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Journal articles on the topic 'Engineering Programs'

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Published: 1 April 2023

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1

Engel, G. L. "Program criteria for software engineering accreditation programs." IEEE Software 16, no. 6 (1999): 31–34. http://dx.doi.org/10.1109/52.805470.

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2

Nguyen, Anh Tuan, and Nguyen Vang-Phuc Nguyen. "Benchmarking industrial engineering programs." Benchmarking: An International Journal 25, no. 4 (May 8, 2018): 1194–212. http://dx.doi.org/10.1108/bij-09-2016-0136.

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Purpose The purpose of this paper is to identify the best practices of industrial engineering (IE) programs that could be learnt and used at other educational institutions. Design/methodology/approach Nine IE programs in the USA are benchmarked using a conceptual framework that considers an educational program as a system consisting of a purpose, a curriculum, resources, and quality processes. The information used in benchmarking is collected from the program self-study reports, course catalogs, and websites which are available on the internet. Findings It is found that in spite of their diversity in history, missions, sizes, and reputations, the studied programs are rather unified in terms of purpose definition, curriculum formation, resource selection, and quality process usage. From the analysis, a template of IE curriculum is proposed. Research limitations/implications As the selection of the studied programs is based on the availability of the information, the findings may not be representative for IE programs in the USA. Future work can aim at comparing IE programs from various countries. Practical implications The findings could be used as benchmarks by IE schools interested in the improvement of operations. Originality/value A conceptual framework for benchmarking is proposed and proves useful for comparing educational programs. The findings represent the current best practices at IE schools in the USA.
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3

Sadin, S. R. "NASA's university engineering programs." IEEE Transactions on Education 34, no. 1 (1991): 31–35. http://dx.doi.org/10.1109/13.79876.

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4

Gomez-Rivas, Alberto, and George Pincus. "Engineering technology special programs." Computer Applications in Engineering Education 8, no. 3-4 (2000): 185–90. http://dx.doi.org/10.1002/1099-0542(2000)8:3/4<185::aid-cae8>3.0.co;2-0.

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5

Parnas, D. L. "Software engineering programs are not computer science programs." IEEE Software 16, no. 6 (1999): 19–30. http://dx.doi.org/10.1109/52.805469.

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6

Joiner, J. K., and W. T. Tsai. "Re-engineering legacy Cobol programs." Communications of the ACM 41, no. 5es (May 1998): 185–97. http://dx.doi.org/10.1145/276404.276410.

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7

Kokol, P. "Spreadsheet programs in software engineering." ACM SIGSOFT Software Engineering Notes 12, no. 3 (July 1987): 45–50. http://dx.doi.org/10.1145/29934.29941.

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8

Kuo, W. "Assessment for U.S. Engineering Programs." IEEE Transactions on Reliability 55, no. 1 (March 2006): 1–6. http://dx.doi.org/10.1109/tr.2005.863791.

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9

BETTS, WILLIAM F. "Cost-Effective Clinical Engineering Programs." Journal of Clinical Engineering 12, no. 2 (March 1987): 119–26. http://dx.doi.org/10.1097/00004669-198703000-00008.

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Vasconcelos, Maria Eugenia Santana Soares, Roberta Alvarenga Dos Santos, and Henrique Rego Monteiro Da Hora. "Eficiência dos programas de pós-graduação: estudo evolutivo da área de Engenharias III." Estudos em Avaliação Educacional 30, no. 75 (January 31, 2020): 878. http://dx.doi.org/10.18222/eae.v30i75.6094.

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<p>O sistema de avaliação estabelecido no Brasil é baseado na atribuição de notas (conceitos). O presente trabalho é um estudo evolutivo dos programas stricto sensu da área de Engenharias III. Com a aplicação da metodologia, demonstrou-se que 12 programas de pós-graduação obtiveram eficiência máxima em todo ciclo avaliativo, sendo a maior parte decorrente de instituições públicas. A pesquisa também aponta que as regiões Sul e Sudeste do Brasil são as que apresentam programas com melhores eficiências. Resultados mostraram um aumento considerável do número de programas autorizados e uma baixa correlação do conceito do programa e eficiência, corroborando o pressuposto que nem todos os programas com conceitos elevados terão um alto índice de produção científica.</p><p><strong>Palavras-chave:</strong> Engenharia, Avaliação da Pós-Graduação, Capes, Pós-Graduação</p><p> </p><p><strong>Eficiencia de los programas de postgrado: estudio evolutivo del área de Ingenierías III</strong></p><p>El sistema de evaluación establecido en Brasil se basa en la atribución de notas (conceptos). El presente trabajo es un estudio evolutivo de los programas stricto sensu del área de Ingenierías III. Con la aplicación de la metodología, se demostró que 12 programas de postgrado obtuvieron eficiencia máxima en todo el ciclo evaluativo, siendo su mayor parte resultante de instituciones públicas. La investigación también señala que las regiones Sur y Sureste de Brasil son las que presentan programas más eficientes. Los resultados mostraron un aumento considerable del número de programas autorizados y una baja correlación del concepto del programa y eficiencia que corrobora el presupuesto de que no todos los programas con conceptos elevados tendrán un alto índice de producción científica.</p><p><strong>Palabras clave:</strong> Ingeniería, Evaluación del Postgrado, Capes, Postgrado</p><p><strong> </strong></p><p><strong>Efficiency of post-graduate programs: evolutionary study in the area of Engineering III</strong></p><p>Brazil’s academic evaluation system is based on grades (concepts). The present paper is an evolutionary study of the stricto sensu programs of Engineering III. The methodology used demonstrated that 12 post-graduate programs, mostly from public institutions, obtained maximum efficiency throughout the entire evaluation cycle. The present study also shows that the South and Southeast regions of Brazil have the most efficient programs. Results indicated a considerable increase in the number of certified programs and a low correlation of program concept and efficiency, corroborating the assumption that not all high concept programs will have a high rate of scientific output.</p><p><strong>Keywords</strong>: Engineering, Post-Graduate Evaluation, Capes, Graduate Studies</p>
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11

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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12

Economides, Michael J., and Ali Ghalambor. "Equivalency of International Petroleum Engineering Programs." Journal of Petroleum Technology 53, no. 01 (January 1, 2001): 64–68. http://dx.doi.org/10.2118/0101-0064-jpt.

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13

Lucas, Scott R., and Christopher N. Schabowsky. "Clinical Engineering in Robotic Surgery Programs." Biomedical Instrumentation & Technology 50, no. 6 (November 1, 2016): 415–20. http://dx.doi.org/10.2345/0899-8205-50.6.415.

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14

Moore, M. M. "TCSE: incubator of software engineering programs." IEEE Software 18, no. 1 (January 2001): 104. http://dx.doi.org/10.1109/ms.2001.903176.

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15

Newman, Christopher B. "Minority engineering programs at a crossroads." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 217–33. http://dx.doi.org/10.1108/jme-01-2016-0016.

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Purpose Underrepresented groups have fought for equal access to higher education, which spurred the development of “minority” initiatives. However, the assault on affirmative action and race-based initiatives have led many universities to retreat toward more all-encompassing “diversity” initiatives. Design/methodology/approach In this study, the author examines two historically white public research universities. The data include 70 participants with voices of faculty, key administrators, students and recent alumni (within the past three-five years). Findings Analyzed through a pattern matching technique, the findings from this study suggest important financial benefits for the “multicultural” engineering program and a sense of communal support for both the “multicultural” and “minority” engineering program. Originality/value Given the international attention of raced-based initiatives, this study provides forward-looking insights based on the experiences and perspectives of key stakeholders.
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16

Wiebe, Henry A., and Daniel L. Babcock. "ABET Accreditation for Engineering Management Programs." Engineering Management Journal 1, no. 3 (September 1989): 27–28. http://dx.doi.org/10.1080/10429247.1989.11414539.

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17

Larsen, P. M., and F. Conrad. "European Programs for Continuing Engineering Education." IFAC Proceedings Volumes 21, no. 6 (July 1988): 205–10. http://dx.doi.org/10.1016/s1474-6670(17)53866-5.

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18

Jeffers, Andrew T., Angela G. Safferman, and Steven I. Safferman. "Understanding K–12 Engineering Outreach Programs." Journal of Professional Issues in Engineering Education and Practice 130, no. 2 (April 2004): 95–108. http://dx.doi.org/10.1061/(asce)1052-3928(2004)130:2(95).

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19

Martin, Glen L. "Training Programs for Engineering Consulting Firms." Journal of Construction Engineering and Management 114, no. 1 (March 1988): 121–32. http://dx.doi.org/10.1061/(asce)0733-9364(1988)114:1(121).

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20

Loidl, Hans-Wolfgang, Philip W. Trinder, Kevin Hammond, Sahalu B. Junaidu, Richard G. Morgan, and Simon L. Peyton Jones. "Engineering parallel symbolic programs in GPH." Concurrency: Practice and Experience 11, no. 12 (October 1999): 701–52. http://dx.doi.org/10.1002/(sici)1096-9128(199910)11:12<701::aid-cpe443>3.0.co;2-p.

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21

Fisher, Jack. "Systems Engineering for Commercial Space Programs." INCOSE International Symposium 2, no. 1 (July 1992): 225–30. http://dx.doi.org/10.1002/j.2334-5837.1992.tb01496.x.

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22

Hackett, Rachelle Kisst, and Gary R. Martin. "Faculty Support for Minority Engineering Programs." Journal of Engineering Education 87, no. 1 (January 1998): 87–95. http://dx.doi.org/10.1002/j.2168-9830.1998.tb00326.x.

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23

Venčkauskas, Algimantas, Jevgenijus Toldinas, and Vita Krivickienė. "Kompiuterių ir operacinių sistemų saugos modulio programos sudarymas." Informacijos mokslai 50 (January 1, 2009): 187–93. http://dx.doi.org/10.15388/im.2009.0.3240.

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Informacinės technologijos turi tinkamai atlikti kontrolę, užtikrinančią informacijos saugą nuo įvairių pavojų – nepageidaujamo ar nesankcionuoto informacijos skleidimo, pakeitimo ar netekimo ir panašiai. Tarptautinių ir Lietuvos institucijų, tiriančių kompiuterių saugos incidentus, duomenimis, informacijos saugos pažeidimų skaičius nemažėja. Įvairūs tyrimai, atlikti Lietuvos valstybinių ir nepriklausomų organizacijų, rodo, kad Lietuvoje nėra specialių informacijos saugos specialistų rengimostudijų programų, nors jų poreikis yra akivaizdus. Europos ir JAV universitetuose kompiuterių saugos dalykai dėstomi įvairiais būdais – yra atskiros studijų programos arba saugos moduliai įtraukti į bendrąsias kompiuterių mokslo ar inžinerijos programas. Straipsnyje, išnagrinėjus Vakarų universitetų informacijos saugos studijų programas ir patirtį, siūloma Kompiuterių ir operacinių sistemų saugos modulio programa, apimanti svarbiausius informacijos saugos dalykus.Development of Computer and Operating Systems Security Module CurriculumAlgimantas Venčkauskas, Jevgenijus Toldinas, Vita Krivickienė SummaryThe purpose of Information technologies is to protect an organization’s valuable resources, such as information, from unauthorized publishing, changing or missing. Total number of information security breaches unabated, according to Worldwide and Lithuanian institutions inquiring computer security incidents. In recent years a number of Government and independence Lithuanian organizations have recognized the need for security education in Lithuania (especially in information security), and lack of information security courses. In Europe and USA computer security course modules are taught as separate study programs or they are integrated into existing computer science or engineering programs. In this paper we analyze information security programs curriculums and experiences of west universities in this area. We investigate the Computer and operating systems security module course curriculum where main information security priorities are included.
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Turochy, Rod E., Jon Fricker, H. Gene Hawkins, David S. Hurwitz, Stephanie S. Ivey, Michael A. Knodler, and Rhonda Kae Young. "Assessment of Introductory Transportation Engineering Course and General Transportation Engineering Curriculum." Transportation Research Record: Journal of the Transportation Research Board 2328, no. 1 (January 2013): 9–15. http://dx.doi.org/10.3141/2328-02.

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Transportation engineering is a critical subdiscipline of the civil engineering profession as indicated by its inclusion on the Fundamentals of Engineering Examination and overlap with other specialty areas of civil engineering and as recognized by TRB, ITE, and ASCE. With increasing transportation workforce needs, low numbers of students entering the pipeline, and limited hours within undergraduate civil engineering programs, it is important to ensure that civil engineering students receive adequate preparation and exposure to career opportunities in the transportation engineering field. Thus, investigations into the status of transportation engineering within civil engineering programs and specifically the introductory transportation engineering course are essential for understanding implications to the profession. Relevant literature and findings from a new survey of civil engineering programs accredited by the Accreditation Board for Engineering and Technology is reviewed; that survey yielded 84 responses. The survey indicates that 88% of responding programs teach an introductory course in transportation engineering, and 79% require it in their undergraduate programs. Significant variation exists in the structure of the introductory course (number of credit hours, laboratory requirements, etc.). Common responses about improvements that could be made include adding laboratories, requiring a second course, and broadening course content. In addition, nearly 15% of instructors teaching the introductory course did not have a primary focus in transportation engineering. This finding should be investigated further, given that the course may be an undergraduate civil engineering student's only exposure to the profession.
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Egbert, Robert I., Lorene H. Stone, and David L. Adams. "Characteristics, Similarities, And Differences Among Four-Year Cooperative Engineering Programs In The United States." American Journal of Engineering Education (AJEE) 2, no. 2 (November 23, 2011): 43–54. http://dx.doi.org/10.19030/ajee.v2i2.6637.

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Four-year cooperative engineering programs are becoming more common in the United States. Cooperative engineering programs typically involve a “parent” institution with an established engineering program and one or more “satellite” institutions which typically have few or no engineering programs and are located in an area where there are few, if any, other local opportunities for students to study engineering. In spite of an extensive literature search, the investigators were not able to find much information on these types of programs. Thus, in an effort to learn more about the characteristics of such cooperative programs, Program Directors from universities involved in four-year cooperative engineering programs were asked about the nature of their programs. The purpose of the research project was to learn about the different approaches used in developing and administering cooperative engineering programs, and to understand the strength and weaknesses of the different approaches. A web-based survey, consisting of 26 open-ended questions, was sent to Program Directors from eleven universities; seven responded to all or a portion the survey questions. The survey requested information on majors offered, enrollment, ABET accreditation, age and geographic distribution of students, administrative policies, tuition practices, and other such characteristics of each program. The findings show that most of these cooperative programs have been in existence less than ten years. All are ABET accredited or plan to seek ABET accreditation. Most of the programs offer majors only in Civil, Electrical, and/or Mechanical Engineering. Administrative structures and procedures were similar among all the programs with only minor differences. Although four-year cooperative engineering programs are a relatively new phenomena in engineering education, the number of such programs appears to be increasing. The investigators expected to find that the majority of students in these programs were non-traditional, part-time students, who were geographically bound to the area served by the cooperative engineering program. However, the survey results revealed that the majority of students in these programs are full- time, traditional students, who live within 100 miles of the institution housing the program. The students apparently choose these programs to avoid the costs of room and board at the program’s parent campus. The findings of this survey are believed to be the first such survey done on four-year cooperative engineering programs in the U.S. The results of this research may be helpful to universities planning to start a cooperative engineering program.
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Burnett, Margaret. "End-User Software Engineering and Why it Matters." Journal of Organizational and End User Computing 22, no. 1 (January 2010): 1–22. http://dx.doi.org/10.4018/joeuc.2010101904.

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End-user programming has become ubiquitous; so much so that there are more end-user programmers today than there are professional programmers. End-user programming empowers—but to do what? Make bad decisions based on bad programs? Enter software engineering’s focus on quality. Considering software quality is necessary, because there is ample evidence that the programs end users create are filled with expensive errors. In this paper, we consider what happens when we add considerations of software quality to end-user programming environments, going beyond the “create a program” aspect of end-user programming. We describe a philosophy of software engineering for end users, and then survey several projects in this area. A basic premise is that end-user software engineering can only succeed to the extent that it respects that the user probably has little expertise or even interest in software engineering.
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Chuchalin, A. I. "The CDIO-FCDI-FFCD Rubrics for Evaluation of Three-Cycle Engineering Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 58–72. http://dx.doi.org/10.31992/0869-3617-2019-28-10-58-72.

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The aim of the paper is to propose Rubrics for self-evaluation of graduate and postgraduate engineering programs based on the FCDI (Forecast, Conceive, Design, Implement) Standards and FFCD (Foresight, Forecast, Conceive, Design) Standards by analogy with Rubrics for self-evaluation of undergraduate engineering programs based on the CDIO (Conceive, Design, Implement, Operate) Standards. The FCDI Standards and FFCD Standards were developed for Master’s and Doctoral engineering programs as a result of the CDIO approach evolution and by analogy with the CDIO Standards originally developed for Bachelor’s engineering programs. The CDIO/FCDI/FFCD Standards are recommended for the design and implementation of three-cycle engineering programs to train graduates for complex, innovative and research engineering activities, respectively, taking into account the features of the division of labor in the engineering profession. The 6-level scale Rubrics are helpful for evaluation the degree of Bachelor’s, Master’s and Doctoral engineering programs compliance with the recommendations of the CDIO, FCDI and FFCD Standards, respectively.
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Graffigna Vaggione, Ana María, Lucía Mabel Ghilardi, and María Amelín Dávila. "Analysis of curriculum processes for the development of competencies in engineering education." Tuning Journal for Higher Education 7, no. 2 (May 19, 2020): 25–42. http://dx.doi.org/10.18543/tjhe-7(2)-2020pp25-42.

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This work presents the advances being made on a research project addressing curriculum processes for the development of competencies at the San Juan National University’s Faculty of Engineering (Argentina) in the framework of institutional policies that seek to make its programs of study appropriate for the second generation of accreditation standards. This is an exploratory, descriptive and interpretative study that is currently in the analytic phase, during which time we have carried out a characterization of the study plans currently in force for seven engineering programs in place at the university. In this sense, we describe both the institutional transformation related to the creation of accreditation standards and the perspectives of institutional actors as regards the curriculum design of the San Juan National University Faculty of Engineering’s programs, analyzing the institutional dynamic that emerges from said process.Received: 27 December 2019Accepted: 04 March 2020Published online: 19 May 2020
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Terano, Harold Jan, Francia Tomenio, and Keith Marlon Tabal. "Compliance of Engineering Programs to CDIO Standards." Journal of Education, Management and Development Studies 2, no. 4 (December 31, 2022): 40–52. http://dx.doi.org/10.52631/jemds.v2i4.159.

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CDIO (Conceive, Design, Implement and Operate) emphasizes new approaches in engineering education, and provides students better learning experiences which will prepare them into the real-world of engineering works. This CDIO approach has been adopted by several universities around the world. In the Philippines, this approach has been introduced to several universities and colleges more specifically to engineering programs. Engineering programs at Camarines Sur Polytechnic has been in its third-year since its introduction of CDIO in 2017. This study was developed to evaluate the current state of the engineering programs on how well it lines up with the 12 CDIO standards using the CDIO’s 6-level self-evaluation rubric. Results showed that there are improvements on the ratings in 2020 as compared in 2017 where CDIO framework was first introduced in engineering programs. Standards 4, 5, 9, 10 and 11 were rated 4 which confirmed that the engineering program complies with the standards. Standards 1, 2, 3, 6, 7, 8 and 12 were rated 3 which confirmed that further development and improvement in these standards are sought. Compliance and alignment of CDIO standards to Commission on Higher Education (CHED) standards and quality assurance systems including Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) and Philippine Technological Council (PTC) has been presented and found that CDIO standards conforms with the various quality assurance systems. Plans of action were developed for continuous improvement processes.
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Marshall, Donald J. "Transition Engineering." Mechanical Engineering 124, no. 10 (October 1, 2002): 54–56. http://dx.doi.org/10.1115/1.2002-oct-3.

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This article focuses on transition engineering that is in demand throughout Eastern Europe and the former Soviet Union, where transition of economic life started more than a decade ago. The larger companies had access to consulting resources of international firms to guide them in meeting their new responsibilities. But the smaller firms—from a few employees to several thousand—did not have the money to buy such advice. USAID stepped in to help with a series of programs using volunteer advisors, coordinated by local offices in the newly independent states. In the former Soviet Union, USAID programs seek to fill the void created by a lack of experienced managers and sufficient sources of newly trained personnel, by providing advisors with industry experience and necessary relevant skills.
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MuftiSau, Aftab A. "Development, availability, and use of engineering computer programs." Canadian Journal of Civil Engineering 12, no. 1 (March 1, 1985): 43–53. http://dx.doi.org/10.1139/l85-005.

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In the last decade, software engineering has emerged as a discipline very useful for computer application programmers in various engineering fields. In this paper the author considers the programming and management techniques for developing useful and commercially viable engineering software that may be used in the analysis and design of civil engineering projects. The issue of utilizing existing software effectively and efficiently is also discussed. At the conclusion of the presentation, several recommendations are made to encourage engineering software development in Canada. Key words: engineering, software engineering, software, computers, computer service bureaus, software directories.
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." International Journal of Service Science, Management, Engineering, and Technology 1, no. 2 (April 2010): 51–69. http://dx.doi.org/10.4018/jssmet.2010040104.

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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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Reolon, Matheus Luis, Camila Hélen Grock, Renata Grazziotin-Soares, and Francisco Montagner. "Brazilian advanced specialty programs in endodontics." Revista da ABENO 22, no. 2 (March 8, 2022): 1755. http://dx.doi.org/10.30979/revabeno.v22i2.1755.

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The existence of several Endodontics specialty programs in Brazil is known. However, there was no precise information regarding their geographic distribution, duration, workload and the profiles of the program's directors. There was also no means to determine if the requirements defined by the country's legal bodies were fulfilled by the institutions. The present cross-sectional study was conducted to bring together characteristics and peculiarities of all Brazilian endodontics advanced specialty programs, searching for information on the regulatory-agencies webpages and other venues. We searched the Ministry of Education’s website to locate information such as geographical location, duration (months), number of hours, and program director professional degree profile. Program's homepages were searched to collect additional information – frequency, periodicity, costs, number of faculties. The searches were made between August 2019 and October 2019, identifying 505 registered programs and 117 specific program's websites. It was observed that 39% of the programs are in the Southeast region and 61.2% have a duration of 24 months. Additionally, a majority of the program's directors were male, accounting for 69.1% of the sample. The most common highest qualification held by them was a Masters' degree (45.1%). Regarding the 117 programs that had specific websites, they presented insufficient information, for instance: the frequency was only reported in 81 programs/websites, the number of teachers only in 51, and total fees only in 65. It was concluded that there are various Endodontic specialization programs in Brazil, benefiting the different students' profiles. Also, there is a lack of clear information on some programs.
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Оlga, LENKOVETS, M. "Housing Renovation in Russia and Engineering and Environmental Aspects of Renovation Programs." Journal of Advanced Research in Dynamical and Control Systems 12, SP4 (March 31, 2020): 1060–68. http://dx.doi.org/10.5373/jardcs/v12sp4/20201579.

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35

FUKUYAMA, Kei, Norio OKADA, and Keith W. HIPEL. "Internationalization of Engineering Education through Exchange Programs." Journal of JSEE 53, no. 2 (2005): 36–42. http://dx.doi.org/10.4307/jsee.53.2_36.

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Zhan, Wei, Rainer Fink, and Alex Fang. "Application Of Statistics In Engineering Technology Programs." American Journal of Engineering Education (AJEE) 1, no. 1 (December 1, 2010): 65–78. http://dx.doi.org/10.19030/ajee.v1i1.793.

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Statistics is a critical tool for robustness analysis, measurement system error analysis, test data analysis, probabilistic risk assessment, and many other fields in the engineering world. Traditionally, however, statistics is not extensively used in undergraduate engineering technology (ET) programs, resulting in a major disconnect from industry expectations. The research question: How to effectively integrate statistics into the curricula of ET programs, is in the foundation of this paper. Based on the best practices identified in the literature, a unique “learning-by-using” approach was deployed for the Electronics Engineering Technology Program at Texas A&M University. Simple statistical concepts such as standard deviation of measurements, signal to noise ratio, and Six Sigma were introduced to students in different courses. Design of experiments (DOE), regression, and the Monte Carlo method were illustrated with practical examples before the students applied the newly understood tools to specific problems faced in their engineering projects. Industry standard software was used to conduct statistical analysis on real results from lab exercises. The result from a pilot project at Texas A&M University indicates a significant increase in using statistics tools in course projects by students. Data from student surveys in selected classes indicate that students gained more confidence in statistics. These preliminary results show that the new approach is very effective in applying statistics to engineering technology programs.
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Zamora, M., and D. Wilson. "Maximizing "User Friendliness" in PC Engineering Programs." SPE Computer Applications 3, no. 03 (May 1, 1991): 15–20. http://dx.doi.org/10.2118/20354-pa.

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Zborowski, Matt. "Dramatic Enrollment Shifts Plague Petroleum Engineering Programs." Journal of Petroleum Technology 70, no. 02 (February 1, 2018): 38–42. http://dx.doi.org/10.2118/0218-0038-jpt.

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Fredua-Kwarteng, Eric, and Catherine Effah. "Gender Inequity in African University Engineering Programs." International Higher Education, no. 89 (April 15, 2017): 18. http://dx.doi.org/10.6017/ihe.2017.89.9752.

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African women are grossly underrepresented in undergraduate engineering programs across universities in Africa. This paper reviews policies that some African universities have adopted to address the problem and suggests strategies for greater gender equality.
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Fredua-Kwarteng, Eric, and Catherine Effah. "Gender Inequity in African University Engineering Programs." International Higher Education, no. 89 (April 15, 2017): 18–19. http://dx.doi.org/10.6017/ihe.2017.89.9840.

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African women are grossly underrepresented in undergraduate engineering programs across universities in Africa. This paper reviews policies that some African universities have adopted to address the problem and suggests strategies for greater gender equality.
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41

McAdam, Brodie. "Teaching Law on Engineering and Construction Programs." Journal of Legal Affairs and Dispute Resolution in Engineering and Construction 1, no. 2 (May 2009): 67–68. http://dx.doi.org/10.1061/(asce)1943-4162(2009)1:2(67).

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McCambridge, James A. "Designing Executive‐Development Programs for Engineering Managers." Journal of Management in Engineering 9, no. 3 (July 1993): 234–42. http://dx.doi.org/10.1061/(asce)9742-597x(1993)9:3(234).

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Ji-eun Park, 정윤경, 오명숙, and 김지현. "Analyses of Female Engineering Education Programs Abroad." Journal of Engineering Education Research 12, no. 3 (September 2009): 79–95. http://dx.doi.org/10.18108/jeer.2009.12.3.79.

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Rice, J. R. "Academic programs in computational science and engineering." IEEE Computational Science and Engineering 1, no. 1 (1994): 13–21. http://dx.doi.org/10.1109/99.295373.

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Grubbs, Albert B., and Pierre J. Catala. "Telecommunications as taught in engineering technology programs." Telematics and Informatics 5, no. 2 (January 1988): 133–40. http://dx.doi.org/10.1016/s0736-5853(88)80073-x.

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Heisler, K., Y. Kasho, and W. T. Tsai. "A reverse engineering model for C programs." Information Sciences 68, no. 1-2 (February 1993): 155–89. http://dx.doi.org/10.1016/0020-0255(93)90026-i.

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Chikowfsky, E. "Software engineering programs for the next century." Computer 29, no. 10 (1996): 117–18. http://dx.doi.org/10.1109/2.539731.

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Smirnova, Zh V., O. I. Vaganova, L. B. Gatsalova, O. V. Golubeva, and E. A. Chelnokova. "Teaching Package Development for Engineering Training Programs." IOP Conference Series: Materials Science and Engineering 483 (March 20, 2019): 012033. http://dx.doi.org/10.1088/1757-899x/483/1/012033.

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Mizdail, Barbara E. "MANUFACTURING SYSTEMS ENGINEERING PROGRAMS IN THE UNIVERSITY." INCOSE International Symposium 2, no. 1 (July 1992): 533–36. http://dx.doi.org/10.1002/j.2334-5837.1992.tb01538.x.

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Olds, Barbara M., and Ronald L. Miller. "An Assessment Matrix for Evaluating Engineering Programs." Journal of Engineering Education 87, no. 2 (April 1998): 173–78. http://dx.doi.org/10.1002/j.2168-9830.1998.tb00338.x.

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