FDMech 2000
http://dl.lib.uom.lk/handle/123/20044
Conference on Future Directions & Strategies in Mechanical Education-Beyond 20002024-03-28T10:17:45ZConference on Future Directions & Strategies in Mechanical Engineering Education- Beyond 2000 [Pre Text]
http://dl.lib.uom.lk/handle/123/20075
Conference on Future Directions & Strategies in Mechanical Engineering Education- Beyond 2000 [Pre Text]
Nanayakkara, LDJF
2001-07-01T00:00:00ZTrends in mechanical engineering education: the international scenario and its relevance to Sri Lanka
http://dl.lib.uom.lk/handle/123/20074
Trends in mechanical engineering education: the international scenario and its relevance to Sri Lanka
Gunasekera, JS
Nanayakkara, LDJF
Mechanical Engineering Education has undergone major changes during
the last few decades in most countries throughout the world but
particularly so in the US and Europe. These include: the strong emphasis
on engineering design, integrated throughout the curriculum; the need to
connect and integrate contiguous ME disciplines together to form a more
robust engineering science foundation; and the critical role that a senior
level “capstone” product realization course should play in broadening
students' understanding of engineering practice. There is also strong
support for increasing emphasis on “active learning" where students
participate more directly in the learning process and the important role
played by “cooperative education" as referred to, in the US. It is important
for Mechanical Engineering departments in Sri Lanka to take a closer look
at these changes, and adapt them to enhance their own curricula by
carefully noticing that what is best for other countries may not be the best
for Sri Lanka.
2001-07-01T00:00:00ZMechanical engineering a historical perspective
http://dl.lib.uom.lk/handle/123/20073
Mechanical engineering a historical perspective
de Silva, PA
Nanayakkara, LDJF
Engineering as implied by the modern usage of the term is of
comparatively recent origin. But if one were to define engineering as
using natural resources for the service of man, then it can be considered
to be over thousands of years old. The hydraulic civilization of the Sinhala
Kings can best be defined as a product of Engineering. The Great Wall of
China, the Pyramids of Egypt have been “Engineered” by humans for
whatever purpose that was deemed necessary at those ancient times.
What name we give these builders today is a matter of opinion. Do we call
them Engineers? Can a large tank like the Parakrama Samudra be built
today without having Engineers of all the present day specializations,
namely Civil, Mechanical, Electrical, Electronics, Agricultural, Materials,
Chemical, Textile etc. We may have to add to this already long list, as
Telecommunications, Computer Engineering, Defense Engineering are
without doubt absolutely necessary to complete any modern project with
speed and economy.
2001-07-01T00:00:00ZEngineering education for the 21st century
http://dl.lib.uom.lk/handle/123/20072
Engineering education for the 21st century
Sivaloganathan, S
Nanayakkara, LDJF
The universities perform three distinct functions. Curriculum is the part
which involves the function of supplying specialized competence.
Engineering education entered the university only after it became a
profession. The early curricula therefore were evolved ones which mainly
catered for the then contemporary needs of the industry/profession. The
rapid developments and advancements in engineering after the Second
World War brought in several new disciplines in engineering and designed
curriculum became dominant. A methodology for designing the curriculum
also was explored. The elements in curricula were influenced by several
factors. Researchers in the meantime have identified the mechanism of
learning and experiential learning has gained recognition. Embracing
these findings a new methodology for curriculum design for the 21st
century has been developed.
2001-07-01T00:00:00Z