TECHNICAL TEACHER TRAINING AND CERTIFICATION ACCORDING TO THE IGIP SYSTEM

Julia Ziyatdinova

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Conference: 2015 ASEE International Forum
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 14, 2015
Page Count: 5
Page Numbers: 19.35.1 - 19.35.5
DOI: 10.18260/1-2--17158
Permanent URL: https://peer.asee.org/17158
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Julia Ziyatdinova

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Abstract

TECHNICAL TEACHER TRAINING AND CERTIFICATION ACCORDING TO THE IGIP SYSTEM V. Prikhodko, L. Petrova, T. Polyakova, A. SolovyevAbstractThe paper describes the scheme for training, advanced training and retraining of engineeringteachers in the Training Centers of the International Society for Engineering Pedagogy (IGIP). Itfocuses on the design of educational programs for different levels, the creation of learning andteaching materials, and the organization of certification procedure for teachers at internationallevel. Particular attention is paid to the modular principle of study programs design.IntroductionThe Russian Federation is taking part in the creation of European Higher Education Area(EHEA). An important aspect of this work is harmonization of the requirements for thepedagogical staff of technical universities and colleges (engineering teachers) by means ofinternational cooperation and experience exchange. In the past twenty years many Russiantechnical universities have been engaged in collaboration with the International Society forEngineering Pedagogy (IGIP). About 100 Russian technical higher school teachers are membersof IGIP. Annually 10-20 of them take part in the IGIP conferences where they present theirpapers and participate in the interchange of views.IGIP system of training centersThe most important part of IGIP’s activity is training and certification of engineering teachers.Below we shall describe both aspects. Preparation of teachers is institutionalized in special IGIPTraining Centers (TC) that are situated in many countries. In Russia a TC is usually called theCenter of Engineering Pedagogy (CEP) [1]. Each TC must be once accredited by IGIP and thenreaccredited every 5 years. Now there are 35 accredited TCs all over the world and 14 of themare in Technical Universities located in different regions of Russia (Fig.).For being certified an engineering teacher must have a diploma of an engineer, a TC diploma andhave teaching experience not less than 1 year. After certification by the IGIP InternationalMonitoring Committee (IMC) the applicant is awarded the title of International EngineeringEducator (ING-PAED IGIP). The TC diploma indicates graduation from a special course in oneof the TCs accredited by IGIP. At present there are 383 teachers from Russian TechnicalUniversities awarded the title ING-PAED IGIP and they are included in IGIP Register. Theseteachers form the main reserve for the pedagogical staff of TCs.IGIP CurriculumInternational cooperation allows IGIP to elaborate effective curriculum (Table) and up-to-dateteaching and learning materials for training and retraining engineering teachers who improvetheir competences [2].Fig. Russian Network of Engineering-Pedagogical EducationThe modular design allows varying the curriculum according to different categories of trainees.The curriculum can be modified for training engineering master students in parallel with theirbasic studies. The curriculum can be used also for the purposes of Life Long Learning (LLL). Inthis case it means training of those who have just graduated from technical universities orretraining and improving the quality of the persons who are already engineering teachers.The modular design allows also to vary the curriculum according to the peculiarities of differentcountries. Two other reports of the ASEE Forum agenda are devoted to the introduction of IGIPsystem in Russia.Table. IGIP TC Curriculum Credit Points (at Module Description least) Core Modules 7 M1 Engineering Education in Theory 2 M2 Engineering Education in Practice 3 M3 Laboratory Didactics 2 Theory Modules 5 M4 Psychology 2 M5 Sociology 1 M6 Engineering Ethics 1 M7 Intercultural Competence 1 Practice Modules 5 M8 Presentation and Communication Skills 2 Credit Points (at Module Description least) M9 Scientific Writing 1 M10 Working with Projects 1 M11 ICT in Engineering Education 1 Elective Modules (1 CP per subject) 3 (choose any three of eight) EM1 Evaluation of Student Performance 1 EM2 Quality Management 1 EM3 Portfolio Assessment 1 EM4 Creative Thinking 1 EM5 Coaching and Mentoring in Education 1 EM6 Collaborative Work 1 EM7 Teaching Subject in English 1 EM8 Infoliteracy 1 Total 20The first manual for engineering teacher training was written by the founder of IGIP A.Melezinek [3]. This book was written in German and then translated in a number of foreignlanguages. International cooperation helps to prepare new teaching and learning materials. Manyimportant modern teaching materials were prepared in the course of the Tempus-projects of theEuropean Commission:1. Dissemination of Pedagogical Innovation of Engineering Education in Russian and UkrainianUniversities/ Tempus-Project DIERUU, European Commission, 2002-2004.2. Teachers Training on Electronic Manual Development/ Tempus-Project TREM, EuropeanCommission, 2005-2006.3. Curriculum Development of Multimedia Course for Russian and Ukrainian Engineer-Pedagogical Education/ Tempus-Project MULTICEP, European Commission, 2004-2007.4. Innovative Language Curricula in Technical Universities/ Tempus-Project ILAN, EuropeanCommission, 2007-2009.5. Online Quality Assurance of Study Programmes (EQUASP) 543727-TEMPUS-1-2013-1-IT-TEMPUS-SMGR (2011-2503/001-001), 2014-2016.ConclusionsThe Russian Federation has been engaged in the development of the European Higher EducationArea since signing the Bologna Declaration in 2003. It caused the necessity of forming standardrequirements to the teaching programs of engineering education and to qualification level ofuniversities teachers as well as to mechanisms of their certification. In this situation the activityof IGIP and its national monitoring committees is of great importance. As it was shown IGIPsystem plays an important role in this process for Russian higher technical education. Itcontributes to the experience exchange and dissemination of advanced innovations inengineering pedagogy.Bibliography[1] Prikhodko, V., Solovyev, A. (2013) [IGIP and trends of Engineering Education in Russia and in the world].Vysshee obrazovanie v Rossii [Higher education in Russia]. No.6, pp.26-32. (in Russ., abstract in Eng.)[2] Prikhodko, V., Solovyev, A. (2013) Training of international engineering educators according to the new IGIPcurriculum. Proceedings of 2013 16th International Conference on Interactive Collaborative Learning, ICL 2013;Kazan; Russian Federation; 25 September 2013 through 27 September 2013. pp. 299-305.[3] Melezinek, A. Ingenieurpaedagogik, Springer Verlag Wien, New York, 3, Aufl. (In German)

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Ziyatdinova, J. (2015, June), TECHNICAL TEACHER TRAINING AND CERTIFICATION ACCORDING TO THE IGIP SYSTEM Paper presented at 2015 ASEE International Forum, Seattle, Washington. 10.18260/1-2--17158

TY - CPAPER
AB - TECHNICAL TEACHER TRAINING AND CERTIFICATION ACCORDING TO THE IGIP SYSTEM V. Prikhodko, L. Petrova, T. Polyakova, A. SolovyevAbstractThe paper describes the scheme for training, advanced training and retraining of engineeringteachers in the Training Centers of the International Society for Engineering Pedagogy (IGIP). Itfocuses on the design of educational programs for different levels, the creation of learning andteaching materials, and the organization of certification procedure for teachers at internationallevel. Particular attention is paid to the modular principle of study programs design.IntroductionThe Russian Federation is taking part in the creation of European Higher Education Area(EHEA). An important aspect of this work is harmonization of the requirements for thepedagogical staff of technical universities and colleges (engineering teachers) by means ofinternational cooperation and experience exchange. In the past twenty years many Russiantechnical universities have been engaged in collaboration with the International Society forEngineering Pedagogy (IGIP). About 100 Russian technical higher school teachers are membersof IGIP. Annually 10-20 of them take part in the IGIP conferences where they present theirpapers and participate in the interchange of views.IGIP system of training centersThe most important part of IGIP’s activity is training and certification of engineering teachers.Below we shall describe both aspects. Preparation of teachers is institutionalized in special IGIPTraining Centers (TC) that are situated in many countries. In Russia a TC is usually called theCenter of Engineering Pedagogy (CEP) [1]. Each TC must be once accredited by IGIP and thenreaccredited every 5 years. Now there are 35 accredited TCs all over the world and 14 of themare in Technical Universities located in different regions of Russia (Fig.).For being certified an engineering teacher must have a diploma of an engineer, a TC diploma andhave teaching experience not less than 1 year. After certification by the IGIP InternationalMonitoring Committee (IMC) the applicant is awarded the title of International EngineeringEducator (ING-PAED IGIP). The TC diploma indicates graduation from a special course in oneof the TCs accredited by IGIP. At present there are 383 teachers from Russian TechnicalUniversities awarded the title ING-PAED IGIP and they are included in IGIP Register. Theseteachers form the main reserve for the pedagogical staff of TCs.IGIP CurriculumInternational cooperation allows IGIP to elaborate effective curriculum (Table) and up-to-dateteaching and learning materials for training and retraining engineering teachers who improvetheir competences [2].Fig. Russian Network of Engineering-Pedagogical EducationThe modular design allows varying the curriculum according to different categories of trainees.The curriculum can be modified for training engineering master students in parallel with theirbasic studies. The curriculum can be used also for the purposes of Life Long Learning (LLL). Inthis case it means training of those who have just graduated from technical universities orretraining and improving the quality of the persons who are already engineering teachers.The modular design allows also to vary the curriculum according to the peculiarities of differentcountries. Two other reports of the ASEE Forum agenda are devoted to the introduction of IGIPsystem in Russia.Table. IGIP TC Curriculum Credit Points (at Module Description least) Core Modules 7 M1 Engineering Education in Theory 2 M2 Engineering Education in Practice 3 M3 Laboratory Didactics 2 Theory Modules 5 M4 Psychology 2 M5 Sociology 1 M6 Engineering Ethics 1 M7 Intercultural Competence 1 Practice Modules 5 M8 Presentation and Communication Skills 2 Credit Points (at Module Description least) M9 Scientific Writing 1 M10 Working with Projects 1 M11 ICT in Engineering Education 1 Elective Modules (1 CP per subject) 3 (choose any three of eight) EM1 Evaluation of Student Performance 1 EM2 Quality Management 1 EM3 Portfolio Assessment 1 EM4 Creative Thinking 1 EM5 Coaching and Mentoring in Education 1 EM6 Collaborative Work 1 EM7 Teaching Subject in English 1 EM8 Infoliteracy 1 Total 20The first manual for engineering teacher training was written by the founder of IGIP A.Melezinek [3]. This book was written in German and then translated in a number of foreignlanguages. International cooperation helps to prepare new teaching and learning materials. Manyimportant modern teaching materials were prepared in the course of the Tempus-projects of theEuropean Commission:1. Dissemination of Pedagogical Innovation of Engineering Education in Russian and UkrainianUniversities/ Tempus-Project DIERUU, European Commission, 2002-2004.2. Teachers Training on Electronic Manual Development/ Tempus-Project TREM, EuropeanCommission, 2005-2006.3. Curriculum Development of Multimedia Course for Russian and Ukrainian Engineer-Pedagogical Education/ Tempus-Project MULTICEP, European Commission, 2004-2007.4. Innovative Language Curricula in Technical Universities/ Tempus-Project ILAN, EuropeanCommission, 2007-2009.5. Online Quality Assurance of Study Programmes (EQUASP) 543727-TEMPUS-1-2013-1-IT-TEMPUS-SMGR (2011-2503/001-001), 2014-2016.ConclusionsThe Russian Federation has been engaged in the development of the European Higher EducationArea since signing the Bologna Declaration in 2003. It caused the necessity of forming standardrequirements to the teaching programs of engineering education and to qualification level ofuniversities teachers as well as to mechanisms of their certification. In this situation the activityof IGIP and its national monitoring committees is of great importance. As it was shown IGIPsystem plays an important role in this process for Russian higher technical education. Itcontributes to the experience exchange and dissemination of advanced innovations inengineering pedagogy.Bibliography[1] Prikhodko, V., Solovyev, A. (2013) [IGIP and trends of Engineering Education in Russia and in the world].Vysshee obrazovanie v Rossii [Higher education in Russia]. No.6, pp.26-32. (in Russ., abstract in Eng.)[2] Prikhodko, V., Solovyev, A. (2013) Training of international engineering educators according to the new IGIPcurriculum. Proceedings of 2013 16th International Conference on Interactive Collaborative Learning, ICL 2013;Kazan; Russian Federation; 25 September 2013 through 27 September 2013. pp. 299-305.[3] Melezinek, A. Ingenieurpaedagogik, Springer Verlag Wien, New York, 3, Aufl. (In German)
AU - Julia Ziyatdinova
CY - Seattle, Washington
DA - 2015/06/14
PB - ASEE Conferences
TI - TECHNICAL TEACHER TRAINING AND CERTIFICATION ACCORDING TO THE IGIP SYSTEM
UR - https://peer.asee.org/17158
DO - 10.18260/1-2--17158
ER -