Hands-on Training and International Experience in Engineering Education

Abstract

The holistic training of an engineer includes hands-on experience and theoretical study. Engineering at the University of Waterloo (UW) is unique because of its co-op program, which exposes students to practice of engineering in industry, interwoven with academic terms in the university.This paper details conduct of International Industrial Training Programs for the students of UW. These programs conducted over the past five years have addressed both issues of hands-on training and internationalization of engineering education. These programs provide skills and training on use of tools and machines culminating in a design and build project experience. This paper emphasizes safety and security in planning and implementing the programs in a foreign country. It also discusses issues related to international travel and cultural challenges faced by students and organisers. It summarizes the gains for the engineering students from the program based on immersive international exposure to a foreign culture through personal interactions with locals and planned trips, industrial practices, study of preparatory engineering courses like machining, welding, foundry, wood working, properties of materials and computer aided design leading to student designed and built projects.Five decades ago, when the university was founded, the students came from a demographic, that was split between a majority from rural and small urban centers. The students had some experience with tools and machines at high school and at home, as cars were simpler and home repair was a common activity. This was especially so on farms and in rural environments. This has gradually shifted to the present day when students primarily come from large urban centers and are very competent in working with high-tech gadgetry like computers, communication devices and entertainment consoles. Conversely, nowadays most high school children are not exposed to working safely with tools and machines.Over time co-op jobs have also shifted from hands-on engineering and shop floor work, to softer jobs using computers for design, analysis and managerial tasks. This has increased the challenge of engineering education where the facilities for teaching hands-on skills in the university are deterred by the lack of time in the curriculum, shortage of equipment and trained instructors. The economic environment of our nation has also evolved from a national manufacturing based economy a few decades ago, to a global economy of today. Industries have gone global in their routine functions, requiring engineers to routinely work in collaborative work with functionaries of their industry in other countries, with different culture, language and skill sets. It has thus become vital for engineering education to adapt and introduce the students to aspects of global engineering environment in the curriculum.