Bologna Process and its impact on Engineering Education in Europe 我很荣幸被邀请发言，在这个重要的国际会议

1. Bologna Process and its impact on Engineering Education in Europe我很荣幸被邀请发言，在这个重要的国际会议 2012 Workshop on Innovations in ICT Education (WIIE’12) Tariq Durrani University of Strathclyde Glasgow Scotland UK 22-23 October 2012 Beijing PRC.

2. Contents • The Bologna Process • Its Impact on Education • Typology of EU universities • Interdisciplinary Engineering Education • Q & A.

3. The Bologna Process Named after the Bologna Declaration, which was signed in the Italian city of Bologna on 19 June 1999 by ministers in charge of higher education from 29 European countries. Today, the Process unites 47 countries

4. Bologna Declaration (June 1999) • To make European Higher Education: - more compatible and comparable, - more competitive and more attractive for Europeans and for students and scholars from other continents.

5. Main Objectives • Be internationally competitive / the EHEA in a global context • Harmonizationof different European HE systems • Qualification frameworks • Increase the degree of compatibility and comparability between systems • Recognition of degrees and other higher education qualifications, transparency (a system of understandable and comparable degrees organized in cycles)

6. Main Objectives • Mobility of students, degree holders, professors or administrative staff • Joint degrees • Quality assurance • Employability • Lifelong learning

7. Responses to Overarching Objectives • Introduction of the three cycle system - Bachelor/Master/Doctorate. • Quality assurance – Enhancement Led Institutional Review- ELIR • Recognition of qualifications and periods of study –European Credit Transfer and Accumulation System- ECTS

8. Three cycle Bologna Process • First Cycle leads to a Bachelors Degree (Three to four years, 180-240 Credits) • Second Cycle leads to a Masters Degree (One to two years -60-120 Credits) • Third Cycle leads to a PhD Degree (upto four years -no credits)

9. European Credit Transfer and Accumulation System (ECTS) • A system for measuring student workload • A standard for comparing student attainment. • Diploma Supplement - a document attached to a higher education diploma, specifying the nature, context, level, status and content of the studies successfully completed.

10. Direct changes –ECTS • The European credit transfer and accumulation systembased on student workload required to achieve: • Objectives - in terms of the learning outcomes and competences. • 1 ECTS credit = approx. 25-30 hours dedicated to learning • = 36-40 hours per week • ECTS system enables: • - Recognition of credits among countries, mobility, transparency

11. Workload/duration for the most common Bachelor programmes in the Bologna countries, 2009/10 240 ECTS credits (4 academic years) 180 ECTS credits (3 academic years) Source: Eurydice.

12. Workload/duration for the most common Master programmes in the Bologna countries, 2009/10 120 ECTS credits (2 academic years) 90 ECTS credits (1.5 academic years or 1calendar year) 60 ECTS credits (1 academic year) Not applicable Source: Eurydice.

13.  Policy on student mobility,2009/10 Mobility policy and clear measures Mobility policy only for incoming or outgoing students Source: Eurydice.

14. Bologna Process Impact 1. Ensuring a quality higher education system 2. Adopting a two- or three-cycle system of study (BA, MA, PhD) 3. Promoting the mobility of students, academic and administrative staff 4. Introducing a credit system (ECTS) for the assessment of study perfor- mance

15. Bologna Process Impact 5. Recognition of levels: adopting a system of easily identifiable and comparable levels 6. Student participation in the management of higher education 7. Promoting a European dimension in higher education 8. Promoting the attractiveness of the European higher education area 9. Lifelong learning

16. Bologna Process Impact –establishment of EUR-ACE • The EURACE (EURopean Accredited Engineer) Label - a Certificate awarded to engineering degree programmes accredited by authorised quality assurance and accreditation agencies located in the European Higher Education Area.

17. Bologna Process Impact –establishment of EUR-ACE • The EUR-ACE label may be awarded to First Cycle (Bachelor) and Second Cycle (Master) accredited degrees in engineering. • Seven Agencies authorised to award the EUR-ACE label (31 Dec 2011) • 951 engineering degree programmes in over 170 universities and other higher education institutions in 15 countries

18. Typology of European Universities* • The European higher education landscape is highly diverse. • European Higher Education Area comparable to the US higher education system. • 3,300 higher education establishments in European Union and approximately 4,000 in Europe as a whole. [*Franz Van Vught , Former Rector Magnificus University of Twente, 2011]

19. Typology of European Universities • European system is complex • Primarily organised at national and regional levels, with specific legislative conditions, cultural and historical frames, • Vast array of different languages • Various forms, types and missions of higher education institutions

20. Typology of European Universities –Mission orientation • Student Centered • Industry Facing –driven by industry requirements • Regional role –meeting local needs • National role –meeting national demands • International role –playing worldwide role • Teaching Focused • Research Driven

21. U-Map profile of a higher education institution

22. U-Map profile of University of Maastricht

24. Possible Curriculum content?

25. Inter disciplinary Engineering Design Education • Latest Educational Hardware and Software Tools and Techniques • Exploring the Increasing Role of Engineering in Society • Promoting Innovation and Creativity in Engineering Design • Entrepreneurship • Management of Design • Role of Social Media in Engineering Education

26. Inter disciplinary Engineering Design Education • International and Global Aspects of Engineering Education • Student Projects and Internships • Learning Environments, Tools, and eLearning • Combining Teaching and Research • E-learning and E-assessment,

27. Inter disciplinary Engineering Design Education • Continuing Education & Its Delivery • Collaboration Between Universities, Industry, and Government • Engineering Education & Women • Distance Learning and Distance Teaching • Engineering Education Outreach and Verifications

28. Inter disciplinary Engineering Design Education • Education Topics related to: • Mobile Computing - Cloud Computing • Internet of Things • Sensors/Actuators • Energy Storage - Smart Grid • Clean Technology: Green vehicles, Green Architecture • Nanotechnology • Circuit and System Design • Test and Verification

30. Challenges in Engineering Education “Do our students actually learn during class, or do they simply feverishly scribble down everything we say, hoping somehow to understand the material later” “I always thought I was a pretty good lecturer, but… I had come to the realisation that even my most successful students weren’t retaining a lot of the material I had covered from one course to the other.”

31. Issues with conventional teaching –Traditional Education • Does not lead to a high rate of knowledge retention. • Often leave students disenchanted and bored with their education. • Motivation is also usually low.

32. Trends and Paradigms in Engineering Education • Problem based learning • Cooperative learning • T-shaped Engineer • Vertically Integrated Projects (VIPs) • Massively Open On-line Courses (MOOC)

33. Challenges in Engineering Education • Accelerating technological advances • Breadth of knowledge vs Depth of expertise • Changing industrial/commercial landscape • Expectation of employers • Need for Innovation • Globalisation

34. THANK YOUQuestions or comments

35. ‘Student-Centered’ Learning?

36. 1. Problem Based Learning (PbL) • Student-centered and shifts the focus from teaching to learning. • Engages students and enhances their learning - motivating by use of authentic problem-solving. • Learning takes place within the contexts of authentic tasks, problems and issues that are aligned with real-world concerns.

37. 2. Cooperative Learning • Teaching strategy for organizing classroom activities. • Grouped into small teams, pupils work together to achieve shared goals. • Effective tool that addresses - learning, organizational and communication problems in the classroom

38. Small Groups • Students can share strengths and also develop their weaker skills; interpersonal skills. deal with conflict. • Students engage in numerous activities that improve their understanding of subjects explored.

39. Cooperative Learning –Recent Trends and Movement • From: - Class –based groups to - Internet based clusters • Virtual classrooms • From Heterogeneous to off-line interactions • Tools such as dedicated real time classes to Skype classes • Students from different environments working together over the Internet on a shared assignment

40. Benefits • Increases academic achievement, • Improve behavior and attendance, • Increase self-esteem and motivation • Promotes the use of critical thinking skills and peer coaching.

41. Benefits • Promotes team-work - Students recognize that all group members share a common outcome. • Independence and accountability • Positive interdependence and cooperation.

42. Issues • Participants capitalize on each other's knowledge and skills and gain from each other's efforts. • Teacher to make sure that the teams have a diversity of viewpoints, abilities, gender, race and other characteristics.

43. Issues • Lecturers reluctance -as they have to give up part of their control. • Beneficial for bright students, slow learners may feel intimidated. • Quiet students may also feel uncomfortable in such a situation. • Lecturer to ensure balance of power and prevent more dominant students from taking over the team. • Greater burden on students by making them responsible for each other's learning.

44. Implementation issues • Resource intensive • Planning for replenishment • Faculty commitment • Issues of selectivity –what to chose ,what to leave out • Generalist vs specialist • Adequate Coverage of subject, imparting of sufficient skills?

45. Fads and Functions • Peer Learning • Active Learning • Reciprocal Teaching • Team Teaching • Problem-Based Learning • Project-Based Learning • Learning Theory • Learning Styles

46. James Weir Building,  University of Strathclyde  (photo:  AMA) Technology enabled active learning  (TEAL) classroom for engineering, MIT,  Massachusetts Institute of Technology

47. Immersive environments Customised learning space,  Stanford University Immersive environment

48. How Is Technology Used? • As a test bed • As an application of enterprise computing • For multiple uses of platforms and equipment • - To produce digital media • For teaching and team learning • - To visualize complex data or use simulation software • For distance learning and videoconferencing • For advanced collaboration

49. Active Learning Environments • Weir Teaching Cluster • InterActive ClassRooms • Studio Teaching

50. Studio Teaching