EU & FIPSE
A uniform framework for compatible programs of
Biosystems Engineering
P. Panagakis1, D. Briassoulis1 and S. Mostaghimi2
1 Agricultural Engineering Department, Agricultural University of Athens, Greece
2 Biological Systems Engineering Department, Virginia Tech, USA
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE Introduction
The work was carried out in the framework of a multilateral EU-USA Project 1
1 POMSEBES: Policy Oriented Measures in Support of the Evolving
Biosystems Engineering Studies in USA - EU
The specific goal of the project was to contribute, by means of
specific policy measures, to the structural development of the
emerging discipline of Biosystems Engineering, by enhancing
collaboration between EU and US
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Among the objectives of POMSEBES:
Propose policy measures that will guide the development of
appropriate curricula for Biosystems Engineering
Encourage targeted policies and procedures aimed at
compatible educational programs of studies within the EU as
well as between the EU and the US.
PROPOSE A UNIFORM FRAMEWORK
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Biosystems Engineering programs of studies should include a
strong basic Engineering courses/topics core in their study
program
They must disseminate their Engineering courses contents to
other programs of studies in (applied) Biological sciences so
as to be engaged in educating Engineering concepts to
Biological Sciences students
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
A list of complementary, with respect to traditional
Agricultural Engineering programs of studies, domains,
learning outcomes and core competencies for students in
Biosystems Engineering should be developed to assist with
the evolution and development of the discipline curriculum.
This approach can define modules offered by specific
programs of study, as applicable.
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Core Curriculum in Europe - I
The core curriculum* is composed of two core basis -
components:
1. Engineering Sciences core basis of the program of studies
2. Agricultural/Biological Sciences core basis of the program
of studies
(*) USAEE TN, ERABEE TN
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Core Curriculum in Europe - II
The core curriculum* is structured at two basic levels:
1. Engineering and Biological/Agricultural Sciences
fundamental basis of core curriculum
2. Optional modules (specialisations) for the Engineering and
Agricultural/Biological parts of the core curricula
(*) USAEE TN, ERABEE TN
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Overall Core Curriculum in Europe - III
Based on the approved by the FEANI-EMC* core curricula
specifications:
o The Agricultural / Biological Sciences core basis should be
limited between 39.0 and 57.0% of the corresponding
Engineering core basis
o 20-25 ECTS compared to 44-51 ECTS, respectively
ECTS: European Credit Transfer System (eq. to 25-30 h of student workload)
(*) FEANI: European Federation of National Engineering Associations –
Educational Monitoring Committee
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Engineering Fundamental Basis
The following courses, defined in terms of contents, learning outcomes and ECTS
units, compose the EU Engineering core fundamental basis:
Engineering Graphics and Design - CAD
Mechanics - Statics
Strength of Materials
Mechanics-Dynamics
Fluid Μechanics
Applied Thermodynamics
Heat and Mass Transfer
Electricity and Electronics
System Dynamics
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE Engineering Fundamental Basis
Whereas, US programs of studies usually encompass the following courses (or
similar):
• Statics
• Strength of Materials
• Dynamics
• Fluid Mechanics
• Thermodynamics
• Transport Processes
• Engineering Graphics and Design
• Physical Properties of Biological Materials
• Engineering Economics
• Electrical Theory
• Instrumentation
• Foundation of Engineering Design
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Agricultural/Biological Sciences Fundamental Basis
The following courses may be considered as comprising the corresponding EU
Agricultural/Biological Sciences core fundamental basis (five courses may be
selected out of six depending on the modules offered):
Plant Biology
Animal Biology
Introduction to Soil Science
Introduction to Agricultural Meteorology and Micro-meteorology
Understanding the Environment and its interaction with Living Organisms
Microbiology
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Agricultural/Biological Sciences Fundamental Basis
Whereas, in the US the Agricultural/Biological core basis competences are usually
covered by several general ‘Biological Sciences’ courses such as:
Principles of Biology
Soil Science
Biochemistry
Microbiology
Physical Chemistry
More advanced and applied courses in various programs of studies offered in
the US build upon the topics addressed within these general courses
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Engineering Core Competences in Europe - I
The 1st cycle graduate must attain the following outcomes:
Apply knowledge of mathematics, science and engineering and systems
approaches appropriate to his or her discipline
Design and conduct experiments, analyze and interpret data
Identify, formulate and solve engineering problems
Recognize the interaction between engineering activities and design,
fabrication, marketing, user requirements, and product destruction
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Engineering Core Competences in Europe - II
The 1st cycle graduate must attain the following outcomes:
Communicate information, ideas, problems, and solutions to both specialist
and non-specialist audiences
Display an understanding of the influence of engineering activity on all life
and the environment, and demonstrate a high moral and ethical approach
to engineering tasks
Function efficiently in project groups and teamwork
Understand the interaction process between people working in teams, and
be able to adapt to the requirements of the working environment
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Engineering Core Competences in Europe - III
The 2nd cycle graduate must attain the following outcomes:
Demonstrate an in-depth understanding of his/her subject area as part of a
general engineering technology
Demonstrate in-depth knowledge and understanding of a specialized area
related to his/her field of study
Plan, and carry out research in his/her specialized field
Assume an analytical approach to work based on broad and in-depth
scientific knowledge
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Engineering Core Competences in Europe - IV
The 2nd cycle graduate must attain the following outcomes:
Function in leading roles, including management roles, in companies and
research organizations, and to contribute to innovation
Explain ideas and projects to a team of co-workers
Find a solution of particular technical and human problems arising in the
working environment
Apply skills and qualities necessary for employment requiring personal
responsibility and decision-making
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Agricultural/Biological Core Competences in Europe
The 1st cycle graduate should be able to:
Understand the fundamental biological mechanisms which govern the
life of living organisms in general
Recognize the interactions between systems of living organisms and
their environment
The 2nd cycle graduate should be able to:
Appreciate issues (e.g. techniques used to model and subsequently
simulate) related to biological systems and their management
Understand matters related to environmental protection and
sustainability
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Core Competences in US
Engineering programs must demonstrate that their students attain the ABET
(a) – (k) criteria:
(a) an ability to apply knowledge of mathematics, science, and
engineering
(b) an ability to design and conduct experiments, as well as to analyze
and interpret data
(c) an ability to design a system, component, or process to meet desired
needs within realistic constraints such as economic, environmental,
social, political, ethical, health and safety, manufacturability, and
sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Core Competences in US
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering
solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long
learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Apart from the core competencies, a study program with uniform
framework leading to compatible learning outcomes has to
incorporate mid-level competences which refer to the optional
specialization (module) part of the core curriculum.
Mid-level competences are extended and completed with applied
courses on specialized areas of expertise over the 2nd cycle program
of studies (or during the last two years of the integrated programs
of studies).
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Water Resources Engineering
Understand the biological mechanisms and the biological and
physicochemical characteristics of living organisms as they are
related to various aspects of water resources engineering
Recognize the interactions between water and soil and their affect
on the living organisms systems
Appreciate matters related to environmental protection and
sustainability
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Water Resources Engineering
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Energy Supply and Management
Understand issues related to fossil fuels energy production,
transport, distribution; advantages and negative environmental
effects
Comprehend questions related to alternative renewable energy
sources and systems; negative and positive environmental impact
Realize matters related to environmental protection and
sustainability
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Energy Supply and Management
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
A systematic comparison among study programs in US and
EU may lead to a standard definition of basics and a
clarification of application areas
An equivalence between EU student course load - ECTS and
US - credit should be developed to make EU Biosystems
Engineering curricula comparable to those of US
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Efficient collaboration between EU and US University programs
of study in Biosystems Engineering must be established
incorporating:
joint research work at various levels, (e.g. in US, during the
final year of studies through the undergraduate project; in
EU during the 2nd cycle of studies through the Diploma
Thesis)
partnership between Universities and Industries in teaching
fundamental design courses
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
Relationships between quality assurance issues of programs
of study and learning outcomes or student’s core
competences should be encouraged
A European platform for establishing such a relationship is
the EUR-ACE Accreditation framework, while the ABET may
be employed as the equivalent US Accreditation scheme
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Uniform Framework
The concept that Biosystems Engineering
emphasizes:
“integration of life and engineering”
including both approaches:
“bringing engineering to life” and
“bringing life to engineering”
should be promoted and
disseminated!
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Factors Affecting Uniformity
Incompatibility among curricula
horizontal compatibility among European Institutions
vertical transatlantic with the US institutions (benchmarking European
institutions and programs against their US counterparts)
Lack of program harmonization among European countries
major obstacle
Lack of a uniform understanding of an engineering curriculum
among various European institutions (proliferation of programs that call their
graduates “engineers” without offering engineering curriculum)
Lack of well-defined admission requirements to the US graduate programs
for graduates of various cycles in Europe
alleviation through development of outcome-based assessment process
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Key components of a Uniform Framework
Strong basic Engineering courses/topics core
Complementary domains/modules
Common areas of expertise
Matching core and mid-level competencies
Teaching compatible fundamental design courses
Joint research work at various levels
Similar learning outcomes
Equivalence between EU - ECTS and US – credit
Compatible quality assurance and accreditation frameworks
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Agricultural and Biological Engineering
vs. Biosystems Engineering
The term ‘Agricultural and Biological Engineering’ is very broad as it covers
a wide range of disciplines and programs of studies:
Programs of studies in Agricultural Engineering and the emerging from these
Biosystems Engineering programs of studies
Programs of studies in Biological Engineering which are based on a mixture of
the already established discipline of Biotechnology and Engineering Sciences
Programs of studies in Biomedical Engineering
All these three disciplines offered in one program of studies in
“Biological Engineering”, or talking about one discipline, meaning
that it covers all subjects of three different disciplines…
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Agricultural and Biological Engineering
vs. Biosystems Engineering
A proposal towards the development of a common ‘Agricultural and
Biological Engineering’ framework in the form of one discipline with a
common curricula basis covering all three disciplines (programs of
studies) will create a chaotic situation.
Such a proposal is not a realistic one and cannot achieve the objectives
set by combining the scope of studies in Biotechnology, Agricultural
Engineering and Biomedical Engineering all together!
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Agricultural and Biological Engineering
vs. Biosystems Engineering
However,
the possibilities, the competences and the abilities of Biosystems Engineering
graduates (including as the main core Agricultural Engineering) to work as
professionals or researchers in areas of Biotechnology or Biomedical
Engineering is very much welcome, expected and should be encouraged.
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Agricultural and Biological Engineering
vs. Biosystems Engineering
A Biosystems Engineering graduate should be able to extend the engineering
sciences beyond traditional agricultural applications to all living organisms
(except human) applications including agriculture.
Biosystems Engineers shall be involved in the new areas of
Bio-based materials, agro-fuels, bio-mechatronics, and assessment of food
traceability, quality and safety
The design of environmentally friendly and sustainable systems for plants, animals
and natural resources
ASABE 09, Reno, Nevada, 22-24 June, 2009
EU & FIPSE
Thank you for your attention!
ASABE 09, Reno, Nevada, 22-24 June, 2009