Curriculum Development in Engineering and Computer Science as a ...

Curriculum Development in Engineering and Computer Science as a Theoretical Foundation towards Globalization Demands in Education C.A. de Oliveira * *

Federal University Santa Catarina,Technological Center, Florianopolis, Brazil

Abstract: The present paper presents a balance from the last decades in engineering and computer science education. Examples from several pedagogic proposals in different lands are analyzed enhancing their importance in terms of curriculum development. It is described some aspects of internal and external changes in terms of curriculum structure. Natural mobility in the historic development from sequential knowledge curriculum towards integrative curriculum is described. Different curricular paradigms associated with computer science paradigms are also described. Conclusion points out the importance of changes as a process conception. This conception enhances they are different ways and levels of changes towards the desired curriculum profile to face globalization demands concerning XXI century education in engineering and computer science field of knowledge. Index Terms: engineering and computer education, curricular paradigms, integrative model.

Introduction The present paper has a special and historic signification because it refers to ten years of the author participation in the International Conference on Engineering Education- ICEE, belonging to International Network on Engineering Education and Research – iNEER. In this period the author has presented nine papers and also has published a chapter in the iNEER Annual Book – the Innovations 2005. This ICEE2008 paper represents ten years of author’s work with ICEE members all over the world, and ICEE paper number ten. The author thanks all researches for the opportunity of learning and discuss about engineering education. This paper pays, first of all, a tribute to Win Aung, the general chair of iNEER for his successful fight in the engineering education field. This tribute is extensive especially to Prof. János Bársony from Pécs University, in memory, for his contribution to engineering education and for his ethics, friendship and idealism always looking to the future in Magyar country in the field of higher education. The author met Prof. Bársony and his wife since ICEE-1999 event in Czech Republic. The author summarizes her self opinion about Prof. Bársony work using a citation from Prof. László Lénárd, Rector of Pécs University, in the book titled “Bársony”, memorial Volume: “His life was characterized by high quality professional expertise, human dignity and quiet humanity”[1], pp.8. This citation well resumes what he has represented for all engineering educators. It was a privilege to know him and share with him ideas about education. Engineering and Computer Science Curriculum Development – The Last Decades Balance The last decades have enhanced a great and increasing velocity development towards a globalization scenario. How this socio- cultural and evolutionary vector has affected the curriculum in engineering and computer science education? Of course there is no simple answer. It depends on different specific contexts all over the world. But, it can be pointed out some global indicators present in many different lands. The first indicator is the movement from fragmented curriculum orientation towards integrative curriculum orientation. Fragmented curriculum orientation refers to curriculum divided by disciplines going from isolated parts to integrated wholes. Usually, engineering and computer sciences followed this orientation when the fresh man disciplines refer to, for example, maths, physics, logical, computer programming under isolated disciplines character. The called basic disciplines are usually presented before professional character disciplines in this kind of curriculum orientation.

Integrative curriculum orientation refers to curriculum divided by engineering or computer science projects since fresh man level in education. It can be implemented different ways, as a project oriented curriculum or even as a traditional disciplines oriented curriculum but what is common in integrative proposals is the inverted knowledge treatment. There is to say, disciplines or projects includes generic professional aspects before the specialized specific ones are presented. A fresh man course level includes projects and generic professional contents before treating the basic sciences contents, as math etc. The first advantage of the integrative curriculum is the creation of ‘relevance of knowledge’. ‘Relevance of knowledge’ or even, ‘pertinence of knowledge’ is a central directive of complex educational models, in terms of ‘Complex Thought’ approach, according to UNESCO Edgar Morin Itinerant Cathedra of Complex Thought field of knowledge [2]. It follows several examples of educational implementation or theoretical proposals in different lands reinforcing this movement form parts to whole as a natural and inevitable movement also in technological field. To finish this short balance it is important to explain as a witness and also as an engineer teacher that the illusion and idealism from the engineer people to built good quality of life faces strong barriers outside the technological domain of activities as it will be explained later. Some Examples in Engineering and Informatics Education Around the World Some practical examples of different pedagogic or even educational experiences all over the world are summarized enhancing the great effort to achieve new profile in engineering and technological education in globalization context. The first example in engineering education refers to a publication of Prof. János Bársony from Pécs University, Hungary, in the Czech Republic ICEE – 1999 Conference. The other below described examples refer to different pedagogical experiences which were analyzed and published by the author of the present paper in the last years. The pedagogic experiences occurred in the Mechanical Engineering course of Porto University, Portugal; Electrical Engineering of Cape Peninsula University of Technology in Belleville, South Africa; Electrical Engineering with emphasis in telecommunication of National Institute of Telecommunication in Minas Gerais, Brazil. The last example comes from engineering and Computer Science course of Federal University Santa Catarina, Brazil, where the author has worked for thirty years. First Example: Engineering Education in Pécs University, Hungary – a Theoretical Reflection by Prof. János Bársony about Quality of Engineering Education and the Qualification of Professional Engineer The first example illustrating experiences in engineering education around the world is a theoretical contribution from Prof. János Bársony to this field of knowledge. He has explained about the quality of engineering education problem and qualification of professional engineering in Hungary. He wrote in [3]: “The interlocking of higher education and society is a fact of modern life. It results in the higher education a shift from an elite to a mass system, a shift from a cultural sphere to an economic sphere, a shift from a personal good to a wider social good, etc. One of the great economical challenges of present age is globalization. The increasingly global economy is driving an increasingly global society.” Here, Prof. Bársony presented a broad vision that instigates a complex reasoning about globalization, economy power and society. Today it is still high polemic point because some indicators show the power of economy defines a logical approach that is not necessary a humanitarian one. Prof. Bársony reflection demonstrates that the extrapolation of technical aspects in engineering education is a core aspect, as well as, to think about what is the desired professional profile to be inserted in the social context outside technological one. In addition, Prof. Bársony also says: “in different countries the situation is different, it depends on power relations”, [3]. His affirmation is in accordance with the above analysis of necessity of broad vision in engineering education as a social-cultural dimension. At same time, it seams changes are very complex and represents a challenge but, on the other hand, they are always present and constitute an important component of the engineering fight for a better world. On this direction, it emerges the necessity of aggregation of

complex thought knowledge directives in engineering and technological curricular trends concerning higher education. “The world experience has proved the implementation and development of a quality assurance system in universities is a very complex problem: the particular issues in the educational process, resistance to change etc”, [3]. Following this citation from Prof. Bársony, it can be pointed out it is necessary to think complex way to treat complex subjects like those engineering education objects in different lands and cultures. Complex Thought reasoning [2] enhances necessity of synthesis as a core issue. Synthesis refers to stay with generic common directives promoting free space to implement specific subjects in each curriculum development context. In this case of engineering and computer field, the common directive is to implement generic professional issues before or even parallel integrated with specific ones. The specific way is free to be done by each school respecting specific structure of power, economics resources and so on. Prof. Bársony also added: “I want to point out that emphasis is not on ISO 9000 but the quality system!!”[3] This is a courageous position because many authorities reasoning somehow mix education good with material good. And this can influence the result of a curriculum implementation. The assurance of complex good like education is not available as an ISO guarantee. He also suggests, “a required quantity of engineering subjects in the curriculum”, [3]. This is a positive and important issue in terms of new educational paradigms and it is total harmonic with the theoretical proposal in terms of complex though in education, already exposed. Second Example: Engineering Education in University of Porto – Portugal The second example refers to an experience coordinated by Prof. Restivo from Porto University- Portugal. It has involved also Ilidio Pinho Foundation. The project brought together researches and students from mechanical, civil and electronic engineering areas. The team cooperated under a Project Based Learning Process (PBL) in order to develop an innovative low cost kind of tool for strain data manipulation in large masonry, structures such historic monuments and churches towers. Participants were faced with innovative tasks like the specific definition of device characteristics requirements, possibilities in terms of technological solution and exploration of different mechanical materials. The projects includes whole elaboration of transducers mechanical parts, production stage supervision and transducers tests in laboratory and finally in official metrology laboratory. The students of Porto University shared their experience with students of Aveiro Univerity, mixing undergraduate, final year graduate and post-graduate students. The project was awarded by the sponsored institutions in Portugal. This example enhances the called “real world perspective”, a characteristics from integrative systems in education. It is positive and important to expose students, since the early years of university to practical problems. An immediate consequence is the ‘pertinent knowledge’ emergence, above defined. The real world perspective is achieved by interdisciplinary focus. In the present example they are technical issues unified with cultural and historic aspects. Third Example: Engineering Education in Cape Peninsula University of Technology in Belleville – South Africa The third example refers to an experience from Cape Peninsula University of Technology, Electrical Engineering Department in Belleville, South Africa, under coordination of Fritz, [4]. The project refers to a Service Learning and Development (SDL) unit. The SDL unit delivers a service to the community, improving the standard of living, at the same time, students are trained and contacting the real world perspective outside the academy walls. The SDL unit members are students and lecturers and under collaboration of several government organizations and also private companies in the industry field. The project highlighted the importance of efficient energy associated with low costs in electrical devices installation. The disciplinary focus, in electrical engineering walked well towards interdisciplinary focus looking to quality of life and social development with conscience. This also can be classified as a integrative educational experience. It

represents a transition to future where those pedagogic practices will be inserted as a curricula trend, under the name of project or even, thematic oriented curriculum, [6]. Fourth Example: Engineering Education in INATEL – National Institute of Telecommunications, S.Rita do Sapucaí, Minas Gerais – Brazil The fourth example illustrates a Brazilian interdisciplinary implementation in education at the National Institute of Telecommunication – INATEL, S. Rita do Sapucaí, Minas Gerais, Brazil, [5]. Prof. Souza was the INATEL director on this time. This special example refers to an educational proposal treated as an institution strategic resource. This aspect is very important to enhance because potentiality of pedagogic results is direct related with the whole institution involvement. Otherwise, teachers can implement and achieve good results but they are dissolved if fragmented disciplines traditional curriculum is predominant. Changing focus towards project oriented curriculum focus is the ideal situation in the present case. The institutional mission of INATEL is “the complete formation for the man for acting in telecommunications, electronics and related areas, learning, creating and transmitting knowledge, techniques and values through teaching, research and extension activities, aiming the society development”. This is a theoretical goal and it is not easy to implement without changing the fragmentation of knowledge present in traditional engineering and technological curriculum. INATEL pedagogic guidelines look to three directives. The INATEL central directive is in accordance with the integrative view in education because it is proposed broad themes vision where society plays a central role. A consequence of this generic problems vision is primarily student’s benefits when the real world perspective is present. And you know it is globalization world time. On this direction, INATEL develops several projects. For example: ‘The Technological Market-Fetin’. It is an academic program looking for broad perspective occurring outside university context. Another project is ‘Plantar Project’. It promotes a software factory creation involving student’s teams. They solve software development systems under INATEL team. Several services are offered to the surround community like digital and social inclusion, entrepreneur learning, sports and free courses to public schools students. The author has visited the INATEL community location at Santa Rita city. And, have ministered a teaching training course. The little city is a very dynamic place and witch whole population is employed. In addition, what is produced there in terms of technological education is well known and appreciated in the whole country of Brazil. The union of technological demands with societal ones is a central point in this project. Project focus if adopted as curriculum focus can achieve even better results in this practical case. Fifth Example: Engineering and Computer Education in UFSC – Federal University Santa Catarina – Florianópolis – Brazil The fifth example refers to the ‘Thematic Oriented Knowledge Proposal’ presented by the author [6], and implemented in the engineering and computer science undergraduate course at UFSC University. In practice it was implemented in a traditional discipline oriented curriculum reinforcing it is always possible to think integrative way, even under little space to develop such kind of educational proposals. Of course potentiality of results will increase if whole course at collegiate level accepts and implements this curriculum orientation – the integrative curriculum. The Thematic Orientation [6] – [17] is a theoretical foundation. It opens possibility to many different educational implementations. Sometimes it can be called Project Oriented Approach, a popular title, especially in engineering curricula. In informatics domain it is usually called Inverted Curriculum. What is really important is to consider the broad view knowledge as a new focus moving from whole to parts and not from parts to the generality in terms of knowledge acquisition process. The called Thematic Oriented Knowledge is a pedagogic focus that deep way influences curriculum structure. It refers to the definition of complex objects of knowledge as central focus to begin the exploration of themes. In theory, knowledge focus can be an issue, like math data manipulation, or a problem with some kind of practical demand, a solving method and a solution. It also can be a case study, like a problem inserted in a practical context, broader than a problem, or it can be a project involving several aspects including a process time dimension. Finally and generic way, it can be a theme. The thematic central focus opens

possibility of inclusion of items with no technological character. Some practical demands on theme solving are not necessary to be implemented. This way, Thematic Oriented Knowledge enhances relevance of knowledge, integration of knowledge, and perception of process time dimension. Those three aspects are important components in a professional profile on globalization times. Curriculum Development Barriers Reporting to prof. Bársony reflection [3], they are many barriers to be faced in education, according to the structure of power in different contexts. Some times like he presented in the case of Hungarian structure is the tradition a barrier. In the Brazilian case, in theory, education is always considered the central point in terms of a country development. However, this value stays only in theoretical discourses at the political sphere. Unfortunately, Brazilian trend is to consider educational institutional administration more important than educational practical activities. Each curriculum structure somehow reflects each real context. Dimension of evolution in education is a social cultural parameter and because of this, it is already expected slow movement from tradition towards exchanges. They are somehow perceptible important changes occurring at classroom level and not direct at institutional level, as it is desired. To face barriers, many researches try to overpass knowledge fragmentation. This overpass movement is a necessity because of globalization demands in terms of knowledge systems. By the other hand, teachers from specific areas, called basic knowledge field, usually consider menaced their work places. They fear about their lost importance in new engineering curriculum demands. But this is only an illusion because new trend is the integrative way. There is no lost situation under integrative paradigm. Integration call for everyone to work together in towards new knowledge demands. In terms of curriculum structure, the called basic discipline becomes now to be called specialized one. Traditional fresh man disciplines, for example, maths or physics, will migrate to later periods in the course. Integrative paradigm does not refer to polarization. It does not consider a knowledge category against the other. Integration paradigm looks for all knowledge categories together in such way, whole system is optimized. Traditional focus curriculum constituted by isolated disciplines can be considered a barrier. But, by the other side, it is true they are some pedagogic approaches that can implement an integrative spirit even under traditional disciplines oriented curriculum. If the participants in the day by day activities practice dialogue and share experiences, it is not impossible to arrive to good integrative results. It all depends on management of those parameters in each concrete educational context. In addition, a great barrier in external context concerns the innovation concept associated with technological areas. Innovation demands in the real world power system create false necessities of changes. Many useful teaching tools devices come to be quick obsolete because of superficial changes under false innovation conception. Educational scientist must balance what devices are really necessary according to innovation in education and what are superfluous new. Economic market do not want to discuss this ethic aspect of development. This is a great barrier facing informatics and engineering context of life today. Internal Changes in Terms of Curriculum Structure Internal changes represent a natural movement and a self necessity for educators. The trying on - error is an old useful method. Every year each collegiate discuss curriculum especially looking for discipline contents and methodologies according to new tools like informatics in education, virtual educational environments and so on. Examples of internal changes in educational environment are pedagogic methodologies which aggregate informatics tools as teaching support. It is also considered as internal changes the redistribution of inner content in a discipline program. Another example of internal changes is the evaluation focus modification related with new experiences in team evaluation, student oral capacity exploration and project evaluation focus. Yet somehow imperceptible, but important, the internal changes, permits searching for a pleasant educational practice in education. But, the demand for a creative and global professional profile need deeper changes then internal ones in education. To increase potentiality of positive results, it is necessary to arrive to institutional level educational changes.

External Changes in Terms of Curriculum Structure External changes in terms of curriculum structure need institutional level support for implementation. External changes are consequence of training programs with all participants in educational process (teachers, students and technical support workers). The most important external change is knowledge central focus modification concerning curriculum structure. But, alone, it is not enough to change educational model. New educational paradigm, deep sense, affects whole educational environment and their pedagogic activities. All the people must to be convinced to align with this emergent status quo in education. New methods and new spaces will be required. Many responses are not costly but creative ones. After training period, nobody will miss the past because many energy can be saved when the methods explores work teams and are supported by different resources, not only technological and expensive ones. Integrative model in terms of curriculum structure, helps to achieve positive results in education at globalization times. From Sequential Curriculum towards Integrative Curriculum Three big cycles can be described concerning the curriculum structure in engineering and computer science field of knowledge in the last decades: disciplinary, multidisciplinary and interdisciplinary cycle. Years 60 of XX Century: the objectivity was a central principle in educational proposals and the linearity moving from parts to whole was enhanced. The early years of study in terms of curriculum structure refers to acquirement of basic knowledge (maths, numerical calculus, physics, computer programming and so on). Later in curriculum structure they appear disciplines with professional character or real world problems, applying sophisticated resources already acquired. The central unit of knowledge is the isolated discipline in the disciplinary model. Pedagogic method has focused individual student. This is the disciplinary oriented curriculum cycle. Years 70 of XX Century: increasing complexity of external demands forces status changes towards multidisciplinary principle in educational proposals. Now focus is groups of disciplines under some kind of linearity. The earlier isolated disciplines are then treated together. At same time, enterprises development also consider convergence of different working parts. Curriculums are slowly altered under integration concept. Curriculum structure calls discipline blocks this kind of arrangement. They appear new methods as cooperative learning. Pedagogic methods are now focusing student team work. This is the multidisciplinary oriented curriculum cycle. Years 90 of XX Century: Time of internet explosion, time of globalization explosion. Complex systems solving demand new educational skills. Status goes towards interdisciplinary principle in terms of educational proposals. It emerges the Meyer proposal of Inverted Curriculum in informatics field of knowledge [18]. It is proposed to treat generic issues before specific ones in terms of structure of knowledge treatment. Challenge now is to achieve a curricular change involving the new and complex unit of knowledge. This is the interdisciplinary oriented curriculum cycle. Curriculum Paradigm Associated with Computer Science Paradigm The curriculum paradigm evolution occurs parallel way with computer science paradigm, and could not be different. Comparing engineer field with computer field demands in terms of knowledge systems, it can be asseverate problems born in engineer field and are solved in computer science field of knowledge. Complexity of problems increases forcing new representational knowledge paradigms emergence. Three computer paradigms cycle were born parallel to curriculum and knowledge paradigm cycles, as times go by. Disciplinary educational paradigm corresponds to Sequential paradigm in Computer Science system development. Sequential imperative computer programming languages like Fortran and Cobol had become popular on this period (years 60). Multidisciplinary educational paradigm corresponds to Structured paradigm in Computer Science development system. Structured computer programming languages like Pascal, WatFiv, Structured Cobol came to be popular on this period (years 70).

Interdisciplinary or integrative educational paradigm corresponds to Object Oriented paradigm in Computer Science development system. C++, Java, Object Pascal emerge with increasing popularity since the years 90 of XX century. Conclusions The evolution of Engineering and Computer Science education belongs to sociological parameters dimension embedding this way a slowly but inherent movement. Evolution is not a disaggregate process, instead an integrative process concerning pedagogic methods, tools and conceptions. Conscience of capacity of synthesis eliminates fear of losing knowledge parts in terms of knowledge treatment. However integrative educational model creates necessity of training people to deal with new focus and educational tools concerning teaching subjects. Engineering education can benefit from informatics field of knowledge in terms of a curricular model supported by Thematic Oriented theoretical foundation. Barriers in educational case constitute stimulus to overpass the present situation towards a better world with the aid of the engineering and computer science education field of knowledge. Acknowledgment: to Professor János Bársony [1940-2005], Vice Chairman of Hungarian Chamber of Engineers, in memory. REFERENCES [1] [2] [3] [4]

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