Electrical Engineering Curriculum: evolution, experience, and challenges

Transcription

1 Electrical Engineering Curriculum: evolution, experience, and challenges May 3, 2012, Cambridge, MA (USA)

2 Tomsk Polytechnic University. Figures and Facts For more than a century of continuous development, today TPU is entire university campus. The university infrastructure includes: 21 educational buildings, with the total area of 201,264 square meters 14 dormitories for students Library containing over 2,7 million books

3 Tomsk Polytechnic University. Figures and Facts The National research Tomsk Polytechnic University comprises: 6 Research and Educational Institutes 3 Academic institutes 3 Faculties which consist of: 98 Departments 17 Centers for Research and Education 68 Research and Development Laboratories Total number of TPU teaching staff approximately 2,000 people, among them: 313 DSc holders 1239 PhD holders

4 Tomsk Polytechnic University. Figures and Facts Total number of TPU students , 10% of them are foreigners. Annually around 3000 school graduates and graduates of other universities enter TPU Number of students pursuing Bachelor degree programs 6161 Specialist program Master Programs 1404

5 Tomsk Polytechnic University. Figures and Facts Today TPU is one of the leading technical and technological universities in Russia. According to the Ministry of Education and Science of the Russian Federation, TPU holds the second place in the ranking for 2010.

6 Institute of Power Engineering. Figures and Facts The history of Electrical Engineering school of TPU starts in To continue the best traditions of power engineering education, the Institute of Power Engineering was established on 28 th May, 2010 on the basis of the Institute of Electrical Engineering and Thermal Power Engineering faculty. The Institute provides First cycle, Second cycle and Integrated programs in Electric Power, Thermal Power Engineering and Electrical Engineering. The Institute of Power Engineering comprises 9 graduate and 1 undergraduate departments, 6 Research Labs, 3 R&D Centers.

7 Institute of Power Engineering. Figures and Facts Annual turnover for R&D more than 8 million USD. About theses are defended and more than 1400 scientific papers are published annually. High quality of education is ensured by competent staff: 37 Doctors of Science, Professors 156 PhDs, Associate professors

8 Institute of Power Engineering. Figures and Facts Degree Programs offered: Bachelors: «Heat Power Engineering and Heat Engineering» «Electric Power Engineering and Electrical Engineering» «Power Machinery Engineering» Qualified Specialists: «Nuclear Power Plants: Design, Operation and Engineering» Masters: «Physics» «Heat Power Engineering and Heat Engineering» «Electric Power Engineering and Electrical Engineering»

9 Evolution of Specialist Training Programs in Electrical Engineering Main stages: In 1980 and 1988 qualification criteria to university graduates were set to assess the quality of their training Since the middle of 90-s the Federal Law On Higher and Post-Graduate Professional Education has stated legal provision of the transition to the twolevel educational system 1995 the State Educational Standard of Higher Professional Education of the First generation was adopted 2000 the Standard of the Second Generation was introduced December, 2009 the Standard of the Third Generation

10 Evolution of Specialist Training Programs in Electrical Engineering Courses, disciplines Humanities, Social and Economical Subjects Typical Curriculum (1991) Engineer Training Standard 1 (1995), Curriculum (1996) Standard 2 (2000) Curriculum (2004) 28,5% 22,2% 21,5% Mathematics and Natural Sciences 15,4% 22% 21,2% Courses, disciplines B1. Humanities, Social and Economical B2. Maths and Natural Sciences Standard 3 (December, 2009) curriculum ,8% 25% General Professional 23% 35% 34,9% Special Disciplines (Bachelor) 9,5% 10,8 Special Disciplines (Engineer) +1 year 26% 11,3% 11,6% Projects 11 projects 11 projects (9 projects for Bachelors) 11 projects (9 projects for Bachelors) Internships 24 weeks 11 weeks 15 weeks State Final Certifications 16 weeks 16 weeks 14 weeks B3. Professional 48,1% B4. Physical Education 5,5% Optional 4,5% Projects 8 projects B5. Internships 8 weeks B6. State Final Certification 8 weeks

11 Evolution of Specialist Training Programs in Electrical Engineering In 2003, Institute of Electrical Engineering was assigned to test a credit system for students knowledge assessment and an asynchronous teaching model. On the basis of Electric Power Engineering program and Electrical Engineering, Electromechanics and Electrical Technologies program an experimental Electrical Engineering program of the international level was created.

12 Evolution of Specialist Training Programs in Electrical Engineering In order to implement next generation program an integrated curriculum for undergraduate education was developed. This curriculum was not contradicting requirements from the Standard 2 for the parent and programs. However, new Electrical Engineering program provided significant changes in the nomenclature, volume and content of disciplines in relation to its predecessors fixed in the Standard 2. And totally met requirements reflected later in the Standard 3 for the Electric Power Engineering and Electrical Engineering program.

13 Evolution of Specialist Training Programs in Electrical Engineering GATE, 2000 RAEE, 2008 NQA, 2010 ABET, 2006 EUR-ACE quality label, 2008

14 Electric Power Engineering and Electrical Engineering Educational program is based on the internal educational standard of TPU which supplements the Standard 3 with the requirements of international engineering educational standards and contributes to endorsement of the program s goals and outcomes with employers strategic partners of TPU interested in TPU s graduates (bachelors, masters). The outcomes of Electric Power Engineering and Electrical Engineering program were approved by industrial enterprises which signed the protocols of approvement. Within these enterprises are the largest Russian electrical power corporations. System Operator of UPS Federal Grid Company

15 The Electric Power Engineering and Electrical Engineering program Program profiles: P1. Electrical Power Plants P2. Electrical Power Systems and Networks P3. Electric Power Supply P4. Relay Protection and Electrical Power Systems Automation P5. High-Voltage Electric Power Engineering P6. Electromechanics P7. Electric and Electronic Equipment P8. Electric Drives and Automation P9. Electric Equipment and Electrical Facilities of Enterprises, Companies and Institutions P10. Electrical Insulation, Cable and Capacitor Engineering

16 The Electric Power Engineering and Electrical Engineering program. The Structure of First Cycle Training Term Structural blocks of the training Credits 1-4 5, 6 7, 8 Basic disciplines in humanities, social and economical courses (HSE), mathematics and natural sciences (MNS) and professional subjects (PS) Optional disciplines for HSE, MNS and PS Basic disciplines for PS module «Electric Power Engineering» (profiles P1, P2, P3, P4, P5) Student Internship Basic disciplines for PS module «Electrical Engineering» (profiles P6, P7, P8, P9, P10) Optional disciplines for HSE, MNS and PS Industrial Internship Modules of disciplines for training profiles P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Optional disciplines for HSE, MNS and PS State Final Certification (State Final Examination and Final Paper)

17 Electric Power Engineering and Electrical Engineering program Centers for research and education Woodward, Inc. (USA) Eaton, Inc. (USA) LappKabel, Ltd. (Germany) Danfoss Group (Denmark)

18 The Electric Power Engineering and Electrical Engineering program Laboratories for Bachelor Training

19 Electric Power Engineering and Electrical Engineering. Computer classrooms Computer Classroom for Design Computer Classroom for Distant Learning Student group studying in the computer classroom

20 Electric Power Engineering and Electrical Engineering Shortcomings of the Program: 1. Concerns of the industry on the insufficient engineering level of graduates due to reduction of the training time. Time-consuming adaptation to engineering work. 2. Low efficiency of students self-work organization 3. Little experience in students team projects implementation

21 CDIO Initiative In October, 2011 National Research Tomsk Polytechnic University joined the Worldwide CDIO Initiative (The CDIO Initiative) TPU is the first Russian higher education institution involved in the initiative of leading world higher education institutions on modernization of engineering education. For the time being, about 70 higher educational institutions from 25 countries of the world have joined the project. In 2012, Tomsk Polytechnic University will test CDIO principles on three pilot bachelor programs in its 3 institutes, namely, the Institute of Natural Resources, the Institute of Physics and Technology, and the Institute of Power Engineering.

22 Alignment of Electric Power Engineering and Electrical Engineering program goals with CDIO concept G1. To prepare a graduate for conducting research in multidisciplinary areas including mathematical modeling of processes and objects, experimental studies and analysis of their results, search for resource-saving technologies and new solutions in Electric Power Engineering and Electrical Engineering basing on the best experience Russia and foreign countries G2. To prepare a graduate to perform design work, to calculate, analyze and design of electric power grids and electric equipment, installations and systems, to compete on the global market, to apply state-of-the-art means of design automation which consider environmental consequences G3. To prepare a graduate for work in the sphere of power facilities construction, installation and maintenance, servicing and testing, diagnostics and monitoring of electric power equipment in accordance with the training provided and requirements of environmental protection, safety of personnel and operation G4. To prepare a graduate to managing and administrative tasks related to personnel management (including international staff), decision-making in the field of operation, management and monitoring of the operating practice at the enterprises, companies and institutions of Electric Power Industry. G5. To prepare a graduate for self-learning and acquiring new knowledge and skills, continuous selfimprovement aimed at full implementation of the potential for successful professional career

23 Alignment of Program Goals with CDIO standards CDIO Standards Scale «Electric Power Engineering and Electrical Engineering» Compliance Standard 1 - CDIO as Context 2 Developed plan to provide transfer to CDIO principles during the program implementation Standard 2 - CDIO Syllabus Outcomes Standard 3 - Integrated Curriculum Standard 4 - Introduction to Engineering Standard 5 - Design-Build Experiences Learning Outcomes of Program have been analyzed to find discrepancies with CDIO Syllabus. Adjustments are being introduced Preliminary correlation of disciplines with planned Learning Outcomes is being performed The necessity of an Introductory course is justified, the process of its implementation is started Curriculum incorporates possibilities for projectintegrated activity Standard 6 - CDIO Workspaces 2 Laboratories for the development of practical, research and engineering skills, the necessity of workspaces is determined

24 Alignment of Program Goals with CDIO standards CDIO Standards Standard 7 - Integrated Learning Experiences Scale «Electric Power Engineering and Electrical Engineering» Compliance Integrated learning is included in the curriculum, but programs were not assessed for compliance Standard 8 - Active Learning 1 Active learning methods are included in syllabus according to the standards of TPU Programs but they are not implemented at full scale Standard 9 - Enhancement of Faculty CDIO Skills 1 Teaching staff improves an engineering practice but there is no systematic Enhancement Plan Standard 10 - Enhancement of Faculty Teaching Skills Standard 11 - CDIO Skills Assessment Standard 12 - CDIO Program Evaluation Teaching staff improves teaching competencies but there is no systematic Enhancement Plan Assessment methods used do not always correspond to the Learning Outcomes External evaluation of the quality management system, external accreditation of the previous program (ABET, GATE, EUR-ACE label, AEER)

25 Thank you for Thank you for attention! attention!

26 Issues for discussion and questions for experience learning 1. How do planned learning outcomes comply with the industry requirements? 2. How does the industry formulate requirements to the graduates? 3. What technologies are used to achieve the planned learning outcomes? 4. How are learning outcomes assessed? 5. How are learning outcomes adjusted?