NEW METHODS AND CURRICULA IN ENGINEERING EDUCATION IN A NEW EUROPE

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3 NEW METHODS AND CURRICULA IN ENGINEERING EDUCATION IN A NEW EUROPE

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5 URBANO DOMÍNGUEZ (Editor) NEW METHODS AND CURRICULA IN ENGINEERING EDUCATION IN A NEW EUROPE Proceedings of the International Symposium Valladolid th October 2004 Valladolid 2004

6 Curriculum Development Working Group This book has been partly financed by Colegio Oficial de Peritos e Ingenieros Técnicos de Valladolid. Cover by José Muñoz Domínguez. Book composed by F.J. Criado. Los Autores. Depósito Legal VA ISBN Escuela Universitaria Politécnica Universidad de Valladolid Valladolid, 2004

7 TABLE OF CONTENTS Foreword J.M. Sanz Serna...1 Introduction U. Domínguez...3 INVITED LECTURES The Engineering of Engineering Education: Curriculum Development From a Designers Point of View O. Rompelman...7 Consecuencias del Proceso de Integración Europeo en las Ingenierías y su Adaptación B. Suárez...21 Enhancing the Contribution of Engineering Education to the Europe of Knowledge G. Haug...35 I. INTERNATIONALISATION Thematic Network Projects in Engineering Education C. Borri...41 International Engineering Students in Cross- Cultural, Interdisciplinary Teams J. Hansen...50 New Teaching and Learning Technology in the Globalisation World L. Szentirmai...59 The European Programmes: A strong Support For Preparing the Future Development in Mechanical Engineering Field. I. Matulea...76 EUCLIDES: A Tool for the Internationalisation. P. Fuentes Durá E. Ballester Sarrias, D.R. Perry...78 New methods and curricula in Engineering education in a new Europe i

8 Quantitative Evaluation 0f University Teaching Staff Work Efficiency R. Ginevičius, V. Podvezko, V.-B. Ginevičienė...82 Report Block I J. Hansen...94 II. GOOD PRACTICES AND INNOVATION Active Learning in Engineering Education E. de Graaff...99 Teaching Teachers O.Vinther Applied Research as an Interactive Tool L. Bonnaerens Learning by doing! Project Led Education in Engineering: An Actual Case. J.M. Nunes de Oliveira, J.P. Estima de Oliveira Methodological and Evaluating Changes in Matemáticas II M.L. González González, M.L. Fernando Velázquez Interactive and Semi-Present Environment for the Learning of Applied Mathematics in Industrial Engineering F. Pozo, Y. Vidal, N. Parés Active Learning for Engineering Based on Discovery Learning J. Lloret, J. Tomás and J.M. Jiménez Analysis of the Knowledge on Physics of the Students that Begin Technical Engineering Studies G. Arranz, R. Páramo, M.A. Martín, J.I. Calvo, M.A. González History of Technology and Engineering Curricula M.I. Vicente Maroto Non-Presence in Statistics Education for Industrial Technical Engineers: An Approach of Social Character F. Pozo, Y. Vidal, N. Parés Students view on the use of New Tools for Teaching/Learning J. Rei Motivation and Self-Regulated Learning ii Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

9 R. Niittymäki Essay s monitoring, An Improvement in Engineers Learning E. Parra, R. Prádanos, M. San Martín, M. Blanco, J.A. Serrano, A. Zorita Tutorial Multimedia for the Study of the Representation Systems Q. Rodríguez, M. Blanco, R. Prádanos, M. San Martín, E. Parra, J.A. Serrano On the Use of a Virtual Laboratory for Physics R. Páramo, G. Arranz, M.A. Martín, M.Á. González The Evolution of Mathematic Laboratory: A Way to EHES G. Pujol, J. Gibergans, F. García Development of General Information System for Higher Education and Research Area A. Vaclovas Valiulis The Project-Based Active Learning: Experiences in University Education and Life Long Learning J. González, M.I. Zubizarreta and U. Apaolaza Constructivism and Competency-Based Learning Essential For Meeting the New Needs of Today s Labour Market A. Van Der Kooij Lab Project Management: A Proposal for Revaluating Experimental Courses beyond the Measuring Task M. Graells Teaching Electricity and Electrical Technology in Engineering Curriculum E. Vicedo Tomey Telematic System to Develop SMS Services Based on V. Galiano Ibarra, H. Migallón Gomis, D. Úbeda González New Distributed Work Centres using Old Computers without Hard Drive V. Galiano Ibarra, H. Migallón Gomis, D. Úbeda González New methods and curricula in Engineering education in a new Europe iii

10 Methodology of the Project in the Industrial Design E. González Fraile Report Block II E. de Graaff, O. Vinther, O. Rompelman III. NEW CURRICULA A New Curriculum on Dependability for Engineering R. Álvarez, J. Marcos, S. Fernández Accreditation and Recognition of Engineering Degrees and the Turkish Experience A. Aran Towards a Broad Engineering Education: Environmental and Social Perspectives S. Cáceres Electrical Engineering Education for a Global World P. Andrada, J.A. Sánchez Professional and Academic Environment of Spanish Telecommunication Engineers F. González Ladrón de Guevara Declaración de Gran Canaria sobre la Convergencia Europea Spanish Telecommunication Engineering Students Analysis of Student and Graduates Profiles in Informatics Engineering Degrees as a Tool for Addressing Society, Employers and Learners Demands L. Fernández, M.J. García, M.T. Villalba A New Curriculum in Mechanical Engineering U. Domínguez, M.A. Martín, J. Magdaleno, J.M. García Terán Qualification Profiles and Curriculum Development J. Happ, Ch. Stange Redesigning the Industrial Engineering Curricula: Bases and Strategies F. Leza Torres, I. Abud Urbiola iv Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

11 The European Dimension of the Studies in Geomatics and the Progresses made by the Recent Thematic Network in this Field F. García García, I. Tomás Estellés Quality, Logistics, and Management in New Engineering Curriculum J. González Babón Report Block III U. Domínguez CLOSING SESSION Final Declaration and Conclusions New methods and curricula in Engineering education in a new Europe v

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13 FOREWORD It is has been a great pleasure for the University of Valladolid to receive the speakers and participants in the International Symposium on New Methods and Curricula in Engineering Education in a New Europe, coming from twelve countries and twenty six Universities and other Higher Education Institutions. While the University of Valladolid has been involved in educating students since the 13th century and it may be termed by some as a classical university, it now includes many Engineering and Science faculties and it is in the front line of technical education. The way towards reaching the goals of a European Higher Education Space will certainly be eased by the outcomes of meetings on this topic such as the Symposium held in Valladolid which was specifically addressed to Engineering Education. I certainly endorse the Conclusions and the Final Declaration of this Symposium that aims at enhancing the cooperation for scholars all over a united Europe. J.M. Sanz Serna Rector Magnífico de la Universidad de Valladolid. New methods and curricula in Engineering education in a new Europe 1

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15 INTRODUCTION The European Higher Education Space (EHES) is now at a crossroads, midway from the Bologna Declaration and year 2010 when the implantation of changes aimed at achieving higher mobility and competitivity of European graduates have to be implanted. The Symposium on New methods and curricula in Engineering education in a new Europe deals both with changes already implemented and those expected to be introduced on engineering education in Europe, from the double perspective of teaching and learning methods on one hand, and the contents of study programmes on the other. This Symposium is mainly a discussion oriented meeting with a limited number of invited introductory lectures, and additional papers providing the participants at the different sessions with some preliminary matter for exchanging points of view and elaborating proposals. The contributions were delivered either as oral presentations or as posters. However, for those presenting posters the organizers have kept open the possibility of including a written text in the book of Proceedings, and all the papers received have been incorporated to it. Finally, some of the abstracts included refer to those initially submitted and accepted by the Programme Committee but whose authors finally did not appear at the Symposium. With reference to the organization of the material in the book there are five different blocks. The first one devoted to invited lectures, delivered each one of them every day at the Symposium. Then there are three blocks with the papers presented, grouped by their common affinity and their relation with the topics of internationalisation, good practices and innovation, and new curricula which were the main lines for discussion. Finally, at the end of the volume appear the conclusions of the Symposium and a final declaration which were adopted at the closing session. U. Domínguez Editor New methods and curricula in Engineering education in a new Europe 3

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17 INVITED LECTURES New methods and curricula in Engineering education in a new Europe 5

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19 THE ENGINEERING OF ENGINEERING EDUCATION: CURRICULUM DEVELOPMENT FROM A DESIGNERS POINT OF VIEW ROMPELMAN, O. * Delft University of Technology, Netherlands Present address: Julianalaan 155; 2628 BG Delft, Netherlands ottorompelman@hotmail.com Abstract Engineers are basically designers. They have a set of powerful tools at their disposal for creating robust and reliable technical systems. The paradigms of design methodology and systems engineering appear to be enlightening for both analysing existing education and designing new education. Keywords: curriculum design, systems approach, output oriented education, assessment 1. INTRODUCTION Engineers are in fact designers. Two important paradigms in design are a distinct methodology and a systems approach. It is surprising, that these paradigms are seldom put into full practice when it comes down to the development of educational programmes or curricula. In this paper it will be discussed how a systems approach and design methodology the can help us to structure such complex issues as (engineering) education. 2. THE SYSTEMS APPROACH TO EDUCATION 2.1. Introduction The concept of systems has been a great help in structuring and organizing the world around us. Not only in the hard sciences, but also in medicine, biology, politics and economics the systems approach has proven to be extremely useful. A system can be defined as a part of the real world, * Now retired New methods and curricula in Engineering education in a new Europe 7

20 conceived as being an entity with well-defined interactions with its environment. If the system is defined and described in whatever way, we may refer to it as a model. Figure 1. The system in its environment. The impact of the environment on the system (dotted arrows in Figure 1) is considered to be the input and the impact of the system on the environment (solid arrows in Figure 1) is considered to be the output (Figure 2). Figure 2. Input and output interaction. This leads to a more structured way of depicting a system as is shown in Figure 3. Figure 3. Formal representation of a system. The systems approach is used in both analysis of the existing world and synthesis of a new world (artefacts, procedures, services). In analysis a part of the real world is considered as a system and the interactions with the environment are experimentally verified. This is the application of the systems approach in science, economy, physiology etc. In technology, 8 Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

21 however, the systems approach is used to design something, that doesn t exist yet. The interactions with the environment are intentional and can only be estimated by simulating the system, but can be ultimately verified by realizing the system. Interactions with the environment in this case are somewhat more complex and consist of desired (intentional) interactions and spurious (unintentional) interactions (Figure 4). Obviously, the simulation step is highly important in order to avoid any undesired behaviour before realising the actual system: simulation can help us to predict the behaviour of the system once it is realised. Figure 4. A system with unintended interactions with the environment. In education we have to design educational systems. Simulation in its mathematical or technical sense is usually very difficult since it involves people. This means that other ways of predicting its behaviour should be employed. It can be observed in practice that many educational systems (programmes, curricula, courses) are designed and implemented without a thorough prior analysis (i.e. estimation) of how the system will work once implemented Basic descriptions of the educational process Education can be considered as a process that transforms a student into a graduate student. An important characteristic of this process is its time delay. The input and output quantities are attributes of the student and can be described in terms of knowledge, skills, understanding etc. (Figure 5). New methods and curricula in Engineering education in a new Europe 9

22 Figure 5. Education as a transform of the students attributes. The process itself could be described as all activities of the institute of education such as giving lectures organising laboratory experiments. In this context the student is rather passive. He/she has a number of features: by the educational process these features are changed into other features. This is a rather traditional though not at all extinct approach to education. Many teachers still think it is their main duty to transfer their knowledge to the students. In this view the accent is on teaching, rather than learning. Presently, it is more common to assume that knowledge is not transferred but that the learner himself constructs knowledge on the basis of prior knowledge and additionally acquired information. The information can be acquired from written material (books), lectures, experience (laboratories, projects). This view is referred to as constructivism (e.g. Jonassen et al., 1998). In this vision the student plays an active role. As a consequence, Figure 5 can be modified into Figure 6, in which the process is a learning process with the teaching as a facilitating precondition. Figure 6. Learning as a transform of the students attributes. Though this model is clear it is hard to make it operational for designing education. Three questions come up immediately: How do we describe the input, i.e.: what are the features of the student prior to the learning process (course, module)? How do we describe the output, i.e.: what are the features of the student after the learning process (course, module)? How do we describe the learning process? All three questions are relevant for an institute of education. Though in this phase of the discussion these questions are still open, we may observe some interesting and attractive properties of this approach. First input and output 10 Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

23 features are analogous: it concerns issues like knowledge, skills, understanding etc. Secondly, we may break up the process in constituent processes. An important example is the reform of a traditional engineering curriculum into a Bachelor-Master-structure. We will discuss this in somewhat more detail. The Bachelor-Master structure as it has been agreed in the Bologna declaration is a typical example of the cascading of educational programmes, as is shown in Figure 7. In this figure it is illustrated that Bachelors from one university might enter a masters programme of another university and that external Bachelors may enter into a different Masterprogramme. Figure 7. Connection between Masters and Bachelors programmes. The key problem is the connection between the two programmes, or, in other words: the (mis)match between the features of the Bachelor, graduated in one university and the expected features for a Bachelor to enter the other university; this will be discussed in more detail Input versus output description of education For a further discussion of the problem of matching Bachelor and Masterprogrammes we refer to Figure8, which can be considered as an alternative version of Figure 6. Figure 8. The student as a learning process New methods and curricula in Engineering education in a new Europe 11

24 In this diagram it is assumed that the student transforms the offered teaching into knowledge, skills and understanding. As mentioned previously, this depicts clearly the traditional views on education. When a teacher is asked to describe his module, he will start to give the name of the module. Consequently, the contents will be described on the basis of the material used (books, lecture notes). Similarly, a curriculum is described on the basis of a number of modules. In fact, this is a description of the input of the process as depicted in Figure 8. We only know something about the output, if we know what the student has done with the education offered. The information on the output is based on an assumptions of the student behaviour and a, usually rather poor, verification. This can be illustrated with a well-known remark They should know this, because they have followed the course on xxx. In this remark a statement is made on the output of the process ( They should know this ) on the basis of knowledge of the input ( they have followed the course on xxx ) and an assumption of the learning process Obviously, this approach will lead to problems if educational processes are cascaded as was mentioned in the BSc-Msc example. As a consequence, we should focus on the output of the process, which implies a description of the features of the student after having been subjected to the educational process. This leads to what is nowadays referred to as output oriented education (Figure 9) (e.g. Heitmann, 2003). Figure 9. Input versus output description of education. As an example, in Figure 10 the relation between input and output oriented education is depicted for an example taken from electrical engineering. 12 Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

25 Figure 10. The relation between input and output oriented curricula. Output description may seem something new and fashionable. However, due to internationalisation this approach is becoming more and more important. Two important aspects are: internationalisation of education: students, who, after having acquired a BSc-degree, want to migrate from one university to another, need a clear understanding of the required qualifications for further study. Similarly, universities offering Master-programmes have a need for detailed information on the knowledge and skills of incoming students. internationalisation of the labour market: graduates from universities all over Europe may enter the European labour market. Therefore, also employers need to know what the qualifications of graduates exactly are. A preliminary conclusion from this discussion is that, if we design education, the emphasis should be on the envisaged output features of the graduates. 3. FEEDBACK STRUCTURES So far we have described the educational processes as strictly feed forward processes. This implies, that we haven t yet included any method of verifying whether the objectives (the envisaged learning outcomes) are indeed realized. In engineering terms: the system lacks feedback. New methods and curricula in Engineering education in a new Europe 13

26 Returning to Figure 5 we define the input of the educational process as the envisaged features of the graduate and the output as the actually realized features. This process is suitable for including feedback since both input and output are of the same nature (i.e. features). In terms of control engineering the input is the set point ( reference value ) and the output the controlled variable. In order to introduce feedback we need measurements. In education this implies e.g. examinations etc., ore, more generally formulated: assessment (Figure 11). Figure 11. Assessment of education: measurements. If the result of the assessment isn t satisfying, it is usually assumed that the students didn t acquire the envisaged features. However, this conclusion may be questionable. Very often the assessment doesn t really verify whether the teaching objectives are met. Students are often very smart in solving problems without a good understanding of the underlying theory. Also, it may be that the teaching objectives are not realistic. We may try to teach a blind person to read, but he will fail in any test! Finally, the teaching and learning environment may be poor: poor lectures, bad books, inadequate laboratories etc. Therefore, if we want to extend the educational process to a controlled process, we need to include different feed back paths. In Figure 12 these paths are depicted. 14 Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

27 Figure 12. The role of assessment for feed back in the educational process. The feed back pathways are: I: adjustment of assessment method II: III: IV: adjustment of students activities adjustment of teachers activities adjustment of envisaged features As in technical systems we have to take care of issues like time constants, gain factors and signal-to-noise rations of the individual control loops. It can be concluded that assessment plays a key role in educational systems, not only for the students but also for the management of education (Rompelman, 2000). 4. DESIGN METHODOLOGY It is well known that the successful design of technical systems requires a highly structured approach. This approach is usually referred to as a methodology. One of the key features of such a methodology is the distinction of well-defined and usually successive phases. As an example we refer to the seven-phase model of the integrated life cycle of technical systems as it has been used for nearly ten years in the end BSc-project in the TU Delft Electrical Engineering program (figure 13). New methods and curricula in Engineering education in a new Europe 15

28 Figure 13. The seven-phase model of the product life cycle. A. Investigating the need of a product. What is the underlying problem? What is the context? Why is it a problem? B. Specifying requirements and reflection on What do we want?, rather than How do we want it? ; resulting in the Product Requirements Plan (PRP) C. Designing. Develop different concept systems, evaluate the concept systems with reference to the, leading to the Product Requirements Plan (PRP) and choose the most promising concept system. D. Developing the Product Design: prototype; verification with respect to PRP E. Production and putting the product into use. F. Use, management (including quality) and maintenance of the product. G. Liquidation, (partly) disassembling and renovation of the product.roughly spoken, phases A C are mainly preparation phases (the actual design ) whereas the construction is just one mere phase in the life cycle. As can be seen from the figure the phases D, E F and G have an important influence on the design phase. In practice, this means that the designer has to contemplate on all these issues when designing a system. In practice, this means that he has to think about the future: he should try and formulate (a) questions like can it be implemented and how?, can it be used and how, can we verify whether the systems does what it should do and how can we verify this?, what are the costs involved?, what is the environmental impact?, how long should the system be in operation (life cycle) and what do we do after its life cycle has come to an end?. All these considerations will contribute to a set of design criteria; this set is referred to 16 Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

29 as the Product Requirements Plan (PRP), which is the result of phase B in Figure 13 (ten Haaf, Bikker & Adriaanse). In fact, the requirements imposed by the reflection on the future lead to a set of boundary conditions in the PRP. The main item in the PRP is a clear description of what the system is supposed to do, i.e.: what we envisage to arrive at when using the product. This latter is often referred to as the principal function of the system. It may be clear that the PRP plays a key role in the design process since it largely determines the operation of the system once realized. As can be seen from the figure the subsequent phases are not unidirectionally related. This reflects the dynamics of the entire process in which it is allowed (and, even more, advisable) that in the process we may return to a previous phase if we discover that assumptions in a previous phase appear to be erroneous. 5. CONSEQUENCES FOR DESIGNING EDUCATIONAL SYSTEMS In the previous sections we have discussed the systems approach to (engineering) education as well as a general framework for design. In section a basic framework for curriculum design is discussed. The phases as depicted in section 4 (Figure 13) can be made appropriate for the educational setting. This leads to the following characterisation of the phases: A. Investigating the need of a product. What is the educational problem? Why are we not satisfied with the present situation? Is there a change in the demands from the market? I there a problem with follow-up studies? B. Specifying requirements. What knowledge, skills, competencies should the student acquire and why? This should in some way be related to the output specifications of the entire program. Formulate a Product Requirements Plan (PRP). (To be discussed in more detailed later). C. Designing Formulate different concept solutions to the problem. Evaluate the different concepts and choose the best one on the basis of the PRP D/E Production (usually there is no distinct prototyping since it is a matter of just one realisation) New methods and curricula in Engineering education in a new Europe 17

30 F Use, management and maintenance. This relates to the course practice, including the quality management. In this phase the assessment structures as discussed in section 3 are to become operational G. Liquidation, (partly) disassembling and renovation of the product. These issues seem to be of less relevance. However, just as is the case with technical systems also educational systems are subject to wear and obsolescence. In this phase we may modify the system or replace it by another one. In the latter case, part may be used in a new system (usable lecture notes, courses, laboratories). As in the design of technical systems the PRP plays a dominant role in the life cycle. The issues mentioned are to be taken into account. Obviously, a PRP should be structured in a conveniently arranged way. This leads to the following possible structure. 1: Definition of the educational problem (result of phase A.) 2: A clear description of the envisaged knowledge, skills competencies of the students after having been subjected to the education. This description should be output based as discussed in section 2.3. Obviously, the description of the envisaged outcomes should meet a number of criteria: they should be realistic given the attributes of the target group (prior knowledge, skills) and the time available for the students (credit points!) the outcomes should be testable; if not, they should be left out or reformulated. 3: Boundary conditions A number of aspects have to be taken into account and elaborated into (again) requirements, such as: The envisaged lifetime of the module The development of the system (usually staff time) (Phase D/E) The assessment structures (see also Figure 12) (Phase F) 18 Nuevos métodos y nuevos planes de estudio de Ingeniería en una nueva Europa

31 The staff needed (Phase F) The infrastructure needed (rooms, laboratories, computers) (Phase F).. The function of the PRP is threefold: 1. it provides the framework for designing an educational system 2. it is a frame of reference to test different concept solutions (concept systems) in order to find the most promising solution 3. it is a framework for verifying the resultant educational system. This latter issue has to be related to the assessment structure as discussed in Section 3. As is often the case in education (but also in technical systems) in the course of the application of the system, the expectations may change. Teachers of follow up courses may have a different view on the outcomes. In particular this is a problem with input oriented modules! Also the original environmental conditions may change: less money, less staff, changing attributes of incoming students etc. In that case the PRP is a useful frame of reference that is extremely useful for keeping possible discussions sound and to the point. 6. CONCLUSIONS The introduction of the Bachelor-Master structure and the internationalisation of engineering education have made it inevitable to reflect on our educational processes. Goals have to be redefined and programmes and curricula have to be adopted or even restructured. The application of the paradigms of systems theory, including feedback, may enlighten and structure the processes involved. The engineering sciences have developed powerful tools for a systematic approach to the design process. These tools, combined with the logical application of the systems approach, appear to be highly valuable in curriculum development. New methods and curricula in Engineering education in a new Europe 19