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Interdisciplinary Projects for Engineering Education

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Interdisciplinary Projects for Engineering Education Journal association for EnginEEring Education of russia ENGINEERING EDUCATION 14 2014 Interdisciplinary projects for Engineering Education Journal association for Engineering Education of RUSSIA ENGINEERING EDUCATION 14’2014 Editorial board Editor-in-Chief: Y.P. Pokholkov, President of the association for Engineering Education of russia, Head of department of organisation and technology of Higher Professional Education of national research tomsk Polytechnic university, Professor. Executive Secretary: B.l. agranovich, director of West-siberian regional centre of social and information technologies, Professor. Editorial Board Members: J. J. Perez full Professor of Physical chemistry of the department of chemical Engineering of the technical university of catalonia of the school of industrial Engineering of Barcelona J. c. Quadrado President of lisbon superior Engineering institute M.P. fedorov scientific supervisor of nru Programme of saint-Petersburg state Polytechnical university, Professor g.a. Mesyats Vice-President of the russian academy of science, director of ras lebedev Physical institute (Moscow), ras full Member s.a. Podlesny adviser to the rector of siberian federal university, Professor V.M. Prikhodko Rector of Moscow state automobile and road technical university, ras corresponding Member d.V. Puzankov Head of department of saint-Petersburg state Electrotechnical university “lEti”, Professor a.s. sigov President of Moscow state technical university of radio Engineering, Electronics and automation, ras corresponding Member Y.s. Karabasov President of national research technological university “Misis”, Professor n.V. Pustovoy Rector of novosibirsk state technical university, Professor i.B. fedorov President of Bauman Moscow state technical university (national research university), ras academician P.s. chubik rector of national research tomsk Polytechnic university, Professor a.l. shestakov Rector of south ural state university (national research university), Professor dear readers, develops curricula of his/her disci- the issues of interdisciplinarity pline (course), and often prefers to use (transdisciplinarity, multidisciplinar- the previously developed programs. ity) are always relevant and topical among the best but unfortunately in scientific and educational field not so frequent cases, examples of when searching for the ways hot to the scope of the future specialist improve the effectiveness of differ- are included in the contents. and of ent types of intellectual activity, like course lack of such good cases leads learning and teaching, basic and to an abstract perception and poor applied research or real engineer- understanding of these disciplines by ing problems solving. first of all, we future engineers. it results in approach expect to get new synergetic effect or with “little about everything and unexpected results at the intersection nothing about the main point”. this of disciplines (scientific fields). this way of training “motivates” to study approach results in emergence of new only already motivated students. of areas of research and training at the course, it helps to helps develop the intersection of sciences. today there students’ ability, so to say, to work are a lot of examples to prove that: out “intellectual muscle”, which will biochemistry and biophysics, bion- be helpful to the university graduate ics and medical electronics, chemical for engineering problems solving. But cybernetics, system engineering and in order to get this he has to switch on many others. However the benefits of his own from abstract mathematical implementing such interdisciplinary theorems to mathematical modeling projects become aware after quite a in engineering, technology and other long time, and that is unacceptable practical issues. and if afterwards nowadays. delay in benefits to appear such abstract knowledge will be mainly depends on the methods how required within special disciplines, interdisciplinary projects are organ- it is not easy to “extract” and apply ized and managed on the early stage. them from memory even for a diligent involvement of experts in various student. and the picture becomes fields to solve complex problems more depressing when talking about in any field of engineering activ- interaction of humanities, social and ity does not assure such effects as economic disciplines with special novelty and synergy. By the form disciplines. the probability to achieve how project is organized it is often synergetic effect by introducing such called an interdisciplinary one but in program is extremely small. How- fact the final results of such projects ever some positive implications of represent just the sum of contribu- such educational programs may still tions to the cause made by experts in appear in new engineering solutions various fields. a striking example of and developments, but it will take such kind of projects is the curricula years while all these disparate courses of engineering educational program. are lined up in the head engineer in a from the very beginning develop- comprehensive way, allowing him/her ment of such program is based on to solve complex (and may be multi- recommendations or even mandatory disciplinary) problems. requirements to the ratio and volume it seems that positive changes of various disciplines in different could be made if outcome-based cycles of training: humanities, natu- (competency based) approach is ral sciences, mathematics, sociology implemented when designing educa- and economics, general engineering. tional programs. However, the current then each member of the project high level of bureaucracy of the proc- ENGINEERING EDUCATION 14’2014 ess, leads to the formal execution of nary projects in engineering educa- the document, rather than to creating tion by themselves. at the “round real conditions for synergetic effect, table” participants together with the conditions for improving the quality experts identified the main obstacles of engineering training. of developing and implementing the same covers research and interdisciplinary projects in engineer- engineering interdisciplinary projects ing education and outlined ways how that should be laboratory and produc- to meet the challenges. tion base for future engineers training. the current issue of the journal as a rule, such projects arise sponta- “Engineering Education” is dedi- neously at engineering universities; cated to the important and topical this activity is not encouraged nor issue: “interdisciplinary projects in controlled by university management. engineering education.” some of the in our opinion, one of the main and published papers were discussed at common obstacles to the develop- the conference and were noted as ment of interdisciplinarity in engineer- deserving attention of a wider aca- ing education is the lack of methodo- demic community. articles submitted logical tools for development and to this issue may become the starting implementation of interdisciplinary point for discussion of a wider topic projects. in the engineering educational com- association for Engineering munity – searching for the ways how Education of russia, following its to improve the quality of engineering main objective to improve engineer- education in russian universities, and ing education, held an international development and implementation of conference “interdisciplinary Projects interdisciplinary projects as one of the Management in Engineering Educa- major tools for success. tion: Planning and Executing” in Por- tugal in May 2014. the co-organizers sincerely, Editor-in-chief, of the conference were: international Prof. Yury Pokholkov federation of Engineering Education societies (IFEEs), instituto superior de Engenharia de lisboa (ISEl), instituto superior de Engenharia do Porto (ISEP), gubkin russian state univer- sity of oil and gas, don state techni- cal university (DSTU). representatives of 10 rus- sian universities, foreign experts in development and implementation of interdisciplinary projects from den- mark, italy, USA and Portugal took part in the conference. Participants learnt more about the methodology and international best practices of interdisciplinary projects management in engineering education. Within the conference, aimed at advancing skills of scientific and pedagogical staff and managers of engineering universities, participants completed practical tasks on the development of interdiscipli- ENGINEERING EDUCATION 14’2014 CONTENTS Editor’s letter 2 towards the issue of interdisciplinary Project implementation INTERDISCIPLINARY PROJECT in Engineering Education MANAGEMENT IN ENGINEERING I.G. Kartushina, I.V. Garifullina, EDUCATION:DEVELOPMENT E.S. Minkova 64 AND IMPLEMENTATION implementation of interdisciplinary implementing interdisciplinary education Projects within Bachelor degree through virtual environment for design program in “Quality Management” and professional tasks M.V. Akulenok 68 V.G. Martynov, V.S. Sheynbaum, P.V. Pyatibratov, S.А. Sardanashvili 5 ENGINEERING EDUCATION: EXPERIENCE AND PROBLEMS interdisciplinary projects for Engineering Education: implementation of CDIO focusing the gap Between teaching Profile initiative in Bachelor’s Programs of and Professional skills Management specialties E. Guberti 12 at st.-Petersburg Electrotechnical university 4 natural science and Humanities concepts I.V. Pavlovskaya 72 in interdisciplinary Projects: bridge the gap between Humanists and scientists Education of Engineers in russia M. Burguete 20 L.B. Khoroshavin, Т.А.
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