ORIGINAL_ARTICLE
What subjects are missing in engineering universities?
Scientific and engineering knowledge doubles every 10 years. This geometric growth rate has been reflected in an accelerating rate of introduction and adoption of technology. Product cycles continue to decrease and each cycle delivers more functional and often less expensive versions of existing products. The idea that a student learns all that he or she needs to know in a four year engineering program is just not true and never was. Not even the “fundamental” are fixed, and new information has to enter the engineer’s life. Engineers must accept responsibility for their own continual reeducation, and engineering schools are going to have to prepare engineers to do so by teaching them how to learn. This is also true for young engineers the engineering workforce, which is also changing at an increasing rate. They will find a significant differences between the missions of academia and the new job’s environment. Engineers need to understand that to be successful in this new and different environment, he or she will need to learn many more new aspects of engineering. This article focuses on these vital subjects needed by a young engineer to succeed in their profession.
https://ijee.ias.ac.ir/article_40964_94f619e666310913bbd1c9cabc68d589.pdf
2017-02-01
1
21
10.22047/ijee.2016.40964
engineering education
difference between university and industry
education in industry
university
Parviz
Davami
davami1320@gmail.com
1
Professor, Emeritus from Department of Materials Science and Technology, Sharif University, Tehran, Iran.
LEAD_AUTHOR
دوامی، پرویز (1383). اخلاق مهندسی، نشست تخصصی اخلاق حرفهای در مهندسی، دانشگاه صنعتی شریف.
1
دوامی، پرویز (1386). روشهای پژوهش در مهندسی مواد. جزوۀ درس دانشگاهی، دانشگاه صنعتی شریف.
2
دوامی، پرویز (1389). مهندسی چیست و یک مهندس کیست. فصلنامه آموزش مهندسی ایران. 12(45).
3
فریدمن، توماس ال. (1386). دنیا مسطح است: جهانی شدن در قرن بیست و یکم. مترجم رضا امیررحیمی. تهران: ماهی.
4
Wiser, D. C. (2008). Engineeringwhat you don’t necessarily learn in school. Mechanical Engineering Magazine. ASME .
5
ORIGINAL_ARTICLE
Developing an index for quality assessment of engineering education considering uncertainties
Students are a major human resource potential for economic, social and industrial development. However, the role of universities as the main medium for growth and faculty members who direct and motivate students greatly enhance their impact on society and development. In this study, the quality of students’ education and methods to improve that education have been investigated. For this purpose, the factors/criteria in which personal, professional and technical capabilities are formed, are identified and ranked. Multicriteria decision making (MCDM) is used for this evaluation. An index called the engineering education quality index (EEQI) was proposed and four universities were selected for testing purposes. These universities consisted of two major universities in Tehran and in another city and two engineering colleges. An uncertainty analysis was performed on major factors affecting the EEQI using the Markov chain method. In this way, the range of applicability of factors is captured. The results show that working environment, education infrastructure, students-professors interactions, personal life and motivation are among the important factors that should be improved in order to increase the quality of engineering education.
https://ijee.ias.ac.ir/article_40797_2606c9d119fb2b1d17f9d061ac1b76bf.pdf
2017-02-01
23
43
10.22047/ijee.2016.40797
engineering education
civil engineering
developing education
Quality index
multi criteria
Decision Making
Uncertainty analysis
Mohammad
Karamoz
karamouz21@gmail.com
1
Professor, School of Civil Engineering, University of Tehran, Tehran, Iran.
LEAD_AUTHOR
paniz
mohamadpour
p.mohamadpour93@ut.ac.ir
2
MS, School of Civil Engineering, University of Tehran, Tehran, Iran.
AUTHOR
zahra
zahmatkesh
zahrazahmatkesh@ut.ac.ir
3
PhD, School of Civil Engineering, University of Tehran, Tehran, Iran
AUTHOR
پازارگادی، مهرنوش (1377). پیشرفتهای بینالمللی در خصوص ارزیابی کیفیت در آموزش عالی. مجله رهیافت، 18،43-29.
1
ذوالفقار، محسن و مهرمحمدی، محمود (1382). ارزیابی دانشجویان از کیفیت تدریس اعضای هیئتعلمی رشتههای علوم انسانی دانشگاههای شهر تهران. دانشور رفتار، 11(6)، 28-17.
2
کاراموز، محمد و نظیف، سارا (1388). آموزش مهندسی با نگاه به محیطزیست: توسعۀ هرم فکری هالیستیک )اکولوژیکی(. فصلنامه آموزش مهندسی ایران، 11(43)، 28-13.
3
ABET (2000). Criteria for accrediting engineering programs. Accreditation Board for Engineering and Technology. Available at: www.abet.org.
4
ABET (2010). Criteria for accrediting engineering programs. Accreditation Board for Engineering and Technology. Available at: www.abet.org.
5
Azizi, N. and Lasonen, J. (2009). Education. training and the economy: preparing young people for a changing labor market. Institute for Educational Research: Jyvaskyla University Press.
6
Bailey, M.; Floersheim, R. B. and Ressler, S. J. (2002). Course assessment plan: a tool for integrated curriculum management. Journal of Engineering Education, 91(4), 425-434.
7
Balali, V.; Zahraie, B. and Roozbahani, A. (2014), A comparison of AHP and promethee family decision making methods for selection of building structural system. American Journal of Civil Engineering and Architecture, 2(5), 149-159.
8
Hiessl, Harald; Wals, R. and Dominik Toussaint. (2001). Design and sustainability assessment of scenarios of urban water infrastructure systems. Conference Proceedings 5th International Conference on Technology and Innovation.
9
Marina, M. and Anna, P. (2015). Project approach in humanities as a cognitive strategy of modern engineering education. Procedia-Social and Behavioral Sciences, Elsevier, 166, 415-421
10
McGourty, J.; Sebastian, C. and Swart, W. (1998). Developing a comprehensive assessment program for engineering education. Journal of Engineering Education, 87(4), 355.
11
Morais, D. C. and Adiel T. A. (2007), Group decision-making for leakage management strategy of water network. Resources, Conservation and Recycling 52(2), 441-459.
12
Moskal, B. M.; Leydens, J. A. and Pavelich, M. J. (2002). Validity, reliability and the assessment of engineering education. Journal of Engineering Education, 91(3), 351.
13
Purzer, S.; Nicholas, F. and Nataraja, K. (2016). Evaluation of Current Assessment Methods in Engineering Entrepreneurship Education. Adv. Eng. Educ.
14
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The course experience questionnaire. Studies in Higher Education, 16(2), 129-150.
15
Rogers, P. P. (2008). Problems with civil and environmental engineering education in the U.S. Journal of Contemporary Water Research and Education, 139, 3-5.
16
Rouvrais, S. and Lassudrie, C. (2014). An Assessment framework for engineering education systems. In International Conference on Software Process Improvement and Capability Determination. Springer International Publishing. 250-255
17
Suarez, B.; Revilla, J. A. and Galan, L. (2011). Quality assessment in engineering education in Spain towards a new accreditation agency, New Trends and Challenges in Engineering Education, 24-25, Patras, Greece
18
Tung, Y. K. and Yen, B. C. (2005). Hydrosystems engineering uncertainty analysis. ASCE.
19
Buckeridgeais, D. C. and Adiel T. de Almedida (2007). Group decision-making for leakage management strategy of water network, resources. Conservation and Recycling, 52(2), 441-459
20
Buckeridge, J. S. (2000). A Y2K Imperative: the globalization of engineering education. Global Journal of Engineering Education, 4 (1), 19-24.
21
http://www.enge.vt.edu (March 2015).
22
ORIGINAL_ARTICLE
Internal evaluation and quality of improvement of the curriculum in engineering departments
Curriculum is one of the most important factors and inputs of educational systems. Today higher education institutions and universities use various ways to evaluate the quality of their curriculum and identify the strengths and weaknesses after implementing a new curriculum to improve the quality of education. One of these is internal evaluation. The purpose of this research is to study the quality of the curriculum in 80 engineering departments based on the results of internal evaluation reports. The methodology of this research is a document analysis using the meta-analysis method on 80 internal evaluation reports of engineering departments. We used 5 criteria and 40 indictors to study the current status of the curriculum in these departments. The analysis of data indicates that the quality of curriculum in engineering departments is far from a desirable level and in need of revision and reformation. Lastly, several recommendations have been presented in order to improve the quality of the curriculum in engineering departments.
https://ijee.ias.ac.ir/article_40467_f8f39f392ca07403541f6a0d92b83d95.pdf
2017-02-01
45
67
10.22047/ijee.2016.40467
Higher education
Curriculum
Quality
Internal evaluation
engineering departments
مریم
زمانی فر
mm_zamanifar@yahoo.com
1
کارشناس پژوهشی سازمان سنجش
AUTHOR
رضا
محمدی
remohammadis@ut.ac.ir
2
رئیس مرکز تحقیقات، ارزشیابی، اعتبارسنجی و تضمین کیفیت آموزش عالی سازمان سنجش آموزش کشور
AUTHOR
Fatemeh
Sadeghi Mandi
mandi_sadeghi@yahoo.com
3
Researcher of the National Organization for Educational Testing, Tehran, Iran.
LEAD_AUTHOR
بازرگان، عباس (1383). اعتبارسنجی در آموزش عالی؛ مندرج در دایرهالمعارف آموزش عالی (جلد اول). تهران: بنیاد دانشنامه بزرگ فارسی.
1
بازرگان، عباس؛ فتحآبادی، جلیل و عیناللهی، بهرام (1379). رویکرد مناسب ارزیابی درونی برای ارتقای مستمر کیفیت گروههای آموزشی در دانشگاههای علوم پزشکی. مجله روانشناسی و علوم تربیتی (دانشگاه تهران)، 5 (2)، 26-1.
2
جهانی، جعفر (1384). نقد و بررسی کمیت و کیفیت برنامۀ درسی مصوب دورۀ دکتری برنامهریزی درسی. مجموعه مقالات چهارمین همایش انجمن برنامهریزی درسی ایران. تهران: سمت.
3
حسینی، میرقاسم و نصر، احمدرضا (1391). اعتبارسنجی آموزش عالی در هزاره سوم با محوریت برنامة درسی. نامةآموزشعالی، 5 (17). 48-13.
4
دهقان، محمود (1380). نظام واحد جهانی، از رویا تا حقیقت. روزنامه اطلاعات.20 دی.
5
رحیمی، حسین؛ محمدی، رضا و پرند، کوروش (1381). ارزیابیدرونی: رویکرد چالش برانگیز در نظام آموزش عالی ایران. مجموعه مقالات چهلوهفتمین نشست رؤسای دانشگاهها و مراکز علمی و تحقیقاتی کشور. تهران: سازمان سنجش آموزش کشور. طغیانی، علی (1391). ارزشیابی برنامۀ درسی کسب شده اندیشه اسلامی. (پایاننامۀ کارشناسی ارشد). دانشگاه آزاد اسلامی واحد خوراسگان.
6
عارفی، محبوبه (1384). برنامهریزی درسی راهبردی در آموزش عالی. تهران: مرکز انتشارات جهاد دانشگاهی دانشگاه شهید بهشتی.
7
عراقیه، علیرضا؛ فتحی واجارگاه، کورش؛ فروغی ابری، احمد علی و فاضل، نعمت الله(1388). لفیق، راهبردی مناسب برای تدوین برنامةدرسی چند فرهنگی. فصلنامه مطالعات میان رشتهای در علوم انسانی. 2(1)، 165 ـ 149.
8
عزیزی، زهره (1387). ارزیابی درونی کیفیت گروه آموزشی مدیریت صنعتی دانشگاه تهران. فصلنامه نامه آموزش عالی، 1(1)، 109-95.
9
کرمی، مرتضی و مؤمنیمهمویی، حسین (1390). بازار کار جهانی و تأثیر آن بر طراحی برنامة درسی. فصلنامه مطالعات برنامه درسی ایران، 6(21)، 100-67.
10
محمدی، رضا (1387). راهنمای عملی انجام ارزیابی درونی در نظام آموزش عالی ایران: تجارب ملی و بینالمللی. تهران: سازمان سنجش آموزش کشور.
11
محمدی، رضا؛ پرند، کوروش و پورعباس، عبدالرسول (1386). ضرورت طراحی و استقرار ساختار تضمین کیفیت در رشتههای علوم مهندسی. فصلنامه آموزش مهندسی ایران، 9( 34)، 114-77.
12
محمدینژاد، بهزاد (1390). مجموعهای برای تحول در حوزه برنامهریزی آموزشی. معاونت آموزشی دفتر پشتیبانی و حمایت آموزش عالی. موجود در وبگاه وزارت علوم، تحقیقات و فناوری. مطهرینژاد، حسین (1394الف). تحلیل شکاف بین وضعیت موجود و مطلوب آموزش مهندسی در ایران (مطالعه موردی دانشگاههای استان کرمان). فصلنامه آموزش مهندسی ایران، 17(67)،21-1. مطهرینژاد، حسین (1394ب). برنامة درسی تلفیقی، نیاز امروز آموزش مهندسی (ایجاد پُل دانستن/ انجام دادن/ شدن). فصلنامه آموزش مهندسی ایران، 17(66)، 38-17.
13
مطهرینژاد: حسین؛ یعقوبی، محمود و دوامی، پرویز (1391). ضرورتهای اصلی در تدوین راهبردهای آموزش مهندسی ایران بخش دوم: مقایسه دیدگاه مدیران بخش صنعت و اعضای هیئت علمی. فصلنامهآموزشمهندسیایران، 14(55)، 19-1.
14
معماریان، حسین (1381). تضمین کیفیت آموزش مهندسی معدن در ایران. فصلنامهآموزشمهندسیایران، 5(19)، 48-15.
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معماریان، حسین (1388الف). ارزیابی داخلی برنامههای آموزش مهندسی ایران. فصلنامهآموزشمهندسیایران، 11(42)، 18-1.
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معماریان، حسین (١٣٨٨ب). کارشناسی علوم مهندسی، نگاهی نو در آموزش مهندسی. دانشگاه تهران: نشریهدانشکدهفنی. ویژه کنفرانس آموزش مهندسی در ١۴٠۴، ۴٣(2)، 190-175.
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معماریان، حسین (1390). سازکار ارزشیابی برنامههای آموزش مهندسی. از آرمان تا واقعیت، پنجمین همایش ارزیابی کیفیت در نظام دانشگاهی. دانشگاه تهران: پردیس دانشکدههای فنی.
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نادری، ابوالقاسم و عبداللهی، حسین(1389). کارایی و اثربخشی ارزیابی کیفیت گروههای آموزشی دانشگاهی: چالشها و چشماندازها. مجموعه مقالات چهارمین همایش ارزیابی درونی کیفیت در نظام دانشگاهی. تهران: دانشگاه تهران.
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نورشاهی، نسرین (1378). بررسی ساختار و عملکرد شورای عالی برنامهریزی از بدو تأسیس تاکنون. گزارش گروه مطالعات تطبیقی و نوآوری در آموزش عالی: مؤسسه پژوهش و برنامهریزی آموزش عالی.
20
نوروززاده، رضا؛ محمودی، رضا؛ فتحی واجارگاه، کوروش و نوه ابراهیم، عبدالرحیم (1385). وضعیت سهم مشارکت دانشگاهها در بازنگری برنامههای درسی مصوب شورای عالی برنامهریزی. فصلنامهپژوهشوبرنامهریزیدرآموزشعالی، 12(4)، 93-71.
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نیلی، محمدرضا؛ نصراصفهانی، احمدرضا و دریکوند، هدایتالله (1384). الزامها و آسیبهای برنامهریزی درسی دانشگاه محور، قلمرو برنامة درسی در ایران. به کوشش انجمن برنامهریزی درسی ایران. تهران: سمت.
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نیلی، محمدرضا؛ مقتدایی، لیلا؛ نظری، حسین و موسوی، ستاره (1395). بررسی نگرشهای دانش آموختگان فنی ـ مهندسی دانشگاه اصفهان در راستای کیفیت برنامههای درسی تجربه شده. فصلنامه آموزش مهندسی ایران، 18(69)، 76-55.
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یارمحمدیان، محمدحسین(1394). مبانی و اصول برنامهریزی درسی. تهران: یادواره کتاب.
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Accreditation board for engineering and technology (2016). History. Available at: http://www.abet.org/about-abet/history/
25
Association for evaluation and accreditation of engineering programs (2012). Criteria for Evaluation Second Cycle (Master) Engineering Programs. Available at:
26
http://www.mudek.org.tr/doc/en/MUDEK-Evaluation_Criteria_SC_(1.0.1-17.10.2012).pdf.
27
Association for evaluation and accreditation of engineering programs (2015). Available at: http://www.mudek.org.tr/en/hak/kisaca.shtm#.Last updated: 2015/01/01.
28
Darwish, M. M.; Nejat, Ali and Ghebrab, T. (2012). Globalization and the New Challenges for Construction Engendering Education. Texas Tech University. American Society for Engineering Education.
29
European centre for the development of vocational training (Cedefop) (2012). Curriculum reform in Europe. The impact of learning outcomes. Luxembourg: Publications Office of the European Union. Available at: www.cedefop.europa.eu/files/5529_en.pdf.
30
Iacovidou, M.; Gibbs, P. and Zopiatis, A. (2009). An exploratory use of the stakeholder approach to defining and measuring quality: The case of Cypriot higher education institution. Quality in Higher Education, 2(15), 147-165.
31
Japanese accreditation board for engineering education (2016).Available at:
32
http://www.jabee.org/english/evaluation_accreditation/
33
Kırkgoz, Y. (2008). A case study of teachers implementation of curriculum innovation in english language teaching in Turkish primary education. Teaching and Teacher Education, 24, 1859-1875.
34
Mazzoli, j. A. (2000). Faculty perceptions and their influence on the curriculum in higher education; Doctoral Dissertation in University of South Carolina, 135.
35
Null, W. (2011). Curriculum: From theory to practice. Published by Rowman and Littlefield Publishers, Inc. United Kingdom. P: 5. Available at: http://daneshnamehicsa.ir/userfiles/file/Resources/Curriculum__From_Theory_to_Practice.pdf
36
Oliver, Sh. L. (2009). Comprehensive curriculum reform as a collaborative effort of faculty and administrators in a higher education institution: A higher a case study based on grounded theory. Published Doctoral Dissertation. Kent State University.
37
Pinar, W. F. (2015). Educational experience as lived knowledge, history, alterity the selected works of William F. Pinar. First published .NewYork: Routledge. 188.
38
Prados, J. W. P.; George D. l. and Lisa R. (2005). Quality assurance of engineering education through accreditation: the impact of engineering criteria 2000 and its global influence. Journal of Engineering Education, 94(1), 65–184.
39
Richards, J. C. (2013). Curriculum approaches in language teaching: forward, central and backward design. RELC Journal, 44(1), 5–33.
40
ORIGINAL_ARTICLE
Evaluating the educational status of candidates from different ,majors (Humanities, technical and fundamental) at three degree levels (bachelor, masters and PH.D)
The aim of this study was to evaluate the educational status of candidates from different majors (humanities, technical and fundamental) at all three degree levels (Bachelor, Masters and Ph.D.). The purpose is functional and was performed by data collection in a quantitative method. All national entrance examination candidates from humanities, technical and fundamental majors in 2013-2014 formed the participants. The research instrument was questionnaires. The validity of the questionnaires was approved by experts and scholars; the questionnaires reliability, using Cronbach's alpha coefficient, was more than 0/70. The questionnaires were distributed to six public and private universities conducting the upper and lower entrance exam for three academic degrees selected by purposive sampling, the participant sample was chosen using a stratified random sample of candidates accepted in existing disciplines at that universities. The sample size consisted of 2293 of those that were accepted. One sample t-test, t test for independent groups, ANOVA test, Tukey test and rank test Friedman was used to analyze the data. The results showed that all the Bachelor candidates educational status were significantly higher than average in various aspects of educational, psychological, familial, economic and cultural dimensions. The educational status of the Master and Doctoral candidate volunteers were significantly higher than average in all dimensions. Notably, the Master's candidates in Economics were significantly lower than the average, but the doctoral candidates were in the middle in the cultural dimension. The fundamental sciences and humanities candidates were in the medium level for the culture dimension.
https://ijee.ias.ac.ir/article_32140_53fcc1f1d5a22302d902f02f8b4b398a.pdf
2017-02-01
69
94
10.22047/ijee.2016.32140
Educational status
University candidate
Field of Study
Fundamental
Technical sciences
humanities
Degree of study
Jalil
Fathabadi
j_fathabadi@sbu.ac.ir
1
Associate Professor, School of Psychology and Education Sciences, Shahid Beheshti University, Tehran, Iran.
AUTHOR
Gholamreza
Shams Morkani
gh_shams@sbu.ac.ir
2
Associate Professor, School of Psychology and Education Sciences, Shahid Beheshti University, Tehran, Iran
AUTHOR
Zahra
Maarefvand
zn.maaref@yahoo.com
3
PhD. Student, School of Psychology and Education Sciences, Shahid Beheshti University, Tehran, Iran
LEAD_AUTHOR
امین آبادی، زهرا (1388). نقش میانجی تنظیم هیجان شناختی در ادراک نوجوانان از ابعاد روشهای تربیتی و عملکرد تحصیلی آنها. (پایاننامه کارشناسی ارشد). دانشگاه شهید بهشتی.
1
باکویی، فاطمه؛ خیرخواه، فرزان؛ سلملیان، هاجر و امیدوار، شبنم (1389)، بررسی عوامل مؤثر بر وضعیت تحصیلی دانشجویان مامایی دانشگاه علوم پزشکی شهرستان بابل. گامهای توسعه در آموزش پزشکی، 7(1)، 50-44.
2
توفیقی داریان، جعفر (1388). ضرورت ارتقای کیفیت در آموزش عالی ایران. صنعت و دانشگاه، 2(5 و 6)، 10-5.
3
تمناییفر، محمدرضا؛ نیازی، محسن و امینی، محمد (1386). بررسی مقایسهای عوامل مؤثر بر افت تحصیلی دانشجویان مشروط و ممتاز. دوماهنامه علمی ـ پژوهشی دانشگاه آزاد، 14(26)6، 52-39.
4
جاراللهی، عذرا (1380). بررسی ارتباط وضعیت تحصیلی دانشجویان با نابهنجاریهای اجتماعی. نشریة جامعه شناسی و علوم اجتماعی، 15و 16، 147-168.
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رحیمی، حسین؛ محمدی، رضا و هاشمیپرست، سیدمقتدی (1381). تضمین کیفیت در آموزش عالی مفاهیم، اصول، تجربیات. مجموعه مقالات پنجاه و یکمین نشست رؤسای دانشگاهها و مراکز علمی و تحقیقاتی، نشر همایش توسعه مبتنی بر دانایی.
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26
ORIGINAL_ARTICLE
Ranking Iranian universities based on their scientific engineering output
Universities and higher education institutions, as knowledge-based organizations, have a critical role in the development of countries; therefore, it is essential that their performance is evaluated according to specific criteria. Among the various functions of universities, research and knowledge production is significant; so, evaluating their scientific outputs should be a substantial part of a performance evaluation system. One of the most well-known methods for a scientific production evaluation is the use of scientometrics measures. In recent years, the scientific production of Iranian universities in engineering has been favorable; hence, we selected and analyzed 85,097 scientific papers from Iranian universities under the Ministry of Science, Research and Technology. The universities were ranked based important measures including: cumulative number of scientific outputs, number of citations, qualitative contribution, h-index, m-parameter, and g-index. Results show that the University of Tehran in both cumulative number of scientific outputs as well as number of citations, Sharif University of Technology in both h-and g- indices, Polymer & Petrochemical Institute in qualitative contribution, and Babol Noshirvani University of Technology in m-parameter as well as portion of engineering faculties in engineering outputs are the best among the surveyed universities. Moreover, our ranking has a significant correlation with that of the ISC ranking system according to the cumulative number of scientific outputs, number of citations, h-index, and g-index.
https://ijee.ias.ac.ir/article_31972_180c393b8911c0f02ad0541e8046df21.pdf
2017-02-01
95
118
10.22047/ijee.2016.31972
Scientific performance
university ranking
Scientometric
scientific output of engineering
h-index
m-parameter
g-index
mohammad reza
zare
mr.zare.yazd@gmail.com
1
PhD. Student, Faculties of Industrial Engineering, Yazd University, Yazd, Iran.
LEAD_AUTHOR
Mohammad Ali
Vahdatzad
mavahdat@gmail.com
2
Assistant Professor, Faculties of Industrial Engineering, Yazd University, Yazd, Iran
AUTHOR
Mohammad Saleh
Olia
owliams@yazd.ac.ir
3
Associated Professor, Faculties of Industrial Engineering, Yazd University, Yazd, Iran
AUTHOR
Mohammad Mehdi
Lotfi
lotfi@yazd.ac.ir
4
Assistant Professor, Faculties of Industrial Engineering, Yazd University, Yazd, Iran
AUTHOR
زارع بنادکوکی، محمدرضا؛ وحدتزاد، محمدعلی؛ اولیاء، محمدصالح و لطفی، محمدمهدی (1394). بررسی نظامهای
1
رتبهبندی دانشگاهها: یک رویکرد انتقادی. فصلنامه آموزش مهندسی ایران، 17 (65)،131-95.
2
زارع بنادکوکی، محمدرضا, وحدت زاد، محمد علی؛ اولیاء، محمدصالح و لطفی، محمد مهدی (1395). تحلیلی بر
3
رتبهبندی دانشگاههای ایران بر اساس شاخصهای علمسنجی، پژوهش نامه پردازش و مدیریت اطلاعات. (پذیرفته شده در سال 1395)
4
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5
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41
ORIGINAL_ARTICLE
The importance and applications of3D computer modeling in engineering design and the necessity of teaching its principles to engineering students
The necessity of teaching 3D computer modelling to engineering students is studied in this paper. Firstly, the applications of 3D computer modelling in engineering design are described and then an investigation is carried out to understand how it can speed up and ease the design process. Later, three main stages of the engineering design process, i.e. "Ideation", "Refinement" and "Implementation" are introduced, and consequently the results are presented in the form of 6 statements. These statements demonstrate the essential role of 3D computer modelling in the process of engineering design, and outline the importance of learning its scientific principles, and working with the relevant computer tools in this area. Twenty-five examples of relevant to 3D modelling courses at a number of top ranked universities worldwide are provided. Finally, according to the results of this study, the need to plan for and establish a program for teaching the principles of 3D modelling and relevant computer tools to engineering students is emphasized. Lastly, the authors provided recommendations and directions for future research in this field.
https://ijee.ias.ac.ir/article_31971_25b4064b4e08f1a67324ea2101b02e71.pdf
2017-02-01
119
136
10.22047/ijee.2016.31971
Engineering design process
3D computer modeling
engineering education
3D modeling applications
concurrent engineering design
Alireza
jahantigh
jahantigh@sharif.ir
1
Head of Engineering Graphics Center, Sharif University of Technology, Tehran, Iran.
LEAD_AUTHOR
Mohammad Ali
Daeian
m.a.daeian@gmail.com
2
Instructor at Engineering Graphics Center, Sharif University of Technology, Tehran, Iran.
AUTHOR
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ORIGINAL_ARTICLE
Personal Workspace in an Architectural Design Studio as an Efficient Behavior Setting
Built environments are formed through definition of public and private territories and organization of spatial hierarchies. Appropriate definition of space increases people's sense of belonging to their environment. Educational environments, including architectural schools, also need the above territories. This study introduces the personal workspace, as a supplement to the public workspace in a design studio, as an effective factor on the quality of the environment for architectural education. In this regard, this study aims to introduce the personal workspace as an efficient behavior setting in the architectural design studio. The descriptive analysis in this research is achieved through library studies on theoretical background, observations and interviews on 12selected architecture schools in 10 countries. The necessity of personal workspace in design studios is discussed from two approaches: architectural education and behavioral sciences. The selected cases are analyzed according to the formation of personal workspace as a behavior setting. The results reveal that the personal workspace is configured according to the students' real needs. Also, it has a positive effect on their learning quality and increasing the sense of belonging to the educational environment. However, based on educational policies and spatial potentials, the personal workspace forms a territory with a range from physical to psychological boundaries. Finally, defining personal workspace with clear boundaries, while also considering its flexibility and connection to the public workspace, would better determine the efficiency of the personal workspace in the design studio.
https://ijee.ias.ac.ir/article_40466_86c39421c42d0313262e9d576cbafcf4.pdf
2017-02-01
119
136
10.22047/ijee.2016.40466
Design education
Architectural Design Studio
personal workspace
behavior setting
flexibility
Masoomeh
Ahmadi
m.ahmadi@tabriziau.ac.ir
1
PhD student, School of Architecture an Urban Development, Tabriz Islamic Art University, Tabriz, Iran.
LEAD_AUTHOR
Maryam
Farhady
m_farhady@sbu.ac.ir
2
Assistant Professor, School of Architecture an Urban Development, Shahid Beheshti University, Tehran, Iran.
AUTHOR
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