Preface - kmutt

KMUTT Annual Research Abstracts 2005
Communicative Language Teaching and learnercentredness,
arguing that, although students may
practise English, very little learning is occurring.
Key principles for how to move from practice to
learning within a communicative learner-centred
framework include provision of support,
effective monitoring and feedback, and clarity of
learning focus.
Pilot Plant Development
and Training Institute
IC-317 FEPS: A SUCCESSFUL STORY OF
CONSTRUCTIONISM LEARNING
APPROACH IN THAILAND
Savaluk Asavasanti, Sakarindr Bhumiratana,
Wanna Chayawattana
The 19 th International Conference, "Learning
Organization in a Learning World" (ICLORD
2005), April 18-22, 2005, King Mongkut’s
University of Technology Thonburi, Bangkok,
Thailand, pp. 159-165
In 2001, Food Engineering Practice
School (FEPS) was established by a group of
Food Engineering's staffs at King Mongkut's
University of Technology Thonburi (KMUTT).
The FEPS program is a two-year international
program leading to a master's degree in Food
Engineering Practice. This program aims to
revolutionize the traditional graduate programs
in Thailand and produces a new breed of
research engineers who are well-versed in both
technical and English skills, well-equipped with
industrial problem-solving experiences, and
ingrained with social consciousness and
morality.
The FEPS' intensive curriculum
emphasizes on project-based training and
industrial exposure to food industry. We used
constructionism approach to integrate both
knowledge and know-how to each individual.
Three main stakeholders in this learning cycle
are student, university, and industry. This
learning process involves proactive recruitment
program, cooperative industry, open-mined
instructors, and funding from governmental
agencies. The key to this learning experience is
to fulfill each other's expertise (improving
learning atmosphere in industry and reflecting
industrial problems to academic researches).
Individual learning is nothing, but learning
187
together as a whole can enrich and enhance the
organization performance.
From the feedback of many
organizations, FEPS graduates can make
multiplying effects on the competitive edge of
their company and encourage the organizational
learning in their workplace. The ultimate goal of
this program is to use this successful beginning
as a stepping stone to promote a culture of
learning and a community of lifelong learners
among Thai food industrial society.
IC-318 A GRADUATE-LEVEL CHEMICAL
ENGINEERING PRACTICE MODEL IN
THAILAND
H.M. Ku, Saranya Thonglek,
Sakarindr Bhumiratana
The 4 th Asia-Pacific Forum on Engineering and
Technology Education, September 26-29, 2005,
Menam Riverside Hotel, Bangkok, Thailand
The Chemical Engineering Practice
School (ChEPS) at King Mongkut's University
of Technology Thonburi (KMUTT) in Bangkok
is a two-year international curriculum modeled
after Massachusetts Institute of Technology's
David H. Koch School of Chemical Engineering
Practice. The aim of this intensive Master's
program is to produce professional chemical
engineers with strong fundamentals, practical
experience, and a good command of English.
The program's uniqueness lies in industrial
internships and its strong linkage to the private
sector. In this paper, the history and the
motivation behind the creation of ChEPS are
presented. The uniqueness and key factors
contributing to the success of the program are
identified. A complete timeline and description
of the curriculum are given including a detailed
discussion of the practice stations and funding of
the program. Finally, the paper provides an
impartial assessment of ChEPS based on its
output, feedback from industrial sponsors, and
the performance of its alumni in the workforce.
Eight years after its inception, ChEPS has
become one of the top academic programs in
Thailand, and is now a flagship curriculum at
KMUTT.
IC-319 MODELING AND ANALYSES OF
MYCOBACTERIUM TUBERCULOSIS
METABOLISM
Asawin Meechai, Supapon Cheevadhanarak,
Sakarindr Bhumiratana
International Conference