th
nd
Joint International IGIP-SEFI Annual Conference 2010, 19 - 22 September 2010, Trnava, Slovakia
COMPARISON OF SUBJECTS FROM THE
UNIVERSITY OF SÃO PAULO AND UNIVERSITY OF
WATERLOO:TEACHING GENERALIST OR SPECIALIST
Danilo César Silva Gonçalves¹, Giuliano Salcas Olguin²
¹Polytechnic School at University of São Paulo,
Av. Professor Luciano Gualberto, nº 380,
São Paulo, SP, Brazil.
[email protected]
²Polytechnic School at University of São Paulo, Av. Professor Luciano Gualberto, nº 380,
São Paulo, SP, Brazil.
[email protected]
Topic: Curriculum Development
Form of Presentation: Oral
Key words: Curriculum Development, University of São Paulo, University of Waterloo, chemical
engineering, cooperative.
ABSTRACT
This article presents a comparison between the curriculum of two cooperative chemical
engineering courses, one at the University of São Paulo (Brazil) and one at University of
Waterloo (Canada). The main objective of this article is to identify differences in order to
classify the courses as generalist (focus in basic courses) or specialist (focus in chemical
engineering courses). This research was carried out with these two universities because
they both have cooperative courses, and this education model promotes learning through
lessons based on work (in some periods of the course the student must do only
professional activities as an internship).
The comparison presented here was made by some criteria, namely: exact, human,
biological contents, and thermodynamics, transport phenomena, modern physics and
programming courses. This data was analyzed and the courses were classified. The
curriculum at the University of São Paulo has a variety of subjects in all criteria, so it is
considered more generalist in relation to the University of Waterloo, which has many
electives in engineering. Nevertheless, it is possible to cultivate exchange student
programs. There are differences between these two courses, but there are a lot of
similarities too.
The methodology of this article could be a way to compare the curriculum of different
courses to prevent future problems with exchange student programs and to improve the
curriculum itself.
REFERENCES
[1]
MATAI, Patricia Helena. Ensino Cooperativo: Espaço Físico. Revista de Ensino de Engenharia, v.27, n.1, p.26, 2008 –
ISSN 0101-5001