RETROSPECT AND PROSPECT OF ICEE
Remarks at the
Opening Session of ICEE-2002
August 19, 2002, Manchester,
England
by
Prof.
Che-Ho Wei
2001-2002 Chair, iNEER Board and ICEE-ISC
Introduction
The
purpose of the International Conference on Engineering Education (ICEE) is the
advancement of education through trans-national cooperation and cross-cultural
networking. It is a conference series that highlight the worldwide progress and
experiences in engineering education; it is also a platform for creating
mutually beneficial collaborative efforts.
In
addition to being an occasion for discussing the development of engineering
education worldwide, ICEE represents an opportunity for fruitful encounters
between various cultures. The outcome is evidently positive that participants
have developed meaningful social contacts and personal enrichment among our multi-disciplinary
colleagues. As background for this, the important features of each of our
annual meetings are reviewed in today’s presentation, starting from the
conference inception in 1994.
Features of ICEE 1994 & 1995
Recognizing the importance of improving
and accelerating progress in engineering education, the ICEE was initiated by educators
in Taiwan and U. S. A. in 1994 with a vision of doing so by means of sharing
experiences. Organized as a forum to disseminate and exchange information, the
ICEE emphasizes the propagation of information on state-of-the-art advances in
education and research, especially new approaches that address the education
needs of young engineers for the 21st century. Thanks to the
long-term endeavor of participants from many countries, the trends of
engineering education were already
clear in these first two years, including curriculum innovations, the use of
multimedia and computers for instruction, and the integration of theoretical
and practical courses.
In addition to the significant
conclusions of these early conferences, conversation and discussion also began
between people concerned with issues of engineering education. Although the
focus of these first two years was largely an issue in Taiwan, there was
already international integration with researchers from other countries in
Europe and Asia.
Features
of ICEE 1997
1997 was a turning point for ICEE.
Having the conferences outside Taiwan, in Chicago, it highlighted the worldwide
experiments and experiences in engineering education. This conference also
emphasized the positive effect of government activism in support of pedagogical
renewal and reform. The theme of ICEE 97 was Progress through Partnerships.
Indeed, it was an important forum on engineering education at the turn of the
millennium and for engineering opportunities for international collaboration.
The motivation for the conference was in the mission of educating engineers to
be successful in a global workplace. Among the many issues of concern were the
applications of information technology as a teaching aid, distance learning,
and linkage with the information highway.
Unlike past engineering education
reforms before 1997, activities involved an increasingly wide range of
engineering education reforms with many of engineering schools around the world
working in partnership with each other, with industry, government, and
professional organizations.
Features of ICEE 1998
To extend on the
previous research on engineering education, the workshops of ICEE 98, in Rio de
Janeiro, highlighted a series of research projects concerning education-related
issues, including assessment plans for engineering programs and
entrepreneurship. With the advent of consumer-based economies, promoting
outcome-based education and fostering technological entrepreneurship are
increasingly important. This conference notes that the new engineers must
recognize that they must educate themselves to remain competitive, and learn to
profit in the marketplace. Moreover, the guidelines for evaluation of
engineering programs can help new engineers to exam their own directions and
their effects.
Features of ICEE 1999
ICEE 99, in Czech
Republic, was impressive for its unusual opening ceremony, which coincided both
with the 150th anniversary of the Technical University of Ostrava
and with a solar eclipse. Generally speaking, the main concern of ICEE 99 was
the continuous globalization for engineering education through national and
industrial collaboration with universities. ICEE 99 further strengthened
educational alliances, bringing in new partners from Central and Eastern Europe
and from the restructured Czech industry.
In the
conference several successful European models were demonstrated; there were the
European Union models for student exchanges, institutional consortia, research
grants from agencies, and institutional funds. Regarding course design, it was
recommended to develop bilateral programs of joint summer short courses and
seminars, faculty/student exchanges, web-based courses for students from
various countries, and so on.
Features of ICEE 2000
A major goal of
ICEE 2000, which returned to Taiwan, was to further strengthen alliances via
networking and globalization. ICEE 2000 continued previous research on
international collaboration, curriculum reform, and application of new
technologies as teaching aids. Moreover, the International Network for
Engineering Education and Research (iNEER) has been founded, as a result of a
resolution by the International Steering Committee (ISC) of the ICEE in order
to promote more rapid sharing of information and experiences.
Features of ICEE 2001
Standing
at the brink of a new century, ICEE 2001 in Oslo re-examined the past and made
great progress to extend international partnership, trilateral workshops, and
standards for engineering ethics. International partnerships in ICEE were
extended since this was the first year African representatives were brought
into ICEE. The two trilateral workshops on Future Cooperation in Education and
Research this year were a USA-Czech Republic-Poland workshop and a
Korea-Taiwan-USA workshop. Through these trilateral workshops, the
participating countries had opportunities to exchange ideas in more depth, and
to share more effectively teaching resources and engineering education
improvements. Furthermore, since a greater scale of international partnership
will be predictable flowing increasing globalization, engineering ethics was
recognized as a new and significant topic.
Visions
Today’s presentation is concluded by portraying current and future emphases in our field, thus paving solid road for further research and development. Three trends of engineering education can be summarized from previous meetings:
1. Continuous international collaboration to strengthen alliance for engineering education (such as demonstration of global engineering practices, discussion on higher education models, etc.)
2. Continuous curriculum reform to meet industrial need (such as the development of new curricula, reengineering of education systems, curriculum restructuring or reform, partnerships with industry, university-industry collaborations, disaster reduction education, creativity and innovation in education, etc.)
3. Teaching and learning with the aid of new technologies (such as distance learning, computer and communication-based instructions, distributed learning environment, quality assessment in teaching, multimedia teaching tools, etc.)
Three foreseeable visions of engineering education can be outlined from previous conference discussions:
1. The researchers and practitioners in this community will further recognize the essence of multidisciplinary field and realize that the complexity and sophistication of new developments can be facilitated only through collaboration among experts with different backgrounds.
2. The rapid growth of information technology will promote information sharing, management, and reduce waste of material and manpower.
3. The use of technology in the field of Engineering Education will bring lights to issues of ethics and literacy.
Finally, the steering committee would like to thank you for your willingness in participating our annual gathering this year, which promises to explore yet new directions. We are certain that this develops long-lasting relationships for international collaboration on engineering education. The committee would also like to acknowledge the efforts provided by each and every one of the hosts; their hospitality, resourcefulness, and friendship have made each year memorable. It reminds us that in helping one another along the journey, we find the strength and purpose for our own growth. Let us all hope that the light of international collaboration will shine over as many nations as possible.