工科教学工作质量的提高

工科专业是综合性大学的重要组成部分，属于应角性较强的学科，培养的学生既要有扎实的理论基础，又要有一定的实际分析能力，只有努力提高其教学质量，才能满足社会发展的需要。     

Computer-assisted learning in UK engineering degree programmes: lessons learned from an extensive case study programme

This paper gives a synopsis of an extensive programme of case studies on real uses of computer-assisted learning (CAL) materials within UK engineering degree programmes. The programme was conducted between 2000 and 2003 and followed a questionnaire-based survey looking at CAL use in the UK and in Australia. The synopsis reveals a number of key messages for academic tutors and authors including students' enthusiasm for notes, self-tests and features to aid visualisation. Publishers should also consider pricing and licensing arrangements suited to the individual user. Cet article donne une synthèse exhaustive des études de cas concernant l'utilisation concrète des logiciels d'enseignement assisté par ordinateur (EAO) dans les études d'ingénieur au Royaume Uni. Ces études, conduites entre 2000 et 2003, sont basées sur l'analyse de questionnaires concernant l'utilisation de l'EAO au Royaume Uni et en Australie. La synthèse révèle un certain nombre de points clés destinés au corps enseignant et aux auteurs, dont notamment l'intérêt des étudiants pour les cours papiers, les exercices d'autoévaluation et les éléments d'aide à la visualisation. Les aspects liés aux coû ts et aux droits d'auteurs devraient aussi ûtre pris en compte par les éditeurs, afin de faciliter l'accès aux logiciels par les utilisateurs individuels.     

Preparing foreign students for engineering studies in France

This article puts forward a project approach and a set of solutions to better prepare foreign students wishing to enter engineering schools in France. It focuses on how we train students to understand scientific presentations through intensive listening comprehension. Within this framework, it proposes a new educational ICT model that is original from both a pedagogical and a technical point of view. This model was achieved as a result of close collaboration between experts in the fields of science, linguistics, intercultural relations and educational ICT.     

Frankenstein goes to engineering school

The development of an engineering curriculum assumes a body of knowledge that students, as future engineers, will need to know. Students acquire this body of knowledge through lectures, laboratories, projects and assignments and other means. The question then arises, how does one select the content and processes that are appropriate for the engineering education? What might be the consequences of these choices? Mary Shelley's Frankenstein presents a tale showing some of the possible consequences of poor choices in teaching content and process. In Shelley's novel, the ‘monster’ finds himself caught between two worlds, one comprised of humans and the other of animals. In this allegory, the engineer is caught between the two worlds of science and art. The purpose of this allegory is to demonstrate how engineers, by accepting the body of knowledge presented to them without questioning the underlying values and assumptions, may find themselves embracing an oppressive ideology and developing an unhealthy identity. Consequently, engineering programs must provide forums where students are not only allowed but encouraged to critique the hidden values and assumptions contained in the programme content and process.     

The social construction of a Teacher Support Team: an experience of university lecturers’ professional development in STEM

Abstract

This paper focuses on understanding and exploring how a group of university engineering and science tutor educators learn and assimilate new conceptions about their role in the face of the forces of globalisation that are transforming the system of higher education. This research paper adopts the notion of the Teacher Support Team (TST) as developed by Daniels and grounded in Vygotsky’s sociocultural account of the social formation of mind. These structures of meaning provide insight into the role played by the context, the interactions, the needs and the demands of actual activities, agreements and learning processes that this group of STEM lecturers undertook as they sought to transform their usual teaching methods that were focused on individual and isolated work in order to create more innovative practices and impact on their students’ performance. The analysis of this experience, which was based on the epistemological principles of the sociocultural approach, focused on the educational model that emerges from needs that are perceived and shared through the group’s interactions, as well as the transitions that such a team undergoes in its actions and decisions.     

“新工科”背景下省属高校高分子材料与工程专业人才培养的改革与实践

武汉纺织大学高分子材料与工程专业在"新工科"理念及工程教育专业认证标准的指导下,对专业的培养方案、人才培养模式、课程体系、多元化学业考核评价体系、持续改进体系、师资建设等方面进行改革与实践。通过这些改革举措,学生的专业基础知识越来越扎实,解决复杂工程问题和创新创业能力得到提高,就业情况明显好转,人才培养质量越来越好,满足了服务区域经济发展和纺织行业转型升级的需求。     

建筑工程技术人才培养模式探讨

建筑工程技术作为一门专业性较强的学科,为满足社会需求,提高学生职业素质,应积极开展教学改革工作,提高教师教学水平,加大实践教学以及校企合作力度,为我国建筑行业输送更多的人才。     

面向新工科的光电技术人才培养探索与研究

文章在国家发展新工科背景下,指出广东高校在光电人才培养中存在的主要问题,并分析其原因,提出了构建“平台+模块”式课程体系的人才培养方案、打造“创意创新创业”实践教学体系、建设“双师双能型”教师人才队伍等光电人才培养新举措,以激发光电专业学生的专业学习兴趣,提高其创新意识,提升其创业实践能力和综合素质。     

Erasmus Thematic Networks and the European dimension of Engineering Education

Some of the most important challenges for engineering schools at the beginning of the 21st century are summarised as well as the role of ERASMUS Thematic Networks (TN) in this scenario.

Though focus is mainly given to the European environment, the changes which are interesting Engineering Education appear to involve also the non-European sphere and therefore, this set of papers on the main outcomes of E4 Thematic Network (2000–2004) has been conceived, not only as an useful instrument of dissemination, but also an open window on Europe.

In this introductory paper key characteristics of successful TNs are outlined, as resulting from the experience of TN E4, Enhancing Engineering Education in Europe, which has terminated its life end of September 2004. The new TN project, denominated TREE, for Teaching and Research in Engineering in Europe, is briefly presented.

On the other hand, in the following 5 sections some of the main activities developed within E4 are presented touching topics related to accreditation, quality assurance, students involvement in Engineering Education, ICT and new learning methods and curriculum development.     

浅析新工科理念下的3D打印实践教学形式改革探讨与实践

新工科理念下,按照“与当前工业主流技术相衔接”的原则,结合3D打印技术的原理及特点和工程训练实践教学的宗旨,提出将3D打印实践教学与企业产品研发流程相结合的教学组织模式。首先,以培养学生的基本建模和设备操作能力为目的。其次,根据工程训练实践教学的宗旨,结合实际在教学过程中对学生提出具体产品设计要求,让学生有目的地进行设计创新。最后,打印出符合设计要求的实体模型。让学生体会从设计理念到设计过程,从概念设计到成品加工的过程,达到增强学生工程意识和工程实践创新能力的目的。