Applied-Cooperative Engineering Education Model in Turkey

Yıl 2023, Cilt: 4 Sayı: 2, 13 - 25, 22.12.2023

Ahmet Yunus Cil İbrahim Çil

Öz

Applied education is a teaching paradigm that attracts the attention of researchers. It is just beginning to spread in Turkey. In this study, the cooperative education model, which is a structured method that combines classroom-based education and hands-on work experience, is discussed. In particular, the paradigms of engineering education in the last hundred years were reviewed, and engineering education in Turkey was criticized. An evaluation will be made by giving information about the cooperative education model that has gained importance in Turkey in recent years. Evaluations are being made about the reflections of the “Applied Education Framework Regulation in Higher Education” prepared by the Council of Higher Education (CoHE) in 2021 in Turkey. Applied Engineering Training, which has been on the agenda in Turkey in recent years, was discussed. The Applied Engineering Experience Training (UMDE) applied in the engineering faculty of Sakarya University was mentioned and discussed in the context of its dissemination and sustainability of quality. This education model, which will meet the needs of young people who receive engineering education and the enterprises that will employ them, will make an essential contribution to the literature in terms of becoming widespread in Turkey.

Anahtar Kelimeler

Cooperative Education, Applied Engineering Education, 7+1 System in Engineering Education, Engineering Education Paradigms.

Kaynakça

• ABET (2003): Criteria for Accrediting Programs, hhtp: // http://www.abet.org/ criteria_eac.html, 28.
• Aktaş, M. T. and Özsoy, C. E. (2015). Bilgi Toplumunun Mesleki Eğitim Paradigması ve Türkiye Ekonomisine Potansiyel Katkılar. Ejovoc (Electronic Journal of Vocational Colleges), 5(5), 130-138.
• Aman, H. S. M., and Marsudi, M. (2013). From traditional to applied: a case study in industrial engineering curriculum. In International Conference on Advanced Information and Communication Technology for Education (ICAICTE 2013) (pp. 461-470).
• Anderson, L.W., and Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
• Blair, B. F. Millea, M. and. Hammer, J (2004), The impact of cooperative education on academic performance and compensation of engineering majors, J. Eng. Educ., 93(4), 333–338.
• Brahimi, N., Dweiri, F., Al-Syouf, I., and Khan, S. A. (2013). Cooperative education in an industrial engineering program. Procedia-Social and Behavioral Sciences, 102, 446-453.
• Bucciarelli, L. L., and Kuhn, S. (2018). Engineering education and engineering practice: Between Craft and Science, Technical Work in the United States, 210, 9781501720888-012.
• Cengiz Toklu, M. (2016) Yüksek Öğretim Kurumlarında Ortak Eğitim Modeli Ve Bir Uygulaması, in International Conference on Quality in Higher Education (ICQH), pp. 1089–1092.
• Cheville, A. (2012) Engineering education today: Capturing the afterlife of Sisyphus in five snapshots, [Proc. IEEE, vol. 100, Centennial Special Issue, May 13, DOI: 10.1109/ JPROC.2012.2190156.
• CoHE’s Framework Regulation on Applied Training in Higher Education Published, https://www.resmigazete.gov.tr/eskiler/2021/06/20210617-2.htm,
• Çil, İ. Tokat, M. A., Türkan, Y. S., and Doğan, N. (2014), E-Guidance and Counselling Decision Support System in Elementary and High Schools. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-2), 34-56.
• Dehing, A., Jochems, W. and Baartman, L. (2013). The development of engineering students’ professional identity during workplace learning in industry: A study in Dutch bachelor education. Engi. Educ., 8(1), 42-64.
• Dym, C. M. Agogino, A. M. Eris, O. Frey, D. D. and Leifer, L. J. (2005) Engineering design thinking, teaching, and learning, J. Eng. Educ., 94(1), 103–120.
• Froyd, J. E. Wankat, P. C. and Smith, K. A. (2012). Five major shifts in 100 years of engineering education. Proceedings of the IEEE, 100(Special Centennial Issue), 1344-1360.
• Haddara, M. and H. Skanes, (2007) A reflection on cooperative education: from experience to experiential learning, Asia-Pacific J. Coop. Educ., 8(1), 67–76.
• Lohmann, J. R. and Froyd, J. E. (2010), Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry. Washington, DC: Board on Science Education, The National Academies.
• Prados, J. W. Peterson, G. D. and Lattuca, L. (2005) Quality assurance of engineering education through accreditation: The impact of engineering criteria 2000 and its global influence, J. Eng. Educ., 94(1), 165–184.
• Seely, B. E. (2005) Patterns in the history of engineering education reform: A brief essay, in Educating the engineer of 2020: Adapting engineering education to the new century, in National Academy of Engineering. Washington, DC: National Academy Press, pp. 114–130.
• Schaafsma, H. (1996). Reflections of a visiting co‐op practitioner. J. of Cooperative Education, 31(2), 83‐100.
• Sovilla, E.S., and Varty, J.W. (2004). Cooperative education in the USA, past and present: Some lessons learned. In R.K. Coll and. Eames (Eds.), International handbook for cooperative education: An international perspective of the theory, research, and practice of work‐integrated learning (pp. 3‐16). Boston: World Association for Cooperative Education.
• Ricks, F. (1996). Principles for structuring cooperative education programs. J. Coop. Educ., 31(2), 8‐22. Weisz, M. and Smith, S. (2005), Critical changes for successful cooperative education, Proc. 28th HERDSA Annu. Conf., pp. 605– 615.
• Wolff, K. (2018). Theory and practice in the 21st century engineering workplace. In Knowledge, Curriculum, and Preparation for Work, pp. 182-205. Brill.
• Yavuz, E (2019), Mühendislik Eğitiminde 7+ 1 Sistemi. Eğitim ve Yeni Yaklaşımlar Dergisi 2(1), 12-22.