Developments in Engineering Education Standards: Advanced Curriculum Innovations

Developments in Engineering Education Standards: Advanced Curriculum Innovations

Mohammad Rasul (CQUniversity, Australia)
Indexed In: SCOPUS
Release Date: April, 2012|Copyright: © 2012 |Pages: 402
ISBN13: 9781466609518|ISBN10: 1466609516|EISBN13: 9781466609525|DOI: 10.4018/978-1-4666-0951-8

Description

Engineering education methods and standards are important features of engineering programs that should be carefully designed both to provide students and stakeholders with valuable, active, integrated learning experiences, and to provide a vehicle for assessing program outcomes. With the driving force of the globalization of the engineering profession, standards should be developed for mutual recognition of engineering education across the world, which is proving difficult to achieve.

Developments in Engineering Education Standards: Advanced Curriculum Innovations will address engineering educations standards for the development of models for engineering education standards, and a widely acceptable approach to the curriculum design and development. The reference is composed of academics, professionals, researchers, and students working in the area of engineering education.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Assessment practices and methodologies in learning and teaching, and pedagogical aspects of engineering education
  • Case studies in engineering education standards, both in developing and developed countries
  • Education standards, quality assurance and globalization of engineering programs
  • Graduate attributes, competencies and skills in engineering education
  • Industry and University interaction for the quality improvement in engineering education and program development
  • International recognition of standards of engineering education
  • Outcomes and competency based engineering program and education
  • Project based learning and teaching of engineering programs
  • Surveys to improve quality of engineering education

Reviews and Testimonials

The overall outcome of this book is the standards used for engineering education across the world and a widely acceptable curriculum, and learning and teaching practices for engineering programs.

– Mohammad Rasul, CQUniversity, Australia

Table of Contents and List of Contributors

Search this Book:
Reset

Preface

Last year I was inspired by Ashfaque Ahmed Chowdhury, my colleague, to edit a book in the area of Engineering Education. I was, I must admit, dubious about such a project, even though I have keen interest in it. I realised that contribution in the area of engineering education is equally important as contribution to engineering and scientific research. A few years ago, I was program advisor of undergraduate mechanical engineering program and coordinator of final year engineering project/dissertation where I started my research in engineering education. Even though, I have done some engineering education research including development of benchmarking guidelines for assessing final year engineering projects for academic staff and students, my scepticism deepened as I thought more about the project as an editor. Anyway, I accepted the challenge and responsibility with a question to solve: how do I make this book useful and needed for engineering education?

A big challenge was to find contributors who, as I wrote to them for soliciting contributor, have ‘potential or wish to write’ any constructive and useful features of engineering education. Contribution must be original and not previously published.

Engineering education methods and standards are important features of engineering programs that should be carefully designed both to provide students and stakeholders with valuable, active, integrated learning experiences, and to provide a vehicle for assessing program outcomes. With the driving force of the globalization of the engineering profession, standards should be developed and practiced for mutual recognition of engineering education across the world, which is difficult to achieve. This edited collection demonstrates this and reports on the standards and quality of engineering education.

This book broadly addresses engineering education standards and provides information on: (1) innovations in curricula, (2) outcomes- and competency-based engineering programs and education, (3) project-based learning and teaching of engineering programs, (4) graduate attributes, competencies, and skills in engineering education, (5) assessment practices and methodologies used in engineering learning and teaching, (6) results of pilot investigations on issues and best practices for assessing engineering projects, and (7) quality assurance and globalization of engineering programs. The overall outcome of this book is the standards used for engineering education across the world and a widely acceptable curriculum, and learning and teaching practices for engineering programs.

The book is suitable for academics, professionals, and researchers and students in the area of engineering education.

This is really a challenging task to arrange and define sections of the book because of the varieties of contributions received from the authors. The result of my solicitations is a book of 17 chapters, which I have divided into 3 sections.  Each section has a separate introduction that tells about what is in that section, which helps provide the continuity of the book.  In short, the first section introduces curricula and graduate attributes. The second section discusses technologies used for learning and teaching. The final, section 3, presents generic courses and community involvement in engineering education.  While the titles of these 3 sections may be, in some cases, a bit unorthodox for this book, I believe that the flow of the materials will feel comfortable for the audience of this book.

All the chapters have been double blind peer-reviewed in addition to initial review and short listing by the editor. The authors had to address those comments and suggestions made by the reviewers’ before they were accepted for publication in this refereed book.

The editor of this book would like to express his sincere thanks to all the authors for their high quality contributions and reviewers for their effort in providing useful and constructive comments and suggestions. The successful completion of this book has been the result of cooperation of many people, including the editorial board members of this book.  I would like to express my sincere thanks and gratitude to all of them.

Initially, I defined the book and developed proposed contents which were revised by a panel of IGI Global lead by Erika Carter, Acquisitions Editor, to come to the final theme of this book. From the beginning to the final stage of this book, I have been supported by editorial assistant, Myla Harty, at IGI Global for completing the publication process.  I would like to express my deepest sense of gratitude and thanks to all of them at IGI Global.


Mohammad Rasul
CQUniversity, Australia

Author(s)/Editor(s) Biography

Mohammad Rasul obtained his PhD in the area of Energy and Thermodynamics from The University of Queensland (UQ), Australia, in 2006. He received his Master of Engineering in Energy Technology from Asian Institute of Technology (AIT), Thailand, in 1990. His first degree is in Mechanical Engineering from Bangladesh University of Engineering and Technology (BUET), Bangladesh, completed in 1987. Currently, he is an Associate Professor in Mechanical Engineering, School of Engineering and Built Environment, Faculty of Sciences, Engineering and Health, Central Queensland University, Australia. He is specialised and experienced in research, teaching, and consultancy in the areas of energy (industrial, building, and renewable energy) and thermodynamics (energy intensive process industries). He has published over 200 research articles both in reputed journals and conferences including 7 book chapters and two edited books in the area of energy and engineering education. He has supervised many PhDs and Research Masters students to completion and attracted millions of dollars research funding. He is recognised in professional communities, which he has demonstrated through creating significant impact and the large number of citations of his research by the relevant professionals, both nationally and internationally. He has also made significant contributions in engineering education research and scholarships. He has published several refereed conference papers and book chapters in the area of project-based learning and innovative teaching practices. His contributions to the profession and national and international communities have been demonstrated through his varied roles and activities, such as membership of national and international technical, scientific, and advisory committees, membership of different professional organizations (such as Engineers Australia) and various organizing committees. He has also contributed to the research and professional community by reviewing manuscripts for journals and conferences, editing proceedings, and examining postgraduate theses. He has been leading and contributing to the strategic research on Resource Industries and Sustainability.

Indices

Editorial Board

  • Alan B. Bradley, Australian Engineering Accreditation Centre, Australia
  • Ashfaque Ahmed Chowdhury, CQUniversity – Gladstone, Australia
  • Doug Hargreaves, Queensland University of Technology, Australia