The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316197420170922Biology; A New Main Element in Chemical Engineering Transition from “Chemical” to “Chemical and Biological” Engineering
Part 1: Necessity, Curriculum's and Research AreasBiology; A New Main Element in Chemical Engineering Transition from “Chemical” to “Chemical and Biological” Engineering
Part 1: Necessity, Curriculum's and Research Areas1225057410.22047/ijee.2017.80006.1449FAArdalan GanjizadePhD Student, School of Chemical, Petroleum and Gas Engineering, Iran University of Science and TechnologyOmid VahidiAssistant Professor, School of Chemical, Petroleum and Gas Engineering, Iran University of Science and TechnologySeyed Nezameddin AshrafizadehProfessor, School of Chemical, Petroleum and Gas Engineering, Iran University of Science and TechnologyJournal Article20170310Development of biology has created new fields, such as Biotechnology and Biomedical Engineering. The advances in the mentioned fields, which are all interdisciplinary, depend on the activities of chemical engineers who are familiar with science biology. The necessity of chemical engineer`s activities in relevant areas with biology and inevitable use of biological means in confrontation of chemical engineering with environmental, economical and industrial challenges, proved that in the current century the sole familiarity with chemistry is not responsive to the needs of chemical engineering. However, the science of biology must be also considered as an important element of the modern chemical engineering along with the chemistry. In contrast to the developed countries, which have applied this important item in their educational systems, and even changed the title of this field to "chemical and biological engineering", Iranian chemical engineering has not profited biology in confrontation with new challenges; except a few who have educated in this area at graduate levels. This research is conducted with the aim of awareness regarding the necessity of transition from "chemical engineering" to "chemical and biological engineering" where the graduates are chemical engineers being familiar with biology. In this regard, the general educational program of "chemical and biological engineering" field has been reviewed and it has been recommended to update the curriculum of chemical engineering, or to establish such fields, in order to provide the requirements for the new engineering areas and also more efficient confrontation with new challenges.Development of biology has created new fields, such as Biotechnology and Biomedical Engineering. The advances in the mentioned fields, which are all interdisciplinary, depend on the activities of chemical engineers who are familiar with science biology. The necessity of chemical engineer`s activities in relevant areas with biology and inevitable use of biological means in confrontation of chemical engineering with environmental, economical and industrial challenges, proved that in the current century the sole familiarity with chemistry is not responsive to the needs of chemical engineering. However, the science of biology must be also considered as an important element of the modern chemical engineering along with the chemistry. In contrast to the developed countries, which have applied this important item in their educational systems, and even changed the title of this field to "chemical and biological engineering", Iranian chemical engineering has not profited biology in confrontation with new challenges; except a few who have educated in this area at graduate levels. This research is conducted with the aim of awareness regarding the necessity of transition from "chemical engineering" to "chemical and biological engineering" where the graduates are chemical engineers being familiar with biology. In this regard, the general educational program of "chemical and biological engineering" field has been reviewed and it has been recommended to update the curriculum of chemical engineering, or to establish such fields, in order to provide the requirements for the new engineering areas and also more efficient confrontation with new challenges.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316197420170823Optical communications: future prospects, role and importance of education in electrical engineeringOptical communications: future prospects, role and importance of education in electrical engineering23315057510.22047/ijee.2017.57625.1395FAMahmoud FarhangAssistant Professor, Department of Computer Science and Engineering and Information Technology, Shiraz UniversityJournal Article20160713Optical communications has resulted in remarkable breakthroughs in communications systems in the last two decades, such that the current communications world could not be imagined without the backbone optical fiber networks. Also, in the access network, optical fibers have replaced the copper wires in many developed countries. <br /> Moreover, emerging technologies such as optical wireless and visible light communications, smart optical networks, and all-optical processing underline the role of this branch of communications engineering in the upcoming years. However, optical communications does not have a considerable proportion in the electrical engineering education in our country. This will prevent domestic development and implementation of the above-mentioned technologies and will make the country dependent to the foreign sources for any related services in this field. In this paper, a scheme is proposed for the training of the fundamentals of optical communications at both undergraduate and graduate levels in electrical engineering. This would provide a background of the principles and develop basic expertise in the engineers to deal with current and future technologies in optical communications.Optical communications has resulted in remarkable breakthroughs in communications systems in the last two decades, such that the current communications world could not be imagined without the backbone optical fiber networks. Also, in the access network, optical fibers have replaced the copper wires in many developed countries. <br /> Moreover, emerging technologies such as optical wireless and visible light communications, smart optical networks, and all-optical processing underline the role of this branch of communications engineering in the upcoming years. However, optical communications does not have a considerable proportion in the electrical engineering education in our country. This will prevent domestic development and implementation of the above-mentioned technologies and will make the country dependent to the foreign sources for any related services in this field. In this paper, a scheme is proposed for the training of the fundamentals of optical communications at both undergraduate and graduate levels in electrical engineering. This would provide a background of the principles and develop basic expertise in the engineers to deal with current and future technologies in optical communications.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316197420170922The role of math epistemological beliefs in anticipting performance of engineering studentsThe role of math epistemological beliefs in anticipting performance of engineering students33495057610.22047/ijee.2017.69060.1427FAMohammad Ali RostaminezhadAssistant Professor, Faculty of Educational Science and Psychology, University of BirjandMalihe IrandeganiMA Student, Faculty of Educational Science and Psychology, BirjandAli AsgariAssistant Professor, Faculty of Educational Science and Psychology0000-0003-0131-8902Journal Article20161129Some believe the mathematics as the highway to engineering; some others believe mathematics as a goalkeeper for entering the talented people to the engineering world. According to researches and observations, math is an important factor in engineer’s dropout. At first step the aim of this research is to find which one of math courses including calculus 1, calculus 2, differential equations and engineering mathematics is the main predictor of academic performance of engineering students. Another aim is to find the role of math epistemological beliefs in beliefs students’ performance at the main course which identify at first phase. Descriptive correlational method is used to achieve research goals. The research statistical population was all senior undergraduate students, of Industrial University of Birjand in the 2015-2016 who educate in the fields of electric, computer, civil and industrial engineering. They were estimated to be 550 students who 225 students were selected among them using cluster sampling method. Regression analysis showed that 32.7 percent of the variance of students’ GPA explained by these math course and calculus 1 is the most important predictor. Regression analysis showed math Epistemological belief explains that 8.1 percent of the variation of student`s score is anticipated by in math 1. Source of knowledge, speed of knowledge acquisition and innate ability are three components which are important for anticipating the success of engineering students in a math 1. These findings are discussed and suggestions is proposed to enhance the quality and success probability of engineering students in calculus. <br /> Some believe the mathematics as the highway to engineering; some others believe mathematics as a goalkeeper for entering the talented people to the engineering world. According to researches and observations, math is an important factor in engineer’s dropout. At first step the aim of this research is to find which one of math courses including calculus 1, calculus 2, differential equations and engineering mathematics is the main predictor of academic performance of engineering students. Another aim is to find the role of math epistemological beliefs in beliefs students’ performance at the main course which identify at first phase. Descriptive correlational method is used to achieve research goals. The research statistical population was all senior undergraduate students, of Industrial University of Birjand in the 2015-2016 who educate in the fields of electric, computer, civil and industrial engineering. They were estimated to be 550 students who 225 students were selected among them using cluster sampling method. Regression analysis showed that 32.7 percent of the variance of students’ GPA explained by these math course and calculus 1 is the most important predictor. Regression analysis showed math Epistemological belief explains that 8.1 percent of the variation of student`s score is anticipated by in math 1. Source of knowledge, speed of knowledge acquisition and innate ability are three components which are important for anticipating the success of engineering students in a math 1. These findings are discussed and suggestions is proposed to enhance the quality and success probability of engineering students in calculus. <br /> The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316197420170922Qualitative study of the role of reflection on mathematical problem solving among engineering studentsQualitative study of the role of reflection on mathematical problem solving among engineering students51705057710.22047/ijee.2017.65851.1420FAFariba FirouzianPhD Student, Faculty Math. & Computer, Department Applied Mathematics, Shahid Bahonar University of Kerman, Kerman, Iran.Mohammad Reza FadaeeAssociate Professor, Faculty Math. & Computer, Department Applied Mathematics, Shahid Bahonar University of Kerman, Kerman, Iran.Abolfazl RafiepourAssociate Professor, Faculty Math. & Computer, Department Applied Mathematics, Shahid Bahonar University of Kerman, Kerman, Iran.Journal Article20161111Aim of the present research is to investigate the role of metacognitive reflection in solving mathematic problems of engineering students. Samples of this research (12 students) are selected for interview among the students of civil engineering, mechanic, and electronics who were educating in Bahonar Kerman University in 2014-2015 using targeted sampling. In this paper examined metacognitive reflection on problem solving of engineering students has been examined from two aspects of knowledge and metacognition monitoring. The results of the research showed that “reflection” could increase the problem solving capability of the engineering students and could make them able to control and evaluate correctly in problem solving conditions. This research shows that problem solving is something more than finding small solutions for today`s problems and applying them to solve available problems also; it can encourage engineering students to use their engineering knowledge to solve real world problems. This is because solving the real problems makes learners justify to judge the problems in higher levels and also find new ideas.Aim of the present research is to investigate the role of metacognitive reflection in solving mathematic problems of engineering students. Samples of this research (12 students) are selected for interview among the students of civil engineering, mechanic, and electronics who were educating in Bahonar Kerman University in 2014-2015 using targeted sampling. In this paper examined metacognitive reflection on problem solving of engineering students has been examined from two aspects of knowledge and metacognition monitoring. The results of the research showed that “reflection” could increase the problem solving capability of the engineering students and could make them able to control and evaluate correctly in problem solving conditions. This research shows that problem solving is something more than finding small solutions for today`s problems and applying them to solve available problems also; it can encourage engineering students to use their engineering knowledge to solve real world problems. This is because solving the real problems makes learners justify to judge the problems in higher levels and also find new ideas.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316197420170922Professor`s awareness and attention to the teaching of social ethics in teaching-learning activities from the perspective of technical engineering graduatesProfessor`s awareness and attention to the teaching of social ethics in teaching-learning activities from the perspective of technical engineering graduates71955057810.22047/ijee.2017.72043.1432FAMajid AmiriInstructor, Faculty of Education and Psychology, PayameNour University, Isfahn, Iran.Setareh MosaviPhD Student, Faculty of Education and Psychology, Isfahan UniversityJournal Article20170103The purpose of the present research is to examine the attention degree of social ethics in teaching-learning activities. The present study is applied research and its method is descriptive-survey. Statistical population included all 320 graduates in IT and mechanical engineering at Isfahan University. Method of sampling was stratified random sampling. According to the Cochran's sample size formula 170 graduates were chosen as sample. Research data has been collected through questionnaire which is prepared by research. The validity of questionnaire is determined through content validity ratio and and the reliability of the questionnaire is estimated 0.90 by using Coronbach`s Alpha method. The analysis of this research is done by using statistical software SPSS-19 in two levels of descriptive and inferential statistics. In descriptive statistics, statistical characteristics such as frequency, percentage, mean and standard deviation and inferential statistics, T-test was used. The result showed that attention to the teachings of accountability in teaching-learning activities is meaningful and acceptable. Attention to the teachings of arguments and criticism in teaching-learning activities isn’t meaningful and acceptable. Attention to the teachings of teamwork in teaching-learning activities isn’t meaningful and acceptable. Attention to the teachings of respecting the rights of others in teaching-learning activities isn’t’ meaningful and acceptable. Attention to the teaching of responsibility taking in teaching-learning activities is meaningful and acceptable.The purpose of the present research is to examine the attention degree of social ethics in teaching-learning activities. The present study is applied research and its method is descriptive-survey. Statistical population included all 320 graduates in IT and mechanical engineering at Isfahan University. Method of sampling was stratified random sampling. According to the Cochran's sample size formula 170 graduates were chosen as sample. Research data has been collected through questionnaire which is prepared by research. The validity of questionnaire is determined through content validity ratio and and the reliability of the questionnaire is estimated 0.90 by using Coronbach`s Alpha method. The analysis of this research is done by using statistical software SPSS-19 in two levels of descriptive and inferential statistics. In descriptive statistics, statistical characteristics such as frequency, percentage, mean and standard deviation and inferential statistics, T-test was used. The result showed that attention to the teachings of accountability in teaching-learning activities is meaningful and acceptable. Attention to the teachings of arguments and criticism in teaching-learning activities isn’t meaningful and acceptable. Attention to the teachings of teamwork in teaching-learning activities isn’t meaningful and acceptable. Attention to the teachings of respecting the rights of others in teaching-learning activities isn’t’ meaningful and acceptable. Attention to the teaching of responsibility taking in teaching-learning activities is meaningful and acceptable.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316197420170922Evalution of learning culture for students of technical – engineering of Shahid Beheshti University (strengths and weaknesses)Evalution of learning culture for students of technical – engineering of Shahid Beheshti University (strengths and weaknesses)971275057910.22047/ijee.2017.61927.1411FAZahra MarefvandPhD Student, Department of Higher Education, Shahid Beheshti University, Tehran, Iran.Gholamreza Ahams MorakaniAssociate Professor, Department of Higher Education, Shahid Beheshti University, Tehran, Iran.Zahra SabbaghianProfessor, Department of Higher Education, Shahid Beheshti University, Tehran, Iran.Journal Article20160924The aim of this research is to know the weakness learning culture of technical students. This research is conducted applicable in terms of purpose and qualitative in terms of data collection. Semi-structured interviews was conducted with eight members of the faculty, educational administrators and technical-engineering students. Content analysis using the method of categorization conducted to analyze the results of interviews and since the interview was based on the conceptual framework derived from former studies, the deductive method (top-down) was used in content analysis and categorization of qualitative data. Achieved categories were classified and presented in accordance with the framework of a learning culture at three individual levels with dimensions: (motivation to learn, the role of the learner, students' expectations of learning, learner tasks), institutional level with dimensions: (cum encourage and education innovation, formal and informal rules, improvement in quality of learning context, faculty development, empowerment of training capacity) and interactive of with dimensions (learning environment, content structure, goals, media, appraisal, relationship between professors and students, professors, time frame.The aim of this research is to know the weakness learning culture of technical students. This research is conducted applicable in terms of purpose and qualitative in terms of data collection. Semi-structured interviews was conducted with eight members of the faculty, educational administrators and technical-engineering students. Content analysis using the method of categorization conducted to analyze the results of interviews and since the interview was based on the conceptual framework derived from former studies, the deductive method (top-down) was used in content analysis and categorization of qualitative data. Achieved categories were classified and presented in accordance with the framework of a learning culture at three individual levels with dimensions: (motivation to learn, the role of the learner, students' expectations of learning, learner tasks), institutional level with dimensions: (cum encourage and education innovation, formal and informal rules, improvement in quality of learning context, faculty development, empowerment of training capacity) and interactive of with dimensions (learning environment, content structure, goals, media, appraisal, relationship between professors and students, professors, time frame.The Academy of Sciences of I. R. of IranIranian Journal of Engineering Education1607-2316197420170922appraising university services quality from students perspective: comparing technical colleges of a comprehensive and technical universityappraising university services quality from students perspective: comparing technical colleges of a comprehensive and technical university1291495067310.22047/ijee.2017.60277.1404FAMohammad DadrasAssistant Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.Zahra KhoranMaster of Science in Measurement and Planning, University of Tehran, Tehran, Iran.Majid YousefiAssistant Professor, Department of Psychology, Zanjan University, Zanjan, Iran.Hatam Faraji Deh SorkhiPhD in Educational Administration, Farhangian University, Tehran, Iran. E-mail: hatam.faraji@gmail.comJournal Article20160828Internal evaluation is, as the initial phase of accreditation model, perceived as an important step in promoting university quality. In internal evaluation, however, since evaluation occurs at department level, it doesn’t take into account such other levels beyond the department as library, internet services etc. Therefore, the present paper aims to investigate college level services offered to students. These services encompass a wide variety of services at college level including “electronic services”, “information technology and library”, “interaction”, “physical environment and welfare services”, “administrative services” and “teaching-learning process”. In doing so, a descriptive-survey method was applied. The target population consisted of all students of a comprehensive university and a technical university, from whom 180 students were selected respectively using stratified sampling method. To gather data, an 87 item researcher made questionnaire with Chronbach’s alpha of 0.96 was implemented. To analyze data, descriptive and inferential statistics were applied. Findings show that: 1) there is a gap between actual condition of service quality and students’ expectations of these services, and 2) there exists a significant difference between students’ satisfaction with the services at both universities.Internal evaluation is, as the initial phase of accreditation model, perceived as an important step in promoting university quality. In internal evaluation, however, since evaluation occurs at department level, it doesn’t take into account such other levels beyond the department as library, internet services etc. Therefore, the present paper aims to investigate college level services offered to students. These services encompass a wide variety of services at college level including “electronic services”, “information technology and library”, “interaction”, “physical environment and welfare services”, “administrative services” and “teaching-learning process”. In doing so, a descriptive-survey method was applied. The target population consisted of all students of a comprehensive university and a technical university, from whom 180 students were selected respectively using stratified sampling method. To gather data, an 87 item researcher made questionnaire with Chronbach’s alpha of 0.96 was implemented. To analyze data, descriptive and inferential statistics were applied. Findings show that: 1) there is a gap between actual condition of service quality and students’ expectations of these services, and 2) there exists a significant difference between students’ satisfaction with the services at both universities.