Severov

pp. 13-32

Scientific and methodological problems of optimization of student innovative scientific associations for youth creativity is correlated with the areas of scientific specialties, which are 13.00.08 "Theory and Methods of Vocational Education" and 19.00.03 "Work Psychology, engineering psychology and ergonomics". In general, the subject of student innovation is relatively close to the information theory of learning, engineering psychology and theory of vocational education, but not limited to any of the above. Authors took the trouble to give a retrospective comparative analysis of students' innovation of 1960 and forecast of its development up to 2020. Authors also briefly but systematically fully addressed almost every significant factor influencing the effectiveness of student innovation. Areas of a preferred implementation into the academic process were highlighted. An integrated design-competitive approach to student innovation was proposed. Our recommendations were illustrated with team results of SNTO&SKB student associations: an underwater robot, the earth satellite, a cyber-arm, an auto-fireball and more than 50 of original student works.

The author leads to the scientific and methodological treatment and critically evaluates common abroad, but virtually unknown in Russia, innovative educational project and a process technology MATEC - Marine Advanced Technology Education Center. Technology to a large extent, especially in the final phase of the annual life cycle, is based on competition of university teams MATE Competition held annually from 2001. Analyzing the experience of participation of Russian universities FESTU and BMSTU in competitions MATE in 2008-2011, the author comes to conclusion about the exceptional value of direct comparison of levels of engineering education in universities in the same conditions of competitive underwater site. The author shows that it is appropriate to use in the Russian Federation methodologies MATEC and PMBOK; also it will significantly increase the effectiveness of engineering education of specialists in underwater robotics and marine industry. General statements were illustrated by the examples of structural decomposition of submarine operations MATEC - 2010 and MATEC - 2011.

The author shows that the result of higher engineering professional education in the form of a certified specialist who has knowledge, skills and professional communication skills, for example in the field of underwater robotics and marine industry, is the goal of a complex process of university education. In particular, the complex is characterized by Bauman MSTU taught subjects to 40-50 with the total number up to 9900 academic hours. Sufficient parametrized certainty of objectives can be considered as higher education in engineering design as a project, and all educational processes associated with them - as reasonable processes. The author argues that controlled management of a quality competitive, low-budget team project, which aims to create, within one year life cycle, an original student-submersible ROV- hydrobot, at world level of quality is complex. But it is a solvable problem for higher engineering professional education in Russia. The solution of this problem is achieved by organizing academic experience of students, optimization of dynamic flexible forms of organization, management skills current student role their real abilities, knowledge, abilities and skills in design and use of theory and practice of project management based on international standards.

The author tells about scientific and methodological treatment and evaluates a large - very widespread abroad but almost unknown in our country - innovative educational project technology. The technology is based on a methodologically verified system of regional, national and international competitions, championships of student project teams – developers of high-tech engineering systems. In the annual life cycle, the technique involves design of the system by students according to a particular task, making its prototype, testing its sample, demonstrating it in action, and a rating competition with similar design developments in physical modeling of extreme situations. Based on personal experience of a BMSTU professor - mentor of a student team, the author provides a well-reasoned proof that Russian students who know the basics of automated design technologies - CAD, CAM, CAE, CASE, CALS - and who have 3D-printers are able to successfully compete with professional teams of top foreign universities.