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This book is dedicated to the history and contemporary activities of IGIP that occupies a unique position among world organizations who are focused on Engineering Education. We are currently in the process of transforming education at all levels. This applies in particular to the professional and academic education and training of engineers.To face these current real-world challenges, higher education has to find innovative ways to quickly respond to these new needs. This and completely new technologies in education require specifically new and adapted approaches in Engineering Pedagogy.This book is a continuation of IGIP's tradition to summarize and analyze intermediate results and foresee the main trends of further development of Engineering Pedagogy. It is written for the 50th anniversary of IGIP and contains valuable historic information as well as memories and opinions of IGIP members and specialists in Engineering Pedagogy.This book is intended for teachers at technical colleges and universities, students, post-graduates, administrative staff of educational institutions, staff of state educational ministries and committees, members of other societies with interest in Engineering Education, staff of personnel agencies, and everyone who is interested in Engineering Education and Pedagogy. Interested readership includes furthermore policymakers, academic researchers in pedagogy and learning theory, schoolteachers, the learning industry, further and continuing education lecturers, etc.

This volume is a collection of essays of a philosophical nature on the subject of technology, introducing authors from the Portuguese-speaking community, namely from Portugal itself, Africa and Brazil. Their contributions detail a unique perspective on technology, placing this important topic within the historical, ideological and social contexts of their countries, all of which share a common language. The shared history of these countries and the cultural and economic specificities of each one have stimulated singular insights into these thinkers'reflections.The essays are thematically diverse. Among the topics covered are technogenic knowledge, visions of technology, risks and uncertainties, mediatization, digitalization, and datafication, engineering practice and ethics, alternative technoscientific strategies, ontotechnologies of the body, virtual and archive. The contributions also explore other themes that are more closely related to the semi-peripheral world, such as technological dependence and the incorporation of Western technology into the social structure of ancestral communities.This book appeals to students and researchers and provides a voice to authors whose work are not usually available in English-language publications. It serves as an ideal guide for all those who seek rigorous and geographically widespread knowledge regarding thinking on technology in several Portuguese-speaking countries.

At the University of Rhode Island over 25% of engineering undergraduates simultaneously complete a second degree in German, French, Spanish, or Chinese. They furthermore spend an entire year abroad, one semester as exchange students at a partner university and six months as professional engineering interns at a cooperating company. With a close-to 100% placement rate, over 400 graduates, and numerous national awards, the URI International Engineering Program (IEP) is a proven path of preparation for young engineers in today's global workplace. The author of this volume, John Grandin, is an emeritus professor of German who developed and led the IEP for twenty-three years. In these pages, he provides a two-pronged approach to explain the origin and history of this program rooted in such an unusual merger of two traditionally distinct higher education disciplines. He looks first at himself to explain how and why he became an international educator and what led him to his lasting passion for the IEP. He then provides an historical overview of the program's origin and growth, including looks at the bumps and bruises and ups and downs along the way. Grandin hopes that this story will be of use and value to other educators determined to reform higher education and align it with the needs of the 21st Century. Table of Contents: How I became a Professor of German / My Unexpected Path to Engineering / Building a Network of Support / Sidetracked by a Stint in the Dean's Office / Reshaping the Language Mission / Struggling to Institutionalize / Partnering with Universities Abroad / Going into the Hotel and Restaurant Business / Taking the Lead Nationally / Building the Chinese IEP / Staying Involved after Retirement / The Broader Message for Higher Education / Conclusions

The creation of physical and material infrastructure is the cornerstone of human development; not surprisingly, engineers and designers are often motivated and inspired in their practice to improve the world around them, to make things better for others, and to apply their knowledge for the good of mankind. These aspirations often get translated into engineering and design curricula where students and faculty work on development related projects usually under the category of community or service learning. This book presents an overview of such an education and outreach program designed to empower stakeholders to improve their lives. The project described here was an international multi-institutional undertaking that included academic institutions, non-governmental organizations, and private firms. Within the academic setting, an interdisciplinary set of actors that included engineering and industrial design students and faculty worked on the project. We concretize our work by presenting a design case study that illustrates how different approaches can help guide the works of engineers and designers as they create global infrastructures and localized artifacts. We emphasize the importance of developing long term relationships with organizations on the ground in order to ensure appropriate design as well as successful transfer and long term use of designed artifacts. We discuss the life trajectories of the authors to provide a grounded perspective on what motivated us to undertake this work and shaped our approach with the intention to demonstrate that there are multiple paths toward this goal. Table of Contents: Introduction / Development of the Program: Personal Trajectories Meet Professional Opportunities / Intellectual Positioning of the Program: Sociomaterial Infrastructures and Capable and Convivial Design / Case Study: Quick Response (QR) Code Based Immunization Solution / Design for Development Course and Outreach Initiative / Conclusion: Lessons Learned

Global engineering offers the seductive image of engineers figuring out how to optimize work through collaboration and mobility. Its biggest challenge to engineers, however, is more fundamental and difficult: to better understand what they know and value qua engineers and why. This volume reports an experimental effort to help sixteen engineering educators produce''personal geographies''describing what led them to make risky career commitments to international and global engineering education. The contents of their diverse trajectories stand out in extending far beyond the narrower image of producing globally-competent engineers. Their personal geographies repeatedly highlight experiences of incongruence beyond home countries that provoked them to see themselves and understand their knowledge differently. The experiences were sufficiently profound to motivate them to design educational experiences that could provoke engineering students in similar ways. For nine engineers, gaining new international knowledge challenged assumptions that engineering work and life are limited to purely technical practices, compelling explicit attention to broader value commitments. For five non-engineers and two hybrids, gaining new international knowledge fueled ambitions to help engineering students better recognize and critically examine the broader value commitments in their work. A background chapter examines the historical emergence of international engineering education in the United States, and an epilogue explores what it might take to integrate practices of critical self-analysis more systematically in the education and training of engineers. Two appendices and two online supplements describe the unique research process that generated these personal geographies, especially the workshop at the U.S. National Academy of Engineering in which authors were prohibited from participating in discussions of their manuscripts. Table of Contents: Communicating Across Cultures: Humanities in the International Education of Engineers (Bernd Widdig) / Linking Language Proficiency and the Professions (Michael Nugent) / Language, Life, and Pathways to Global Competency for Engineers (and Everyone Else) (Phil McKnight) / Bridging Two worlds (John M. Grandin) / Opened Eyes: From Moving Up to Helping Students See (Gayle G. Elliott) / What is Engineering for? A Search for Engineering beyond Militarism and Free-markets (Juan Lucena) / Location, Knowledge, and Desire: From Two Conservatisms to Engineering Cultures and Countries (Gary Lee Downey) / Epilogue - Beyond Global Competence: Implications for Engineering Pedagogy (Gary Lee Downey)

This book deals with the simultaneous making of Portuguese engineers and the Portuguese nation-state from the mid seventeenth century to the late twentieth century. It argues that the different meanings of being an engineer were directly dependent of projects of nation building and that one cannot understand the history of engineering in Portugal without detailing such projects. Symmetrically, the authors suggest that the very same ability of collectively imagining a nation relied on large measure on engineers and their practices. National culture was not only enacted through poetry, music, and history, but it demanded as well fortresses, railroads, steam engines, and dams. Portuguese engineers imagined their country in dialogue with Italian, British, French, German or American realities, many times overlapping such references. The book exemplifies how history of engineering makes more salient the transnational dimensions of national history. This is valid beyond the Portuguese case and draws attention to the potential of history of engineering for reshaping national histories and their local specificities into global narratives relevant for readers across different geographies.

This book follows the fraught attempts of engineers to identify with Korea as a whole. It is for engineers, both Korean and non-Korean, who seek to become better critical analysts of their own expertise, identities, and commitments. It is for non-engineers who encounter or are affected by Korean engineers and engineering, and want to understand and engage them. It is for researchers who serve as critical participants in the making of engineers and puzzle over the contents and effects of techno-national formation.

The book presents thirty great Chinese inventions, both ancient and modern, which are original, distinct, have made outstanding contributions and had extensive influence in China and around the globe. It also clarifies the misunderstandings and provides a clear definition and classification of the evaluation criteria for great inventions. Each invention is presented with color pictures and comprehensive discussions. The book not only offers readers the fascinating stories behind the greatest inventions of all time from China, such as the compass, paper, and tea making & planting, but also allows them to be inspired by the great Chinese inventors'inherent spirit of innovation and creativity.

This book presents a historical and philosophical analysis of programming systems, intended as large computational systems like, for instance, operating systems, programmed to control processes. The introduction to the volume emphasizes the contemporary need of providing a foundational analysis of such systems, rooted in a broader historical and philosophical discussion. The different chapters are grouped around three major themes. The first concerns the early history of large systems developed against the background of issues related to the growing semantic gap between hardware and code. The second revisits the fundamental issue of complexity of large systems, dealt with by the use of formal methods and the development of `grand designs'like Unix. Finally, a third part considers several issues related to programming systems in the real world, including chapters on aesthetical, ethical and political issues. This book will interest researchers from a diversityof backgrounds. It will appeal to historians, philosophers, as well as logicians and computer scientists who want to engage with topics relevant to the history and philosophy of programming and more specifically the role of programming systems in the foundations of computing.

This book introduces recent global advances and innovations in industry integrated engineering and computing education to academics, program managers, department heads, and deans, and shares with readers a critical perspective on future potentials in industry integrated engineering education. It covers topics and issues such as integrated engineering and computing education, part-time engineering masters programs, secure BIM learning, ethics, and IT workforce development. The book concludes with detail information on summarizing and extracting different frameworks, cases, and models into a practitioner toolkit, along with pragmatic recommendations for engineering education academics to quickly utilize, adopt, and adapt the toolkits for their own curricular development activities.

This book follows the fraught attempts of engineers to identify with Korea as a whole. It is for engineers, both Korean and non-Korean, who seek to become better critical analysts of their own expertise, identities, and commitments. It is for non-engineers who encounter or are affected by Korean engineers and engineering, and want to understand and engage them. It is for researchers who serve as critical participants in the making of engineers and puzzle over the contents and effects of techno-national formation.

An illustrated history of Britain's railway workshops, covering the period from 1823 to 1986, this book deals with the history of the main railway workshops of Britain, a subject of wide-ranging mechanical and electrical engineering interest.