Promoting engineering education by academia industry collaboration is the original mission of JSEE. It has been kept and challenged for more than sixty years. The importance of engineering education was further elevated by the persisting trade deficit of Japan in the past several years. To raise engineers to answer the true needs of Japanese industries, what should be taught and why they should be taught are the two most important things the Japanese industries should tell to the Japanese academia. Based on the discussion in “Kanto Salon” , an annual meeting of KTSEE, Kanto Society for Engineering Education, and a careful study of existing activities on this theme outside KTSEE, the following new academia industry collaboration is proposed in this paper. (1) Comprehensive development of a standardized curriculum containing reasons why those subjects should be taught. (2) Early development of a specific lecture for Japanese engineering schools. (3) Collaboration with other institutes to develop it.

View full abstract

This paper focuses on the current status and issues of activities of university and industry in Japan, and submits the prescriptions for the growth of engineering educations. Three key points of industrial supports are proposed to promote the engineering educations, (1) to stress the importance of the formal education in engineering for the university/college students in order to get a better position doing more important works in industry, (2) to educate the high school students and teachers about the importance of fostering Japan’ s high-technologies base and creating jobs, (3) to evaluate the students according to the achievement level of engineering educations that is standardized by collaborations between industry and academia.

View full abstract

To develop global engineers, an effective mechanism such as an industry-university collaborative education system is important. In order to cope with the progress and the world of trends in technology, the professional development must be always continued. Therefore, an organic education cooperation system with universities and industries is needed. Industry engineers incorporate the technology management perspective, and university faculties do the engineering approach for the project themes. The human resource development method of companies is expanded to universities. As part of the training in their companies, it was found that the education will be responsible not only for engineering education to the students, but also for the corporate engineer education.

View full abstract

Something ambiguous exists in the knowledge told at elementary school, junior high school and high school. So the influence by which these ambiguous knowledge are giving it to a university students were measured. As a result, understanding of knowledge was loose, and I found out that the knowledge falls. It′s difficult to bring high human resources up systematically in such state. Educational quality improvement of elementary school, junior high school and high school is indispensable to bring high level human resources up. Elementary school, junior high school, high school and a university propose that it’ s necessary that a group of enterprises cooperates and is reforming education to settle such problem.

View full abstract

The founding philosophy of Shibaura Institute of Technology is to nurture engineers with knowledge and skills necessary to contribute to a technology-oriented country through its practical education. In accordance with this philosophy, we developed a PBL course in collaboration with industries, local government and communities as a graduate course in 2013. This paper introduces the PBL course and its educational effects in terms of engineering education.

View full abstract

The paper introduces a robot contest-style Project Based Learning on academic society for embedded system education. Since 2004, we have carried a robot contest called ESS (Embedded System Symposium) robot challenge. The aim of this activity is to educate a practical development skill for leading to research for master’ s course students and engineers. To accomplish the aim, we have challenged various educational activities that are cooperated by enPiT-Emb/PEAL. In this paper, we mainly discuss how to keep the motivation and how to comprehend the system feature for educating the practical skill. As a result, the education contributes to conduct some novel research.

View full abstract

The author designed learning curriculum using the PBL (Problem Based Learning) for basic engineer in business. To eliminate demerits of the PBL, we change the teaching WAY, the evaluation RULE and the processing TOOL simultaneously. I measured the number of salutes for a question to presentation to evaluate this idea. The effect of activity could be confirmed in 2 or 4 years after the PBL started. The PBL have changed the culture of class to “We can discuss more” .

View full abstract

Embedded software’ s scale is getting larger and larger these days. In this situation, it is difficult to grow young software developers’ design skill with OJT (on-the-job-training) because there are less opportunities to make software from scratch. We have participated in ET Robocon (ET software design robot contest) for six years as a chance that young developers gain software development experiences from scratch. Many young developers attended this contest in our company and they grew not only their design and modeling skills but also motivations with this contest. This paper describes our activities toward the contest and the educational effects of this activities.

View full abstract

A company needs to educate engineers who cope with changes going on in recent business environment. We also need to design opportunities for engineers to cultivate their own learning motivation in training curriculums. This paper focused on an effect on engineers’ motivational design through engineering training. We structured a learning model based on a model for motivational design, and applied the model to prototype courses. As the first step, we added pre-learning program to improve their own motivation to training. The survey to learners after the training courses proved the pre-learning improved the effect of training and their learning motivation.

View full abstract