The Academy of Sciences of I. R. of Iran
Iranian Journal of Engineering Education
1607-2316
2676-4881
16
63
2014
12
01
The necessity of including humaniies in Engineering education
1
9
FA
Mehdi
Golshani
Professor, Department of Physics, Sharif University of Technology, Tehran, Iran.
golshani@sharif.edu
10.22047/ijee.2014.7713
In the early twentieth century, people thought that science and technology can take care of all human needs. Thus, the attention of universities, especially in the West, was concentrated on teaching science and technology. The occurrence of the two world wars during the first half of the twentieth century weakened this view and Western universities sought humanities. It turned out that human societies need both science and technology as well as humanities in order to take care of their needs and at the same time secure their peace of mind. Thus, in recent decades, Western engineering schools have included humanities in their curriculum in order that their graduates can handle their societies’ needs in an efficient way. Unfortunately, this change of perspective with regard to humanities has not occur at our universities. Now, it is time for us to remedy the situation by including humanities and social sciences in the educational program of our engineering schools.
Engineering humanities,encounter with the environment,holistic approach
https://ijee.ias.ac.ir/article_7713.html
https://ijee.ias.ac.ir/article_7713_692eb6c8fbb22cd8e5e2ea4165d4c035.pdf
The Academy of Sciences of I. R. of Iran
Iranian Journal of Engineering Education
1607-2316
2676-4881
16
63
2014
12
01
The global perspective of challenges of engineering research and education for sustainable development
11
24
FA
Mohammad Mehdi
Ghaffari
Research Instructor, Engineering Sciences Department, The Academy of Sciences
mmsolar@yahoo.com
Hasan
Zohor
Professor, School of Mechanical Engineering, Sharif University of Technology, Tehran, Iran.
hzohoor@ias.ac.ir
10.22047/ijee.2014.7714
Nowadays, environmental issues affect almost all commercial and industrial sectors, and are a central concern for the public, governments and even international relations. Announcing The years 2005 – 2014 as decade of education for sustainable development by UN is considered as an awareness on environmental awakening movement and more promotion of sustainable development. This announcement has faced the global systems of engineering research and education with great challenges. Following that, scholars and professionals committed to fostering sustainable development have urged a re-examination of the curriculum and restructuring of research in engineering, This focused institutions of higher education, in order to minimize the negative impacts of engineering activities on the environment. Meanwhile, developing countries have concentrated their efforts on building the needed infrastructure for improving the living conditions of their people without considerable attention to sustainability. One of the major components of sustainable development is educating engineers the required knowledge and professional skills. This is the responsibility of engineering schools to make engineers aware of identifying potential risks and impact of their decisions on environment. This paper reviews the fundamental concepts implemented by industrial states to analyze and renew their research and education systems and finally tries, on the basis of global experiments, to introduce the roadmap of engineering education for sustainable development.
sustainable development,Engineering education,roadmap,Environment,sustainable engineering
https://ijee.ias.ac.ir/article_7714.html
https://ijee.ias.ac.ir/article_7714_f04081d0203972f60d35687319633365.pdf
The Academy of Sciences of I. R. of Iran
Iranian Journal of Engineering Education
1607-2316
2676-4881
16
63
2014
12
01
Cognitive role of technology evaluation indexes in engineering education development
25
38
FA
nahid
sheikhan
Industrial Engineering and Research Center of Amirkabir University of Technology, Tehran, Iran.
nsheikhan@aut.ac.ir
Firooz
BakhtiariNejad
Professor, Department of Mechanical Engineering and vehicle Technology Research Center, Amirkabir University of Technology, Tehran, Iran
baktiari@aut.ac.ir
10.22047/ijee.2014.7715
The main element of the policy of science and technology development is regular evaluation of the relevant activities. Level and scale of technological activities in a country at different levels of international, national, and for the technological institute that concluded research centers, incubators, and for activities of technologist can be assessed. The results of this evaluation can lead to improve performance and, if required pursuant ongoing review aims, structures, procedures and the most important to reform methods of engineering education tailor to the needs of technology of the country and global developments. In this paper, we introduced the technology assessment indicators for three levels of national, institutional and individual, Direct or indirect relationship between the development and improvement of engineering education assessment. is studied. The results could help to develop strategies of engineering education in the country and its orientation towards the education of engineers with technological capabilities.
Technology evaluation index,engineering education development,technology country,technology institute,technologist,technology engineering
https://ijee.ias.ac.ir/article_7715.html
https://ijee.ias.ac.ir/article_7715_8804e5798229d2f7ae7fef8d786d75ab.pdf
The Academy of Sciences of I. R. of Iran
Iranian Journal of Engineering Education
1607-2316
2676-4881
16
63
2014
12
01
A study of engineering students’ critical thinking skills
39
59
FA
Mohammad
Amini
Assistant Professor, Human Sciences Faculty, University of Kashan
amini2740@yahoo.com
Ahmad
Madani
Assistant Professor, Human Sciences Faculty, University of Kashan
madani.edu@gmail.com
Zahra
Asgarzadeh
M. A, Curriculum Planning Department, Human Sciences Faculty, University of Kashan
zahra.asgarzade@yahoo.com
10.22047/ijee.2014.7716
The development of students’ critical thinking skills is one the main purposes of higher education institutions. Regarding this point, the main purpose of this study is the investigation of current status of critical thinking skills among engineering students. Such studies can increase faculties’ attention to critical thinking skills. Research population was all students in the University of Kashan in the academic year of 2013-2014. Research sample (211 participants) was selected randomly. Research tool was California Critical Thinking Skills (form B) that assesses the mentioned skills in five interrelated domains: Analysis, Evaluation, Deductive Thinking, and Inductive Thinking. Findings showed that the average of engineering students’ critical thinking score is higher than the scores obtained by students from other faculties. But the average is still far from universal norm. The study showed that universities and higher education institutions should consider critical thinking skills more in engineering curriculum. In addition, faculties in engineering courses can play an important role in improving critical thinking skills.
thinking,Critical Thinking,Higher education,engineering faculty,Student
https://ijee.ias.ac.ir/article_7716.html
https://ijee.ias.ac.ir/article_7716_e05ee38ce67afd94cdf56db01a7e8874.pdf
The Academy of Sciences of I. R. of Iran
Iranian Journal of Engineering Education
1607-2316
2676-4881
16
63
2014
12
01
Analysis of the application and effect of power resources in the learning situations of engineering higher education
61
83
FA
Reza
Mahdi
Assistant Professor, Institute of Social and cultural Studies, Tehran, Iran.
iamahdi@yahoo.com
10.22047/ijee.2014.7717
Learning situation is one of the main elements of higher education and engineering education quality. To achieve better quality in higher education involve multiple elements such teacher, students, national context, academic management, curriculum, personnel, financial and physical resources, educational technologies, production and flowing of information and knowledge are very important. One of the objective displays of learning situation in the actual education system is classroom and at least four key elements of teacher, student, curriculum and educational technologies exist in a classroom simultaneously. Teacher and students are the most important bases in a teaching-learning system that all efforts and interventions should center to increase efficiency and effectiveness of the two vital bases. In the education process, whatever context, conditions, opportunity and situation for activity and effectiveness of professor and students, it is vital to increase quality, efficiency and effectiveness of total teaching-learning system. In the present paper, I have studied how to use and find effects of power resources by engineering higher education teachers in three universities of technology in Tehran by mixed methodology. Based on the research, for leadership of learning process, engineering education teachers don’t use optimum combination of institutional, cognitive and emotional power resources simultaneously. Simultaneously using power resources by teachers is a key factor to create learning emotion and motivation, creativity and innovation, cultural production, to play leadership role of learning and productive transfer of knowledge by teachers.
Higher education,Engineering education,power resources,learning leadership,learning situation
https://ijee.ias.ac.ir/article_7717.html
https://ijee.ias.ac.ir/article_7717_3c666359770e603c3df468e03e8e6248.pdf
The Academy of Sciences of I. R. of Iran
Iranian Journal of Engineering Education
1607-2316
2676-4881
16
63
2014
12
01
The role of identification and partitioning learning outcomes in the improvement of quality higher education, case study: Electrical engineering education (power strand)
85
110
FA
Nahid
Sadeghi
Assistant Professor, School of Psychology and Education, University of Tehran, Tehran, Iran.
sadeghi@ut.ac.ir
Mahdi
Farahani
PhD.D Student, School of Psychology and Education, University of Tehran, Tehran, Iran.
farahani_mahdi@ut.ac.ir
Mahmod
Kamarehei
Professor, School of Electrical and Computer Engineering, University of Tehran, Tehran, Iran.
kamarei@ut.ac.ir
10.22047/ijee.2014.7718
In this paper, brief overview of the role of learning outcomes in engineering education and improving its quality are identified. Also classifications of learning outcomes in electrical engineering are investigated. In this study interviews are made from individual, focus group of faculty universities as well experts from power industries. Results are presented in three classes of knowledge, cognition, profesionality as well as other personal and psychological aspects of graduated students.
Engineering education,Educational assessment,Higher education,learning outcomes,electrical Industry
https://ijee.ias.ac.ir/article_7718.html
https://ijee.ias.ac.ir/article_7718_ffc87c213e5b044cdb67f163b5be53fb.pdf
The Academy of Sciences of I. R. of Iran
Iranian Journal of Engineering Education
1607-2316
2676-4881
16
63
2014
12
01
A framework for fault detection and error analysis of engineering students in solving differential equations: Baft modeling
111
133
FA
Younes
Karimi Fardinpour
Faculty Member, Islamic Azad University, Ahar Branch, Ahar, Iran
fardin81f@gmail.com
10.22047/ijee.2014.7719
Mathematics has a special place in the quality of engineering education. Engineering depends significantly on the mastery of mathematics and mathematics is the foundation of engineering. This study is focused on the quality of mathematics education of engineering students by identification and classification of engineering students’ errors in solving differential equations. 43 engineering student test sheets were studied in the second semester of the 2012 academic year. Students' errors in solving differential equations are considered as one of the causes of mathematics academic failure. The four-stage model, called Baft, is presented as 1-Diagnoses (a differential equation), 2- Call (a good strategy to solve the differential equation), 3- Run (the called strategy) and 4-Review (the implementation of the strategy). As a quasi-experimental design, students’ performance in pretest (the midterm exam) and post test (the final exam) are compared. The Diagnoses-errors rate is reduced from 44% to 21%, whereas the percentage of Call-errors increased from 15% to 25%. Percentage of Run-errors and Review-errors have not changed significantly.
Engineering students of mathematics education,differential equations,academic failure,Error analysis,Baft modeling
https://ijee.ias.ac.ir/article_7719.html
https://ijee.ias.ac.ir/article_7719_e82cb22766aaf2295e52122d3b2d1593.pdf