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Using Bloom's taxonomy as the basis for an empirical investigation, this paper examines what engineering students and professionals want from engineering education. Fifty engineering students, from Computer Science and Information Technology courses, were asked to rank activity verbs in order of their impression about frequency of their occurrence in their assignments and examinations. Another group of sixteen students was asked to rank activity verbs as per their learning effectiveness. Thirteen professional Engineers were also asked to assign ranking to activity verbs in order of their perceived importance. A set of fifteen examination papers were then scrutinized for the usage of these activity verbs. Data analysis revealed that there is high correlation between students' impression and examination papers. It also demonstrated that there is high correlation between what engineering students and professionals want. However, a negative correlation was discovered between what students and professional engineers want and the activity verbs used in evaluative and non-evaluative tasks. Other established criterion for imparting good engineering education, such as the guidelines provided by ABET (Accreditation Board for Engineering and Technology) are discussed in light of the findings of this study. We conclude that, to foster creativity, critical thinking and innovative problem solving amongst engineering students we need to develop flexible curricula that aim to engage the students in higher-level cognitive activities. Changing the verb set used by engineering educators can be employed as a catalyst to facilitate this strategic transformation in engineering curriculum. (Contains 4 tables.)

In recent years educators and educational researchers in the U.S. have begun to introduce engineering design activities in secondary science classrooms for the purpose of scaffolding science learning as well as supporting such general problem-solving skills as decision making and working in teams. However, such curricula risk perpetuating a misconception about the nature of engineering design, or technology more broadly, as being applied science, when in fact its nature is more complex and its relationship with science is reciprocal. Developing an understanding of technology itself is a major part of national science education standards. Based in situative and cognitive theories, this paper critiques assumptions of engineering design activities in science classrooms from the perspective of their alignment with an epistemology of professional engineering design. Analyzing alignment of professional and classroom practices will require thick descriptions of both realms. This paper contributes to such an analysis, drawing on philosophical and sociological accounts of engineering practice to develop a prototypical epistemology of engineering design to which classroom practice may be compared, or that may be considered in developing future classroom engineering design activities. (Contains 1 footnote.)

Contemporary engineers and entrepreneurs need to become more cognizant and responsive to the emerging needs of the market for engineering, enterprise and technology services. Enterprise 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable development of engineering and business education. Aim of the following paper is to analyze student engineers' and entrepreneurs' view on Enterprise 2.0 of Web 2.0 technologies within engineering and business education. The meaning of the key concept of "Enterprise 2.0" is studied. Moreover, the study demonstrates how the key concept is related to the idea of "engineering and business education." Finally, the study presents how the steps of the process are related: determining Enterprise 2.0 [right arrow] revealing Enterprise 2.0 within engineering and business education [right arrow] empirical study within a multicultural environment. The present empirical research was conducted during the implementation of Bachelor's programmes at the Faculty of Engineering and at the Faculty of Business of Wismar University, University of Technology, Business and Design, Germany and during the implementation of Fifth Baltic Summer School "Technical Informatics and Information Technology" at the Institute of Computer Science of the Tartu University, August 7-22, 2009, Tartu, Estonia. The results of the empirical study reveal that the student engineers' and entrepreneurs' view on use of Enterprise 2.0 for individual, organizational and professional purposes is heterogeneous. However as shown by the Fifth Baltic Summer School, students are able to adapt new technologies and their benefits easily, which leads to new ways of socializing. The findings of the research allow drawing the conclusions that the student engineers' and entrepreneurs' view on Enterprise 2.0 in engineering and business education is a condition for successful use of Enterprise 2.0 in acquiring engineer's and entrepreneur's profession. (Contains 7 figures.)

Contemporary engineers need to become more cognizant and more responsive to the emerging needs of the market for engineering and technology services. Social dimension of Web 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable development of engineering education. Aim of the following paper is to analyze the student engineers' needs in social dimension of Web 2.0. The meaning of the key concepts of "social dimension of Web 2.0" and "needs analysis" is studied. The results of the empirical study within a multicultural environment emphasize that needs analysis contributes to the use of social dimension of Web 2.0 by student engineers. The conclusion reveals that the social dimension of Web 2.0 in engineering education is an opportunity for enhancing student engineer experience as a condition for creation of new knowledge. Contains a bibliography. (Contains 4 figures.)

Since 1996, the Small and Medium Enterprise Administration (SMEA) in Taiwan has supported various institutions to establish incubation centers (ICs) for facilitating start-ups and innovation. At present, there are 79 ICs in total and 65 (or 83%) of them are established in universities/colleges. Most ICs in the universities/colleges offering engineering education (EE) and/or engineering technology education (ETE) programs perform very well in technology entrepreneurship. Based upon literature review and the first author's practical experience of being his university's IC's former director, this paper points out its successes can be attributed as follows: (1) Employing university's core competencies, (2) Aligning with regional industry clusters (3) Focusing on emerging technologies, (4) Valuing cultivation of start-up and innovation talent, (5) Encouraging technology transfers, (6) Making collaboration and exchange between ICs. However, the ICs also face the following challenges: (1) More incentives should be offered to encourage faculty involvement; (2) Tighter links should be forged between incubation centers and venture capital firms; and (3) Technology entrepreneurship should be highly emphasized in the incubation center performance appraisal. (Contains 1 table and 1 figure.)

In comparison with engineering, engineering technology is more practical and purposeful. The engineering technology education programs in Taiwan have been mainly offered in 56 universities/colleges of technology (UTs/CTs) and are anticipated to continuously improve their performance to prepare quality engineering technologists. However, it is necessary to construct well-structured and up-to-date performance indicators for the programs. The authors completed a literature review and identified 22 key performance indicators (KPIs), which are outcome-based and compatible with ABET's accreditation criteria. Then a questionnaire including the KPIs was mailed to 160 randomly sampled engineering technology department chairs in the UTs/CTs in Taiwan to solicit their opinions. This paper presents the background, process and results of this research study. (Contains 1 table and 2 figures.)

Enterprise 3.0 which penetrates our society more thoroughly with the availability of broadband services has already been widely integrated into the contemporary processes and work environments. The synergy between Enterprise 3.0 and clustering advances innovation-stimulating environments in engineering education. The present research proposes phases of clustering to enhance engineering students' use of Enterprise 3.0 in tertiary education. Aim of the research is to analyze effectiveness of clustering for the development of engineering students' use of Enterprise 3.0 in tertiary education. The meaning of the key concepts of "Enterprise 3.0" and "clustering" is studied. Moreover, the study demonstrates how the key concepts are related to the idea of "engineering education". The explorative research has been used. The empirical study was conducted within the Sixth Baltic Summer School "Technical Informatics and Information Technology" at Kaunas Technical University, Lithuania, August 13-28, 2010. The sample involved 28 participants of the Sixth Baltic Summer School. Descriptive statistics (mean and standard deviation) were used for primary data analysis. The empirical results reveal that clustering with use of Enterprise 3.0 within the Sixth Baltic Summer School "Technical Informatics and Information Technology" is effective for the development of engineering students' use of Enterprise 3.0. Finally, directions for future research are proposed. (Contains 6 figures and 4 tables.)

Contemporary engineers need to become more cognizant and more responsive to the emerging needs of the market for engineering and technology services. Social dimension of Web 2.0 which penetrates our society more thoroughly with the availability of broadband services has the potential to contribute decisively to the sustainable development of engineering education. However, the success of the social dimension of Web 2.0 in engineering education requires student engineers' view on needs in the social dimension of Web 2.0 to be considered. Analysis of needs in the social dimension of Web 2.0 by engineering students is significant to contribute to the efficient incorporation of the social dimension of Web 2.0 in the curriculum of engineering science. The study was conducted in the frame of the Fifth Baltic Summer School "Technical Informatics and Information Technology" at the Institute of Computer Science of the Tartu University, August 7-22, 2009, Tartu, Estonia. The results of the empirical study reveal that the student engineers' view on needs in the social dimension of Web 2.0 has changed after the efficient incorporation of the social dimension of Web 2.0 in the curriculum of engineering science. The conclusions suggest the following hypothesis for further studies: in order to develop the use of the social dimension of Web 2.0 by student engineers it is necessary to promote student engineers' use of the social dimension of Web 2.0 for organizational and professional purposes, as well as to create a favourable learning environment which supports learners' needs in a multicultural environment. (Contains 3 figures.)

Introduction: The use of 3-5 languages that involves professional language to form varied cooperative networks for the creation of new knowledge is of the greatest importance for the development of humans, institutions and society (Maslo, 2006). Aim of the Study: To identify and analyze professional language in engineering education on the pedagogical discourse. The methodological foundation of the present research to analyze professional language in engineering education on the pedagogical discourse is formed by the System-Constructivist Theory that is based on (Maslo, 2006) Parson's system theory (Parson, 1976) where any activity is considered as a system, Luhmann's theory (Luhmann, 1988) which emphasizes communication as a system, the theory of symbolic interactionalism (Mead, 1973; Goffman, 2008) and the theory of subjectivism (Groeben, 1986).The issue here is that the emphasis of the System-Constructivist Theory on the subjective aspect of human being's point of view and experience that plays the central role in a construction process makes the search for a definition of professional language difficult. Professional language offers many interesting opportunities for engineering education lifelong, life-near and lifewide. Further research on professional language includes subject-content structure of professional language, activity modelling for developing professional language within a multicultural environment, factor analysis, determination of criteria, indicators and levels of professional language, and empirical studies. (Contains 2 figures.)

This case-study research investigated how newly hired engineers at a large manufacturing company learned what they were expected to do during their first year on the job, as well as how they were expected to do their work and why it was done that way (the social norms of the organization). Two major findings challenge and extend the traditional views of organizational socialization.

This review of the literature investigates the various factors identified by researchers to explain women's underrepresentation in the engineering field. Because a great deal of research has been published through the years, a compilation summary of existing research was necessary. This literature review utilized searches from thousands of journals and databases. Topics covered include an overview of findings that pertain to: International comparisons; pre-college factors; Confidence, persistence, personality and perceptions; Gender socialization and expectations; Climate in engineering settings; Employment in engineering; Race-specific research; Actions taken to increase diversity; and educational and counseling implications. Results of the summary reveal it is clear that there is much to desire for women in engineering. Much effort has been put forth in terms of recruiting women in the field. However, the issue of underrepresentation of women and minorities in the engineering field involves a complex interplay of social, cultural, and personal factors. Although recruiting may not seem as difficult as it was forty years ago as evidenced by the increase in number of women enrolling in engineering, the more pressing concern is the retention of women in engineering fields. (Contains 4 tables.)