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On the Search of New Engineering Curriculum Model for the 21 st Century . B. Rakhshani University of the Highlands and Islands Department of Aeronautical and Aircraft Engineering Perth – United Kingdom. Objectivities of the Presentation. Engineering curriculum model definition
University of the Highlands and Islands
Department of Aeronautical and Aircraft Engineering
Perth – United Kingdom
“To be employed is to be at risk, to be employable is to be secure”–
It’s all about securing employment
(New) models of education and training must be developed to provide accelerated development of engineering staff with potential as skilled specialists and engineering leaders in the future
As well as providing fundamental knowledge and understanding in engineering and technology driven subjects, experience must be gained on professional problem solving, implementation of quality and control in engineering processes and business awareness of the engineering development
The model should provide a balance between hands-on engineering technical experience and theory by wide range of technical training and academic study
Engineering Leadership: take control of situations in problem solving, design tasks, and managing effectively work loads within a team .
Analytical skills: evaluate information effectively by applying (scientific (technical/theoretical) principles) , attention to detail, perseverance and maintaining focus.
Innovation: having new ideas. It is the ability to identify new opportunities, generate solutions, make improvements and to think creatively and enterprisingly in order to produce an effective outcome.
Adaptability: anticipating and responding to changing circumstances and coping effectively with the transition. Fit into a new environment quickly and easily.
Initiative: Initiative is the ability to be resourceful and to introduce a new course of action. To be resilient, tenacious and determined.
Skills Transferability: Be able to pass existing skills onto different roles that may or may not require (new) different skills.
Developing abilities in the students that are broad and multiple and also transferable to other (engineering) contexts
Multiple and/or transferable skills include managerial skills, leadership, communication, working in teams, problem solving, innovation, flexibility and adaptation to new roles and specialisation
In current employment environment, graduates and trainees are required to adapt constantly changing roles, take on new tasks and be able to learn new skills to accommodate diverse performance
A particular strength of developing new educational model for multiple/transferable skills is that students can easily transfer their knowledge and skills to other degree courses or to new job’s roles.
As for engineering students research findings and new engineering development can help to finalise the understanding of an engineering concept, or learn about problem solving in greater scale. Research-oriented teachingplaces more emphasis on developing new ideas and multidisciplinary skills, which is a key factor in today’s employment success
Engineering students at Melbourne University (Mechanical Engineering department) use MATLAB, Simulink, and other MathWorks software (research and engineering modelling tools)
Benefited students throughout the entire engineering curriculum, from first-year classes to advanced senior projects and graduate research
Students use these tools in coursework in many disciplines, including engineering science, applied mathematics, finance, economics, and medical science.
Indicative model for educating and training (aerospace/aircraft) engineers which includes three main elements of education, training, and research-based learning (Perth College UHI)
The model is built based on the performance observation of undergraduate degree and non-degree trainee students (mechanics) in Perth College UHI and AST (Air Service Training – aircraft engineering training organization) respectively
Engineering modelling was integrated into course-works and problem solving activities. This has merited the research-based teaching and learning process
Students can now bridge between the context of a theory and the actual system’s practical aspect of design, operation and maintenance.
The modelling technique for example, helps the students with understanding and applying an underlying physical process of an engineering system into simulated environment where a thorough (numerical) engineering analysis is configured.
Students’ feedback indicates how they are comfortable with processing the received information/knowledge from the course and the application into realistic practical problems
Working with others (communication, team working, leadership, negotiation, networking)
Solving problems (innovation, research, analytical skills, problem solving)
Work ready skills (Commercial awareness, Adaptability, Decision making, Flexibility, Numeracy skills, IT Skills, Time Management, Organisation skills, Initiative, Skills transferability, Subject specialising, Across-speciality roles)
where each of the skills can be developed effectively; at education (University), at work/training, or at spare time (social experience)
Engineering curricula need to adapt new directions in teaching and training to accommodate for the diverse and challenging employment environment.
How students can develop multiple and transferable skills for the 21st century to meet the demand for broader and specialized skills on graduation
Developing and maintaining a teaching model must comprehend students’ education and training needs, market need and skills for the 21st century.
Implementing the problem-based teaching technique by means of engineering modelling proved to be an effective approach in complementing theoretical knowledge and developing a wide range of engineering disciplinary skills.