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Global Education: Physics On Line

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Collaborative & New Efforts in Engineering Education

Tagged Division

International

Page Count

12

Page Numbers

11.667.1 - 11.667.12

DOI

10.18260/1-2--1088

Permanent URL

https://peer.asee.org/1088

Download Count

175

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Paper Authors

biography

Joao Vinhas Politecnico de Viseu

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João Vinhas, MSc
Professor of Physics and Mechanics;
Assistant Professor since 1998;
Director of the graduation in Mechanical Engineering and Industrial Management
of the Escola Superior de Tecnologia of the Polytechnic of Viseu from 2002 to
2005;
Researcher at the Joint Research Centre of the European Union
at Ispra - Italy from 1994 to 1996.

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biography

Joao Paiva Politecnico de Viseu

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Joao Monney Paiva, PhD
Professor of Thermodynamics, Heat and Mass Transfer, Pneumatic Transport,
Energy Audits and Operations Management;
Coordinator Professor since 1995;
Head of the Mechanical Engineering and Industrial Management Department of
the Escola Superior de Tecnologia of the Polytechnic of Viseu from 1990 to 2002;
Chairman of the Scientific Council of the Escola Superior de Tecnologia of the Polytechnic of Viseu from 1996 to 2004;
Coordinator of Engineering Education seminars since 1998;
CEO of Provela, SA, since 1996;
CEO of Transcome, SA, since 1995;
Director of Transagri, Lda (www.transagri-lda.com), Mangualde, Portugal, since 1986;
Engineer at Brown Boveri Corp., Baden, Switzerland, 1981-83;
Assistant engineer at MAGUE, Construcoes Metalomecanicas, Alverca, Portugal, 1980-81.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Global Education: Physics on line

1. Introduction

Over the last few years the need for engineering professionals in Portugal has become an issue of key importance in order to achieve higher levels of productivity, competitiveness and innovation in different fields. Higher learning institutions, responsible for engineering degrees, have had to adjust their strategies in accordance with their incoming students’ profiles.

The engineer’s role in his or her professional life has changed over these last decades. Also, important vocational differences can be detected for engineering students. Newcomers that begin their studies in this area can come from very different backgrounds. Consequently, they bring numerous gaps in their knowledge, particularly in physics and mathematics. The initial contact with this new reality in their lives is crucial to future success, revealing a great importance for personal and professional development and creating tight bonds with positive influence on dropout rates. These challenges led to the decision to implement a new socio- pedagogical project called GOIS (from Damião de Góis, a prominent Portuguese and European renaissance man). It introduced important innovations and new strategies involving computer-student interaction during teaching-learning processes. Problem-solving skills are fundamental tools for the future engineer; so, the goal is to improve those tools and coach the student in a rational way.

A generation ago freshmen would have had very little chance of finding a door to knock on with the hope of getting some understanding and encouragement. The rigorous freshman and sophomore courses in engineering schools were viewed as a way to weed out weak students. Those who could not deal with it were of no one’s concern. Engineering schools only wanted the best students. Back then, the local saying “Whoever wants acorns must climb the tree,” was a sentiment often expressed in university corridors.

It was only after the student crisis in our school in 1996, which acted as a wake up call, a strong ring/alarm at our unused faculty ears, that the real extent of the engineering shortage became apparent. We realized that we could not afford to be complacent. It was only a matter of time for many other higher education institutions to realize that they could not afford to discourage engineering students anymore either. As Chris Kroeger, an associate dean of engineering and applied science at Washington University in St. Louis, said “We want to be a pump, not a filter.” (Loftus, 2005)1 Similar attitudes were also adopted by well- known institutions. These include Washington University in St. Louis, Virginia Tech College of Engineering, Rose-Hulman Institute of Technology, Syracuse University, Clemson University, University of Missouri, Texas A&M, and a very long list of many others.

Almost a decade has passed since then and the intermittences of political guidelines have meant that Portuguese engineering schools continue to have their work cut out in order to meet our urgent demand for engineers. We face particular social challenges, like those arising from the integration of some students who are the first generation in their families to

Vinhas, J., & Paiva, J. (2006, June), Global Education: Physics On Line Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1088

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