Degree Programme in Automotive and Transportation Engineering: PAUTOS25

Descriptions

DEGREE PROGRAMME IN AUTOMOTIVE AND TRANSPORTATION ENGINEERING

Description of the studies

The aim of the studies is to give the students the necessary skills and capabilities to work in designing, manufacturing, maintenance, operational or sales functions of the automotive and transportation sectors. The educational possibilities cover also training to become a technical periodical inspector of vehicles. The societal importance of the automotive and transportation sectors is high, and the outlook of employment opportunities are good.

The requirements for today's engineer are extensive, including technical, economical, ecological, social, managerial and language skills. These all belong as essential parts to the extensive learning outcomes of the studies.

The studies consist of core competence, complementary competence, elective professional studies, freely chosen studies, practical training and engineering thesis.

In engineering thesis, the student applies his or her knowledge and skills in a study field related assignment, typically originated from the working life. The topic can be related e.g. to development of operations in a service workshop or optimization of drive routings of a transportation company.

The education implements the so called CDIO framework, targeting at providing the students with skills to work creatively, spontaneously and innovatively already during studies and later in working life.

The studies include classroom teaching, teaching discussions, group and seminar work, participative learning methods, research and development work, workplace visits and self-studying. University studies require self-imposed approach and activeness from the student, when planning and implementing the studies. In study planning, the personal study plan (HOPS) is used.

Working in projects is a vital part of engineering work. Due to this, projects are also an essential part of the studies. Taking part in the research and development projects, the students will get acquainted with project type of working and solve problems arising from the real working life. This enhances the students' motivation and increases the competence of both the students and teachers. Examples of project topics are development of diesel exhaust measurement, life cycle analyses of electric buses, vehicle tire and windscreen condition studies, new product launches and quality control of service workshops and vehicle inspection stations.

One of the aspects emphasized during the studies is internationality. Gaining international experience is recommended. The options are student exchange and practical training in a foreign country. Having been an exchange student or having worked abroad has typically been a very worthwhile experience.

The specialities of Turku UAS Automotive and Transportation Engineering are the optional vehicle inspector training and studies related to heavy-duty vehicles. The emphasized topics in both studies and research are environmental effects of road transportation in general and especially minimizing energy consumption, which reflects directly to the greenhouse emissions.

The student can direct the studies to one of the following specializations:
1. Automotive engineering
2. Transportation engineering

The students' future job titles in working life are e.g. design engineer, service advisor, workshop foreman, after-marketing manager, inspection engineer and transportation manager.

The possibilities for continuation studies after graduating from an UAS are plentiful. One option is the upper UAS degree (YAMK) after at least two years of working experience. Another possibility is the Master of Engineering studies in Technology, organized flexibly by the scientific universities. Also, continuation studies abroad are possible.

Objective

The studies consist of four competence level steps, ”Basic”, ”Pre-Professional”, ”Professional” and ”Ready-to-Work”.

As results of the Basic step, the student has the necessary study skills and knows the basics about mathematics and physics needed in working life. The student is familiar with the employment possibilities of the automotive and transportation sector, as well as with the importance of the sector in society. The student has the needed interaction and kommunication skills.

As results of the Pre-Professional step, the student masters the fundamentals of the engineering skills of the field, and is ready for the Professional level studies. The student knows the operation of the basic technologies in the automotive field as well as the principles of sustainable development within the automotive and transportation sectors. The student has selected either Automotive or Transportation Engineering.

As results of the Professional step, the student is capable of performing practical vehicle technology measurements, based on laboratory work teaching. The student has knowledge about the newest automotive technologies and about their applicability to different vehicles. The student's professional skills and capabilities have deepened, and preparedness to move on into the working life has increased.

As results of the Ready-to-Work step, the student has the needed preparedness for working life. The working life awareness has increased to a sufficient level. The student has adopted the importance of continuous learning in working life, and is capable of acting as a superior and as an entrepreneur. He or she understand the importance of customer service. The student is familiar with the prerequisites of business and can develop business ideas. He or she is able to work according to the rules of occupational safety.

Competence Path of Automotive Engineering:

The student can work in service workshop environment as a service advisor for the customers and as a foreman of the mechanics. He or she is familiar with business development and financial planning. The student can analyze the functioning of vehicle subsystems and masters fault diagnostics. He or she can design vehicle components and systems. The student knows the optimized solutions in terms of economy and the environment. He or she has knowledge about the dynamic behavior of a vehicle. He or she is familiar with the applications of electronics and communication systems in vehicles. The student knows the main aspects of vehicle and transportation related legislation.

Competence Path of Transportation Engineering:

The student is familiar with the forms of short and long-distance transportation and is able to plan transport and deliveries. He or she can select optimal transport equipment and arrange its usage. The student knows transportation technologies and is capable of utilizing them and developing logistical processes. He or she knows the solutions of internal transport and expense formation. He or she is capable of planning external logistics and supply chain management. The student knows the order-delivery process and can utilize information systems. He or she knows also the transportation market.

Vehicle Inspection Competence Module:

The student may also choose the additional vehicle inspection module. After it he or she will be familiar with the vehicle inspection legislation. He or she knows the information systems of the field, as well as the rights and responsibilities of the inspector. The student knows also the structure of the regulation hierarchy related to vehicle use, technical inspection and automotive technology. He or she can search information and can apply the contents of the regulations in practical situations. The student knows the inspection instructions of light-duty vehicles, inspection methods, the use of equipment, and inspection evaluation principles.

Those engineering students, who have at least 6 months of practical workshop experience, or hold a basic vocational degree in automotive field, are entitled to participate in an authorization test organized by the office Traficom under the Ministry of Transport and Communications. Passing the test entitles the student to act as an official inspector for two years. After receiving the engineering degree, the inspector's right is converted to permanent status.

Development

Pedagogical principles

Learning is a process, by which the human selects, interprets and deals with information. The learner plays an active role in the learning process. He or she is e.g. given a task to search and refine information and distribute it to fellow students. Learning is not passive receiving of information, instead, it is active construction of knowledge and tying it with knowledge learned earlier.

In terms of learning, interaction and social relationships are being emphasized, and learning is constructed together with other learners. This means that, in addition to the teacher, also students deliver the knowledge and competence. Elements of learning are also self-guidance and professional growth. The role of the teacher is to provide viewpoints and support to learning, and to act as a tutor.

Activating learning and teaching methods are in use, as well as multi-disciplinarity, integration of R & D activities in studies, working life orientation and internationality. Multidisciplinarity is realized e.g. in collaborative projects with other than engineering students. An example of working life orientation is the practical training periods of students during winter in Ivalo in Finnish Lapland, in an international top-level tire and vehicle testing company.

Also, flexibility belongs to the processes. In selecting professional courses, the student has wide variety of possibilities to direct the studies toward personal goals. The student may choose courses also from other degree programmes. For example, students planning to become entrepreneurs can choose business-oriented studies. Studying during summertime is also possible, e.g. by taking online teaching courses.

Student-exchange semesters and practical training periods abroad are means to encourage the students toward internationality. Ready-made frameworks are offered for the students to exploit these opportunities. Also “home-internationalization”, activities with the incoming exchange-students, and taking courses taught in English, support the internationalization targets.

An essential part of operational pedagogical means is straightforward interaction between the students and teachers. We collect feedback from the students both by discussions and with the anonymous feedback channel. We employ the principle of continuous feedback, both from teachers to students and vice versa. Additionally, dedicated feedback sessions are organized to create atmosphere promoting learning.

Further information

Assessment

In a competence-based curriculum, the scope of assessment is compentence and its development. Threre are several assessment methods and criteria in use. Assessment is realistic and in line with the objectives of the course unit.

Most course units are assessed with a written exam, using the scale 0-5. A passed accomplishment requires at least grade 1. Some of the course units are assessed with the scale Passed/Failed. In addition to a written assessment, the teaching personnel is also familiar with assessing the progress of the student orally.

With the help of encouraging feedback, the student is directed to pay attention to the right things. Because the development of innovation competences is the target of all degrees, the development of them can also be assessed by using a tailor-made assessment tool designed at Turku UAS.

In addition to external assessment, also self-evaluation and peer-assessment methods are used. The student may be challenged to assess his or her personal development by e.g. comparing the competence before and after a course unit. Peer-reviewing can be used to assess the outcomes of each other's written study assignments and presentation skills.