1. AIMS

The primary aim of this programme is to educate graduate engineers in engineering and technology education with particular emphasis on higher engineering education, thus enabling them to become more effective communicators, educators and industrial trainers.

Another important aim is to facilitate the participation of graduate engineers from developing countries in the courses.

2. INTRODUCTION

Engineering education is a relatively new discipline that concerns education and training in several sectors, namely secondary, technical and further education, academia, government, commerce, professional organisations and industry. It embraces and relates education and training to technology and engineering and is vital for a country’s development. Yet there is a total lack of preparation of graduate engineers aiming at a career in education or training.

The contemporary higher education system, which is based upon the concept of the university as a research organisation, has created a situation in which academic institutions are the only education establishments that allow their teaching personnel to undertake educational activities without any formal teaching qualification and preparation. It is unthinkable that other professions would permit unqualified individuals to practice. This is clearly to the detriment of the objectives of higher education.

This situation is increasingly untenable in engineering education where educators must introduce students to complex topics, concepts and ideas and deal with modern and sophisticated technology without any significant knowledge and understanding of the teaching and learning processes taking place in engineering education.

Therefore, a postgraduate programme, consisting of a range of graduate courses in engineering education, has been designed to remedy this situation.

3. GRADUATE COURSES IN ENGINEERING EDUCATION

The objective of the courses is to provide the many professional engineers who are involved with engineering education and industrial training with an important additional qualification through exposure to a rigorous study of education and training processes and the relationship of these to engineering and technology. Strong emphasis will be given to research and development and the range of options that are available to academics and professional engineers for understanding and solving a range of education and training issues. These issues include:

• Curriculum design, development and implementation
• Educational psychology
• Educational measurement and evaluation
• Engineering education and training methodologies
• Educational technology
• Computer-assisted education
• Multimedia and the Internet
• Management of engineering education

The graduate programme in engineering education includes three fully articulated courses that lead to the award of the following degrees:

• Certificate of Engineering Education (CertEngEd)
• Graduate Diploma of Engineering Education (GradDiplEngEd)
• Master of Engineering Education (MEngEd)

Subject to satisfactory performance, articulation will be provided through the complete range of courses. A minimum 65 percent pass is required for each subject in order to receive a credit and advancement for candidates wishing to articulate to the next level.

It is envisaged that a special programme, leading to the award of a Professional Doctorate in Engineering Education or a Doctor of Philosophy (PhD) by course and/or by research, will be devised in the near future.

4. MASTER OF ENGINEERING EDUCATION (MEngEd)

The Master of Engineering Education (MEngEd) is a coursework degree with a minor thesis. It is aimed at graduate engineers who wish to gain higher professional qualifications and expertise in education and training through experimental activity and rigorous research into the education and training needs of industry and the higher education sectors.

The MEngEd should enable graduate engineers to become more effective educators, trainers, managers and supervisors of the education process in industry and academia. It should also enhance the formation in graduate engineers of the knowledge and skills required for engineering education research and development.

The Master of Engineering Education is recommended for those wishing to become academic teachers, supervisors and managers of higher education in engineering and technology, and will emphasise the relationships and application of modern technology to professional engineering at tertiary level. The course structure of the Master of Engineering Education is shown in Table 1.

Table 1: Master of Engineering Education (MEngEd).

Note: 1 unit is 12 study hours.

5. GRADUATE DIPLOMA OF ENGINEERING EDUCATION (GradDipEngEd)

The Graduate Diploma in Engineering Education relates to technology, engineering and the education process, particularly in higher engineering education. It has been developed to enable graduate engineers to broaden their career horizons through undertaking study that will permit them to become qualified educators and trainers both in the classroom and on-the-job in industry and commerce.

Particular emphasis will be given to preparing graduate engineers to become engineering academic teachers and effective tertiary education trainers, a factor generally overlooked in the total preparation of academics for their role in the university. The wide range of issues, topics and ideas relevant to the university environment will also assist graduate engineers to be effective future supervisors and managers in the tertiary education sector.

The course structure of the Graduate Diploma of Engineering Education is shown in Table 2.

Table 2: Graduate Diploma of Engineering Education (GradDipEngEd).

Note: 1 unit is 12 study hours.

6. CERTIFICATE OF ENGINEERING EDUCATION (CertEngEd)

The Certificate of Engineering Education relates to technology and engineering, and to the education and training process, and has been developed to enable graduate engineers to become effective communicators, educators and trainers in the classroom or on-the-job in industry and commerce. This course is recommended for industry trainers and teachers in the technical and further education sectors and will consider the role of on-the-job trainers and teachers in these sectors. In particular this will be achieved through the activities undertaken during the residential school. This course will enable graduate engineers to become more effective and skilled on-the-job trainers and teachers through the development of knowledge and skills of education and training processes.

The course structure of the Certificate of Engineering Education is shown in Table 3.

Table 3: Certificate of Engineering Education (CertEngEd).

Note: 1 unit is 12 study hours.

7. GENERAL DISCUSSION

Each of the subjects will be reviewed and updated constantly to ensure that they keep pace with changing technology, practices and processes.

Assignments, tutorials, methods of assessment and research will relate directly to each professional engineer's background, aspirations and professional experience and the needs of the academic institution.

Emphasis will be placed on directed self-study supported by the search and use of information made available on the Internet.

Assessment will be through assignments, experimental studies, reports, tutorials and applicable testing. However, the essential objective is for students to demonstrate the ability, at a postgraduate level, to undertake research, analyse concepts, ideas and processes, and to pursue research and development activities in a way that indicates a thorough grasp of engineering education.

8. DESCRIPTION OF SUBJECTS

Several syllabi of the subjects have been devised and developed. The subjects will create a range of fully articulated graduate courses in engineering education. The subject syllabi are as follows:

GCEE01               Psychology of Teaching & Learning (Engineering) (4)

The role of educational psychology. The nature of teaching and learning, strategies for developing effective teaching and learning processes. Behavioural objectives. Educational objectives and goals, entry behaviour. Socio-economic factors in education. Evaluation. Learning and cognitive development. Motivation and student development. Cognitive modification models and programmes. Arousing stimuli. The role of student responses. Conditioned and generalised reinforcers. Shaping, discrimination, stimulus control and respondent conditioning. Establishing stimulus control. Prompting and fading. Concepts and their complexities. Thought processes. Verbal chains to principles. Visual thinking and spatial abilities and development. Analytical thinking development. Memory and creativity. Creativity in science, technology and engineering. Testing for knowledge, skills and aptitudes. Teaching concepts. Motivation. Conditions of learning.

GCEE02               Introduction to Engineering Education (4)

The role of education, training and teaching in academia and industry. The influence of socio-cultural, economic, historical and political forces in education. Development of thought and language. Intelligence and creativity. Literacy, language and reading. Engineering oral and written communication. Motivation and aspirations of educators and students. Development of learning. Learning as a social process. The teaching and learning process. Individual and group learning. Group learning strategies. The curriculum process. Classroom learning and procedures. Teaching and learning methods and instructions. Flexible learning. Formal and informal learning. Development of special skills and abilities. Problem-solving processes and strategies. Design as an education process. Taxonomy of educational objectives - cognitive, affective and psychomotor domains. Education as a life-long process. Education and training methodologies. The role of changing technology processes and practices in education and in engineering education in particular. Influence of technology on education and the teaching/ learning process.

GCEE03               Technology and Society (4)

Historic perspective on the development of science and technology. Primitive societies. Discoveries and their applications for science and technology. Technological revolutions. Human-machine relationships. Tools, instruments and machines and their influence on human development. Technological awareness. Technology and the environment. Influence of technology on society and economic growth. Technological advancement and the environment, future visions and perspectives. Sustainable development. Fibre, laser and satellite information processing, transfer and retrieval. Accounting, teller machines and computer systems. Operational principles and applications of clocks, pumps, kitchen, laundry equipment, agricultural equipment, other household and office appliances. Voice, music and data information transfer, acquisition and processing devices.

GCEE04               Engineering Curriculum Design & Development (4)

Education methods in curriculum development. Knowledge, skills, abilities, aptitudes and attitudes. Future professional requirements. Strategies in engineering curriculum development. Emphasis on knowledge and skills development. Skill audit method. Curriculum development methods; survey, observation, interview, jury of experts, questionnaire, group process and critical incident techniques. Modelling methods. Occupational analyses, task analyses and task inventory. Frequency of performance, importance and learning difficulty of tasks. Determining an occupation's duties and tasks. Strategies in engineering syllabus development. Selection of suitable methods and instruction. The role of task training, emphasis and relative time spent and their measurement. Curriculum development in science, technology and engineering and their relationships. Objective setting - finding, validating, implementing, controlling and reporting. Measurement and evaluation of knowledge and skills. Examples of curriculum development in engineering and technology.

GCEE05               Engineering Instruction Design & Development (4)

Methods and means of information dissemination. Interrelation between the material taught and developing knowledge and skills. The role and nature of specific communication in technology and engineering. Models of the instructional design processes. Principles of instructional design. Objectives, content, methods and evaluation. Content analysis. Steps and strategies in instruction design and development. Ambiguity and redundancy of information. Development of knowledge and skills through instruction. Application of visual means and graphics in the context of knowledge and skills development. Selection of instructional methods. Selection and application of relevant media. Heuristic and algorithmic structures of instructions. Examples of instruction development in tertiary education and industrial situations.

GCEE06               Measurement and Evaluation in Engineering Education (4)

The need for systematic evaluation and measurement of education and training processes. Methods of education measurement and evaluation. Introduction to descriptive statistics. The meaning of arithmetic mean and standard deviation. Reliability, correlation and regression. Standard error of estimate. Interpretation of statistical outcome. Confirmation of research hypotheses. Standardisation, reliability and validity of education measurement tools. Basic testing techniques. Achievement tests. Testing of special abilities. Summative and formative student assessment. Norm and criterion referencing testing. Item analyses. Expectations from upper, middle and lower third students. Contemporary issues and developments in testing. Application of statistical data and available statistical software.

GCEE07               Educational Technology & Computers in Engineering Education (4)

Historical perspective of information dissemination. Methods and techniques applied. Word processing and modern printing techniques. Voice processing and transfer. Image creation, processing and transfer. Contemporary basic audio-visual equipment and software: operational principles, construction, usage and maintenance. Satellite communication. Intranet and the Internet. Computer hardware and relevant software. Management and application of computers in engineering education. Role, nature and construction of authoring languages and programs. Application of high resolution graphics. Simulation and animation with Autoware Star, ToolBook and Simulation Control Program (ScoP). Matlab. Multimedia: audio, video graphics and animation. Hypertechnology. Hyper-Text Mark-up Language (HTML). Hypermedia. Hypertext links. HyperText Transfer Protocol (HTTP). Microsoft Windows. Visual Basic and Java language programming. Adobe Acrobat Reader. Electronic publishing. CD-ROM and Web-based publication of teaching material. Computer-based assessment and quizzes. Design, development, implementation and evaluation of computer-aided teaching and learning. Distance learning technologies and techniques. Computer-assisted instruction.

GCEE08               Methodology of Engineering Education & Industrial Training (4)

The role of specific communication in technology and engineering. The nature and objectives of engineering education and industrial training. Verbal and visual communication in engineering education and training. Perception and recognition of engineering drawings and diagrams. Transfer of knowledge in analogue models. Algorithms and their functions in engineering education and industrial training. Diagnosis of specific student aptitudes. Professional career orientation. Integrated approach to engineering curriculum design, development and implementation. Methods of engineering instruction in academia and industry. Diagnosis, assessment and evaluation of student knowledge, skills and attitudes. Investigation of applicability and efficiency of higher engineering education programmes in engineering education and industrial training. Teaching staff attitudes. The construction of engineering education programmes, core subjects, scientific, technical and professional. Flexibility and adaptability of programmes during a time of change. Specialist versus generalists programme development. The balance of theoretical and practical aspects, including work experience. Design of practical courses in engineering education and industrial training.

GCEE09               Engineering Laboratory Design & Teaching (4)

Teaching methods in engineering laboratory and workshops. Ergonomics of engineering work. Workbench design and layout. Laboratory and workshop experimental procedures and techniques. Ergonomic tools, instruments and equipment and their efficient use in engineering laboratories and workshops. Design of specific experimental work, procedures and techniques. Electrical wiring and installation. Spacing and lighting. Laboratory and workshop facilities, eg sanitary, ventilation, noise protection. Laboratory safety. Safety rules, regulations, requirements. Safety protection, installation and equipment. Costing and cost analysis. Conduct specific experimental work. Tools and instruments design and selection. Design of specific laboratory and workshop instructions. Evaluation of experimental results, prototypes and products.

GCEE10               Research Methodology (Engineering Education) (4)

Basic concepts of educational research and their application. Educational environment and the need for educational research. Application of basic statistical methods, including frequency, normal, skewed distributions, standard deviation, variance, correlation, hypothesis testing (Ho:Ha), frequency comparisons, degrees of freedom, factor analysis. Study of empirical research design. Overview of engineering education research methods. Case studies. The nature, design and conduct of education experiments. Evaluation of education research and studies. Administration and evaluation of engineering education research projects. Planning of future research projects. Preparation of applications for research grants. Bidding and tendering. Preparation of research reports. Education research information storage, search, retrieval and application. Preparation of research publications. Planning and presentation of research results.

GCEE11               Management of Engineering Education (4)

Complex and integrated issues of engineering education administration, delivery, management and supervision in both the tertiary and industrial context. Theoretical and conceptual issues with the development of skills through applied research into planning, delivery and management programmes. Course and programme needs development and viability. Human resources management and staff development. Staff appraisal methods. Government intervention in the education and training process, information systems, relevant legislation, decision making and the marketing of products. The maintenance of standards. Quality control issues and methods. Total Quality Management (TQM) in higher engineering education and industrial training. Application of ISO9000 to engineering education institutions and programmes. Simulation of methods to enhance engineering education, such as programme design and development. The need to monitor and update teaching and learning processes continually and to ensure that engineering education relates to the needs of society as well as changing technology, processes and practices. Engineering education management and the management of learning. Creativity, innovation and the roles of academics and trainers.

GCEE12               Globalisation of Engineering Education (4)

UNESCO and other views on the future of higher education, and engineering education in particular. UNESCO recommendations on the status of higher education teaching personnel. Global issues in engineering education, global economy and production processes, sustainability, preservation of the environment, environmental engineering, preservation of resources, waste minimisation and recycling and alternative energy sources. National and international higher education systems and approaches to engineering education. National accreditation systems and procedures of engineering education programmes. International accreditation systems. ABET 2000 criteria. Washington Accord. FEANI accreditation procedures. Recognition of foreign engineering qualifications. The role and activities of international organisations for engineering education. University support systems and programmes. National support systems facilitating engineering education research and development. International organisations fostering research and development activities in engineering education. Facilitators of the transfer of information on engineering education.

GCEE13               Residential School (8)

The Residential School is a mandatory component for the award of the Master of Engineering Education (MEngEd) and the Graduate Diploma of Engineering Education (GradDipEngEd). The duration of the residential school will be four weeks and will consist of intensive seminars, workshops and consultations, as well as social events. Attending students will also have the opportunity to sit for written examinations and tests prescribed within the subjects of their study and to receive feedback on the progress of their theses.

The residential school will be organised for the end of each semester of studies in several consultative offices set up in different geographical locations to facilitate student attendance. Students will need to attend at least one residential school, preferably before the commencement of the last semester of their course. The cost of attendance at one of the residential schools will be included in the tuition fee. Other attendance is recommended but must be paid for separately.

GCEE14               Thesis Minor (18)

The Thesis Minor is a mandatory component for the award of the Master of Engineering Education (MEngEd). Each student is required to select an approved topic and to submit a thesis based on the results of intensive bibliographic search and research results. Students will be encouraged to undertake multi-disciplinary topics, or topics bridging the engineering and education profession. The body of the text of the thesis should be of between 8,000 and 10,000 words. The thesis should include a comprehensive list of references and bibliography used. A supervisor will be appointed to overview progress and to advise students as required. The thesis will be examined by two independent academics.

A time for submission of the theses for assessment will be advised. Students will be encouraged to select a topic early on in the course to enable early approval and the appointment of a supervisor/adviser. Quality, resulting from rigorous research and inquiry, is essential. Research quality resulting from rigorous enquiry and the application of research methods leading to the publication of conference and journal papers will be highly considered.

GCEE15               Extended Essay (8)

The Extended Essay is a mandatory component for the award of the Graduate Diploma of Engineering Education (GradDipEngEd). Each student is required to select an approved topic within one subject of study and will submit an extended essay based on the results of intensive bibliographic search and investigation results. Essays should also present students' views on the topic of their choice. The thesis should be between 4,000 and 5,000 words, and should include a list of references and comprehensive bibliography. A supervisor will be appointed to overview progress, advise students as required, and examine the essay. The supervisor will be a lecturer responsible for the relevant subject matter dealt with in the essay.

A time for submission of the extended essay for assessment will be advised. Students will be encouraged to select a topic early on in the course to enable early approval and the appointment of a supervisor/adviser. Quality, resulting from rigorous research and inquiry, is essential.