In this paper, activities of the American Society for Engineering Education towards transformation of Engineering education in the United States and the world are presented. Tomorrow’ s engineers must have skills that go beyond technical know how. They must be equipped with the knowledge and attitude to reduce vulnerability to human and natural threats, energy, environment, and urban infrastructure. They need to be able to function globally and work with professionals in other fields of sciences to create innovations in medicine and healthcare. The paper begins with some background information on the American Society for Engineering Education and continues with a description of several specific activities aimed at transforming engineering education.

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SEFI stands for Société Européenne pour la Formation des Ingénieurs (European Society of Engineering Education). This society, founded in 1973, is presented on the background of European educational tradition. SEFI is one of two European societies dedicated to the question of engineering education. For a long time, SEFI represented rather the western and northern part of Europe, while its sister organization IGIP (Internationale Gesellschaft für Ingenieurpädagogik - International Society for Engineering Pedagogy) concentrated on Middle and Eastern Europe. Nowadays, the two societies are working together and cover more or less all of Europe. SEFI’s activities, outreach, links, projects, and prospects are described and characterized. SEFI is not just involved with didactical questions. The society also takes an active role in the shaping of the European landscape of engineering education being member or partner of in a number of societies and contributing actively to EU projects.

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This paper provides an overview of the Joint MS Degree Program between Korea University of Technology and Education’ s (KUT) Mechatronics Department and Kansas University’ s (KU) Mechanical Engineering Department. Discussions were initiated in early 2005 which resulted in a formal agreement being approved by both parties in mid-2007. The Joint MS Degree Program is composed of 30 semester credit hours, equally split between the two universities, with the actual degree being awarded by the institution at which the thesis work is performed. Issues addressed during the development of this Joint MS Program included: joint versus dual degrees, institutional acceptance of the transfer of fifteen hours of credit for an MS degree, different admissions requirements and procedures for the two institutions, financial support of the students, faculty advisors at each institution, Graduate Directors at each institution, transcript acknowledgement of the Joint Degree, residency requirements, English speaking requirements/abilities, thesis publication allowances/requirements, and time zone differences for virtual meetings.
These issues have been addressed, and the Joint MS Degree Program is functioning with a small number of students having taken advantage of the opportunity since the Program’ s inception. Future considerations are: growing the number of students in the Program, expansion to other Departments besides KU-Mechanical Engineering and KUTMechatronics, including other universities in the Program, expansion to a Joint PhD Degree Program, and stronger funding resources.

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The economic and demographic growth in Asia has put increased importance to this part of the world whose contribution to the global community is vital in meeting global challenges. International cooperation in engineering education assumes a pivotal role in providing access to the frontiers of scientific and technological knowledge to the growing youths in the region. The thrust for advancement has been provided by the logic coming from the academic world itself, whereas expectations are high that the engineering education responds to challenges that are coming from outside the universities, such as environmental management, disaster management, and provision of common knowledge platform across disciplinary lines. Some cases are introduced in curriculum development that incorporates fieldwork and laboratory work intended to enhance the ability to cooperate. The new mode is discussed with focus on production, screening, storing/delivery, and leaning phases of knowledge. The strength of shared information will be enhanced through international cooperation.

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AEESEAP is the acronym for the Association for Engineering Education in Southeast and East Asia and the Pacific. The Association was formed in 1973 with the support of UNESCO. During the 36 years of development, however, the economic situation drastically changed among the member countries and AEESEAP must seek for new approach to achieve the aims and goals established at the beginning. The Executive Meeting held in Tokyo in 2008 was a turning point to adjust the AEESEAP activities to cope with new development. This paper describes the historical review and possible future activities of AEESEAP.

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Innovation in the previous century resulted in development of useful products ranging from automobiles and aircraft to cellular phones. However, the innovation and development of science and technology have changed the society and brought about negative issues. The issues emerged in the previous century remain in the excessive forms in the 21st century. The 21st century is seeing the rise of knowledge-based society, and paradigm shift is now going on. Human resources of university for creation of innovation are being called on to contribute to solving issues. Young people who pass through a doctor program must play a role as an innovator who can promote the paradigm shift. However, the higher education system of the universities in Japan is now required to be changed to dissolve the mismatch on the doctor program with industries, government and students. The discussion in the Business-University Forum of Japan for innovation of education system and a few challenges of the Nagoya University are introduced in this paper.

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Through engineering design education, the teachers must develop the skill of the problem solving. In this way the teachers can become the role model to the students. In addition, the environment for a teacher to learn it must be improved. Furthermore, the teachers must be able to raise the students′ motivation and to promote the growth of the students. Therefore the teachers must keep pace with the various transformation of the viewpoints and the time to talk with the student individually has to be secured.

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The purpose of this study is to clarify the meaning of the trendy concept in engineering ethics education that ethical problems should be comprehended from the viewpoint of design. First, I present two objections against the concept and the content of it. Second, I examine the concept and show that the essence of it is pragmatic methods. That is, we should understand ethical problems and design problems pragmatically. Finally, I point out that the objections are not true of this pragmatic understanding.

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The purpose of this paper is to show that the consideration of value is necessary to understand moral dilemmas in engineering ethics. First, the author shows that moral dilemmas are not fully understood in engineering ethics and argues that it is due to the lack of understanding of value. Second, the author considers the concept of value from the viewpoint of ‘desirability’ . Finally, three suggestions for improving engineering ethics in the understanding of moral dilemmas are made.

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We developed two e-learning materials for Manufacturing Practice safety education: movie learning materials and hazard-detection learning materials. Using these video and sound media, students can learn how to operate machines safely with movie learning materials, which raise the effectiveness of preparation and review for manufacturing practice. Using these materials, students can realize safety operation well. Students can apply knowledge learned in lectures to the detection of hazards and use study methods for hazard detection during machine operation using the hazard-detection learning materials. Particularly, the hazard-detection learning materials raise students′ safety consciousness and increase students′ comprehension of knowledge from lectures and comprehension of operations during Manufacturing Practice.

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Much debate has been conducted at various symposiums, but the discussions on engineering education in Japan tend to shift back and forth between the most primitive and the most highly advanced levels. The reason is considered to be that the systematic structure of engineering education has been insufficiently constructed, although engineering itself has been systematically well-established. In addition to the above problems, some work is necessary to solve such problems as the qualitative change caused by the maturation of Japanese industry and its society. These fundamental problems in the engineering education field depend heavily upon, 1) how to manage the balance of the research and education activities in universities, 2) the basic three educational targets (education, cultivation and technique) , and 3) further debate of the “specialization” of engineers. In this study, the novel concept of the engineering education system will be elucidated through the above preparative discussions.

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A new teaching method was developed in learning ‘machine fabrication’ for the undergraduate students. This consists of a few times of lectures, grouping, decision of industrial products which each group wants to investigate, investigation work by library books and internet, arrangement of data containing characteristics of the products, employed materials and processing methods, presentation, discussions and revision followed by another presentation. This new method is derived from one of the Finland′s way of primary school education. Their way of education is believed to have boosted up to the top ranking in PISA tests by OECD. After starting the new way of learning, students have fresh impressions on this lesson, especially for self-study, the way of investigation, collaborate work and presentation. Also, after four years of implementation, some improvements have been made including less use of internet, and determination of products and fabricating methods in advance which should be investigated. By this, students′ lecture assessment shows further encouraging results.

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Now, such as forgery, camouflage, concealment, and the alteration, the problems resulting from lack of the sense of ethics are occurring frequently. The department of junior high school technical arts to engineering ethics education is required for the solution. However, the example of introducing the ethics education is few in a current junior high school technical arts department. It is considered that it leads to a further improvement of the morality consideration by teaching from a past case to the engineering ethics at the stage of the compulsory education. In this thesis, it reports on the execution contents and an educational result.

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The 21st century Center of Excellence (COE) program in Department of Mechanical Engineering Science at Kyushu University construct the training framework of learning “Integrating Techniques” by research presentations for students in different majors and accident analyses for practical cases by Ph.D course students. The training framework is composed of three processes : 1) Peer review among Ph.D course students for the presentations, 2) Instructions by teachers in order to improve the quality of the presentations based on the result of the peer-reviews, 3) Final evaluation for the improved presentations by teachers and the students. This research has elucidated the quantitative effectiveness of the framework by the evaluations using questionnaires for the presentations. Furthermore, the result of investigation for the course students has observed positive correlation between the significance of integration techniques and the enthusiasm for participating the course, which reveals the efficacy of the learning framework proposed.

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In this research, an iterative learning type courseware was made, the distribution of time scores in the courseware is gotten by the learning management system. It is a proposed method by which the distribution of time scores is changed to frequency and to power spectrum using Fourier Transform. The learning process continues until students get the passing scores and are classified by using these values, which are related to average time and the average of scores′ square. Furthermore, the cross-correlation coefficients between the standard student and students are calculated, and delay times are analyzed. Finally, the transfer functions of some students are calculated, and the characteristics of the learning processes are analyzed.

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「工学教育」57巻5号 (９月号) の62ページに掲載しました図中に誤りがありました. 印刷・編集段階での不注意によるものです. 訂正するとともに, 著者および読者の皆様にご迷惑をお掛けしましたことをここにお詫び申し上げます.

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