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ENGINEERING , ENG I NEERING EDUCATION in TURKEY

ENGINEERING , ENG I NEERING EDUCATION in TURKEY. INTERNATIONAL TEACHER EDUCATION CONFERENCE ( ITEC 2014 ) Dubai / UNITED ARAB EMIRATES February 5-7, 2014 www.ite-c.net. Prof. Dr. Durmuş Günay The Turkish Council of Higher Education (CoHE/YÖK). Content.

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ENGINEERING , ENG I NEERING EDUCATION in TURKEY

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  1. ENGINEERING, ENGINEERING EDUCATIONin TURKEY INTERNATIONAL TEACHER EDUCATION CONFERENCE (ITEC2014) Dubai / UNITED ARAB EMIRATES February 5-7, 2014 www.ite-c.net Prof. Dr. Durmuş GünayThe TurkishCouncil of Higher Education(CoHE/YÖK)

  2. Content 1. Introduction: Challenge&Tendencies in HigherEducationandEngineeringEducation 2. Engineeringand New Tendencies in EngineeringEducation 3. What is Technology: Philosophy of Technology 4. EngineeringEducationandRanking of Engineering Programs in Turkey

  3. CHALLENGES &TENDENCIES in HIGHER EDUCATION and ENGINEERING EDUCATION

  4. Dynamics ForChange in HigherEducationArea Throughout history, the concept of the university has undergone many transformations. Threedynamicsforchange: • technology, • globalization and • competition

  5. Pillars of theKnowledgeEconomy Source: World Bank FourPillars of the Knowledge Economy • Education&Training • ICT Infrastructure • InnovationSystems • EconomicIncentives&InstitutionalRegime

  6. IvoryToweragainstOilWells “Universities long viewed as ivorytowers are increasingly recognized as oil wells of the new economy” David Ward

  7. MedievalUniversity-Modern University “ Established in themedievalperiodtotransmitknowledgeandprovidetrainingfor a fewkeyprofessions, in thenineteenthcenturyuniversitiesbecamecreators of fewknowledgethroughbasicresearch” American Higher Education in the Twenty-first Century, Edited by Philip G. Altbach, Robert O. Berdahl, and Paticial J. Gumport, FohnHokins University Press, 1999, London.

  8. Knowledge-DrivenFuture “There is no question that the need for learning institutions such as colleges and universities will become increasingly important in a knowledge-driven future. The real question is not whether higher education will be transformed but rather how and by whom … the challenge of change before us should be viewed not as a threat but as an opportunity for a renewal, perhaps even a renaissance in higher education.” U. of Michigan President EmeritusJames J. DuderstadtDancing with the Devil, 1998

  9. New Tendencies in HigherEducation Do-It-ALL or Do-It-Different and Do-It-Well The traditional model: Do-It-All Universities

  10. Problem and Solution “One solution never fits all.” “For every complex problem there is a simple solution… And it’is wrong!!!”

  11. PreparingStudentstoUnpredictableFuture “We are responsible for preparing our students to address problems we cannot foresee with knowledge that has not yet been developed using technology not yet invented.” “The problems we have cannot be solved at the same level of thinking at which we created them.” Albert Einstein

  12. PreparingStudentstoUnpredictableFuture Future imagination forms today …When it comes to the future, there are three kinds of people: Those who let it happen, those who make it happen, and those who wonder what happened. John M. Richardson, Jr. …For tomorrow belongs to the people who prepare for it today!

  13. Importance of HavingVision “If you don’t know where you are going… It won’t matter which path you take”

  14. Global KeyTendencies in HigherEducation Changing in population at a global scale Increasing in studentmobility Education as a global market Decreasing in publicfunds Increasing in competition Student as a customer Increasing in flexibility Increasing in transnationaleducation Increasing in strategicalliances, partnershipsandnetworks Rise of Asia

  15. Effect of Technology • A virtual world has been created by the internet and information technologies have expanded the boundaries against the real world.

  16. Changingtheperception of Ontos When the perception of ontos changed, the epistemic system, information system and education system, which are all based on the ontos perception, were also inevitably changed and transformed.

  17. ChangingthePerception of Ontos Competitiveness of a society has been measured using globally valid scales with the capacity of producing knowledge and technology and the ability of human cultivation.

  18. ExcellenceCriteria in Higher Education Dimensions in Higher Education area, and also, all measurements and criteria, should be in the scale of international ones.

  19. Knowledge ShiftingComplex Nature “Knowledge is progressivelyregarded to be complex, interdisciplinary, uncertain, and collaborative.” Prof. A. Kolmos New Trends in Engineerıng Educatıon: MegaProjectsandGobalization

  20. BoundaryBetweenCompetitionandEthics • Competition is both unavoidable and conducive to academic excellence • Excellence needs to be based on both teaching and research, but research remains dominant • The quest for excellence has an international frame of reference • The competition in higher education is not asleep

  21. BoundaryBetweenCompetitionandEthics • Ethicalvalues, • Greedy Cup ( Pyhtegoriean Cup)

  22. KeyCompetences The EQF identifiesanddefineseightdifferentkeycompetencesneededforLifelongLearning: • Communication in Mother Tongue • Communication in another language • Basic competences in Mathematics, Science and Technology • Digital competence • Learning to learn • Interpersonal and Civic Competences • Entrepreneurship • Cultural Awareness and Expression

  23. General Competences Strong Communicators Team Players Fast Learners Clever Interpreters Problems Solvers Creative Thinkers Well-Rounded Individuals

  24. ChangingConcepts of CoreCompetence Source: Chak, C. (2011), “ChangingEngineeringCurriculum in theGlobalizingWorld” Core competence may be defined as: “knowledge(and skills) put into action in specific contexts”. There aretwo basic types of core competences: Crosscompetence: Innovation, management, quality, networking, customer, safety, etc. Specific competence: Identifying possible applicationcontexts (products / processes, R&D / businessadministration, industry / services, Hard Ware/SoftWare, etc.).

  25. CoreCompetences • Critical Thinking • Cultural Awareness • English and Writing • Ethical Leadership • Global Citizenship • Information Literacy and Management • Mathematics and Statistics • Research Methods

  26. ENGINEERING and NEW TENDENCIES in ENGINEERING EDUCATION

  27. LongView of Engineering Education Integrative& Innovative ChangingtheCulture Engineer 2020 EngrScienceBasedContent PracticeOriented 1900 1950 2000 2050 Industrial Local&National Technological International Post-Industrial Trends in Industry Global Sustainable Global&Local Source: Sunthonkanokpong, W. (2011), Future Global Visions of Engineering Education

  28. HistoricalContext of EngineeringEducation • 19thCenturyandFirstHalf of the 20th Century: The Professional Engineer GreaterTryggvasonandDiranApelian Re-EngineeringEngineeringEducationforthe Challenges of the 21st Century

  29. HistoricalContext of EngineeringEducation • SecondHalf of the 20th Century: TheScientificEngineer GreaterTryggvasonandDiranApelian Re-EngineeringEngineeringEducationforthe Challenges of the 21st Century

  30. HistoricalContext of EngineeringEducation • The 21th Century: TheEntrepreneurial/EnterprisingEngineer GreaterTryggvasonandDiranApelian Re-EngineeringEngineeringEducationforthe Challenges of the 21st Century

  31. EngineeringEducation Source: King, C. Judson (2011), “RestructuringEngineeringEducation: Why, HowandWhen? “ Among the specific needs that most of the proponents believe should be met by broadening engineering education are: more understanding of the human condition, cultures and society, ability to work effectively with public policy, business and government needs, an understanding of the process of innovation and factors contributing toward it, ability to work in synergy with persons from other disciplines, including both other science and engineering fields and non-science/engineering fields such as business, law, economics, public policy, sociology, and others, ability to communicate and to express technical issues in simple, understandable terms, and general liberal education, integrated with engineering education.

  32. Liberal Education in Engineering Source: King, C. Judson (2011), “RestructuringEngineeringEducation: Why, HowandWhen? “ The Association of American Colleges and Universities (AAC&U) defines liberal education as: “an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world (e.g., science, culture, and society) as well as in-depth study in a specific area of interest. A liberal education helps students develop a sense of social responsibility, as well as strong and transferable intellectual and practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings.”

  33. Objective-BasedAgainstOutcome-BasedEngineeringEducation In the EQF a learning outcome is defined as a statement of what a learner knows, understands and is able to do on completion of a learning process. Learning outcomes are specified in three categories – as knowledge, skills and competence. Education has shiftedfromobjective-based/inputbasededucationtooutcomebasededucation.

  34. Qualification Source: EQF Glossary Qualification = Knowledge + Skill + Competence ‘knowledge’ means the outcome of the assimilation of information through learning; ‘skills’ means the ability to apply knowledge and use know-how to complete tasks and solve problems; ‘competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development. ‘qualification’ means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards

  35. Future Global Visions of EngineeringEducation Source: Sunthonkanokpong, W. (2011), Future Global Visions of Engineering Education Factors for engineering education could be arrangedfrom the highest to the lowest as follows: (1) lifelong learners; (2) ability to frame problems, putting them in asocio-technical and operational context; (3) dynamic/agile/resilient/flexible and high ethical standards and a strongsense of professionalism, (4) good communication skills with multiple stakeholders; (5) possess strong analyticalskills; (6) exhibit practical ingenuity; posses creativity; (7) business and management skills; leadership abilities.

  36. New Tendencies in Engineering Education • Distanceeducation • Interdisciplinaryprograms • Multidisciplinaryprogams • Entrepreneurship • Innovation • Integrating highereducationand market

  37. Changes in EngineeringEducation • the engineer as an interface between technology and human beings • teaching and learning have changed • change in learning styles, • change in teaching styles,

  38. Engineering The main characteristics of engineering are science, mathematics and design

  39. Engineer • The world of imagination (world of mind) that involves the scientific principles and ideas, • intangible world where ideas are transformed into specific projects and intellectual properties, and • the tangible or external worldwhere projects are turned into physical products

  40. Engineer • Scientistsdiscover the real world, engineers create a world that does not exist ever before” (Theodore Von Karman, (1881-1963), Aerospace Engineering) • Engineers make artificial objects for living in a better society. An engineer has one foot in the world of facts (physical world) and has another foot in the world of imagination (world of mind).

  41. TheRoot of theTerm “Engineer” • Comesfrom the Latin root, “ingenerate” and it means “to create”

  42. TheTerm “Mühendis (Engineer)” in Turkish • the Persian verb of andaâhtenor • andazidan, which meant “drawing” in early times, and later it gained the meaning of “measuring”. • The noun “andaze”, which has the meaning of size, measurement and also geometry, derives from the same Persian verb root. • Arabs bring the letter of "h" to the front of the word “andaze” and use it as “hendese”. • They derived the engineer word from the word of the Hendese. Arabs also gave the name “el-mühendis” to the people who dealt with geometry.

  43. Basic Science, Applied Science, Engineering Science and Technology • “Science is the “why”; it is the study of why things happen. Engineering is the “how”; engineers study how things happen and what we can do to make them better. In engineering you also gain experience in teamwork, design, and communication”. • Basic/Pure Science • Applied science • Engineering Science • Technology

  44. Relationship among the Technology, Science, Engineering Science and Engineering Source: Johnstone et al. (1999)

  45. WHAT IS TECHNOLOGY? PHILOSOPHY of TECHNOLOGY

  46. Technology • Existents are founded by three types of existence. • Existence in thought, • Existence in language, • Existence in external world

  47. Four Causes of an Existence • They are: • (1) the causamaterialis, the material, the matter out of which, for example, a silver chalice is made; • (2) the causaformalis, the form, the shape into which the material enters; • (3) the causafinalis, the end, for example, sacrificial rite in relation to which the chalice required is determined as to its form and matter; • (4) the causaefficiens, which brings about the effect that is the finished, actual chalice, in this case, the silversmith [9].

  48. Idea (Platon) and form (Aristoteles) • The basis of existence is, according to Aristotle, its essence or substance. • Plato called the essence of a thing an “idea”. Aristotle called the essence a “form” instead of an “idea”. According to Plato, the “idea” is separated from the beings and stays in the world of ideas. They are real beings in the world of idea. The beings in this world are the copies of the beings in the world of ideas. • Aristotle, on the other hand, it does not separate form/ideas from the beings and is immanent to existence. I have written down the following formula generated according to the relationship among the concepts of substance, form and material (hyle) by Aristotle

  49. Ousia/Substance English: Substance = Essence + Material Greek : Ousia= Form (eidos =essence = idea) + Hyle (Form Aristoteles) This formula may help in understanding the meaning of technology. Platon pointsouttherealm of ideas. Aristoteles suggeststhat form is immanent in the existence, and can not be separated material and form (İdeaPlaton) Platon showssky; Aristoteles opens his handtowardeart

  50. Relationship among technological product, engineering science, material and technology • Substance = Essence + Material • Technological product = Engineering Science + Material (Material) • Tecnological product = Substance • Engineering Science = Form (Essence) • Replacing (Technology=+) with the + sign then; • Technology = +

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