Conference papers

Should Electrical Apprentices Study More Mathematics

David Lalor — Mon, 25 Feb 2013 03:45:18 PST

The Department of Electrical Services Engineering, formerly known as the Installation Department, Kevin St., train Electrical Apprentices to become Qualified Electricians, has recently started to award Degrees in Electrical Services Engineering which includes the built environment. These students come from CAO applicants and from phase 6 students who have passed through the school. It is a popular and well subscribed course. I am involved in teach Phase 4 and 6. To progress to phase 6, phase 4 students must pass four examinations of which Electric Science is by all accounts the most difficult. To qualify as Electricians phase 6 also must pass four examinations and as in phase 4 the mathematics exam presents biggest difficulty. It is with this in mind that I find the Departments decision to discontinue the mathematics class for phase 4 and 6 a backward step. Foreign and native companies operating in Ireland speak of the crying need to improve dramatically the mathematical ability of our engineers and craftsmen. I set a Math test on 9^th. March 2010 for phase 4 and phase 6. The questions came from a past Leaving Certificate ordinary level paper, which most students said they sat. The test was quite easy but the results were poor. Eighteen students handed back papers and overall 44% passed and 56% failed (Phase 6). The results were worse for phase 4 with a pass rate of 26% failure rate of 74%. Later when I wrote the solutions on the board I was surprised to see them working in groups comparing notes. The survey completed, I can say that it is vital that the Math program be reinstated fully and not have it as an optional subject when classes have ended at 5 o’clock after students have put in a long day. The idea that we train Electricians and they leave the DIT with only a rudimentary knowledge of mathematics is out of date in the 21^st century. We lag behind greatly Engineers in the Orient and parts of Europe. This situation must be addressed quickly. Mathematics for Apprentices could be reintroduced as a core subject of Web CT or virtually or as an Effective mode. The students should be asked for feedback to establish that they can perform simple calculations such as power inputs and outputs of motors etc.

International Study Abroad in Engineering/Industrial Technology: Through the Eyes of Students

Michael Dyrenfurth et al. — Tue, 08 May 2012 01:35:01 PDT

Faculty and programs in engineering/industrial technology often promote international exchange and study abroad as a desirable component of a university experience— particularly in this increasingly globalized world. But, what do students who have actually had such experiences perceive? How do they view such experiences, before, during and after the event? The following paper evolved from the experiences of four universities collaborating on an EU-FIPSE funded Atlantis project called DETECT that consist of the partnerships of four Engineering/Technology Educational institutions; Hochschule Darmstadt in Germany, Dublin Institute of Technology in Ireland, and Pennsylvania State University & Purdue University from the USA.

Successful Engineering and Technology Student Mobility: Key Student Perspectives and Quality Determinants Before, During and After Student Exchange Under the Atlantis Programme

Mike Murphy et al. — Fri, 04 May 2012 04:25:32 PDT

In this paper, we describe the lessons learned, and determinants of quality, from two Atlantis programmes. Additionally our two student authors will share key student perspectives relevant to student mobility: (1) before they visited the partner university, (2) while they were studying at the partner university and (3) after they returned to their home university. Purdue University and the Dublin Institute of Technology, together with the Hochschule Darmstadt and Pennsylvania State University, were successful in securing an Atlantis mobility grant [1] for four years to support student and staff mobility between the United States and Europe. The programme has just completed its third year and both engineering and technology students have benefitted from it. Subsequently Purdue University, Dublin Institute of Technology and the Universitat Politècnica De Catalunya were successful in securing an Atlantis grant to implement a dual degree MSc in Sustainability, Technology & Innovation [2]. This programme is now underway and the first students have begun study in partner universities. Given that the core theme for this SEFI Annual conference is global engineering recognition, sustainability, mobility, this paper will address aspects of all three of these topics from both a student and an academic perspective. Among the key determinants of quality [3] that will be highlighted are student selection, student preparation and orientation (both out-going and incoming), student housing considerations; instructional culture differences; student plan of study establishment; student finances; accommodation of miss-matched calendars; purposes and nature of faculty mobility; programme operation and personnel; project communication and evaluation [4]. The concept of sustainability will be approached in terms of both the content and experiences designed into the students’ plan of study as well as the continuation of the exchanges and dual degree programme beyond the four year externally funded projects that enabled their initiation. Because no academic paper can present first person student insights, perspectives, and concerns and because these are also central to the success of such programmes, we have carefully involved two students in the preparation of our paper and delivery of the presentation. In turn, they have interacted with other exchangees so that a broad perspective is presented. The summary findings of the projects’ third party evaluator [5] will be summarized to yield a complete 360° overview of what makes such important exchange and study-abroad programmes in engineering and technology fields successful. Finally, we will conclude with a brief highlighting of the evaluation design, assessment and monitoring systems needed to maintain effective forward progress for such project. The paper will be presented by two faculty/academics associated with managing the Atlantis programmes and by two students who participated in the Atlantis programmes.

Philosophy Matters in Engineering Studies

William Grimson et al. — Tue, 28 Sep 2010 04:33:05 PDT

This article explores the rationale for including in an integrated five-years Masters Engineering programme liberal arts subjects, in particular Philosophy and the History of Science and Technology. We argue that the tools of philosophy should be used to provide additional insight into how engineering was and is 'performed'. We first review the challenge, next we present some results of an empirical case study carried out at AU-IBT in Denmark. The purpose of the case study was to examine a sample of engineering teachers´ attitudes towards the relevance and scope of liberal arts subjects for engineering students. Finally we conclude with a proposal for the inclusion of Philosophy and History of Engineering, Science and Technology in an engineering programme and how this might be done

European and American Perspectives on Engineering Technology vs Engineering Degrees

Michael Dyrenfurth et al. — Tue, 28 Sep 2010 02:19:11 PDT

Understanding the European Bologna Process

Michael Dyrenfurth et al. — Tue, 28 Sep 2010 02:19:11 PDT

This paper describes the European Bologna process, provides a ‘mid-term’ review of its implementation status and discusses its possible positive and negative impacts on US – European links in the fields of engineering and technology education. The first section of this paper describes the meaning and rationale behind each of the Bologna objectives, and why there is a need to establish a European area of higher education. It also comments on how these objectives are interpreted within educational institutions. The second section provides a mid-term report on the implementation status within European universities, focussed primarily on engineering and technology education. The third section of this paper describes the issues associated with successfully implementing Bologna in engineering and technology education. These include critical issues such as degree structure, how educational institutions are addressing the two-cycle requirement, the employability of first cycle graduates, and quality enhancement at both an institutional and a national level. The final section outlines the implications and impacts for US – European institutional co-operation and links, particularly in the area of student exchange.

Quality Indicators for Engineering and Technology Education

Michael Dyrenfurth et al. — Tue, 28 Sep 2010 02:19:10 PDT

In recent years the development and use of university rankings, comparisons, and/or league tables has become popular and several methodologies are now frequently used to provide a comparative ranking of universities. These rankings are often based on research and publication activity and also not uncommonly focus on indicators that can be measured rather than those that should be measured. Further, the indicators are generally examined for the university as a whole rather than for university divisions, departments or programs. Implicit also is that placement in the rankings is indicative of quality. This paper provides an overview of the methodologies used for the more popular rankings and summarizes their strengths and weaknesses. It examines the critiques of rankings and league tables to provide appropriate context. The paper then examines the issue of how a university (or a college or program) could be assessed in terms of the quality of its engineering and technology programs. It proposes a set of indicators that could be used to provide relative measures of quality, not so much for individual engineering or technology programs, but rather of the university.

Concurrent Masters Degrees Across the Atlantic: Innovations, Issues and Insights

Michael Dyrenfurth et al. — Tue, 28 Sep 2010 02:19:09 PDT

Atransatlantic degree consortium to implement a four-semester dual masters degree initiative across a three-institution consortium consisting of Purdue University (USA), the Dublin Institute of Technology (DIT), and the Universitat Politècnica de Catalunya (Spain) is presented in this paper.

Growing Research in a Traditionally Teaching-Oriented College

Mike Murphy et al. — Mon, 27 Sep 2010 09:07:11 PDT

There is increasing pressure on universities to contribute to ‘the knowledge society’ by increasing the level of research activity and output within the university. This is particularly true in the sciences, engineering and technology. This increased pressure applies equally to traditionally teaching-oriented colleges (TTOC), although not at the same scale as research-intensive universities. For the TTOC, given the primacy of teaching, this paper discusses the nexus between teaching and research and the question ‘why do research?’ is addressed within the overarching goal of embedding a research culture within the college. Initiatives to develop and grow sustainable research activity in traditionally teaching-oriented colleges are introduced and discussed. It seeks to answer the question as to how such initiatives can prove successful in both North American and European colleges.

Women, Engineering and Research: Providing Choice and Balance

Cecilia Chan et al. — Mon, 27 Sep 2010 09:07:10 PDT

“Research cannot reach its full potential when half the population is excluded from its activities”1. Women researchers in engineering remain a minority in both Higher Education and industry in Ireland. Recent statistics of women graduating in science and engineering indicated an increase (a slow increase) but the numbers moving through to completion of PhD and careers in academia or industry remain quite low. Statistics on women in professorial and senior positions within the engineering sector also remains low. The educated workforce produced in Ireland by its education system is acknowledged as a key factor in attracting international investment to the country and in the growth of the modern technological industries which has helped make Ireland one of the fastest growing economies globally. However, as a country Ireland would put this success at risk if it does not continue to develop its research and development capabilities. There has been much debate at national and European level ‘to boost gender equality in research through stimulating the participation of women in science and technological development; and fostering the integration of the gender dimension throughout European research.’ As a result, national and European research funding has been directed at this area. Two such project proposals have been submitted by the Dublin Institute of Technology, one through Science Foundation Ireland and the other at European level, through the Sixth European Framework, this was submitted in conjunction with other European Partners. In this paper, we will discuss a number of primary obstacles that our research has found most of our female encountered in our survey and interviews – how to balance the choice you choose. Some initiatives on the proposal based on the statistics survey to support women in engineering will also present and share among the academic community; it is hoped that the measures proposed will be of practical use for other academic communities who are affected by the under-representation of women. The overarching aim is that potential research insights from women will be encouraged and not neglected so “no great research” is overlooked. This paper may be of value to an American audience by (i) informing them of the situation regarding representation of women in engineering and science roles in Ireland; (ii) outlining a self-assessment exercise conducted at Dublin Institute of Technology into research participation by women in science and engineering and (iii) highlighting a comprehensive range of proposed measures to redress gender imbalance in science, engineering and technologically related disciplines in DIT.

Educating Engineers for the 21st. Century: and why some Elements of History and Philosophy should be Incorporated into the Curriculum

William Grimson et al. — Mon, 27 Sep 2010 08:46:04 PDT

It has been said that in some respects the Russian composer Igor Stravinsky was a magpie – borrowing styles and ideas from diverse sources for whatever musical project he was working on. The practice of engineering has this same characteristic in that it willingly takes ideas, knowledge and techniques from wherever in pursuit of completing its goal. Further, Engineering is, at least in part, in agreement with Fyodor Dostoevsky – ‘if everything on Earth were rational, nothing would happen’. Against such a background it is proposed that a framework based on both philosophy and the history of engineering, science and technology constitutes a valid footing upon which engineers can be enabled to see and develop their profession in a suitably rounded manner.

Implications of Philosophy for Engineering and Engineering Technology Bachelors Programs

Michael Dyrenfurth et al. — Mon, 27 Sep 2010 08:45:44 PDT

This paper raises the question: What is philosophy and then, after describing its branches and school, it extends the definitions to implications for the practice of engineering and engineering technology education. It folds the definitions against the work of engineering faculty. The latter was described as including curriculum development, teaching, mentoring/advising, research/scholarship, and engagement. Sample codes of ethics are shared for engineering technology students and professionals.

Assessing Third Mission Activities

Mike Murphy — Mon, 27 Sep 2010 08:21:03 PDT

DETECT: Developing Sustainable Pathways towards Innovative, Sustainable Collaboration between Four Engineering, Design and Technology Education Institutions

Michael Dyrenfurth et al. — Mon, 27 Sep 2010 08:21:03 PDT