339–65. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9564-0.ch016.
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Within the global business environment there is a critical need for a diverse pool of employees with higher education degrees in the fields of science, technology, engineering, and mathematics (STEM). Unfortunately, in the United States, graduation statistics suggest marginalized groups are underrepresented in the awarding of STEM degrees. This chapter explains why diversity in STEM careers is reported to be a critical need for U.S. economic sustainability and competitiveness in the global business arena. It highlights the major challenges and barriers in STEM education related to instructional design that severely limit student engagement and derail degree attainment in STEM disciplines, especially for marginalized groups. The chapter also explains how Universal Design for Learning (UDL) acts a template for improved instructional design and introduce the LEVEL instructional model, which was created based on the principles of UDL and, when utilized in higher education coursework, promotes active learning and support for diverse learning styles.
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Koh, David, and Wee Hoe Gan. "Occupational health." In Oxford Textbook of Global Public Health, edited by Roger Detels, Quarraisha Abdool Karim, Fran Baum, Liming Li, and Alastair H. Leyland, 457–72. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198816805.003.0055.
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Occupational health is the ‘promotion and maintenance of the highest degree of physical, mental, and social well-being of workers in all occupations’. Work-related ill-health and injuries cause considerable mortality and morbidity to workers worldwide, and are a major cause of disability, lost productivity, and sickness absence. In the occupational setting, workers may suffer from occupational diseases (those directly caused by workplace hazards); ‘work-related diseases’ (those that are multifactorial in origin with occupational exposures contributing to part of the aetiology); and non-occupational diseases that affect the general population. Primary, secondary, and tertiary preventive measures can be used to reduce the burden of disease at the workplace. Prevention of occupational ill-health requires an understanding of the work processes, the range and extent of exposures to hazards, and the steps that may be available to reduce exposure. It also requires recognition of vulnerable occupational groups such as workers in developing nations, migrant workers, child labour, women workers, and impaired workers. The standard hierarchy of control strategies for reducing exposure to workplace hazards includes elimination, substitution, isolation, engineering measures, administrative procedures, and personal protective equipment. The workplace can be a suitable venue for health promotion activities although this should not be at the expense of elimination and control of exposure to occupational hazards. As occupational health practice has evolved to consideration of health issues beyond the ‘factory gate’, the discipline now has much in common with environmental health and encompasses the philosophy and principles of good public health practice.
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Chang, Shanton, Martina von Imhoff, and Rikke Ilona Ustrup. "Engineering and Information Technology." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 300–324. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch012.
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Students in the Engineering and Information Technology (IT) field are statistically less mobile than in many other disciplines. This has been documented across Australia, Europe and North America. While studies have shown the benefits of going abroad for a period of time, these messages seem to be lost on many Engineering and IT students. Using comparative case studies between/among various Universities, this chapter outlines and explores the challenges of trying to encourage more of such students to go abroad. Challenges include: (1) student concerns; (2) degree structure and program limitations; and (3) faculty buy-in. This chapter outlines three cases where strategic and operational actions have been taken to mitigate identified challenges. Best practices include the identification and introduction of ‘mobility windows' in curricula in cooperation with faculty, having a clear management framework and performance indicators and achieving faculty buy-in.
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Gutiérrez-Ujaque, Daniel. "A Transpraxis Approach to Higher Education: A Case Study on Methodological Orientations." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.109203.
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The critical pedagogy approach opens the door to exploring the Transpraxis Approach (TA) in Higher Education (HE) as a crucial element in promoting social justice through solving social and real problems in the immediate environment. In this study, methodological principles for TA implementation are described. During the academic year 2020–2021, a case study following a participatory action research method was conducted at the University of Lleida to demonstrate how TA can be implemented in the educational methodology of two subjects in two different academic disciplines. A total of 160 students participated: seventy-eight with a bachelor’s degree in Social Education and eighty-two with a bachelor’s degree in Industrial Engineering. The twenty-seven projects carried out cooperatively by the students were analyzed using content analysis through a system of categories. According to the research, cooperative and experiential learning between university degrees is essential to creating curricular experiences beyond disciplinary boundaries and fragmented knowledge. The paper concludes with ten methodological principles for implementing TA in HE, which present university education as an enabling, collaborative, and critical response to real problems.
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Zhang, Xufang. "An Elective Course-Based Model for the Change of Traditional Engineering Curriculum Towards PBL in a Chinese University." In Global Perspectives on Fostering Problem-Based Learning in Chinese Universities, 183–209. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9961-6.ch007.
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The chapter presents two PBL models for the change of traditional engineering curriculum based on traditional courses across colleges at the Northeastern University in China. A particular focus of the PBL model design is about interdisciplinarity. In this regard, the E2-iPBL model is developed based on general and major elective courses offered across many disciplines, whereas the JD-iPBL model is considered to develop PBL courses by further introducing compulsory major courses for a joint-degree training program. For practical implementations within the traditional engineering curriculum background, the change of the teacher's role for student-centered constructive learning is briefly summarized. Possible realizations and simple cases are illustrated. Finally, a comparative study of the E2-iPBL and JD-iPBL models is outlined.
Conference papers on the topic "Degree Discipline: Engineering"
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Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.
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Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.
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Fortuna, Fabio, Gino Bella, Mirko Barbuto, Riccardo Conti, Raffaello Cozzolino, Silvia Di Francesco, Alfredo Donno, et al. "Virtual Academic Teaching for Next Generation Engineers." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20446.
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Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.
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Michael, Andreas. "The True Market Value of a Good Petroleum Engineer: A Technical Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206272-ms.
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Abstract Defined by SPE as the application of basic and engineering sciences to the finding, development, and recovery of oil, gas and other resources from wells, petroleum engineering (PE) has been throughout the years falsely thought of as an amalgamation of other disciplines applied to the exploration and recovery of hydrocarbons. Integrating all PE subdisciplines in a manner efficient for teaching and learning is essential for securing the abundance of well-rounded market-attractive professionals. This paper discusses advantages individuals with PE background experience should exhibit in their employment in the oil and gas industry and academia. There is no point for students in going to school for a degree that will not hand them a competitive edge within their discipline. For graduate PEs, the job market is dependent on the quality of their respective academic programs and by extension to the quality of the teaching faculty. A steady oil and gas job market may not necessarily warrant robust employment opportunities, particularly straight after graduation. In a discipline like PE, where almost everything that matters takes place thousands of feet underground, apportioning credit for successes or responsibility for failures is itself a challenge. Decreases in student enrollments in PE programs reported by various universities during times of low oil and gas prices poses questions about the future of the PEs discipline, despite the steady demand for oil and gas in the world's energy mix. Academic programs interested in facilitating a smooth transition of their graduates into the industry should work in conjunction with practitioners to provide the correct balance between theory and practice in their coursework ensuring that once employment opportunities are created, they get filled with candidates of relevant education and training. PE degree-holding candidates should be the natural first choice for PE positions. This means that their educational and professional backgrounds should be providing them with an undisputed advantage which places them a leg above candidates from other disciplines. For instance, for a well completions job opening, there should not be a better alternative than a good PE specialized in well completions. If every PE graduate comes out of his or her program with a skillset which is superior to that of his or her competition, he or she will be the preferred choice for an oil and gas job.
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Sun, Xuan, Kjell Andersson, and Ulf Sellgren. "Towards a Methodology for Multidisciplinary Design Optimization of Haptic Devices." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47181.
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Design of haptic devices requires trade-off between many conflicting requirements, such as high stiffness, large workspace, small inertia, low actuator force/torque, and a small size of the device. With the traditional design and optimization process, it is difficult to effectively fulfill the system requirements by separately treating the different discipline domains. To solve this problem and to avoid sub-optimization, this work proposes a design methodology, based on Multidisciplinary Design Optimization (MDO) methods and tools, for design optimization of six degree-of-freedom (DOF) haptic devices for medical applications, e.g. simulators for surgeon and dentist training or for remote surgery. The proposed model-based and simulation-driven methodology aims to enable different disciplines and subsystems to be included in the haptic device optimization process by using a robust model architecture that integrates discipline-specific models in an optimization framework and thus enables automation of design activities in the concept and detail design phase. Because of the multi-criteria character of the performance requirements, multi-objective optimization is included as part of the proposed methodology. Because of the high-level requirements on haptic devices for medical applications in combination with a complex structure, models such as CAD (Computer Aided Design), CAE (Computer Aided Engineering), and kinematic models are considered to be integrated in the optimization process and presenting a systems view to the design engineers. An integration tool for MDO is used as framework to manage, integrate, and execute the optimization process. A case study of a 6-DOF haptic device based on a TAU structure is used to illustrate the proposed methodology. With this specific case, a Multi-objective Genetic Algorithm (MOGA) with an initial population based on a pseudo random SOBOL sequence and Monte Carlo samplings is used for the optimization.
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Mountain, Jeffrey R., and Angela D. Riddick. "Process Control System Design Experiences: A Real World Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80306.
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Hands-on, design oriented experiences have been shown to increase the visibility of the engineering profession; inspiring pre-college students to better prepare in math and science, and pursue an engineering degree. Most of these programs are successful, but they primarily focus on the creative aspects of highly specialized industries with little regard to the detail process of real world engineering design. Many students enroll in engineering programs believing the profession is solely focused on creativity and “building stuff” from a provided set of components. Once faced with the analysis and detail-oriented aspects of engineering practice, or the reality that most engineers are not employed by NASA or in robotics related industries, many students abandon engineering programs for other degree plans. The University of Texas at Tyler is using process control systems design as a theme to expose pre-college and college-level students to “common” engineering practices. This outreach program is part of a National Science Foundation funded project to provide hands-on opportunities to design, build, and test thermal/fluid based process control systems in an effort to attract and retain increased numbers of engineering students. This paper describes the proof of concept Process Control Breadboard System developed to provide a broad spectrum of students with exposure to the design of “common” engineering systems. Pre-college students come to realize that a wide range of engineering disciplines including: agricultural, chemical, electrical, mechanical, and petroleum engineering, consider process controls a part of their discipline. In addition, middle school students get exposed to the detail oriented aspects of real world engineering design; gaining experience in CAD modeling and producing bills of material prior to the hands-on build and test of their systems. Results from a variety of outreach and university level curriculum integration activities, conducted during the first two years of grant funding, will be presented, along with a summary of lessons learned and plans for future activities.
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Babadagli, Tayfun. "Reassessment of Petroleum Engineering Education: Is It the End of an Era or a New Start?" In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205964-ms.
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Abstract Since emerging more than a century ago, petroleum engineering (PE) education has increasingly kept its popularity despite significant downturns in the industry. During these downturn periods, observed at least four times since the 1973 oil crisis, structural changes in university programs have been considered. On the other hand, during the "heyday" periods, institutions have had to tackle enormous demand from industry, severely increased enrollments, and reestablish resources to provide a proper service. In light of these observations and while experiencing the fifth downturn period over the last five decades, it is time again to ask the same question: "Shall we continue with the same PE education model or radically shift to a new model?" In this paper, after reviewing more than fifty articles published over the last 85 years reporting the attempts made towards reshaping PE education, an option of restructuring PE programs is discussed. This option is less oil industry (and oil prices) dependent and more of a "general" engineering education program with an emphasis on the "geoscience" or "subsurface" engineering aspects of the PE discipline. Detailed discussions focus on curriculum updates to address the industry practice of "subsurface" related engineering applications. Viability of this option was discussed from industry, academia, and students’ perspective. This restructuring option requires substantial changes to curricula, skill development, and teaching and learning styles. Fundamentals are essential to include in PE education similar to other general (or major) engineering disciplines such as mechanical, civil, chemical, and electrical engineering. The essential elements of engineering skills such as creative design, decision making, problem description and solving, management under high degree of uncertainty, and data collection and processing for optimization are to be included in the new model. Finally, the model proposed is critically discussed and analyzed from different perspectives (industry, academia, and students) considering current and prospected subsurface engineering applications.
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Kuzlyakina, Valentina V., and Jury N. Slepenko. "Automation of Structuring and Research of Lever Mechanisms Kinematics." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34612.
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The procedure of lever mechanisms structuring being the basis of the majority of mechanical systems is complicated and labor-consuming. The generalized structural modules allow to automate and repeatedly to speed up process of lever mechanisms schemes creation and research of their kinematics in the specialized system “Visual Structure Editor (VSE)”. Ten types of generalized structural modules are offered, which allow to create schemes and to investigate kinematics of lever mechanisms of the second class of any degree of complexity. In this work structuring of various flat mechanisms schemes with any possible number of members based on only 5 types of generalized structural groups is presented. These are a rotating initial link, an onward moving link, a two-driver group with three rotary kinematics couples and two-driver groups with two rotary and one external forward kinematics couples of two types. VSE is broadly used in education process when performing the course designing on engineering discipline.
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Liu, Z. Zack, and S. Mark Ma. "PETROPHYSICS SKILL SET GUIDELINES FOR INDEPENDENT PETROPHYSICAL CONTRIBUTORS." In 2021 SPWLA 62nd Annual Logging Symposium Online. Society of Petrophysicists and Well Log Analysts, 2021. http://dx.doi.org/10.30632/spwla-2021-0110.
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During the 2014 SPWLA Topical Meeting on “Educating the Petrophysicist”, it recommended that “A minimum set of standards in terms of both knowledge and skills (competencies) for an entry level petrophysicist (SPWLA, 2014). Similar proposal has been raised before as well (Loermans, 2002). With the rapid advance in technology, continuous crew change, and a natural pandemic affecting the oil and gas industry, the learning pattern has been changing from traditional in-person structured courses to more online, on-demand, short course training. For those interested in entering petrophysics discipline or furthering their petrophysics knowledge and skills, the learning path is less clear than other discipline like reservoir engineering, or geology, due to the lack of university degree program in Petrophysics. SPWLA Education SIG has taken on this challenge and developed skill set guidelines for petrophysicists as independent contributors. The current version of the guidelines covers topics including: General Geoscience and Engineering Operations, Fundamental Petrophysical Data Acquisition, Integrated Formation Evaluation, LWD Petrophysics in Formation Evaluation and Geosteering, Reservoir Dynamic Surveillance, Integrated Petrophysical Modeling, and Data Driven Petrophysics. In each topic, it includes basic skills as well as specialized skills. The document was developed with oil and gas industry in mind and can be adapted for petrophysicists working in related fields such as geothermal, mining, carbon management, water resources evaluation, etc. The document will be useful for students interested in learning to be a petrophysicist, a company interested in developing a training program for petrophysicists, and an organization interested in developing skill assessment program for Petrophysicists.
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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.
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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Leleve, Arnaud, Minh Tu Pham, Mahdi Tavakoli, and Richard Moreau. "Towards Delayed Teleoperation With Pneumatic Master and Slave for MRI." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82782.
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Over the last 50 years, master-slave teleoperation has become a widespread and successful field of research. This discipline explores how to perform tasks using a robot on an environment with haptic feedback about robot-environment interaction being provided to the human operator. Most of the master and slave manipulators used in teleoperation are electrically actuated. However, in some particular applications such as inside an MRI for image-guided surgery, ferromagnetic materials including electrical wiring is prohibited. Thus, non-ferromagnetic actuators like pneumatic or hydraulic actuators are a solution to this problem. This specific application also requires teleoperation in the sense of “tele-actuation” because of the lack of space inside the MRI chamber to put the robot’s actuators and the presence of electrical components in pneumatic servovalves. In this paper, we study the case of a teleoperation system composed of two identical pneumatic cylinders (as the master and the slave) equipped with servovalves, making a symmetric teleoperation system. This serves as a one-degree-of-freedom system to outline the design and analysis in terms of teleoperation transparency and stability. Simulation and experimental results check the validity of the theory without and with classical transmission delays.
Reports on the topic "Degree Discipline: Engineering"
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Brokert, V. V., and O. N. Nazarova. Electronic tests for the current control of knowledge in the discipline "Applied Geometry and Engineering Graphics" (training direction: 160000 Aviation and rocket and space technology, the level of higher education - specialty, bachelor's degree). Science and Innovation Center Publishing House, January 2017. http://dx.doi.org/10.12731/brokertnazarova17012017.22528.
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