نحو مشروع قومي للنهوض بالتعليم الفني والتقني والهندسي .. بقلم: بروفسير محمد الرشيد قريش
التفاصيل
الزيارات: 12435
فى القرن الحادى والعشرين مع تركيز خاص على التعليم التقنى نحو مشروع قومى للنهوض بالتعليم الفنى والتقنى والهندسى فى القرن الحادى والعشرين مع تركيز خاص على التعليم التقنى Duration— A 9-Days Modular Seminar, With Four Offerings to Select From Location: One of Khartoum's Seminar Halls (Ample Time Notification Later)
مقدم السمنار بروفسير د. د. محمد الرشيد قريش Ph.D. in Hydrology & Water Resources, with Minor in Civil Engineering (Hydraulics) University of Minnesota Ph.D. in Transportation & Industrial Systems Engineering—Columbia University (& M. I. T's Flight Transport Laboratory) M. Phil. in Industrial Economics & Development Planning—Columbia Univ. M.B.A. in Operations Research & Economics--Utah S. Univ. B.Sc. in Ag. Engineering (Power & Machinery)-California S. Univ. (& U. of K.) Intermediate Science (Mathematics)—Univ. of Khartoum A Diploma in Air Transport—M.I.T A Diploma in Science, Technology & Development --Cornel Univ. C.E., S.M.A.I.I.E., S.M.S. M.E., M.A.S.C.E., M.A.I.A.A., M.C.I.T., M.A.S.Q.C., M.T.I.MS., A.M.A.S.A.E. FELLOW M.I.T. Centre for Advanced Engineering Study, 1978 FELLOW (Sudan's) Engineering Society Former CONSULTANT to UNESCO & UN-ESCWA Former Engineering Associate Professor at American & Saudi Universities
Who Should Attend عمداء كليات الهندسة وأعضاء هيئة التدريس فيها عمداء الكليات التقنية وأعضاء هيئة التدريس فيها عمداء المعا هد الفنية وأعضاء هيئة التدريس فيها Engineers, Architects, Urban Planners, Technologists & Technicians Senior Personnel Who Have the Overall Responsibility Higher & General Education Planners & Directors with Policy Responsibilities Academics, Research Scholars & Post-graduate Students الصحف اليومية Education Consultants, Entrepreneurs, Education Fund Securers and Investors (البنوك ) All Those Who Are interested in Technical Education
Seminar Contents
Module One: Duration-- One Day
1. التخطيط للتعليم الفنى والهندسى: • ضروريات التخطيط العلمى والمنهجى • التخطيط المبنى على الطلب والتخطيط المبنى على العطاء
2. ربط أهداف التعليم الفنى والتقنى والهندسى بأغراض التنمية
3. تعريف المنهج الهندسى والتفريق بينه وبين منهج العلوم الطبيعية: • دور السلطة التعليمية والسلطة المهنية والمسئولية الشخصية) سلطة الضمير) فى المعا رف الهندسية • كيف يعالج المهندس المعضلات الهندسية
4. التحديات التى تواجه التعليم الفنى والهندسى والتقنى:- • التحدي التكنولوجى • تحدى ثورة البرمجيات و تفشى الكمبيوتر والثورة المعلوماتية • الجيل القادم من إقتصاد التصنيع NGME)) Next Generation manufacturing Economy • الهندسة المتزامنة Concurrent Engineering • عودة التنظيم الادارى المصفوفى Matrix Management • الشركات المتناسخة Fractal companies • إقتصاد المعرفة Knowledge Economy • التحدى الذ ى يمثله تقادم البنيات التحتية وتآكل رأس المال الثابت • أزمة التصنيع والانتاج • فجوة التصنيع الهندسى • فجوة المواد عابرة التخصصات Interdisciplinary Studies • التحدى الذى يمثله تدريس التصميم والصيانة واعمال الانشاء وغيرها من معارف الدراسة التقنية التى لا يمكن صياغتها فى قوانين الهندسة • التحدى الذى يمثله تآكل وخبرات المهنيين وتخلفها عن مواكبة تطورات المهنة Skill Obsolescence • التحدى المتمثل فى التعليم المستمر
• واقع التعليم الفنى والتقنى والهندسى • مشكلات التعليم الفنى والتقنى • ميكانزم الفشل • اسباب الفشل • الفرق بين اعمال المخيلة الهندسية “Making “ والاعمال الفنية التنفيذية “ “ Doing • ضبابية الرؤيا حول التفريق بين المناشط الهندسية المختلفة: ◊ "العمال المهرة Craftsmen or Artisans (C)" ◊ "والتقنيون—أو فني الهندسة--" و" والمهنيون"—(T) Technicians ◊ والمهندسون التقنيون (ET)"Engineering Technologists ◊ "والمهندسون—(DE/RE) Design or Research Engineers " • المشكلات المترتبة عن عدم وضوح الرؤيا حول التعليم الفنى والتقنى
6. Manpower Resources: لمقابلة أحتياجات التنميةللكوادر لمطلوبا التأهيلو 1995 – 1996 % Distribution of Students Education vs. Training The Need for a Dual Stream Differential Education & Training Curriculum: The Concept of a Niche Job Descriptions ◊ Assigning Planning to DEs & Execution to ETs ◊ Technological Gatekeepers ◊ An Example of ET Job Descriptions Examples of Job Descriptions for System Analyst As An Engineering Technologists (ET) Examples of Ranges of Job Descriptions for Highway Engineering Technologist (ET) Examples of Ranges of Job Descriptions for Manufacturing Engineering Technologists (ET) Medical & Clinical Lab Technologists Job Description Nuclear Medicine Technologist Job Specs Systems Programmers: (Technologists Computer Programmers: (Technologists) Job Specs ◊ The Technician , T—Job Descriptions/Specifications Some Typical Craftsmen “C” Job Descriptions & Training Requirements Heuristics vs. Algorithms--A Definition ◊ Variation of Use of Algorithms (A) & Heuristics (H) With Problem Structure Hierarchy of Information Functional Intelligence
• المقارنة بين"العمال المهرة"" و " والتقنيين أو فني الهندسة"والمهندسين التقنيين " والمهندسين " في: مدة الدراسة طبيعة التعليم ومكانه تأهيل الاساتذة وتعليمهم الدور المهنى التوصيف الوظيفى ، مع امثلة للوظاف التركيبة النفسية وا لاستعداد الفطرى Personality type الحوافز Motivational factor الاهداف التعليمية القدرة على التصميم الهندسى نوع المعضلة الهندسة التى يتصدون لها نوع المعلومات التى يستخدمونها تصورهم لدورهم فى حل المعضلات Perception of Problem Solution تصميم المناهج ونوعها حجم الجرعة المطلوبة لكل منهم من" الرياضيات" " والعلوم الطبيعية" " والعلوم الهندسية" " وتطبيقات الهندسة" تفصيل الكورسات فى كل جرعة اهداف المعامل ومتطلباتها نوع اللجان الاستشارية للبرامج دورهم فى تقدم المعرفة الهندسية
Why is the Need for Differentiation Between Engineers, Engineering Technologists, Technicians & Craftsmen? ◊ Niche-wise Streams: Benefits Accruing from Clearly-defined Professional Engineering Niches: ◊ The Consequences of the Ill-definition of Various Professional Engineering Niches—The Engineering Technology Gap How the Professional Specialties of “Engineering” and Engineering Technology Veered Out of Control: ◊ The Three Knowledge (or Skills) Bases ◊ الزوجية هي سنة الكون Comparative Formation & Task Analysis for the Engineering & Technology Professionals ◊ The Designers of Change: The Design/Research Engineer Character Formation ◊ Information Technology Gatekeepers ◊ Heuristics vs. Algorithms--A Definition ◊ Math, Physics & Chemistry for the Engineering Technologists (ET) ◊ Comparison of Working Environment & Requirements of Various Professional Engineering Practitioners: ◊ Differences Partly Explained In Terms of Three Key Behavioral Processes: Learning Motivation Perception & Design/Research Engineer Character Formation Differences Between DE/RE & ET Explained in Terms of Course: ◊ Content ◊ Depth ◊ Breadth ◊ Range, & ◊ Level Distinguishing Between Learning, Education & Training The Learning Process Differences Between DE/RE , ET , T & C Explained In Terms of Certification Differences Between DE/RE , ET , T & C Explained In Terms of Course Duration Differences Between DE/RE , ET , T & C Explained In Terms of Faculty/ Trainers Technical Credentials Faculty/ Trainers -- The Heart of all Educational & Training Programs Faculty Assignment by Department (FAD) Judging Overall DE/RE Faculty Technical Competence ET—The Backbone of Engineering Activities The Engineering Technologist Education Differences Between DE/RE , ET , T & C Explained In Terms of Nature of The Instructor’s Teaching Style (& How He Views Knowledge) & His Focus Differences Between DE/RE , ET , T Explained In Terms of Role As A Group Differences Explained In Terms of Job Specifications Differences Partly Explained In Terms of Epistemic Authority The Profession’s Three Formative & Regulatory Authorities The Epistemic Authority Sources of Engineering Knowledge at the Epistemic Level The Deontic Authority Power of State to Regulate Professionals Differences Explained In Terms of Engineering Applications Load Differences Explained In Terms of Capacity for Synthesis & Design—The Key Distinguishing Feature of Engineers Differences Explained In Terms of Design Courses Load Two Ways of Looking at Engineering Design The Relative Dose of Scientific Principles, Financial Principles & Manpower Utilization in Various Engineering Functions The Capstone Courses Typical Major Architectural Engineering Courses (As Compared to C.E). Differences Explained In Terms of Hierarchy of Functions Differences Explained In Terms of Examples of Tasks for Each from Electronics Designs ◊ Programmable (Logic ) Controller, PLC ◊ Distributed Control System (DCS) ◊ Examples of Design Assignments for Engineering Technologists (ET) ◊ لماذا التعليم الهندسي الجامعي مأزوم؟ IV The Dynamics of Engineering & Technology Curricula The Changing Nature of the Engineering Curriculum Differences Explained In Terms of Computer Science Load Some of The Specific Computer Competencies Expected of Engineers Computer Education & Training Needs ◊ Training the IT Professionals What Does Society Expect from its Graduate Scientists, Engineers & Technologist etc. ? The Generic Engineering Functions (or Tasks) The Manufacturing Engineering Gap ◊ The Consequences of Omission of Manufacturing Engineering ◊ Manufacturing Engineering as Linkage Function ◊ The Manufacturing Engineering Gap in MDCs The Next Generation Manufacturing Economy (NGME) The Critical Role of the “Manufacturing” Engineer ◊ Backward & Forward Linkages ◊ Strategic Linkages Industries for the Old Economy The Theory of Institution Building Strategic Linkages Industries for the Old Economy Curricular Architectonics Curricular Architectonics—A Total Quality System Perspective The Educational Challenge ◊ The educational System Represented As An Input-Output Transformation:
Module Three: Duration—Three Days :
Obsolescence—An Engineering “Fault” The Nature of the Knowledge Depletion Problem: An Engineer’s Skill Obsolescence & Life Cycle Model Tying Training Strategies to Engineer’s Skill Obsolescence & Life Cycle Skills & Knowledge Needed at Various Stages of The Engineers Career The Correspondence Between Commercial Firm’s Environment & Technology Institute /Engineering School Environment Re-engineering the Technology Education Institutes How To Influence Demand- ◊ The Visual Formation Flight--The Eng. Technologist’s Responsibility for Others’ ◊ Production Gangs” A Model from Railroads & Industry ◊ Pecking Order” --A Model from the Birds ◊ Business Model For a New Technology Education Paradigm --A Bold Move Away from Organization’s Current Functional Viewpoint The Supply Chain Paradigm Implementation of the Supply Chain Paradigm to Technology Education Supply Chain Mechanisms
7. إعادة هيكلة التعليم الفنى والتقنى والهندسى • كيف نؤثر على العطاء والطلب للتعليم الفنى والتقنىوالهندسى • كيفية تجسير الفجوة بين تقنية التعليم الهندسى وبيئة العمل الفنى والتقنى والهندسى • نحو منهجية جديدة لتدريس العلوم التقنية والهندسية
نموذج التصميم والصيانة والمعاير الهندسى نموذج الهندسة العكسية Reverse Engineering Module نموذج الهندسة الشرعية Forensic Engineering نموذج الهندسة القييمية Value Engineering نموذج تهجير المعارف من تخصص الى آخر Cross fertilization Module نموذج دوائر الجودة Quality Circle Module نموذج استخدام اجهزة المحاكاة الصناعية فى التدريب Industrial Training Simulation Module
7. نماذج لتنظيمات جديدة الكورسات: • نموذج الكهروميكانيكا Mechatronics • نموذج التصميم والضبط المدمجين Combined Design & Control Module • نموذج هندسة النقل Transportation Engineering Module • نموذج هندسة المواد Material Engineering Module • نموذج البديل الجذرى للتخصصات الهندسية التقليدية
8. إعادة هيكلة التعليم التقنى والفنى - بدائل تنظيمية : -
• النماذج التنظيمية التى يمكن الاستعارة منها فى اعادة تشكيل التعليم الفنى والتقنى • عرض نماذج التعليم التقنى فى الدول الاوربية والامريكية نموذج كلية غردون التذكارية واين تلتقى كلية غردون التذكارية مع التعليم التقنى نموذج الهندسة العسكرية (الانجليزية) واين تلتقى الهندسة العسكرية مع التعليم التقنى نموذج كلية الطب الامريكية نموذج كلية القانون الامريكية
9. تطوير المناهج للتعليم الفنى والتقنى والهندسى:
10. مساهمة المهنسيين التقنيين فى تدريب"العمال المهرة" " وقني الهندسة "و " التقنيين"
11. المراجعة والتقييم للمناهج Program Review & Evaluation
12. الأعتراف العلمي ببرامج التعليم الفني والتقني Program Accreditatation
13. التسجيل المهني Professional Certification v. s. Registration
14. التوصيات
15. خاتمة
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One Countrry, Two Systems: Re-Structuring the Technology and Engineering Education—A Program of Action for Meeting the Challeges of the 21st Century
By
Professor M. E. Goreish
B.Sc.(California. S. U.); M.B.A.(O.R.) [Utah S. U.]; M.Phil. (Coliumbia U.) ; Ph.D.(Columbia U.); Ph.D.(U. of Minnesota) Diploma Science,Technology & Development (Cornel. U.) Diploma Air Transport (M.I.T)
Table of Contents
CHAPTER ONE
Definition of Engineering Who is an Engineer? Science vs. Engineering Science Engineering and Problem-Solving The General Engineering Approach to Problem-Solving How Do Engineers Solve Problems Problem–Solving Skills to Be Developed In Engineering Students-- the Katz's Three Skill-Utilization Model: o Technical (Professional) Skills o Conceptual Skills o Human Skills/Professional Attitudes Group Learning/ Group Problem – solving / Group Teaching: Techniques of Problem Solving Types of (or Approaches to ) Problem Solution: o Analytical (Mathematical Analysis) Solutions o Numerical Solutions o The Experimental Solutions o Simulation: When and Why Do We Simulate? o The Information Problem o The Cost Problem o The Design Problem Sources of Knowledge for Engineers o Science-based Theories o An analytical approach o Virtual Experiences o Experimentation
The Three Types of Knowledge Bases: o Scientific Knowledge or Skills (Sc) o Technological or Experimental Knowledge or Skills (Tech) o Vocational (Empirical) Knowledge or Skills (Vo) Theory vs. Empiricism Choice (Distinction) between Doing (“Institutional Left”, as in ET,VO) and Making (Institutional Right, as in DE/RE): Experiential Knowledge Learning Methods /Strategies o Instruction / Lecture Mode o Inquiry Mode o The Case Method
CHAPTER TWO
Professional Challenges---Drivers of Change in the Engineering & Technology Professions:
I. Technological Challenges:
The Convergence of Telecommunications, Computers and Microelectronics The Accelerating Pace of Technological Change: Skill Obsolescence: The Knowledge Economy: The Next Generation Manufacturing (NGM) Economy,
II. Organizational Challenges:
Market Globalization Environmental Responsibilities The Fractal Company
III. Resource Limitations---Depletion of the Minerals Resource Base As An Example: The Challenges of an Approaching Era of Material Shortages. o The Geological Cycle The plate techtonic sub-cycle The biochemical cycles, The micronutrient cycle (e.g. copper etc) o The Rock Cycle which recycles rocks and minerals
IV. The Re-Emergence of the "Matrix Management"
V. The Management and Regulation of Technological Flow: - The characteristically rapidly-changing, though unsteady, non-
CHAPTER THREE
Educational Challenges---Critical Issues Driving the Educational Needs of Engineers & Technologist.
I. The Physical Infrastructure Crisis Impediments to Rehabilitation Training
II. The Production Crisis
III. Approaches to Problem Solving:--Bridging The Interdisciplinary “Ectone” Gap: Deficiencies of the Traditional Disciplinary Approach: The Compartmentalized Perspective: Rectifying the Deficiencies of Traditional Disciplinary Approach to Engineering and Technology Education o A Pluri-disciplinary Approach o The Crossdisciplinary Approach o Tran-disciplinary Approach o A Multidisciplinary Approach o Interdisciplinary (Interfacial) Approach
IV. Mechatronics— the Convergence of Mechanical and Electronic Technologies:
V. Ubiquitous computers and global communication systems: Computers Role as an Integral Component of the Teaching & Research Effort o Computers Assumption of Tedious & Repetitive Calculations o Computer Software (Systems) Development generating uniformity Computer Use as an "EXPERT TUTOR o Computer Use as Instructional "Black Board", or for E-mail. o The Use of computers as a Laboratory Instrument o The Explosive Nature of Cartographic (Map) /GIS Applications of Satellite Technology VI. The Challenges Associated with other New Engineering Fields & Techniques The Industrial Training Simulator Module--Opportunities and Challenges: o Flight Simulators o Power Plant Electric Utility Simulator Training o Maintenance Trainers o Train Driving Simulators o Factors Favoring Use of Simulators o Some Ways in Which Simulation Can be Used
VII. Changes in Engineering Curriculum The Finite Element Method
VIII. Risk and Reliability: Probabilistic and Statistical Approach to Engineering Design Typical Risks Facing the Engineering: Deficiencies of the Deterministic (Design and Analysis) Method in Addressing Risks Why Go Probabilistic – the Need for More Precise Assessment of Real Capabilities of Complex Systems Fatigue Loads-- Engineering Elements Under the Effect of Dynamic Loading
IX. The Material Crisis The Challenges of an Approaching Era of Material Shortages. Why Study Materials Material Science and Engineering Material Science Material Engineering: Energy-Related Materials: Information-Related Materials Where Material Scientists/Engineers Can be Employed Possible Lab Facilities Possible Options Possible Courses / Topic
CHAPTER FOUR
The Problem With Engineering Education
Strategic Audit of the Current Status of Engineering Education: Why is the Disappointing Performance of Engineering Education Institutions? o Failure Mechanism – Etiology for the Engineering Education Crisis The absence of formal planning mechanism for Engineering Education The Faculty Crisis Rigid and Outdated Curriculum Structural Errors in Curriculum Selection o Engineering Failures / Malfunction Module o Failure Modes (Symptoms) o Failure Analysis: o Failure Modes In Engineering Education & Training
Dubious Models And How Engineering Knowledge is Won and Lost The Gap Between Theory & Practice: The Mismatch between Course Material and the Real-world Critical Omissions in Engineering Curriculum-- The (Generic Engineering) Innovation and Credibility Gap Unamenability- of the Generic Engineering Skills to Teaching by Current Educational Methods Bridging the Manufacturing Engineering Gap: The Consequences of Omission of Manufacturing Engineering
CHAPTER FIVE
The Crisis Within Technology Education
Strategic Audit of the Current Status of Technology Education: The Consequences of the Ill-definition of Various Professional Engineering Niches: The ET Gap --- How the Professional Specialty of "Engineering Technology" Veered Out of Control The Faculty Crisis
CHAPTER SIX
Restructuring the Engineering & Technology Education--Linking (the Goals of) Engineering and Technology Education with National Socio-Economic Development:
The Role of Engineers & Technologists in Development—What Does A Country Expect from His Engineers & technologists?
Economic Development: o The New Classical (Cobb- Douglass) Model of Economic Growth (Development) o The Political Economy of the Capital Output Ratio o Development as the Result of Convergence of Simultaneously Acting Drives in the Country o Technological Progress vs. Capital Formation: o Economic Development ( And the Subsets of S & T , R & D & Innovation ) Requisites: o The Permissive Factors o The Implemental Factors. o Capital (or Manpower) De-Formation --The Importance of Capital Goods for the Development and Reproduction of the Productive System
The Relationship between LDC’s & MDC’s o The Technology Transfer Model o The Modalities of Technology Transfer: o Why the Technology Transfer Model is Doomed?
o A Road Map to Technological Sovereignty—Engineers As Change Agents( Design Engineers or Problem-Solvers, as in Consultants) o How Long The Process Takes? o The Law of Outlays of R & D o The Innovation Chain -- Research, Development And Engineering (R, D & E) o Some Definitions Pilot Plant Prototype Scale Model
o Impediments to an Accelerated Innovation Chain o How do We Accelerate the Pace of Technological Innovations?--Lessons from the East & the West Decoupling R from D in the “R&D Train”--Some Definitions The Rise and Fall of the USSR Scientific Empire--- or How We Organize and Finance Research vis-à-vis Production Has Crucial Consequences The Consequences Decoupling of R&D from Production Comes to Haunt the USSR: The Meiji Restoration in Japan and Science and Technology Development: The Characteristics of Japanese Research Model How Hungary Dropped Basic Science and Suffered :Decoupling R1 (Basic Research / Science) From R2 (Applied Research/ Science)--The Experiment of Hungary’s First Socialist Government
Searching for a Technology Niche: o High Technology (Hi Tech) Hi-Tech Characteristics o Medium-Technology o Low Technology (Using Comparatively Little Scientific Training
CHAPTER SEVEN
Restructuring the Engineering & Technology Education--Planning for Engineering & Technology Education
Implicit vs. Formal Planning in Engineering and Technology Education The Planning Horizons: o Strategic Planning o The Nature of Strategic Planning. (SP) Environment Scanning (E-Scan) Developing a Capability Profile (CP) Establishing priorities Synthesis of Demand-Oriented and Supply-Oriented Planning o Intermediate Planning o Operational Planning Supply-Oriented Planning: Need for Strategic Audit Game Plan CHAPTER EIGHT
Restructuring the Engineering Education Through New Modules for Courses
Alternatives to New Designs Module 1 – Value Engineering (VE) Module Why the Development of Indigenous Designing Capacity? A Combined Design and Control Module A Combined Mechatronics (Mechanical-Electrical) Module A Material Engineering Module An O & M Technology Module The Quality Circles Module Failure – Experience Matrix o A Design EXPERT System Module o Failure Mode, Effects and Criticality Analysis (FMECA) o Fault Tree Analysis (FTA) Sub-Module Reverse Engineering---Learning Design Through a “Divide - &- Conquer” Strategy o Manufacture Engineering)/Design vs. Reverse Engineering / Design o The Reverse Engineering /Technology Module o Reverse Engineering, Ideology and International Relations Forensic Engineering For Teaching Maintenance and Learning Engineering Design • Forensic Examinations • Autopsies as an Investigatory, Teaching and Research Tool • The Clinical –Pathological Conference Module • The Forensic Engineering Module: • Forensic Engineering and the Use of the "Autopsies Module" in "Failures Analysis" • Forensic Engineering Steps–A Potentials Material for an EXPERT System Development A Transportation Engineering Interdisciplinary Module An Energy Module Generic Clusters Module – Promoting Tran-disciplinarily As a Remedy to the Deficiencies of the Traditional Disciplinary Approach EXPERT Systems (ES) Module : • Artificial Intelligence (AI)
CHAPTER NINE
Restructuring the Engineering Education Through Curriculum Reforms
o Curriculum Objectives o Utility o Training vs. Education o Curriculum Improvements o New Curriculum /Syllabuses Designs o Curriculum Modular Design – Exploring Novel Didactic Approaches o The Question of Curriculum Architectonics – the Katz's Three Skill-Utilization Model: Technical Skills : Conceptual Skills Human Skills :- Curriculum Development--The Use of College Consortium to Develop Engineering Instructional Materials Steps to Curriculum Development System: o Suggested New Organization for Courses: Material Technology— I. Why Materials Shortage Crisis? II. How Can Engineering Mitigate Problems of Materials Scarcity: III. How Electronic Materials Can Mitigate Problems of Materials Scarcity o Selection and Structures: o Other Pedagogical Constructs : Relevance Balance Contingency vs. Congruence: o Structural Validity of Curriculum Criteria for Evaluating Curriculum Content
CHAPTER TEN
Restructuring the Engineering Education Through Program Review Reforms Program Evaluation o A Model Representing the Essential Requirements (Components) of Engineering Technology Professionalization Process: Epistemic Authority (Exercised by Educational Institutions): Deontic Authority (Exercised by the State): Professional Commitments (Personally Exercised) Accreditation as the Formal Form of Curriculum Evaluation: I. The Players II. Accreditation Objectives III. Who Accredits the Accrediting Agency? IV. Who Actually Performs the Curriculum Review? V. Criticism of the Accreditation Process—And Its Cost VI. Types of Higher Education Accreditors in the USA VII. The Regionals VIII. The Specialized (or Occupational Accreditor) Group--- 75 of them in the US Program of Engineering Certification Continued Education (Policies) Libraries
CHAPTER ELEVEN
Restructuring the Engineering Education Through Attitudinal & Professional Cooperative Reforms
Cross Fertilization – Promoting Cross-disciplinary Knowledge Migration o Outreach – Causeway Across Disciplines o The Cross-disciplinary Approach Harnessing Commonalities-- o Similitude: Mathematical Homology & Isomorphic Mapping o Common Manufacturing Defects, Due to Purchase from Common Manufacturing Source. o The Common Knowledge Base Between (Computational) Aerodynamic, Gas-dynamics and Hydrodynamics o The Shared Experiences of Sand Dunes Stabilization: o Operation and Maintenance (O&M) Technology? o The Horizontal Transfer: of Re-habitation Experiences (e.g. of Power Plants) o The Horizontal Transfer: of Analytical Skills Associated with Hydrologic and Hydraulic Problems of Storm-Runoff Control Operations and Maintenance Technology o Complexity of the O&M Technology o O & M System Pathology – Operational Failure Severity States o Operations Technology--Turning a Vicious Circle Into a Virtuous Circle o Rehabilitation Policy Options
CHAPTER TWELVE
Restructuring the Technology Education ---Drawing Lessons From Successful Technology Education Models:
The Gordon Memorial College Model--A Journey by H. G. Wells Time Machine; o Gordon Memorial College Landmarks o Gordon Memorial College--1930 Hydraulics Course Syllabus o The Engineering Career of a Gordon Memorial College Graduate
The Military Engineering Model: o Of Plowshares and Swords-- Horizontal Technology Transfer from Military Technology to Civilian Sectors o Imitative Innovations: o Derivative (Analogous) Innovations o Challenges (& Novel Engineering Problems Military Engineers Face) That Require Considerable Ingenuity for Their Solutions o The Important Role Played by Rivers and Dams in Warfare o Historical Cases of Hydraulic Warfare o What Can the Civil Engineer Offer in Return? o The Military Engineer (Technologist) vs. Research/Design) Civil Engineer o The British “Royal Engineer Officer” Course of Study--Subjects covered:
CHAPTER THIRTEEN
Re-Organizational Reforms—Drawing Lessons From Other Professions
The Medicine Modules The Law Modules
CHAPTER FOURTEEN Restructuring the Engineering Technology Education--- Bridging the Gap between General (Academic) Education and Vocational Training o Key Players Shaping Up the Technological Educational System o The Need for a Dual Stream Differential Training Curriculum o Nichwise Streams: Benefits Accruing from Clearly-defied Professional Engineering Niches o How to Influence Supply for Knowledge and Skills o How to Influence Demand for Knowledge and Skills o Policy Reform and Innovation o Herzberg’s “Two- Factor” Theory of Motivations o The Expectancy Theory of Motivation A Pivotal Role for Engineering Technologists in the Training of Paraprofession
CHAPTER FIFTEEN
Restructuring the Engineering Technology Education Through New Modules for Courses
Operations and Maintenance Technology o Complexity of the O&M Technology o O & M System Pathology – Operational Failure Severity States o Operations Technology--Turning a Vicious Circle Into a Virtuous Circle o Rehabilitation Policy Options o The O & M Technology Module
CHAPTER SIXTEEN The R & D Sector
Appendix 1 Appendix 2
Engineering Projects Completed by 3 Engineering Graduates of Gordon Memorial College up to 1966 (1966-1990 not included)
(A) Government Gravity Schemes
(B)Government Pump Schemes.
(C)Private Pump Schemes.
Other Engineering Projects not Included in the Above lists.
Irrigation Projects Filure Mechanisms
Small-Scale vs. Full-Scale Models
Full Scale Models: (Small) Scale Model Experimentation
A Proposal for the Establishment of an Experimental Station to Start as Part of the National Central Laboratory: المعمل المركزي—مجموعة من المعامل تابعة للأكاديمية كما كان الحال في الأتحاد السوفيتي I – Some Types of Scale Models: Toy Scale Models Architectural Scale Models--some with high “fidelity” Aeronautical Scale Models, as used with “Wind Tunnels” Hydraulic Scale Models. (Chemical) Process Systems Scale Models e.g. o Mini Plants o Pilot Plants o Jumbo Plants etc. Meteorological Scale Models Naval Architecture Scale Models Acoustical Scale Models,
II. Why Need to Use Scale Models:
Aerodynamic Scale Models—The Knowledge Gap and The Boundary Layer (B.L.) Theory:
What Questions the Use of Small-Scale Models Can Answer For (Hydraulic, Architectural, Meteorological and Chemical Process) Researchers?
Wind Engineering Research: The Use of Scale Models with Low-Speed Wind Tunnels
Hydraulic Engineering Research: The Use of Small –Scale Models for Fundamental Research or to Solve Local Hydraulic Problems
Typical Research Problems to be Investigated
Chemical Processes Engineering Research and the Use of Scale Models: Typical Scale- up Ratio (= Commercial Production Rate /Pilot Unit Production Rate)
Scale-up Problems of Chemical Processes in Moving From Small-Scale to Commercial Size :
Concrete and Soils Quality Control Research Lab
Soil Mechanics Section:
Cement and Concrete Section:
Silt Investigation Section:
On-site Quality Control of Construction Materials Section:
On-Site Construction Logistics
List of Tables
Table 1:Comparison Between Science, Engineering Science & Engineering
Table 2:Skills to be Imparted to Engineering Students
Table 3: Four Examples of Curricular Goals and Objectives
Table 4:Science and Technology Example:
Table5:The Direct Problem: ) Algorithm ( المهندس التقني يستعمل ال
Table 6:The In-Direct Problem: ) Heuristics ( المهندس يستعمل ال
Table 7: Problems Arising With Systems
Table 8:MCOR and K/O Ratio Data for Various LDCs (1950 – 1965)
Table 9:K-O Ratio
Table 10:Productive Investments vs. (“Nonproductive”) Investments,
Table 11:Rostow’s Take-off Development Model
Table 12:The Postindustrial Society: A Comparative Schema
Table 13:Correspondence to DE/RE, ET, & T—How the 3 Engineering Specialties :كلامي…Approximate the Temporal Stages of Technological Development
Table 14:The (1971) Distribution of Scientific Workers in the USSR by Fields( Table 15: Soviet Technology
Table 16:Japanese Research & scientific Communities
Table 17: The Innovation Chain Stages & Typical Relative Costs
Table 18:The Innovation Chain
Table 18: (Average) Application Lag in COMECON Countries:
Table 19:Computer Technologies
Table 20: Factors Favoring Use of Simulators
Table 21:Classification of Mathematical Problems & Their Ease of Solution by Analytical
Table:22 Ranking of Arab States “Ph.D. Graduate Students-Professors” Ratio
Table 23:1995-96 Distribution of M.Sc. & Ph.D. Graduate Students-Professors Ratio
Table 24:Failure Catalogue: An Environmental Profile of Engineering School Milieu:vs. Professional Life Milieu:
Table 25: Ranking of Arab States (In Descending Order) 1996 % Distribution of Higher Education Students/100,000 population
Table 26:Ranking of (Governmental and Non-Govermental) Expenditureon Technical Institutes As % of Expenditure on Universities
Table 27:1995-96 % B.Sc. Distribution of Students:Sudan vs. Algiers
Table 28:1996 % Distribution of Technical Institutes by Degree Level & Higher Diploma
Table 29:1995-96 Distribution of Technical Institutes Students
Table 30:1971-72 Regional Maldistributionالتنمية غير التوازنة Table 31:Technicians-to-“Scientists & Engineers” Ratio
Summary Table 32:
Table 33:Product Engineer vs. Manufacturing Engineer vs. Production Engineer/ Production worker
