the development and application of computer-based training...

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© 2003 UICEEGlobal J. of Engng. Educ., Vol.7, No.2Published in Australia

INTRODUCTION

Presently, all major technical universities have intro-duced computers as an important and valuable vehiclefor the improvement of the educational process. Manyuniversity teachers are now being seriously involvedin the development of various types of interactiveComputer-Based Training (CBT) programs for appli-cation in the university teaching/learning process.

Once academic teachers learn how to use well-designed and often sophisticated CBT programseffectively, they begin to create new ways of struc-turing their education and training activities in order tobetter accommodate the available educationalprogrammes in order to satisfy educational objectivesand students’ needs.

Intensive research and developmental activities inrelation to the application of interactive CBT programs

The Development and Application of Computer-BasedTraining Programs in Maritime Engineering Education*

Romuald CwilewiczLeonard Tomczak

Gdynia Maritime University, ul. Morska 83, 81-962 Gdynia, PolandZenon J. Pudlowski

Monash University, Wellington Road, Clayton, Melbourne, VIC 3800, Australia

Under the Seafarers’ Training, Certification and Watchkeeping (STCW) 78/95 Convention, it ishighly recommended that Computer-Based Training (CBT) programs be applied to maritimeengineering education. Therefore, many maritime academic institutions, as well as professional andvocational training centres, have decided to apply this type of tool to support their didacticprocesses. The Gdynia Maritime University, Gdynia, Poland, is in the forefront of the design,development and implementation of such tools, and has used these computer-assisted programsover the last five or so years. The objective of this paper is to describe and present someexperiences related to the development and effective utilisation of computer-based simulators in theteaching-learning process. In this article, the considerations regarding this topic are based on anexample of an engine room simulator with medium speed diesel engines and a controllable pitchpropeller installation, which are important facilities onboard any ship. The basic simulator features,such as assessment, self-training and the faults scenario creation, taking into consideration the newand highly effective methods in marine engineer education and training, are presented anddiscussed in this article.

have been carried out at the Gdynia Maritime Univer-sity (GMU), Gdynia, Poland, over the last few years[1]. As a result, a wide range of CBT instruction pack-ages has been already developed and implemented,and new initiatives are currently underway.

In designing such programs, care is being taken tomake them as interactive as possible with the applica-tion of recent achievements of modern computertechnologies so that they can be easily implementedin laboratory experimental work [2].

THE USE OF CBT PROGRAMS INLABORATORY EXERCISES

Laboratory exercises constitute one of the keyactivities of the didactic process in engineering andtechnology education. Hence, the effective use oflaboratory experimental procedures depends verymuch on the proper preparation of students. CBT inter-active programs may, therefore, play an important rolein improving the quality of this preparatory process.

*A revised and expanded version of a paper presented atthe 6th UICEE Annual Conference on EngineeringEducation, held in Cairns, Australia, from 10 to 14February 2003.

R. Cwilewicz, L. Tomczak & Z.J. Pudlowski210

Because of the application of such programs,students not only become acquainted withthe operational procedure but also with the selectionand adjustment of certain parameters for variousexperimental quantities. Moreover, the use of suchprograms enables the simulation of faulty operationthat cannot be realised under real laboratoryconditions [3].

It is a well-known fact that during laboratoryexercises, even when conducted in small groups, notevery individual student is able to become acquaintedwith all the details and, in particular, with the methodof adjustment and variation of experimental param-eters. However, CBT interactive programs offer thepossibility of learning how to adjust the parameters ofcertain devices, such as timing unit, pressure, speedand temperature controls, etc. Therefore, CBTprograms should be applied in the laboratory teachingprocess prior to the running of real-life laboratoryexperiments. This largely enriches the teaching/learn-ing process and improves the efficiency and safety ofthe laboratory experimental work.

INTERACTIVE CBT PROGRAMS

Considerable practical experience gained after devel-oping, implementing and using a wide range of CBTinteractive programs in maritime engineering educa-tion indicates that generally their basic objectives, tasksand features should be to:

• Familiarise learners with individual auxiliary ship-board systems or equipment;

• Develop operational skills;• Train and master emergency procedures (knowl-

edge and skills on how to react in emergencysituations);

• Combine simulations with multimedia techniques,such as animation, diagrams, pictures, sound, etc;

• Develop and improve the English language skillsof ships’ personnel;

• Prepare for the pre-promotion assessment ofcompetency;

• Intensify trainees’ activities during the educationprocess;

• Make the learning process shorter with thesimultaneous increase in quality;

• Make the assessment process of trainees muchmore comprehensive and objective.

Also, it is important that, apart from the featureslisted above, such programs should facilitate theeffective performance of a wide range of educationactivities [4].

DESCRIPTION OF THE CBTINTERACTIVE PROGRAMS

Considerable research and development activities havebeen carried out over the last five or so years in thefield of Computer-Based Training (CBT) at the GMU.The work carried out has been enriched by the suc-cessful collaboration with the UNITEST, a companybased in Gdansk, Poland, so that a significant numberof CBT interactive programs are being presently usedat the GMU in both undergraduate and postgraduatecourses. The CBT programs are:

• Water pumps• Hydrophore installation• Fresh water generator• Piston compressor• Refrigerating plant• Diesel engines• Diesel engine generators• Steering gear installation• Oily water separator• Biological sewage treatment plant• Auxiliary steam boiler installation• Marine diesel engine monitoring systems• Fuel treatment plant• Controllable pitch propeller

Generally, the aim of the marine training softwarepackages is to help teach the basic principles of howto operate the equipment used on board of a ship, andespecially in a marine power plant. The comprehen-sive programs used are intended to train undergradu-ate and postgraduate students to become competentmaritime personnel, for example, engine room offic-ers. Moreover, the educational packages are basedon the actual procedures and solutions presently usedon ships [4].

The programs listed above are really and trulyinteractive. They facilitate and enable the realisticpresentation of the marine power plant equipment func-tioning on ships and are equipped with control panelsand system installation diagrams. For example, a typi-cal control panel contains switches, pressure gauges,as well as control and alarm lamps. The control paneland the main switchboard were intentionally designedin such a way so that they reflect on and resemble thereal equipment used in engine rooms on ships.

Some of the programs include the possibility torealise the control and regulation of the systemparameters. Graphic symbols used in the programsare described in the legend. All operations on the PCscreen (valve opening, pump starting, etc) are easilycontrolled by the computer mouse. It should be added

The Development and Application of Computer... 211

that most of the programs include relevant soundeffects.

An appropriate logical and mathematical model ofa system, or a particular piece of equipment devel-oped, ensures that the program will react to a train-ee’s action exactly as it would have reacted in reality.Also, in a case of faulty operations, the program willreact identically as it would have happened during thenormal operation of real equipment. Information aboutthe action performed by students is displayed in theform of digital or analogue data, colour changes ofpipes, as well as sound effects [5].

CONTROLLABLE PITCH PROPELLERINSTALLATION

A typical CBT interactive program, such as theControllable Pitch Propeller installation program, ispresented in Figures 1-6. The program is initiatedthrough a main menu. Usually, the menu consists ofthe following options available for selection:

• Description• Operating• Test• Simulator

An opening slide, showing the Controllable PitchPropeller installation simulation program, is presentedin Figure 1.

The individual parts of the program are describedand illustrated in the following four sections.

Description

This part describes the operating principles, workingconditions, application and main components of the

installation, together with different kinds of graphicpresentations (pictures, photos, diagrams, etc). Figure2 presents a cutaway view of the Controllable PitchPropeller, where the functioning principles (three-dimensional presentation) can be easily illustrated inthe mechanism shown.

The experience gained so far proves that it isextremely important to combine the schematicdiagram with the real presentation of a determinedpart in the form of a photo. The hub mechanism isshown in Figure 3 as a real picture of the mechanism.

Operation

This part of the program includes a step-by-step de-tailed description of the preparation for the starting ofthe plant, then the exact starting of the plant, as wellas the automatic and manual control of the function-ing and stopping of the plant procedures, together with

Figure 1: An opening slide of the Controllable PitchPropeller.

Figure 2: A cutaway view of the Controllable PitchPropeller.

Figure 3: A picture of the hub mechanism of theControllable Pitch Propeller.


the application of the emergency procedures. This partalso presents special diagrams illustrating the consecu-tive phases of the operation of the plant.

Test

The function of the assessment test, which is an inte-gral part of the program, is intended to gauge theknowledge gained by trainees after completing the firsttwo parts of the program. In this module, traineesshould indicate the correct answers to ten randomlyselected questions. An example question is presentedin Figure 4.

The program enables trainees to access the testseveral times without having to answer the same ques-tions. At the end of the test, trainees are given a testmark, indicating the rate of correct answers (eachcorrect answer gives trainees a chance to score tenpoints).

Simulator

An interactive software simulator forms the nextsection of the program. An ECR control panel andan installation diagram of the Controllable PitchPropeller installation simulator are presented inFigures 5 and 6.

By clicking on the mouse, the trainee has to set thevalves in the installation diagram in proper positions,and to start the pump by the operation of the switchesand push-buttons included in the panel.

Obviously, the trainee has to follow the instructionsgiven in the Operating Instructions. These enablethe trainee to apply in practice the theoretical knowl-edge acquired in accordance with the Operating In-structions. The trainee is then confronted with reallife reactions of the installation. The Controllable Pitch

Propeller installation program not only allows theoperation in the normal exploitation conditions but alsothe operation in an emergency mode. Moreover, thissimulator makes it possible for the trainee to exercisemanual emergency operations of the Controllable PitchPropeller.

CONDUCT OF THE SIMULATION

The increased use of marine simulators for educationand training implies that instructors must ensure thattraining using such simulators is effective. In theapplication of this didactic tool, several factors havebeen identified as extremely important and essential[6]. These are:

• Practical skills are being taught and developed.• Operational scenarios are created.• The trainee’s assessment is conducted.

For example, the application of large full-missionengine room simulators, in its hardware version,

Figure 4: An example text question.

Figure 5: An ECR control panel.

Figure 6: An installation diagram.


requires the realisation of trainees’ practical exercisesin relatively small groups, which normally constitutefour to eight trainees in the group. It is a well-knownfact that, in reality, large engine room simulators donot actually allow for an individual approach to train-ing and assessment. For this reason, small desktop-type simulators are more often being applied. The basicadvantage here is that their cost is low and that theygrossly facilitate individual training.

Simulator Description

The effective use of the engine room simulator is ana-lysed here based on the example of a medium speeddiesel engine room with a Controllable Pitch Propellerinstallation. Each of the simulator’s options describedbelow play an important role in ensuring the effec-tiveness of the training process.

The engine room simulator presented here can beapplied in the hardware (desktop-type), as well as inits software version. The control panel of this simula-tor is in its software version only. A view of the simu-lator’s console is shown in Figure 7.

The station software used by the instructor has anumber of functions and allows for the creation of thefollowing:

• The creation of the faults operational scenario bythe system set-up (changing the liquid levels inthe tanks and pressure setting).

• Freezing the operation of the simulator’s operation.• Realising the manoeuvring commands.

The instructor’s station is connected by phone withthe trainee station.

The software of the instructor’s station (in its multi-station version only), which is presented in Figure 8,

also enables the observation of the following indica-tions being displayed on the trainee’s station:

• The system’s alarm;• The shaft revolution;• The alarm log.

Engine Room Resources

The engine room resources option is available from theMain Menu/Options and Resources (see Figure 9).

This part of the simulator’s software is designatedfor the creation of the operational scenario.

The resources option allows for the adjustment ofthe levels of the liquid in the tanks, pressure settle-ment, aeration of pumps, as well as the simulation ofthe filters’ impurities contamination. An exampleof this resources option application is presented inFigure 10.

The Checklist

The main purpose of the checklist option of the soft-ware is to:

• Standardise the operation procedures and training.• Ensure that potential faults, due to improper

procedures, are avoided.

Figure 7: A view of the simulator’s console.

Figure 8: A view of the instructor’s station software.

Figure 9: The engine room resources option.


The checklist can be applied especially for theproper teaching of the engine room operation ina standalone mode, without any instructor (self-training).

The checklist is based on the concept of a divisionof the whole engine room operation into varioussmaller and typical tasks. A specific checklist coversall these tasks. Each checklist is based on the follow-ing principles:

• Each checklist begins with a certain engine roomset-up, typical for that checklist.

• A checklist properly completed should lead toanother specific engine room set-up, which is thetarget of this particular procedure.

• Clear instruction, what to do, and how to do it, isprovided for every single checklist step.

• The checklists are linked in such a way that thetarget set-up of one checklist is an entry set-upfor the next checklist in almost every case. Thismeans that the completion of all of the check-lists’ procedures results in the acquisition of theknowledge of the whole engine room operationat a basic level.

The Alarm Log

The alarm log window can be used to obtain an over-view of the user’s activities. This is of particular im-portance for the instructor in order to assess the traineeand for the purpose of discussing the trainee’s progresson the completion of the exercise. This window canbe accessed by using the mouse to click on the View/Alarm Log item from the main menu. An example ofthis application is shown in Figure 11.

The alarm log contains the following information:

• The full name of the alarm.• The time of the alarm’s activation.

• The time of the alarm’s deactivation.• Information about the loading set-up.

It should be pointed out at this point that it is alsopossible to print all of the alarm log records by usingthe push-button called Print.

Freezing the Simulator

In addition, the simulator allows the user to freeze thesimulation. This option is extremely useful at the earlystages of training, when the trainee needs more timeto analyse the operational situation (see Figure 12).

The obvious advantage of this simulator is that it isdesignated for the instructor’s supervised and unsu-pervised mode of training. The unsupervised mode isintended for the individual trainee’s activities (self-training without instructor’s participation) and permitsaccess to all of the simulator’s options (set-up, check-list, freeze simulator and alarm log).

Figure 10: Example of settings in the resources optionapplication.

Figure 11: The alarm log.

Figure 12: Freezing the simulator.


In the case of the selection of the supervised modeset-up, the checklist and freeze simulator options arenot available. This is a special mode that is onlyavailable and applied during the trainees’ assessment(examinations).

DISCUSSION

The vast experience with the utilisation of CBT inter-active programs clearly demonstrates that theseprograms constitute a considerable development andimprovement in the training process of maritimepersonnel and engine room officers in particular.

As it is presented in the paper, the CBT interactiveprograms introduce a new and active approach to train-ing that shortens the learning process and that facili-tates a better perception and understanding of theoperation of major maritime devices. It has been foundthat the use of CBT interactive programs grosslyimproves the quality of assessment of the trainee’sprogress making it much more objective.

It should be mentioned at this point that CBT inter-active programs are very often being successfully usedin the educational schemes, which include participantswho may have returned to training after a few yearsof professional activity. They usually encounterserious problems in adapting to traditional methods ofeducation and training.

Generally, CBT interactive programs may be suc-cessfully used in many educational activities, includ-ing the following:

• Lectures;• Exercises and seminars;• Laboratory experiments;• Examinations;• Continuing professional development;• Vocational training;• Individualised self-training;• On-the-job training.

As mentioned before, the trainee not only acquiresthe knowledge and skills concerning the operation ofthe equipment in normal exploitation conditions, butmore importantly he/she is also familiarised with emer-gency situations and procedures.

As a consequence, the trainee is better preparedto deal with practical situations during the operationwhile onboard the ship. The critical emergencysituations may be simulated and repeated as manytimes as necessary in order for the trainee to masterthe situations and to achieve the proper level ofpreparedness.

In order to achieve the desired training results, the

CBT interactive programs have been constructed insuch a way that they meet the following requirements:

• Exhibit the simplicity of utilisation.• Are available as a single PC configuration.• Developed for typical ship equipment and instal-

lation, taking into account the latest technicalsolutions.

• Prepared in strict cooperation with equipmentmanufacturers so that the program could be a partof the Operator’s Guide.

• Possess an Operation’s Guide.• Are inexpensive to design and build.• Exhibit the realism of simulated systems or equip-

ment (inclusive of process peripherals such aspanels with push-buttons, switches, gauges,levers, signalling and alarm lamps, etc).

• Exhibit a high descriptiveness.• Demonstrate the interactive learning due to

human-computer dialogue.

The requirements listed above have been accom-plished satisfactorily as a result of many years ofresearch, teaching experience and close observationof the trainee’s needs and capabilities.

CONCLUSIONS

The experience gained with the utilisation of interac-tive CBT programs at the GMU shows clearly thatthese programs constitute a considerable advancementin engineering education. As indicated above, the ap-plication of CBT programs in teaching has introducedall the benefits coming from an active approach totraining.

It has been found that this approach shortens thelearning time and facilitates the acquisition of newknowledge and understanding of the operational prin-ciples of different kinds of devices, in this caserelated to maritime engineering. Objective assessmentof trainees’ progress is also one of the importantfeatures when using interactive CBT programs.

It is worthwhile mentioning that interactive CBTprograms are often successfully used in the educa-tional schemes for professional engineers needing tobe retrained after a period of professional practice.This gives them the opportunity to take part in con-tinuous professional development by updating theirknowledge and skills. During that process, it is oftenpossible to rectify certain professional deficiencies.The use of CBTs in continuing education and trainingis less threatening for mature trainees whilst takingpart in the teaching/learning process, and is much moreacceptable due to the individual nature of the interac-


tion between the student and the machine. The use ofCBTs certainly eliminates several deficiencies andproblems encountered in the traditional education andtraining process. Some specific observations are:

• The use of CBT interactive programs introducesa new and active approach to education and train-ing that shortens the learning process.

• The application of CBT interactive programsfacilitates the perception and understanding ofthe basic operations of maritime devices andequipment.

• The use of such programs allows for a more indi-vidual and objective assessment of the trainee’sprogress, thereby largely improving the quality ofthe education and training process.

• The vast experience with the utilisation of CBTinteractive programs clearly demonstrates thatthese programs constitute a considerable devel-opment and advancement of the maritime educa-tion and training process.

The specific experience gained during the use ofthe engine room simulators, indicates that this innova-tive and effective educational method has a consider-able impact on the quality of the engineering educa-tional process.

The application of the simulation leads to a betterunderstanding of the principles of operation of boththe equipment and the systems when compared withtraditional education methods. Moreover, it reducesthe cost of training and largely increases the effec-tiveness of engineering educational process. It has beenfound that the trainee acquires not only the knowl-edge concerning the operation of the equipment innormal exploitation conditions, but also becomesfamiliarised with emergency situations. As a conse-quence, the trainee is better prepared to deal withemergencies during real-life operations when onboarda ship.

However, the effective use of the engine roomsimulators is dependent upon the simulation’s techni-cal capacities (operational scenario creation, selftraining features, effective assessment, etc), as wellas being dependent on the instructor’s preparation andhis/her engagement in conducting the trainingprocess.

REFERENCES

1. Cwilewicz, R. and Tomczak, L., Safety and envi-ronmental aspects of Computers Based Training(CBT) interactive programs application forstudents and engine room officers. Proc. Conf.

on Maritime Educ. and Training, Rijeka,Croatia, 1 (1999).

2. Cwilewicz, R. and Tomczak, L., New develop-ments in Computers Based Training (CBT) – In-teractive program for students and engine roomofficers. Proc. 4th Inter. Conf. on Engine RoomSimulators, Vallejo, USA (1999).

3. Cwilewicz, R., Tomczak, L. and Pudlowski, Z.J.,The application of interactive Computer BasedTraining (CBT) programs in engineering educa-tion. Proc. 3rd Baltic Region Seminar on Engng.Educ., Göteborg, Sweden, 113-116 (1999).

4. Cwilewicz, R., Tomczak, L. and Pudlowski, Z.J.,Computer Based Training (CBT): the applicationof interactive programs in marine education andtraining. Proc. 4th Baltic Region Seminar onEngng. Educ., Lyngby, Denmark, 62-65 (2000).

5. Cwilewicz, R., Tomczak, L. and Pudlowski, Z.J.,The application of simulators in marine engineer-ing education. Proc. 2nd Global Congress onEngng. Educ., Wismar, Germany, 138-140(2000).

6. Cwilewicz, R., Tomczak, L. and Pudlowski, Z.J.,The effective application of engine room simula-tors in marine engineering education. Proc. 3rd

Global Congress on Engng. Educ., Glasgow,Scotland, UK, 316-318 (2002).

BIOGRAPHIES

Prof. Romuald Cwilewiczwas born in 1939 in Gdynia,Poland. He graduated fromthe Technical University ofGdansk in 1962 with an MScin mechanical engineering.In 1974, he gained a PhD,based on a dissertation con-cerning marine gas turbines,and a DSc in 1993 in thesame specialisation.

He has been a professor of the Gdynia MaritimeUniversity (GMU) since 1993, and has held severalmanagerial positions, including the position of Vice-Rector for Educational Affairs (1990-1996) and Deanof the Faculty of Maritime Mechanical Engineering(1999-2002). He is presently Head of the Departmentof Marine Power Plants and Vice-Rector for Educa-tional Affairs.

His professional interests are in the optimisation ofpower engineering processes and diagnostics of ships’technical systems. He has published extensively, andis the author or co-author of many journal articles,conference papers and patents concerning his field of


specialisation, as well as engineering education. Also,he was a Visiting Professor of the HochschuleBremerhaven and Shanghai Maritime University.

Prof. R. Cwilewicz is an active member of theUICEE, and is Director of the Centre for MaritimeEngineering Education (CMEE), a satellite centre ofthe UICEE, based at the GMU. He was awarded theUICEE Silver Badge of Honour in 1997 at the 1st Asia-Pacific Forum on Engineering & Technology Edu-cation.

Dr Leonard Tomczak wasborn in 1950 in Nowy Targ,Poland. He graduated fromGdynia Maritime University(GMU), Poland, with a BScin 1974 and with an MSc in1987, both in marine me-chanical engineering. Hegained his PhD in 2001 fromthe Technical University ofGdansk, Poland, on comple-

tion of a dissertation concerning marine electronic die-sel indicators.

In 1977-1985, he was a United Nations Develop-ment Programmes expert in diesel engines in Angola.He has worked at Gdynia Maritime University since1976, initially as a research assistant and later as asenior lecturer. He is presently an assistant professorat GMU and Managing Director of UNITEST, aGdansk-based company. Since 2002, he has been aconsultant within the International Maritime Organi-sation (IMO).

His professional interests are in the application ofmeasuring equipment for marine diesel engines injec-tion and combustion process analysis, as well as in thepractical application of engine room simulators andinteractive Computer-Based Training (CBT) programsfor marine engineering education. He is the author orco-author of many refereed journal and conferencearticles.

Zenon Jan Pudlowski gradu-ated Master of ElectricalEngineering from the Acad-emy of Mining and Metal-lurgy (Cracow, Poland), andDoctor of Philosophy fromJagiellonian University (Cra-cow), in 1968 and 1979respectively.

From 1969 to 1976, hewas a lecturer in the Insti-

tute of Technology within the University of Pedagogy

(Cracow). Between 1976 and 1979, he was aresearcher at the Institute of Vocational Education(Warsaw) and from 1979 to 1981 was an AdjunctProfessor at the Institute of Pedogogy withinJagiellonian University. From 1981 to 1993 he waswith the Department of Electrical Engineering at TheUniversity of Sydney where, in recent years, he wasa Senior Lecturer.

He is presently Professor and Director of theUNESCO International Centre for EngineeringEducation (UICEE) in the Faculty of Engineering atMonash University, Clayton, Melbourne, Australia. Hewas Associate Dean (Engineering Education) of theFaculty of Engineering between 1994 and 1998.

In 1992, he was instrumental in establishing anInternational Faculty of Engineering at the TechnicalUniversity of Lodz, Poland, of which he was the Foun-dation Dean and Professor (in absentia)(1992-99). Hewas also appointed Honorary Dean of the EnglishEngineering Faculty at the Donetsk State TechnicalUniversity (DonSTU) in the Ukraine in 1995.

His research interests include circuit analysis, elec-trical machines and apparatus, implementation of com-puter technology in electrical engineering, softwareengineering, methodology of engineering education andindustrial training, educational psychology and meas-urement, as well as human aspects of communicationin engineering. His achievements to date have beenpublished in books and manuals and in over 300scientific papers, in refereed journals and conferenceproceedings.

Prof. Pudlowski is a Fellow of the Institution ofEngineers, Australia. He is a member of the editorialadvisory boards of many international journals, includingthe International Journal of Engineering Education,the International Journal of Electrical EngineeringEducation and the European Journal of Engineer-ing Education. He is the founder of the AustralasianAssociation for Engineering Education (AAEE) andthe Australasian Journal of Engineering Education(AJEE), and was the 1st Vice-President and Execu-tive Director of the AAEE and the Editor-in-Chief ofthe AJEE since its inception in 1989 until 1997.Currently, he is the Editor-in-Chief of the GlobalJournal of Engineering Education. He is the Foun-dation Secretary of the International Liaison Groupfor Engineering Education (ILG-EE).

Prof. Pudlowski was a member of the UNESCOInternational Committee on Engineering Education(ICEE) (1992-2000). He has chaired and organisedseveral international conferences and meetings. Hewas the Academic Convener of the 2nd World Con-ference on Engineering Education, the GeneralChairman of the East-West Congresses on Engineering


Education. He was General Chairman of the UNESCO1995 International Congress of Engineering Deansand Industry Leaders, and General Chairman of theGlobal Congress on Engineering Education.

He received the inaugural AAEE Medal forDistinguished Contributions to Engineering Education(Australasia) in 1991 and was awarded the Order ofthe Egyptian Syndicate of Engineers for Contributionsto the Development of Engineering Education on bothNational and International Levels in 1994.

In June 1996, Professor Pudlowski received an

honorary doctorate from the Donetsk State TechnicalUniversity in the Ukraine in recognition of his contri-butions to international engineering education, and inJuly 1998, he was awarded an honorary Doctorate ofTechnology from Glasgow Caledonian University,Glasgow, Scotland, United Kingdom. He was electeda member of the Ukrainian Academy of EngineeringSciences in 1997. In 2002, he was awarded the title ofan Honorary Professor of the Tomsk Polytechnic Uni-versity, Tomsk, Russia, and was appointed an ExternalProfessor at Aalborg University, Aalborg, Denmark.

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