Iranian Journal of Engineering Education فصلنامه آموزش مهندسی ایران’s Post

https://lnkd.in/dfDCRemC Hamid Haghshenas Gorgani Alireza Jahantigh Pak Engineering Skills Education Center, Sharif University of Technology, Tehran, Iran 10.22047/ijee.2024.447252.2061 Abstract Meeting the needs of today’s industry plays a prominent role in the progress and competitive strength of any country. Therefore, it is necessary to align the curriculum of engineering courses with them. In this research, the focus has been on the mechanical engineering curriculum, especially in the universities of Iran. For this purpose, first by surveying the industry owners and reviewing the literature, these expectations have been identified and prioritized. Accordingly, the most important of these needs are creativity, visualization ability, familiarity with manufacturing processes, and agility in learning new concepts. Then, using a two-stage quality function deployment method (QFD), these expectations are translated into curriculum specifications. The results show that the most effective groups of courses in this field are elective courses, skill courses such as engineering graphics (including technical drawing and drawing courses), design of machine components, and practical workshops. In the existing programs, compared to courses in specialized theory and basic courses, some of them have received less considerable attention in quantity and quality. Keywords Mechanical engineering curriculum industry demands QFD

https://lnkd.in/dhw4uXiq EXPLORING THE ROLE OF MENTAL GAMES IN CAPTURING ATTENTION AND ENHANCING THE QUALITY OF ENGINEERING EDUCATION, ESPECIALLY IN ONLINE COURSE Document Type : Scientific - Research Author Roghayeh Gavagsaz-Ghoachani Shahid Beheshti University 10.22047/ijee.2024.446828.2059 Abstract Having the students’ focus during classroom sessions, especially in online courses, is of great importance. On the other hand, considering the characteristics of the new generation, innovative approaches should be highlighted in the classroom. This paper proposes several practical solutions based on gamification. These proposed methods are particularly employed at the beginning, middle, and end of the class. At the beginning of the class, activities with full interaction between students and the instructor are suggested to prepare students’ minds. In the middle of the class, brief relaxation activities are introduced to relieve students’ fatigue. At the end of the class, innovative group activities are introduced to summarize the class discussion. These methods aim not only to emphasize cognitive knowledge, which is the lowest side of the success triangle, but also to focus on strengthening students’ skills and attitudes. These approaches have been employed over several semesters at Shahid Beheshti University in various engineering disciplines and academic levels. The survey results of these experiences indicate the positive reception and participation of students and the creation of an engaging atmosphere for better understanding of scientific concepts. Starting with mental preparedness, instructor-student interaction, stimulating interests, mental organization, learning through entertainment, dynamism, review and emphasis on important scientific points, and reducing anxiety are among the benefits of the proposed method. Keywords Generation z engineering education brain warm up gamification online course

https://lnkd.in/dfAciQiF THE STATUS OF ENTREPRENEURSHIP IN ENERGY ENGINEERING EDUCATION Document Type : Scientific - Research Author Sadegh Motahar Department of Mechanical Engineering, Shahreza Campus, University of Isfahan, Iran 10.22047/ijee.2024.441441.2052 Abstract This paper examines the role of entrepreneurship in energy engineering education, emphasizing the importance of incorporating entrepreneurial skills into the curriculum. Given the global challenges associated with sustainable energy, entrepreneurship is identified as a crucial driver for developing innovative technologies in the energy sector. The paper addresses the obstacles and challenges of integrating entrepreneurship into energy engineering education programs and highlights the need for curriculum reform, enhanced industry collaboration, and the utilization of appropriate resources to foster entrepreneurship. Additionally, the paper underscores the importance of balancing technical and entrepreneurial content within energy engineering courses, and the necessity of providing suitable incentives and opportunities for students to engage in entrepreneurial activities. The societal demand for sustainable energy solutions and the pressing global challenges underscore the need for energy engineering students to develop entrepreneurial skills. This development is presented as a vital strategy for driving economic growth and fostering innovation in the energy industry. In conclusion, the paper argues that the integration of entrepreneurship into energy engineering education is essential for preparing students to contribute effectively to the energy sector’s evolution and to address the urgent need for sustainable and innovative energy solutions. Keywords Entrepreneurship energy engineering education curriculum

https://lnkd.in/dGQwq2pi RECOGNIZING THE MEANING AND STAIRS OF SUSTAINABLE EDUCATION OF ARCHITECTURE RELYING ON THE UNDERSTANDING OF TRADITIONAL EDUCATION OF ARCHITECTURAL Document Type : Scientific - Research Authors Ahmad Pourmokhtar 1 Seyed mohammadhosein Ayatollahi 2 Hamid Nadimi 3 1 PhD student, Faculty of Art and Architecture, Yazd University, Yazd, Iran 2 Associate Professor, Faculty of Art and Architecture, Yazd University, Yazd, Iran 3 Professor, Faculty of Architecture and Urban Planning, Shahid Beheshti University, Tehran, Iran 10.22047/ijee.2024.447373.2062 Abstract The topic of sustainability in architecture education is mainly reduced to the teaching of “sustainable architecture” as a field in architecture schools. This research seeks to explain the concept of “sustainable education of architecture” and distinguish it from “sustainable architecture education”. In sustainable education of architecture, in addition to acquiring knowledge of sustainable architecture, the nature of architecture education also has the intrinsic meaning of sustainability. Then the traditional education of architecture, which was the result of intuitive perception and lived experiences of students with traditional teachers, in the context of architecture, society and nature, and architecture students, go through degrees of belief, character, knowledge and practice of architecture in a gradual and long process, is analyzed. This research, with a developmental approach and with a “descriptive-analytical” method and based on the “logical reasoning” strategy, has recognized the meaning of sustainable architecture education by relying on the understanding of traditional education of architectural and with a holistic thought, and at the end as achievements and research results, the seven stairs of sustainable education of architecture including “motivation”, “insight”, “ethics”, “knowledge”, “ability”, “creativity”, “action” along with the strategies and solutions for realizing each of the this stairs has formulated. Keywords Architecture education sustainability traditional education of architecture sustainable education sustainable education of architecture

https://lnkd.in/dxdayw3x QUALITY COMPONENTS OF PROFESSORS’ FEEDBACK TO STUDENTS OF TECHNICAL AND ENGINEERING SCHOOLS: A PHENOMENOLOGICAL STUDY Document Type : Scientific - Research Authors sepide khalili 1 Ebrahim Khodaie 2 Keyvan Salehi 3 balal izanloo 4 Marzieh Dehghani 2 1 Department of Curriculum Development & Instruction Methods . Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran 2 Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran. 3 Associate professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran 4 Assistant Professor, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran 10.22047/ijee.2024.442756.2053 Abstract Feedback, as the heart of the learning assessment system and the quality of its presentation methods, plays an irreplaceable role in the relationship between professor and student. Searching in databases and field evidence shows professors give feedback, but their feedback is not of sufficient quality. For this purpose, we tried to use descriptive phenomenology to answer the question based on the lived experience of students of technical and engineering schools, what are the components of the quality of professors’ feedback to students. We conducted 18 semi-structured interviews with students of technical schools of Tehran University, which were analyzed using the Colaizzi strategy. The findings identified 100 indicators that were classified into 12 criteria and 4 factors core elements, professional factors, presentation techniques, and effectiveness evaluation. The findings showed that the nature and quality of feedback expected by students in technical schools is multi-level, multi-faceted, flexible, and has a two-way process. Still, in practice, no valid evidence was obtained to examine and defend the quality of the provided feedback. Evaluators, researchers, professors, and students can use the results of this study as a feedback evaluating scheme. At the end of the research, we have presented solutions to improve the current situation and suggestions for further studies. Keywords Feedback quality of feedback quality of classroom feedback verbal feedback professor-to-student engineering schools 20.1001.1.16072316.1403.26.102.3.0

https://lnkd.in/dsRpbK3x IDENTIFICATION AND RANKING OF DRIVERS FOR THE IMPLEMENTATION OF THE FOURTH GENERATION EDUCATION SYSTEM Document Type : Scientific - Research Authors Mohammadsaber Shahrestani 1 Hosein Vahidi 2 Afshin Alipur pijani 3 1 Master student of Malik Ashtar University of Technology, Tehran, Iran. 2 Assistant Professor, Faculty of Industrial Engineering, Malek Ashtar University of Technology, Isfahan, Iran. 3 Assistant Professor, Department of Management and Industrial Engineering, Malik Ashtar University of Technology, Tehran, Iran. 10.22047/ijee.2024.456763.2080 Abstract  The world around us is always changing. The process of these changes is focused on the fourth industrial revolution (industry 4/0). These changes will definitely affect the entire society and as a result the educational needs and teaching/learning methods will also change. The purpose of this article is to identify and classify the implementation requirements of the fourth generation education, which was done by using the mixed research method (qualitative-quantitative). The research is in terms of developmental and practical purpose, in terms of descriptive-survey nature, purposeful sampling method and library and field data collection method. The statistical population of the research includes experts in the fields of management and industrial engineering, educational management and curriculum planning. First, by analyzing the texts regarding the education of the fourth generation, 42 basic themes were identified and classified into 7 organizing themes and 2 comprehensive themes. Then, based on the extracted basic themes, we compiled a questionnaire containing 42 questions and provided it to the experts. After the answers of 21 experts, the results were ranked in the SPSS25 software by Friedman test, which shows that the three basic themes are low delay and high data rate, acceptance educational software are the most necessary basic topics for implementing 4/0 education. Keywords Education4/0 education implementation 4/0 engineering education educational technologies higher education industry 4/0 20.1001.1.16072316.1403.26.102.2.9 References

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Volume & Issue: Volume 26, Issue 102, September 2024, Pages 1-176 

فصلنامه آموزش مهندسی ایران سال بیست و ششم، شماره 102، تابستان1403 https://lnkd.in/dA9XCMuE

فصلنامه آموزش مهندسی ایران سال بیست و ششم، شماره 102، تابستان 1403 https://lnkd.in/dA9XCMuE