The world needs engineers more than ever today. The National Academy of Engineering laid out 14 of the engineering grand challenges - these challenges are extremely complex, global and most of all, need engineers to build systems to solve them. From clean drinking water to managing the nitrogen cycle, the engineers of tomorrow need to be capable of either designing systems or participating in a team that is designing systems. However, traditional tools to teach engineering stop at merely teaching students to simulate concepts - what students need is to go beyond simulation and Do Engineering to combine the essential elements of engineering to build real-world systems. The Graphical System Design approach enables students to go beyond theory and simulation and combine the elements of engineering in a semester to build real systems. In this talk, we will explore how Graphical System Design has revolutionized engineering education worldwide and is poised to help graduate the engineer of 2020 who can build systems to address the grand engineering challenges.

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The Institute for Innovation in International Engineering Education(IIIEE) at the University of Tokyo (UT/Todai) offers various courses and programs that provide Japanese students with opportunities to internationalize. In this year's paper, we focus on the "M/K-Skype" course and the related visits to MIT in Boston, USA, and KTH in Stockholm, Sweden. In the course, students do a small project for which they have to communicate with students from overseas universities through Skype. After the course, selected students get the opportunity to join us on a visit to the partner university and get to meet their Skype partners in person, while we have also received groups of MIT and KTH students who participated in the Skype classes at our campus in Tokyo. Students don't only improve their language skills and self-confidence, but also learn to collaborate internationally and get to talk about different education approaches and what life is like at universities abroad.

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The first university in Syria was found in the early years of the 20th century, and the first faculty of engineering was found around the time of independence from France in 1946. Unlike Japan the engineering faculties in Syria are independent from each other and each faculty has several departments. All engineering students in all faculties study for 5 years to get the engineering degree; around 90% of the courses have a practical section that counts for 20 to 30% of the course degrees, where students work in laboratories, interact with teaching staff and visit factories or project sites. And in most faculties, 3rd and 4th year students have camps where they visit factories and working government facilities and work there for around a month as part of their education program. In this paper the Department of Spinning and Textile Engineering in the Faculty of Chemical and Petroleum Engineering in Al-Baath University, will be used as an example.

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The authors' monozukuri (Japanese-style conscientious manufacturing) project in the Philippines is an initiative in industrial-academic cooperation for human resources development. This project consists of (1) the promotion of R&D and human resources development by Philippine universities, by companies affiliated with the Philippine Economic Zone Authority (PEZA), and by Toyo University; (2) training for Filipino professors at Toyo University; and (3) lectures in the Philippine Economic Zone by Toyo University professors. The feasibility study spanned three phases: (1) creating a textbook, (2) training Filipino professors in Japan, and (3) conducting trial lessons for Filipino university students and for local employees of the Philippine subsidiary of a Japanese manufacturer. The questionnaire survey results reveal the following: (1) the participating university students and company employees found the lectures to be applicable to their lives and good preparation for the working world and (2) the scores are uniformly high for applicability, comprehensiveness, relevance, appropriateness, and effectiveness.

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The Japanese Student Services Organization (JASSO) has started its "Short-Stay and Short-Visit scholarship programs (SS-SV programs)" in the academic year 2011. The Faculty of Engineering, Niigata University, has obtained these scholarships for both German and Japanese students in 2011 and 2012. The objective of these "SS-SV programs" is to support students to visit a foreign country and stay there for less than three months. Because of our past experience of the "Two-week Summer School", which has been developed within the cooperation between Otto-von-Guericke-University Magdeburg, Germany and Niigata University, Japan since 1996, we experienced that a short term stay in a foreign country works as an initiator for the students' interest and will to study further in foreign countries. The authors believe that this type of short-term exchanges has actually proved to be very effective to encourage the students in engineering fields to start international activities.

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The CDIO (which stands for Conceive-Design-Implement-Operate) Initiative is known as "an innovative educational framework for producing the next generation of engineers." The framework was formally proposed by the Massachusetts Institute of Technology in collaboration with three Swedish universities in 2000 and, as of May, 2013, 99 universities and colleges from some 30 countries and regions have joined the initiative as the so-called "collaborators." The Initiative aims to reform engineering education emphasizing the importance of the practical side of engineering without risking the solid basis in engineering fundamentals and sciences. In 2011, Kanazawa Institute of Technology (KIT), following Kanazawa Technical College (KTC), was allowed to join the Initiative. The basic concepts and framework of the CDIO Initiative, including the 12 CDIO Standards and the new version of the CDIO Syllabus, will be presented. The author will also give his personal observations gained from his involvement in KIT's experience as a collaborator.

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This paper reports on a grogram, SCOT, for improving teaching with input from students. Since the requirement for Faculty Development (FD) was introduced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2007 for graduate programs and 2008 for undergraduate programs, most universities have implemented various FD programs. Teachers' peer observation of classes is one of the initiatives seen at many universities. However, there is one thing lacking: students' engagement. SCOT is a program developed and implemented in some universities in America with the idea of supporting teachers to improve their teaching from the learners' perspectives. We will introduce the training and the consultation process of SCOT at Shibaura Institute of Technology (SIT).

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We have been conducting the international cooperation on the engineering education programs by the grants-in-aid of Japanese government. One of the major activities is the presentations in the international conferences for the purpose to announce and discuss the educational reforms we have conducted. We have performed thirty-nine presentations in the international conferences held overseas for nine years, and investigated the international educational issues which were common or unique to each university. Since the current issues on the engineering education are common to those of every country, it is obviously effective to discuss the development of educational programs and information exchanges. Another is the exchanges of the students or faculties between the universities with respect to the educational programs, based on the individual collaborations on their scientific researches. We discussed the topics on the educational reforms, project-based learning programs, engineering ethics, and so on. Since the experiences of collaborations with foreign universities are significant for student's careers, we have been continuing the student exchanges with foreign universities, which gave the students precious profits.

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In the era of globalization, cross cultural understanding becomes critical issues in managing culturally diverse stakeholders. This paper covers case studies of Hokkaido University's Education programs aiming to foster global leader and an importance of Phronesis approach (practical Wisdom) in developing globally active human resources with project management competencies. Firstly, Education programs initiated by Hokkaido University will be introduced along with its school philosophies. One of underlining concepts of the programs is importance of cross cultural understanding and applications of the knowledge into practices, which is thought to be the very essence of Phronesis approach. Cross cultural understanding starts with knowing native culture. In this context, secondly, Japan unique cultural values, such as "Bushido", "WA(Harmony)", and "Genba(Workplace power)" will be introduced here in order for the audience to gain better insights on managing a project with cultural awareness,

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Engineering ethics is considered as one of the most important elements of engineering education by the Japanese Accreditation Board for Engineering Education (JABEE) as well as by many other national and international accreditation entities including ABET in the US and the International Engineering Alliance. However, what are actually taught in engineering programs in Japan and in other countries in the name of "engineering ethics"? With the support from the Japan Society for the Promotion of Science (JSPS), the Research Committee on Engineering Ethics of the JSEE (hereafter the Committee) has conducted an empirical study on the current state of engineering ethics education in Japan (and in some other countries) as a first step toward the development of a "model syllabus" for engineering ethics. By carrying out the two-phased extensive survey on existing syllabi (in collaboration with JABEE), an analytical classification of the survey results, the two-round Delphi questionnaires for the feedback from experts, and a public comment survey, the Committee has identified the educational and learning objectives of engineering ethics. The results of the above study as well as the scope and goal of the Model Syllabus project will be discussed in the presentation.

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The Philippines as well as East Timor have their own tradition and history of education. Both countries come from a colonial background, however the Philippines have a longer and more developed educational system. The half-island Southeast Asian country Timor Leste "East Timor" has only been recorded in history since the arrival of the Portuguese in the 16th century. Timor Leste had to struggle against foreign occupation ending with its declaration of independence from Indonesia in 2002. After the bloody sequels of 2006 the young independent country's economy is now showing recovery. Poor education has been identified as one of the biggest concerns by the government. The Education System had almost been brought to its knees due to the effects of historical, political and economic issues. This paper has the intention to give an approach, later on compare the two systems and find common points where the experience of the Philippines could serve as a model for East Timor education.

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In order to innovate rather than just make incremental change to a product, engineers need a deep understanding of the science of materials. Engineering students, therefore, especially those who are not materials specialists, should be given the basic scientific knowledge and vocabulary to equip them to choose and use materials wisely. A connection must be made between the materials properties in which engineers are interested and the underlying science. In this study, a visual approach has been taken. Charts showing how atomic characteristics relate to materials properties have been created using the elements database in CES EduPack, (a world-leading materials teaching resource). Characteristics of the elements in the Periodic table are illustrated and other teaching examples for fundamental subjects are suggested.

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Manufacturing (Monozukuri in Japan, Production is Europe) is one of the key elements of economic well-being of a society. This article deals with the interplay of manufacturing engineering courses and web-based education from the context of undergraduate mechanical engineering degree program. The manufacturing engineering related courses offered by the undergraduate mechanical engineering degree programs of some institutes in the USA, UK, EU, Middle-east, and Japan are described. The web-based manufacturing engineering course-offering aided by concept maps is also described. The outcome of this article shed some lights on how to balance the aspects near-future-employment-based education and academic-discipline-based education for creating learned professionals in manufacturing for the years to come.

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Engineering colleges in Korea have struggled with recruiting and retaining top students. At the same time, a large enrollment quota has resulted in a high influx of students who are not adequately prepared for engineering classes. Despite heavy teaching loads, a research-emphasized faculty evaluation system does not motivate the faculty members to pay much attention to education. Accreditation of engineering education, which started in 2001, brought much-needed reform in engineering education. Since then, several projects have been funded by the government and the industry, such as Innovation Centers for Engineering Education (ICEE) and the Women in Engineering (WIE) program. Undergraduate education is expected to be more rigorous in future, and more faculty training on education pedagogies and educational tools are anticipated.

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The Engineering School at the National University of Singapore (NUS) admits more than 1,500 freshmen each year into its nine undergraduate engineering programs. By the time the students in each cohort graduate, more than of half would have participated in some form of overseas program. This paper discusses the various overseas opportunities that are available to NUS engineering students.

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