A Dynamic Educational Planning for Education of Electrical Engineers in EE Dept. Sharif University of Technology Tehran, Iran Electrical Energy Education & Research December 14-16, 2009 Mahmoud Fotuhi, Mehdi Vakilian, Forohar Farzaneh, Mehdi Fardmanesh, Mehdi Ehsan, Mahmoud Tabandeh, Mehran Jahed, Mohammad Haeri, B. Hossein Khalaj, M. Hossein Alavi, Mahmoud Nahvi
Sharif University of Technology Departments : Electrical Engineering Mechanical Engineering Civil Engineering Computer Engineering Areo Space Engineering Industrial Engineering Chemical and Petroleum Engineering Material Science Engineering Physics Mathematics Chemistry Management And Economics (Graduate level only)
Sharif University of Technology 5 12/20/2009
Electrical Engineering Department 1530 students 1000 undergraduate students 380 M.Sc. 150 Ph.D. 62 faculties 12 power system 15 electronics 7 control 23 communication 5 biomedical
Outline Introduction (Importance of Revising Educational Methodologies) Requirement of a Major Restructuring in The Educational Planning Electrical Engineering Department Mission Special Goals in This Restructuring Development Stages in This Educational Restructuring First five Semesters Structure Structure of Last Three Semesters Method of Evaluation and Inspection of The Program in Practice Summary and Conclusion
Introduction Importance of Revising Educational Methodologies 1- To Satisfy The Country s Industry Expectation 2- Inspirations From The Modern Educational Programs of Advanced Universities in The World 3 -Development of An Educational Program Based on The Electrical Engineering Department s Mission
Requirement of a Major Restructuring in The Educational Planning 1 - The Advancements of Recent Two Decades 2 - New Developments in Some Aspects of Education Required by Engineers 3 - Merging New Computational Technologies & Evolution of Production and Manufacturing Techniques 4 - Major Revisions in Educational Structure of Advanced Universities Around the World
Mission of Electrical Engineering Department -- Education of Engineers in Highest International level, realizing the Present and Future Needs of Country and Providing Necessary Assistance for Iran Expectation in all Scientific, Technical, Economical, and Social Aspects -- This Mission Includes Research and Education Plans Supervision and Management for Deployment of Science Cutting Edges, and Establishment of new scientific and Technical Movements leading to Humans welfare, with Minimum Harm to the Environment
Special Goals in This Educational Restructuring 1 - Replying the scientific hunger of Most Distinguished Students Entering This Program from Start of the First Semester of Their Study 2- Delivering Some Courses both in Class and Laboratory with Professor Supervision to Enhance the Quality of Learning 3 - Establishing New Laboratories 4 - Developing New Courses and Employing New Teaching Methodologies 5- Enhancement of Existing Laboratories 6- Coordination in Delivering Courses among different Groups of Classes and Laboratories 7- Reinforcement of Self-confidence in Solving Industrial Problems and Establishment of Independent Technical and Scientific Thinking 8- Special Emphasize on Projects and Rectifying the Methodology of Its Delivery and Evaluation
Development Stages in This Educational Restructuring 1- Development of Electrical Engineering Department Mission 2- Determining Goals of This Educational Planning on the Basis of Department Mission 3- Educational Program Analysis of about twenty Universities in Modern Countries Around the World; one University from Neighbor Country 4- Evaluation of Needs of Some Industries Related to Electrical Engineering in the Country
"Introduction " Importance of Revising Educational Programs of these universities studied: 1- Stanford University, Electrical Engineering Undergraduate Program, USA, 2005 2- Caltech University, Electrical Engineering Undergraduate Program, USA, 2005 3- University of Illinois, Electrical Engineering Undergraduate Program, USA, 2004 4- University of Berkeley, Electrical Engineering Undergraduate Program, USA, 2004 5- Massachusetts Institute of Technology Department of Electrical Engineering and Computer Science, Undergraduate Program, USA, 2004 6- UCLA, B.S. in Electrical Engineering Curriculum, USA, 2004 7- Pennsylvania State University, Electrical Engineering Undergraduate Program, USA, 2004 8-University of Georgia Institute of Technology, Electrical Engineering Undergraduate Program, USA, 2004 9-Cambridge University, Engineering Department, Undergraduate prospectus 2005/ 2006 Electrical & Electronic Engineering, U.K. 10- Imperial College, London, U. K, 2004-5 Department of Electrical and Electronic Engineering, Undergraduate Syllabuses-2004-05 11- Oxford University, Undergraduate Electrical Engineering Program, U.K, 2004-2005
12-Brunel University, Undergraduate Electrical Engineering Program, U.K, 2004-2005 13-Universite Paris Sud- Orsay, : Southern Paris University - Orsay, France 14- ENST (Telecom- Paris) 2004-2005, France 15- Ecole Superieure d Electricite, (SUPELEC) 2004-2005, France 16- CPGE MPSI (2004-2005), France 17- Aachen University, Undergraduate Electrical Engineering Program, 2004-2005, Germany 18- Berlin University, Undergraduate Electrical Engineering Program, 2004-2005, Germany 19- Stuttgart University, Undergraduate Electrical Engineering Program, 2004-2005, Germany 20-Karlsruhe University, Undergraduate Electrical Engineering Program, 2004-2005, Germany 21-Bilkent university, Electrical Engineering Department, 2005, Turkey
First Semester Mathematics I Physics I + Lab. English Language Physical Education I Engineering Graphics Fundamentals of Electrical Engineering + Lab. General Education First five Semesters Structure Units 4 3+1 3 1 2 3+1 2 Second Semester Mathematics II Physics II + Lab. Differential Equations Computer Programming & Algorithms Physical Education II Analog Circuits + Lab. General Workshop Units 4 3+1 3 2 2 3+1 2 Third Semester Electric Circuits Theory Engineering Mathematics Numerical Computation Elect. Eng. Specialized Language Electro-Magnetics Fundamentals of Electronics + Lab. Electrical Engineering Workshop Units 3 3 3 2 3 4 1 Total 20 Total 20 Total 19
First five Semesters Structure (continued) Fourth Semester Units Fifth Semester Units Signals And Systems 3 Communication Systems 3 Electrical Energy Conversion I+ Lab. 3+1 Computer Structure and Microprocessor + Lab. 4 Logic Circuits and Digital Systems + Lab. 3+1 Linear Control Systems +Lab. 4 Engineering Statistics and Probabilities 3 Analysis of Electrical Energy Systems I 3 General Education 2 Engineering Economics* 3 General Education 2 General Education 2 Total 18 Total 19 *or Project Control, Analysis of Economic-Social System Dynamics, Macro Economics, Business Management, Entrepreneurship
Fundamental of Electrical Engineering Lab
Content of First Five Semesters Common Curriculum Electrical Eng. Core Basic Sciences General Education Total 54 units 29 units 13 units 96 units
Major Fields in Electrical Engineering 1 - Electronics 2 - Bio-Electrics 3 - Electrical Energy Systems (Power) 4- Digital Systems 5 - Control Systems 6 - Tele-Communications
Structure of New Curriculum Electrical Eng. Core Basic Sciences Compulsory EE Courses for a specific field Elective courses from EE, Management & Economics General Education Total 55 units 29 units 24 units 12 units 20 units 140 units
Program in Perspective
Methods of Evaluation and Inspection of Program in Practice 1 - Having Lecturers Point of View 2 -Having Students Point of View 3 - Having Experts Point of View Responsibility of: Executive Educational Planning Committee
A Sample Questionnaire : Collected from Students of Analogue Circuits Course 1-Table of Questionnaire regarding Lab. & Class A- Questions of four possible answer type B- Complementary Question with descriptive answer 2- Classifying the Replies and Their Analysis
Table: Questions for Having Students Point of View Analog Circuits & Lab. Question: 1-This Lab. Helps me on learning the subject Completely Agree Agree Neutral Completely Against Against 2-This Lab. Improved my interest on subject 3-The concepts and expertise delivered by this lab follow the class teachings 4-This Lab. helps me on practical & critical thinking on the subject 5-The experiments of this Lab. are clearly related to topics of the course and electronic devices & circuits 6-Lab. supervision by class professor helped my learning the subject
Table (cont.): Questions for Having Students Point of View Analog Circuits & Lab. Question: Completely Agree Agree Neutral Completely Against Against 7-Presence of assistants in lab. helps me learning in this lab. 8- topics selected for the experiments helped me learning in the Lab. 9-Facilities & Equipments in the Lab. match with the contents and topics of the course 10-Coordinated Delivery of course among different classes was effective 11-Class assistants were helpful on my learning 12-Any complementary point of view or criticize
Analysis of responses to Questionnaire Course: Analog Circuits & Lab. 1 - On average the responses to the first eleven questions were 4 out of 5 (for all four classes of the course delivered coordinately) 2- Students are in agree with the performance of this course and its Lab. in practice 3-Delivering the Lab. in the same semester, and in coordinated form with course contents, plays an important role in the course success 4-Sample of descriptive comments: A- recommends: increasing number of assistants in the Lab. and observe a balance between the content of experiments and duration of the lab. B- recommends: handing out the solutions to tutorial questions
Summary and Conclusion 1 - Electrical Engineering Department Educational Planning Committee established a major restructured program 2 -The principals of this Educational Planning, which is based on Electrical Eng. Dept. Mission, 3 - In this educational planning, the educational plans of a number of qualified universities around the world studied and analyzed 4- In this educational planning, the required expertise for engineers to work in different industries of the country were recognized
Summary and Conclusion (cont.) 5- Some of the special characteristics of the restructured program: A- Delivering some of the courses together with Lab. at the same semester and in a coordinated structure B- Familiarizing students with electrical engineering from the first semester, special recognition of training, and scheduling projects in two consecutive semesters C- Recognition of graduate needs in work place, by teaching engineering ethics, topics related to management and economics and environmental concerns D- Improving and upgrading the content of courses, establishing new labs, refurbishing and upgrading the existing labs 6 -Success and debug of this Educational Planning requires a constant evaluation and inspection of the outcomes, and review of comments received on the performance of the program
Thank You www.sina.sharif.edu fotuhi@sharif.edu