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What is an engineering student expected to learn to become a competent engineer? Which is most desirable in higher education: hard skills or soft skills? Are there differences between master's and bachelor's learning outcomes, or between public or private schools? Previous works point out the relevance of hard rather than soft skills in engineering higher education. The implementation of learning outcomes (LOs) in higher-education curricula has been a common challenge for European educational institutions. Despite the efforts undertaken since the Bologna Declaration, the effective implementation of the learning outcomes paradigm is still in process. This research intends to analyse the LOs proposed in the scope of graduate and postgraduate electrical or computer electrical or computer engineering programs submitted to the Agency for Assessment and Accreditation of Higher Education (A3ES) in Portugal since 2004. Conducting a qualitative analysis, data documents were coded according to the Nusche typology of LOs. The results suggest that cognitive skills are a core dimension in electrical or computer engineering LOs. References to non-cognitive LOs are not representative. Different institution sectors (private vs. public), systems (universities vs. polytechnics), and study cycles (first vs. second vs. integrated master) highlight distinct cognitive and non-cognitive categories in their definition of LOs. The results are discussed in terms of a changing or a recycling paradigm in higher-education practices. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe specific techniques of "inquiry-based learning" employed by three instructors in Engineering schools, one in Europe and two in the USA. Design/methodology/approach – Theorists such as Bransford et al. argue that twenty-first century educators need to teach students to do more than simply remember and repeat information. Engineering educators Prince and Felder critique traditional methods of teaching in which instructors focus on mathematics and theory, but fail to convey practical applications of that knowledge. They advocate moving students to a higher level of learning – past the stage of memorizing and reciting data – to more sophisticated methods of analysis, synthesis, and application of knowledge. To enact such transformations, Prince and Felder recommend "inductive teaching methods," including "inquiry-based learning," in which students learn through engaging with challenges and a series of questions. The paper provides examples of inquiry-based learning activities from each of the authors. The paper then discusses the cross-pollination of ideas and describes how the authors have shared inquiry-based teaching strategies and collaborated to develop new and relevant assignments and approaches to teaching. Findings – The willingness of learners to discuss a range of pedagogical topics, from specific practices to shared experiences and readings, led to an exchange of ideas, and also to deeper reflections on current practices. The cross-pollination of assignments and techniques resulted in well-structured, stimulating, and relevant research projects that engage engineering students from Texas to Portugal, and from communication to technical classes. Research limitations/implications – The use of inquiry-based learning activities and the sharing of resources across continents aimed at improving learning and teaching requires expanding upon and further development. Originality/value – The paper demonstrates the use of cross-pollination of ideas, development of assignments and improved approaches to teaching. [ABSTRACT FROM AUTHOR]

In this paper, we propose a novel nonlinear approach to solve the short-term hydro scheduling problem under deregulation, considering head-dependency. The actual size of hydro systems, the continuous reservoir dynamics and constraints, the hydraulic coupling of cascaded hydro systems, and the complexity associated with head-sensitive hydroelectric power generation still pose a real challenge to the modelers. These concerns are all accounted for in our approach. Results from a case study based on one of the main Portuguese cascaded hydro systems are presented, showing that the proposed nonlinear approach is proficient. [ABSTRACT FROM AUTHOR]

The theme of this issue of Municipal Engineer invites the contemplation of culture, creativity and engineering. This paper locates itself in that fluid cross-over world between engineering, architecture and art. Engineering—an art of guiding force—fused with culture—the art of being human. To the author, the best contemporary synthesis of culture, creativity and engineering is the work of the engineer/ architect/sculptor Santiago Calatrava. Such a synthesis, however, evades his Lisbon Oriente Station, in Portugal, which, paradoxically, brings the issue to the fore and allows it to be discussed. Lisbon's eastern industrial wasteland has been regenerating at a breathtaking pace, as if to keep up with the high-speed trains now calling at Santiago Calatrava's new and controversial Oriente Station, the area's catalyst project. It is controversial because it is a paradox. That paradox, this paper argues, comes down to a denial of the cultural role of railway stations. [ABSTRACT FROM AUTHOR]

Recognising the broader role and impact of engineering in contemporary society makes it necessary to rethink engineering education to strengthen its purpose of service to humanity and to the common good. From this perspective, future engineers need a more comprehensive education that is not only bound to the technical area but also incorporates critical reflection and ethical education. With the objective of facilitating the process of rethinking engineering education, the present study analyses the official mission of Portuguese higher education institutions offering engineering courses to identify current engineering education conceptions and the importance attached in them to the service to humanity view. The results reveal that the dominant conception is centred on the economic view of engineering and of the engineer. These results reinforce the need to build a new perspective that strengthens the role of engineering as a service to humanity, social justice and the common good. [ABSTRACT FROM AUTHOR]

Analyzes the development of higher engineering education in Portugal. Monitoring of admissions; Strategic orientations at the Instituto Superior Tecnico; Demand of the courses; Quality of candidates; Distribution growth by area of candidates to higher education.

The article offers information about the 50th anniversary of Artificial Intelligence (AI), celebrated by the Institute of Engineering at Polytechnic of Porto in Portugal. One of the major highlights in the event was the opening of the "Artificial Intelligence: 50 Years" exhibition, which features interactive activities. It was participated by around 130 researchers. The exhibition aims to motivate visitors to explore AI's history, technologies, and applications. Portugal's pioneering father of AI, Luís Moniz Pereira, has given a speech relevant to the future of AI.