In May, a new graduate department for life support systems, aerospace medicine and environmental safety appeared

Department 614 "Ecology, life support systems and life safety" appeared at the Moscow Aviation Institute (National Research University) in early 2017. However, she has quite a rich history behind her. She became the successor of two departments of the MAI at once, which existed at the university since Soviet times. One of them - Department 503 "Ecology and Life Safety", which was part of the Engineering and Economic Institute of the Moscow Aviation Institute, was founded in 1945, the second - 607 "Life Support Systems" of Faculty No. 6 "Aerospace", was established in 1970.

At the MAI Academic Council, both departments were reorganized, and a new one was created on their basis, which became the main graduate in the areas of training related to life support systems for manned spacecraft and the environmental safety of aerospace activities. We talked about the development of the department with its head, candidate economic sciences, Associate Professor, Honorary Worker of the Higher vocational education Russia Andrey Sorokin.

Andrey Evgenievich, in 2017 MAI merged two departments that were part of different faculties into one. How is it now possible to embrace the field of engineering sciences of medicine, physiology, psychology and ecology within the framework of the department "Ecology, life support systems and life safety" of the Faculty No. 6 "Aerospace" of the MAI?

At the suggestion of the teams of departments 607 and 503, the MAI Academic Council decided to name the joint department: department 614 "Ecology, life support systems and life safety" of faculty No. 6 "Aerospace". This decision is not accidental.

modern production, modern aircraft, rocket and space complexes are "man-machine" systems. For effective work of such a system, when creating them, it is necessary:

• to ensure the life of a person, including providing for his basic needs;
• create conditions for fruitful human activity;
• provide a person with the means for fruitful activity;
• Wednesday, human environment, should favor his life and work;
• the environment is unfavorable, sometimes aggressive, in this case a person must be protected, saved.

Traditionally, life support, life activity and human security were considered separately, not interconnected. Life support - separately, human activities were handled by ergonomics, security was also considered in isolation. Thirty or forty years ago, no one even remembered about ecology. Today, this approach is unacceptable. AT modern world there is a convergence of sciences and technologies. The conditions of production and the role of man in production and technological processes. industrial complexes, aircrafts, whether it be an aircraft or a spacecraft, the station should be considered as a "man-machine" system. Human information overload unfavourable conditions habitats for humans and much more, can reduce efficiency, sometimes lead to a disruption in the performance of a task, an accident or a catastrophe with the death of the crew and personnel.

The foregoing dictates the relevance of an integrated approach to creating technical systems taking into account the human factor in all its aspects. The connection between ecology and life support and human safety is obvious. Ecology, as the science of the interaction of nature and man, considers both the impact of man and his activities on nature, and the impact of the environment on man. In this regard, a manned spacecraft should be considered an ecological and technical system. Future inhabited planetary bases will also be integrated ecological and technical systems. A new scientific field- space ecology.

The association of departments 503 "Ecology and Life Safety" and 607 "Life Support Systems" is designed to ensure the release of engineers, bachelors and masters, equipped with knowledge about man, nature, technical systems, which include aircraft, rocket and space complexes, industrial complexes; understanding the relationship of man, his capabilities, with nature, with the technical system; practicing systemic, A complex approach to the design, production and operation of technical systems, aircraft, manned spacecraft.

An integrated approach requires specialists in the development of life support systems for promising manned space complexes to have deep knowledge in the field of physiology, fundamentals of medicine, ecology, natural sciences, general professional and a large number special disciplines.

The united department 614 retained all areas of training (specialties) of departments 503 and 607. No revolution has taken place. Training courses and taught disciplines have been preserved, just like the educational process established over the long years of the existence of the departments. Now we are developing under a new name, but with updated tasks. The main thing for the department is the release of a highly qualified engineer with a wide range of competencies. We provide training in the field of design, development and operation of life support systems, safety and rescue of manned spacecraft crews, medical and engineering and psychological support for space flights, environmental safety management and ensuring safe working conditions in the aerospace industry.

We managed to almost completely save personnel potential reorganized departments, actively continue to work and found new points of application of their unique experience such recognized specialists as professors - Kudryavtseva N.S., Khaustov A.I., Strogonova L.B., Dainov M.I., Bobe L.S., Dvornikov M.V., Voronkov Yu.I., Rozhnov V.F., Alekseev V.A., Kurmazenko E.A., associate professors - Pichulin V.S., Metechko L.B., Belozerova I.N., Golovanova T.V., Kurbatov B.E. and others, senior lecturers - Shangin I.A., Kabanov A.S., Yuldashev A.A. and etc.

I would especially like to note the significant contribution to the preservation and development of the scientific and educational potential of the united department: in the field of life support systems - Pichulin Vladimir Sergeevich, candidate of technical sciences, associate professor; in the field of environmental safety - Lyudmila Borisovna Metechko, candidate of economic sciences, associate professor.

Since the autumn of this year, the process of rejuvenation of the composition of scientific and pedagogical workers of the united department 614 has actively begun. 4 employees under the age of 40 have been hired.

It is the directions of the department "Ecology, life support systems and life safety" that have become one of the most popular in this admission campaign. How can you explain such an incredible interest of applicants?

Specialties related to ecology and life support are extremely in demand and are popular not only in MAI. This is largely due to the modern needs of the personnel market in such specialists. As for ecology... For technology, this is now mainstream. We are increasingly hearing the concepts of “green fuel”, “green aircraft”. The electric vehicle industry is growing rapidly. Take the same "Tesla". The implementation of the concept of a “more electric aircraft” also seems to be not so distant future. In addition, ecology also penetrates into the seemingly unrelated area of ​​rocket engine building. For example, the Proton is being replaced by the Angara launch vehicle, a modular launch vehicle that uses pure kerosene-oxygen fuel components in the operation of propulsion systems, which do not cause much harm environment and cannot lead to environmental disasters. Therefore, specialists who understand how to protect a person and his environment from technogenic impact will be in demand by industry. This is understood by both us and the applicants.

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Such areas as life support and biotechnology are becoming more and more popular. Biotechnologies are rapidly developing not only in aviation and astronautics, but also in the rehabilitation industry. That is, it turns out that the department gives the student a wide spectrum of unique knowledge in several areas at once - engineering systems, space medicine, and ecology. The guys are very willing to enter training in the areas of preparation of the department. Thus, among first-year students there are students included in the federal register of gifted children in Russia.

- What are the main specialties of the department?

The areas of training implemented by the department have acquired particular relevance in connection with the Decree of President Vladimir Putin on holding the Year of Ecology in 2017. We train bachelors in the field of "Biotechnical systems and technologies", profiles "Engineering in aerospace medicine", "Medical and technical support of rocket and space complexes". In addition, the department graduates bachelors in the direction of "Ecology and nature management", profiles "Ecological safety of aerospace activities", "Management of environmental safety". From the walls of the Moscow Aviation Institute, from our department, engineers come out with a degree in “Life support systems, thermostatting and protection of rocket and space complexes”, as well as masters who studied under the programs: “Systems of medical, technical and engineering and psychological support for rocket and space complexes” and “ Environmental safety in the aircraft industry”. In addition, the department headed by me conducts training of highly qualified personnel (postgraduate studies).

- Where will graduates be able to work after graduation?

The knowledge provided by the MAI and our department opens wide horizons for the people of Mayov. For example, our graduates work in divisions and services of Roskosmos, Rosprirodnadzor, Rostekhnadzor, the Ministry of Natural Resources and Ecology of Russia. They can easily find a job (and are employed) in consulting and audit firms providing services for environmental expertise, product certification, implementation of environmental management systems. The doors of aerospace enterprises, organizations that deal with medical and rehabilitation equipment, systems for ensuring the temperature and humidity regime of inhabited space and ground objects are open to the graduates of the department. In addition, Mayovites can build their career in the field of environmental management and environmental safety at enterprises in various sectors of the economy.

One of the directions of the department is medicine. But aerospace medicine. What is the difference in the training of specialists?

Aerospace medicine, although the term “space medicine” is still more commonly used, is a separate area of ​​​​knowledge, which, of course, differs significantly from conventional medicine. At least the fact that the astronaut is the object of her observations and study. And this is a special person. He works at the peak of his strength and capabilities. This means that “special” specialists should monitor his health, psychological state, and safety in flight. Those who know well what space flight is and what consequences it brings for an astronaut. Specialists in medical, technical and engineering-psychological support of rocket and space complexes are trained by our department. Our graduates are committed to developing devices that allow a person to survive in space, keep the crew of the ship alive, and also cope with huge loads.

- Approaching New Year. What would you like to wish your students?

I would like to wish students successful implementation of the most daring engineering ideas and projects. And, of course, good luck with the session.

On a note

The department invites:

• Applicants wishing to choose their future profession design, manufacture and operation of spacecraft life support systems, engineering in aerospace medicine, environmental safety management;
• Specialists who wish to improve their professional level in the areas of environmental education, environmental safety management, safety and rescue of aircraft crews;
• Heads of enterprises and organizations who wish to discuss and select the necessary topic of research in the field of organizing safe working conditions, developing life support systems, preparing and conducting calculations, and preparing environmental reporting documentation for the enterprise.

Socio-psychological problems of the university intelligentsia during the reforms. View of the teacher Druzhilov Sergey Alexandrovich

University traditions and the role of the department

According to the Bologna process, the applicant now enters the university not for a specific specialty, but for the so-called "program of the direction of preparation" of the bachelor. At the same time, a certain meaningful fragment of the program is assigned to each department.

Under the new conditions, it is important not to lose the established role of the graduating (profiling) department, which is responsible for the specialization of students, coordinates interdisciplinary communications, and provides communication with the professional community.

Communication with the professional environment should be realized, first of all, through the passage industrial practice in the relevant departments of enterprises, during which students gain the first experience in solving professional problems, interact with members of the professional community.

We have to admit that in recent years the possibilities of passing a full-fledged industrial practice, which is necessary condition professional training at the university.

The profiling department occupies a special place among other departments involved in educational process. It is she who organizes (and coordinates) the process professional development personality of the student as a future specialist. The coordinating role of the graduating department is not limited to the creation curriculum, which is mandatory for all educational departments of the university involved in the preparation of a graduate (both bachelor and master).

The graduating department implements the model of competence of a university graduate laid down in the Federal State Educational Standard, which can be represented in the aggregate of his theoretical and practical readiness for professional activity.

In labor psychology, the concept of "competence" determines the depth and nature of the subject's awareness of professional labor and the professional field in which he operates, as well as the ability to effectively implement his qualifications.

Professional competence (professional competence) is determined from two sides. In a narrow sense, it includes knowledge, abilities, skills, as well as ways to implement them in activities and communication. In a broad sense, professional competence determines the level of success in interaction with the social and professional environment.

The implementation of the guiding role of the profiling department in the process of studying at a university makes it possible to ensure the formation of the following types of professional competence, initially correlated by A.K. Markova with various aspects specialist maturity:

a) special Competence is the possession of specific knowledge, as well as the ability to apply it to practical solution professional tasks;

b) social professional competence - possession of ways of joint professional activity and cooperation, as well as professional ethics and methods of business communication accepted in the professional community;

in) personal professional competence - possession of ways of self-expression and self-development acceptable for the professional community, as well as means of confronting professional deformation of the individual;

G) individual- characterizes the possession of methods of self-realization and self-development of individuality within the framework of the profession, the ability to creatively manifest one's individuality, etc. [Markova A.K., 1996].

In addition, the ability to independently acquire new knowledge and skills, as well as to use them in activities, formed at the university, appears as the most important component of professional competence.

But it is not possible to form the necessary competencies in a student if the teacher does not have them, if this is just a “subject student” who does not have any of his own developments in any way. academic disciplines, which he leads at the department (“I read to students what I myself read in the textbook”), nor in pedagogy and psychology high school(“I read as best I can and as I feel comfortable”). Students will "eat" everything ...

The competency-based approach assumes that the goals facing educational system, are not determined within the system, but are dictated from the outside - by the labor market in the form in which it has developed. Only the graduating department, which has its own traditions, established ties with manufacturing enterprises, - and graduates of previous years occupying key positions in them, - on the basis of constant monitoring, are able to formulate (and correct) requirements not only for the special, but also for the social competencies of their graduates.

The non-market assessment of the student's competence is difficult, since he has not yet had time to face professional area and its effectiveness cannot be assessed. Only individual components of competence associated with knowledge and certain skills can be diagnosed. However, in general competence, Unlike qualifications, difficult to diagnose during traditional "mono-disciplinary" examinations (whether traditional or test form). Much more effective are the final exams, focused on the solution of some complex task by the examinee, which requires an understanding of interdisciplinary connections and the ability to make, justify and implement decisions in specific conditions. And this approach has proven to be effective. However, with the introduction of the bachelor's degree, there were immediately tendencies to introduce instead of a comprehensive graduation state exam– testing like a school exam [Reznikova, Petleva, 2011].

To assess professional competence, the final certification of a graduate in the form of a defense before an authoritative commission is effective. graduation project(or thesis) work. And this work should not be reduced to the aggregate term papers combined under one cover.

In the traditions of the Russian higher education - the formation of the Personality of a professional as a result of the interaction of an experienced teacher, the Teacher, with the student in the performance of research work, term papers and, especially, theses. On the examples of high professionalism, dedication, creativity and high morality of professors and associate professors of specialized departments, the personal and individual competence of graduates has always been formed.

The most important condition for high-quality training at a university is the availability of the necessary qualifications for teachers. The work of a university teacher belongs to complex professional activity which has all the characteristics that characterize it.

These include: public necessity professions; historical traditions of its "reproduction"; specialization in a certain branch of knowledge; the need for lengthy preparation; corresponding social status and etc.

For the formation of a teacher's professionalism, his past work experience or a defended dissertation is not enough. Years of work at the department are needed, causing the need for self-development in terms of interaction with representatives of their professional community (scientific and pedagogical school), the implementation of scientific and methodological developments, the acquisition of psychological and pedagogical knowledge and experience.

But with regret and bitterness, we have to state that at the beginning of the 2000s there were negative changes in the teaching staff of the departments. This process takes place simultaneously in several directions.

First direction- associated with natural care (for reasons of age of disease) most talented and qualified teachers who devoted all their energies to cultivating students from real specialists and considered this their life's work. They burned themselves, and lit others with their talent.

At the same time, very mediocre teachers, despite their advanced age and weakened health, by hook or by crook strive to stay in the department, ousting younger and more capable competitors. For them, work at the department is just an opportunity for additional (retirement) earnings, and students are no longer perceived as students, but as an “object of activity”, becoming a means of achieving their egocentric goals. Here, not even professional deformations take place, but professional destructions [Druzhilov, 2011 (a)].

Second direction- associated with some rejuvenation composition of the departments. But this rejuvenation in the last decade and a half has been happening in a very peculiar way. The decrease in the prestige of the work of a scientist and university teacher, the low level of remuneration and the wretchedness of the “social package”, the extremely low efficiency of postgraduate studies - all this led to the fact that everyone in teaching more after graduating from high school, girls-graduates of the department remain.

As a rule, those representatives of the “beautiful half of humanity” who were very “weak” students remain at the department, so they do not expect to find themselves working in their specialty in other places. The available material support (at first, from their parents, then from their husband) allows them to “exist” quite tolerably, at first on the salary of an assistant, and soon a senior teacher. Diligence and accuracy, indulgence towards them of former teachers (and now colleagues in the department) allows them not only to receive some privileges in the department in the form of "profitable" study load but also gradually move up the career ladder. First, the assistant to the scientific secretary of the department - and now the scientific secretary herself, then - the deputy dean - a member of the methodological council - the deputy head of the department - a member of the academic council, etc. And former teachers give them such a kind of indulgence for their poor knowledge of the subject: “Well, what can you take from her? All the same, he can’t do anything ... And I’d rather do laboratory classes alone. ” Someone will complete graduate school and even defend a dissertation in their own university council.

And someone without a dissertation in n-years successful work and social activity will receive the position of associate professor and the honorary title of Honored Worker of Higher Education.

The author of these lines is by no means a misogynist. He brought more than one of his students to the candidate's degree, and he knows that sometimes among them there are real smart girls. But now talking about others- and about a more general problem. About a problem that can be called feminization high school.

We all know that the majority of teachers in schools are women. It's probably great for primary classes. As in kindergarten, it is very good that the teacher is a woman. A good teacher for a child is almost a mother, at least for how many hours of the day, while the mother is at work. But the predominance, if not to say the "dominance" of female teachers in the middle and senior grades of the school, is already a problem that is recognized by society. It is recognized, but it is already impossible to change the situation: “it happened so.”.

In universities, the process of feminization was launched about twenty years ago - when, in the "dashing" 1990s, the male part of university graduates, young guys, categorically refused to stay to work at the department. Now the result of this process is the predominance of female teachers in most university departments. And not only general education and humanitarian departments: psychology, sociology, economics, social work etc., where a male teacher has already become a rare exception.

No, this is not "man-hatred", this is a natural process. survival these people in the cathedral "niche" of the university in conditions of economic and social trouble. And it's easier to survive among your own kind. And the specificity of women's groups is special.

The author of these lines met in his practice with situations where even in the departments associated with purely “male” (objectively - heavy) specialties, such as foundry, metallurgy of ferrous and non-ferrous metals, electrometallurgy, metal forming, engineering structures, mining electromechanics the proportion of women among the teaching staff reached 60% and more.

And it doesn't matter that they haven't seen a metallurgical furnace up close, they haven't been to the foundry department, that 90% of their students are guys. But these tough guys are taught (or supervised by their training) by charming women with a degree in their future specialty. As Thomas L. Martin, professor of electrical and computer engineering at the Virginia College of Engineering (USA), said, “He who can, does. Who does not know how, he teaches. Whoever does not know how to teach becomes a dean” (quoted from [Dushenko, 2001, p. 151]). And this truth is gender-neutral.

We have to admit that the feminization of higher education is becoming more and more hypertrophied and ugly.

And finally third direction quality deterioration personnel departments. It is connected with the “squeezing out” of the most qualified, efficient and productive (in science) teachers with a Ph.D. degree and a good start. How can it happen that qualified, promising and useful teachers for the department are forced to leave it?

These people are perceived as "potentially dangerous" ("competitors") for their colleagues in the above groups. In times of crisis, maintain workplace, your earnings means getting rid of a competitor. And then everything is simple: according to the Law at the end employment contract(usually a five-year-old) teacher must go through a competitive selection procedure. Election(or not election) by competition (even if one application is submitted for a vacant place) is carried out according to the results of a secret ballot - by a simple majority. And the voting machine is a terrible force!

Let's return to the introduced two-level ("Bologna") system of training at the university, but from the standpoint of the department as the main structural unit higher school, the "substratum" of the scientific and pedagogical school.

This system of education at a university (in its Russian interpretation) implies graduation of up to 80% of students with diplomas after 3.5-4 years bachelor. It is assumed that the rest of the students will complete their studies for another 2 years as scientists (Master is an academic degree, involves the defense of a master's dissertations). And there are two main points here. Firstly, the issuance by the state of permission to open a magistracy is accompanied by a number of conditions that are difficult for most departments (especially in provincial universities):

And this in practice means that after the entry into force of the new law on education, the magistracy will be concentrated in the central (federal and research universities), actively conducting research or project activities and providing high quality learning. Provincial universities will be limited to the training of bachelors, and this training will be carried out in general for 2-2.5 years. flow for all students of the selected directions preparation.

Within the framework of the “direction of training” of bachelors, according to the Federal State Educational Standard, there are 1.5 dozen or more “profiles” that previously, within the framework of specialty, were prepared by the graduating departments.

And only the last period of study of bachelors (a year and a half), associated with the study variable(and to a lesser extent, the base) part professional cycle disciplines and performance of qualifying (bachelor's) work is carried out at the graduating department. Professor at Moscow State Technical University N.E. Bauman Professor L.I. Volchkevich predict that “a large-scale decrease in the student body in senior years will cause an equivalent reduction in the teaching load of graduating departments (up to 2.5 times). States are reduced to seven or eight units” [Volchkevich, 2011].

However, the said expert emphasizes, “this has been proven for decades! - for the training of high-class professionals, whether they are masters or specialists, a team of at least 16-18 people is needed. A skinny group of seven or eight people is not capable of this” [Ibid.].

In the new conditions, the graduating educational department, or what is left of it, objectively in the vast majority of cases, can no longer objectively be the “substratum” of the scientific and pedagogical school. Especially taking into account the specifics of the teaching staff who managed to "hold on" here.

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When completing this topic, the student must answer the following questions in the abstract:

1) the purpose of the industry;

2) what main types of service groups do you know that, in your opinion, need to be developed in our city, region?

3) what types of services would you like to use within the walls of our university?

4) Why do accounting economists need to know the industry?

5) What is attractive about working in enterprises where I am supposed to work?

6) how can accountants influence the improvement of the enterprise?

Topic 6. The system of higher education in the country

The abstract on this topic should highlight the following main questions:

1) What do you consider the higher education system in the country?

2) what main types of universities do you know?

3) what is the nomenclature of specialties?

4) What is specialization for?

5) what are the main provisions of perestroika higher education is it clear in the country which ones are not and why?

6) approximate structure of the institute and faculty;

7) department and its structure.

Topic 7. Vladivostok State University of Economics and Service

When disclosing the topic of this essay, you can focus on the following main questions:

1) characteristics of the university and the history of its development;

2) the main areas of work at the university;

3) the structure of Vladivostok State University: the university administration and council;

4) public organizations and their structural bodies working at the university;

5) internal regulations at the university.

Topic 8. Graduating department, its role in the training of higher education specialists

Abstracts on this topic should answer the following questions:

1) the place of the graduating department in the structure of the faculty and the university;

2) the composition of the department;

3) the main disciplines studied at the department;

4) work of the graduating department with students;

5) the relationship of the department with production;

6) the work of the department in training specialists for the industry.

Above - pages 14 and 15

Topic 9. The educational process and the basics of its organization

The preparation of abstracts on this topic should go by disclosing the following main questions:

1) the educational process and its content, the growing role of independent work of students;

2) types of classroom and individual lessons with teachers;

3) lectures, practical and seminar classes, laboratory work, consultations, business games, term papers and theses;

4) types of control and assessment of students' knowledge, what is periodic (current) control?

5) the student's time budget, how is it calculated and distributed?

Topic 10. Rights and obligations of students

The topic of this essay can be revealed by highlighting the following questions:

1) why is it necessary to know the rights and obligations of students?

2) what requirements for students are the most difficult to fulfill and what is the reason for this?

3) what needs to be done to empower students?

4) what requirements need to be strengthened in the area of ​​student responsibilities?

Topic 11. Research work at the university

Essays on this topic should cover the following questions:

1) the main scientific research carried out at our university;

2) research work that was carried out or is being carried out at the department (faculty);

3) what are the results, your attitude to the direction of the ongoing research?

4) forms of your participation in the scientific work of the department, faculty, institute;

5) the rights of students actively participating in scientific research.