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Body of Knowledge and New Foundational Requirements for Curriculum Development: -Learning from Engineering Programs of 2

Body of Knowledge and New Foundational Requirements for Curriculum Development: -Learning from Engineering Programs of 2025. Methi Wecharatana New Jersey Institute of Technology August 6, 2009. Acknowledgment. Chulalongkorn University: Assoc. Prof. Dr. Pornpote Piumsomboon

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Body of Knowledge and New Foundational Requirements for Curriculum Development: -Learning from Engineering Programs of 2

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  1. Body of Knowledge and New Foundational Requirements for Curriculum Development:-Learning from EngineeringPrograms of 2025 Methi Wecharatana New Jersey Institute of Technology August 6, 2009

  2. Acknowledgment Chulalongkorn University: Assoc. Prof. Dr. Pornpote Piumsomboon Dean of Graduate School, and Dr. Manaskorn Rachakornkij Deputy Director, NCE-EHWM CHE, Ministry of Education Directors: International Affairs Division QA/QC Division

  3. Outline • Background and Philosophy • Globalization and New Challenges for Future Graduates • Body of Knowledge, Requirements for Graduates of 2025 • Curriculum Development and Accreditation • Concept and Practice

  4. “Boost Your Company’s IQ” • An article published in “Graduating Engineers” in March 1997 • Two common problems of most companies and organizations that failed are:

  5. “The Impossible Syndrome” and “The Not-Invented-Here orNot-My-Idea Syndrome”

  6. New Perceptions Positive Attitude Mentality: “Anything is possible, if we want it bad enough” “Your idea is good, we will adopt it and make it even better”

  7. Higher Education Philosophy Old Chinese Teaching: Logic of Higher Education ????

  8. Thai Higher Education at a Crossroads • So many new ideas • So many new mega projects • Research University • Collaborative Research Network • Center of Excellence, and …… • So many incomplete projects

  9. Thai Higher Education at a Crossroads • Same Old School of Thoughts: • People, System, and Management • Same Old Issues of Lacking • Sense of Ownership • Commitments • Responsibility, and • Accountability

  10. ThaiEducationalPrograms • Where are we, nationally, regionally, and globally after 40+ years? • In short, products ranking and quality? Who defines it? And How we measure it? • How do we compete with other existing (i.e. engineering) programs, old and new?

  11. Thai Educational Programs • How do ourgraduates (products) compete in the profession, nationally and globally? • How do we position ourselves and our students (products) to meet future challenges?

  12. What Are the New Challenges? • Globalization • Sustainability Requirements • Emerging Technology • Serious Problems with Ethical and Professional Responsibilities • Increased Complexity with the Corresponding Need to Identify, Define, and Solve Problems at the Boundaries of Traditional Disciplines (Multi-disciplinary)

  13. Learning from the Past • Example of the past 25 years: Emerging Technology • How did our leading higher education institutions (Executive Bodies) fail to project the significance of Information Technology on its impact to today’s global societies? • No serious investment on developing Programs and Curricula in this critical area

  14. Prof. Wiwat Sulayakamthorn Conversion Process: • Contents and Structure • Instructors • Teaching Method • Tool and Equipment • Learning Environment and Timeline Missing:-Institutional Leadership -Most Critical for Thai System

  15. What should our Thai Graduates (engineers) be in the year 2025?

  16. What are the Unique Features of your Products? • What are your selling points? • Are we known for anything today? • Selected Examples from One of the Thai Universities: Past:Water Resource Engineering Today:Anything special and unique?

  17. Signatures What are the unique features of your graduate products (engineering)? Example: CEE graduates (NJIT) • Site Planning and Project Development • Master of AISC Code • Green Engineering? • Sustainability? • Critical Infrastructure? • Co-operative Education (Northeastern University)?

  18. Future Challenges / Actions Taken Identifying new challenges, changes, and action: • Green Technology • Sensor Technology • Nanotechnology • Sustainability and Upcoming Energy Crisis? • Management and Leadership? • Globalization and Outsourcing? • New Global Financial Business Models? • Ethical Challenges that Threaten the Very Existence of our Thai Society today?

  19. Forward-looking Questions? • What have we prepared them for? • What do we want to be and do, individually and collectively?

  20. What are we here for? • It is not about us, it is about them, our students, our products. • It is not about more research papers, it is about what new knowledge and technology we learned in order to pass on to our students

  21. It is not about money and what we will get, it is about the readiness of our next generation to meet new challenges. • It is about responsibilities and self- satisfaction of fulfilling our obligation as an educator.

  22. Globalization and Forth-coming Challenges • Thai graduates to work in the global market or in other countries • For example: APEC Engineers and its Accreditation • Forth-coming requirements: Thai Education programs may have to meet International Accreditation (such as ABET for Engineering)

  23. How will globalization affect Thai Education programs and our graduates?

  24. What is “APEC Engineer”? An engineer who can officially practice as professional engineer in all 28 APEC economies (countries)

  25. Civil Structural Geo-technical Environmental Mechanical Electrical Industrial Mining Chemical APEC Engineer -Disciplines

  26. Required Qualification • Completed an accredited engineering program • Been assessed within their own economy as eligible for independent practice • Gained a minimum of seven years practical experience after graduation

  27. Required Qualification • Spent at least two years in responsible charge of significant (?) engineering work • International Projects • Projects of Mega-level • Maintained their continuing professional development at a satisfactory level

  28. Impact Assessment Disadvantages: • Concerns of job loss to foreign engineers • Are we better of today? • Outsourcing: • India, China, Taiwan, Malaysia

  29. Impact Assessment Advantages: • Exportof Thai engineering services to other APEC countries,larger economies such asUSA, Canada, Japan, Australia, Singapore, Taiwan, Hong Kong, Korea and China

  30. Pathway for Engineering Profession • Accreditation of programs and institutions • Examination (PE and Licensure) • Experiences • Expertise

  31. Significance of APEC Engineers • Drive QA/QC of Engineering programs • Development of assessment tools for programs and engineering practices • Encourage cross-border industrialinvestment and trade • Job opportunities for engineers inforeign countries to work on major projects such as those under ADB and World Bank loans

  32. Primary Organizations in Thailand for AE • Engineering Council -Registration • Ministry of Education (CHE) -Accreditation • Engineering Institute of Thailand (EIT) Professional Development -Accreditation • Dean of Engineering Council -Accreditation

  33. An Accredited Engineering Program • The Engineering-in-Training (EIT) exam set by the Japanese Consulting Engineers Association • The Fundamental of Engineering (EIT) exam set by the US National Council of Examiners in Engineering and Surveying

  34. What is forth-coming?Locally and Internationally -Accreditation -Accreditation -Accreditation

  35. Why do we need Accreditation? • Rules and Requirements • Quality, Uniformity, and Standards (recognition and credit transfer) • Public Relation • Self Assessment and Self Improvement

  36. What is ABET? • Accreditation Board for Engineering and Technology (ABET) • A Not-for-Profitorganization • Set national standards and requirements • Assess standards of all engineering and technology programs in all US universities

  37. What is ABET Accreditation? • An assurance that a college or university program meets the quality standards established by the profession for which it prepares its students

  38. ABET Accreditation • It is important to understand that accreditation is not a ranking system • It is simply an assurance that a program or institution meets established quality standards

  39. Why is ABET Accreditation Important? • It helps students and parents choose quality college programs • Accreditation enables employers to recruit graduates they know are well-prepared

  40. Why is ABET Accreditation Important? • Accreditation is used by registration, licensure, and certification boards to screen applicants • Accreditation gives colleges and universities a structured mechanism to assess, evaluate, and improve the quality of their programs

  41. Benefit of an Accredited Program • Jobs: Most engineering firms only hire engineers from accredited programs • Quality assurance (QA) of the products or graduates • Credit transfer among accredited programs • Anindicatorof good educational program and quality instructors

  42. Who Sets ABET Quality Standards? • The quality standards programs are set by the ABET professionals • For example: • Quality Standards for Civil Engineering Program are set by ASCE • For Mechanical Engineering: ASME • For Chemical Engineering: AICHE • For Electrical Engineering: IEEE • For Environmental Engineering: American Academy of Environmental Engineers

  43. ABET Staff Members from many Professional Associations such as • ASCE, ACI • AISC • AICHE, ASME • University Professors • Private Engineering Firms • Government Agencies: DOT

  44. Types of Accreditation There are two types of accreditation: • Institutional accreditation • Specialized accreditation

  45. Institutional Accreditation • Evaluates overall institutional quality • One form of institutional accreditation is regional accreditation of colleges and universities (Middle Atlantic States Colleges Association)

  46. Regional Accreditation • Middle States Association of Colleges and Schools • New England Association of Schools and Colleges • North Central Association of Colleges and Schools • Northwest Commission on Colleges and Universities • Southern Association of Colleges and Schools • Western Association of Schools and Colleges

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