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Artículos de revistas sobre el tema "Engineering Education"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 11 de septiembre de 2023

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1

Ramesh, Sujatha y Natarajan K. "Integrating Educational Technologies into Engineering Education in Indian Technical Universities". Journal of Advanced Research in Dynamical and Control Systems 11, n.º 10-SPECIAL ISSUE (25 de octubre de 2019): 125–31. http://dx.doi.org/10.5373/jardcs/v11sp10/20192783.

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2

Shirko, Tatiana Ivanovna. "Educational strategies in engineering education (on the example of Tomsk Region)". New Trends and Issues Proceedings on Humanities and Social Sciences 3, n.º 1 (28 de junio de 2017): 58–66. http://dx.doi.org/10.18844/gjhss.v3i1.1730.

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3

J, Deepak T. y Venishri P. "Outcome Based Education OBE Trend Review in Engineering Education". International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-ICAEIT2017 (30 de noviembre de 2018): 41–43. http://dx.doi.org/10.31142/ijtsrd19126.

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4

Masi, C. G. "Re-engineering engineering education". IEEE Spectrum 32, n.º 9 (1995): 44–47. http://dx.doi.org/10.1109/6.406465.

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5

MORI, Katsunori. "Engineering Education". Journal of JSEE 55, n.º 4 (2007): 167. http://dx.doi.org/10.4307/jsee.55.4_167.

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6

Farr, John V. "Engineering Education". Journal of Management in Engineering 13, n.º 6 (noviembre de 1997): 3–4. http://dx.doi.org/10.1061/(asce)0742-597x(1997)13:6(3).

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7

ABELSON, P. H. "Engineering Education". Science 229, n.º 4709 (12 de julio de 1985): 121. http://dx.doi.org/10.1126/science.229.4709.121.

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8

Rajala, Sarah A. "American Society for Engineering Education -Transforming Engineering Education". Journal of JSEE 56, n.º 6 (2008): 32–35. http://dx.doi.org/10.4307/jsee.56.6_32.

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9

Starshinova, T. A. "MULTILEVEL INTEGRATION: PROCESSES IN ENGINEERING EDUCATION". Vestnik Orenburgskogo gosudarstvennogo universiteta 236 (2022): 143–48. http://dx.doi.org/10.25198/1814-6457-236-143.

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Engineering education is currently facing unprecedented challenges related both to the global trends of increasing interdisciplinarity of engineering and technical knowledge, and to the emerging economic situation that requires building new multidimensional relationships. Responses to these challenges require a systematic approach, the central link of which is pedagogical integration. It allows you to form engineering personnel in demand by the employer who have knowledge and skills in various, sometimes not even related fields and the ability to work in an interdisciplinary team. In modern conditions, we are witnessing the phenomenon of increasing the spread of such integration, which should be understood in the broadest sense, at several levels: from the global level of interaction between education, science, business, production (an example of which are advanced engineering schools), to the elementary level of interdisciplinary relations. One of the essential factors that, as our research has shown, can both contribute to and hinder the implementation of the integrative approach in practice is the understanding of its necessity on the part of the subjects of the educational process. The results of a survey conducted among students, postgraduates and teachers (mainly engineering universities) showed that not all of them are aware of the existence of interdisciplinary links, especially between humanities and technical, special disciplines. Many students do not pay enough attention even to the fact that knowledge and skills from several related, special fields of knowledge are required to perform any laboratory work. In this regard, we believe that special attention should be paid to this aspect both when teaching students, postgraduates, and when implementing teacher training programs. This will make it possible to more effectively form professional competence as a systemic neoplasm.

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10

Hisham, Mohd Hizwan Mohd, Muhammad Sukri Saud y Yusri Kamin. "Engineering Education: A Review on Malaysian Engineering Education Model". Advanced Science Letters 24, n.º 6 (1 de junio de 2018): 4021–25. http://dx.doi.org/10.1166/asl.2018.11533.

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11

Ruzanski, E. "Engineering your electrical engineering education". IEEE Potentials 25, n.º 3 (julio de 2006): 6–10. http://dx.doi.org/10.1109/mp.2006.1657744.

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12

Ruzanski, E. "Engineering your electrical engineering education". IEEE Potentials 25, n.º 4 (julio de 2006): 6—Evan Ruzanski. http://dx.doi.org/10.1109/mp.2006.1664061.

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13

Catalano, George D. "Chaos, Engineering, and Engineering Education". Journal of Engineering Education 85, n.º 1 (enero de 1996): 11–14. http://dx.doi.org/10.1002/j.2168-9830.1996.tb00201.x.

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14

Xu, Xiaolin. "On MPA Education Engineering in China". Chinese Public Administration Review 1, n.º 3/4 (1 de enero de 2006): 261. http://dx.doi.org/10.22140/cpar.v1i3/4.110.

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MPA education engineerin is the process of utilizing technological teaching and systematic evaluation, and is characterized by applied teaching subjects ad practical classroom education. The essential ways to actualized MPA education engineering: role simulation, practical teaching, case study, on-the-job training, etc.

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15

Lantada, Andres Diaz. "“Biologizing” Engineering Education". IEEE Pulse 13, n.º 4 (julio de 2022): 20–23. http://dx.doi.org/10.1109/mpuls.2022.3191446.

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16

Zeldovich, Lina. "Re–Engineering Education". Mechanical Engineering 143, n.º 5 (9 de septiembre de 2021): 32–37. http://dx.doi.org/10.1115/1.2021-sept1.

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Abstract During the first year of the pandemic, colleges of engineering across the country revamped how they deliver lectures, run labs, administer tests, and even attract students to come to their school. These changes to long-standing norms were initially adopted as temporary, emergency measures, but faculty, administrators, and students found that some of them were improvements. As the next academic year is set to begin this month, school administrators have had to assess the lessons from COVID-19 to see what parts of the new normal should become simply normal.

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17

Carter, G. "Broadening engineering education". Electronics and Power 31, n.º 9 (1985): 685. http://dx.doi.org/10.1049/ep.1985.0413.

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18

Dewey, John. "Education as engineering". Journal of Curriculum Studies 41, n.º 1 (febrero de 2009): 1–5. http://dx.doi.org/10.1080/00220270802169345.

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19

Moore, M. M. "Software engineering education". IEEE Software 19, n.º 5 (septiembre de 2002): 103. http://dx.doi.org/10.1109/ms.2002.1032866.

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20

Henderson, Peter B. "Software Engineering Education". ACM SIGSOFT Software Engineering Notes 33, n.º 1 (enero de 2008): 1. http://dx.doi.org/10.1145/1344452.1344455.

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21

Henderson, Peter B. "Software Engineering Education". ACM SIGSOFT Software Engineering Notes 33, n.º 2 (marzo de 2008): 6. http://dx.doi.org/10.1145/1350802.1350804.

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22

MILLS, EARLE W. "“EDUCATION AND ENGINEERING”". Journal of the American Society for Naval Engineers 70, n.º 2 (18 de marzo de 2009): 187–90. http://dx.doi.org/10.1111/j.1559-3584.1958.tb05880.x.

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23

Nicholas, Charles y Ethan Munson. "Document engineering education". ACM SIGWEB Newsletter, Winter (enero de 2013): 1–5. http://dx.doi.org/10.1145/2430733.2430734.

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24

Lilley, Angela. "Engineering through education". Education + Training 40, n.º 2 (marzo de 1998): 63–67. http://dx.doi.org/10.1108/00400919810206947.

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25

Sage, A. P. "Systems engineering education". IEEE Transactions on Systems, Man and Cybernetics, Part C (Applications and Reviews) 30, n.º 2 (mayo de 2000): 164–74. http://dx.doi.org/10.1109/5326.868437.

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26

Ritchie, A. "Engineering Education Scheme". Engineering Science & Education Journal 11, n.º 6 (1 de diciembre de 2002): 248–50. http://dx.doi.org/10.1049/esej:20020606.

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27

Henderson, Peter B. "Software engineering education". ACM SIGSOFT Software Engineering Notes 32, n.º 5 (septiembre de 2007): 6. http://dx.doi.org/10.1145/1290993.1291001.

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28

Markkula, Markku. "Continuing Engineering Education". Industry and Higher Education 6, n.º 1 (marzo de 1992): 30–33. http://dx.doi.org/10.1177/095042229200600107.

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Against the background of influential reports by the Industrial Research and Advisory Committee and the Round Table of European Industrialists which highlighted fundamental challenges for education and training in Europe, the author stresses the importance of the three-way relationship between company, individual employee and the providers of education and training. He points up key elements in the achievement of professional competence and in the way forward for continuing education. Focusing on the importance of international networking, he picks out COMETT's EuroPro programme as a path-breaking venture which benefits all participants. Successful teamwork across Europe, he concludes, is essential to global competitiveness and a key element in the solution that continuing education must provide to the European skills shortage.

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29

HODEL, HORST. "Swiss Engineering Education". European Journal of Engineering Education 15, n.º 2 (enero de 1990): 153–64. http://dx.doi.org/10.1080/03043799008939470.

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30

VINTHER, OLE. "Danish Engineering Education". European Journal of Engineering Education 17, n.º 1 (enero de 1992): 23–28. http://dx.doi.org/10.1080/03043799208923152.

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31

Návrat, Pavol y Mária Bieliková. "Software engineering education". ACM SIGCSE Bulletin 31, n.º 2 (junio de 1999): 55–59. http://dx.doi.org/10.1145/571535.571569.

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32

Henderson, Peter B. "Software engineering education". ACM SIGSOFT Software Engineering Notes 32, n.º 3 (mayo de 2007): 6–7. http://dx.doi.org/10.1145/1241572.1241575.

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33

Towner, Walter. "Reengineering engineering education". IEEE Engineering Management Review 45, n.º 2 (2017): 34–36. http://dx.doi.org/10.1109/emr.2017.2701518.

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34

Dinsdale, Jack. "Engineering Design Education". CIRP Annals 40, n.º 2 (1991): 595–601. http://dx.doi.org/10.1016/s0007-8506(07)61135-4.

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35

Doepker, Philip E. y Clive L. Dym. "Design Engineering Education". Journal of Mechanical Design 129, n.º 7 (1 de julio de 2007): 657–58. http://dx.doi.org/10.1115/1.2746358.

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36

Eyre, Peter. "Engineering Veterinary Education". Journal of Veterinary Medical Education 29, n.º 4 (diciembre de 2002): 195–200. http://dx.doi.org/10.3138/jvme.29.4.195.

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37

Politis, John L. y Steven B. Shooter. "Enhancing Engineering Education". Industry and Higher Education 15, n.º 5 (octubre de 2001): 341–47. http://dx.doi.org/10.5367/000000001101295876.

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The Bucknell University Small Business Development Center (SBDC), home of the Product Development Center (PDC), assists inventors and small firms in transforming their ideas into marketable products. The PDC combines traditional management services with the resources and expertise of a top-notch engineering department. The PDC provides assistance on various types of projects, including product design, prototype development, product testing, feasibility analysis, and process improvements. In response to the increasing demand for these services, the PDC has increased the number of engineering students employed in the Center. Since the SBDC is housed in the College of Engineering, students and engineering faculty work closely with industry counterparts in the design and development of new products. The Stage-GateTM process has been successfully implemented to create a multidisciplinary team approach to product development. The results have been remarkable, with measurable benefit to the College's educational mission and to private enterprise. This paper highlights the Bucknell University Product Development Center and how industry and education can collaborate most effectively to achieve excellent results.

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38

Gaidi, Khalid El. "Reforming Engineering Education". Industry and Higher Education 17, n.º 6 (diciembre de 2003): 431–34. http://dx.doi.org/10.5367/000000003322776343.

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The CDIO initiative began as a joint endeavour involving four engineering schools in Sweden and the USA. The number of schools joining the project is increasing constantly. CDIO focuses on four activities – curriculum development, teaching and learning, workshops, and assessment projects – with a view to improving engineering education programmes by redesign and through the introduction of real engineering skills as well as hands-on experiences.

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39

McCormick, John W. "Software engineering education". ACM SIGAda Ada Letters XX, n.º 3 (septiembre de 2000): 41–49. http://dx.doi.org/10.1145/362076.362082.

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40

Henderson, Peter. "Software engineering education". ACM SIGSOFT Software Engineering Notes 28, n.º 6 (noviembre de 2003): 3–4. http://dx.doi.org/10.1145/966221.966659.

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41

Wolf, Marilyn. "Computer Engineering Education". Computer 55, n.º 12 (diciembre de 2022): 27–37. http://dx.doi.org/10.1109/mc.2022.3205936.

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42

Glavič, Peter. "Sustainability engineering education". Clean Technologies and Environmental Policy 8, n.º 1 (febrero de 2006): 24–30. http://dx.doi.org/10.1007/s10098-005-0025-4.

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43

Bahill, Terry. "Systems Engineering Education". INSIGHT 8, n.º 2 (marzo de 2006): 8–9. http://dx.doi.org/10.1002/inst.2006828.

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44

Augustine, Norman R. "Engineering an Education". Computer Applications in Engineering Education 2, n.º 3 (1994): 207–11. http://dx.doi.org/10.1002/cae.6180020310.

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45

Fortenberry, Norman L. "Global engineering education". Computer Applications in Engineering Education 4, n.º 2 (1996): 169–72. http://dx.doi.org/10.1002/(sici)1099-0542(1996)4:2<169::aid-cae7>3.0.co;2-b.

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46

Maw, Sean y Thomas Allen. "Sports engineering education". Sports Engineering 21, n.º 4 (13 de octubre de 2018): 243. http://dx.doi.org/10.1007/s12283-018-0287-9.

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47

Stefanova, Tereza. "Engineering education standards". Yearbook Telecommunications 9 (30 de diciembre de 2022): 79–86. http://dx.doi.org/10.33919/ytelecomm.22.9.8.

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Professions such as engineering, architecture, medicine and others are related to work that directly affects the life of society. The engineering profession is rapidly changing and extremely responsible, and requires rigorous assessment of the competence and commitment of engineering professionals. Therefore, various associations, organizations, authorized agencies of institutions of higher education, etc. set and maintain standards that are internationally recognized and relevant to the industry. The article examines organizations related to accreditation and quality assurance in engineering education in Europe and beyond, and highlights the most important features of the EUR-ACE system. The article shows data on engineering programs with the EUR-ACE label in some EU countries and Bulgaria. A brief description of the knowledge, competencies, skills and abilities that bachelor's and master's degree graduates should possess in their engineering field is provided.

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48

FUKUDA, Shuichi. "2506 K-12 Engineering Education and Engineering Education in Japan". Proceedings of Design & Systems Conference 2010.20 (2010): _2506–1_—_2506–4_. http://dx.doi.org/10.1299/jsmedsd.2010.20._2506-1_.

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49

Pantazidou, Marina. "Geotechnical engineering education: promote links with research on engineering education". European Journal of Engineering Education 38, n.º 3 (junio de 2013): 235–37. http://dx.doi.org/10.1080/03043797.2013.800022.

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50

Owa, Takeshi. "Engineering Education and Liberal Arts Education". TRENDS IN THE SCIENCES 10, n.º 7 (2005): 34–37. http://dx.doi.org/10.5363/tits.10.7_34.

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