The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Isn’t Friendship Possible between Engineering and Humanities at Iranian Technological Universities?Isn’t Friendship Possible between Engineering and Humanities at Iranian Technological Universities?11264010.22047/ijee.2009.640FAAli MeghdariProfeesor, Sharif University of Technology, School of Mechanical Engineeringhttps://orcid.org/00Sohyga Salahi MoghaddamAssistant Professor, Al- Zahra University , School of LiteratureJournal Article20080920As we enter the third millennium, technological development, advancement of science, and meaningful intellectual and educational competition take place at the national and international level, without an in-depth understanding and knowledge of the relationship between engineering sciences and societal needs (from the humanities, cultural, economic, and management points-of-views¬). It is like shooting in the dark. A historical review of famous Iranian and world scientist’s lives clearly shows that their expertise in the areas of humanities such as art, poetry, painting, philosophy, and Gnosticism has provided a close relationship with the societies and greatly increased their impact and influence on those societies [1]. University education in the world in its present form started from the study of theology, medicine, literature, law, mathematics, astronomy, and politics, a Many universities were established before engineering was really understood or anyone could really engineer anything. However, it is rather surprising that Iranian technological universities from the beginning have been ignorant of the role of humanities in engineering education. In fact, many highly ranked Technological Universities in the world pay special attention to this role and have very strong art and humanities departments. Hence, in this paper we explore the role and importance of art and humanities in engineering education at Iranian technological universities, and its effect on the success of their students and graduates in the current century.As we enter the third millennium, technological development, advancement of science, and meaningful intellectual and educational competition take place at the national and international level, without an in-depth understanding and knowledge of the relationship between engineering sciences and societal needs (from the humanities, cultural, economic, and management points-of-views¬). It is like shooting in the dark. A historical review of famous Iranian and world scientist’s lives clearly shows that their expertise in the areas of humanities such as art, poetry, painting, philosophy, and Gnosticism has provided a close relationship with the societies and greatly increased their impact and influence on those societies [1]. University education in the world in its present form started from the study of theology, medicine, literature, law, mathematics, astronomy, and politics, a Many universities were established before engineering was really understood or anyone could really engineer anything. However, it is rather surprising that Iranian technological universities from the beginning have been ignorant of the role of humanities in engineering education. In fact, many highly ranked Technological Universities in the world pay special attention to this role and have very strong art and humanities departments. Hence, in this paper we explore the role and importance of art and humanities in engineering education at Iranian technological universities, and its effect on the success of their students and graduates in the current century.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Engineering Education Considering Environmental Issues: Development of Holistic (Ecological) ParadigmEngineering Education Considering Environmental Issues: Development of Holistic (Ecological) Paradigm132864110.22047/ijee.2009.641FAMohammad Karamouzprofessor, univwesity of tehran, department of civil engineeringSara Nazifph.D. candidate, university of tehran department of civil engineeringJournal Article20080920 The education of engineers, who are aware of today’s challenges and future opportunities, plays an important role in economical and social development of different societies. The current engineering education system tries to increase professional engineering knowledge in related fields and does not consider the side effects of engineering activities which commonly impact the environment. This thinking structure, called the Newtonian paradigm is vertical thinking based on linear and sequential phenomena. In the Newtonian paradigm, the engineering education program is developed on the basis of maximum usage of available environmental opportunities and control of natural events. In time, the undesirable effects of this engineering paradigm on the environment become visible and also some signs of un-sustainability in engineering systems appear to make some problems in the long time performance of these systems. These impacts force the engineering education system to develop engineering knowledge and pay more attention to the environment. The holistic paradigm has been developed in response to these requirements. The holistic paradigm is based on parallel and non-linear phenomena. In this paradigm in addition to increasing professional knowledge, engineers are made familiar with the interactions between engineering activities and the environment. This way the maximum profit will be obtained from available opportunities and also the engineering activity impacts are minimized. In this paper the paradigm shift trend and its future vision in engineering education and its effects on the development of engineering systems as well as environment are discussed. The education of engineers, who are aware of today’s challenges and future opportunities, plays an important role in economical and social development of different societies. The current engineering education system tries to increase professional engineering knowledge in related fields and does not consider the side effects of engineering activities which commonly impact the environment. This thinking structure, called the Newtonian paradigm is vertical thinking based on linear and sequential phenomena. In the Newtonian paradigm, the engineering education program is developed on the basis of maximum usage of available environmental opportunities and control of natural events. In time, the undesirable effects of this engineering paradigm on the environment become visible and also some signs of un-sustainability in engineering systems appear to make some problems in the long time performance of these systems. These impacts force the engineering education system to develop engineering knowledge and pay more attention to the environment. The holistic paradigm has been developed in response to these requirements. The holistic paradigm is based on parallel and non-linear phenomena. In this paradigm in addition to increasing professional knowledge, engineers are made familiar with the interactions between engineering activities and the environment. This way the maximum profit will be obtained from available opportunities and also the engineering activity impacts are minimized. In this paper the paradigm shift trend and its future vision in engineering education and its effects on the development of engineering systems as well as environment are discussed.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Innovation in Engineering Educations:Today's Need, Tomorrow's InevitabilityInnovation in Engineering Educations:Today's Need, Tomorrow's Inevitability293864210.22047/ijee.2009.642FAAbbas BazarganProfessor, University of tehran, Faculty of Psychology and EducationalJournal Article20080920During the past two decades, socio-economic changes and new technologies have had drastic impacts on higher education in general, and on engineering education in particular. As such, we may consider the international market of engineering education graduates as an impact of globalization. In this respect, quality of engineering education has been considered as the major issue in technological universities and schools of engineering. Based on this, standard setting, evaluation of quality and accreditation of engineering education have been regarded as important issues of engineering education worldwide. There have been a number of attempts to propose standards in engineering education at the international level. As an example, we may consider Washington Accord (WA). In this respect, countries of North America have been pioneer. It is more than a century that universities in the U.S. have been active in the evaluation of higher education through general, professional and specialized institutions, such as A.B.T. in engineering education. The WA, which is about quality requirements in engineering education, has been gaining a wider ground. It was, first, ratified by six industrialized countries in 1989. Then, six more countries joined it. Recently, five countries including Germany, India, Malaysia, Russia, and Srilanka have requested for the membership of Washington Accord. On the other hand, research on “How should evaluation and accreditation of higher education, as a professional practice, be carried out to enhance the quality?” has been intensified in recent years. As an example, we may note the application of total quality management (TQM) and ISO 9000 models in higher education. These two models have not gained much attention for enhancing quality in academic environments. However, the accreditation model has been applied with greater satisfaction. Another issue which affects the quality of engineering education at the national level is transnational engineering education (TNEE). The TNEE is offered through different modalities at such joint programs between universities in two countries, or “exporting” engineering education from one country to another country. Therefore, there is a need for assuring quality of such engineering education programs. Based on the above, in this article, first, international experiences are reanalyzed. Then, a decade of research on evaluation and accreditation of higher education in Iran, with reference to engineering education, are reviewed. Furthermore, the research questions: “What is the necessity of setting-up a suitable organizational structure for assessing quality of engineering education in Iran?” and “How should it be realized?” are answered. In this context, the Iranian academic position in the region, among countries in West Asia, Central Asia, and the Middle East, is reviewed. Then the opportunity which exists for high-ranking universities in Iran to supply quality transnational engineering education in the region is discussed.During the past two decades, socio-economic changes and new technologies have had drastic impacts on higher education in general, and on engineering education in particular. As such, we may consider the international market of engineering education graduates as an impact of globalization. In this respect, quality of engineering education has been considered as the major issue in technological universities and schools of engineering. Based on this, standard setting, evaluation of quality and accreditation of engineering education have been regarded as important issues of engineering education worldwide. There have been a number of attempts to propose standards in engineering education at the international level. As an example, we may consider Washington Accord (WA). In this respect, countries of North America have been pioneer. It is more than a century that universities in the U.S. have been active in the evaluation of higher education through general, professional and specialized institutions, such as A.B.T. in engineering education. The WA, which is about quality requirements in engineering education, has been gaining a wider ground. It was, first, ratified by six industrialized countries in 1989. Then, six more countries joined it. Recently, five countries including Germany, India, Malaysia, Russia, and Srilanka have requested for the membership of Washington Accord. On the other hand, research on “How should evaluation and accreditation of higher education, as a professional practice, be carried out to enhance the quality?” has been intensified in recent years. As an example, we may note the application of total quality management (TQM) and ISO 9000 models in higher education. These two models have not gained much attention for enhancing quality in academic environments. However, the accreditation model has been applied with greater satisfaction. Another issue which affects the quality of engineering education at the national level is transnational engineering education (TNEE). The TNEE is offered through different modalities at such joint programs between universities in two countries, or “exporting” engineering education from one country to another country. Therefore, there is a need for assuring quality of such engineering education programs. Based on the above, in this article, first, international experiences are reanalyzed. Then, a decade of research on evaluation and accreditation of higher education in Iran, with reference to engineering education, are reviewed. Furthermore, the research questions: “What is the necessity of setting-up a suitable organizational structure for assessing quality of engineering education in Iran?” and “How should it be realized?” are answered. In this context, the Iranian academic position in the region, among countries in West Asia, Central Asia, and the Middle East, is reviewed. Then the opportunity which exists for high-ranking universities in Iran to supply quality transnational engineering education in the region is discussed.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Innovation in Engineering Educations:Today's Need, Tomorrow's InevitabilityInnovation in Engineering Educations:Today's Need, Tomorrow's Inevitability396164310.22047/ijee.2009.643FASaeed HadavandMSc.Education Head. SAAiran Co.,Journal Article20080920The industrial organizations hinge on innovation of their engineering education to stay persistent and dynamic. Although, there may be no guarantee to attain this without proper education management which will depend upon understanding innovation in enabling an organization to achieve higher levels of performance and work out several solutions in confronting competition challenges. With absence of such ability there would be no knowledge- based organization. Formerly, the question was that how innovation might improve functions; presently, though, relying on education as a potential resource of competitive advantage. We think of how an organization may achieve long-term competitive advantage in this fluctuating world of businesses while resorting to innovation. Focusing on innovation, this article aims to investigate the process of its management in the system of technical and engineering educations.The industrial organizations hinge on innovation of their engineering education to stay persistent and dynamic. Although, there may be no guarantee to attain this without proper education management which will depend upon understanding innovation in enabling an organization to achieve higher levels of performance and work out several solutions in confronting competition challenges. With absence of such ability there would be no knowledge- based organization. Formerly, the question was that how innovation might improve functions; presently, though, relying on education as a potential resource of competitive advantage. We think of how an organization may achieve long-term competitive advantage in this fluctuating world of businesses while resorting to innovation. Focusing on innovation, this article aims to investigate the process of its management in the system of technical and engineering educations.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Creative Engineering Study Based on System ApprochCreative Engineering Study Based on System Approch637964410.22047/ijee.2009.644FAAbdollah SadriInstructor, Amirkabir University of Technology, Department of Mining and Metallurgical EngineeringJournal Article20080920An engineer is known as a creative person, and engineering is defined as a creative activities. This definition could open a window toward the engineering education. Engineers like others are engaged in routine daily problems, which could be solved by a method called Creative Problem Solving (CPS). Achieving the ideal goals of 2025 Country’s Development Plan (GCDP), that forces us to modify the current engineering education. Engineering education which is based on CPS could be a good candidate to apply most modified new and changes in the engineering education system. The main goal of this paper is a CPS illustration based on integrated engineering education system, as a new model. In this model, common engineering educational requirements could be defined based on CPS, as: a) general, b) basic, c) main and d) specified curriculums for a four year course. This could be achieved by the allowance of an engineering approach system, based on engineering educational vision. Educational determination planning could be also achieved by Brain Dominance Index (BDI). The effectiveness model could be evaluated by the mutual interaction relation between the industries and the universities. The advantage of the proposed engineering educational system found to be as follows: it is simple, attractive and dynamic, which upon completion, could be a good solution to an national engineering education procedure.An engineer is known as a creative person, and engineering is defined as a creative activities. This definition could open a window toward the engineering education. Engineers like others are engaged in routine daily problems, which could be solved by a method called Creative Problem Solving (CPS). Achieving the ideal goals of 2025 Country’s Development Plan (GCDP), that forces us to modify the current engineering education. Engineering education which is based on CPS could be a good candidate to apply most modified new and changes in the engineering education system. The main goal of this paper is a CPS illustration based on integrated engineering education system, as a new model. In this model, common engineering educational requirements could be defined based on CPS, as: a) general, b) basic, c) main and d) specified curriculums for a four year course. This could be achieved by the allowance of an engineering approach system, based on engineering educational vision. Educational determination planning could be also achieved by Brain Dominance Index (BDI). The effectiveness model could be evaluated by the mutual interaction relation between the industries and the universities. The advantage of the proposed engineering educational system found to be as follows: it is simple, attractive and dynamic, which upon completion, could be a good solution to an national engineering education procedure.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Introducing a Curriculum Map to Effectively Educate Engineering Ethics at UniversityIntroducing a Curriculum Map to Effectively Educate Engineering Ethics at University9910864610.22047/ijee.2009.646FAHamid Khoshdastph.D.Student , Bahonar University, Faculty of Mining EngineeringAbbad SamAssistant Professor, Bahonar University, Faculty of Mining EngineeringJournal Article20080920 Engineering education is a two-phase system of tuition and manner, which any lack of attention to each leads to upbringing professionals inefficient in both material and mental points of view, respectively. The manner phase makes engineer capable of communicating, arguing, reasoning, and making decision in the most impressive manner. Hence, the education of engineering ethics at university might prepare students to face the professional life readily. This ability is possible if only they are educated in the light of an organized new curriculum program. The aim of the current paper is to support such a modified program. The proposed curriculum map includes four parts of scopes, topics, teaching methods, and outcomes, regulated at four levels. These parts would be upgraded from fundamentals of engineering profession up to moral evaluations and criticisms. Engineering education is a two-phase system of tuition and manner, which any lack of attention to each leads to upbringing professionals inefficient in both material and mental points of view, respectively. The manner phase makes engineer capable of communicating, arguing, reasoning, and making decision in the most impressive manner. Hence, the education of engineering ethics at university might prepare students to face the professional life readily. This ability is possible if only they are educated in the light of an organized new curriculum program. The aim of the current paper is to support such a modified program. The proposed curriculum map includes four parts of scopes, topics, teaching methods, and outcomes, regulated at four levels. These parts would be upgraded from fundamentals of engineering profession up to moral evaluations and criticisms.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Engineering Education, International Accords: Perspectives and ChallengesEngineering Education, International Accords: Perspectives and Challenges10912964710.22047/ijee.2009.647FANarges SajadiehPh.D.Student in Philosophy of Education, University of Tehran, Faculty of Human ScienceSomayyeh Liaghatph.D. Student, University of Tehran, Faculty of Human ScienceJournal Article20080910The International Accords for accrediting engineering degree programs, are some agreements in which the member countries (signatories) evaluate, compare and share with each other their experiences about procedures, policies and criteria used in accrediting engineering academic programs. Rules and procedures made under these agreements, engineering degree programs are defined as the programs through which practitioners normally satisfy the academic requirements. These policies and requirements are global, so the engineering education could be consistent in different countries. Also the independence of the academic institutions delivering accredited or recognized programs increases theirs validity. This article review the Washington Accord, Sydney Accord and Dublin Accord and states opportunities and challenges for Iran's participating/ signatory. This survey studied the dimensions of the International Agreements including: purposes, content and policies. Considering these three dimensions the engineering education standards are determined. Therefore, finding the missed components of engineering education could lead us to improve and reform our engineering educational systems. Moreover, regarding the agreements in our engineering system, leads us to meet the international standards and redefine it more relevant with the real world. On the other hand, agreements attention to outputs of engineering educational systems will guarantee the independence of signatories in designing arrangements. In addition, these arrangements cause to meet the output standards and at the same time maintain the local view of engineering education. International accrediting for engineering degrees could open new perspectives to occupational opportunities for engineering graduates. However, the distance between our engineering education status and what is required for agreements, the challenges for human capital and occupational opportunities in engineering system are the difficulties in front of being a participating/signatory. Keep in mind these things, we should design local arrangements to meet the standards of agreements and monitoring the results. So, after this period of attempts, we could makeThe International Accords for accrediting engineering degree programs, are some agreements in which the member countries (signatories) evaluate, compare and share with each other their experiences about procedures, policies and criteria used in accrediting engineering academic programs. Rules and procedures made under these agreements, engineering degree programs are defined as the programs through which practitioners normally satisfy the academic requirements. These policies and requirements are global, so the engineering education could be consistent in different countries. Also the independence of the academic institutions delivering accredited or recognized programs increases theirs validity. This article review the Washington Accord, Sydney Accord and Dublin Accord and states opportunities and challenges for Iran's participating/ signatory. This survey studied the dimensions of the International Agreements including: purposes, content and policies. Considering these three dimensions the engineering education standards are determined. Therefore, finding the missed components of engineering education could lead us to improve and reform our engineering educational systems. Moreover, regarding the agreements in our engineering system, leads us to meet the international standards and redefine it more relevant with the real world. On the other hand, agreements attention to outputs of engineering educational systems will guarantee the independence of signatories in designing arrangements. In addition, these arrangements cause to meet the output standards and at the same time maintain the local view of engineering education. International accrediting for engineering degrees could open new perspectives to occupational opportunities for engineering graduates. However, the distance between our engineering education status and what is required for agreements, the challenges for human capital and occupational opportunities in engineering system are the difficulties in front of being a participating/signatory. Keep in mind these things, we should design local arrangements to meet the standards of agreements and monitoring the results. So, after this period of attempts, we could makeThe Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316114320091201Necessity of Developing Emotional Quotient in the Educational Engineering PlanningNecessity of Developing Emotional Quotient in the Educational Engineering Planning13114964810.22047/ijee.2009.648FAAbbas SamAssistant Professor, Bahonar University, Faculty of Mining EngineeringJournal Article20080920For centuries, intelligence as an individual characteristic, has been accepted. One of the popular tests namely intelligence quotient is stated in the rational understanding. In many cases, a big part of the human experiences, including: human feelings and his motivation desires are completely ignored. In recent years, the spirit quotient factor has been considered. This factor includes: intelligence quotient which is more inherent and emotional quotient that is much more acquired. Study in the process of intelligence-training-evaluation, especially in the realm of engineering sciences and fundamental change, is a necessity. In the present paper, in addition to the theory of different practical solutions, the educational engineering system and the status of balance in the intelligence and emotional quotient of students are presented.For centuries, intelligence as an individual characteristic, has been accepted. One of the popular tests namely intelligence quotient is stated in the rational understanding. In many cases, a big part of the human experiences, including: human feelings and his motivation desires are completely ignored. In recent years, the spirit quotient factor has been considered. This factor includes: intelligence quotient which is more inherent and emotional quotient that is much more acquired. Study in the process of intelligence-training-evaluation, especially in the realm of engineering sciences and fundamental change, is a necessity. In the present paper, in addition to the theory of different practical solutions, the educational engineering system and the status of balance in the intelligence and emotional quotient of students are presented.