A uniform framework for compatible programs of Biosystems Engineering

1. A uniform framework for compatible programs of Biosystems Engineering P. Panagakis1,D. Briassoulis1 and S. Mostaghimi2 1Agricultural Engineering Department, Agricultural University of Athens, Greece 2Biological Systems Engineering Department, Virginia Tech, USA

2. Introduction The work was carried out in the framework of a multilateral EU-USA Project 1 1POMSEBES: 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

3. 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 • Uniform Framework

4. 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

5. 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.

6. Core Curriculum in Europe - I The core curriculum* is composed of two core basis - components: Engineering Sciences core basis of the program of studies Agricultural/Biological Sciences core basis of the program of studies (*) USAEE TN, ERABEE TN

7. Core Curriculum in Europe - II The core curriculum* is structured at two basic levels: Engineering and Biological/Agricultural Sciences fundamental basis of core curriculum Optional modules (specialisations) for the Engineering and Agricultural/Biological parts of the core curricula (*) USAEE TN, ERABEE TN

8. Overall Core Curriculum in Europe - III Based on the approved by the FEANI-EMC* core curricula specifications: • The Agricultural / Biological Sciences core basis should be limited between 39.0 and 57.0% of the corresponding Engineering core basis • 20-25 ECTScompared 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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 • an ability to design and conduct experiments, as well as to analyze and interpret data • 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

19. 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

20. 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). • Uniform Framework

21. 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 • Uniform Framework

22. Uniform Framework EU & FIPSE Water Resources Engineering ASABE 09, Reno, Nevada, 22-24 June, 2009

23. 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 • Uniform Framework

24. Uniform Framework EU & FIPSE Energy Supply and Management ASABE 09, Reno, Nevada, 22-24 June, 2009

25. 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 • Uniform Framework

26. 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

27. 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

28. 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 promotedand disseminated!

29. 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

30. Key components of a Uniform Framework EU & FIPSE 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

31. 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 Engineeringprograms 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…

32. 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!

33. 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. EU & FIPSE • Agricultural and Biological Engineering • vs. Biosystems Engineering

34. 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

35. EU & FIPSE Thank you for your attention!