a dynamic educational planning for education of electrical engineers - texas a&m...
TRANSCRIPT
A Dynamic Educational Planning
for Education of Electrical
Engineersin EE Dept. Sharif University of Technology
Tehran, Iran
Electrical Energy Education & Research
December 14-16, 2009
Mahmoud Fotuhi, Mehdi Vakilian, Forohar Farzaneh, Mehdi Fardmanesh, Mehdi Ehsan, Mahmoud Tabandeh, Mehran Jahed, Mohammad Haeri, B. Hossein Khalaj, M. Hossein Alavi, Mahmoud Nahvi
Sharif University of Technology
Departments :
Electrical Engineering
Mechanical Engineering
Civil Engineering
Computer Engineering
Areo Space Engineering
Industrial Engineering
Chemical and Petroleum Engineering
Material Science Engineering
Physics
Mathematics
Chemistry
Management And Economics (Graduate level only)
12/20/2009
Sharif University of
Technology 5
Electrical Engineering Department
1530 students
1000 undergraduate students
380 M.Sc.
150 Ph.D.
62 faculties
12 power system
15 electronics
7 control
23 communication
5 biomedical
Outline Introduction (Importance of Revising Educational Methodologies)
Requirement of a Major Restructuring in The Educational Planning
Electrical Engineering Department Mission
Special Goals in This Restructuring
Development Stages in This Educational Restructuring
First five Semesters Structure
Structure of Last Three Semesters
Method of Evaluation and Inspection of The Program in Practice
Summary and Conclusion
Introduction
Importance of Revising Educational Methodologies
1- To Satisfy The Country’s Industry
Expectation
2- Inspirations From The Modern Educational
Programs of Advanced Universities in The
World
3 -Development of An Educational Program Based on The Electrical Engineering Department’s Mission
Requirement of a Major Restructuring in
The Educational Planning
1 - The Advancements of Recent Two Decades
2 - New Developments in Some Aspects of
Education Required by Engineers
3 - Merging New Computational Technologies &
Evolution of Production and Manufacturing
Techniques
4 - Major Revisions in Educational Structure of
Advanced Universities Around the World
Mission of Electrical Engineering Department
-- Education of Engineers in Highest International level, realizing the Present and Future Needs of Country and Providing Necessary Assistance for Iran Expectation in all Scientific, Technical, Economical, and Social Aspects
-- This Mission Includes Research and Education Plans Supervision and Management for Deployment of Science Cutting Edges, and Establishment of new scientific and Technical Movements leading to Humans welfare, with Minimum Harm to the Environment
Special Goals in This Educational Restructuring
1 - Replying the scientific hunger of Most Distinguished StudentsEntering This Program from Start of the First Semester of TheirStudy
2- Delivering Some Courses both in Class and Laboratory with
Professor Supervision to Enhance the Quality of Learning
3 - Establishing New Laboratories
4 - Developing New Courses and Employing New Teaching
Methodologies
5- Enhancement of Existing Laboratories
6- Coordination in Delivering Courses among different Groups ofClasses and Laboratories
7- Reinforcement of Self-confidence in Solving Industrial Problemsand Establishment of Independent Technical and ScientificThinking
8- Special Emphasize on Projects and Rectifying the Methodology ofIts Delivery and Evaluation
Development Stages in This Educational Restructuring
1- Development of Electrical Engineering DepartmentMission
2- Determining Goals of This Educational Planning on theBasis of Department Mission
3- Educational Program Analysis of about twentyUniversities in Modern Countries Around the World;one University from Neighbor Country
4- Evaluation of Needs of Some Industries Related toElectrical Engineering in the Country
"Introduction "
Importance of Revising …
Educational Programs of these universities studied:
1- Stanford University, Electrical Engineering Undergraduate Program, USA, 2005
2- Caltech University, Electrical Engineering Undergraduate Program, USA, 2005
3- University of Illinois, Electrical Engineering Undergraduate Program, USA, 2004
4- University of Berkeley, Electrical Engineering Undergraduate Program, USA, 2004
5- Massachusetts Institute of Technology Department of Electrical Engineering and Computer Science, Undergraduate Program, USA, 2004
6- UCLA, B.S. in Electrical Engineering Curriculum, USA, 2004
7- Pennsylvania State University, Electrical Engineering Undergraduate Program, USA, 2004
8-University of Georgia Institute of Technology, Electrical Engineering Undergraduate Program, USA, 2004
9-Cambridge University, Engineering Department, Undergraduate prospectus 2005/ 2006 Electrical & Electronic Engineering, U.K.
10- Imperial College, London, U. K, 2004-5 Department of Electrical and Electronic Engineering,
Undergraduate Syllabuses-2004-05
11- Oxford University, Undergraduate Electrical Engineering Program, U.K, 2004- 2005
12-Brunel University, Undergraduate Electrical Engineering Program, U.K, 2004- 2005
13-UniversiteَParis Sud- Orsay, : Southern Paris University - Orsay, France
14- ENST (Telecom- Paris) 2004-2005, France
15- Ecole Superieure dَElectricite, (SUPELEC) 2004-2005, France
16- CPGE – MPSI (2004-2005), France
17- Aachen University, Undergraduate Electrical Engineering Program, 2004-2005, Germany
18- Berlin University, Undergraduate Electrical Engineering Program, 2004-2005, Germany
19- Stuttgart University, Undergraduate Electrical Engineering Program, 2004-2005, Germany
20-Karlsruhe University, Undergraduate Electrical Engineering Program, 2004-2005, Germany
21-Bilkent university, Electrical Engineering Department, 2005, Turkey
First five Semesters Structure UnitsThird SemesterUnitsSecond SemesterUnitsFirst Semester
3Electric Circuits
Theory
4Mathematics II4Mathematics I
3Engineering Mathematics
3+1Physics II + Lab.3+1Physics I + Lab.
3Numerical Computation
3Differential Equations3English Language
2Elect. Eng.
Specialized
Language
2Computer Programming & Algorithms
1Physical Education I
3Electro-Magnetics2Physical Education II2Engineering Graphics
4Fundamentals
of
Electronics + Lab.
3+1Analog Circuits + Lab.3+1Fundamentals of
Electrical Engineering + Lab.
1Electrical
Engineering Workshop
2General Workshop2General Education
19Total 20Total20Total
First five Semesters Structure (continued)
UnitsFifth SemesterUnitsFourth Semester
3Communication Systems3Signals And Systems
4Computer Structure and Microprocessor + Lab.
3+1Electrical Energy
Conversion I+ Lab.
4Linear Control Systems
+Lab.3+1
Logic Circuits and Digital Systems + Lab.
3Analysis of Electrical
Energy Systems I3
Engineering Statistics and Probabilities
3Engineering Economics*2General Education
2General Education2General Education
19Total18Total
*or Project Control, Analysis of Economic-Social System Dynamics, Macro Economics, Business
Management, Entrepreneurship
Fundamental of Electrical Engineering Lab
Content of First Five Semesters
“Common Curriculum”
54 unitsElectrical Eng. Core
29 units Basic Sciences
13 unitsGeneral Education
96 unitsTotal
Major Fields in Electrical Engineering
1 - Electronics
2 - Bio-Electrics
3 - Electrical Energy Systems (Power)
4- Digital Systems
5 - Control Systems
6 - Tele-Communications
Structure of New Curriculum
55 unitsElectrical Eng. Core
29 units Basic Sciences
24 unitsCompulsory EE
Courses for a specific
field
12 unitsElective courses from
EE , Management &
Economics
20 unitsGeneral Education
140 unitsTotal
Program in Perspective
1 - Having Lecturers Point of View
2 - Having Students Point of View
3 - Having Experts Point of View
Responsibility of: Executive
Educational Planning Committee
Methods of Evaluation and Inspection of Program in Practice
1-Table of Questionnaire regarding Lab. &
Class
A- Questions of four possible answer type
B- Complementary Question with descriptive
answer
2- Classifying the Replies and Their Analysis
A Sample Questionnaire : Collected from Students of Analogue Circuits Course
Table: Questions for Having Students Point of View
Analog Circuits & Lab.
Completely Agree Agree Neutral Completely Against AgainstQuestion:
1-This Lab. Helps me on learning the subject
2-This Lab. Improved my interest on subject
3-The concepts and expertise delivered by this
lab follow the class teachings
4-This Lab. helps me on practical & critical
thinking on the subject
5-The experiments of this Lab. are clearly
related to topics of the course and electronic
devices & circuits
6-Lab. supervision by class professor helped my
learning the subject
Completely Agree Agree Neutral Completely Against AgainstQuestion:
7-Presence of assistants in lab. helps me learning
in this lab.
8- topics selected for the experiments helped me
learning in the Lab.
9-Facilities & Equipments in the Lab. match with
the contents and topics of the course
10-Coordinated Delivery of course among different
classes was effective
11-Class assistants were helpful on my learning
12-Any complementary point of view or criticize
Table (cont.): Questions for Having Students Point of View
Analog Circuits & Lab.
1 - On average the responses to the first eleven questions were 4 out of 5 (for all four classes of the course delivered coordinately)
2- Students are in agree with the performance of this course and its Lab. in practice
3-Delivering the Lab. in the same semester, and in coordinated form with course contents, plays an important role in the course success
4-Sample of descriptive comments:
A- recommends: increasing number of assistants in the Lab. and observe a balance between the content of experiments and duration of the lab.
B- recommends: handing out the solutions to tutorial questions
Analysis of responses to Questionnaire
Course: Analog Circuits & Lab.
1 - Electrical Engineering Department Educational Planning Committee established a major restructured program
2 -The principals of this Educational Planning,which is based on Electrical Eng. Dept.Mission,
3 - In this educational planning, the educationalplans of a number of qualified universitiesaround the world studied and analyzed
4- In this educational planning, the requiredexpertise for engineers to work in differentindustries of the country were recognized
Summary and Conclusion
5- Some of the special characteristics of the restructured program:
A- Delivering some of the courses together with Lab. at the same semester and in a coordinated structure
B- Familiarizing students with electrical engineering from the first semester , special recognition of training, and scheduling projects in two consecutive semesters
C- Recognition of graduate needs in work place, by teaching engineering ethics, topics related to management and economics and environmental concerns
D- Improving and upgrading the content of courses, establishing new labs, refurbishing and upgrading the existing labs
6 -Success and debug of this Educational Planning requires a constant evaluation and inspection of the outcomes, and review of comments received on the performance of the program
Summary and Conclusion (cont.)
