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This paper describes new approaches to renew the methodology and content of KNRTU education process taking into account an interaction of education, science and industry. The paper represents the main principles of education process arrangement. Networking with Russian and foreign education and research institutions, as well as industrial companies, is emphasized for the purposes of education programs. The author underlines the importance of e-learning and distance education technologies.

The paper describesthe experience of American Society for Engineering Education (ASEE) to host annual conferences and international forums where representatives of different countries of the world participate. The paper gives a comparative analysis of engineering education problems and their solutions in different countries and prospects for using the most successful international experience in Russia.Global innovative development is impossible without training competitive engineers who can create and implement groundbreaking technologies. Despite the fact that engineering education development is a national priority, it is impossible to avoid its internationalization. A number of international nonBprofit nonBgovernmental engineering education organizations aim at unitingthe faculty and administrators of engineering universities and the representativesof industry in order to develop joint solutions and improve thequality of engineering education worldBwide. The most popular of these organizations are Internationale Gesellschaft für Ingenieurpädagogik IGIP, Société Européenne pour la Formation des Ingénieurs (SEFI), Global Engineering Deans Council (GEDC), American Society for Engineering Education (ASEE), and etc.ASEE is one of the organizations implementing global scale activities. For over 120 years the society has hosted annual conferences to gather over 3,000 participants from the USA and other countries. The initiative of the last three years is the International Forum under the umbrella of these conferences. The Forum is the platform for international engineering education organizations to hold the plenary sessions where they can presentthe current state of engineering education in their countries, share their views and discuss their problems. Société Européenne pour la Formation des Ingénieurs (SEFI) and Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) participated in the 2014 International Forum as partner societies and presented their views on engineering education development. The President of SEFI Kamel Hawwash gave a verydetailed report on European engineering education stressing that the global crisis that we face is the crisis in engineering competencies, which do not satisfy the requirements of the employers. The Professor of Dublin Institute of Technology Mike Murphy spoke about engineering education in Ireland under the forthcoming fusion of institutes and universities to introduce a new vision of engineering programs. The President of Global Engineering Deans Council Jose Carlos Quadrado focused on Portugal, where engineering universities are overcoming a crisis and going through restructuring aimed at training engineers capable of creating new job instead of being employed. The Executive Director of LACCEI Maria M. Larrondo Petrie gave an overview of engineering education in Latin America in the light of Vision 2025 approved in these countries. The focus in the Vision is on innovations, human resource training, and national quality infrastructure and technology development.The plenary session reports showed that the main trends in both parts of the world today are very similar. They include fusions of universities to reach new goals and enhanced collaboration with industry to develop the newly demanded programs. Another issue for the Latin American countries is the poor English language command which influences the competitiveness of the engineers. A number of measures are taken to improve the EFL teaching approaches, and they are similar to the ones in Russia. The low representation of women in science and engineering is another issue for Latin America, and LACCEI takes efforts to increase their number.The International Forumplenary sessions were followedby three tracks ofsessions: student development, faculty development and curriculum and laboratory development. Kazan National Research Technological University gave two oral reports at the faculty development track on the role of the President’s Program of training engineers in improvement of the research university educational activity and on a focused curriculum improving the written English of Russian speaking engineers.The 2014 International Forum was followed by the 121st ASEE Annual Conference to discuss different issues of engineering education. The Conference was a very large scale event, and included 2 plenary sessions, 6 distinguished lectures, 132 business meetings, around 300 technical sessions, 27 workshops, 20 poster sessions, and around 50 panel sessions. The Conference was sponsored by a number of the US and international companies, including National Instruments, NCEES, Dassault Systemes, The MathWorks, Boeing, and etc. This year, Purdue University School of Engineering and Technology, University of Notre Dame College of Engineering, Valparaiso University Engineering, Trine University, and RoseB Hulman Institute of Technology were the host institutions in Indianapolis.The main plenary session was remarkable for the National Student Award Winners recognized by the ASEE President Kenneth Galloway. The students were invited onto the stage, and short videos to introduce their achievements were shown on screens. After the plenary, the students participated in a special press conference, an outstanding experience for them. The 2014 ASEE President’s Award was given to Ioannis Miaoulis and the National Center for Technological Literacy at the Museum of Science, Boston for making a special use of print, broadcast, and electronic media to encourage KB12 students to pursue an engineering career, and to both influence public opinion and gain recognition of the critical role that engineering plays in today’s technologyBdriven society.The main plenary also featured Keynote Speaker Mitchell E. Daniels, Jr., President of Purdue University, a strong supporter of engineering education. He became President of Purdue in January 2013; in the past he was twoBterm governor of Indiana, and, earlier, he worked in the White House during Ronald Reagan’s presidency and later served as director of the Office of Management and Budget under President George W. Bush.Mitchell Daniels spoke about history of Purdue as the university to teach agriculture and the mechanic arts. These competencies are still very important nowadays. In the world driven by technical innovations, the system of engineering education is facing criticism, challenges, and new competitors. There are new questions which were never asked until the last 10 years regarding the large numbers of college students, the poor skills they obtain, the real value of their diplomas. Today, engineering education is at the time of testing which requires innovative approaches to answer the questions of what to teach, how to teach and to whom we teach. Purdue answers the latter question by freezing the tuition fee for the next two years so that the most talented young people could afford studying there. In terms of how to teach, Purdue promotes new modes of teaching and transforms the majority of courses into hybrid teaching. In terms of what to teach, Purdue produces more STEM graduates than many other US universities. Moreover, they are expanding the Engineering College, as these programs are most needed and valuable. The experience of China and India shows that when young people see the centrality of engineering skills, the individual and the societal success grows.Mitchell Daniels believes that the USA need 10,000 more engineering graduates annually. And even if the country outruns the market’s need for engineers, this will be a good outcome, because the engineering mentality will take amore prominent place in the nation. The keynote speech of Mitchell Daniels was followed by a number of questions from the audience, showing a good feedback.The following three days of the Conference were very intensive in business meetings, technical sessions and other events. Kazan National Research Technological University presented an oral report on an integrated university/industry program of improving Russian industrial trainers at continuing professional development division technical session.The lastday ofthe Conference was remarkable for the ASEE International Council meeting which gathered the representatives of different international societies to discussthe prospects of collaboration with ASEE. The preliminary arrangements were made about the possible participation of Kazan National Research Technological University and National Research Tomsk Polytechnic University in the 2015 International Forum to represent the partner society, Association for Engineering Education of Russia.

The President of The American Society for Engineering Education (ASEE) presents the main milestones of its 120-year history in this paper. The author reveals the mission of ASEE,shows its role in modern engineering technology education and draws attention to mainsteps, which can make students aware of engineering early. Special attention is made on how students can economically go to college in conditions of increase of the cost of higher education.

The paper reveals the challenges, which the engineering universities faced in conditions of Russia’s entry to World Trade Organization. There is shown the role of Kazan National Research Technological University as a creative space for innovative development of Russian engineering education and for training of engineering personnel of a new generation.

The paper explores the topical tasks of engineering education and considers the ways to solve them both on national basis and on the level of a research university. Engineers’ training requires applying of new approaches such as interdisciplinary and transdisciplinary. The technical university of XXI century must be a transdisciplinary university, and engineers’ education should include training of specialists at enterprises and companies. The other measures include realization of the universities’ own education programs and standards, creating of a network of lycees, and introducing of obligatory unified state examination in physics, chemistry, and biology.

The paper analyzes the proceedings of the 42nd IGIP International Conference onEngineering Pedagogy “Global Challenges in Engineering Education”, 16th ICL conferenceand International scientific school “Engineering education for a new industrialization (plenary sessions reports, learning seminars, subject specific seminars, and experts’ seminars ). Conclusive recommendations of the International scientific school formulated by the conference participants for the authorities and expert community, for the Ministry of education and Science of the Russian Federation, for the representatives of scientific organizations, business structures, engineering companies, and industrial enterprises, for university administration are adduced in the article.

The paper examines standards of International Engineering Alliance (IEA) oforganizations forming the agreed requirements for the competences of professional engineers and technologists (International Professional Engineers Agreement/EMF, APEC Engineer Register, International Engineering Technologists Agreement/ETMF) and organizations developing and applying the engineering education criteria in universities and colleges (Washington Accord, Sydney Accord, Dublin Accord). There are presented the results ofcompetence analysis of IEA standards, and given the recommendations on its application indesign and quality assurance of the educational programmes in higher and intermediate vocational education in engineering at universities and colleges of the Russian Federation.

The paper is focused on the upgraded technology for educational programs design considering the assessment of learning outcomes immediately after forming the initial datafor designing the program, exactly the required competences of the graduates. Within the two-stage life cycle model of the educational program on the stage of learning outcomes planning the methods, indicators and criteria are defined to assess the competences acquired by the students. The key definitions used while implementing the above mentioned procedures are specified; and their interconnections are described. The recommendations for learningoutcomes assessment are provided, which are aimed at assessment of correlation betweenengineering educational programs learning outcomes assessment and the requirements of federal educational standards along with the international standards for engineering education.

The article analyzes the materials of a training seminar for the experts in professional and public accreditation of engineering education programs. The seminar was held within the framework of the International scientific school “Engineering education for a new industrialization”. The paper adduces the qualification requirements for the candidates of AEER (Association for Engineering Education of Russia) experts and describes the competence model of AC AEER experts.

The paper describes School of Engineering of American University in Dubai. The brief historic overview for American University in Dubai and School of Engineering is provided. University’s and School’s organizational and administrative aspects are discussed. The structure of academic programs is discussed as well as their quality assessment. Faculty activities are described in details as well as enrollment requirements. Information about library, laboratory and technology resources is provided. University’s academic and research activities are reviewed in the context of its mission. University community engagement approaches are given.

The paper describes the World Engineering Education Forum 2014 in Dubai (WEEF 2014). A short history of this event is given. The Global Student Forum before WEEF2014 is described. The attention is drawn to opening ceremony and keynotes, highlights on IGIP, GED and IFEES under WEEF 2014 umbrella. Issues of globalization, joint research, attributes of global engineer, collaboration of universities and corporations, diversity and inclusion are discussed.

The paper observes the comparative study of the requirements of a new version of Federal Educational Standards (known as FES 3+), international CDIO Standards and professional accreditation criteria of the Association for Engineering Education of Russia (AEER), aligned with EUR2ACE Framework Standards for Accreditation of Engineering Education и Washington Accord Standards. The authors give recommendations on implementation of FES 3+, CDIO Standards and AEER accreditation criteria in designing, performing and quality evaluation of engineering educational programmes.

The paper describes the trends of engineering education development, innovations and the best experiences of the world universities in training engineers, discussed at the eighth World Engineering Education Forum WEEF 2014 in Dubai. A special focus is given to the trends and experience in the Russian universities in training engineering educators and their professional development, globalization, internationalization of engineering education, problems of digital learning, training engineers for science intensive power engineering of the future.

The different points of view presented at the World Engineering Education Forum (WEEF 2014) are discussed. The subjects of discussion in this paper are as follows: what should be in our day objectives, content, methods of teaching and learning tools, as well as methods for assessing educational achievements in engineering education. We have distinguished the dominant points of view: the goal is to prepare engineers able to create and implement projects under the ideas of «sustainable development», the content is determined by a multidisciplinary educational programmes designed taking into account the views of all interested parties, the main idea of the methods - student-oriented approach, wide using of e-learning, m-learning, evaluation of educational achievements in terms of developing the necessary competencies.

The paper describes the newly appearing trend showing that due to globalization any person can receive education, find employment opportunities and live in any country of the world on condition he is a competitive specialist and he can adjust to new conditions. Today, every person can play his social role in a certain country, and, at the same time, be a ‘global citizen’ who thinks at a ‘planetary scale’. Therefore, it is important that a person should contribute to his selfHdirected personal and professional development, find independent solutions of social and professional problems, and make independent decisions under the rapidly changing circumstances. University education should encourage every person to promote selfHdirected education and to increase individual responsibility for the results. The authors give a number of tools to provide the solutions for the problems raised.

The paper shows the experience of Kazan National Research Technological University in developing international cooperation. The role of regional policy in university internationalization is explained. The priority regions for international cooperation are distinguished; they are Asia, Europe and North America. The role of the university international honorary doctors in efficient contacts is described. The goal of university internationalization as training competitive engineers is analyzed.

The paper presents some results and prospects of development of the contemporary institution for additional professional education. The structure integrates a comprehensive approach to human resourcing of the engineering university on the basis of additional professional programs (professional development) for educators and industry community of the real sector of the economy. The experience of a research university in the interaction with industry in additional professional training (professional development) is analyzed.

The paper describes new trends in global engineering education from the view of professional and social cultural diversity. Different approaches to diversity in engineering are analyzed, the importance of personal and professional life experiences for creativity in engineering is stressed, recommendations for engineering team formation are given. The ideas on diversity in engineering education discussed at the 122nd Annual Conference of American Society for Engineering education in Seattle, USA on June 14-17, 2015 are presented, including the reports given at one of the three International Forum plenaries on engineering education in Russia, its traditions and prospects.

This article discusses issues related to daily work activities of a professor of engineering and particularly dwells on the problems of methodology and teaching methods. The author expresses his own position on some issues concerning distant e-education. It is treated as an important addition to traditional education. Distance courses have additional options for teaching students, and possess a shared location for all necessary learning materials in every discipline. The paper substantiates a need to apply international CDIO standards. There is also discussed a relation between education standard and professional standard. The educational programs should be designed according to the employers' requirements, particularly in such areas as computer engineering and programming. An example of an application of new methods in teaching the discipline «Computer and peripherals» is presented.

This paper analyzes the results of research carried out in 2004-2015 to select students for training in the supplementary program of Elite Engineering Education (EEE) of Tomsk Polytechnic University. The authors have designed an admission test system using psychological and pedagogical criteria that predict students' success in learning natural sciences and mathematics, which are the fundamentals of engineering invention. The article provides an overview of students’ personal and professional competence development within the EEE Program in Tomsk Polytechnic University, as well as procedures and criteria used to measure it, and provides a comparison of the resulting values with those of the students of traditional programs. The article addresses the integrated approach in training bachelor's degree students for creative professional activity on the basis of engineering invention, as exemplified by the Elite Engineering Education Program implemented at National Research Tomsk Polytechnic University.

The article proposes theoretical underpinning for the need of improvement pre-university level of education to implement an innovative approach to the training of engineers based on CDIO ideology. Pre-university training of enrollees is discussed as an initial step to improve the quality of engineering education. The reasons of enrollees' unpreparedness to choose engineering professions are analyzed. The paper proposes the possible solutions of the stated problem by means of specially organized educational process implemented by the university, secondary schools and/ or inter-school educational institutions of additional education. The implementation of CDIO standards in the design of pre-university training is discussed. The authors describe the experience in implementation of a specially organized course "Engineering" held for the pupils of 10-11 grades of Kirovsky district schools at Siberian Federal University in Krasnoyarsk in 2014-2015. The problems identified during the implementation of the course are revealed. The proposed solutions of the problems will allow to improve the educational process in the framework of the professional course "Engineering" and the quality of pre-university training level to implement an innovative approach to training of engineers in CDIO ideology.

Engineering education now faces the problems closely connected with the necessity to find new forms of education process organization. In these conditions the issue of teaching personnel retraining should be mentioned in the first place. The paper focuses on a role of a department responsible for core curricular programs development and discusses the status of a department chair and the principles of teaching staff formation. The chair must be a reputable scholar who holds a crucial leadership position. The chair is responsible for curriculum, planning, budget matters, personnel management, and for the department development. Besides, the chair must be a good practitioner in industrial work in order to establish external relations with enterprises and coordinate students' professional formation. One of the most effective and useful instruments to raise the quality of department activities is rating assessment of faculty in the main areas for definite periods. The author dwells on the problem of "feminization" of faculty members in engineering universities, women's predominance even in exceptionally "male" specialties.

The paper describes the experience of Kazan National Research Technological University in internationalization of engineering education. Realization of the conception ofinternationalization implies carrying out the policy for development of international activities, creation of effective infrastructure for ensuring academic mobility, and formation ofmulticultural and multilanguage environment for raising the foreign language competency of the faculty. The experience shows that nowadays internationalization has become the principle of education modernization, which determines the university development areas.

The paper focuses on the problems concerning training of research engineers, summarizes the experience in implementation of new institutional forms of teaching STEM graduate and post-graduate students (STEM - Science, Technology, Engineering, Mathematics). Modern higher technical education focuses on the needs of industry. Implementation of practice-oriented bachelor programmes allows to bridge the social gap between the aspirations of graduates towards high social status and needs of the labour market for workers who can operate high-tech equipment. Skill training for modern industry actualizes the problem of training engineers for the future, for growth of the regional industry. There is a contradiction between the traditions of mass engineering education and innovative, elite training of engineers. Postgraduate and master's courses are institutional channels of recruitment and the further formation of the future engineering elite. The purpose of the article is to study the opinions, motives and career plans of the respondents who have already got basic education in engineering and make a choice for advanced engineering training, as well as to present the estimation of the training quality by the practicing engineers and employers. The findings are based on an analysis of a survey of engineers and employers of the large industrial enterprises, teachers of engineering disciplines of universities of the Ural region, masters and post-graduate students of technical institutes of the Ural Federal University.