Engineering education in 21st century

Science.gov (United States)

Alam, Firoz; Sarkar, Rashid; La Brooy, Roger; Chowdhury, Harun

2016-07-01

The internationalization of engineering curricula and engineering practices has begun in Europe, Anglosphere (English speaking) nations and Asian emerging economies through the Bologna Process and International Engineering Alliance (Washington Accord). Both the Bologna Process and the Washington Accord have introduced standardized outcome based engineering competencies and frameworks for the attainment of these competencies by restructuring existing and undertaking some new measures for an intelligent adaptation of the engineering curriculum and pedagogy. Thus graduates with such standardized outcome based curriculum can move freely as professional engineers with mutual recognition within member nations. Despite having similar or near similar curriculum, Bangladeshi engineering graduates currently cannot get mutual recognition in nations of Washington Accord and the Bologna Process due to the non-compliance of outcome based curriculum and pedagogy. This paper emphasizes the steps that are required to undertake by the engineering educational institutions and the professional body in Bangladesh to make the engineering competencies, curriculum and pedagogy compliant to the global engineering alliance. Achieving such compliance will usher in a new era for the global mobility and global engagement by Bangladesh trained engineering graduates.

Study of graduate curriculum in the radiological science: problems and suggestions

International Nuclear Information System (INIS)

Ko, Seong Jin; Kim, Hwa Gon; Kang, Se Sik; Park, Byeong Rae; Kim, Chang Soo

2006-01-01

Currently, Educational program of radiological science is developed in enormous growth, our educational environments leading allied health science education program in the number of super high speed medical industry. Radiological science may be the fastest growing technologies in our medical department today. In this way, Medical industry fields converged in the daily quick, the fact that department of radiological science didn't discharged ones duties on current educational environments. The curriculum of radiological technologists that play an important part between skill and occupation's education as major and personality didn't performed one's part most effectively on current medical environments and digital radiological equipment interface. We expect improvement and suggestion to grow natural disposition as studies in the graduate of radiological science. Therefore, in this paper, current curriculum of radiological science are catched hold of trend and problems on digital radiology environments, on fact the present state of problems, for Graduate program of radiological science, graduate courses of MS and ph.D. are suggested a reform measure of major education curriculum introduction

Employability of the Bachelor of Science in Electronics Engineering Graduates of Camarines Sur Polytechnic Colleges

Directory of Open Access Journals (Sweden)

Rizza T. Loquias

2015-11-01

Full Text Available The study determined the employment status of the graduates of BS Electronics Engineering from 1999 to 2011. It also addressed the relevance of the ECE program outcomes and school factors to their employability. Pertinent data were gathered using a questionnaire and the sample size of 180 was determined using Slovin’s formula. Findings revealed that the graduates are highly employable in a wide range of industry such as electronics manufacturing, electronics design, telecommunications, broadcasting, and data communications and ICT-related areas, were able to pass the licensure examinations and other certifications, currently enjoying regular permanent job positions as supervisors, production engineers, process engineers, educators and others, and are working for companies located in Metro Manila and industrial zones in Laguna and Cavite. A significant number work abroad as OFWs. Only a small number are employed in the province of Camarines Sur mainly due to the lack of electronics industries and employment opportunities in the area. The skills the graduates found most useful to their first jobs are critical thinking, problem solving, and communication skills. Suggestions were given such as the inclusion of industry-utilized software and enhancement of the OJT program, more hands-on activities in the curriculum, exposure to industry while studying, and job familiarization among others. The findings of the study can serve as basis for curriculum review and revision to meet the demands of the industry.

Effectiveness of the Sexual Attitude Restructuring Curriculum amongst Taiwanese Graduate Students

Science.gov (United States)

Lin, Yi-Li; Lin, Yen-Chin

2018-01-01

This article discusses the effectiveness of the Sexual Attitude Restructuring (SAR) curriculum in developing positive sexual attitudes amongst Taiwanese graduate students in human sexuality. Through purposive sampling, 32 graduate students in human sexuality were selected to participate in the study. Before and after providing participants with a…

Facilitating Industrial Placement in the Construction Engineering Curriculum

DEFF Research Database (Denmark)

Wandahl, Søren; Ussing, Lene Faber

2016-01-01

outset in the hypothesis that external effectiveness (industry readiness) is better in those modes of education that, at least in part, are based on the world of work itself, and several sources highlight the necessity of strong links between engineering education and industry. Hence, it becomes central......There is often a claim that there is a disconnection between theory and practice, which raises questions on student’s readiness for employment and the extent that higher education responds effectively to the evolving needs of the construction industry. Industrial placements schemes can facilitate...... student learning from construction practice whereby students can reflect on their learning experience at the university. The interplay between traditional engineering curriculum and the context-based learning is important for securing the right skills and competencies among the graduates. This paper takes...

Biomedical Engineering curriculum at UAM-I: a critical review.

Science.gov (United States)

Martinez Licona, Fabiola; Azpiroz-Leehan, Joaquin; Urbina Medal, E Gerardo; Cadena Mendez, Miguel

2014-01-01

The Biomedical Engineering (BME) curriculum at Universidad Autónoma Metropolitana (UAM) has undergone at least four major transformations since the founding of the BME undergraduate program in 1974. This work is a critical assessment of the curriculum from the point of view of its results as derived from an analysis of, among other resources, institutional databases on students, graduates and their academic performance. The results of the evaluation can help us define admission policies as well as reasonable limits on the maximum duration of undergraduate studies. Other results linked to the faculty composition and the social environment can be used to define a methodology for the evaluation of teaching and the implementation of mentoring and tutoring programs. Changes resulting from this evaluation may be the only way to assure and maintain leadership and recognition from the BME community.

Interviews held with engineers who have graduated from the Faculty of Engineering

OpenAIRE

Antonio Mejía; Marcelo Riveros; Alberto Mayor

2012-01-01

This section presents interviews held with two eminent engineers who have graduated from the Faculty of Engineering. Marcelo Riveros and Alberto Mayor interviewed the distinguished engineer Guillermina Uribe who was the first woman to graduate from the Universidad Nacional de Colombia’s Faculty of Engineering whilst Antonio Mejía and Alberto Mayor interviewed José Fernando Isaza Delgado, mathematician, businessman, columnist, teacher and rector of Universidad Jorge Tadeo Lozano, who graduated...

Developing a New Industrial Engineering Curriculum Using a Systems Engineering Approach

Science.gov (United States)

Buyurgan, Nebil; Kiassat, Corey

2017-01-01

This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have…

Cybersecurity Curriculum Development: Introducing Specialties in a Graduate Program

Science.gov (United States)

Bicak, Ali; Liu, Michelle; Murphy, Diane

2015-01-01

The cybersecurity curriculum has grown dramatically over the past decade: once it was just a couple of courses in a computer science graduate program. Today cybersecurity is introduced at the high school level, incorporated into undergraduate computer science and information systems programs, and has resulted in a variety of cybersecurity-specific…

Engineering the curriculum: Towards an adaptive curriculum

Science.gov (United States)

Johns-Boast, Lynette Frances

The curriculum is one of the most important artefacts produced by higher education institutions, yet it is one of the least studied. Additionally, little is known about the decision-making of academics when designing and developing their curricula, nor how they make use of them. This research investigates how 22 Australian higher education engineering, software engineering, computer science, and information systems academics conceive of curriculum, what approaches they take when designing, and developing course and program curricula, and what use they make of the curriculum. It also considers the implications of these conceptions and behaviour upon their curricula. Data were collected through a series of one-to-one, in-depth, qualitative interviews as well as small focus group sessions and were analysed following Charmaz’ (2006) approach to grounded theory. In this thesis, I argue that the development of curricula for new higher degree programs and courses and / or the updating and innovating of an existing curriculum is a design problem. I also argue that curriculum is a complex adaptive system. Surrounding the design and development of a curriculum is a process of design that leads to the creation of a designed object - the official-curriculum. The official-curriculum provides the guiding principles for its implementation, which involves the design and development of the curriculum-in-use, its delivery, and evaluation. Data show that while the participants conceive of curriculum as a problem of design involving a design process leading to the development of the official-curriculum, surprisingly, their behaviour does not match their conceptions. Over a very short period, their behaviour leads to a process I have called curriculum drift where the official-curriculum and the curriculum-in-use drift away from each other causing the curriculum to lose its integrity. Curricular integrity is characterised through the attributes of alignment, coherence, and

Multidisciplinary Graduate Curriculum in Support of the Biobased Products Industry

Energy Technology Data Exchange (ETDEWEB)

John R. Dorgan

2005-07-31

The project had a dominant education component. The project involved revising curriculum to educate traditional engineering students in the emerging field of industrial biotechnology. New classes were developed and offered. As a result, the curriculum of the Colorado School of Mines was expanded to include new content. Roughly 100 undergraduates and about 10 graduate students each year benefit from this curricular expansion. The research associated with this project consisted of developing new materials and energy sources from renewable resources. Several significant advances were made, most importantly the heat distortion temperature of polylactide (PLA) was increased through the addition of cellulosic nanowhiskers. The resulting ecobionanocomposites have superior properties which enable the use of renewable resource based plastics in a variety of new applications. Significant amounts of petroleum are thereby saved and considerable environmental benefits also result. Effectiveness and economic feasibility of the project proved excellent. The educational activities are continuing in a sustainable fashion, now being supported by tuition revenues and the normal budgeting of the University. The PI will be teaching one of the newly developed classes will next Fall (Fall 2006), after the close of the DOE grant, and again repeatedly into the future. Now established, the curriculum in biobased products and energy will grow and evolve through regular teaching and revision. On the research side, the new plastic materials appear economically feasible and a new collaboration between the PI’s group and Sealed Air, a major food-packaging manufacturer, has been established to bring the new green plastics to market. Public benefits of the project are noteworthy in many respects. These include the development of a better educated workforce and citizenry capable of providing technological innovation as a means of growing the economy and providing jobs. In particular, the

Nuclear engineering experiments at experimental facilities of JNC in graduate course of Tokyo Institute of Technology

International Nuclear Information System (INIS)

Hayashizaki, Noriyosu; Takahashi, Minoru; Aoyama, Takafumi; Onose, Shoji

2005-01-01

Nuclear engineering experiments using outside facilities of the campus have been offered for graduate students in the nuclear engineering course in Tokyo Institute of Technology (Tokyo Tech.). The experiments are managed with the collaboration of Japan Nuclear Cycle Development Institute (JNC), Japan Atomic Energy Research Institute (JAERI) and Research Reactor Institute, Kyoto University (KUR). This report presents the new curriculum of the nuclear engineering experiments at JNC since 2002. The change is due to the shutdown of Deuterium Criticality Assembly Facility (DCA) that was used as an experimental facility until 2001. Reactor physics experiment using the training simulator of the experimental fast reactor JOYO is continued from the previous curriculum with the addition of the criticality approach experiment and control rods calibration. A new experimental subject is an irradiated material experiment at the Material Monitoring Facility (MMF). As a result, both are acceptable as the student experiments on the fast reactor. (author)

A curriculum for real-time computer and control systems engineering

Science.gov (United States)

Halang, Wolfgang A.

1990-01-01

An outline of a syllabus for the education of real-time-systems engineers is given. This comprises the treatment of basic concepts, real-time software engineering, and programming in high-level real-time languages, real-time operating systems with special emphasis on such topics as task scheduling, hardware architectures, and especially distributed automation structures, process interfacing, system reliability and fault-tolerance, and integrated project development support systems. Accompanying course material and laboratory work are outlined, and suggestions for establishing a laboratory with advanced, but low-cost, hardware and software are provided. How the curriculum can be extended into a second semester is discussed, and areas for possible graduate research are listed. The suitable selection of a high-level real-time language and supporting operating system for teaching purposes is considered.

Application of quality function deployment for designing and developing a curriculum for Industrial Engineering at Prince of Songkla University

Directory of Open Access Journals (Sweden)

Nirachara Boonyanuwat

2008-05-01

Full Text Available A Quality Function Deployment (QFD technique is used to design a curriculum for Industrial Engineering (IE at Prince of Songkla University (PSU. This paper shows a systematical step-by-step application of the QFD. This analysis focuses both on external evaluators of the university, companies that hire graduates and students’ parents, and internal evaluators of the university, the student themselves and faculty. Survey data from 232 stakeholders were used in the QFD analysis in order to identify the requirements most valued by them. Results indicate that the stakeholders are looking for the graduates’ abilities in the area of productivity improvement, knowledge application, production planning and control, quality management and control, and manufacturing management. Further, the QFD is used to translate the key requirements into an effective curriculum. It can be concluded that the QFD is a useful tool for designing a curriculum for higher educational institutions.

Promoting Active Learning of Graduate Student by Deep Reading in Biochemistry and Microbiology Pharmacy Curriculum

Science.gov (United States)

Peng, Ren

2017-01-01

To promote graduate students' active learning, deep reading of high quality papers was done by graduate students enrolled in biochemistry and microbiology pharmacy curriculum offered by college of life science, Jiangxi Normal University from 2013 to 2015. The number of graduate students, who participated in the course in 2013, 2014, and 2015 were…

Promoting human subjects training for place-based communities and cultural groups in environmental research: curriculum approaches for graduate student/faculty training.

Science.gov (United States)

Quigley, Dianne

2015-02-01

A collaborative team of environmental sociologists, community psychologists, religious studies scholars, environmental studies/science researchers and engineers has been working together to design and implement new training in research ethics, culture and community-based approaches for place-based communities and cultural groups. The training is designed for short and semester-long graduate courses at several universities in the northeastern US. The team received a 3 year grant from the US National Science Foundation's Ethics Education in Science and Engineering in 2010. This manuscript details the curriculum topics developed that incorporate ethical principles, particularly for group protections/benefits within the field practices of environmental/engineering researchers.

Promoting convergence: The integrated graduate program in physical and engineering biology at Yale University, a new model for graduate education.

Science.gov (United States)

Noble, Dorottya B; Mochrie, Simon G J; O'Hern, Corey S; Pollard, Thomas D; Regan, Lynne

2016-11-12

In 2008, we established the Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University. Our goal was to create a comprehensive graduate program to train a new generation of scientists who possess a sophisticated understanding of biology and who are capable of applying physical and quantitative methodologies to solve biological problems. Here we describe the framework of the training program, report on its effectiveness, and also share the insights we gained during its development and implementation. The program features co-teaching by faculty with complementary specializations, student peer learning, and novel hands-on courses that facilitate the seamless blending of interdisciplinary research and teaching. It also incorporates enrichment activities to improve communication skills, engage students in science outreach, and foster a cohesive program cohort, all of which promote the development of transferable skills applicable in a variety of careers. The curriculum of the graduate program is integrated with the curricular requirements of several Ph.D.-granting home programs in the physical, engineering, and biological sciences. Moreover, the wide-ranging recruiting activities of the IGPPEB serve to enhance the quality and diversity of students entering graduate school at Yale. We also discuss some of the challenges we encountered in establishing and optimizing the program, and describe the institution-level changes that were catalyzed by the introduction of the new graduate program. The goal of this article is to serve as both an inspiration and as a practical "how to" manual for those who seek to establish similar programs at their own institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):537-549, 2016. © 2016 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

An Online Graduate Requirements Engineering Course

Science.gov (United States)

Kilicay-Ergin, N.; Laplante, P. A.

2013-01-01

Requirements engineering is one of the fundamental knowledge areas in software and systems engineering graduate curricula. Recent changes in educational delivery and student demographics have created new challenges for requirements engineering education. In particular, there is an increasing demand for online education for working professionals.…

Fluid mechanics for engineers. A graduate textbook

Energy Technology Data Exchange (ETDEWEB)

Schobeiri, Meinhard T. [Texas A and M Univ., College Station, TX (United States). Dept. of Mechanical Engineering

2010-07-01

The contents of this book covers the material required in the Fluid Mechanics Graduate Core Course (MEEN-621) and in Advanced Fluid Mechanics, a Ph.D-level elective course (MEEN-622), both of which I have been teaching at Texas A and M University for the past two decades. While there are numerous undergraduate fluid mechanics texts on the market for engineering students and instructors to choose from, there are only limited texts that comprehensively address the particular needs of graduate engineering fluid mechanics courses. To complement the lecture materials, the instructors more often recommend several texts, each of which treats special topics of fluid mechanics. This circumstance and the need to have a textbook that covers the materials needed in the above courses gave the impetus to provide the graduate engineering community with a coherent textbook that comprehensively addresses their needs for an advanced fluid mechanics text. Although this text book is primarily aimed at mechanical engineering students, it is equally suitable for aerospace engineering, civil engineering, other engineering disciplines, and especially those practicing professionals who perform CFD-simulation on a routine basis and would like to know more about the underlying physics of the commercial codes they use. Furthermore, it is suitable for self study, provided that the reader has a sufficient knowledge of calculus and differential equations. (orig.)

Graduate studies in instrumentation at the University of Provence

International Nuclear Information System (INIS)

Carette, M.; Reynard, C.; Claire, N.; Deschaintres, J. L.; Felts, B.; Lyoussi, A.; Andre, J.; Bertin, D.

2009-01-01

The University of Provence instrumentation department offers a high level of graduate and post graduate engineering programs. Its mission is to form technician experts and engineers with a deep knowledge in their discipline: metrology, instrumentation, tests, Research and Development, automatism and industrial process control. The specialty of master on test facilities instrumentation has been developed in collaboration with the French Atomic Energy Commission (CEA) since 2004. This curriculum offers now a specialization in nuclear detection and nuclear instrumentation. More than 80% of the graduates formed by block-release training of master find a job within 6 months

Restructuring Graduate Engineering Education: The M.Eng. Program at Cornell.

Science.gov (United States)

Cady, K. Bingham; And Others

1988-01-01

Discusses the restructuring of the graduate program to accommodate emerging fields in engineering. Notes half of the graduate degrees Cornell grants each year are M.Eng. degrees. Offers 12 specialties: aerospace, agriculture, chemical, civil, electrical, mechanical and nuclear engineering; computer science, engineering physics; geological…

Graduate Curriculum | College of Engineering & Applied Science

Science.gov (United States)

Electrical Engineering, and grad students with solar panels on the second floor roof of Bolton Hall. Dr. Adel Nasiri, Professor of Electrical Engineering, and grad students with solar panels on the second floor roof

Wilderness Education Association certification and safety, ecological impact, and curriculum standardization of graduates

OpenAIRE

Detzel, David

1985-01-01

Graduates of the Wilderness Education Association (W.E.A.) were surveyed by mail to investigate the effects of their certification on safety, ecological impact, and curriculum standardization of their subsequent leadership activities. Self-reports showed a slight, but not statistically significant, decrease in the number of post- W.E.A. course evacuations and rescues. Graduates reported a moderate W.E.A. influence on their accident records, and knowledge of W.E.A. stan...

Research on reform plan of civil engineering adult education graduation design

Science.gov (United States)

Su, Zhibin; Sun, Shengnan; Cui, Shicai

2017-12-01

As for civil engineering adult education graduation design, reform program is put forward combined with our school. The main points of reform include the following aspects. New pattern of graduation design which is consisted of basic training of engineering design, technical application and engineering innovation training is formed. Integration model of graduation design and employment is carried out. Multiple professional guidance graduation design pattern is put forward. Subject of graduation design is chosen based on the school actual circumstance. A “three stage” quality monitoring system is established. Performance evaluation pattern that concludes two oral examinations of the dissertation is strictly carried out.

Re-Engineering Graduate Skills--A Case Study

Science.gov (United States)

Nair, Chenicheri Sid; Patil, Arun; Mertova, Patricie

2009-01-01

Research on student-learning outcomes indicates that university graduates do not possess important skills required by employers, such as communication, decision-making, problem-solving, leadership, emotional intelligence, social ethics skills as well as the ability to work with people of different backgrounds. Today, engineering graduates are…

Integrating security issues in nuclear engineering curriculum in Indonesia. Classical vs policy approaches

International Nuclear Information System (INIS)

Putero, Susetyo Hario; Rosita, Widya; Sihana, Fnu; Ferdiansjah; Santosa, Haryono Budi; Muharini, Anung

2015-01-01

Recently, risk management for nuclear facilities becomes more complex due to security issue addressed by IAEA. The harmonization between safety, safeguards and security is still questionable. It also challenges to nuclear engineering curriculum in the world how to appropriately lecture the new issue. This paper would like to describe how to integrate this issue in developing nuclear engineering curriculum in Indonesia. Indonesia has still no nuclear power plant, but there are 3 research reactors laid in Indonesia. As addition, there are several hospitals and industries utilizing radioisotopes in their activities. The knowledge about nuclear security of their staffs is also not enough for handling radioactive material furthermore the security officers. Universitas Gadjah Mada (UGM) is the only university in Indonesia offering nuclear engineering program, as consequently the university should actively play the role in overcoming this issue not only in Indonesia, but also in Southeast Asia. In the other hand, students has to have proper knowledge in order to complete in the global nuclear industry. After visited several universities in USA and participated in INSEN meeting, we found that most of universities in the world anticipate this issue by giving the student courses related to policy (non-technical) study based on IAEA NSS 12. In the other hand, the rest just make nuclear security as a case study on their class. Furthermore, almost all of programs are graduate level. UGM decided to enhance several present related undergraduate courses with security topics as first step to develop the awareness of student to nuclear security. The next (curriculum 2016) is to integrate security topics into the entire of curriculum including designing a nuclear security elective course for undergraduate level. The first trial has successfully improved the student knowledge and awareness on nuclear security. (author)

Aerospace engineering educational program

Science.gov (United States)

Craft, William; Klett, David; Lai, Steven

1992-01-01

The principle goal of the educational component of NASA CORE is the creation of aerospace engineering options in the mechanical engineering program at both the undergraduate and graduate levels. To accomplish this goal, a concerted effort during the past year has resulted in detailed plans for the initiation of aerospace options in both the BSME and MSME programs in the fall of 1993. All proposed new courses and the BSME aerospace option curriculum must undergo a lengthy approval process involving two cirriculum oversight committees (School of Engineering and University level) and three levels of general faculty approval. Assuming approval is obtained from all levels, the options will officially take effect in Fall '93. In anticipation of this, certain courses in the proposed curriculum are being offered during the current academic year under special topics headings so that current junior level students may graduate in May '94 under the BSME aerospace option. The proposed undergraduate aerospace option curriculum (along with the regular mechanical engineering curriculum for reference) is attached at the end of this report, and course outlines for the new courses are included in the appendix.

Pioneering Integrated Education and Research Program in Graduate School of Engineering and its Inquiry by Questionnaire

Science.gov (United States)

Minamino, Yoritoshi

Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.

Moving Beyond Accidental Leadership: A Graduate Medical Education Leadership Curriculum Needs Assessment.

Science.gov (United States)

Hartzell, Joshua D; Yu, Clifton E; Cohee, Brian M; Nelson, Michael R; Wilson, Ramey L

2017-07-01

Despite calls for greater physician leadership, few medical schools, and graduate medical education programs provide explicit training on the knowledge, skills, and attitudes necessary to be an effective physician leader. Rather, most leaders develop through what has been labeled "accidental leadership." A survey was conducted at Walter Reed to define the current status of leadership development and determine what learners and faculty perceived as key components of a leadership curriculum. A branching survey was developed for residents and faculty to assess the perceived need for a graduate medical education leadership curriculum. The questionnaire was designed using survey best practices and established validity through subject matter expert reviews and cognitive interviewing. The survey instrument assessed the presence of a current leadership curriculum being conducted by each department, the perceived need for a leadership curriculum for physician leaders, the topics that needed to be included, and the format and timing of the curriculum. Administered using an online/web-based survey format, all 2,041 house staff and educators at Walter Reed were invited to participate in the survey. Descriptive statistics were conducted using SPSS (version 22). The survey response rate was 20.6% (421/2,041). Only 17% (63/266) of respondents stated that their program had a formal leadership curriculum. Trainees ranked their current leadership abilities as slightly better than moderately effective (3.22 on a 5-point effectiveness scale). Trainee and faculty availability were ranked as the most likely barrier to implementation. Topics considered significantly important (on a 5-point effectiveness scale) were conflict resolution (4.1), how to motivate a subordinate (4.0), and how to implement change (4.0). Respondents ranked the following strategies highest in perceived effectiveness on a 5-point scale (with 3 representing moderate effectiveness): leadership case studies (3.3) and

Engineering design skills coverage in K-12 engineering program curriculum materials in the USA

Science.gov (United States)

Chabalengula, Vivien M.; Mumba, Frackson

2017-11-01

The current K-12 Science Education framework and Next Generation Science Standards (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed curriculum materials that are being used in K-12 settings. However, little is known about the nature and extent to which engineering design skills outlined in NGSS are addressed in these K-12 engineering education programme curriculum materials. We analysed nine K-12 engineering education programmes for the nature and extent of engineering design skills coverage. Results show that developing possible solutions and actual designing of prototypes were the highly covered engineering design skills; specification of clear goals, criteria, and constraints received medium coverage; defining and identifying an engineering problem; optimising the design solution; and demonstrating how a prototype works, and making iterations to improve designs were lowly covered. These trends were similar across grade levels and across discipline-specific curriculum materials. These results have implications on engineering design-integrated science teaching and learning in K-12 settings.

Aerospace engineering curriculum for the 21st century

Science.gov (United States)

Simitses, George J.

1995-01-01

The second year of the study was devoted to completing the information-gathering phase of this redesign effort, using the conclusions from that activity to prepare the initial structure for the new curriculum, publicizing activities to a wider engineering forum, and preparing the department faculty (Aerospace Engineering and Engineering Mechanics at University of Cincinnati) for the roles they will play in the curriculum redesign and implementation. These activities are summarized briefly in this progress report. Attached is a paper resulting from the data acquisition of this effort, 'Educating Aerospace Engineers for the Twenty-First Century: Results of a Survey.'

Utilizing Civil Engineering Senior Design Capstone Projects to Evaluate Students' Sustainability Education across Engineering Curriculum

Science.gov (United States)

Dancz, Claire L. A.; Ketchman, Kevin J.; Burke, Rebekah D.; Hottle, Troy A.; Parrish, Kristen; Bilec, Melissa M.; Landis, Amy E.

2017-01-01

While many institutions express interest in integrating sustainability into their civil engineering curriculum, the engineering community lacks consensus on established methods for infusing sustainability into curriculum and verified approaches to assess engineers' sustainability knowledge. This paper presents the development of a sustainability…

Implementation of the medical research curriculum in graduate medical school.

Science.gov (United States)

Park, Kwi Hwa; Kim, Tae-Hee; Chung, Wook-Jin

2011-06-01

The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy. The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented. The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (presearch paper writing at undergraduate level. The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.

Promoting active learning of graduate student by deep reading in biochemistry and microbiology pharmacy curriculum.

Science.gov (United States)

Peng, Ren

2017-07-08

To promote graduate students' active learning, deep reading of high quality papers was done by graduate students enrolled in biochemistry and microbiology pharmacy curriculum offered by college of life science, Jiangxi Normal University from 2013 to 2015. The number of graduate students, who participated in the course in 2013, 2014, and 2015 were eleven, thirteen and fifteen, respectively. Through deep reading of papers, presentation, and group discussion in the lecture, these graduate students have improved their academic performances effectively, such as literature search, PPT document production, presentation management, specialty document reading, academic inquiry, and analytical and comprehensive ability. The graduate students also have increased their understanding level of frontier research, scientific research methods, and experimental methods. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):305-312, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Educating Civil Engineers for Developing Countries

Science.gov (United States)

Stanley, D.

1974-01-01

Based on engineering teaching experience in Africa and Asia, ideas are presented on educating civil engineers for developing countries, especially those in Africa. Some of the problems facing educational planners, teachers, and students are addressed, including responsibilities of a newly graduated civil engineer, curriculum development, and…

Supply of science and engineering graduates for the United States nuclear industry

International Nuclear Information System (INIS)

Baker, J.G.; Blair, L.M.

1993-01-01

The concern in the USA about the adequacy of supply of new graduate scientists and engineers to meet technical employment needs, is particularly acute within the nuclear field because of declines in the number of education programs and number of students in nuclear engineering, health physics, and radiochemistry. The decline in the number of new graduates is assessed in comparison to current and projected future employment needs. Currently, supplies of new graduates are just meeting employment needs in nuclear engineering and are less than adequate in health physics and radiochemistry. If the number of graduates does not increase these inadequacies of supply are likely become more severe in the future. 5 figs

A Model for the Development of a CDIO Based Curriculum in Electrical Engineering

DEFF Research Database (Denmark)

Bruun, Erik; Kjærgaard, Claus

2011-01-01

This paper deals with a model providing a structured method for engineering curriculum design. The model is developed to show the major influencers on the curriculum design and the relations between the influencers. These influencers are identified as the engineering science, the business...... environment, the university environment, and the teachers and students. Each of them and their influence on the curriculum is described and the sources of information about the influencers are discussed. The CDIO syllabus has been defined as part of the basis for the Bachelor of Engineering programs...... at the Technical University of Denmark and this gives a strong direct impact of the university environment on the resulting curriculum in electrical engineering. The resulting Bachelor of Engineering curriculum is presented and it is discussed how it complies with the model for curriculum development. The main...

Sustainability in Chemical Engineering Curriculum

Science.gov (United States)

Glassey, Jarka; Haile, Sue

2012-01-01

Purpose: The purpose of this paper is to describe a concentrated strategy to embed sustainability teaching into a (chemical) engineering undergraduate curriculum throughout the whole programme. Innovative teaching approaches in subject-specific context are described and their efficiency investigated. Design/methodology/approach: The activities in…

Graduate Enrollment Increases in Science and Engineering Fields, Especially in Engineering and Computer Sciences. InfoBrief: Science Resources Statistics.

Science.gov (United States)

Burrelli, Joan S.

This brief describes graduate enrollment increases in the science and engineering fields, especially in engineering and computer sciences. Graduate student enrollment is summarized by enrollment status, citizenship, race/ethnicity, and fields. (KHR)

Curriculum: Integrating Health and Safety Into Engineering Curricula.

Science.gov (United States)

Talty, John T.

1985-01-01

National Institute for Occupational Safety and Health instituted a project in 1980 to encourage engineering educators to focus on occupational safety and health issues in engineering curricula. Progress to date is outlined, considering specific results in curriculum development, engineering society interaction, and formation of a teaching…

Voices from the United Arab Emirates: Engineering Graduates' Labour Market Requisite Competencies

Science.gov (United States)

EL-Sakran, Tharwat M.; Awad, Asmaa

2012-01-01

This study reports on engineering graduates' labour market requisite communication competences and skills in the work environment in the United Arab Emirates (UAE). Its main purpose was to investigate whether internationally required engineering graduates' communication competences were the same in third world countries or different. It used a…

Future of Chemical Engineering: Integrating Biology into the Undergraduate ChE Curriculum

Science.gov (United States)

Mosto, Patricia; Savelski, Mariano; Farrell, Stephanie H.; Hecht, Gregory B.

2007-01-01

Integrating biology in the chemical engineering curriculum seems to be the future for chemical engineering programs nation and worldwide. Rowan University's efforts to address this need include a unique chemical engineering curriculum with an intensive biology component integrated throughout from freshman to senior years. Freshman and Sophomore…

Applied engineering fundamentals: The transition from novice to engineering manager

International Nuclear Information System (INIS)

Murawski, M.N.; Tomchin, E.M.

1992-01-01

This paper describes the development and implementation of Applied Engineering Fundamentals, a course designed for newly graduated engineers and scientists serving as technical interns within the US Department of Energy (DOE). As specialists with varying undergraduate and graduate degrees, interns need further training to prepare them for the multidisciplinary environments they will encounter as they become engineering managers. This course is designed to build on individuals strengths in diverse engineering and scientific disciplines, provide instruction in less familiar disciplines, and develop skills in integrating multiple disciplines to solve real-world problems related to nuclear facilities. The course balances systems thinking with state-of-the-art approaches to curriculum development to provide training in technical content and to foster development of professional skills

Space civil engineering - A new discipline

Science.gov (United States)

Sadeh, Willy Z.; Criswell, Marvin E.

1991-01-01

Space Civil Engineering is an emerging engineering discipline that focuses on extending and expanding the Civil Engineering know-how and practice to the development and maintenance of infrastructure on celestial bodies. Space Civil Engineering is presently being developed as a new discipline within the Department of Civil Engineering at Colorado State University under a recently established NASA Space Grant College Program. Academic programs geared toward creating Space Civil Engineering Options at both undergraduate and graduate levels are being formulated. Basic ideas and concepts of the curriculum in the Space Civil Engineering Option at both undergraduate and graduate levels are presented. The role of Space Civil Engineering in the Space Program is discussed.

Development of American and Foreign-National Female Graduate Students in Engineering at Research Universities

Science.gov (United States)

Morrison, Briana Marie Keafer

2013-01-01

Women continue to be underrepresented among engineering faculty despite decades of reform and intervention. To understand why more graduate women do not pursue careers in academia, this mixed methods study focuses on the experiences of women currently in graduate engineering programs, and how the graduate culture shapes their development and…

2007 Plant Metabolic Engineering Gordon Conference and Graduate Research Seminar

Energy Technology Data Exchange (ETDEWEB)

Erich Grotewold

2008-09-15

Plant Metabolic Engineering is an emerging field that integrates a diverse range of disciplines including plant genetics, genomics, biochemistry, chemistry and cell biology. The Gordon-Kenan Graduate Research Seminar (GRS) in Plant Metabolic Engineering was initiated to provide a unique opportunity for future researcher leaders to present their work in this field. It also creates an environment allowing for peer-review and critical assessment of work without the intimidation usually associated with the presence of senior investigators. The GRS immediately precedes the Plant Metabolic Engineering Gordon Research Conference and will be for and by graduate students and post-docs, with the assistance of the organizers listed.

Infusing Technical Communication and Teamwork within the ECE Curriculum

OpenAIRE

KEDROWICZ, By April; WATANABE, Sundy

2006-01-01

This paper highlights a unique approach to infusing formal training and practice in oral and written communication and teamwork development in the Department of Electrical and Computer Engineering (ECE) at the University of Utah. Faculty and graduate (Ph.D.) students from the College of Humanities have teamed up with faculty from engineering to develop communication and teamwork instruction that is integrated into the existing engineering curriculum. These skills are used as a vehicle ...

Interdisciplinary innovations in biomedical and health informatics graduate education.

Science.gov (United States)

Demiris, G

2007-01-01

Biomedical and health informatics (BHI) is a rapidly growing domain that relies on the active collaboration with diverse disciplines and professions. Educational initiatives in BHI need to prepare students with skills and competencies that will allow them to function within and even facilitate interdisciplinary teams (IDT). This paper describes an interdisciplinary educational approach introduced into a BHI graduate curriculum that aims to prepare informatics researchers to lead IDT research. A case study of the "gerontechnology" research track is presented which highlights how the curriculum fosters collaboration with and understanding of the disciplines of Nursing, Engineering, Computer Science, and Health Administration. Gerontechnology is a new interdisciplinary field that focuses on the use of technology to support aging. Its aim is to explore innovative ways to use information technology and develop systems that support independency and increase quality of life for senior citizens. As a result of a large research group that explores "smart home" technologies and the use of information technology, we integrated this new domain into the curriculum providing a platform for computer scientists, engineers, nurses and physicians to explore challenges and opportunities with our informatics students and faculty. The interdisciplinary educational model provides an opportunity for health informatics students to acquire the skills for communication and collaboration with other disciplines. Numerous graduate and postgraduate students have already participated in this initiative. The evaluation model of this approach is presented. Interdisciplinary educational models are required for health informatics graduate education. Such models need to be innovative and reflect the needs and trends in the domains of health care and information technology.

Development of undergraduate nuclear security curriculum at College of Engineering, Universiti Tenaga Nasional

Science.gov (United States)

Hamid, Nasri A.; Mujaini, Madihah; Mohamed, Abdul Aziz

2017-01-01

The Center for Nuclear Energy (CNE), College of Engineering, Universiti Tenaga Nasional (UNITEN) has a great responsibility to undertake educational activities that promote developing human capital in the area of nuclear engineering and technology. Developing human capital in nuclear through education programs is necessary to support the implementation of nuclear power projects in Malaysia in the near future. In addition, the educational program must also meet the nuclear power industry needs and requirements. In developing a certain curriculum, the contents must comply with the university's Outcomes Based Education (OBE) philosophy. One of the important courses in the nuclear curriculum is in the area of nuclear security. Basically the nuclear security course covers the current issues of law, politics, military strategy, and technology with regard to weapons of mass destruction and related topics in international security, and review legal regulations and political relationship that determine the state of nuclear security at the moment. In addition, the course looks into all aspects of the nuclear safeguards, builds basic knowledge and understanding of nuclear non-proliferation, nuclear forensics and nuclear safeguards in general. The course also discusses tools used to combat nuclear proliferation such as treaties, institutions, multilateral arrangements and technology controls. In this paper, we elaborate the development of undergraduate nuclear security course at the College of Engineering, Universiti Tenaga Nasional. Since the course is categorized as mechanical engineering subject, it must be developed in tandem with the program educational objectives (PEO) of the Bachelor of Mechanical Engineering program. The course outcomes (CO) and transferrable skills are also identified. Furthermore, in aligning the CO with program outcomes (PO), the PO elements need to be emphasized through the CO-PO mapping. As such, all assessments and distribution of Bloom Taxonomy

Mathematical and Scientific Foundations for an Integrative Engineering Curriculum.

Science.gov (United States)

Carr, Robin; And Others

1995-01-01

Describes the Mathematical and Scientific Foundations of Engineering curriculum which emphasizes the mathematical and scientific concepts common to all engineering fields. Scientists and engineers together devised topics and experiments that emphasize the relevance of theory to real-world applications. Presents material efficiently while building…

Taking Business Intelligence to Business Education Curriculum: Graduate Students’ Concerns

Directory of Open Access Journals (Sweden)

Philip Kissi

2017-06-01

Full Text Available Business intelligence systems are widely employed in industries. However, students concerns about Business Intelligence course are largely missed in the business education curriculum. To take a proper decision on Business intelligence integration in business education, it is important to understand students’ concerns. This study employed a survey questionnaire to investigate 142 graduate students concerns about integrating business intelligence into business education curriculum. The survey questionnaire was adopted from previous studies to measure students’ concerns on a Business Intelligence job opportunity, interest and relevance in the Business intelligence education. The survey items have a reliability scales of Cronbach’s alpha (α = 0.818, factor loading > 0.5, and Average Variance Extracted (AVE ≥ 0.5, and Composite Reliability (CR ≥ 0.6. Descriptive statistics and Independent sample t-test and Analysis of Variance (ANOVA test were performed on the survey data. Students revealed that Business intelligence knowledge is relevant (mean = 4.29, SD = 0.710, has several job opportunities (mean = 4.16, SD = 0.675, and should be integrated into business education curriculum (mean = 3.95.08, SD = 0.79. In addition, there was no statistically significant difference (t (140 = –0.027, p > 0.05 between the concerns of students with Business Intelligence lecture experience and those without. Further, perceived importance and job opportunity significantly, F = 24.601 and p = .000(< .05 relates to the Business intelligence integration in Business Education. The findings draw implications for university management and business institutions in updating curriculum so as to equip business students with the essential Business Intelligence knowledge and skills for the betterment of the business organizations.

A systematic approach to engineering ethics education.

Science.gov (United States)

Li, Jessica; Fu, Shengli

2012-06-01

Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.

Bionanoscience landscape in South Africa and its implications in the development of a post-graduate curriculum - Presentation

CSIR Research Space (South Africa)

Sparrow, R

2009-11-01

Full Text Available Africa and its Implications in the Development of a Post-Graduate Curriculum Presented at UWC – Nano-biotechnology Seminar. Dr. Raymond Sparrow Manager of the SynBioTIC Programme. CSIR – Synthetic Biology ERA. 20th November 2009 Nanoscience...

A hybrid classroom-online curriculum format for RN-BSN students: cohort support and curriculum structure improve graduation rates.

Science.gov (United States)

Davidson, Susan C; Metzger, Richard; Lindgren, Katherine S

2011-05-01

As more registered nurses (RNs) return to school to obtain a bachelor of science in nursing (BSN), innovative ways must be found to support them in this endeavor. Barriers for RNs who return to school include scheduling of coursework and fear of failure. One school of nursing with a traditional BSN program reviewed its RN-BSN track, with its low retention and graduation rates. With input from nursing leaders and nurses in the community, the school applied for and was awarded a 3-year Health Resources and Services Administration grant to redesign the RN-BSN program. A hybrid classroom-online curriculum is offered in a structured, sequential format so that the RNs are admitted once a year and must complete the courses as a group, in a cohort. Data collected from evaluations showed that program support, technology support, and social support from peers encouraged the RNs to "stay the course," and 100% completed the requirements to graduate. Copyright 2011, SLACK Incorporated.

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation.

Science.gov (United States)

Waddell, Janice; Spalding, Karen; Navarro, Justine; Jancar, Sonya; Canizares, Genevieve

2015-11-28

New graduate nurses' (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students' academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.

At Age 100, Chemical Engineering Education Faces Changing World.

Science.gov (United States)

Krieger, James

1988-01-01

Stresses the need for chemical engineering education to keep abreast of current needs. Explores the need for global economics, marketing strategy, product differentiation, and patent law in the curriculum. Questions the abilities of current chemical engineering graduate students in those areas. (MVL)

Accreditation of Engineering Programs: An Evaluation of Current Practices in Malaysia

Science.gov (United States)

Said, Suhana Mohd; Chow, Chee-Onn; Mokhtar, N.; Ramli, Rahizar; Ya, Tuan Mohd Yusoff Shah Tuan; Sabri, Mohd Faizul Mohd

2013-01-01

The curriculum for undergraduate engineering courses in Malaysia is becoming increasingly structured, following the global trend for quality assurance in engineering education, through accreditation schemes. Generally, the accreditation criteria call for the graduates from engineering programs to demonstrate a range of skills, from technical…

The Electrical Engineering Curriculum at the Technical University of Denmark - Options in Microelectronics

DEFF Research Database (Denmark)

Bruun, Erik; Nielsen, Lars Drud

1997-01-01

This paper describes the modular structure of the engineering curriculum at the Technical University of Denmark. The basic requirements for an electrical engineering curriculum are presented and different possibilities for specialization in microelectronics and integrated circuit design...

BS degree in nuclear engineering or a nuclear option

International Nuclear Information System (INIS)

Williams on, T.G.

1988-01-01

Many nuclear engineering educators are concerned about the health of nuclear engineering academic departments. As part of a review of the BS nuclear engineering degree program at the University of Virginia, the authors surveyed several local utilities with operating nuclear plants about their needs for nuclear engineering graduates. The perception of many of the utility executives about a nuclear engineering degree and about a nuclear option in another engineering curriculum does not agree with the way the authors view these two degrees. The responses to two of the survey questions were of particular interest: (1) does your company have a preference between nuclear engineering graduates and graduates in other fields with a nuclear option? (2) what do you consider to be a minimum level of education in nuclear engineering for a nuclear option in mechanical engineering? All of the four utilities that were surveyed stated a preference for mechanical or electrical engineers with a nuclear option, although two indicated that there are certain jobs for which a nuclear engineering graduate is desired

Incorporating a Product Archaeology Paradigm across the Mechanical Engineering Curriculum

Science.gov (United States)

Moore-Russo, Deborah; Cormier, Phillip; Lewis, Kemper; Devendorf, Erich

2013-01-01

Historically, the teaching of design theory in an engineering curriculum has been relegated to a senior capstone design experience. Presently, however, engineering design concepts and courses can be found through the entirety of most engineering programs. Educators have recognized that engineering design provides a foundational platform that can…

Esssential ethics--embedding ethics into an engineering curriculum.

Science.gov (United States)

Fleischmann, Shirley T

2004-04-01

Ethical decision-making is essential to professionalism in engineering. For that reason, ethics is a required topic in an ABET approved engineering curriculum and it must be a foundational strand that runs throughout the entire curriculum. In this paper the curriculum approach that is under development at the Padnos School of Engineering (PSE) at Grand Valley State University will be described. The design of this program draws heavily from the successful approach used at the service academies--in particular West Point and the United States Naval Academy. As is the case for the service academies, all students are introduced to the "Honor Concept" (which includes an Honor Code) as freshmen. As an element of professionalism the PSE program requires 1500 hours of co-op experience which is normally divided into three semesters of full-time work alternated with academic semesters during the last two years of the program. This offers the faculty an opportunity to teach ethics as a natural aspect of professionalism through the academic requirements for co-op. In addition to required elements throughout the program, the students are offered opportunities to participate in service projects which highlight responsible citizenship. These elements and other parts of the approach will be described.

Multidisciplinary Graduate Education in Bioprocess Engineering

Energy Technology Data Exchange (ETDEWEB)

Mark A. Eiteman

2006-04-18

This report describes the accomplishments of the University of Georgia in establishing an academic program geared toward the emerging biobased products industry. By virtue of its strengths and structure, the University of Georgia is particularly well-suited for developing a program focused on plant- and microbial-based bioproducts, and it was in this general area that this program was developed. The program had several unique characteristics. First, we implemented a distinguished lecture series that brought outstanding scientists and engineers to our University to interact with students and share their vision of the biobased economy. Second, we offered industrially-oriented and multidisciplinary courses that provided students with a broad background on various facets of biobased business and technology. Third, we provided the students with opportunities to expand beyond the classroom by engaging in research lab rotations and industrial internships. Fourth, each student was engaged in a creative research project as led by a multidisciplinary faculty team. Throughout the implementation of these activities, we maintained a student-centered, mentoring approach to education. The most tangible outcome of this project was the graduation of two students who participated in a variety of scholarly activities, culminating in research toward the completion of a thesis and dissertation. Both research projects involved the use of microorganisms to produce industrial products from agricultural substrates via fermentation processes. The research advanced our understanding of microorganisms as used for industrial processes and products, as described in several articles published in scholarly journals and presentations made at scientific conferences (see information on pp. 14-15). Another outcome is one graduate course, Fermentation Engineering Laboratory, which is a unique experiential and multidisciplinary course. This course will be offered in the future as an elective to

Deconstructing Engineering Education Programmes: The DEEP Project to Reform the Mechanical Engineering Curriculum

Science.gov (United States)

Busch-Vishniac, Ilene; Kibler, Tom; Campbell, Patricia B.; Patterson, Eann; Guillaume, Darrell; Jarosz, Jeffrey; Chassapis, Constantin; Emery, Ashley; Ellis, Glenn; Whitworth, Horace; Metz, Susan; Brainard, Suzanne; Ray, Pradosh

2011-01-01

The goal of the Deconstructing Engineering Education Programmes project is to revise the mechanical engineering undergraduate curriculum to make the discipline more able to attract and retain a diverse community of students. The project seeks to reduce and reorder the prerequisite structure linking courses to offer greater flexibility for…

Engineering Graduates' Skill Sets in the MENA Region: A Gap Analysis of Industry Expectations and Satisfaction

Science.gov (United States)

Ramadi, Eric; Ramadi, Serge; Nasr, Karim

2016-01-01

This study explored gaps between industry expectations and perceptions of engineering graduates' skill sets in the Middle East and North Africa (MENA) region. This study measured the importance that managers of engineers placed on 36 skills relevant to engineers. Also measured was managers' satisfaction with engineering graduates' skill sets.…

Explore-create-share study: An evaluation of teachers as curriculum innovators in engineering education

Science.gov (United States)

Berry, Ayora

The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study

Assessing International Product Design and Development Graduate Courses: The MIT-Portugal Program

Science.gov (United States)

Dori, Yehudit Judy; Silva, Arlindo

2010-01-01

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and…

Cross-cultural analysis of the verbal conflict behavior of the graduate mining engineers

Directory of Open Access Journals (Sweden)

Pevneva Inna

2017-01-01

Full Text Available The article is devoted to the crucial issue of the interpersonal communication skills of engineering graduates and studies the verbal behavior of the graduates majoring in mining engineering in conflict professional communication considered in a cross-cultural aspect. The research is based on the needs that future mining engineers have for conducting successful communication, work in teams and run an effective discourse both verbally and in writing. Verbal communication involves a strategic process by which a speaker defines the language resources for its implementation. By choosing a strategy which should contribute to the goals and objectives of the interaction a speaker makes the process of communication either successful or leading to a communicative failure. The scientific importance of this work is in multidiscipline approach and cross-cultural study of ethnic and cultural influences, gender and other characteristics of the verbal behavior of Russian and American engineering graduates.

Diving Deep: A Comparative Study of Educator Undergraduate and Graduate Backgrounds and Their Effect on Student Understanding of Engineering and Engineering Careers, Utilizing an Underwater Robotics Program

Science.gov (United States)

Scribner, J. Adam

Numerous studies have demonstrated that educators having degrees in their subjects significantly enhances student achievement, particularly in secondary mathematics and science (Chaney, 1995; Goe, 2007; Rowan, Chiang, & Miller, 1997; Wenglinsky, 2000). Yet, science teachers in states that adopt the Next Generation Science Standards will be facilitating classroom engineering activities despite the fact that few have backgrounds in engineering. This quantitative study analyzed ex-post facto WaterBotics (an innovative underwater robotics curriculum for middle and high school students) data to determine if educators having backgrounds in engineering (i.e., undergraduate and graduate degrees in engineering) positively affected student learning on two engineering outcomes: 1) the engineering design process, and 2) understanding of careers in engineering (who engineers are and what engineers do). The results indicated that educators having backgrounds in engineering did not significantly affect student understanding of the engineering design process or careers in engineering when compared to educators having backgrounds in science, mathematics, technology education, or other disciplines. There were, however, statistically significant differences between the groups of educators. Students of educators with backgrounds in technology education had the highest mean score on assessments pertaining to the engineering design process while students of educators with disciplines outside of STEM had the highest mean scores on instruments that assess for student understanding of careers in engineering. This might be due to the fact that educators who lack degrees in engineering but who teach engineering do a better job of "sticking to the script" of engineering curricula.

A brief history of graduate distance education in nuclear engineering at Penn State Univ

International Nuclear Information System (INIS)

Hochreiter, L. E.; Zimmerman, D. L.; Brenizer Jr, J. S.; Stark, M. A.

2006-01-01

The Pennsylvania State University Nuclear Engineering Distance Education Program has a twenty year history of providing graduate level distance education in Nuclear Engineering. The Distance Education Program was initiated as a specific program which was developed for the Westinghouse Energy Systems Divisions in Pittsburgh. In 1983, Carnegie-Mellon University (CMU) decided to terminate its small Nuclear Engineering Program. Up until that time, Westinghouse employees could enroll at CMU for graduate classes in Nuclear Engineering as well as other engineering disciplines and could obtain a masters degree or if desired, could continue for a Ph.D. degree. (authors)

[Co-ordinate groups: reflexion in the light of the National Curriculum Guidings of the Nursing Graduation Course].

Science.gov (United States)

Munari, Denise Bouttelet; Fernandes, Carla Natalina da Silva

2004-04-01

The goal of this reflexion is to discuss about the necessary nurse characteristics as group co-ordinater and analyse, in the New National Curriculum Guidings of the Nursing Graduation Course, aspects that are necessary in this specific knowledge. For this, we base on the specific literature about the subject and in the official document of MEC about the Curriculum Guidings. It was possible to identify many points where this knowledge seams necessary to the development of the nurse abilities and competences in the management of people, groups and teams, even so signalize some indicators to make stronger the professional formation in this direction.

Role-modelling and the hidden curriculum: New graduate nurses' professional socialisation.

Science.gov (United States)

Hunter, Kiri; Cook, Catherine

2018-05-12

To explore new graduate nurses' experiences of professional socialisation by registered nurses in hospital-based practice settings, and identify strategies that support professional identity development. Professionalism is reinforced and stabilised in the clinical environment through the 'hidden curriculum', with major learning coming from practice role-models. New graduates observe attitudes, behaviours, decision-making and skills, and gain feedback from registered nurses, which they translate into their own practice. Professional socialisation occurs through encounters with desirable and undesirable role-modelling; both are significant in professional identity formation. Qualitative descriptive design. Data collection was undertaken through semi-structured interviews with five new graduate nurse participants. A general inductive approach guided analysis. The meaningful descriptions gained provided insight into their experiences. Three main themes identified from the data include: 'Lessons from the wilderness'; 'Life in the wild'; and 'Belonging to a wolf pack'. The data set highlighted the major transitional process from student identity to registered nurse. New graduates' rethinking of beliefs and professional nursing identities were influenced by organisational pressures and experienced nurses role-modelling practices contrary to professional values. Despite encountering a range of professional behaviours, attitudes and dilemmas, new graduates were capable of moral agency and critical thinking. However, they rapidly acculturated and described compromises to cope. To promote high morale and a sense of belonging, a concerted effort is required by all nurses to facilitate the socialisation process to encourage self-authorship. A well-developed professional identity enhances nursing as a profession, contributing towards better healthcare delivery and outcomes. It is critically important how professional values are learnt within the culture of nursing. Tensions in

Evaluating Executive Strategies (Management Strategies and Teaching-Learning Strategies) of Graduate Curriculum: Case Study in Isfahan University

Science.gov (United States)

Rahmanpour, Muhammad; Ahmadi, Mojtaba; Hatami, Mostafa; Mirzaee, Hamzeh

2017-01-01

The present study seeks to evaluate executive strategies in graduate Curriculum of Isfahan University from the point of view of management and teaching-learning strategies. This study is an applied survey. The population comprised BA students and faculty members of the University of Isfahan. In order to do so, 141 professors and 278 students were…

Introducing DAE Systems in Undergraduate and Graduate Chemical Engineering Curriculum

Science.gov (United States)

Mandela, Ravi Kumar; Sridhar, L. N.; Rengaswamy, Raghunathan

2010-01-01

Models play an important role in understanding chemical engineering systems. While differential equation models are taught in standard modeling and control courses, Differential Algebraic Equation (DAE) system models are not usually introduced. These models appear naturally in several chemical engineering problems. In this paper, the introduction…

A Curriculum of Value Creation and Management in Engineering

Science.gov (United States)

Yannou, Bernard; Bigand, Michel

2004-01-01

As teachers and researchers belonging to two sister French engineering schools, we are convinced that the processes of value creation and management are essential in today's teaching of industrial engineering and project managers. We believe that such processes may be embedded in a three-part curriculum composed of value management and innovation…

Evaluation in STEM Online Graduate Degree Programs in Agricultural Sciences and Engineering

Science.gov (United States)

Downs, Holly A.

2014-01-01

Demands for online graduate degrees have increased pressure on universities to launch web degrees quickly and, at times, without attending to their quality. Scarce research exists identifying what evaluation activities are being done by science, technology, engineering, and mathematics (STEM) online graduate degree programs that are accustomed to…

Bringing Knowledge Management into an Engineering Curriculum

Science.gov (United States)

Winberg, S. L.; Schach, S. R.; Inggs, M. R.

2007-01-01

The use of effective knowledge management is becoming an essential part of technical development projects in order to enable developers to handle the growing complexity of these projects. In this article we discuss an innovative approach to address this concern from the perspective of an undergraduate engineering curriculum. Instead of adding…

Integrating Surface Modeling into the Engineering Design Graphics Curriculum

Science.gov (United States)

Hartman, Nathan W.

2006-01-01

It has been suggested there is a knowledge base that surrounds the use of 3D modeling within the engineering design process and correspondingly within engineering design graphics education. While solid modeling receives a great deal of attention and discussion relative to curriculum efforts, and rightly so, surface modeling is an equally viable 3D…

A Quality Management Evaluation of the Graduate Education Process for Ocean Engineers in the Civil Engineer Corps

Science.gov (United States)

1993-12-01

graduate education required for Ocean Facilities Program (OFP) officers in the Civil Engineer Corps (CEC) of the United States Navy. For the purpose...determined by distributing questionnaires to all officers in the OFP. Statistical analyses of numerical data and judgmental3 analysis of professional...45 B. Ocean Facility Program Officer Graduate Education Questionnaire ....... 47 C. Summary of Questionnaire Responses

Education of nuclear engineering in Japan

International Nuclear Information System (INIS)

Ozawa, Yasutomo; Yamamuro, Nobuhiro

1979-01-01

The research Committee of Nuclear Engineering Education has two working groups. One group has carried out surveyes on the curriculums of nuclear engineering course of universities in Japan and the activities of graduates in the industrial worlds. The other group conducted an investigation on the present status of energy education in senior high schools. This is an interim report on the activity of the research committee. (author)

Women in Engineering: Insight into Why Some Engineering Departments Have More Success in Recruiting and Graduating Women

Science.gov (United States)

Bossart, Jean; Bharti, Neelam

2017-01-01

Universities across the United States (U.S.) are perplexed as to why fewer women than men study engineering and why even fewer complete the curriculum and earn an undergraduate degree in engineering. The percentage of undergraduate engineering degrees awarded annually to women in the U.S. since 2000 has remained relatively constant at around 20%.…

Curriculum optimization of College of Optical Science and Engineering

Science.gov (United States)

Wang, Xiaoping; Zheng, Zhenrong; Wang, Kaiwei; Zheng, Xiaodong; Ye, Song; Zhu, Yuhui

2017-08-01

The optimized curriculum of College of Optical Science and Engineering is accomplished at Zhejiang University, based on new trends from both research and industry. The curriculum includes general courses, foundation courses such as mathematics and physics, major core courses, laboratory courses and several module courses. Module courses include optical system designing, optical telecommunication, imaging and vision, electronics and computer science, optoelectronic sensing and metrology, optical mechanics and materials, basics and extension. These curricula reflect the direction of latest researches and relates closely with optoelectronics. Therefore, students may combine flexibly compulsory courses with elective courses, and establish the personalized curriculum of "optoelectronics + X", according to their individual strengths and preferences.

Training needs analysis for engineering technicians in Oman

Science.gov (United States)

Al-Mughairi, Abdulkarim Sultan

This thesis examines the transition from the Omani Colleges of Technology (CT) to employment of its engineering graduates. It arises out of concerns that the transition to the labour market for engineering graduate is problematical. The research was carried out to identify the knowledge, skills, and abilities (KSA) of engineering technicians required in the Omani market place. The aim is to provide local curriculum designers in the Colleges of Technology with sufficient information about the required KSA in order to create and enhance the engineering curriculum so that it has greater capacity to meet the needs of a variety of stakeholders and of employers in particular. This in turn has the potential to bridge the gap between what is presently taught and what the workplace demands. Personnel psychologists identify views concerning the skills that are required for different jobs. One of these is based on the assumption that quite different skills are required in different jobs (SCANS, 1990). This view generates approaches within job analysis: the worker-oriented and the task-oriented approaches. This research uses Position Analysis Questionnaire (PAQ), which is a worker-oriented job analysis instrument, to investigate the KSA required to perform some of the engineering technician jobs in Omani industries. In addition, semi-structured interviews were used to investigate the factors that either hinder or entirely prevent the new graduates from Colleges of Technology from being accepted in the workforce pool. The major research findings concern the dimensions of knowledge, skills, and abilities of six engineering technician job titles and the major factors that hinder or (prevent) the technical college graduates from being accepted in the market place in Oman. These findings would definitely help design better transition route and bridge the gap between the CT technicians engineering programmes and the workplace demands.

Analyzing the competences of production engineering graduates: an industry perspective

Directory of Open Access Journals (Sweden)

Patrícia Fernanda dos Santos

2017-11-01

Full Text Available Abstract This paper aims at conducting an analysis the competences of production engineering graduates, building on an industry view. To this end, we conducted a survey addressing 103 medium and large companies within the Brazilian manufacturing industry. The results suggest that companies do recognize the importance of competences. Some gaps in the competences of graduates were also pointed out by respondents. This study suggests the need for the development of efforts for providing the production engineer with a better professional background. The links between university and industry are likely to contribute towards such direction, notably as a starting point for institutions and industries to foster their student’s competences, aiming their aptitude for an ever-competitive job market, which values the flexible, creative being, who is capable of creating innovative solutions.

An integrated approach to engineering curricula improvement with multi-objective decision modeling and linear programming

Science.gov (United States)

Shea, John E.

The structure of engineering curricula currently in place at most colleges and universities has existed since the early 1950's, and reflects an historical emphasis on a solid foundation in math, science, and engineering science. However, there is often not a close match between elements of the traditional engineering education, and the skill sets that graduates need to possess for success in the industrial environment. Considerable progress has been made to restructure engineering courses and curricula. What is lacking, however, are tools and methodologies that incorporate the many dimensions of college courses, and how they are structured to form a curriculum. If curriculum changes are to be made, the first objective must be to determine what knowledge and skills engineering graduates need to possess. To accomplish this, a set of engineering competencies was developed from existing literature, and used in the development of a comprehensive mail survey of alumni, employers, students and faculty. Respondents proposed some changes to the topics in the curriculum and recommended that work to improve the curriculum be focused on communication, problem solving and people skills. The process of designing a curriculum is similar to engineering design, with requirements that must be met, and objectives that must be optimized. From this similarity came the idea for developing a linear, additive, multi-objective model that identifies the objectives that must be considered when designing a curriculum, and contains the mathematical relationships necessary to quantify the value of a specific alternative. The model incorporates the three primary objectives of engineering topics, skills, and curriculum design principles and uses data from the survey. It was used to design new courses, to evaluate various curricula alternatives, and to conduct sensitivity analysis to better understand their differences. Using the multi-objective model to identify the highest scoring curriculum

Building an Evaluation Strategy for an Integrated Curriculum in Chemical Engineering

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McCarthy, Joseph J.; Parker, Robert S.; Abatan, Adetola; Besterfield-Sacre, Mary

2011-01-01

Increasing knowledge integration has gained wide-spread support as an important goal in engineering education. The Chemical Engineering Pillars curriculum at the University of Pittsburgh, unique for its use of block scheduling, is one of the first four-year, integrated curricula in engineering, and is specifically designed to facilitate knowledge…

An Empirical Study of Industrial Engineering and Management Curriculum Reform in Fostering Students' Creativity

Science.gov (United States)

Chen, Chi-Kuang; Jiang, Bernard C.; Hsu, Kuang-Yiao

2005-01-01

The objective of this paper is to examine the effectiveness of a creativity-fostering program in industrial engineering and management (IE&M) curriculum reform. Fostering creativity in students has become a crucial issue in industrial engineering education. In a survey of previous studies, we found few on IE&M curriculum reform. In…

Evaluation of an Integrated Curriculum in Physics, Mathematics, Engineering, and Chemistry

Science.gov (United States)

Beichner, Robert

1997-04-01

An experimental, student centered, introductory curriculum called IMPEC (for Integrated Mathematics, Physics, Engineering, and Chemistry curriculum) is in its third year of pilot-testing at NCSU. The curriculum is taught by a multidisciplinary team of professors using a combination of traditional lecturing and alternative instructional methods including cooperative learning, activity-based class sessions, and extensive use of computer modeling, simulations, and the world wide web. This talk will discuss the research basis for our design and implementation of the curriculum, the qualitative and quantitative methods we have been using to assess its effectiveness, and the educational outcomes we have noted so far.

Critical Thinking in the University Curriculum--The Impact on Engineering Education

Science.gov (United States)

Ahern, A.; O'Connor, T.; McRuairc, G.; McNamara, M.; O'Donnell, D.

2012-01-01

Critical thinking is a graduate attribute that many courses, including engineering courses, claim to produce in students. As a graduate attribute it is seen by academics as a particularly desirable outcome of student learning and is said by researchers to be a defining characteristic of university education. However, how critical thinking is…

Remote Laser Laboratory: Lifebuoy for Laser Engineering Curriculum

Directory of Open Access Journals (Sweden)

Igor Titov

2012-05-01

Full Text Available Laboratory experience is one of the essentials of engineering curriculum and even more so for laser engineering specialities. But such experience might be hazardous both for students and for expensive equipment. This paper presents a ready-to-use solution fitting great in both e-learning and safe remote operation paradigms: Remote Laser Laboratory (RLL. Software and hardware solutions are presented. In addition, a short description of ongoing student activities within the RLL framework is given.

It is over three decades of graduate education in Epizootiology at the University of Ibadan, Nigeria (1975-2011): is there a need to revise the curriculum?

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Olugasa, Babasola Oluseyi; Ijagbone, Ighodalo Folorunso; Esuruoso, Gabriel Oluwole

2012-01-01

Epizootiology is the study of variable factors, events, forces and circumstances that contribute to the occurrence, distribution, control and prevention of ill-health, diseases and other problems in animal groups. It is a key component of veterinary medicine education at the University of Ibadan, Nigeria since 1975. It started as a Graduate Certificate in Epizootiology (GCE) in 1976. Later it was revised into M.Sc. Epizootiology in 1986. At graduate level, epizootiology curriculum has supported the M.Sc. Epizootiology programme. It compliments training in Veterinary Public Health and Preventive Medicine. This epizootiology curriculum has been operational at graduate level for more than three decades. Now in 2011, a consortium of English speaking West African Universities is committed to review the current curriculum at the University of Ibadan to strengthen health systems in an interdependent world with scope for internationalized practicum in disease investigation. Emphases are made towards skills development in molecular studies on disease causal agents and the mapping of associated geographic risk factors, including indigenous knowledge and practices. It is notable that most English-speaking West African countries including Ghana, Liberia, Sierra Leone and Gambia either lack a Veterinary School or just started some, but do not have graduate programme in Epizootiology. Thus, the curriculum at Ibadan is positioned to make impact in three key areas, namely, sub-regional ecosystem health studies, improving human-animal disease surveillance programmes, and in indigenization of bio-technology for monitoring and evaluation of trans-boundary animal disease control interventions for global health in West Africa.

MECHANICAL ENGINEERING CURRICULUM AT DTU AND THE APPLICATION OF CDIO IN FIRST YEAR COURSES

DEFF Research Database (Denmark)

Houbak, Niels; Klit, Peder

2005-01-01

philosophy. This course in particular but also the design of the study plan will be described in this paper as will an ongoing effort on evaluating the current curriculum with improvements in mind. A part of this evaluation of the curriculum will involve an analysis of first year courses among some...... of Manufacturing Engineering and Management and the Department of Mechanical Engineering deliver the technical courses for the Bachelor education (called Production and Engineering Design, P&E). In cooperation the two departments gives an introductory ‘Engineering Work’ course with much emphasis on the CDIO...

I'm Graduating This Year! So What IS an Engineer Anyway? Research Brief

Science.gov (United States)

Matusovich, Holly; Streveler, Ruth; Miller, Ron; Olds, Barbara

2009-01-01

It is often assumed that graduating engineering students readily envision what it means to be an engineer and what type of work they will be doing as engineers in the future. How can one know if this is true? This research begins to answer these questions by aiming to understand undergraduate engineering students' perceptions of themselves as…

Expanding the Use of Solid Modeling throughout the Engineering Curriculum.

Science.gov (United States)

Baxter, Douglas H.

2001-01-01

Presents the initial work that Rensselaer Polytechnic Institute has done to integrate solid modeling throughout the engineering curriculum. Aims to provide students the opportunity to use their solid modeling skills in several courses and show students how solid modeling tools can be used to help solve a variety of engineering problems.…

Sustainability and LCA in Engineering Education - A Course Curriculum

DEFF Research Database (Denmark)

Olsen, Stig Irving; Fantke, Peter; Laurent, Alexis

2018-01-01

is expected to be an integrated part of all study programmes. The division for Quantitative Sustainability Assessment (QSA) aims to provide this competence to the DTU students. QSA focus mainly on Life Cycle Assessment based methods but have designed a course curriculum that can provide different levels...... in an educational curriculum to teach sustainability broadly to engineering students at DTU. A main challenge is how to integrate the teaching into study programmes and eventually how to accommodate an increasing number of students on the individual courses....

The influence of participation in extracurricular activities to the employability of Industrial Engineering graduates of one Private University in the Philippines

Directory of Open Access Journals (Sweden)

Charlene Joy E. Chua

2017-05-01

Full Text Available Filipinos have been regarding education as the leading avenue of success. Having the system patterned from the American Education structure, education in the country provides basic learning needs and a foundation on which successive learning can be based on. Aside from traditional learning inside the classroom, extracurricular activities (ECAs are also provided for students, which basically have the same goal as that of courses in a curriculum. These activities however, let the students have experiences not included in formal education. Moreover, ECAs are being promoted in some college institutions considering that it benefits students in ways that would prepare them for their future. Certain companies focus on investing on leadership development of their employees to make them globally competitive. This paper focused on determining the degree or extent of influence of ECAs to the employability of the University of Santo Tomas (UST Industrial Engineering graduates of Batches 2013, 2014, and 2015. A survey was administered to 43 sampled graduates. Logistic regression was used in determining the influence of participation in ECAs to the employability of the graduates. Correlational analysis showed that there exists a significant relationship between and among independent variables of number of jobs, number of initial interview, level of participation and soft skills developed through ECAs. Meanwhile, Paired Sample Means Test exhibited that at 95% level of significance, there exists no relationship between the soft skills possessed by the graduates and as expected by the company with which they are employed. Recommendations were provided to enhance the activities offered in UST towards increasing employability rate of graduate students.

Space Civil Engineering option - A progress report

Science.gov (United States)

Criswell, Marvin E.; Sadeh, Willy Z.

1992-01-01

Space Civil Engineering is an emerging engineering discipline that focuses on extending and expanding Civil Engineering to the development, operation, and maintenance of infrastructures on celestial bodies. Space Civil Engineering is presently being developed as a new discipline within the Department of Civil Engineering at Colorado State University and with support of the NASA Space Grant College Program. Academic programs geared toward creating Space Civil Engineering Options at both undergraduate and graduate levels are being formulated. Basic ideas and concepts and the current status of the curriculum in the Space Civil Engineering Option primarily at the undergraduate level are presented.

Graduate nuclear engineering programmes motivate educational and research activities

International Nuclear Information System (INIS)

Mavko, B.

2000-01-01

Some fifteen years ago the University of Ljubljana, Faculty for Mathematics and Physics together with the national research organisation the J. Stefan jointly established a Graduate programme of Nuclear Engineering. From the onset, the programme focused on nuclear technology, nuclear safety, and reactor physics and environment protection. Over the years this graduate programme has became the focal point of nuclear related, research and educational activities in Slovenia. It has grown into a meeting ground for recognised national and distinguished foreign educators and experienced professionals from the industry. In conjunction with an important national project, supported by the Slovenian government, entitled 'Jung Researcher' it also enhances the knowledge transfer to the next generation. Since the programme was introduced, the interest for this programme has been steadily growing. Accordingly, a number of PhD and MS degrees in NE have been awarded. The graduates of this programme have encountered very good job opportunities in nuclear as well as in non-nuclear sector. (author)

Curriculum Redesign in Veterinary Medicine: Part I.

Science.gov (United States)

Chaney, Kristin P; Macik, Maria L; Turner, Jacqueline S; Korich, Jodi A; Rogers, Kenita S; Fowler, Debra; Scallan, Elizabeth M; Keefe, Lisa M

Curricular review is considered a necessary component for growth and enhancement of academic programs and requires time, energy, creativity, and persistence from both faculty and administration. At Texas A&M College of Veterinary Medicine & Biomedical Sciences (TAMU), the faculty and administration partnered with the university's Center for Teaching Excellence to create a faculty-driven, data-enhanced curricular redesign process. The 8-step process begins with the formation of a dedicated faculty curriculum design team to drive the redesign process and to support the college curriculum committee. The next steps include defining graduate outcomes and mapping the current curriculum to identify gaps and redundancies across the curriculum. Data are collected from internal and external stakeholders including veterinary students, faculty, alumni, and employers of graduates. Data collected through curriculum mapping and stakeholder engagement substantiate the curriculum redesign. The guidelines, supporting documents, and 8-step process developed at TAMU are provided to assist other veterinary schools in successful curricular redesign. This is the first of a two-part report that provides the background, context, and description of the process for charting the course for curricular change. The process involves defining expected learning outcomes for new graduates, conducting a curriculum mapping exercise, and collecting stakeholder data for curricular evaluation (steps 1-4). The second part of the report describes the development of rubrics that were applied to the graduate learning outcomes (steps 5-8) and engagement of faculty during the implementation phases of data-driven curriculum change.

Computer Forensics for Graduate Accountants: A Motivational Curriculum Design Approach

Directory of Open Access Journals (Sweden)

Grover Kearns

2010-06-01

Full Text Available Computer forensics involves the investigation of digital sources to acquire evidence that can be used in a court of law. It can also be used to identify and respond to threats to hosts and systems. Accountants use computer forensics to investigate computer crime or misuse, theft of trade secrets, theft of or destruction of intellectual property, and fraud. Education of accountants to use forensic tools is a goal of the AICPA (American Institute of Certified Public Accountants. Accounting students, however, may not view information technology as vital to their career paths and need motivation to acquire forensic knowledge and skills. This paper presents a curriculum design methodology for teaching graduate accounting students computer forensics. The methodology is tested using perceptions of the students about the success of the methodology and their acquisition of forensics knowledge and skills. An important component of the pedagogical approach is the use of an annotated list of over 50 forensic web-based tools.

Renovation of a Mechanical Engineering Senior Design Class to an Industry-Tied and Team-Oriented Course

Science.gov (United States)

Liu, Yucheng

2017-01-01

In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. In the renovated curriculum, industry-sponsored projects became…

Required courses for nuclear graduate programs - Could one fit for all?

International Nuclear Information System (INIS)

Canella, A.A.

2004-01-01

Full text: This article does not seek to propose one ideal curriculum for Nuclear-related graduate programs. Researches in Nuclear arena may differ as black differs from white. Research itself has complex integrated activities using knowledge without regards for disciplines. Moreover, graduate programs themselves are not like discipline-based instruction. A unique-single model for graduate programs what fits for everyone probably never will exist, even in the future. Thus, this paper intends to exclusively increase discussions about this subject. Background U.S. President Dwight Eisenhower might be pleased to see how his 'Atoms for Peace' and the policies evolving from it, opened an era of extraordinary spread of Nuclear Knowledge to foster peace, health and prosperity. Both the level of research funding and the number of graduate students involved in Nuclear related (mostly on medical, agricultural and ecological applications) in graduate programs have grown significantly in recent years, specially in developing countries. Growing needs for professionals in specialized nuclear-based fields have provoking graduate programs into doing shifts on their curricula. Traditional school structure from the 50's 60's and 70's has been modified. That structure used to be very hermetic once it was designed mainly for physics, chemists and engineers, whose are expected solid foundations of Differential Calculus and Theoretical Physics. To encourage professionals from different arenas into the Nuclear world, graduate program curricula have been changing, resulting smaller number of required courses, and making disciplines more friendly comprehensible. Nowadays, it is possible to identify Nuclear/Nuclear related graduate programs having one only compulsory course - workload from 60 to 120 hours to introduce and to form the foundations of Nuclear Sciences for a wide range of professional backgrounds - biologists, physicians, dentists, pharmacists, veterinarians, agronomists

Engineering in Elementary STEM Education: Curriculum Design, Instruction, Learning, and Assessment

Science.gov (United States)

Cunningham, Christine M.

2018-01-01

Bolstered by new standards and new initiatives to promote STEM education, engineering is making its way into the school curriculum. This comprehensive introduction will help elementary educators integrate engineering into their classroom, school, or district in age-appropriate, inclusive, and engaging ways. Building on the work of a Museum of…

Teaching and Assessing Engineering Professional Skills

Directory of Open Access Journals (Sweden)

Ali M. Al-Bahi

2013-05-01

Full Text Available Engineering students are required to have, by the time of graduation, a set of professional skills related to teamwork, oral and written communications, impact of engineering solutions, life-long learning, and knowledge of contemporary issues. Teaching and assessment of these skills, as part of ABET accreditation, remains problematic. A systematic methodology to integrate these skills and their assessment in the curriculum is described. The method was recently applied in several engineering programs and proved to be efficient in generating data and evidences for evaluation and continuous improvement of these outcomes.

Bringing Data Science, Xinformatics and Semantic eScience into the Graduate Curriculum

Science.gov (United States)

Fox, P.

2012-04-01

Recent advances in acquisition techniques quickly provide massive amount of complex data characterized by source heterogeneity, multiple modalities, high volume, high dimensionality, and multiple scales (temporal, spatial, and function). In turn, science and engineering disciplines are rapidly becoming more and more data driven with goals of higher sample throughput, better understanding/modeling of complex systems and their dynamics, and ultimately engineering products for practical applications. However, analyzing libraries of complex data requires managing its complexity and integrating the information and knowledge across multiple scales over different disciplines. Attention to Data Science is now ubiquitous - The Fourth Paradigm publication, Nature and Science special issues on Data, and explicit emphasis on Data in national and international agency programs, foundations (Keck, Moore) and corporations (IBM, GE, Microsoft, etc.). Surrounding this attention is a proliferation of studies, reports, conferences and workshops on Data, Data Science and workforce. Examples include: "Train a new generation of data scientists, and broaden public understanding" from an EU Expert Group, "…the nation faces a critical need for a competent and creative workforce in science, technology, engineering and mathematics (STEM)...", "We note two possible approaches to addressing the challenge of this transformation: revolutionary (paradigmatic shifts and systemic structural reform) and evolutionary (such as adding data mining courses to computational science education or simply transferring textbook organized content into digital textbooks).", and "The training programs that NSF establishes around such a data infrastructure initiative will create a new generation of data scientists, data curators, and data archivists that is equipped to meet the challenges and jobs of the future." Further, interim report of the International Council for Science's (ICSU) Strategic Coordinating

Creating Communication Training Programs for Graduate Students in Science and Engineering

Science.gov (United States)

Rice, M.; Lewenstein, B.; Weiss, M.

2012-12-01

Scientists and engineers in all disciplines are required to communicate with colleagues, the media, policy-makers, and/or the general public. However, most STEM graduate programs do not equip students with the skills needed to communicate effectively to these diverse audiences. In this presentation, we describe a science communication course developed by and for graduate students at Cornell University. This training, which has been implemented as a semester-long seminar and a weekend-long workshop, covers popular science writing, science policy, print and web media, radio and television. Here we present a comparison of learning outcomes for the semester and weekend formats, a summary of lessons learned, and tools for developing similar science communication programs for graduate students at other institutions.

A Talent for Tinkering: Developing Talents in Children from Low-Income Households through Engineering Curriculum

Science.gov (United States)

Robinson, Ann; Adelson, Jill L.; Kidd, Kristy A.; Cunningham, Christine M.

2018-01-01

Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science…

Wind Energy Workforce Development: Engineering, Science, & Technology

Energy Technology Data Exchange (ETDEWEB)

Lesieutre, George A.; Stewart, Susan W.; Bridgen, Marc

2013-03-29

Broadly, this project involved the development and delivery of a new curriculum in wind energy engineering at the Pennsylvania State University; this includes enhancement of the Renewable Energy program at the Pennsylvania College of Technology. The new curricula at Penn State includes addition of wind energy-focused material in more than five existing courses in aerospace engineering, mechanical engineering, engineering science and mechanics and energy engineering, as well as three new online graduate courses. The online graduate courses represent a stand-alone Graduate Certificate in Wind Energy, and provide the core of a Wind Energy Option in an online intercollege professional Masters degree in Renewable Energy and Sustainability Systems. The Pennsylvania College of Technology erected a 10 kilowatt Xzeres wind turbine that is dedicated to educating the renewable energy workforce. The entire construction process was incorporated into the Renewable Energy A.A.S. degree program, the Building Science and Sustainable Design B.S. program, and other construction-related coursework throughout the School of Construction and Design Technologies. Follow-on outcomes include additional non-credit opportunities as well as secondary school career readiness events, community outreach activities, and public awareness postings.

Assessment by Employers of Newly Graduated Civil Engineers from the Islamic University of Gaza

Science.gov (United States)

Enshassi, Adnan; Hassouna, Ahmed

2005-01-01

The evaluation process is very important to identify and recognize the strengths and the weaknesses of graduated students. The purpose of this paper is to evaluate the performance of the newly graduated civil engineers from the Islamic University of Gaza in Palestine. The methodology was based on questionnaires and informal interview. The…

Chinese engineering students' cross-cultural adaptation in graduate school

Science.gov (United States)

Jiang, Xinquan

This study explores cross-cultural adaptation experience of Chinese engineering students in the U.S. I interact with 10 Chinese doctoral students in engineering from a public research university through in-depth interviews to describe (1) their perceptions of and responses to key challenges they encountered in graduate school, (2) their perspectives on the challenges that stem from cross-cultural differences, and (3) their conceptualization of cross-cultural adaptation in the context of graduate school. My findings reveal that the major challenges participants encounter during graduate school are academic issues related to cultural differences and difficulties of crossing cultural boundaries and integrating into the university community. These challenges include finding motivation for doctoral study, becoming an independent learner, building a close relationship with faculty, interacting and forming relationships with American people, and gaining social recognition and support. The engineering students in this study believe they are less successful in their social integration than they are in accomplishing academic goals, mainly because of their preoccupation with academics, language barriers and cultural differences. The presence of a large Chinese student community on campus has provided a sense of community and social support for these students, but it also contributes to diminishing their willingness and opportunities to interact with people of different cultural backgrounds. Depending on their needs and purposes, they have different insights into the meaning of cross-cultural adaptation and therefore, and choose different paths to establish themselves in a new environment. Overall, they agree that cross-cultural adaptation involves a process of re-establishing themselves in new academic, social, and cultural communities, and adaptation is necessary for their personal and professional advancement in the U.S. They also acknowledge that encountering and adjusting

The Swiss Master in Chiropractic Medicine Curriculum: Preparing Graduates to Work Together With Medicine to Improve Patient Care.

Science.gov (United States)

Humphreys, B Kim; Peterson, Cynthia K

2016-12-01

In 2007, chiropractic became 1 of the 5 medical professions in Switzerland. This required a new chiropractic program that was fully integrated within a Swiss medical school. The purpose of this article was to discuss the Master in Chiropractic Medicine (MChiroMed) program at the University of Zürich, including advantages, opportunities, and challenges. In 2008, the MChiroMed program began with its first student cohort. The MChiroMed program is a 6-year Bologna model 2-cycle (bachelor and master) "spiral curriculum," with the first 4 years being fully integrated within the medical curriculum. A review of the main features of the curriculum revealed the advantages, opportunities, and challenges of this program in comparison with other contemporary chiropractic educational programs. Advantages and opportunities include an integrated curriculum within a university, medical school, and musculoskeletal hospital, with their associated human and physical resources. Many opportunities exist for high-level research collaborations. The rigorous entrance qualifications and small student cohorts result in bright, motivated, and enthusiastic students; appropriate assessments; and timely feedback on academic and clinical subjects. Early patient contact in hospitals and clinical facilities encourages the integration of academic theory and clinical practice. The main challenges faced by this program include difficulty recruiting a sufficient number of students because of the rigorous entrance requirements and curriculum overload resulting from undertaking a full medical curriculum and chiropractic modules. The MChiroMed program is a unique chiropractic curriculum that integrates medical and chiropractic education within a spiral curriculum at a world-class Swiss university medical school. The expectation is that graduates, with their expanded diagnostic and therapeutic knowledge, skills, and experience, will become future experts in primary spine care in Switzerland. It is hoped

Teaching and Learning in Chemical Product Engineering - an Evolving par of the Chemical Engineering Curriculum

DEFF Research Database (Denmark)

Vigild, Martin Etchells; Kiil, Søren; Wesselingh, Johannes

2007-01-01

Over the last decade Chemical Product Engineering has evolved as part of the Chemical Engineering Curriculum at several universities in Europe and America. At the DTU Chemical Product Engineering was introduced in 2000. This presentation will report on the experiences gained from teaching classes...... and preparing a text book on the subject. [1] Chemical Product Engineering is solidly based on chemical technical and engineering knowledge. Furthermore, the subject naturally calls for a holistic approach to teaching and learning and introduces elements which target transferable and professional engineering...... skills. Such skills are important in Chemical Product Engineering when dealing with open-ended problems, creative problem solutions, operating in a team working environment and exercising project management. In our course we emphasise team activites, formative feed back to the students as well as helping...

Curriculum Outline for Introduction to Engineering Chemistry. First Edition. Review Cycle-Annual.

Science.gov (United States)

Schlenker, Richard M.

This curriculum outline consists of behavioral objectives (called terminal and enabling objectives) for Introduction to Engineering Chemistry, a one-semester, post-secondary course consisting of four 1-hour lectures each week. Course goal is to introduce marine engineering students to the rudiments of basic/introductory inorganic chemistry. The…

Mechanical Engineering at RWTH Aachen University: Professional Curriculum Development and Teacher Training

Science.gov (United States)

Henning, Klaus; Bornefeld, Gero; Brall, Stefan

2007-01-01

This paper offers a multi-perspective view on engineering education at RWTH Aachen University: curriculum design, examples of newly developed teaching methods for engineering curricula, and teaching competencies and teacher qualification. It is based on the theories of student-centred learning, project learning, social skills, etc., but the paper…

Developing a Curriculum for Information and Communications Technology Use in Global Health Research and Training: A Qualitative Study Among Chinese Health Sciences Graduate Students.

Science.gov (United States)

Ma, Zhenyu; Yang, Li; Yang, Lan; Huang, Kaiyong; Yu, Hongping; He, Huimin; Wang, Jiaji; Cai, Le; Wang, Jie; Fu, Hua; Quintiliani, Lisa; Friedman, Robert H; Xiao, Jian; Abdullah, Abu S

2017-06-12

Rapid development of information and communications technology (ICT) during the last decade has transformed biomedical and population-based research and has become an essential part of many types of research and educational programs. However, access to these ICT resources and the capacity to use them in global health research are often lacking in low- and middle-income country (LMIC) institutions. The aim of our study was to assess the practical issues (ie, perceptions and learning needs) of ICT use among health sciences graduate students at 6 major medical universities of southern China. Ten focus group discussions (FGDs) were conducted from December 2015 to March 2016, involving 74 health sciences graduate students studying at 6 major medical universities in southern China. The sampling method was opportunistic, accounting for the graduate program enrolled and the academic year. All FGDs were audio recorded and thematic content analysis was performed. Researchers had different views and arguments about the use of ICT which are summarized under six themes: (1) ICT use in routine research, (2) ICT-related training experiences, (3) understanding about the pros and cons of Web-based training, (4) attitudes toward the design of ICT training curriculum, (5) potential challenges to promoting ICT courses, and (6) related marketing strategies for ICT training curriculum. Many graduate students used ICT on a daily basis in their research to stay up-to-date on current development in their area of research or study or practice. The participants were very willing to participate in ICT courses that were relevant to their academic majors and would count credits. Suggestion for an ICT curriculum included (1) both organized training course or short lecture series, depending on the background and specialty of the students, (2) a mixture of lecture and Web-based activities, and (3) inclusion of topics that are career focused. The findings of this study suggest that a need exists

The Civil Engineering Graduate Program at PUC-Rio: A Brazilian Experience.

Science.gov (United States)

Romanel, Celso; Filho, Jose Napoleao

This document discusses the graduate programs in civil engineering at the Pontifical Catholic University of Rio de Janeiro, Brazil, the oldest Brazilian private university. The report features discussions of faculty member backgrounds, trends in student enrollment, women's participation in the program, degree completion, student origins,…

Integrating Global Hydrology Into Graduate Engineering Education and Research

Science.gov (United States)

Griffis, V. W.

2007-12-01

Worldwide, polluted water affects the health of 1.2 billion people and contributes to the death of 15 million children under five every year. In addition poor environmental quality contributes to 25 per cent of all preventable ill health in the world. To address some of these problems, at the 2002 World Summit on Sustainable Development, the world community set the goal of halving, by the year 2015, the proportion of people without access to safe drinking water and basic sanitation. Solving sanitation and water resource management problems in any part of the world presents an interdisciplinary, complex challenge. However, when we attempt to solve these problems in an international context, our technical approaches must be tempered with cultural sensitivity and extraordinary management strategies. To meet this challenge, Michigan Tech has developed a unique global partnership with the U.S. Peace Corps to address our acknowledgement of the importance of placing engineering solutions in a global context. The program has graduated 30 students. Program enrollment is now over 30 and over 20 countries have hosted our students. The objective of this presentation is to demonstrate how this unique partnership can be integrated with graduate engineering education and research and also show how such a program may attract a more diverse student population into engineering. All graduate students enrolled in our Master's International Program in Civil and Environmental Engineering must complete specific coursework requirements before departing for their international experience. In CE5993 (Field Engineering in the Developing World) students learn to apply concepts of sustainable development and appropriate technology in the developing world. In FW5770 (Rural Community Development Planning and Analysis) students learn how one involves a community in the decision making process. A common theme in both courses is the role of woman in successful development projects. Technical

Towards a gender inclusive information and communications technology curriculum: a perspective from graduates in the workforce

Science.gov (United States)

Koppi, Tony; Sheard, Judy; Naghdy, Fazel; Edwards, Sylvia L.; Brookes, Wayne

2010-12-01

An online survey was conducted of recent information and communications technology (ICT) graduates from 21 Australian universities. A range of abilities including personal/interpersonal, cognitive, business and technical were examined in relation to importance in the workplace and university preparation of those abilities. In addition, a set of six open-ended text-response questions concerned with the curriculum and other workplace preparation were asked. Quantitative and qualitative analyses revealed a range of responses that were significantly different according to gender. Amongst the significant findings are that females are more concerned than males with interpersonal communication, the development of people-skills and the people side of ICT. Implications for the ICT curriculum are that it should have more than a narrow male-centred technological focus and include the involvement of people and the effects of ICT on society in general. This broad inclusive pedagogical approach would satisfy the needs expressed by all respondents and contribute to increasing the enrolments of both female and male students in ICT.

The Significance of Context for Curriculum Development in Engineering Education: A Case Study across Three African Countries

Science.gov (United States)

Case, Jennifer M.; Fraser, Duncan M.; Kumar, Anil; Itika, Ambrose

2016-01-01

Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical…

Influence of High School Vocational Agriculture on the Matriculation, Graduation, and Employment of Agricultural Engineering Graduates from the Iowa State University of Science and Technology.

Science.gov (United States)

Ahrens, Donald Louis

To determine the influence of high school vocational agriculture on college achievement and subsequent employment of agricultural engineering majors, data were collected from 419 graduates of Iowa State University representing the period from 1942 to 1964. The 112 graduates who had taken at least 3 or more semesters of high school vocational…

The usefulness of the surgical knowledge and skills acquired via the university curriculum for doctors' medical practice several years after graduation.

Science.gov (United States)

Zyluk, Andrzej; Puchalski, Piotr; Szlosser, Zbigniew

2015-01-01

Teaching surgery during university curriculum comprises transferring theoretical knowledge traditionally and simultaneously acquiring manual skills, i.e., suturing, stitch removal, limb immobilization, catheterization, and assisting operations. Observations of doctors several years after graduation led to the reflection that teachers' ideas about surgical knowledge and skills that are useful in daily practice frequently fail to meet the facts of the case. The objective of this study was to determine which part of the surgical knowledge and skills taught via the university surgical curriculum proved to be useful in the daily practice of young doctors. A custom-made questionnaire was designed and mailed to 200 randomly chosen doctors who had graduated from the medical faculty at the authors' university 5 to 6 years previously. The questionnaire comprised 9 items concerning the knowledge and skills that proved to be the most useful in participants' daily practice, regardless of their specialty. A total of 64 completed questionnaires were returned (32% of 200 sent) and were the subject of analysis. The most useful knowledge in daily practice was that acquired from general surgery, followed by oncological and vascular surgery. The most useful was knowledge about the rational interpretation of clinical symptoms and signs acquired from examination of the patient, followed by arriving at an accurate diagnosis through logical analysis, and next developing "oncological sensitivity" to diagnosing neoplasms. The most effective teaching model was specialized outpatient clinic rounds, followed by training manual skills on a model and classical ward-round teaching. The most frequently learned (acquired) manual skills were removal of stitches, rectal examination, and examination of the abdomen. Of these skills, the most useful in daily practice appeared to be removal of stitches, catheterization of the urinary bladder, and wound suturing. Learning and practicing manual skills

Assessing Success in Honors: Getting beyond Graduation Rates

Science.gov (United States)

Kelly, Sean K.

2013-01-01

An honors curriculum with realistic graduation requirements should have a respectable graduation rate. This number, when low, can indicate significant problems in the program. But a high graduation rate does not necessarily indicate success. A quality honors program, especially one that remains attentive to students' ability to thrive, might have…

Supporting "The Best and Brightest" in Science and Engineering: NSF Graduate Research Fellowships

OpenAIRE

Richard B. Freeman; Tanwin Chang; Hanley Chiang

2005-01-01

The National Science Foundation's (NSF) Graduate Research Fellowship (GRF) is a highly prestigious award for science and engineering (S&E) graduate students. This paper uses data from 1952 to 2004 on the population of over 200,000 applicants to the GRF to examine the determinants of the number and characteristics of applicants and the characteristics of awardees. In the early years of the program, GRF awards went largely to physical science and mathematics students and disproportionately to w...

Status of University of Cincinnati reactor-site nuclear engineering graduate programs

International Nuclear Information System (INIS)

Anno, J.N.; Christenson, J.M.; Eckart, L.E.

1993-01-01

The University of Cincinnati (UC) nuclear engineering program faculty has now had 12 yr of experience in delivering reactor-site educational programs to nuclear power plant technical personnel. Currently, with the sponsorship of the Toledo-Edison Company (TED), we are conducting a multiyear on-site graduate program with more than 30 participants at the Davis-Besse nuclear power plant. The program enables TED employees with the proper academic background to earn a master of science (MS) degree in nuclear engineering (mechanical engineering option). This paper presents a brief history of tile evolution of UC reactor-site educational programs together with a description of the progress of the current program

Reforming the 4th-Year Curriculum as a Springboard to Graduate Medical Training: One School's Experiences and Lessons Learned.

Science.gov (United States)

Wackett, Andrew; Daroowalla, Feroza; Lu, Wei-Hsin; Chandran, Latha

2016-01-01

Concerns regarding the quality of training in the 4th year of medical school and preparation of graduates to enter residency education persist and are borne out in the literature. We reviewed the published literature regarding Year 4 concerns as well as institutional efforts to improve the 4th-year curriculum from several schools. Based on input from key stakeholders, we established 4 goals for our Year 4 curriculum reform: (a) standardize the curricular structure, (b) allow flexibility and individualization, (c) improve the preparation for residency, and (d) improve student satisfaction. After the reform, we evaluated the outcomes using results from the Association of American Medical Colleges Questionnaire, student focus groups, and program director surveys. This article describes the context, process, and outcomes of the reform of the Year 4 curriculum at Stony Brook University School of Medicine. We were able to achieve all four stated goals for the reform. The significant components of the change included a flexible adaptable curriculum based on individual needs and preferences, standardized learning objectives across the year, standardized competency-based evaluations regardless of discipline, reinforcement of clinical skills, and training for the transition to the workplace as an intern. The reform resulted in increased student satisfaction, increased elective time, and increased preparedness for residency training as perceived by the graduates. The Program Director survey showed significant changes in ability to perform a medical history and exam, management of common medical conditions and emergencies, clinical reasoning and problem-solving skills, working and communication with the healthcare team, and overall professionalism in meeting obligations inherent in the practice of medicine. Lessons learned from our 4th-year reform process are discussed. Listening to the needs of the stakeholders was an important step in ensuring buy-in, having an institutional

Gestalt and Figure-Ground: Reframing Graduate Attribute Conversations between Educational Developers and Academics

Science.gov (United States)

Knewstubb, Bernadette; Ruth, Alison

2015-01-01

Academics implementing graduate attributes, and the educational developers who support those academics, may experience graduate attributes and disciplinary knowledge and skills as unrelated dimensions of curriculum. Gestalt conceptions of curriculum, together with a figure-ground understanding of the relationship between disciplinary understanding…

Investigating the impact of a LEGO(TM)-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

Science.gov (United States)

Marulcu, Ismail

This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K--12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also

Influence of Science, Technology, and Engineering Curriculum on Rural Midwestern High School Student Career Decisions

Science.gov (United States)

Killingsworth, John

Low degree completion in technical and engineering degrees is a growing concern for policymakers and educators in the United States. This study was an examination of the behaviors of adolescents specific to career decisions related to technology and engineering. The central research question for this study was: do rural, Midwestern high school technical and engineering curricula serve to engage students sufficiently to encourage them to persist through high school while sustaining their interests in technology and engineering careers? Engaging students in technology and engineering fields is the challenge for educators throughout the country and the Midwest. Rural schools have the additional challenge of meeting those issues because of resource limitations. Students in three Midwestern schools were surveyed to determine the level of interest in technology and engineering. The generalized likelihood ratio test was used to overcome concerns for small sample sizes. Accounting for dependent variables, multiple independent variables are examined using descriptive statistics to determine which have greater influence on career decisions, specifically those related to technology and engineering. A typical science curriculum is defined for rural Midwestern high schools. This study concludes that such curriculum achieves the goal of maintaining or increasing student interest and engagement in STEM careers. Furthermore, those schools that incorporate contextual and experiential learning activities into the curriculum demonstrate increased results in influencing student career choices toward technology and engineering careers. Implications for parents, educators, and industry professionals are discussed.

ICT security curriculum or how to respond to current global challenges

Directory of Open Access Journals (Sweden)

Marian Silviu Poboroniuc

2017-01-01

Full Text Available The paper presents some results obtained through the implementation of the Erasmus LLP “SALEIE” (Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions. The aim of the project was to bring together experts from European universities to enhance the competitiveness of Electrical and Information Engineering (EIE education within Europe, especially in relation to modern global technical challenges and to provide higher education models in a few EIE fields in accordance with these challenges. One of the outcomes of the project was a new ICT (Information and Computer Technology Security curriculum for bachelor and master levels. The research methodology comprised such stages as: identifying the most important current global challenges, conducting a survey related to existing EIE programs in order to establish the top-level criteria for an EIE curriculum, analyzing the results of the survey, obtaining the industry feedback related to technical and non-technical skills required for the specific field, and proposing a new curriculum for ICT Security programmes to respond to the modern technical challenges and to meet the needs of the industry, students, academics and graduates. As future work we will focus on stakeholder assessment in the EIE field and, based on the resulting feedback, on improving the ICT Security curriculum.

Biomedical Engineering and Cognitive Science Secondary Science Curriculum Development: A Three Year Study

Science.gov (United States)

Klein, Stacy S.; Sherwood, Robert D.

2005-01-01

This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…

Development of engineering identity in the engineering curriculum in Dutch higher education : an explorative study from the teaching staff perspective

NARCIS (Netherlands)

Dehing, A.J.M.; Baartman, L.K.J.; Jochems, W.M.G.

2013-01-01

How do engineering students develop a professional identity during the course of the curriculum? What are the development mechanisms and important conditions? In an exploratory study among teachers the authors tried to find out whether the development of engineering identity can be understood by

Evaluation and suggestions for optional electrical engineering classes curriculum changes in elementary school

OpenAIRE

Štulac, Anja

2014-01-01

The aim of the thesis is to make a survey about teaching of elective subject in the 8th or 9th grade named electrical engineering. The findings could be helpful to teachers of electrical engineering, engineering and technology, physics, as well as for amateur electrical engineering enthusiasts. It is also aimed at those who seek to make changes in the optional electrical engineering course curriculum which represents a plan of work for teachers of this course. It is therefore an important fac...

Microsoft Excel Software Usage for Teaching Science and Engineering Curriculum

Science.gov (United States)

Singh, Gurmukh; Siddiqui, Khalid

2009-01-01

In this article, our main objective is to present the use of Microsoft Software Excel 2007/2003 for teaching college and university level curriculum in science and engineering. In particular, we discuss two interesting and fascinating examples of interactive applications of Microsoft Excel targeted for undergraduate students in: 1) computational…

Application of Plagiarism Screening Software in the Chemical Engineering Curriculum

Science.gov (United States)

Cooper, Matthew E.; Bullard, Lisa G.

2014-01-01

Plagiarism is an area of increasing concern for written ChE assignments, such as laboratory and design reports, due to ease of access to text and other materials via the internet. This study examines the application of plagiarism screening software to four courses in a university chemical engineering curriculum. The effectiveness of plagiarism…

How Much Do Engineering Students Know about Sustainable Development? The Findings of an International Survey and Possible Implications for the Engineering Curriculum

Science.gov (United States)

Azapagic, Adisa; Perdan, Slobodan; Shallcross, David

2005-01-01

This paper addresses the issue of engineering education for sustainable development. In an attempt to facilitate a better integration of sustainability teaching into the engineering curriculum, it seeks to provide answers to the following fundamental questions: (1) How much do engineering students know about sustainable development? (2) What are…

Graduate curriculum: A need for a change

Directory of Open Access Journals (Sweden)

Sungatullina Dilyana D.

2017-01-01

Full Text Available Over the last couple of years there was an increase in graduates’ willingness to interleave their vocational careers with academic instruction at the university. Hence, the authors conducted evaluation and needs analysis of the skills crucial for graduate students to possess. The current study analyzed the attitude of 150 KFU IMEF graduates towards their core requirements within the framework of modern educational environment. The results showed that the majority of the respondents consider knowledge of teaching methodology (a new topic introduction, the material delivery, its further practice and revision, effective groupwork and public speaking to be of great importance. The paper concludes with suggestions on the need for the development and the introduction of a cutting-edge course at a Master’s level tailored to graduates to enhance the skills applicable not only in the professional field but the educational environment as well.

Improvement of medical content in the curriculum of biomedical engineering based on assessment of students outcomes.

Science.gov (United States)

Abdulhay, Enas; Khnouf, Ruba; Haddad, Shireen; Al-Bashir, Areen

2017-08-04

Improvement of medical content in Biomedical Engineering curricula based on a qualitative assessment process or on a comparison with another high-standard program has been approached by a number of studies. However, the quantitative assessment tools have not been emphasized. The quantitative assessment tools can be more accurate and robust in cases of challenging multidisciplinary fields like that of Biomedical Engineering which includes biomedicine elements mixed with technology aspects. The major limitations of the previous research are the high dependence on surveys or pure qualitative approaches as well as the absence of strong focus on medical outcomes without implicit confusion with the technical ones. The proposed work presents the development and evaluation of an accurate/robust quantitative approach to the improvement of the medical content in the challenging multidisciplinary BME curriculum. The work presents quantitative assessment tools and subsequent improvement of curriculum medical content applied, as example for explanation, to the ABET (Accreditation Board for Engineering and Technology, USA) accredited biomedical engineering BME department at Jordan University of Science and Technology. The quantitative results of assessment of curriculum/course, capstone, exit exam, course assessment by student (CAS) as well as of surveys filled by alumni, seniors, employers and training supervisors were, first, mapped to the expected students' outcomes related to the medical field (SOsM). The collected data were then analyzed and discussed to find curriculum weakness points by tracking shortcomings in every outcome degree of achievement. Finally, actions were taken to fill in the gaps of the curriculum. Actions were also mapped to the students' medical outcomes (SOsM). Weighted averages of obtained quantitative values, mapped to SOsM, indicated accurately the achievement levels of all outcomes as well as the necessary improvements to be performed in curriculum

Influencing the job market by the quality of graduates--a biomedical engineering example.

Science.gov (United States)

Augustyniak, Ewa; Augustyniak, Piotr

2015-01-01

Academic teaching of a new discipline, besides its contents and formal issues, requires participation of the university in development of a target job market. This was the case of biomedical engineering in Poland ten years ago. This paper presents examples of activities, taken up by our university in cooperation with prospective employers, and evaluated with a help of our first alumni. The evaluation survey shows that despite the immature job market, the number of graduates employed accordingly to their education systematically raises each year from 72,5% in 2011 to 93,8% in 2013. Another interesting result is the distribution of job searching period: 19.2% of graduates were already employed before the graduation, further 23.1% found their job in less than one month after the diploma examination and another 28.8% in less than three months. The paper also highlights the role the former graduates play in motivating teachers and students to efforts towards a better educational outcome.

A global study of undergraduate environmental engineering programs

International Nuclear Information System (INIS)

Abro, Q.M.

2005-01-01

Recent analyses of environmental engineering and management (EE and M) field has highlighted its rapidly expanding size and increasingly diverse nature (Hart and Nolan, 1999). The last 30 years have seen growing international recognition that the challenges associated with environmental degradation and sustainable development have important implications for, and connections with, education and research (IUCN, 1970; UNCED, 1992). The concept of environmental education is now widespread in national educational policies, curriculum documents, curriculum development initiatives, and conservation strategies. Reflecting this trend, several universities throughout the world offer a wide range of graduate as well as undergraduate programs in environment. These programs have originated from various academic schools and disciplines (engineering, public policy, business, management, etc) creating considerable diversity of focus, themes emphasized, courses and methods of offerings. The rise of these programs, in part, reflects the growing need for engineers, technologists as well as managers, who are able to understand, contribute to, and manage a wide variety of technology-based programs and organizations. In addition, the large number of environmental engineering research journals, professional associations and international/national conferences point to the rapid growth of this field. This paper will examine the trends in provision, type of program, major curriculum focus of undergraduate environmental engineering and management education and then compare these trends with the emerging trends in the environmental engineering and management research journals of the last decade. (author)

Recruitment and Workplace Integration of Men and Women Engineers in France: The Case of EPF Ecole D'ingénieurs Graduates

Science.gov (United States)

Stevanovic, Biljana

2014-01-01

Based on "First Job" surveys conducted six months after graduation among graduates from 2000 to 2007 and semi-structured interviews, this paper examines the recruitment and workplace integration of women and men graduates from EPF Ecole d'Ingenieurs. The study's findings show that women engineering graduates from EPF generally have more…

Results in Developing an Engineering Degree Program in Safeguards and Security of Nuclear Materials at Moscow Engineering Physics Institute

International Nuclear Information System (INIS)

Kryuchkov, Eduard F.; Geraskin, Nikolay I.; Killinger, Mark H.; Goodey, Kent O.; Butler, Gilbert W.; Duncan, Cristen L.

2007-01-01

The world's first master's degree program in nuclear safeguards and security, established at Moscow Engineering Physics Institute (MEPhI), has now graduated nine classes of students. Most of the graduates have gone on to work at government agencies, research organizations, or obtain their PhD. In order to meet the demand for safeguards and security specialists at nuclear facilities, MEPhI established a 5-1/2 year engineering degree program that provides more hands-on training desired by facilities. In February 2004, the first students began their studies in the new discipline Nuclear Material Safeguards and Nonproliferation. This class, as well as other subsequent classes, included students who started the program in their third year of studies, as the first 2-1/2 years consists of general engineering curriculum. Fourteen students made up the first graduating class, receiving their engineering degrees in February 2007. The topics addressed in this paper include specific features of the program caused by peculiarities of Russian education legislation and government quality control of academic education. This paper summarizes the main joint actions undertaken by MEPhI and the US National Laboratories in conjunction with the U.S. Department of Energy, to develop the engineering degree program. Also discussed are the program's specific training requirements, student internships, and job placement. The paper concludes with recommendations from a recent international seminar on nonproliferation education and training

Equipping medical graduates to address health systems challenges ...

African Journals Online (AJOL)

Methods: We defined HSR and strengthening competencies for medical graduates through a literature review and expert consultations. Learning outcomes in terms of knowledge, skill or attitude in the 64 module guides of the curriculum were compared with the competencies required. A survey of recent medical graduates ...

Building international experiences into an engineering curriculum - a design project-based approach

Science.gov (United States)

Maldonado, Victor; Castillo, Luciano; Carbajal, Gerardo; Hajela, Prabhat

2014-07-01

This paper is a descriptive account of how short-term international and multicultural experiences can be integrated into early design experiences in an aerospace engineering curriculum. Such approaches are considered as important not only in fostering a student's interest in the engineering curriculum, but also exposing them to a multicultural setting that they are likely to encounter in their professional careers. In the broader sense, this programme is described as a model that can be duplicated in other engineering disciplines as a first-year experience. In this study, undergraduate students from Rensselaer Polytechnic Institute (RPI) and Universidad del Turabo (UT) in Puerto Rico collaborated on a substantial design project consisting of designing, fabricating, and flight-testing radio-controlled model aircraft as a capstone experience in a semester-long course on Fundamentals of Flight. The two-week long experience in Puerto Rico was organised into academic and cultural components designed with the following objectives: (i) to integrate students in a multicultural team-based academic and social environment, (ii) to practise team-building skills and develop students' critical thinking and analytical skills, and finally (iii) to excite students about their engineering major through practical applications of aeronautics and help them decide if it is a right fit for them.

THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM

Directory of Open Access Journals (Sweden)

Yevgeny Gayev

2017-11-01

Full Text Available Objective: To make students familiar with the famous Traveling Salesman Problem (TSP and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the process of optimal route search with an option to decelerate or accelerate the demonstration. The program is guessed to be useful both for learning the TSP as one of fundamental logistics problems and as an intriguing programming curriculum excersize. Several sub-programs according to key stone Computer Science Curriculum have also been suggested. This lies in line with recent “discovery based” learning methodology. Discussion: we explain how to create this program for visual discrete optimization, suggest required subprograms belonging to key stone programming algorithms including rather modern graphical user interface (GUI, how to use this MATLAB TSP-program for demonstration the drastical grows of solution time required. Conclusions: easy programming being realized in MATLAB makes dificult curriculum problems attractive to students; it focuses them to main problem’ features, laws and algorithms implementing the “discovery based” methodology in such a way.

Gendered Transitions, Career Identities and Possible Selves: The Case of Engineering Graduates

Science.gov (United States)

Papafilippou, Vanda; Bentley, Laura

2017-01-01

This article, drawing upon the Paired Peers project, a longitudinal qualitative study (n = 90), examines how seven UK engineering graduates, four women and three men, construct their career identities during the transitionary period from university to work. It explores how gender and the occupational cultures that reside within the sector, and the…

A Multicultural, Multidisciplinary Short Course to Introduce Recently Graduated Engineers to the Global Nature of Professional Practice

Science.gov (United States)

Hazelton, Pam; Malone, Molly; Gardner, Anne

2009-01-01

Since 2001, the International Institute of Women in Engineering (IIWE) at EPF, Ecole d'ingenieurs generaliste, Sceaux, France, has conducted a 3 week short course for culturally and discipline diverse, recently graduated and final year engineering students. The aim of this course is to introduce young engineers to broad global concepts and issues…

Updating the biomedical engineering curriculum: Inclusion of Health Technology Assessment subjects.

Science.gov (United States)

Martinez Licona, Fabiola; Urbina, Edmundo Gerardo; Azpiroz-Leehan, Joaquin

2010-01-01

This paper describes the work being carried out at Metropolitan Autonomous University (UAM) in Mexico City with regard to the continuous evaluation and updating of the Biomedical Engineering (BME) curriculum. In particular the courses regarded as part of the BME basic branch are reduced and new sets of elective subjects are proposed in order to bring closer the research work at UAM with the subjects in the BME curriculum. Special emphasis is placed on subjects dealing with Health Technology Assessment (HTA) and Health economics, as this branch of the BME discipline is quite promising in Mexico, but there are very few professionals in the field with adequate qualifications.

Teaching concept analysis to graduate nursing students.

Science.gov (United States)

Schiller, Catharine J

2018-04-01

To provide guidance to educators who use the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011), in their graduate nursing curriculum BACKGROUND: While graduate nursing curricula often include a concept analysis assignment, there is a paucity of literature to assist educators in guiding students through this challenging process. This article details one way for educators to assist graduate nursing students in learning how to undertake each step of the Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Wilson (1963) concept analysis method, as modified by Walker and Avant (2011). Using examples, this article walks the reader through the Walker and Avant (2011) concept analysis process and addresses those issues commonly encountered by educators during this process. This article presented one way of walking students through a Walker and Avant (2011) concept analysis. Having clear information about the steps involved in developing a concept analysis will make it easier for educators to incorporate it into their graduate nursing curriculum and to effectively guide students on their journey through this process. © 2018 Wiley Periodicals, Inc.

A nuclear engineering curriculum for Asia-Pacific

International Nuclear Information System (INIS)

Bereznai, G.; Sumitra, T.; Chankow, N.; Chanyotha, S.

1996-01-01

This paper describes the nuclear engineering education and professional development curricula that are being developed at Chulalongkorn University in Bangkok, Thailand. The program was initiated in response to the Thai Government's policy to keep the option of nuclear electric generation available as the country responds to the rapid growth of industrialization and increased standard of living, and the accompanying increase in electricity consumption. The program has three main thrusts: university education, professional development, and public education. Although this paper concentrates on the university curriculum, it is shown how the university program is integrated with the development of industry professionals. The Nuclear Engineering Curricula being developed and implemented at Chulalongkorn University will offer programs at the Bachelor, Master and Doctorate levels. The curricula are designed to provide comprehensive education and training for engineers and scientists planning careers in the peaceful use of nuclear energy, with emphasis on the applications to industry and for nuclear electric generation. The Project of Human Resource Development in the Nuclear Engineering field is the result of a cooperative effort between agencies of the Thai and Canadian Governments, including the Electricity Generating Authority of Thailand, the Office of Atomic Energy for Peace, Chulalongkorn University and several other Thai Universities; Atomic Energy of Canada Limited, the Canadian International Development Agency, several Canadian Universities as well as members of the Canadian Nuclear Industry. (author)

Basic Principles of Marine Diesel Engines, 8-2. Military Curriculum Materials for Vocational and Technical Education.

Science.gov (United States)

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This volume of student materials for a secondary/postsecondary level course in principles of marine diesel engines is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The purpose of the individualized, self-paced course is to acquaint…

A New Project-Based Curriculum of Design Thinking with Systems Engineering Techniques

NARCIS (Netherlands)

Haruyama, S.; Kim, S.K.; Beiter, K.A.; Dijkema, G.P.J.; De Weck, O.L.

2012-01-01

We developed a new education curriculum called "ALPS" (Active Learning Project Sequence) at Keio University that emphasizes team project-based learning and design thinking with systems engineering techniques. ALPS is a 6 month course, in which students work as a team and design and propose

Sense and Sensibility: The Case for the Nationwide Inclusion of Engineering in the K-12 Curriculum

Science.gov (United States)

Lindberg, Robert E.; Pinelli, Thomas E.; Batterson, James G.

2008-01-01

The competitive status of the United States is inextricably linked to innovation just as innovation is inseparable from science, technology, engineering, and mathematics. To stay competitive in innovation requires that the United States produce a 21st century workforce complete with requisite education, training, skills, and motivation. If we accept a priori that science, technology, engineering, and mathematics education are crucial to competitiveness and innovation and that, in terms of innovation, mathematics, science, and engineering are interdependent, why are mathematics and science uniformly ubiquitous in the K-12 curriculum while engineering is conspicuously absent? We are passionate in our belief that the uniform addition of engineering to the K-12 curriculum will help ensure that the nation has "the right" 21st Century workforce. Furthermore, we believe that a nationwide effort, led by a coalition of engineering academics, practitioners, and societies is required to turn this goal into reality. However, accomplishing this goal necessitates, as we are reminded by the title of Jane Austen's timeless novel, "Sense and Sensibility", a workable solution that seeks the "middle ground" between passion and reason. We begin our paper by making two essential points: Engineers are not scientists. Engineering exists separate from science, has its own specialized knowledge community apart from science, and it is largely responsible for many of the most significant advancements and improvements in the quality of our life. Our workable solution requires that K-12 education, nationwide, accommodate the inclusion of engineering as a stand alone curriculum and we offer three reasons to support our position: (1) workforce development, (2) stimulating interest in STEM (science, technology, engineering, and mathematics) courses and careers, and (3) creating a technologically literate society. We conclude with some thoughts on how this important goal can be accomplished.

General Mechanical Repair. Minor Automotive Maintenance, Small Engine [Repair, and] Welding: Curriculum Guide and Lesson Plans.

Science.gov (United States)

Hamlin, Larry

This document contains a curriculum guide and lesson plans for a general mechanical repair course with three sections: minor automotive maintenance, small engine repair, and welding. The curriculum guide begins with a matrix that relates the lesson plans to essential elements of math, science, language arts, and social studies and to Texas…

The importance of training in formal methods in Software Engineering

Directory of Open Access Journals (Sweden)

John Polansky

2014-12-01

Full Text Available The paradigm of formal methods provides systematic techniques and rigorous to software develop and, due the crescent complexity and quality requirements of current products, is necessary introduce them in curriculum of software engineer. In this article is analyzed the importance of train in formal methods and described specific techniques to achieved it efficiently. This techniques are the result of an experimental process in the class room of more than fifteen years in undergraduate and graduate programs, the same as company training. Also are presented a proposal a curriculum to systematic introduction of this paradigm and description of a program in training methods that has been success to industry. Results shows that students gain confidence in formal methods just when found out of the benefits of this in the context of software engineer.

THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM

OpenAIRE

Yevgeny Gayev; Vadim Kalmikov

2017-01-01

Objective: To make students familiar with the famous Traveling Salesman Problem (TSP) and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the proces...

Development of Nuclear Engineering Educational Program at Ibaraki University with Regional Collaboration

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Matsumura, Kunihito; Kaminaga, Fumito; Kanto, Yasuhiro; Tanaka, Nobuatsu; Saigusa, Mikio; Kikuchi, Kenji; Kurumada, Akira

The College of Engineering, Ibaraki University is located at the Hitachi city, in the north part of Ibaraki prefecture. Hitachi and Tokai areas are well known as concentration of advanced technology center of nuclear power research organizations. By considering these regional advantages, we developed a new nuclear engineering educational program for students in the Collage of Engineering and The Graduate School of Science and Engineering of Ibaraki University. The program is consisted of the fundamental lectures of nuclear engineering and nuclear engineering experiments. In addition, several observation learning programs by visiting cooperative organizations are also included in the curriculum. In this paper, we report about the progress of the new educational program for nuclear engineering in Ibaraki University.

Evidence-Based Conclusions Concerning Practice, Curriculum Design and Curriculum Reform in a Civil Engineering Capstone Design Course in Hong Kong

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Chan, Cecilia K. Y.; Wong, George C. K.; Law, Ada K. H.; Zhang, T.; Au, Francis T. K.

2017-01-01

This study aimed to provide evidence-based conclusions from students concerning a capstone-design course in a civil engineering programme in Hong Kong. The evidence was generated by designing a student-experience questionnaire. The questionnaire instrument was assessed for internal consistency in four scales (curriculum and structure changes;…

The fully integrated biomedical engineering programme at Eindhoven University of Technology.

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Slaaf, D W; van Genderen, M H P

2009-05-01

The development of a fully integrated biomedical engineering programme (life sciences included from the start) is described. Details are provided about background, implementation, and didactic concept: design centred learning combined with courses. The curriculum has developed into a bachelor-master's programme with two different master's degrees: Master's Degree in Biomedical Engineering and Master's Degree in Medical Engineering. Recently, the programme has adopted semester programming, has included a major and minor in the bachelor's degree phase, and a true bachelor's degree final project. Details about the programme and data about where graduates find jobs are provided in this paper.

Assessed perceptions of female materials science and engineering graduates on academic advising, student support services and retention strategies

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Washington, Renita Linette

Females currently undertaking STEM-related programs can benefit from knowing about how other females who had been in a similar position as them were able to persevere through the challenges of higher education with the help of advisement and student support services that aim to increasing student retention. While there have been a depth of studies on the development of academic advising, there have been limited studies on this development with respect to the needs of specific marginalized groups. This is the gap in literature that is addressed by this study. The outcomes observed in this study can potentially benefit female students at the institution where the study was conducted. This study focused on the group of female students who were able to successfully complete their STEM-related degrees. A significant difference was found between tutoring and learning support, F = 4.65, sd = .78 and a sig. level = .004. A strong negative relationship existed between the ages of the graduates and assessed academic advisement. A perfect positive relationship existed between the age of the graduates and assessed course concierge service scores; and between the age of the graduates and assessed career services and counseling scores. A moderate negative relationship existed between the age of the graduates and assessed curriculum/degree planning database scores, the age of the graduates and assessed academic and program advisement scores and the age of the graduates and assessed tutorial and learning support services scores. A weak negative relationship existed between the age of the graduates and assessed retention scores.

Preparing Graduate Students as Science Communicators

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Knudson, K.; Gutstein, J.

2012-12-01

Our presentation introduces our interdisciplinary curriculum that teaches graduate students at our R-1 university to translate their research to general audiences. We also discuss the challenges we have faced and strategies we have employed to broaden graduate education at our campus to include preparation in science communication. Our "Translating Research beyond Academia" curriculum consists of three separate thematically based courses taught over the academic year: Education and Community Outreach, Science Communication and Writing, Communicating with Policy- and Decision-makers. Course goals are to provide professional development training so that graduate students become more capable professionals prepared for careers inside and outside academia while increasing the public understanding of science and technology. Open to graduate students of any discipline, each course meets weekly for two hours; students receive academic credit through a co-sponsoring graduate program. Students learn effective strategies for communicating research and academic knowledge with the media, the general public, youth, stakeholders, and decision- and policy-makers. Courses combine presentations from university and regional experts with hands-on work sessions aimed towards creating effective communications, outreach and policy plans, broader impacts statements, press releases, blogs, and policy briefs. A final presentation and reflections are required. Students may opt for further training through seminars tailored to student need. Initial results of our analyses of student evaluations and work indicate that students appreciate the interdisciplinary, problem-based approach and the low-risk opportunities for learning professional development skills and for exploring non-academic employment. Several students have initiated engaged work in their disciplines, and several have secured employment in campus science communication positions. Two have changed career plans as a direct result of

Adjusting to future demands in healthcare: Curriculum changes and nursing students' self-reported professional competence.

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Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Florin, Jan; Gardulf, Ann; Johansson, Eva; Lindholm, Christina; Nordström, Gun; Nilsson, Jan

2016-02-01

Nursing competence is of significant importance for patient care. Newly graduated nursing students rate their competence as high. However, the impact of different designs of nursing curricula on nursing students' self-reported nursing competence areas is seldom reported. To compare newly graduated nursing students' self-reported professional competence before and after the implementation of a new nursing curriculum. The study had a descriptive comparative design. Nursing students, who graduated in 2011, having studied according to an older curriculum, were compared with those who graduated in 2014, after a new nursing curriculum with more focus on person-centered nursing had been implemented. A higher education nursing program at a Swedish university. In total, 119 (2011 n=69, 2014 n=50) nursing students responded. Nursing students' self-reported professional competencies were assessed with the Nurse Professional Competence (NPC) scale. There were no significant differences between the two groups of nursing students, who graduated in 2011 and 2014, respectively, with regard to age, sex, education, or work experience. Both groups rated their competencies as very high. Competence in value-based nursing was perceived to be significantly higher after the change in curriculum. The lowest competence, both in 2011 and 2014, was reported in education and supervision of staff and students. Our findings indicate that newly graduated nursing students - both those following the old curriculum and the first batch of students following the new one - perceive that their professional competence is high. Competence in value-based nursing, measured with the NPC scale, was reported higher after the implementation of a new curriculum, reflecting curriculum changes with more focus on person-centered nursing. Copyright © 2015 Elsevier Ltd. All rights reserved.

STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter? CEP Discussion Paper No. 1443

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De Philippis, Marta

2016-01-01

Increasing the number of Science, Technology, Engineering and Math (STEM) university graduates is considered a key element for long-term productivity and competitiveness in the global economy. Still, little is known about what actually drives and shapes students' choices. This paper focusses on secondary school students at the very top of the…

Curriculum design and German student exchange for Sino-German Bachelor program majored in optoelectronics engineering

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Zheng, Jihong; Fuhrmann, Thomas; Xu, Boqing; Schreiner, Rupert; Jia, Hongzhi; Zhang, Wei; Wang, Ning; Seebauer, Gudrun; Zhu, Jiyan

2017-08-01

Different higher education backgrounds in China and Germany led to challenges in the curriculum design at the beginning of our cooperative bachelor program in Optoelectronics Engineering. We see challenges in different subject requirements from both sides and in the German language requirements for Chinese students. The curriculum was optimized according to the ASIIN criteria, which makes it acceptable and understandable by both countries. German students are integrated into the Chinese class and get the same lectures like their Chinese colleagues. Intercultural and curriculum challenges are successfully solved. The results are summarized to provide an example for other similar international programs.

What Do I Need to Succeed: The Case of Arab Engineering Graduate Students' Self-Perceptions of Writing

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Hellmann, Katherine

2013-01-01

Through a sociocultural lens, this study examines five Saudi Arabian engineering graduate students' valuation of English writing, their self-perceptions of writing, what promoted the development of those self-perceptions and how their self-perceptions compare with engineering industry writing standards. The data collected for this qualitative case…

Preparedness for clinical practice - Perceptions of graduates and their work supervisors

International Nuclear Information System (INIS)

Mackay, S.J.; Anderson, A.C.; Hogg, P.

2008-01-01

Purpose: The standards of performance of healthcare professionals are now well defined and used to determine health professional curricula. Empirical research evidence exists in medicine and nursing which explores how well these curricula prepare their students for clinical practice but not in the radiography profession. This research aims to determine how well prepared newly qualified radiographers were for clinical practice and to identify strengths and weaknesses in their preparedness to inform curriculum development. Methods: A postal questionnaire and semi-structured interview were used to obtain data from newly qualified diagnostic radiographers and their work-based supervisors. The questionnaire assessed graduate preparedness against a number of items drawn from published documents which define UK radiographic practice. Statistical analysis, using ANOVA and Wilcoxon, examined differences between the groups' perception of preparedness. A sample of graduates and their work supervisors were interviewed to explore preparedness. Results: There were significant differences (p ≤ 0.05) between; the preparedness scores of the graduates and supervisors, with supervisors rating the graduates higher than the graduates themselves; subscales of teamwork (p ≤ 0.05), personal attributes (p ≤ 0.05) and digital skills (p ≤ 0.01). No significant differences were found between graduates employed in their training hospital and those employed elsewhere. Interview data revealed perceived areas of graduate strength, weaknesses and areas for curriculum development. Suggestions for improvement to the methodology were identified for exploring preparedness in other health professional programmes. Conclusion: The graduates were well prepared for their role as a diagnostic radiographer. Some curriculum development is needed in specific areas and advice on methodological improvement is offered

The T-Shape dilemma in industrial engineering and management curriculum

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Sigal Koral Kordova

2014-10-01

Full Text Available Purpose: This paper deals with the undergraduate “Industrial Engineering and Management” curriculum. The research’s purpose was to examine the in-depth coverage of teaching/learning in the combined field of industrial engineering and management, as opposed to the extent of widthwise multidisciplinary teaching/learning in this field (T-Shape dilemma. According to this purpose, the following research question was derived: With respect to widthwise multidisciplinary teaching and the depth extent of teaching in industrial engineering and management, what is the desired situation as opposed to the actual situation? Design/methodology/approach: In order to examine the T-shape dilemma, 16 in-depth interviews were conducted with senior-level managers in industry, and with leading academics in the fields of industrial engineering and management. The interviewees were asked questions regarding the planning and design of the curriculum in these fields. An analysis of the interviews was carried out by dividing the interviews into categories, and presenting the categories with the highest frequency occurring in all of the interviews. Findings and Originality/value: One of the most significant results was the great variability between the answers of senior-level managers in industry and those of the academics. While individuals in the business field (senior-level managers place great importance on focusing studies on the management-business aspect, and acquiring multidisciplinary knowledge, academics emphasized the great importance of understanding the theories and rationale behind the learned material, acquiring a strong theoretical basis, and studying the basic principles, whose implementation is then expressed in a wide diversity of applications. Research limitations/implications: Owing to time limitations, the research only included 16 in-depth interviews. In order to enlarge the external validity of this research more interviews should be executed

Innovative Conference Curriculum: Maximizing Learning and Professionalism

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Hyland, Nancy; Kranzow, Jeannine

2012-01-01

This action research study evaluated the potential of an innovative curriculum to move 73 graduate students toward professional development. The curriculum was grounded in the professional conference and utilized the motivation and expertise of conference presenters. This innovation required students to be more independent, act as a critical…

U.S. Engineering Degrees for Improving South Indian Graduate Students' Marriage and Dowry Options

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Yakaboski, Tamara; Sheridan, Robyn Stout; Dade, Kristin

2014-01-01

The article examines improved marriage opportunities as an unexplored motivator for pursuing international education via U.S. graduate engineering degrees and stresses the need to centralize gender in analyzing academic mobility and international education. This interdisciplinary qualitative study explores how South Indian men and women's…

Development of Graduate Course Education by Industry Collaboration in Center for Engineering Education Development, CEED

Science.gov (United States)

Noguchi, Toru; Yoshikawa, Kozo; Nakamura, Masato; Kaneko, Katsuhiko

New education programs for engineering graduate courses, and the achievements are described. Following the previous reports on overseas and domestic internship2) , 3) , this article states other common programs ; seminars on state of technologies in industries, practical English and internationalization programs, and a program to accept overseas internship students. E-learning system to assist off-campus students is also described. All these programs are developed and conducted by specialist professors invited from industries and national institutions, in collaboration with faculty professors. Students learn how the engineering science apply to the practical problems, acquire wider view and deeper understanding on industries, and gain abilities to act in global society including communication skill, those are not taught in classrooms and laboratories. Educational effects of these industry collaborated programs is significant to activate the graduate course education, although the comprehensive evaluation is the future subject.

Managing reality shock: Expectations versus experiences of graduate engineers

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Sarah Riordan

2007-10-01

Full Text Available The objective of the study is an analysis of the relationship between the work expectations and experiences of graduate engineers during their early career period. It reports on discrepancies in graduates’ expectations of the world of work and the reality of the early career stage. Conclusions include recommendations of how "reality shock" can be managed better by both organisations and individuals. Qualitative data were obtained through in-depth interviews with sixteen participants with less than five years work experience, employed in a large utility organisation in the Western Cape. Results indicate that participants experience significant incongruence between their expectations of work and work experiences.

Analysis of nuclear and radiological events. Textbook for lecture in graduate school of engineering in the University of Tokyo

International Nuclear Information System (INIS)

Watanabe, Norio

2007-02-01

The Japan Atomic Energy Agency is carrying out the cooperative activity by providing specialized educational and training staff and making our facilities available for the graduate school of engineering in The University of Tokyo as part of developing human resources in nuclear technology. This report is prepared as a textbook for the lecture in the graduate school of engineering in The University of Tokyo and provides the outlines of activities on the analysis of nuclear and radiological events and analysis methods as well as the summaries of major incidents and accidents that occurred. (author)

DO STUDENTS PREFER RESEARCH AS A CURRICULUM IN MBBS?

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Shantaraman

2016-02-01

Full Text Available BACKGROUND Biomedical research has very little representation in the graduate curriculum in India. Research and academic education operate in tandem and enhance critical appraisal skills of the students and orients them to evidence based medical practice in the years of their profession. It has been reported that students in medical schools report mixed interest in undertaking research during the study period. MATERIALS & METHODS This institute implements a short term student Research Program as a systemic annual curricular engagement. A questionnaire based assessment of the awareness, knowledge and attitude of MBBS students about research as a curricular activity was performed. RESULTS & CONCLUSION The responses of the medical students were tabulated and statistically analysed. Of the 347 respondents, 70.32% were aware that medical research was possible during the graduate course period in the medical school, in the current medical curriculum and 87.6% opined that research as a compulsory part of graduate medical curriculum was welcome.

Learning to Become Graduate Students: Japanese Women's Experience in the Research Unit in Engineering

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Hosaka, Masako

2010-01-01

Based on the analysis of 16 interviews with women first-year master's students at two national engineering schools in Japan, this article examines the socialisation role of compulsory undergraduate research experience in Japanese women's decisions to pursue graduate education and choices of the programme. The findings suggest that research…

Analysing Learning Outcomes in an Electrical Engineering Curriculum Using Illustrative Verbs Derived from Bloom's Taxonomy

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Meda, Lawrence; Swart, Arthur James

2018-01-01

Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a…

Automotive Mechanics Curriculum Outline for Secondary Schools. Vocational Education Curriculum Guide.

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Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum outline for secondary automotive mechanics is structured around Louisiana's Vocational-Technical Automotive Mechanics Curriculum. The curriculum is composed of 16 units of instruction, covering the following topics: benchwork, fundamentals of automotive engines, preventive maintenance, automotive brakes, steering and front…

Neuroscience and humanistic psychiatry: a residency curriculum.

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Griffith, James L

2014-04-01

Psychiatry residencies with a commitment to humanism commonly prioritize training in psychotherapy, cultural psychiatry, mental health policy, promotion of human rights, and similar areas reliant upon dialogue and collaborative therapeutic relationships. The advent of neuroscience as a defining paradigm for psychiatry has challenged residencies with a humanistic focus due to common perceptions that it would entail constriction of psychiatric practice to diagnostic and psychopharmacology roles. The author describes a neuroscience curriculum that has taught psychopharmacology effectively, while also advancing effectiveness of language-based and relationship-based therapeutics. In 2000, the George Washington University psychiatry residency initiated a neuroscience curriculum consisting of (1) a foundational postgraduate year 2 seminar teaching cognitive and social neuroscience and its integration into clinical psychopharmacology, (2) advanced seminars that utilized a neuroscience perspective in teaching specific psychotherapeutic skill sets, and (3) case-based teaching in outpatient clinical supervisions that incorporated a neuroscience perspective into traditional psychotherapy supervisions. Curricular assessment was conducted by (1) RRC reaccreditation site visit feedback, (2) examining career trajectories of residency graduates, (3) comparing PRITE exam Somatic Treatments subscale scores for 2010-2012 residents with pre-implementation residents, and (4) postresidency survey assessment by 2010-2012 graduates. The 2011 RRC site visit report recommended a "notable practice" citation for "innovative neurosciences curriculum." Three of twenty 2010-2012 graduates entered neuroscience research fellowships, as compared to none before the new curriculum. PRITE Somatic Treatments subscale scores improved from the 23rd percentile to the 62nd percentile in pre- to post-implementation of curriculum (p neuroscience curriculum for a residency committed to humanistic psychiatry

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula.

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Schlett, Christopher L; Doll, Hinnerk; Dahmen, Janosch; Polacsek, Ole; Federkeil, Gero; Fischer, Martin R; Bamberg, Fabian; Butzlaff, Martin

2010-01-14

Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta--1.23) and "Business competence" (Delta--1.44) in the PBL-based curriculum needed improvement. Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

An Investigation of an Open-Source Software Development Environment in a Software Engineering Graduate Course

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Ge, Xun; Huang, Kun; Dong, Yifei

2010-01-01

A semester-long ethnography study was carried out to investigate project-based learning in a graduate software engineering course through the implementation of an Open-Source Software Development (OSSD) learning environment, which featured authentic projects, learning community, cognitive apprenticeship, and technology affordances. The study…

Are doctor of pharmacy curricula in developing countries adequate to train graduates to provide pharmaceutical care?

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Ramalingam Peraman

2017-01-01

Full Text Available Doctor of Pharmacy (PharmD program is a new dimension of pharmacy education in developing countries. The PharmD graduates are expected to participate in patient health care by providing pharmaceutical care. The graduates should have enough necessary clinical knowledge, competitiveness and skills in community, hospital and clinical pharmacy related services. There is a need of curriculum that fit into the program outcome that helps to attain graduate competency. Programs in India, Pakistan, Iran and Nepal were reviewed based on the available literature. Even though it is evident that the PharmD curriculum in developing countries has made an attempt to provide patient-oriented approach for pharmacists, the existing curriculum, training and orientation have several pitfalls. It needs assessment, evaluation and improvement.

Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks

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Cogger, Steven D.; Miley, Daniel H.

2012-01-01

This paper proposes that project-based active learning is a key part of engineering education at the middle school level. One project from a comprehensive middle school engineering curriculum developed by the authors is described to show how active learning and state frameworks can coexist. The theoretical basis for learning and assessment in a…

Training graduate students to be teachers

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de-Macedo D.V.

1999-01-01

Full Text Available Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportunity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo. The content of the course consists of a choosing the theme, b selecting and organizing the topics, c preparing written material, d establishing the methodological strategies, e planning the evaluation tools and, finally, f as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP, Biochemistry of Nutrition (UNICAMP and Molecular Biology of Plants (USP. In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options and gave very high scores to both

Contemporary Management and Operations Research Graduate Programs: A Review, Recommendations, and Integration.

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Petrick, Joseph A.; Polak, George G.; Scherer, Robert F.; Munoz, Carmen Gloria

2001-01-01

Criticisms of graduate management education have led to changes in the balance between business and academic standards, strategic leadership, curriculum, faculty performance incentives, graduate proficiencies, and relations with the business community. Operations management/management sciences have similarly changed in terms of curricular…

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

Directory of Open Access Journals (Sweden)

Federkeil Gero

2010-01-01

Full Text Available Abstract Background Problem-based Learning (PBL has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke and conventional curricula. Results Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female and the conventional curricula (n = 4720, 49% female were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p Conclusion Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

Preparing Future Leaders: An Integrated Quality Improvement Residency Curriculum.

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Potts, Stacy; Shields, Sara; Upshur, Carole

2016-06-01

The Accreditation Council for Graduate Medical Education (ACGME) has recognized the importance of quality improvement (QI) training and requires that accredited residencies in all specialties demonstrate that residents are "integrated and actively participate in interdisciplinary clinical quality improvement and patient safety activities." However, competing demands in residency training may make this difficult to accomplish. The study's objective is to develop and evaluate a longitudinal curriculum that meets the ACGME requirement for QI and patient safety training and links to patient-centered medical home (PCMH) practices. Residents in the Worcester Family Medicine Residency (WFMR) participated in a faculty-developed quality improvement curriculum that included web-based tutorials, quality improvement projects, and small-group sessions across all 3 years of residency. They completed self-evaluations of knowledge and use of curricular activities annually and at graduation, and comparisons were made between two graduating classes, as well as comparison of end of PGY2 to end of PGY3 for one class. Graduating residents who completed the full 3 years of the curriculum rated themselves as significantly more skilled in nine of 15 areas assessed at end of residency compared to after PGY2 and reported confidence in providing future leadership in a focus group. Five areas were also rated significantly higher than prior-year residents. Involving family medicine residents in a longitudinal curriculum with hands-on practice in implementing QI, patient safety, and chronic illness management activities that are inclusive of PCMH goals increased their self-perceived skills and leadership ability to implement these new and emerging evidence-based practices in primary care.

A Virtual PV Systems Lab for Engineering Undergraduate Curriculum

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Emre Ozkop

2014-01-01

Full Text Available Design and utilization of a Virtual Photovoltaic Systems Laboratory for undergraduate curriculum are introduced in this paper. The laboratory introduced in this study is developed to teach students the basics and design steps of photovoltaic solar energy systems in a virtual environment before entering the field. The users of the proposed virtual lab will be able to determine the sizing by selecting related parameters of the photovoltaic system to meet DC and AC loading conditions. Besides, the user will be able to analyze the effect of changing solar irradiation and temperature levels on the operating characteristics of the photovoltaic systems. Common DC bus concept and AC loading conditions are also included in the system by utilizing a permanent magnet DC motor and an RLC load as DC and AC loading examples, respectively. The proposed Virtual Photovoltaic Systems Laboratory is developed in Matlab/Simulink GUI environment. The proposed virtual lab has been used in Power Systems Lab in the Department of Electrical and Electronics Engineering at Karadeniz Technical University as a part of undergraduate curriculum. A survey on the students who took the lab has been carried out and responses are included in this paper.

Engine Tune-Up Service. Unit 4: Secondary Circuit. Student Guide. Automotive Mechanics Curriculum.

Science.gov (United States)

Bacon, E. Miles

This student guide is for Unit 4, Secondary Circuit, in the Engine Tune-Up Service portion of the Automotive Mechanics Curriculum. It deals with how to test and service the secondary ignition circuit. A companion review exercise book and posttests are available separately as CE 031 215-216. An introduction tells how this unit fits into the total…

Engine Tune-up Service. Unit 2: Charging System. Student Guide. Automotive Mechanics Curriculum.

Science.gov (United States)

Richardson, Roger L.; Bacon, E. Miles

This student guide is for Unit 2, Charging System, in the Engine Tune-Up Service portion of the Automotive Mechanics Curriculum. It deals with how to test the charging system. A companion review exercise book and posttests are available separately as CE 031 209-210. An introduction tells how this unit fits into the total tune-up service, defines…

Soft Skills in Pedagogical Practices with Different Curriculum for Engineering Education

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Mohamad, M. M.; Yee, M. H.; Tee, T. K.; Mukhtar, M. Ibrahim; Ahmad, A.

2017-08-01

The rapid growth of the economy in Malaysia is a benchmark for the country’s progress. The demand for skilled worker has started to increase from year to year resulted in the implementation of reforms and necessary skills will be applied to each of the graduates who will step into the nature of work. Therefore, a study was conducted to identify the level of soft skills among students in higher education institutions. The study was conducted at the Universiti Tun Hussein Onn Malaysia (UTHM) and involved 302 samples of final year students from Faculty of Civil Engineering, Faculty of Mechanical Engineering and the Faculty of Electrical Engineering. There are several types of soft skills have been viewed on the students such as creative thinking skills, teamwork skills, communication skills, decision-making skills, interpersonal skills and leadership skills. The analysis results show that all of the soft skills are on the high level. Furthermore, the results of ANOVA showed a significant difference in soft skills mastery among Civil Engineering students and Mechanical Engineering students. As a conclusion, the overall level of soft skills mastery among Faculty of Civil Engineering, Faculty of Mechanical Engineering and the Faculty of Electrical Engineering students is on the high level. The soft skills elements are very important in order to produce skills workers that suitable with the industry.

On the development of an International Curriculum on Hydrogen Safety Engineering and its Implementation into Educational Programmes

International Nuclear Information System (INIS)

Dahoe, A.E.; Molkov, V.V.

2006-01-01

The present paper provides an overview of the development of an International Curriculum on Hydrogen Safety Engineering and its implementation into new educational programmes. The curriculum has a modular structure, and consists of five basic, six fundamental and four applied modules. The reasons for this particular structure are explained. To accelerate the development of teaching materials and their implementation in training/educational programmes, an annual European Summer School on Hydrogen Safety will be held (the first Summer School is from 15-24 Aug 2006, Belfast, UK), where leading experts deliver keynote lectures to an audience of researchers on topics covering the state-of-the-art in Hydrogen Safety Science and Engineering. The establishment of a Postgraduate Certificate course in Hydrogen Safety Engineering at the University of Ulster (starting in September 2006) as a first step in the development of a worldwide system of Hydrogen Safety education and training is described. (authors)

Rethinking the MSW Curriculum

Science.gov (United States)

Colby, Ira C.

2013-01-01

The foundation year and specialization year of study are the accepted framework for graduate social work education. A common belief among educators is that accreditation standards are prescriptive by design, resulting in a rigidity that neither encourages nor supports curricular innovation. This article outlines a newly developed curriculum model…

Developing a pilot curriculum to foster humanism among graduate medical trainees.

Science.gov (United States)

Dotters-Katz, Sarah K; Chuang, Alice; Weil, Amy; Howell, Jennifer O

2018-01-01

Humanism is a central tenant of professionalism, a required competency for all residency programs. Yet, few residencies have formal curriculum for teaching this critical aspect of medicine. Instead, professionalism and humanism are often taught informally through role-modeling. With increased burnout, faculty professionalism may suffer and may compromise resident role-modeling. The objective of this study was to design a pilot curriculum to foster humanism in among residents and assess its ability to do so. Two-phase exploratory sequential mixed methods study. Phase 1: a qualitative analysis of residents' narratives regarding challenges to humanistic behavior, and identified themes of compassion, fatigue, communication challenges, and work-life balance. Themes used as needs assessment to build curriculum. Phase 2: three sessions with themes taken from faculty development course. Participants and controls completed baseline and 60-day follow-up questionnaires assessing burnout, compassion, satisfaction, and ability to practice psychological medicine. Phase one included Obstetrics/Gynecology and internal medicine residents. Phase two included residents from the above programs, who attended at least 2/3 interactive sessions designed to address the themes identified above. Twelve participants began and ten completed curriculum (83%). The curriculum met course objectives and was well-received (4.8/5). Burnout decreased (-3.1 vs. 2.5, P = 0.048). A trend toward improved compassion (4.4 vs.-0.6, P = 0.096) for participants compared to controls was noted. A pilot humanism curriculum for residents was well-received. Participants showed decreased burnout and trended to improved compassion scores. Development and evaluation of an expanded curriculum would further explore feasibility and effectiveness of the intervention.

Integrated Curriculum Design Reform of Civil Engineering Management Discipline Based on Inter-disciplinary Professional Training

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Yidong, Xu; Ping, Wu; Jian, Chen; Jiansheng, Shen

2018-05-01

In view of the shortcomings of the current civil engineering management discipline, this paper investigates the necessity of the course design reform. Based on the analysis of basic occupation requirements of civil engineering management discipline, the basic ideas and implementation strategies of the integrated reform of curriculum design system are proposed, which can not only improve the students’ overall understanding of knowledge and skills, but also enhance the system of student learning.

Impact of the implantation of a new curriculum in the process of learning in a Faculty of Dentistry in Brazil.

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Junges, Roger; Stello, Ruggiero Silveira; Portella, Fernando Freitas; Rösing, Cassiano Kuchenbecker; Samuel, Susana Maria Werner

2011-01-01

The aim of the present study was to evaluate two dental curricula at a school of dentistry in southern Brazil. The study population included dentists trained in the last two classes of the institution's old curriculum (n = 98) and graduates of the first two classes of the new curriculum (n = 56). A questionnaire with open and closed questions was used for an overall evaluation of different aspects of the curricula, such as study methods, importance given to basic sciences, quality of theoretical and clinical guidance, perception about skills needed to perform different dental procedures, professional goals and an overall assessment. Students in the new curriculum reported more frequent use of the internet (69.6%) and scientific articles (50.0%). More importance was given to the basic sciences in the new curriculum. Graduates of the old curriculum alleged themselves to be more capable of both performing conventional (99%) and complex amalgam restorations (68.4%), as well as three-unit fixed prostheses (62.2%). Graduates of the new curriculum alleged higher capability with periodontal surgeries (48.2%), treatment of temporomandibular joint (TMJ) disorders (58.1%) and public health planning (78.6%). Regarding professional goals, the new curriculum was associated with an increase in the graduates' willingness to work in the public health system and to pursue an academic career. New curriculum graduates reported higher overall assessments regarding their educational, as well as theoretical and clinical, outcomes. A new curricular approach was associated with several changes from the perspective of the students.

Impact of the implantation of a new curriculum in the process of learning in a Faculty of Dentistry in Brazil

Directory of Open Access Journals (Sweden)

Roger Junges

2011-12-01

Full Text Available The aim of the present study was to evaluate two dental curricula at a school of dentistry in southern Brazil. The study population included dentists trained in the last two classes of the institution's old curriculum (n = 98 and graduates of the first two classes of the new curriculum (n = 56. A questionnaire with open and closed questions was used for an overall evaluation of different aspects of the curricula, such as study methods, importance given to basic sciences, quality of theoretical and clinical guidance, perception about skills needed to perform different dental procedures, professional goals and an overall assessment. Students in the new curriculum reported more frequent use of the internet (69.6% and scientific articles (50.0%. More importance was given to the basic sciences in the new curriculum. Graduates of the old curriculum alleged themselves to be more capable of both performing conventional (99% and complex amalgam restorations (68.4%, as well as three-unit fixed prostheses (62.2%. Graduates of the new curriculum alleged higher capability with periodontal surgeries (48.2%, treatment of temporomandibular joint (TMJ disorders (58.1% and public health planning (78.6%. Regarding professional goals, the new curriculum was associated with an increase in the graduates' willingness to work in the public health system and to pursue an academic career. New curriculum graduates reported higher overall assessments regarding their educational, as well as theoretical and clinical, outcomes. A new curricular approach was associated with several changes from the perspective of the students.

Expectations of Graduate Communication Skills in Professional Veterinary Practice.

Science.gov (United States)

Haldane, Sarah; Hinchcliff, Kenneth; Mansell, Peter; Baik, Chi

Good communication skills are an important entry-level attribute of graduates of professional degrees. The inclusion of communication training within the curriculum can be problematic, particularly in programs with a high content load, such as veterinary science. This study examined the differences between the perceptions of students and qualified veterinarians with regards to the entry-level communication skills required of new graduates in clinical practice. Surveys were distributed to students in each of the four year levels of the veterinary science degree at the University of Melbourne and to recent graduates and experienced veterinarians registered in Victoria, Australia. Respondents were asked to rank the relative importance of six different skill sets: knowledge base; medical and technical skills; surgical skills; verbal communication and interpersonal skills; written communication skills; and critical thinking and problem solving. They were then asked to rate the importance of specific communication skills for new graduate veterinarians. Veterinarians and students ranked verbal communication and interpersonal skills as the most important skill set for an entry-level veterinarian. Veterinarians considered many new graduates to be deficient in these skills. Students often felt they lacked confidence in this area. This has important implications for veterinary educators in terms of managing the expectations of students and improving the delivery of communication skills courses within the veterinary curriculum.

A case for the revision of power engineering syllabi at Kenyan universities

Energy Technology Data Exchange (ETDEWEB)

Abungu, N.; Akumu, A. [Jomo Kenyatta Univ. of Agriculture and Technology, Nairobi (Kenya). Dept. of Electrical and Electronic Engineering; Munda, J. [Tshwane Univ. of Technology, Pretoria (South Africa). Dept. of Power Engineering

2005-07-01

A summary of electrical power engineering education in Kenyan universities was presented. Industry expectations for power systems graduates were discussed. Despite rapid changes in electrical power industries around the world, electrical power engineering in Kenya has remained the same for several years. Curriculum changes were last initiated in the 1980s. Universities have not promoted power engineering and its importance to society, and misunderstandings have led to a lack of employment opportunities for graduates and low enrolment levels. Recent advances in artificial neural networks, genetic algorithms, and fuzzy logic within power systems engineering are not currently taught at Kenyan universities. The deregulation of the power industry calls for a re-assessment of how power engineering is taught. Accidents related to poor engineering designs are relatively common in Kenya and have led to the loss of lives. Severe capacity shortfalls experienced in the country have led to a renewed interest in alternative sources of electricity generation. Environmental studies will help students appreciate the importance of using energy sources that do not degrade the environment. It was concluded that the introduction of new approaches to power engineering will result in increased interest from students. The establishment of industry-university collaborations was recommended, as well as active links with international universities. 12 refs.

3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

Science.gov (United States)

Su,Chung-Ho; Cheng, Ching-Hsue

2013-01-01

The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A…

Medical humanities in the undergraduate medical curriculum.

Science.gov (United States)

Supe, Avinash

2012-01-01

The medical humanities have been introduced in medical curricula over the past 30 years in the western world. Having medical humanities in a medical school curriculum can nurture positive attitudes in the regular work of a clinician and contribute equally to personality development. Though substantial evidence in favour of a medical humanities curriculum may be lacking, the feedback is positive. It is recommended that medical humanities be introduced into the curriculum of every medical school with the purpose of improving the quality of healthcare, and the attitudes of medical graduates.

Developing a pilot curriculum to foster humanism among graduate medical trainees

Directory of Open Access Journals (Sweden)

Sarah K Dotters-Katz

2018-01-01

Conclusion: A pilot humanism curriculum for residents was well-received. Participants showed decreased burnout and trended to improved compassion scores. Development and evaluation of an expanded curriculum would further explore feasibility and effectiveness of the intervention.

Engine Tune-Up Service. Unit 3: Primary Circuit. Student Guide. Automotive Mechanics Curriculum.

Science.gov (United States)

Bacon, E. Miles

This student guide is for Unit 3, Primary Circuit, in the Engine Tune-Up Service portion of the Automotive Mechanics Curriculum. It deals with how to test the primary ignition circuit. A companion review exercise book and posttests are available separately as CE 031 212-213. An introduction tells how this unit fits into the total tune-up service,…

Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

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Rodenbusch, Stacia E.; Hernandez, Paul R.; Simmons, Sarah L.; Dolan, Erin L.

2016-01-01

National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score–matching to control for student-level differences, we tested the effect of participating in FRI on students’ probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students’ GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. PMID:27252296

Negotiating Knowledge in Systems Engineering Curriculum Design : Shaping the Present While Struggling with the Past

NARCIS (Netherlands)

Thissen, W.A.H.; Bots, P.W.G.

2000-01-01

Designing a systems engineering curriculum is a complex process, not in the least because it involves a variety of academic professionals whose perceptions and interests rarely concur from the onset. The variety in stakeholders breeds variety not only in values and objectives, but also in

Impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

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Marulcu, Ismail; Barnett, Michael

2016-01-01

Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students' science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups' scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group's pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students' science content learning.

Internationalisation of the Sport Management Curriculum: Academic and Student Reflections

Science.gov (United States)

de Haan, Donna; Sherry, Emma

2012-01-01

Internationalisation of the sport industry has resulted in a demand for integration of international perspectives into the sport management higher education curriculum, to produce graduates capable of working within this rapidly developing global industry. Internationalisation of the curriculum can occur both abroad (i.e., study tour) or at home…

Pathology Informatics Essentials for Residents: A flexible informatics curriculum linked to Accreditation Council for Graduate Medical Education milestones

Science.gov (United States)

Henricks, Walter H; Karcher, Donald S; Harrison, James H; Sinard, John H; Riben, Michael W; Boyer, Philip J; Plath, Sue; Thompson, Arlene; Pantanowitz, Liron

2016-01-01

Context: Recognition of the importance of informatics to the practice of pathology has surged. Training residents in pathology informatics have been a daunting task for most residency programs in the United States because faculty often lacks experience and training resources. Nevertheless, developing resident competence in informatics is essential for the future of pathology as a specialty. Objective: The objective of the study is to develop and deliver a pathology informatics curriculum and instructional framework that guides pathology residency programs in training residents in critical pathology informatics knowledge and skills and meets Accreditation Council for Graduate Medical Education Informatics Milestones. Design: The College of American Pathologists, Association of Pathology Chairs, and Association for Pathology Informatics formed a partnership and expert work group to identify critical pathology informatics training outcomes and to create a highly adaptable curriculum and instructional approach, supported by a multiyear change management strategy. Results: Pathology Informatics Essentials for Residents (PIER) is a rigorous approach for educating all pathology residents in important pathology informatics knowledge and skills. PIER includes an instructional resource guide and toolkit for incorporating informatics training into residency programs that vary in needs, size, settings, and resources. PIER is available at http://www.apcprods.org/PIER (accessed April 6, 2016). Conclusions: PIER is an important contribution to informatics training in pathology residency programs. PIER introduces pathology trainees to broadly useful informatics concepts and tools that are relevant to practice. PIER provides residency program directors with a means to implement a standardized informatics training curriculum, to adapt the approach to local program needs, and to evaluate resident performance and progress over time. PMID:27563486

Clinical capabilities of graduates of an outcomes-based integrated medical program

Directory of Open Access Journals (Sweden)

Scicluna Helen A

2012-06-01

Full Text Available Abstract Background The University of New South Wales (UNSW Faculty of Medicine replaced its old content-based curriculum with an innovative new 6-year undergraduate entry outcomes-based integrated program in 2004. This paper is an initial evaluation of the perceived and assessed clinical capabilities of recent graduates of the new outcomes-based integrated medical program compared to benchmarks from traditional content-based or process-based programs. Method Self-perceived capability in a range of clinical tasks and assessment of medical education as preparation for hospital practice were evaluated in recent graduates after 3 months working as junior doctors. Responses of the 2009 graduates of the UNSW’s new outcomes-based integrated medical education program were compared to those of the 2007 graduates of UNSW’s previous content-based program, to published data from other Australian medical schools, and to hospital-based supervisor evaluations of their clinical competence. Results Three months into internship, graduates from UNSW’s new outcomes-based integrated program rated themselves to have good clinical and procedural skills, with ratings that indicated significantly greater capability than graduates of the previous UNSW content-based program. New program graduates rated themselves significantly more prepared for hospital practice in the confidence (reflective practice, prevention (social aspects of health, interpersonal skills (communication, and collaboration (teamwork subscales than old program students, and significantly better or equivalent to published benchmarks of graduates from other Australian medical schools. Clinical supervisors rated new program graduates highly capable for teamwork, reflective practice and communication. Conclusions Medical students from an outcomes-based integrated program graduate with excellent self-rated and supervisor-evaluated capabilities in a range of clinically-relevant outcomes. The program

Exploration on teaching reform of theory curriculum for engineering specialties

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Zhang, Yan; Shen, Wei-min; Shen, Chang-yu; Li, Chen-xia; Jing, Xu-feng; Lou, Jun; Shi, Yan; Jin, Shang-zhong

2017-08-01

The orientation of talents cultivation for local colleges is to train engineering application-oriented talents, so the exploration and practice on teaching reform of theory curriculum was carried out. We restructured the knowledge units basing on numerical solution problems, and chose the software to build algorithm models for improving the analytical and designed ability. Relying on micro video lessons platform, the teacher-student interaction was expanded from class to outside. Also, we programmed new experimental homework, which was suited for process evaluation. The new teaching mode has achieved good effect, and the students' application ability was significantly improved.

Undergraduate Competences as Labour Market Mechanism for Curriculum Alignment in Ghana: Case of University of Cape Coast School of Business

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Anthony Owusu

2014-09-01

Full Text Available The increasing graduate unemployment rate in Ghana is a matter of concern not only to government but also to stakeholders in education. In an era of globalisation, the issue has culminated in discourses about curriculum planning and alignment. Using a concurrent mixed method, the study purposely focused on exploring graduate competences as a labour market mechanism for curriculum alignment. In this regard, 63 participants comprising alumni, Human Resource Managers and lecturers were sampled using multiple procedures. In the end, the study showed that employers’ highly ranked integrated curriculum and their responses favoured an amalgamation of education and practical training tailored to promote organisational growth. A significant difference was found between responses of lecturers and alumni regarding their preference for graduate competences as the basis for curriculum alignment. The study finally advocated, among other things, for competency-based curriculum philosophy as the underpinning variable to underlie Business Education curriculum in Ghana.

A Unique Civil Engineering Capstone Design Course

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G Padmanabhan

2018-02-01

Full Text Available The North Dakota State University, USA, capstone course was developed as a unique model in response to the effort of the Accreditation Board of Engineering and Technology, USA, to streamline and improve design instruction in the curriculum and has steadily evolved to keep pace with the ever-changing technology and the expectations of the profession and the society we serve. A capstone design course by definition should be a design experience for students in the final year before graduation integrating all major design concepts they have learned up until then in the program. Carefully chosen real world projects with design content in all sub-disciplines of civil engineering are assigned in this team-taught course. Faculty and practicing professionals make presentations on design process; project management; leadership in an engineering environment; and public policy; global perspectives in engineering; and professional career and licensure. Practicing professionals also critique the final student presentations. Students work in teams with number of faculty serving as technical consultants, and a faculty mentor for each team to provide non-technical guidance and direction. The course requires students to demonstrate mastery of the curriculum and to work with others in a team environment. Course assessment includes evaluation of the final design, presentations, written technical reports, project design schedule, a project design journal, and reaction papers.

Integrating Creativity Training into Problem and Project-Based Learning (PBL) Curriculum in Engineering Education

DEFF Research Database (Denmark)

Zhou, Chunfang

2012-01-01

In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However...

Engine Tune-up Service. Unit 6: Emission Control Systems. Student Guide. Automotive Mechanics Curriculum.

Science.gov (United States)

Bacon, E. Miles

This student guide is for Unit 6, Emission Control Systems, in the Engine Tune-Up Service portion of the Automotive Mechanics Curriculum. It deals with inspecting, testing, and servicing an emission control system. A companion review exercise book and posttests are available separately as CE 031 221-222. An introduction tells how this unit fits…

Competency Standards for Bachelor of Industrial Technology Graduates for the Construction Industry in Region IV-A: Inputs For Curriculum Enhancement

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George P. Compasivo

2015-12-01

Full Text Available The main objective of this study was to develop competency standards for Industrial Technology graduates for employment in the construction industry in Region IV-A, Philippines. It specifically identified the basic and core competency standards for industrial technology and determined the degree of importance of competencies needed in the construction industry sector. The study identified 28 common competencies for three areas of specializations in industrial technology namely: electrical, civil and drafting technology. There were 39 core competencies for electrical, 31 for drafting and 38 items for civil technology. A total of 50 panel of experts were carefully selected using the purposive sampling as respondents in the study. Experts are selected based on their technical know-how or proficiency and currently practicing their line of profession in the construction industry. The study used the descriptive-developmental method of research. The Delphi technique was applied to determine if the competency under investigation reached the general agreement of opinions by the panel of experts involved. The findings implied that the newly developed competency standards were good input for curriculum enhancement in the area of civil, drafting and electrical technology. The study recommended the newly developed competencies may be followed by the faculty in the course they teach and the new competency items suggested by the panel of experts for inclusion in the curriculum for the three areas of specializations may be considered during the curriculum revision.

A Study to Determine the Basic Science and Mathematics Topics Most Needed by Engineering Technology Graduates of Wake Technical Institute in Performing Job Duties.

Science.gov (United States)

Edwards, Timothy I.; Roberson, Clarence E., Jr.

A survey of 470 graduates of the six engineering technology programs at Wake Technical Institute--Architectural, Chemical, Civil Engineering, Computer, Electronic Engineering, and Industrial Engineering Technologies--and 227 of their employers was conducted in October, 1979, to determine the science and mathematics topics most needed by…

Re-engineering the nuclear medicine residency curriculum in the new era of PET imaging: Perspectives on PET education and training in the Philippine context

International Nuclear Information System (INIS)

Pascual, T.N.; Santiago, J.F.; Leus, M.

2007-01-01

Full text: There is rapid development in PET Imaging and Molecular Nuclear Medicine. In the context of a residency training program, there is a need to incorporate these technologies in the existing Nuclear Medicine Residency Training Curriculum. This will ensure that trainees are constantly updated with the latest innovations in Nuclear Medicine making them apply this progress in their future practice hence making them achieve the goals and objectives of the curriculum. In residency training programs wherein no PET facilities are existing, these may be remedied by re-engineering the curriculum to include mandatory /electives rotations to other hospitals where the facilities are available. In order to ensure the integrity of the training program in this process of development, a proper sequence of this re-engineering process adhering to educational principles is suggested. These steps reflect the adoption of innovations and developments in the field of Nuclear Medicine essential for nuclear medicine resident learning. Curriculum re-engineering is a scientific and logical method reflecting the processes of addressing changes in the curriculum in order to deliver the desired goals and objectives of the program as dictated by time and innovations. The essential steps in this curriculum re-engineering process, which in this case aim to incorporate and/or update PET Imaging and Molecular Nuclear Imaging education and training, include (1) Curriculum Conceptualization and Legitimatisation, (2) Curriculum Diagnosis, (3) Curriculum Engineering, Designing and Organization, (4) Curriculum Implementation, (5) Curriculum Evaluation, (6) Curriculum Maintenance and (7) Curriculum Re-engineering. All of these sequences consider the participation of the different stakeholders of the training program. They help develop the curriculum, which seeks to promote student learning according to the dictates of the goals and objectives of the program and technology development. Once the

Mountain-Plains Curriculum.

Science.gov (United States)

Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.

The document lists the Mountain-Plains curriculum by job title (where applicable), including support courses. The curriculum areas covered are mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution, welding support, automotive, small engines, career guidance, World of Work, health…

Perceptions of strengths and deficiencies: Disconnects between graduate students and prospective employers

Science.gov (United States)

Sundberg, M.D.; Deangelis, P.; Havens, K.; Holsinger, K.; Kennedy, K.; Kramer, A.T.; Muir, R.; Olwell, P.; Schierenbeck, K.; Stritch, L.; Zorn-Arnold, B.

2011-01-01

The US Botanical Capacity Assessment Project (BCAP) was initiated as a first step to gauge the nation's collective ability to meet the environmental challenges of the 21st century. The project, in which the authors of this article are involved, specifically aimed to identify multisector contributions to and gaps in botanical capacity in order to develop growth opportunities to address research and management problems. One of the primary gaps revealed by the BCAP surveys was that the skills graduate students identified as their greatest strengths closely matched the areas future employers (government and private sectors) identified as needing greatest improvement. Although our survey focused on only one discipline (botany), we suspect that the results are applicable throughout the science, technology, engineering, and mathematics disciplines. We suggest that it is critical for university faculty and administrators to team with professionals from government, nonprofit, and for-profit organizations to identify critical and desired knowledge and skill sets and implement the necessary curriculum changes to provide graduates with the tools they need. ?? 2011 by American Institute of Biological Sciences. All rights reserved.

Flipped Classroom Model Improves Graduate Student Performance in Cardiovascular, Respiratory, and Renal Physiology

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Tune, Johnathan D.; Sturek, Michael; Basile, David P.

2013-01-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the…

AN EXPLORATORY STUDY OF DIVERSIFIED MENTORING RELATIONSHIPS AMONG GRADUATE STUDENTS AND THEIR ADVISORS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS

OpenAIRE

Bodden, Krystin R.

2014-01-01

Minorities and women continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields. In graduate education, factors such as racism, prejudice, discrimination, sexism, stereotypes, tokenism, and a lack of role models can all plague students and contribute to uncompleted degrees and non-entrance into STEM fields. One of the tools being used to combat these barriers is effective mentoring. Graduate students and their advisors generally have close working relat...

Engine Performance (Section C: Emission Control Systems). Auto Mechanics Curriculum Guide. Module 3. Instructor's Guide.

Science.gov (United States)

Rains, Larry

This engine performance (emission control systems) module is one of a series of competency-based modules in the Missouri Auto Mechanics Curriculum Guide. Topics of this module's five units are: positive crankcase ventilation (PCV) and evaporative emission control systems; exhaust gas recirculation (EGR); air injection and catalytic converters;…

Development of a Comprehensive Communication Skills Curriculum for Pediatrics Residents.

Science.gov (United States)

Peterson, Eleanor B; Boland, Kimberly A; Bryant, Kristina A; McKinley, Tara F; Porter, Melissa B; Potter, Katherine E; Calhoun, Aaron W

2016-12-01

Effective communication is an essential element of medical care and a priority of medical education. Specific interventions to teach communication skills are at the discretion of individual residency programs. We developed the Resident Communication Skills Curriculum (RCSC), a formal curriculum designed to teach trainees the communication skills essential for high-quality practice. A multidisciplinary working group contributed to the development of the RCSC, guided by an institutional needs assessment, literature review, and the Accreditation Council for Graduate Medical Education core competencies. The result was a cohesive curriculum that incorporates didactic, role play, and real-life experiences over the course of the entire training period. Methods to assess curricular outcomes included self-reporting, surveys, and periodic faculty evaluations of the residents. Curricular components have been highly rated by residents (3.95-3.97 based on a 4-point Likert scale), and residents' self-reported communication skills demonstrated an improvement over the course of residency in the domains of requesting a consultation, providing effective handoffs, handling conflict, and having difficult conversations (intern median 3.0, graduate median 4.0 based on a 5-point Likert scale, P  ≤ .002). Faculty evaluations of residents have also demonstrated improvement over time (intern median 3.0, graduate median 4.5 based on a 5-point Likert scale, P  communication skills curriculum for pediatrics residents was implemented, with a multistep evaluative process showing improvement in skills over the course of the residency program. Positive resident evaluations and informal comments from faculty support its general acceptance. The use of existing resources makes this curriculum feasible.

Leading Change: Curriculum Reform in Graduate Education in the Biomedical Sciences

Science.gov (United States)

Dasgupta, Shoumita; Symes, Karen; Hyman, Linda

2015-01-01

The Division of Graduate Medical Sciences at the Boston University School of Medicine houses numerous dynamic graduate programs. Doctoral students began their studies with laboratory rotations and classroom training in a variety of fundamental disciplines. Importantly, with 15 unique pathways of admission to these doctoral programs, there were…

Educating graduates for marketing in SMEs: an update for the traditional marketing curriculum

OpenAIRE

Cheng, R; Lourenço, F; Resnick, S

2016-01-01

Purpose – Despite rising graduate unemployment in the UK, there are insufficient numbers of graduates employed in small and medium sized enterprises (SMEs). The literature suggests that a teaching emphasis on large organisational business models in Higher Education Institutions (HEI), particularly in the teaching of marketing theory, renders the SME sector unattractive to graduate employment and conversely, it is perceived that graduates lack additional ‘soft skills’ vital for SME development...

Advanced Technology for Engineering Education

Science.gov (United States)

Noor, Ahmed K. (Compiler); Malone, John B. (Compiler)

1998-01-01

This document contains the proceedings of the Workshop on Advanced Technology for Engineering Education, held at the Peninsula Graduate Engineering Center, Hampton, Virginia, February 24-25, 1998. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees came from NASA, other government agencies, industry and universities. The objectives of the workshop were to assess the status of advanced technologies for engineering education and to explore the possibility of forming a consortium of interested individuals/universities for curriculum reform and development using advanced technologies. The presentations covered novel delivery systems and several implementations of new technologies for engineering education. Certain materials and products are identified in this publication in order to specify adequately the materials and products that were investigated in the research effort. In no case does such identification imply recommendation or endorsement of products by NASA, nor does it imply that the materials and products are the only ones or the best ones available for this purpose. In many cases equivalent materials and products are available and would probably produce equivalent results.

Establishing a `Centre for Engineering Experimentation and Design Simulation': a step towards restructuring engineering education in India

Science.gov (United States)

Venkateswarlu, P.

2017-07-01

Reforms in undergraduate engineering curriculum to produce engineers with entrepreneurial skills should address real-world problems relevant to industry and society with active industry support. Technology-assisted, hands-on projects involving experimentation, design simulation and prototyping will transform graduates into professionals with necessary skills to create and advance knowledge that meets global standards. To achieve this goal, this paper proposes establishing a central facility, 'Centre for Engineering Experimentation and Design Simulation' (CEEDS) in autonomous engineering colleges in India. The centre will be equipped with the most recent technology resources and computational facilities where students execute novel interdisciplinary product-oriented projects benefiting both industry and society. Students undertake two projects: a short-term project aimed at an engineering solution to a problem in energy, health and environment and the other a major industry-supported project devoted to a product that enhances innovation and creativity. The paper presents the current status, the theoretical and pedagogical foundation for the centre's relevance, an activity plan and its implementation in the centre for product-based learning with illustrative examples.

Teaching design in the first years of a traditional mechanical engineering degree: methods, issues and future perspectives

Science.gov (United States)

Silva, Arlindo; Fontul, Mihail; Henriques, Elsa

2015-01-01

Engineering design is known as an answer to an ill-defined problem. As any answer to an ill-defined problem, it can never be completely right or absolutely wrong. The methods that universities use to teach engineering design, as a consequence of this, suffer from the same fate. However, the accumulated experience with the 'chalk and talk' teaching tradition has led to a reality in which the employers of fresh graduates are not happy with the engineers they are getting. Part of their complaints are related with the inability of recently graduate engineers to work in problems where the boundaries are not well defined, are interdisciplinary, require the use of effective communication and integrate non-technical issues. These skills are mostly absent from traditional engineering curricula. This paper demonstrates the implementation of engineering design perspectives enhancing some of the aforementioned skills in a traditional mechanical engineering curriculum. It emphasises in particular a design project that is tackled in a sequence of conventional courses with a focus that depends on the course objectives and disciplinary domain. This transdisciplinary design project conveys the idea (and effectively implements it concurrently) that design is multidisciplinary.

Nuclear Engineering Education in Support of Thailand’s Nuclear Power Programme

International Nuclear Information System (INIS)

Chanyotha, S.; Pengvanich, P.; Nilsuwankosit, S.

2015-01-01

This paper aims to introduce the nuclear engineering education at the Department of Nuclear Engineering, Chulalongkon University, Bangkok Thailand. The department has been offering curriculum in nuclear engineering to support the national nuclear power programme since 1970s. It is the oldest established nuclear engineering educational programme in the South East Asia region. Nevertheless, since the nuclear power programme has been postponed several times due to various reasons, the educational programme at the department has been continuously adapted to meet the nation’s needs. Several areas of study have been introduced, including nuclear power engineering, industrial applications of radioisotope, nuclear instrumentation, radioisotope production, radiation processing, environment and safety, nuclear materials, as well as the newly created nuclear security and non-proliferation. With the renewed interest in using nuclear power in Thailand in 2007, the department has been actively assisting both the government and the electric utility in preparing human resources to support the nuclear power programme through various educational and training modules. Realizing the importance of establishing and balancing all 3 aspects of the nuclear 3S (safety, security and safeguard) in Thailand and in the Southeast Asian region. The new curriculum of nuclear security and safeguard programme has been offered since 2013. Since the establishment, the department has produced hundreds of graduates (Diploma, Master’s, and Ph.D. levels) to feed the continuously expanding Thai nuclear industry. The full paper will provide detailed information of the curriculum, the challenges and obstacles that the department has encountered, as well as the national and international linkages which have been established over the years. (author)

Psychomotor skills for the undergraduate medical curriculum in a developing country--Pakistan.

Science.gov (United States)

Ahmed, Rashida; Naqvi, Zoon; Wolfhagen, Ineke

2005-03-01

To identify essential psychomotor skills for all the medical graduates of an undergraduate programme in Pakistan. Twenty-five physicians practising in a tertiary care centre and ninety primary care physicians used a Likert's scale, ranging from "very essential" to"not required at all", to mark 99 psychomotor skills in the undergraduate medical curriculum in Pakistan. Overall the opinions of both the groups about the essential skills matched except for a few areas. This study provides baseline data about psychomotor skills that a medical graduate in developing countries should be able to perform. Further studies will be undertaken by involving other stakeholders to identify and incorporate these skills in the undergraduate medical curriculum, thereby enabling graduates to practice in all the settings in Pakistan.

Self-Regulated Learning Strategies Applied to Undergraduate, Graduate and Specialization Students from Civil Engineering

Directory of Open Access Journals (Sweden)

Jose Carlos Redaelli

2013-03-01

Full Text Available The current demand for civil engineering work requires new skills and knowledge and calls for new and effective learning methods. This paper shows self-regulated learning strategies applied to undergraduate, graduate and specialization students from Civil Engineering in a Brazilian University. A Scale of Evaluation of Learning Strategies was administered with a view to identifying students´ cognitive, metacognitive and dysfunctional learning strategies.

Developing a Pre-Engineering Curriculum for 3D Printing Skills for High School Technology Education

Science.gov (United States)

Chien, Yu-Hung

2017-01-01

This study developed an integrated-STEM CO[subscript 2] dragster design course using 3D printing technology. After developing a pre-engineering curriculum, we conducted a teaching experiment to assess students' differences in creativity, race forecast accuracy, and learning performance. We compared student performance in both 3D printing and…

A study on the development of curriculum of nuclear technology development for training engineering technicians in nuclear plants

International Nuclear Information System (INIS)

Lee, Y.S.; Yoon, S.K.; Lee, C.Y.

1982-01-01

In this paper, the development of curriculum was studied for Department of Nuclear Technology. In order to make the students suitable for the job as engineering technicians with both theory and practical technique, the basic education in the field related to nuclear energy was emphasized in designing the curriculum. In addition taking the special situation of our department into consideration, we made it a principle to provide them with practical experiences with on-the-job training for 16 weeks. A model curriculum with syllabuses for major subjects, contents of experiments with lists of equipments, and program of on-the-job-training were suggested. (author)

Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

Science.gov (United States)

Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

2010-10-01

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

Nuclear engineering education initiative at Ibaraki University

International Nuclear Information System (INIS)

Matsumura, Kunihito; Kanto, Yasuhiro; Tanaka, Nobuatsu; Saigusa, Mikio; Kurumada, Akira; Kikuchi, Kenji

2015-01-01

With the help of a grant from the Ministry of Education, Culture, Sports, Science and Technology, Ibaraki University has been engaging for six years in the development and preparation of educational environment on nuclear engineering for each of graduate and undergraduate. Core faculty conducts general services including the design and implementation of curriculum, operational improvement, and implementation of lectures. 'Beginner-friendly introduction for nuclear power education' is provided at the Faculty of Engineering, and 'nuclear engineering education program' at the Graduate School of Science and Engineering. All the students who have interest or concern in the accidents at nuclear power plants or the future of nuclear power engineering have opportunities to learn actively. This university participates in the alliance or association with other universities, builds industry - government - academia cooperation with neighboring institutions such as the Japan Atomic Energy Agency, and makes efforts to promote the learning and development of applied skills related to nuclear engineering through training and study tours at each facility. For example, it established the Frontier Applied Atomic Science Center to analyze the structure and function of materials using the strong neutron source of J-PARC. As the efforts after the earthquake accident, it carried out a radiation survey work in Fukushima Prefecture. In addition, it proposed and practiced the projects such as 'development of methods for the evaluation of transfer/fixation properties and decontamination of radioactive substances,' and 'structure analysis of radioactive substances remaining in soil, litter, and polluted water and its application to the decontamination.' (A.O.)

The Curriculum Ideology of the South African Secondary School Biology

Science.gov (United States)

Mnguni, Lindelani

2013-01-01

South Africa has had a number of curriculum reforms since 1994 which have been based on both political and education grounds. However, there is a dearth of knowledge about the nature of the envisioned graduates, especially with respect to social challenges. This can be addressed by exploring the curriculum ideology which outlines the vision of…

The Development and Evaluation of a Time Based Network Model of the Industrial Engineering Technology Curriculum at the Southern Technical Institute.

Science.gov (United States)

Bannerman, James W.

A practicum was conducted to develop a scientific management tool that would assist students in obtaining a systems view of their college curriculum and to coordinate planning with curriculum requirements. A modification of the critical path method was employed and the result was a time-based network model of the Industrial Engineering Technology…

Curriculum Innovation for Marketing Analytics

Science.gov (United States)

Wilson, Elizabeth J.; McCabe, Catherine; Smith, Robert S.

2018-01-01

College graduates need better preparation for and experience in data analytics for higher-quality problem solving. Using the curriculum innovation framework of Borin, Metcalf, and Tietje (2007) and case study research methods, we offer rich insights about one higher education institution's work to address the marketing analytics skills gap.…

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

International Nuclear Information System (INIS)

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.; Montgomery, V. Trent; James, Ralph B.; Blackburn, Noel D.; Glenn, Chance M.

2015-01-01

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

Energy Technology Data Exchange (ETDEWEB)

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.; Montgomery, V. Trent [Nuclear Engineering and Radiological Science Center, Alabama A and M University, Huntsville, AL (United States); James, Ralph B.; Blackburn, Noel D. [Nonproliferation and National Security Department, Brookhaven National Laboratory, Upton, NY (United States); Glenn, Chance M. [College of Engineering, Technology and Physical Sciences, Alabama A and M University, Huntsville, AL (United States)

2015-07-01

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrative curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and

The 2016 ACCP Pharmacotherapy Didactic Curriculum Toolkit.

Science.gov (United States)

Schwinghammer, Terry L; Crannage, Andrew J; Boyce, Eric G; Bradley, Bridget; Christensen, Alyssa; Dunnenberger, Henry M; Fravel, Michelle; Gurgle, Holly; Hammond, Drayton A; Kwon, Jennifer; Slain, Douglas; Wargo, Kurt A

2016-11-01

The 2016 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with updating and contemporizing ACCP's 2009 Pharmacotherapy Didactic Curriculum Toolkit. The toolkit has been designed to guide schools and colleges of pharmacy in developing, maintaining, and modifying their curricula. The 2016 committee reviewed the recent medical literature and other documents to identify disease states that are responsive to drug therapy. Diseases and content topics were organized by organ system, when feasible, and grouped into tiers as defined by practice competency. Tier 1 topics should be taught in a manner that prepares all students to provide collaborative, patient-centered care upon graduation and licensure. Tier 2 topics are generally taught in the professional curriculum, but students may require additional knowledge or skills after graduation (e.g., residency training) to achieve competency in providing direct patient care. Tier 3 topics may not be taught in the professional curriculum; thus, graduates will be required to obtain the necessary knowledge and skills on their own to provide direct patient care, if required in their practice. The 2016 toolkit contains 276 diseases and content topics, of which 87 (32%) are categorized as tier 1, 133 (48%) as tier 2, and 56 (20%) as tier 3. The large number of tier 1 topics will require schools and colleges to use creative pedagogical strategies to achieve the necessary practice competencies. Almost half of the topics (48%) are tier 2, highlighting the importance of postgraduate residency training or equivalent practice experience to competently care for patients with these disorders. The Pharmacotherapy Didactic Curriculum Toolkit will continue to be updated to provide guidance to faculty at schools and colleges of pharmacy as these academic pharmacy institutions regularly evaluate and modify their curricula to keep abreast of scientific advances and associated practice changes. Access the

Educational strategies for architectural design management : the design of a new curriculum

NARCIS (Netherlands)

Prins, M.; Halman, J.I.M.

1996-01-01

This paper is about the design of a new curriculum on Architectural Design Management Systems. This curriculum is embedded in the Stan Ackermans lnstitute(SAI). The SAI is a school for continuing post graduate education on technological design. First some recent developments in the building industry

Anesthesia Nursing: A Collaborative Model for Graduate Education.

Science.gov (United States)

Chamings, Patricia A.; And Others

1989-01-01

The authors describe development of a collaborative graduate concentration in anesthesia nursing involving North Carolina Baptist Hospital and the University of North Carolina at Greensboro. Project components included (1) developing a cohesive faculty work group, (2) developing the curriculum, and (3) combining resources through an administrative…

From Ethnography to Items: A Mixed Methods Approach to Developing a Survey to Examine Graduate Engineering Student Retention

Science.gov (United States)

Crede, Erin; Borrego, Maura

2013-01-01

As part of a sequential exploratory mixed methods study, 9 months of ethnographically guided observations and interviews were used to develop a survey examining graduate engineering student retention. Findings from the ethnographic fieldwork yielded several themes, including international diversity, research group organization and climate,…

Design of the Curriculum for a Second-Cycle Course in Civil Engineering in the Context of the Bologna Framework

Science.gov (United States)

Gavin, K. G.

2010-01-01

This paper describes the design of the curriculum for a Master of Engineering programme in civil engineering at University College Dublin. The revised programme was established to meet the requirements of the Bologna process and this paper specifically considers the design of a new, second-cycle master's component of the programme. In addition to…

Broadening the spectrum through curriculum

International Nuclear Information System (INIS)

Engel-Hills P

2006-01-01

Radiography has experienced changes and challenges from a number of sources. The rapid technological changes in imaging an radiation treatment, changes in the professional context and social transformation have had an impact on the shape and structure of the radiography curriculum. It too must change to prepare graduates for the broadening radiography spectrum

Engine Tune-Up Service. Unit 5: Fuel and Carburetion Systems. Student Guide. Automotive Mechanics Curriculum.

Science.gov (United States)

Goodson, Ludy

This student guide is for Unit 5, Fuel and Carburetion Systems, in the Engine Tune-Up Service portion of the Automotive Mechanics Curriculum. It deals with inspecting and servicing the fuel and carburetion systems. A companion review exercise book and posttests are available separately as CE 031 218-219. An introduction tells how this unit fits…

Using the Curriculum Vita To Study the Career Paths of Scientists and Engineers: An Assessment.

Science.gov (United States)

Lane, Eliesh O'Neil; Dietz, James S.; Chompalov, Ivan; Bozeman, Barry; Park, Jongwon

The usefulness of the curriculum vita (CV) as a data source for examining the career paths of scientists and engineers was studied. CVs were obtained in response to an e-mail message sent to researchers working in the area of biotechnology who were funded by the National Science Foundation (55 responses) or listed as authors (industry only) in the…

Exploration of Factors Related to the Development of Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants' Teaching Orientations

Science.gov (United States)

Gilmore, Joanna; Maher, Michelle A.; Feldon, David F.; Timmerman, Briana

2014-01-01

Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess…

Energy Management Curriculum Starter Kit

Energy Technology Data Exchange (ETDEWEB)

Turner, W.C.

1987-02-01

The Energy Management Curriculum Starter Kit was designed to help engineering educators develop and teach energy management courses. Montana State University and Oklahoma State University courses are embodied in the model curriculum given. The curricula offered at many other universities throughout the United States are also presented. The kit was designed specifically to train engineering students to be good energy managers. Courses at both the undergraduate and postgraduate level are presented.

Graduate Student Program in Materials and Engineering Research and Development for Future Accelerators

Energy Technology Data Exchange (ETDEWEB)

Spentzouris, Linda [Illinois Inst. of Technology, Chicago, IL (United States)

2016-07-07

The objective of the proposal was to develop graduate student training in materials and engineering research relevant to the development of particle accelerators. Many components used in today's accelerators or storage rings are at the limit of performance. The path forward in many cases requires the development of new materials or fabrication techniques, or a novel engineering approach. Often, accelerator-based laboratories find it difficult to get top-level engineers or materials experts with the motivation to work on these problems. The three years of funding provided by this grant was used to support development of accelerator components through a multidisciplinary approach that cut across the disciplinary boundaries of accelerator physics, materials science, and surface chemistry. The following results were achieved: (1) significant scientific results on fabrication of novel photocathodes, (2) application of surface science and superconducting materials expertise to accelerator problems through faculty involvement, (3) development of instrumentation for fabrication and characterization of materials for accelerator components, (4) student involvement with problems at the interface of material science and accelerator physics.

Web-Based Engine for Program Curriculum Designers

Science.gov (United States)

Hamam, H.; Loucif, S.

2009-01-01

Educational institutions pay careful attention to the design of program curricula, which represent a framework to meet institutional goals and missions. Of course, the success of any institution depends highly on the quality of its program curriculum. The development of such a curriculum and, more importantly, the evaluation of its quality are…

Bridging Innovation and Curriculum in Higher Education

DEFF Research Database (Denmark)

Zhang, Fenzhi; Kolmos, Anette; Du, Xiangyun

2010-01-01

As innovation is seen as a key factor in economic competitiveness, graduates who can contribute to and participate in innovation are in great need.. Higher education is confronted with the demands that the curriculum practice and learning environments should facilitate innovation and competences...... for innovation. Problem and project based learning has been seen as a strategy for renewing the teaching practice and the learning environment by integrating the competence demands of the curriculum and of work life during the process of education. However, the integrations of innovation into curriculum...... are minor in the problem and project based learning (PBL) literature. Based on theoretical reflections and practical cases in Aalborg University (Denmark), this article presents the basis of PBL knowledge and curriculum conceptualization, and explores a case experience which bridges innovation and PBL...

The Power of Peer Mentoring in Enabling a Diverse and Inclusive Environment in a Chemical Engineering Graduate Program

Science.gov (United States)

Bôas Fávero, Cláudio Vilas; Moran, Shannon; Eniola-Adefeso, Omolola

2018-01-01

The Chemical Engineering graduate program at the University of Michigan implemented a peer mentoring program for PhD students, with the goal of fostering department inclusivity and improved academic outcomes through facilitated social and academic activities in diverse, small groups. In this article, we detail the peer mentoring program…

Integrating Technical Communication in the Mechanical Engineering Curriculum

Science.gov (United States)

Norberg, Seth; Ashcraft, Timothy; van Poppel, Bret

2017-11-01

Technical communication is essential to engineering practice, but these skills can be challenging to teach and assess in the classroom. Instructors in the Mechanical Engineering (ME) program at the United States Military Academy are developing new learning exercises to prepare students for success in their capstone design course and beyond. In this paper we highlight the recent successes and lessons learned from two courses: junior-level Thermal-Fluid Systems and the senior-level ME Seminar. Both courses support the newly implemented West Point Writing Program (WPWP), an institutional, writing-across-the-curriculum program. The junior course incorporates four hands-on experiments, which provide an abundance of data for students to analyze, assess, and present. In the senior course the majority of the content that students present is from their ongoing capstone design projects. Between the two courses, students craft essays, lab reports, short summaries, posters, quad charts, and technical presentations. Both courses include peer evaluation, revision exercises, and timed (on demand) writing assignments. The junior course includes assignments co-authored by a group as well as an individual report. An overview of both courses' assignments with course-end feedback from the students and the faculty is provided. Strengths and weaknesses are identified and recommendations for instructors seeking to implement similar technical communications assignments in their own courses are presented.

Systematic Curriculum Integration of Sustainable Development Using Life Cycle Approaches: The Case of the Civil Engineering Department at the Université de Sherbrooke

Science.gov (United States)

Roure, Bastien; Anand, Chirjiv; Bisaillon, Véronique; Amor, Ben

2018-01-01

Purpose: The purpose of this paper is to provide a consistent and systematic integration framework of sustainable development (SD) in a civil engineering (CE) curriculum, given the connection between the two. Curriculum integration is a challenging project and requires the development of certain protocols to ensure success.…

THE IMPORTANCE OF INFORMATION IN SUPERIOR GRADUATING INSTITUTES WEBSITES, IN THE MATRIX CURRICULUM AND PROFESSIONAL PROFILE OF SYSTEMS ANALYSIS AND DEVELOPMENT COURSES

Directory of Open Access Journals (Sweden)

José Carlos Mariano do Carmo

2018-04-01

Full Text Available Introduction: the existing information in the technological graduation course official web pages need to be clear and objective, in order to ease up the access to programmatic contents, workload, integration and other necessary knowledge so that the students have discernment in their formation choice. Objective: to analyze the curriculum matrix and professional profile in the superior courses in Systems Analysis and Development in the Metropolitan Region of Florianópolis - Santa Catarina, considering the microregion of Grande Florianópolis, composed by nine counties: Florianópolis, São José, Palhoça, Biguaçu, Santo Amaro da Imperatriz, Governador Celso Ramos, Antônio Carlos, Águas Mornas and São Pedro de Alcântara. Methodology: we have performed a qualitative research on the pointed issue, relating it to the current legislation and some of the proposed theories. The research documentally based as it focused on the topics mentioned by the Superior Graduation Institutions in their virtual course environment. It was also used semistructured interviews by phone contact and even visiting when necessary, including searches in the Education Ministry web site to base the study, the curriculum matrix comparison and the course professional profile. Results: results show that the analyzed courses are focused in the job market demands in the studied region, regarding the desktop, web and mobile development solutions using programming languages. The formation professional profile also involves knowledge about logical reasoning, abstract math and learning of a second language. Conclusions: to show to interested students in joining the Systems Analysis and Development course, about the importance of the disciplines approached, utilized technologies, professional profiles and the main educational characteristics offered by the institutions. It is thus intended to contribute that these information are used for the purpose of qualification for the job

Industry Demands and Future of Engineering Education in Kenya

Directory of Open Access Journals (Sweden)

Daniel Rutto

2015-05-01

Full Text Available Engineering Education in Kenya remains the major determinant of country’s economic agenda. However, at the moment the education system offers the industry and society unsatisfactory knowledge and services due to mismatch between the supplied educational talents and the ever changing world of engineering. It is imperative that the Kenyan engineering education be designed to tackle challenges emerging in our societies and industries by providing real tangible practical skills. The government on its part should take its share by supporting and giving direction to institution offering such courses. In order to produce graduates with employable skills, institutions of engineering must aim at quality while ensuring massification of students into programs never happens. This paper is thus designed to show challenges facing quality of engineering education offered in Kenya in relation to the society and industrial needs. The paper also highlights the future demands needed on Kenyan engineering education. The write-up is expected to inspire education designers and curriculum developers in preparing programs that provide for the society and industry.

Creativity as a Desirable Graduate Attribute: Implications for Curriculum Design and Employability

Science.gov (United States)

Rampersad, Giselle; Patel, Fay

2014-01-01

A wide range of graduate attributes are listed, categorized and prioritized by different higher education institutions. However, one attribute that is less visible in the literature is creativity. In the current study, creativity has emerged as a desirable graduate attribute among students and employers. This paper presents an exploratory…

The professional profile of UFBA nursing management graduate students.

Science.gov (United States)

Paiva, Mirian Santos; Coelho, Edméia de Almeida Cardoso; Nascimento, Enilda Rosendo do; Melo, Cristina Maria Meira de; Fernandes, Josicelia Dumêt; Santos, Ninalva de Andrade

2011-12-01

The objective of the present study was to analyze the professional profile of the nursing graduate students of Federal University of Bahia, more specifically of the nursing management area. This descriptive, exploratory study was performed using documental research. The data was collected from the graduates' curriculum on the Lattes Platform and from the graduate program documents, using a form. The study population consisted of graduates enrolled under the line of research The Organization and Evaluation of Health Care Systems, who developed dissertations/theses addressing Nursing/Health Management. The data were stored using Microsoft Excel, and then transferred to the STATA 9.0 statistical software. Results showed that most graduates are women, originally from the State of Bahia, and had completed the course between 2000 and 2011; faculty of public institutions who continued involved in academic work after completing the course. These results point at the program as an academic environment committed to preparing researchers.

Graduate Physics Education Adding Industrial Culture and Methods to a Traditional Graduate Physics Department

Science.gov (United States)

Vickers, Ken

2005-03-01

The education and training of the workforce needed to assure global competitiveness of American industry in high technology areas, along with the proper role of various disciplines in that educational process, is currently being re-examined. Several academic areas in science and engineering have reported results from such studies that revealed several broad themes of educational need that span and cross the boundaries of science and engineering. They included greater attention to and the development of team-building skills, personal or interactive skills, creative ability, and a business or entrepreneurial where-with-all. We will report in this paper the results of a fall 2000 Department of Education FIPSE grant to implement changes in its graduate physics program to address these issues. The proposal goal was to produce next-generation physics graduate students that are trained to evaluate and overcome complex technical problems by their participation in courses emphasizing the commercialization of technology research. To produce next-generation physics graduates who have learned to work with their student colleagues for their mutual success in an industrial-like group setting. And finally, to produce graduates who can lead interdisciplinary groups in solving complex problems in their career field.

Nurturing The STEM Pipeline: Graduate Student Leadership In NIRCam's Ongoing E/PO Mission For JWST

Science.gov (United States)

Schlingman, Wayne M.; Stock, N.; Teske, J.; Tyler, K.; Biller, B.; Donley, J.; Hedden, A.; Knierman, K.; Young, P.

2011-01-01

The Astronomy Camp for Girl Scout Leaders is an education and public outreach (E/PO) program offered by the science team of the Near-InfraRed Camera (NIRCam) for NASA's 6.5-meter James Webb Space Telescope (JWST). Since 2003, astronomy graduate students have helped design and lead biannual "Train the Trainer” workshops for adults from the Girl Scouts of the USA (GSUSA), engaging these trainers in the process of scientific inquiry and equipping them to host astronomy-related activities at the troop level. These workshops have helped revise the national GSUSA badge curriculum and directly benefitted thousands of young girls of all ages, not only in general science and math education but also in specific astronomical and technological concepts relating to JWST. To date, nine graduate students have become members of NIRCam's E/PO team. They have developed curriculum and activities used to teach concepts in stellar nucleosynthesis, lookback time, galaxy classification, etc. They have also contributed to the overall strategic approach and helped lead more general activities in basic astronomy (night sky, phases of the Moon, the scale of the Solar System and beyond, stars, galaxies, telescopes, etc.) as well as JWST-specific research areas in extrasolar planetary systems and cosmology, to pave the way for girls and women to understand the first images from JWST. The resulting experience has empowered these students to propose and to develop their own E/PO programs after graduation as postdocs and young faculty. They also continue as part of NIRCam's growing worldwide network of 160 trainers teaching young women essential STEM-related concepts using astronomy, the night sky environment, applied math, engineering, and critical thinking. NIRCam and its E/PO program are funded by NASA under contract NAS5-02105.

253 Education and the Paradox of Graduate Unemployment: The ...

African Journals Online (AJOL)

FIRST LADY

2011-01-18

Jan 18, 2011 ... The paper is an assessment of education, graduate unemployment and the ... acknowledged as a legitimized vehicle for self and societal advancement. The ... curriculum and pedagogical reforms, upgrading existing facilities to match ... It is against this background that the paper examines the issue of.

Measuring the Value of Graduate Manpower Systems Analysis Education for Naval Officers

National Research Council Canada - National Science Library

O'Sullivan, Lindsay M

2006-01-01

...? Or does the MSA curriculum teach graduates the necessary skills for follow-on billets? Individuals in the private and public sections have tried to quantify the value of both training and education...

Research and Assessment of Learning Environments through Photoelicitation: Graduate Student Perceptions of Electronics Manufacturing in India

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Berdanier, Catherine G. P.; Cox, Monica F.

2015-01-01

This research studies the positive and negative perceptions of graduate students from the United States studying issues of sustainable electronics and electronics manufacturing in India as part of a National Science Foundation Integrative Graduate Education and Research Traineeship (IGERT) curriculum. The purpose of this paper is to discuss the…

Curriculum Analytics: Application of Social Network Analysis for Improving Strategic Curriculum Decision-Making in a Research-Intensive University

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Dawson, Shane; Hubball, Harry

2014-01-01

This paper provides insight into the use of curriculum analytics to enhance learning-centred curricula in diverse higher education contexts. Engagement in evidence-based practice to evaluate and monitor curricula is vital to the success and sustainability of efforts to reform undergraduate and graduate programs. Emerging technology-enabled inquiry…

A Two-Year Water Quality Monitoring Curriculum.

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Glazer, Richard B.; And Others

The Environmental Protection Agency developed this curriculum to train technicians to monitor water quality. Graduates of the program should be able to monitor municipal, industrial, and commercial discharges; test drinking water for purity; and determine quality of aquatic environments. The program includes algebra, communication skills, biology,…

Quality of faculty, students, curriculum and resources for nursing doctoral education in Korea: a focus group study.

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Kim, Mi Ja; Lee, Hyeonkyeong; Kim, Hyun Kyung; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2010-03-01

The rapidly increasing number of nursing doctoral programs has caused concern about the quality of nursing doctoral education, including in Korea. To describe the perceived quality of Korean nursing doctoral education in faculty, student, curriculum and resources. Focus group. Fourteen Korean nursing doctoral programs that are research focused and include coursework. Four groups of deans, faculty, students and graduates; students completed three semesters of doctoral program; and graduates completed doctoral programs within the most recent 3 years. Focus groups examined the strengths and weaknesses of faculty, students, curriculum, and resources. Faculty strengths were universities' recognition of faculty research/scholarship and the ability of faculty to attract extramural funding. Faculty weaknesses were aging faculty; high faculty workload; insufficient number of faculty; and teaching without expertise in nursing theories. Student strengths were diverse student backgrounds; multidisciplinary dissertation committee members, and opportunities to socialize with peers and graduates/faculty. Students' weaknesses were overproduction of PhDs with low academic quality; a lower number and quality of doctoral applicants; and lack of full-time students. Curriculum strengths were focusing on specific research areas; emphasis on research ethics; and multidisciplinary courses. Curriculum weaknesses were insufficient time for curriculum development; inadequate courses for core research competencies; and a lack of linkage between theory and practice. Resources strengths were inter-institutional courses with credit transfer. Weaknesses were diminished university financial support for graduate students and limited access to school facilities. Variations in participant groups (providers [deans and faculty] vs. receivers [students and graduates]) and geographical location (capital city vs. regional) were noted on all the four components. The quality characteristics of faculty

Mechatronic Control Engineering: A Problem Oriented And Project Based Learning Curriculum In Mechatronic

DEFF Research Database (Denmark)

Pedersen, Henrik Clemmensen; Andersen, Torben Ole; Hansen, Michael Rygaard

2008-01-01

Mechatronics is a field of multidisciplinary engineering that not only requires knowledge about different technical areas, but also insight into how to combine technologies optimally, to design efficient products and systems.This paper addresses the group project based and problem-oriented learning...... the well established methods from control engineering form very powerful techniques in both analysis and synthesis of mechatronic systems. The necessary skills for mechatronic engineers are outlined followed up by a discussion on how problem oriented project based learning is implemented. A complete...... curriculum named Mechatronic Control Engineering is presented, which is started at Aalborg University, Denmark, and the content of the semesters and projects are described. The projects are all characterized by the use of simulation and control for the purpose of analyzing and designing complex commercial...

Implementation of Competency and Conservation Based Curriculum to Improve Graduates’ Quality to be Competence and Conservation-Minded

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Asrori Asrori

2016-06-01

Full Text Available This research aims to analyze the implementation of Competency and Conservation Based Curriculum in order to improve the quality of graduates of Economics Faculty of Universitas Negeri Semarang (UNNES. The goal of this study was to provide information, policy,  and recommendations to improve the quality of graduates based on lectures behavior. The respondents of this research were lecturers of Faculty of Economics. Research data were collected by using questionnaires. Descriptive statistics and inferential statistical multiple linear regression were employed to analyze data. This study provided empirical support that lecturers’ ability and commitment positively contributed to the implementation of Competency and Conservation Based Curriculum to improve the quality of graduates to be competence and conservation-minded. This study also proved that while lecturers’ ability and commitment play an important role, their commitments do not affect the implementation of Competency and Conservation Based Curriculum. Based on the results of this study, it is recommended that lecturers’ ability to implement the Competency and Conservation Based Curriculum needs to be improved. Workshops and training should be given to lecturers in order to help them to create learning apparatus such as syllabus, lesson plans and teaching materials, as well as the evaluation of Competency and Conservation Based Curriculum.

The Communicative Ability of Universiti Teknologi MARA Sarawak's Graduates

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Hassan, Sharifah Zakiah Wan; Hakim, Simon Faizal; Rahim, Mahdalela; Noyem, John Francis; Ibrahim, Sueb; Ahmad, Johnny; Jusoff, Kamaruzaman

2009-01-01

This study explores Universiti Teknologi MARA (UiTM) Sarawak graduating students' oral proficiency, focusing on grammatical accuracy. Oral proficiency in English has always been the benchmark of language proficiency, and in the context of UiTM's language teaching curriculum, efforts to enhance students' oral proficiency are implemented through…

KUSPACE: Embedding Science Technology and Mathematics Ambassador Activities in the Undergradiuate Engineering Curriculum

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Welch, C.; Osborne, B.

The UK national STEM Ambassadors programme provides inspiring role models for school students in science, technology, engineering, mathematics (STEM) subjects. STEMNET, the national body responsible for STEM Ambassa- dors aims to provide more than 27,000 STEM Ambassadors nationwide by the end of 2011. This paper reports on a project at Kingston University to embed STEM Ambassador training and activity in Year 2 of the undergraduate Aerospace Engineering, Astronautics and Space Technology degree. The project, known as KUSPACE (Kingston University Students Providing Amazing Classroom Experiences), was conceived to develop students' communication, planning and presentation skills and build links between different cohort years, while providing a valuable contribution to local primary schools' STEM programmes and simultaneously raising the public engagement profile of the university. This paper describes the pedagogical conception of the KUSPACE, its implementation in the curriculum, the delivery of it in the university and schools and its effect on the undergraduate students, as well as identifying good practice and drawing attention to lessons learned.STEMNET (www.stemnet.org) is the UK's Science, Technol- ogy, Engineering and Mathematics Network. Working with a broad range of UK partners and funded by the UK govern- ment's Department for Business Innovation and Skills, STEMNET plays a significant role in ensuring that five to nineteen year olds and their teachers can experience a wide range of activities and schemes which enhance and enrich the school curriculum [1]. Covering all aspects of Science, Tech- nology, Engineering and Maths (STEM), these activities and schemes are designed both to increase STEM awareness and literacy in the young people and also to encourage more of them to undertake post-16 STEM qualifications and associated careers [2]. STEMNET operates through forty-five local con- tract holders around the UK which help the network deliver its

The European Graduate Course in Cryogenics hosted at CERN.

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Laurent Tavian

2010-01-01

The “liquid helium” week of the European Graduate Course in Cryogenics was held at CERN from 30 August to 3 September 2010. This course scheduled annually since 2008 is a common teaching project of the Universities of Technology of Dresden, Wroclaw and Trondheim. It is focused on liquid natural gas, hydrogen and helium cryogenics. Attending students were carefully selected, and will take an examination giving ECTS credits for their academic curriculum.   This year, as Wroclaw University of Technology was already heavily involved in organising the International Cryogenic Engineering Conference (ICEC), it requested that the “liquid helium” week to be exceptionally held at CERN. While this is certainly a good choice from the point of view of large cryogenic helium systems, with the large cryoplants cooling the Large Hadron Collider (LHC) and its experiments, CERN has only acted as host laboratory organizing the course classes and visits, and the teaching and i...

Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees.

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Rodenbusch, Stacia E; Hernandez, Paul R; Simmons, Sarah L; Dolan, Erin L

2016-01-01

National efforts to transform undergraduate biology education call for research experiences to be an integral component of learning for all students. Course-based undergraduate research experiences, or CUREs, have been championed for engaging students in research at a scale that is not possible through apprenticeships in faculty research laboratories. Yet there are few if any studies that examine the long-term effects of participating in CUREs on desired student outcomes, such as graduating from college and completing a science, technology, engineering, and mathematics (STEM) major. One CURE program, the Freshman Research Initiative (FRI), has engaged thousands of first-year undergraduates over the past decade. Using propensity score-matching to control for student-level differences, we tested the effect of participating in FRI on students' probability of graduating with a STEM degree, probability of graduating within 6 yr, and grade point average (GPA) at graduation. Students who completed all three semesters of FRI were significantly more likely than their non-FRI peers to earn a STEM degree and graduate within 6 yr. FRI had no significant effect on students' GPAs at graduation. The effects were similar for diverse students. These results provide the most robust and best-controlled evidence to date to support calls for early involvement of undergraduates in research. © 2016 S. Rodenbusch et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Improving professionalism in the engineering curriculum through a novel use of oral presentations

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Berjano, Enrique; Sales-Nebot, Laura; Lozano-Nieto, Albert

2013-05-01

This hypothesis is based on the fact that oral presentations in the context of engineering education could be used not only to develop oral communication skills but also to augment the professionalism in the curriculum. The methodological innovation is first described, which allows encouraging the capacity of summarising ideas, teamwork, assertiveness, listening skills and constructive criticism. Second, the preliminary results from two pilot groups of students during two academic years are analysed. Finally, the paper reflects on the possibilities of expanding this method to pre-university studies.

LIFE SKILLS ORIENTATION IN MADRASAH CURRICULUM

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Ahmadi Ahmadi

2016-02-01

Full Text Available This article intends to elaborate a charge include life skills opportunities in both madrasah curriculum of ibtidaiyah, tsanawiyah and aliyah. The approach used is the science of Islamic education. Some important concepts in Islam that allows it to be analyzed and used as the basis of life skills-based curriculum contained in QS. Al-Ghâsyiyah [88]: 17-20, QS. Fâthir [35]: 39, QS. Al-Jâtsiyah [45]: 12-13, QS. Al-A‟râf [7]: 56-85 and QS. Al-Hujurât [49]: 1, 13, 18. Ethical values (Rasul Muhammad Islam that allows elaborating life skills is shiddiq, amanah, fathanah and tabligh. The fourth value is assumed to equip graduates of madrassas that he later had a number of personal, social, academic, vocational and soft. The fourth value is assumed to equip graduates of madrassas that he later had the skills. A number of core Islamic values should be in synergy with the age issues such as democracy, globalization, the mastery of science, technology and information (the environment.

Processes of Curriculum Development in the Department of Graphic

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Test

national skills shortage by developing responsive curricula which will ensure that graduating students are well ... innovative pedagogy which integrates recent technologies into curriculum development and classroom practice. .... developing confidence amongst staff and in facilitating creative and innovative thinking.

Design of accounting curriculum: The case of Estonia

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Alver Lehte

2014-01-01

Full Text Available The process of globalization sets new requirements for the professional qualification of accountants and auditors. In the business world globalized investment market demands consistent high quality financial information across borders; investors are looking for a global accounting profession to provide it. There is more pressure on accounting professionals to expand and enhance their knowledge, skills, and abilities beyond what they are currently likely to possess. Providers of accounting education must take into account the changed world and create contemporary curricula. In Estonia the change from a command to a market economy has inevitably influenced not only the accounting framework but also the entire system of accounting education. It is clear that without a design of accounting curricula it is practically impossible to fulfill requirements of nowadays high quality financial information. Tallinn University of Technology (TUT holds on the advanced level of accounting education the leading position in Estonia. The accounting curriculum (on the graduate level as well as undergraduate level is the most popular among all curricula at the Tallinn School of Economics and Business Administration of TUT. It is a joint system, which consists of undergraduate and graduate degree programs. Small sub specializations: for example in financial accounting, managerial cost accounting, taxation and auditing become evident while interpreting the graduate and undergraduate programs as one united system. The paper explains a new model of accounting curriculum developed at TUT as well as its educational philosophy and principles of designing. It also describes conditions required for development and continuous improvement of competitive curriculum.

Hierarchy curriculum for practical skills training in optics and photonics

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Zheng, XiaoDong; Wang, XiaoPing; Liu, Xu; Liu, XiangDong; Lin, YuanFang

2017-08-01

The employers in optical engineering fields hope to recruit students who are capable of applying optical principles to solve engineering problems and have strong laboratory skills. In Zhejiang University, a hierarchy curriculum for practical skill training has been constructed to satisfy this demand. This curriculum includes "Introductive practicum" for freshmen, "Opto-mechanical systems design", "Engineering training", "Electronic system design", "Student research training program (SRTP)", "National University Students' Optical-Science-Technology Competition game", and "Offcampus externship". Without cutting optical theory credit hours, this hierarchy curriculum provides a step-by-step solution to enhance students' practical skills. By following such a hierarchy curriculum, students can smoothly advance from a novice to a qualified professional expert in optics. They will be able to utilize optical engineering tools to design, build, analyze, improve, and test systems, and will be able to work effectively in teams to solve problems in engineering and design.

Renovation of a mechanical engineering senior design class to an industry-tied and team-oriented course

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Liu, Yucheng

2017-11-01

In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. In the renovated curriculum, industry-sponsored projects became the most important course component and critical assessment tool, from which problem-solving skills as well as employability skills of the ME students can be fully developed. Hands-on experiences in finite element analysis (FEA) modelling and simulation were also added into the renovated curriculum to promote the application of FEA on engineering design and assessment. Evaluation of the renovated course was conducted using two instruments and the results have shown that the course made the ME senior students more prepared for their future career and a win-win model was created between the industry partner and the ME programme through it. Impact of the renovated syllabus on Accreditation Board for Engineering Technology goals was discussed. Based on the current progress, a more substantial change is being planned to further improve the effectiveness and practicability of this design course. The renovated course was started to offer to the ME senior students at Mississippi State University.

Neonatal intensive care nursing curriculum challenges based on context, input, process, and product evaluation model: A qualitative study

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Mansoureh Ashghali-Farahani

2018-01-01

Full Text Available Background: Weakness of curriculum development in nursing education results in lack of professional skills in graduates. This study was done on master's students in nursing to evaluate challenges of neonatal intensive care nursing curriculum based on context, input, process, and product (CIPP evaluation model. Materials and Methods: This study was conducted with qualitative approach, which was completed according to the CIPP evaluation model. The study was conducted from May 2014 to April 2015. The research community included neonatal intensive care nursing master's students, the graduates, faculty members, neonatologists, nurses working in neonatal intensive care unit (NICU, and mothers of infants who were hospitalized in such wards. Purposeful sampling was applied. Results: The data analysis showed that there were two main categories: “inappropriate infrastructure” and “unknown duties,” which influenced the context formation of NICU master's curriculum. The input was formed by five categories, including “biomedical approach,” “incomprehensive curriculum,” “lack of professional NICU nursing mentors,” “inappropriate admission process of NICU students,” and “lack of NICU skill labs.” Three categories were extracted in the process, including “more emphasize on theoretical education,” “the overlap of credits with each other and the inconsistency among the mentors,” and “ineffective assessment.” Finally, five categories were extracted in the product, including “preferring routine work instead of professional job,” “tendency to leave the job,” “clinical incompetency of graduates,” “the conflict between graduates and nursing staff expectations,” and “dissatisfaction of graduates.” Conclusions: Some changes are needed in NICU master's curriculum by considering the nursing experts' comments and evaluating the consequences of such program by them.

Development and evaluation of a peer-tutoring program for graduate students*.

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Copeland, H Liesel; Kinzy, Terri Goss

2005-03-01

Many interdisciplinary Ph.D. programs admit students of different educational backgrounds who receive a first year of a general curriculum education. However, student preparation for this curriculum varies, and methods are needed to provide academic support. Graduate student peer tutoring was piloted as an initiative funded by a National Institutes of Health (NIH) Initiative for Minority Student Development award to the University of Medicine and Dentistry of New Jersey-Robert Wood Johnson Medical School (UMDNJ-RWJMS) and is now offered to all students in the interdisciplinary Molecular Biosciences Ph.D. program between Rutgers, The State University of New Jersey, and UMDNJ-RWJMS. Tutoring occurs individually or in small groups and has grown over the past 5 years in the number of students tutored and hours of tutoring. The program was evaluated by surveying and interviewing both tutors and students concerning process variables (e.g. awareness, frequency) and impact variables (e.g. perceived benefits, motivators), as well as by assessing changes in exam scores for the four core courses of the first-year graduate curriculum. Copyright © 2005 International Union of Biochemistry and Molecular Biology, Inc.

English Education for Engineers in the World of Globalization : A Report of an Undergraduate and Graduate English Program with an Emphasis on Writing

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Shimazu, Nobuko

In an increasingly globalized world, demand for engineers well versed in English remains strong. As a professor of English in the Faculty of Computer Science and Systems Engineering at the Kyushu Institute of Technology, I have sought with the aid of two associate professors to improve the English program for our engineering students together to help meet that very demand. In order to assist other English teachers in similar situations to improve their own English programs, I would like to report on the ideas and methods presently used in our undergraduate English program, specifically the first-year compulsory and common course with its emphasis on paragraph writing which students from each of the five departments within the Faculty of Computer Science and Systems Engineering are required to take. In addition, I would also like to report my ideas and teaching methods for a graduate research paper writing course. The objective of this course is to teach graduate students how to write presentations for conferences and papers for journals at the international level.

Profile of graduates of Israeli medical schools in 1981--2000: educational background, demography and evaluation of medical education programs.

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Bitterman, Noemi; Shalev, Ilana

2005-05-01

In light of changes in the medical profession, the different requirements placed on physicians and the evolving needs of the healthcare system, the need arose to examine the medical education curriculum in Israel. This survey, conducted by the Samuel Neaman Institute for Science and Technology, summarizes 20 years of medical education in Israel's four medical schools, as the first stage in mapping the existing state of medical education in Israel and providing a basis for decision-making on future medical education programs. To characterize the academic background of graduates, evaluate their attitudes towards current and alternative medical education programs, and examine subgroups among graduates according to gender, medical school, high school education, etc. The survey included graduates from all four Israeli medical schools who graduated between the years 1981 and 2000 in a sample of 1:3. A questionnaire and stamped return envelope were sent to every third graduate; the questionnaire included open and quantitative questions graded on a scale of 1 to 5. The data were processed for the entire graduate population and further analyzed according to subgroups such as medical schools, gender, high school education, etc. The response rate was 41.3%. The survey provided a demographic profile of graduates over a 20 year period, their previous educational and academic background, additional academic degrees achieved, satisfaction, and suggestions for future medical education programs. The profile of the medical graduates in Israel is mostly homogenous in terms of demographics, with small differences among the four medical schools. In line with recommendations of the graduates, and as an expression of the changing requirements in the healthcare system and the medical profession, the medical schools should consider alternative medical education programs such as a bachelor's degree in life sciences followed by MD studies, or education programs that combine medicine with

Evolution of the Pathology Residency Curriculum

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Wesley Y. Naritoku MD, PhD

2016-10-01

Full Text Available The required medical knowledge and skill set for the pathologist of 2020 are different than in 2005. Pathology residency training curriculum must accordingly change to fulfill the needs of these ever-changing requirements. In order to make rational curricular adjustments, it is important for us to know the current trajectory of resident training in pathology—where we have been, what our actual current training curriculum is now—to understand how that might change in anticipation of meeting the needs of a changing patient and provider population and to fit within the evolving future biomedical and socioeconomic health-care setting. In 2013, there were 143 Accreditation Council for Graduate Medical Education-accredited pathology residency training programs in the United States, with approximately 2400 residents. There is diversity among residency training programs not only with respect to the number of residents but also in training venue(s. To characterize this diversity among pathology residency training programs, a curriculum survey was conducted of pathology residency program directors in 2013 and compared with a similar survey taken almost 9 years previously in 2005 to identify trends in pathology residency curriculum. Clinical pathology has not changed significantly in the number of rotations over 9 years; however, anatomic pathology has changed dramatically, with an increase in the number of surgical pathology rotations coupled with a decline in stand-alone autopsy rotations. With ever-expanding medical knowledge that the graduating pathology resident must know, it is necessary to (1 reflect upon what are the critical need subjects, (2 identify areas that have become of lesser importance, and then (3 prioritize training accordingly.

Evolution of the Pathology Residency Curriculum

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Powell, Suzanne Z.; Black-Schaffer, W. Stephen

2016-01-01

The required medical knowledge and skill set for the pathologist of 2020 are different than in 2005. Pathology residency training curriculum must accordingly change to fulfill the needs of these ever-changing requirements. In order to make rational curricular adjustments, it is important for us to know the current trajectory of resident training in pathology—where we have been, what our actual current training curriculum is now—to understand how that might change in anticipation of meeting the needs of a changing patient and provider population and to fit within the evolving future biomedical and socioeconomic health-care setting. In 2013, there were 143 Accreditation Council for Graduate Medical Education-accredited pathology residency training programs in the United States, with approximately 2400 residents. There is diversity among residency training programs not only with respect to the number of residents but also in training venue(s). To characterize this diversity among pathology residency training programs, a curriculum survey was conducted of pathology residency program directors in 2013 and compared with a similar survey taken almost 9 years previously in 2005 to identify trends in pathology residency curriculum. Clinical pathology has not changed significantly in the number of rotations over 9 years; however, anatomic pathology has changed dramatically, with an increase in the number of surgical pathology rotations coupled with a decline in stand-alone autopsy rotations. With ever-expanding medical knowledge that the graduating pathology resident must know, it is necessary to (1) reflect upon what are the critical need subjects, (2) identify areas that have become of lesser importance, and then (3) prioritize training accordingly. PMID:28725779

An integrator final exam at the end of the engineering degrees to evaluate the acquired competences

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Perdigones, A.; Sánchez, E.; Valiño, V.; Tarquis, A. M.

2010-05-01

In the last decade strong changes in the design of university degrees have occurred in Spain, affecting real competences acquired by graduates. The new degrees often provide students greater freedom in shaping their curriculum which results in many cases in a problem for their training. In engineering degrees of Spain, the final project, that allows to know the integrated skills of the students in engineering subjects, is not compulsory anymore; it can be substituted for other specific types of work that often do not involve skills valued by the companies of the industrial sector. This situation may create doubts about the real competences of the graduates. In the present study, a final exam (voluntary) has been carried out during three years to assess competences in engineering students in the last course of the degree in agricultural engineering (diploma of five years) and agricultural technical engineering (diploma of three years) at the Polytechnic University of Madrid (Spain). They took part 132 students in the years 2006, 2007 and 2008. The exam had a common format, with three parts assessing skills in construction, machinery and electrical installations. The results showed the evolution in the training of students, and the relationship between skills acquired and late differences in the learning process. The most important conclusions were that the attainment levels was lower than expected, but generally consistent with the training received by each group of students. In particular, the low number of hours of subjects in electrical installations in certain groups of students was evident when evaluating the skills acquired. The results indicated that they aim to increase the number of hours in certain subjects and groups of students, if a graduate is to get qualified. The authors recommend an examination similar to the raised, integrator type, in all programs that do not have any overall final assessment in order to conduct a quality control of graduates

Graduate School and Fellowship Discussion

Energy Technology Data Exchange (ETDEWEB)

Farrar, Charles Reed [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

2016-07-25

This was a presentation presented for the Los Alamos Dynamics Summer School. This is a set of slides about how to prepare for college, specifically graduate school. It gives instructions for succeeding and getting into a good school with financial aid through assistantships and scholarships, specifically applying to engineering backgrounds. Also, there are tips given for applying for fellowships and concludes with some general recommendations for graduate school.

Prescribing tests must have curriculum support

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Lemon TI

2013-05-01

Full Text Available Rupali D Shah, Thomas I LemonSchool of Medicine, Cardiff University, University Hospital of Wales, Cardiff, WalesGordon, Catchpole and Baker1 have discussed and investigated a very interesting, currently relevant, subject in medical education; particularly with the introduction of the prescribing test for undergraduates trialled in the UK this year and set to become a fully-fledged part of the curriculum and assessment criteria for 2014 graduates.2 It would of course be of great interest to compare the themes discussed in this paper and see they how would compare to recent graduates in late 2014.View original paper by Gordon and colleagues.

Students' perceptions of their education on graduation from a dental school in India.

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Shetty, Vittaldas B; Shirahatti, Ravi V; Pawar, Prakash

2012-11-01

This study was conducted with the purpose of assessing students' perceived learning experience at the time of graduation from a dental school in India. The domains appraised were undergraduate curriculum, student motivation and support services, institutional infrastructure, administrative services, components of teaching-learning programs, confidence level in carrying out specific clinical procedures, career choice, and postgraduate specialty preference after graduation. The authors surveyed forty-five dental interns at the end of their undergraduate course, a 100 percent response rate from the class. The results showed that over 95 percent of the graduates were satisfied with the curriculum and 60 to 95 percent reported that the various components of the teaching-learning process were adequate. Only 42 percent of the students were confident about setting up a practice; 65 percent wished to take a course on general dentistry; and 86 percent wanted to pursue postgraduate study. The principal conclusions were that although the program was satisfactory to the majority of participants, some areas of concern were identified that need improvement.

Graduate forensic nursing education: how to better educate nurses to care for this patient population.

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Simmons, Barbara

2014-01-01

Nurses are often the first healthcare contact for those affected by violence. Despite the impact of violence on healthcare across specialties and ages, forensic nursing content is limited in undergraduate and graduate curricula. The purpose of this article is to provide background on forensic nursing and present a model of a graduate forensic nursing program that can be used as a curriculum guide.

Computing in Hydraulic Engineering Education

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Duan, J. G.

2011-12-01

Civil engineers, pioneers of our civilization, are rarely perceived as leaders and innovators in modern society because of retardations in technology innovation. This crisis has resulted in the decline of the prestige of civil engineering profession, reduction of federal funding on deteriorating infrastructures, and problems with attracting the most talented high-school students. Infusion of cutting-edge computer technology and stimulating creativity and innovation therefore are the critical challenge to civil engineering education. To better prepare our graduates to innovate, this paper discussed the adaption of problem-based collaborative learning technique and integration of civil engineering computing into a traditional civil engineering curriculum. Three interconnected courses: Open Channel Flow, Computational Hydraulics, and Sedimentation Engineering, were developed with emphasis on computational simulations. In Open Channel flow, the focuses are principles of free surface flow and the application of computational models. This prepares students to the 2nd course, Computational Hydraulics, that introduce the fundamental principles of computational hydraulics, including finite difference and finite element methods. This course complements the Open Channel Flow class to provide students with in-depth understandings of computational methods. The 3rd course, Sedimentation Engineering, covers the fundamentals of sediment transport and river engineering, so students can apply the knowledge and programming skills gained from previous courses to develop computational models for simulating sediment transport. These courses effectively equipped students with important skills and knowledge to complete thesis and dissertation research.

Curriculum structure: principles and strategy.

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Oliver, R; Kersten, H; Vinkka-Puhakka, H; Alpasan, G; Bearn, D; Cema, I; Delap, E; Dummer, P; Goulet, J P; Gugushe, T; Jeniati, E; Jerolimov, V; Kotsanos, N; Krifka, S; Levy, G; Neway, M; Ogawa, T; Saag, M; Sidlauskas, A; Skaleric, U; Vervoorn, M; White, D

2008-02-01

This report provides general guidelines for the structure of a curriculum, followed by specific advice on the principles of learning and teaching, the process of restructuring and change leadership and management. It provides examples of several educational philosophies, including vertical and horizontal integration. It discusses the use of competence, learning outcomes, level of degree and assessment and provides a number of recommendations. It does not seek to be prescriptive of time allocation to disciplines within a curriculum. Although this report has been written primarily for those who will develop an undergraduate curriculum, the information may be sufficiently generic to apply to the recent development in graduate entry ('shortened dental' or 'accelerated') courses and to postgraduate degree planning and higher education certificate or diploma courses for other dental care professionals (auxiliaries). The report may have a European bias as progress is made to converge and enhance educational standards in 29 countries with different educational approaches - a microcosm of global collaboration.

African-American Women's Experiences in Graduate Science, Technology, Engineering, and Mathematics Education at a Predominantly White University: A Qualitative Investigation

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Alexander, Quentin R.; Hermann, Mary A.

2016-01-01

In this phenomenological investigation we used qualitative research methodology to examine the experiences of 8 African American women in science, technology, engineering, and mathematics (STEM) graduate programs at 1 predominantly White university (PWU) in the South. Much of the current research in this area uses quantitative methods and only…

Communication Skills Curriculum for Foreign Medical Graduates in an Internal Medicine Residency Program

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Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M.; Kelley, Amy S.

2014-01-01

Background Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. Methods The workshop consisted of 2 interactive sessions, in a small group with 2 learners and 1-2 facilitators, during the Geriatrics block of the internship year. Twenty-three IM interns were surveyed at the beginning and at the end of the 4-week block and at 3 months after completion of the workshop about their knowledge, confidence and skill in communication, and asked about any challenges to effective communication with older patients. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. Results On a 4-point Likert scale, there was an average improvement of 0.70 in self-reported confidence in communication, which sustained at 3 months after completion of the workshop. Participants reported several patient, physician and system barriers to effective communication. Conclusion Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in sustained increase in overall confidence among IM interns in communication with older adults, and may help overcome certain patient and physician-specific communication barriers. PMID:25354834

Unique Education and Workforce Development for NASA Engineers

Science.gov (United States)

Forsgren, Roger C.; Miller, Lauren L.

2010-01-01

NASA engineers are some of the world's best-educated graduates, responsible for technically complex, highly significant scientific programs. Even though these professionals are highly proficient in traditional analytical competencies, there is a unique opportunity to offer continuing education that further enhances their overall scientific minds. With a goal of maintaining the Agency's passionate, "best in class" engineering workforce, the NASA Academy of Program/Project & Engineering Leadership (APPEL) provides educational resources encouraging foundational learning, professional development, and knowledge sharing. NASA APPEL is currently partnering with the scientific community's most respected subject matter experts to expand its engineering curriculum beyond the analytics and specialized subsystems in the areas of: understanding NASA's overall vision and its fundamental basis, and the Agency initiatives supporting them; sharing NASA's vast reservoir of engineering experience, wisdom, and lessons learned; and innovatively designing hardware for manufacturability, assembly, and servicing. It takes collaboration and innovation to educate an organization that possesses such a rich and important historyand a future that is of great global interest. NASA APPEL strives to intellectually nurture the Agency's technical professionals, build its capacity for future performance, and exemplify its core valuesalJ to better enable NASA to meet its strategic visionand beyond.

Product design engineering - a global education trend in multidisciplinary training for creative product design

Science.gov (United States)

de Vere, Ian; Melles, Gavin; Kapoor, Ajay

2010-03-01

Product design is the convergence point for engineering and design thinking and practices. Until recently, product design has been taught either as a component of mechanical engineering or as a subject within design schools but increasingly there is global recognition of the need for greater synergies between industrial design and engineering training. Product design engineering (PDE) is a new interdisciplinary programme combining the strengths of the industrial design and engineering. This paper examines the emergence of PDE in an environment of critique of conventional engineering education and exemplifies the current spread of programmes endorsing a hybrid programme of design and engineering skills. The paper exemplifies PDE with the analysis of the programme offered at Swinburne University of Technology (Australia), showing how the teaching of 'designerly' thinking to engineers produces a new graduate particularly suited to the current and future environment of produce design practice. The paper concludes with reflections on the significance of this innovative curriculum model for the field of product design and for engineering design in general.

Examining Teacher Mental Models for the Implementation of a STEM-Focused Curriculum Paradigm in Engineering and Technology Education

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Kerr, Janel M.

2013-01-01

The purpose of this study was to explore the role of mental models in Idaho's Engineering and Technology Education teachers' in decision making when faced with major curriculum changes. Senge (1990) defined mental models as, "deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world…

Ethics Instruction in Library and Information Science: The Role of "Ethics across the Curriculum"

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Smith, Bernie Todd

2010-01-01

Ethics is an important element of most graduate professional training programs. In the field of Library and Information Science (LIS) the inclusion of ethics in the curriculum is supported by a position paper by library educators and is monitored in the accreditation of graduate programs. Despite the many LIS programs which claim to integrate…

The Vanishing Native Reappears in the College Curriculum.

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Kidwell, Clara Sue

1991-01-01

A review of the history of American Indian studies in the college curriculum traces the political, demographic, academic, and social changes affecting American Indian roles. The recent revival of native American studies and the emergence of graduation requirements in ethnic studies are seen as both beneficial and risky. (MSE)

ABET [Accreditation Board for Engineering and Technology] accreditation for engineering technology

International Nuclear Information System (INIS)

Foulke, L.R.

1989-01-01

Engineering technology is that part of the technological field that requires the application of scientific and engineering knowledge and methods combined with technical skills in support of engineering activities. It lies in the occupational spectrum between the craftsman and the engineer at the end of the spectrum closest to the engineer. The term engineering technician is applied to the graduates of associate degree programs. Graduates of baccalaureate programs are called engineering technologists. The content of a 4-yr engineering technology program treats the same subject areas as does an engineering program but with more emphasis on application, use of established design concepts, and the laboratory experience rather than on science, conceptual design, and new development. The mathematics content of accreditable baccalaureate programs must contain at least 12 semester-hour credits of mathematics including the study of calculus. Engineering managers should take a hard look at what is really needed in the education of that majority of a personnel who do not work as design and development engineers. Graduates of engineering technology programs may be better qualified than those of some engineering programs for the majority of jobs in our industry today

Need for contents on halal medicines in pharmacy and medicine curriculum

Directory of Open Access Journals (Sweden)

Tahir Mehmood Khan

2015-01-01

Full Text Available According to an estimate by 2020 Muslim population, will be almost a quarter of the world population. Pharmaceuticals business sector estimates "Halal Pharmaceuticals" to be multimillion dollars industry. Keeping in view the religious preference of Muslim consumers, many developing and developed countries have taken initiative to establish "halal certification centers" and "halal certification guidelines." However, till to date it is hard to find any contents in medicine or pharmacy curriculums that aims to develop understanding among pharmacy and medical graduates about the halal and non-halal (haram animal sources, processing and manufacturing techniques and halal excipients. The current article will aim, to summarize, the concept of halal and non-halal sources of medicines or drugs in the light of recommendation from "Quran and Hadith." By adding basic contents in pharmacy and medicine curriculum, future graduates will be in a position to distinguish between the non-halal and halal sources of medicine and alternates. Thus, empowering medical and pharmacy graduates will assist them understanding the needs of Muslim patients′ needs in the line with the Islamic regulations outlined in Quran.

Interdisciplinary Graduate Training in Polar Environmental Change: Field-based learning in Greenland

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Virginia, R. A.; Holm, K.; Whitecloud, S.; Levy, L.; Kelly, M. A.; Feng, X.; Grenoble, L.

2009-12-01

The objective of the NSF-funded Integrative Graduate Education Research Traineeship (IGERT) program at Dartmouth College is to develop a new cohort of environmental scientists and engineers with an interdisciplinary understanding of polar regions and their importance to global environmental change. The Dartmouth IGERT challenges Ph.D. students to consider the broader dimensions of their research and to collaborate with scientists from other disciplines, educators, and policy makers. IGERT students will focus on research questions that are relevant to the needs of local people experiencing climate change and on understanding the ethical responsibilities and benefits of conducting research in partnership with northern residents and institutions. Seven Ph.D. students from the departments of Earth Sciences, Engineering, and Ecology and Evolutionary Biology at Dartmouth College make up the first IGERT cohort for the five-year program. The Dartmouth IGERT curriculum will focus on three main components of polar systems responding to recent climate change: the cryosphere, terrestrial ecosystems, and biogeochemical cycles. The integrating experience of the core curriculum is the Greenland Field Seminar that will take place in Kangerlussuaq (terrestrial and aquatic systems), Summit Camp (snow and ice) and Nuuk, Greenland (human dimensions of change). In Nuuk, IGERT students will share their science and develop partnerships with students, educators, and policy makers at the University of Greenland, the Inuit Circumpolar Council (ICC), and other Greenlandic institutions. In summer 2009 the authors conducted preliminary fieldwork near Kangerlussuaq, Greenland to develop aspects of the science curriculum for the 2010 Greenland Field Seminar and to explore research topics for IGERT Fellows (Levy and Whitecloud). Examples of results presented here are designed to develop field-based learning activities. These include soil and vegetation relationships as a function of aspect

How we developed a bioethics theme in an undergraduate medical curriculum.

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Ghias, Kulsoom; Ali, Syeda Kauser; Khan, Kausar S; Khan, Robyna; Khan, Murad M; Farooqui, Arshi; Nayani, Parvez

2011-01-01

The 5-year undergraduate medical curriculum at Aga Khan University integrates basic sciences with clinical and community health sciences. Multimodal strategies of teaching and learning, with an emphasis on problem-based learning, are utilized to equip students with knowledge, skills, behaviours, attitudes and values necessary for a high-calibre medical graduate. Bioethics teaching was introduced in the medical curriculum in 1988 and has since undergone several changes. In 2009, a multidisciplinary voluntary group began review of undergraduate bioethics teaching and invested over 350 man-hours in curricular revision. This involved formulating terminal objectives, delineating specific objectives and identifying instructional methodologies and assessment strategies appropriate for the contents of each objective. Innovative strategies were specially devised to work within the time constraints of the existing medical curriculum and importantly, to increase student interest and engagement. The new bioethics curriculum is designed to be comprehensive and robust, and strives to develop graduates who, in addition to being technically skilled and competent, are well-versed in the history and philosophy of ethics and bioethics and are ethical in their thinking and practice, especially in the context of a developing country like Pakistan where health indicators are among the worst in the region, and clinical practices are not effectively regulated to ensure quality of care.

The strategic impact of a changing curriculum and learning environment on medical students' academic performance.

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Williams, Pamela C; Epps, Anna Cherrie; McCammon, Sametria

2011-01-01

In recent years, the administration of Meharry Medical College, School of Medicine (SOM), Nashville, Tennessee, recognized the need to modify the curriculum to help improve student academic performance especially on the National Board of Medical Examiners (NBME) US Medical Licensing Examination (USMLE) steps 1 and 2. Thus, a number of changes occurred with respect to the traditional curriculum in the SOM, resulting in an integrated organ system-based curriculum design. The change in the learning environment was studied to determine the impact on performance after the introduction of the integrated organ system-based curriculum as compared to that of the traditional curriculum. With the utilization of a cadre of variables, it was believed that the strategic impact anticipated would provide a predictive validity profile to assist in the identification of students "at risk" of failure so that proactive intervention methodology could be made available to facilitate the students' successful progression during matriculation in the SOM. The purpose of this study was to analyze whether students trained with the integrated organ systems curriculum perform better than students trained with the traditional medical school curriculum on the medical education preclinical subject board examinations, and the NBME USMLE steps 1 and 2 examinations. From the 584 students studied in the control group (graduation classes for years 2005, 2006, and 2007) and the intervention group (graduation classes for years 2008, 2009, and 2010), significant improvement in performance on the NBME USMLE steps 1 and 2 examinations was noted following the introduction of the integrated organ system-based curriculum particularly among "at-risk" students. Data access availability from the School of Medicine of Meharry Medical College automatically gave reason for a preferential comparative relationship and study of the resulting strategic impact on cohorts graduating in years 2005-2010. Thus, this

Columbia Public Health Core Curriculum: Short-Term Impact.

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Begg, Melissa D; Fried, Linda P; Glover, Jim W; Delva, Marlyn; Wiggin, Maggie; Hooper, Leah; Saxena, Roheeni; de Pinho, Helen; Slomin, Emily; Walker, Julia R; Galea, Sandro

2015-12-01

We evaluated a transformed core curriculum for the Columbia University, Mailman School of Public Health (New York, New York) master of public health (MPH) degree. The curriculum, launched in 2012, aims to teach public health as it is practiced: in interdisciplinary teams, drawing on expertise from multiple domains to address complex health challenges. We collected evaluation data starting when the first class of students entered the program and ending with their graduation in May 2014. Students reported being very satisfied with and challenged by the rigorous curriculum and felt prepared to integrate concepts across varied domains and disciplines to solve public health problems. This novel interdisciplinary program could serve as a prototype for other schools that wish to reinvigorate MPH training.

Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.

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Tune, Johnathan D; Sturek, Michael; Basile, David P

2013-12-01

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.

Integration of a full co-op job experience (and direct job-placement) with an applied physics curriculum

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Russell, Daniel

2002-03-01

Kettering University, formerly GMI Engineering & Management Institute, is a fully co-operational private institution offering bachelor's degrees in engineering, applied science, and management. The Applied Physics degree program was established in 1995 and our current freshman class has 11 students. The program takes 5 years to complete, during which time students alternate between 11 weeks in the classroom and 11 weeks at a co-op job at one of over 600 companies at over 800 locations around the world. All students, including applied physics majors, are required to complete a minimum of five co-op terms in order to graduate. In addition, they are required to complete a senior thesis of benefit to their company, a project which usually takes about six months (two co-op terms). In this talk we will describe the co-op program as it currently exists at Kettering and summarize the co-op experiences of our current applied physics students and our recent graduates. We will discuss how our curriculum has been designed to take advantage of and support the co-op experience. In addition we will discuss some of the challenges our students and faculty have encountered in the process of finding co-op sponsors.

Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom's Taxonomy

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Meda, Lawrence; Swart, Arthur James

2018-05-01

Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a University of Technology in South Africa, in order to determine if academics are structuring them in a way that enables student learning. A qualitative case study is used where the learning outcomes from 33 study guides are reviewed using illustrative verbs derived from Bloom's Taxonomy. Results indicate that 9% of all the learning outcomes are unclear, 10% are unobservable and 23% are unmeasurable. A key recommendation is to provide regular workshops to assist academics in reviewing their learning outcomes using the illustrative verbs derived from Bloom's Taxonomy, thereby ensuring that their learning outcomes promote student learning.

Impact of a Pediatric and Adolescent Gynecology Curriculum on an Obstetrics and Gynecology Residency.

Science.gov (United States)

Palaszewski, Dawn M; Miladinovic, Branko; Caselnova, Petra M; Holmström, Shelly W

2016-12-01

To determine the effectiveness of a new pediatric and adolescent gynecology (PAG) curriculum for improving obstetrics/gynecology resident physician knowledge and comfort level in patient management and to describe the current deficiencies in resident physician knowledge and comfort level in PAG. A PAG curriculum was implemented for the obstetrics/gynecology resident physicians (n = 20) at the University of South Florida in July 2013. Before and after the curriculum was introduced, resident physicians and recent graduates of the residency program completed a survey to assess their comfort level and a knowledge assessment consisting of 20 case-based questions. University-based residency program. Resident physicians and recent resident physician graduates in the Department of Obstetrics and Gynecology. Introduction of a PAG curriculum during the 2013-2014 academic year. Improvement in resident physicians' comfort level and knowledge in PAG. After the curriculum was introduced, comfort increased in examining the genitals of a pediatric gynecology patient (median difference = 1.5; P = .003) and history-taking, physical examination skills, and management (median difference = 1; P = .002) compared with before the curriculum. There was no significant difference in overall quiz score (15.5 ± 1.87 vs 15.8 ± 1.3; P = .78). A curriculum in PAG did improve resident comfort level in managing PAG patients, but did not significantly improve knowledge of this topic. Copyright © 2016.

Job requirements compared to dental school education: impact of a case-based learning curriculum.

Science.gov (United States)

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance plearning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

Curriculum Change: What Do Teachers and Students Really Think?

Science.gov (United States)

Jacob, Rosemary; Frid, Sandra

This study examined secondary teachers' and recent secondary school graduates' awareness of curriculum change in mathematics and its impact upon teaching and learning. Fifty-three secondary teachers and 54 students enrolled in first year university programs at Northern Territory University (Australia) were surveyed about their awareness and…

Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan

Science.gov (United States)

Jacob, Brian; Dynarski, Susan; Frank, Kenneth; Schneider, Barbara

2017-01-01

This article examines the impacts of the Michigan Merit Curriculum (MMC), a statewide college-preparatory curriculum that applies to the high school graduating class of 2011 and later. Our analyses suggest that the higher expectations embodied in the MMC had slight impact on student outcomes. Looking at student performance in the ACT, the only…

Role of employers in the process of Civil Engineering curriculum development: A case in Poland = El papel de los empleadores en el desarrollo curricular de los Ingenieros Civiles: Un caso en Polonia

Directory of Open Access Journals (Sweden)

Marta Kosior-Kazberuk

2017-04-01

áticos Abstract The latest amendments to the Law on Higher Education strengthened the role and importance of cooperation between the universities and socio-economic environment. The idea of curriculum based on learning outcomes should facilitate cooperation of universities with external stakeholders (e.g. employers, representatives of professional organizations in the process of educational offer development. The employers expect graduates to have a high level of competence that are a synthesis of theoretical knowledge, practical skills and personal features. In their opinion, the role of the education system is to  prepare  graduates practically for the profession and to provide them with a wide array of professional skills. Most frequently mentioned weakness of university graduates is the lack of experience and practical skills. Initially, the participation of employers in curriculum design was symbolic. It was the result of lack of interest or the requirement for graduates for very specific skills needed for a given position in the company. The participation of employers in the curriculum design and evaluation of its quality has increased since the representatives of employers were included in the external evaluation committees. The most effective forms of employers' participation in creating a curriculum of study e.g. dual study, common post-graduate study, internships, technical trips, dedicated lectures etc. were discussed on the basis of civil engineering in technical university. The participation of employers is increasingly more conscious. However, there is still a need to seek mechanisms and methods for consulting that would really involve employers into cooperation, and at the same time would not generate more red tape on any side.

Where have all the graduates gone?

Science.gov (United States)

1999-03-01

Key facts and figures about the labour market for new graduates in the UK were published recently in the IES Annual Graduate Review 1998-99, which indicates that the demand for graduates amongst the traditional recruiters has continued to grow steadily, along with reports of recruitment difficulties. It is noteworthy that last year one in three graduates went into fixed-term or temporary appointments, while many of those who took up permanent jobs went into lower level work that did not make use of their graduate skills. Many graduates are taking more than a year, and sometimes up to three years, to find their way into permanent jobs and careers. Those graduating in computer science, engineering and mathematics, medicine and related subjects, or education have been the most likely to gain high level managerial, professional or technical jobs and have the lowest unemployment rates. In contrast, those with biological science, humanities, social sciences or creative arts degrees are most likely to be unemployed initially. Many new graduates commenced their jobs by earning salaries in the range £10 000-15 000, but they should of course continue to earn more than those lesser qualified, as well as having lower unemployment rates. Of the 400 000 students who graduated in 1998 (more than double the total of a decade ago), over half had first degrees and the rest undergraduate or postgraduate qualifications. Despite the growth, entry to the physical sciences, engineering and technology has been falling, as has the proportion on sandwich courses. Women now comprise the majority of entrants to first degrees but remain under-represented in mathematics, physical science and engineering or technology courses. Interestingly more than one in three students now has a paid job during their course; such work experience can be beneficial to their long-term job searches. In the longer term, numbers of graduates are expected to stay broadly constant over the next three years

Development and Trialling of a Graduated Descriptors Tool for Australian Pharmacy Students

Science.gov (United States)

Stupans, Ieva; Owen, Susanne; McKauge, Leigh; Pont, Lisa; Ryan, Greg; Woulfe, Jim

2012-01-01

Profession-derived competency standards are key determinants for curriculum and assessment in many professional university programmes. An Australian Learning and Teaching Council funded project used a participatory action research approach to enable the collaborative development of a graduated (or incremental) descriptors tool related to…

Tracer Study of Dentistry Graduates of one Higher Education Institution in the Philippines from 2008 to 2012

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Jennifer D. Maderazo

2016-08-01

Full Text Available This tracer study determines the employment status of the graduates of Doctor of Dental Medicine of Lyceum of the Philippines University (LPU from 2008-2012. It assessed the relevance of the Dentistry curriculum, knowledge, skills and attitude acquired by the graduates deemed to be relevant for their employment; identify the personal and professional characteristics and job placement of Dentistry graduates and the school related factors associated with their employment. This tracer study used a descriptive research design. The study described the experiences of the graduates before and after employment. The graduates conveyed their personal observations regarding the situations they faced after graduation. The findings showed that majority of the Dentistry graduate-respondents are presently employed except for one whose primary reason is family concern and decided not to find a job. Most of the graduates had their first job as associate dentist with recommendation from the department or alumni of the college and opted to put up their own private practice after 6 months. Rewarding salaries and benefits are the main reason for staying on the job and are all enjoying a professional career in dentistry with initial gross income of 25,000 pesos and above. The following school related factors for job placement such as curriculum and instruction for the general education and professional subjects, student services and faculty instruction were found to be relevant in meeting the demands of the graduates’ dental profession. And the following are the work related values gained by the graduates such a love for God, honesty and truth, professional integrity and leadership. These values were found to be very relevant in the practice of the profession.

Industrial engineering curriculum in industry 4.0 in a South African context

Directory of Open Access Journals (Sweden)

Sackey, Samuel Mensah

2016-12-01

Full Text Available With its potential to change significantly the knowledge and skill-set requirements for industrial engineers (IEs, Industry 4.0 creates a need to reassess the place of IEs to avoid a greater shock than that caused by the information technology identity crisis of the 1990s. This article examines the likely impacts of Industry 4.0 on industrial engineering (IE and proposes enhancements to IE curricula in South Africa. Research methods include a literature review, a study of IE curricula, and a questionnaire survey of IE programmes. Results indicate that several IE functions might become somewhat transformed, less visible, or downright diminished in Industry 4.0. Emphasis has shifted from traditional IE methods to data-driven functions and cyber-physical systems. The developing mismatch needs correcting by emphasising skills such as ‘big data’ analytics and novel human-machine interfaces in IE curricula. Only one university in South Africa has made progress towards the adoption of an Industry 4.0 infrastructure. The authors propose a set of curriculum enrichment items as the basis for reform.

A Spanish language and culture initiative for a doctor of pharmacy curriculum.

Science.gov (United States)

VanTyle, W Kent; Kennedy, Gala; Vance, Michael A; Hancock, Bruce

2011-02-10

To implement a Spanish language and culture initiative in a doctor of pharmacy (PharmD) curriculum that would improve students' Spanish language skills and cultural competence so that graduates could provide competent pharmaceutical care to Spanish-speaking patients. Five elective courses were created and introduced to the curriculum including 2 medical Spanish courses; a medical Spanish service-learning course; a 2-week Spanish language and cultural immersion trip to Mexico; and an advanced practice pharmacy experience (APPE) at a medical care clinic serving a high percentage of Spanish-speaking patients. Advisors placed increased emphasis on encouraging pharmacy students to complete a major or minor in Spanish. Enrollment in the Spanish language courses and the cultural immersion trip has been strong. Twenty-three students have completed the APPE at a Spanish-speaking clinic. Eleven percent of 2010 Butler University pharmacy graduates completed a major or minor in Spanish compared to approximately 1% in 2004 when the initiative began. A Spanish language and culture initiative started in 2004 has resulted in increased Spanish language and cultural competence among pharmacy students and recent graduates.

Communication skills curriculum for foreign medical graduates in an internal medicine residency program.

Science.gov (United States)

Ramaswamy, Ravishankar; Williams, Alicia; Clark, Elizabeth M; Kelley, Amy S

2014-11-01

Effective communication is an important aspect of caring for the elderly, who are more likely to have multimorbidity, limited health literacy, and psychosocial barriers to care. About half of Internal Medicine (IM) trainees in the United States are foreign medical graduates, and may not have been exposed to prior communication skills education. This novel communication skills curriculum for IM interns aimed to increase trainees' confidence and use of specific communication tools with older adults, particularly in delivering bad news and conducting family meetings. The workshop consisted of two interactive sessions in a small group with two learners and one or two facilitators, during the 4-week geriatrics block in IM internship training year. Twenty-three IM interns at an urban Veterans Affairs Medical Center were surveyed at the beginning and at the end of the 4-week block and 3 months after completion of the workshop about their knowledge, confidence, and skill in communication and asked about challenges to effective communication with older adults. The primary outcome measure was change in self-reported confidence and behavior in communication at 4 weeks. On a 4-point Likert scale, there was average improvement of 0.70 in self-reported confidence in communication, which was sustained 3 months after completion of the workshop. Participants reported several patient, physician, and system barriers to effective communication. Communication skills education in a small-group setting and the opportunity for repeated practice and self-reflection resulted in a sustained increase in overall confidence in IM interns in communication with older adults and may help overcome certain patient- and physician-specific communication barriers. © 2014, Copyright the Authors Journal compilation © 2014, The American Geriatrics Society.

Competencies of Career-Entry Medical Technology Graduates of Lyceum of Batangas: Basis for Enhancement of the Internship Training Program

Science.gov (United States)

Valdez, Anacleta P.

2010-01-01

The role of medical technologists in the years due to changes in the laboratory environment. curriculum is needed to prepare graduates for changes in laboratory medicine. It is the ultimate goal of the College to prepare students for career entry positions as medical technology professionals. The curriculum should be designed to prepare the…

Developing a comprehensive curriculum for public health advocacy.

Science.gov (United States)

Hines, Ayelet; Jernigan, David H

2012-11-01

There is a substantial gap in public health school curricula regarding advocacy. Development of such a curriculum faces three challenges: faculty lack advocacy skills and experience; the public health literature on effective advocacy is limited; and yet a successful curriculum must be scalable to meet the needs of approximately 9,000 public health students graduating each year. To meet these challenges, we propose a 100-hour interactive online curriculum in five sections: campaigning and organizing, policy making and lobbying, campaign communications, new media, and fund-raising. We outline the content for individual modules in each of these sections, describe how the curriculum would build on existing interactive learning and social media technologies, and provide readers the opportunity to "test-drive" excerpts of a module on "grasstops" organizing. Developing advocacy skills and expertise is critical to meeting the challenges of public health today, and we provide a blueprint for how such training might be brought to scale in the field.

Graduates' Perceptions of Learning Affordances in Longitudinal Integrated Clerkships: A Dual-Institution, Mixed-Methods Study.

Science.gov (United States)

Latessa, Robyn A; Swendiman, Robert A; Parlier, Anna Beth; Galvin, Shelley L; Hirsh, David A

2017-09-01

The authors explored affordances that contribute to participants' successful learning in longitudinal integrated clerkships (LICs). This dual-institutional, mixed-methods study included electronic surveys and semistructured interviews of LIC graduates who completed their core clinical (third) year of medical school. These LIC graduates took part in LICs at Harvard Medical School from 2004 to 2013 and the University of North Carolina School of Medicine-Asheville campus from 2009 to 2013. The survey questions asked LIC graduates to rate components of LICs that they perceived as contributing to successful learning. A research assistant interviewed a subset of study participants about their learning experiences. The authors analyzed aggregate data quantitatively and performed a qualitative content analysis on interview data. The graduates reported multiple affordances that they perceive contributed to successful learning in their LIC. The most reported components included continuity and relationships with preceptors, patients, place, and peers, along with integration of and flexibility within the curriculum. As LIC models grow in size and number, and their structures and processes evolve, learners' perceptions of affordances may guide curriculum planning. Further research is needed to investigate to what degree and by what means these affordances support learning in LICs and other models of clinical education.

New engineering: from knowledge to competences

Science.gov (United States)

Cartagena, M. C.; Tarquis, A. M.; Arce, A.

2009-04-01

One of the main innovations of Bologna system has been to link learning outcomes, ECTS workload based credits and competences. Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Competences can be distinguished in subject specific and generic ones (instrumental, interpersonal and systemic competences). Actually in Spain Engineering degrees are changing to the new University educational system and should aim to satisfy the real needs of European society. This change has been long and complex, particularly. on the issue that have influenced curricular change Consultation with "actors" and "stakeholders", the definition of academic and professionals profiles and the translation of these into desired learning outcomes. Generic competences or transferable skills are relevant for preparing students well for their future role in society in terms of employability and citizenship. The criteria used by the companies to select their engineers are based in a good background and capacity to adapt and to acquire new knowledge, better than specific education, even postgraduate. It was interesting to note the great importance of generic competences However, Spanish government has regulated conditions of core curriculum need for to guarantee the acquisition of the competences needs to exercise the correspondent professional activities. The new degrees should comply with the core curriculum if the graduates want maintain the legal attributions guaranteed actually by the Spanish Professional Associations. After these degrees, students can access to professional master with actually horizontal attributions of regulated professions.

Exploration of the lived experiences of undergraduate science, technology, engineering, and mathematics minority students

Science.gov (United States)

Snead-McDaniel, Kimberly

An expanding ethnicity gap exists in the number of students pursuing science, technology, engineering, and mathematics (STEM) careers in the United States. The National Action Council for Minorities in Engineering revealed that the number of minorities pursuing STEM degrees and careers has declined over the past few years. The specific origins of this trend are not quite evident; one variable to consider is that undergraduate minority students are failing in STEM disciplines at various levels of education from elementary to postsecondary. The failure of female and minority students to enter STEM disciplines in higher education have led various initiatives to establish programs to promote STEM disciplines among these groups. Additional funding for minority STEM programs have led to a increase in undergraduate minority students entering STEM disciplines, but the minority students' graduation rate in STEM disciplines is approximately 7% lower than the graduation of nonminority students in STEM disciplines. This phenomenological qualitative research study explores the lived experiences of underrepresented minority undergraduate college students participating in an undergraduate minority-mentoring program. The following nine themes emerged from the study: (a) competitiveness, (b) public perception, (c) dedication, (d) self-perception, (e) program activities, (f) time management, (g) exposure to career and graduate opportunities, (h) rigor in the curriculum, and (i) peer mentoring. The themes provided answers and outcomes to better support a stronger minority representation in STEM disciplines.

Case Study: Incorporating International Themes into the Business Curriculum at Missouri Southern State University

Science.gov (United States)

Buzzard, Janet; Block, Beverly

2007-01-01

Higher education is charged with preparing graduates to be successful in an international society. This paper will examine Missouri Southern State University's approach to internationalizing their campus and curriculum.

Grant Writing Skill Building: A Business Administration Curriculum Proposal

Science.gov (United States)

Blankenship, Dianna; Jones, Irma; Lovett, Marvin

2010-01-01

This paper reviews the need for grant writing skills within various types of organizations and the resulting proposal for including grant writing within business administration curriculum at the undergraduate and/or graduate levels. An introduction precedes the results of a survey regarding current grant writing courses within AACSB schools of…

Graduate and Undergraduate Geriatric Dentistry Education in a Selected Dental School in Japan

Science.gov (United States)

Kitagawa, Noboru; Sato, Yuji; Komabayashi, Takashi

2010-01-01

Geriatric dentistry and its instruction are critical in a rapidly aging population. Japan is the world’s fastest-aging society, and thus geriatric dentistry education in Japan can serve as a global model for other countries that will soon encounter the issues that Japan has already confronted. This study aimed to evaluate geriatric dental education with respect to the overall dental education system, undergraduate geriatric dentistry curricula, mandatory internships, and graduate geriatric education of a selected dental school in Japan. Bibliographic data and local information were collected. Descriptive and statistical analyses (Fisher and Chi-square test) were conducted. Japanese dental schools teach geriatric dentistry in 10 geriatric dentistry departments as well as in prosthodontic departments. There was no significant differences found between the number of public and private dental schools with geriatric dentistry departments (p = 0.615). At Showa University School of Dentistry, there are more didactic hours than practical training hours; however, there is no significant didactic/practical hour distribution difference between the overall dental curriculum and fourth-year dental students’ geriatric dental education curriculum (p=0.077). Graduate geriatric education is unique because it is a four-year Ph.D. course of study; there is neither a Master’s degree program nor a certificate program in Geriatric Dentistry. Overall, both undergraduate and graduate geriatric dentistry curricula are multidisciplinary. This study contributes to a better understanding of geriatric dental education in Japan; the implications of this study include developing a clinical/didactic curriculum, designing new national/international dental public health policies, and calibrating the competency of dentists in geriatric dentistry. PMID:21985207

The medical school curriculum committee revisited.

Science.gov (United States)

Hendricson, W D; Payer, A F; Rogers, L P; Markus, J F

1993-03-01

Numerous study commissions have contended that departmental territoriality and lack of coordinated planning are stagnating contemporary medical education. As a cure, these commissions have recommended the creation of centralized academic management units empowered to oversee revitalization of the curriculum through a series of reforms, including better definition of graduation competencies, community-based training, interdisciplinary courses, problem-based learning, and modernization of evaluation strategies. To determine the extent to which these recommendations were being adopted, in 1990 the authors sent a questionnaire on curriculum committee functions, current innovation efforts, and future priorities to academic administrators and members of medical school curriculum committees at 143 North American medical schools. Responses were received from administrators (primarily associate deans for academic affairs) at 118 schools and committee members (primarily faculty) at 111 schools. Recommendations for enhancing curriculum committee effectiveness were also elicited. The authors conclude that centralization of curricular management has occurred at very few institutions, and that the commonly mentioned reforms are being adopted at a modest pace. The results are analyzed in light of theories of the institutional change process and strategies for introducing educational innovations into established institutions.

Employers' Perceptions of Recent Agricultural Communications Graduates' Workplace Habits and Communication Skills

Science.gov (United States)

Irlbeck, Erica Goss; Akers, Cindy

2009-01-01

Agricultural communications programs should frequently review their curriculum to ensure students receive the highest quality of education possible (Akers, 2000). This research is a nationwide look at recent agricultural communications graduates' employers and/or co-workers. The purpose of this study was to determine which workplace habits and…

An analysis of curriculum implementation on high schools in Yogyakarta

Science.gov (United States)

Febriana, Beta Wulan; Arlianty, Widinda Normalia; Diniaty, Artina; Fauzi'ah, Lina

2017-12-01

This study aims to find out how the implementation of the curriculum at three schools in Yogyakarta. The selection of these three schools is based on the use of different curriculum in each school. The analysis was done by distributing questionnaire analysis of eight national education standards (NES). The purpose of this questionnaire is to find out how the curriculum implemented in the schools. In addition, to find out whether or not the implementation was done in accordance with the expectations of the curriculum. The questionnaire distributed in the form of indicators on each NES. These indicators include, Content Standards, Process Standards, Graduates Competency Standards, Teacher and Education Staff Standards, Facility and Infrastructure Standards, Management Standards, Financing Standards and Assessment Standards. Results of the observation indicate that there is a discrepancy between the expectations and the reality of the three schools observed.

Perceived Requirements of MIS Curriculum Implementation in Bilingual Developing Countries

Science.gov (United States)

Kabeil, Magdy M.

2005-01-01

This paper addresses additional requirements associated with implementing a standard curriculum of Management Information Systems (MIS) in bilingual developing countries where both students and workplace users speak English as a second language. In such countries, MIS graduates are required to develop bilingual computer applications and to…

A Model for Technovocational School-Based Curriculum Planning and Evaluation under the Framework of Total Quality Management.

Science.gov (United States)

Wang, Yen-Zen

In the current climate of rapid technological advance and social value change, many have suggested that schools should use a school-based approach to curriculum planning. How to design such a curriculum in order to train graduates suited for employment has become an important issue. Many domestic and international enterprises have successfully…

Development of an Aviation Maintenance Curriculum in an Aerospace Engineering Department.

Science.gov (United States)

Miau, Jiun-Jih; Chiu, Huei-Huang; Wu, Yuh-Yi; Lin, Chin-E; Choi, Siu-Tong; Yang, Shih-Ming; Jenq, Syh-Tsang

This paper describes the motivation of developing the Aviation Maintenance Curriculum, at National Chang Kung University (seven elective courses) contents of the elective courses, and university-industry collaborations developed along with the Curriculum. The curriculum represents an effort to respond to the needs of manpower in the aviation…

Teaching Engineering Ethics to PhD Students : A Berkeley–Delft Initiative: Commentary on “Ethics Across the Curriculum: Prospects for Broader (and Deeper) Teaching and Learning in Research and Engineering Ethics”

NARCIS (Netherlands)

Taebi, B.; Kastenberg, William E.

2016-01-01

A joint effort by the University of California at Berkeley and Delft University of Technology to develop a graduate engineering ethics course for PhD students encountered two types of challenges: academic and institutional. Academically, long-term collaborative research efforts between

The prevalence and effect of burnout on graduate healthcare students.

Science.gov (United States)

Bullock, Garrett; Kraft, Lynnea; Amsden, Katherine; Gore, Whitney; Prengle, Bobby; Wimsatt, Jeffrey; Ledbetter, Leila; Covington, Kyle; Goode, Adam

2017-06-01

Burnout is a growing epidemic among professional healthcare students. Unaddressed burnout has been shown to have psychological and performance related detriments. The purpose of this scoping literature review was to investigate the prevalence of burnout and its effects on the psychological, professional, empathetic ability, and academic acuity of graduate healthcare students. Inclusion criteria included English language papers published within the last 10 years and subjects in graduate healthcare professional programs. This search encompassed 8,214 articles. After title and abstract screening, 127 articles remained and were sorted into five domains of interest: etiology, professionalism, mental health, empathy, and academic performance. After duplicates were removed, 27 articles remained for the scoping review. Graduate level healthcare students had higher levels of burnout than age matched peers and the general population. The high prevalence of burnout within graduate healthcare students can have an effect on their mental health, empathy, and professional conduct. Understanding the occurrence and effects of burnout within graduate healthcare programs allows faculty and administration to plan curriculum, and provide information to students to understand, recognize, and create opportunities to decrease burnout in order to create long lasting quality clinicians.

Rehabilitation engineering training for the future: influence of trends in academics, technology, and health reform.

Science.gov (United States)

Winters, J M

1995-01-01

A perspective is offered on rehabilitation engineering educational strategies, with a focus on the bachelor's and master's levels. Ongoing changes in engineering education are summarized, especially as related to the integration of design and computers throughout the curriculum; most positively affect rehabilitation engineering training. The challenge of identifying long-term "niches" for rehabilitation engineers within a changing rehabilitation service delivery process is addressed. Five key training components are identified and developed: core science and engineering knowledge, synthesized open-ended problem-solving skill development, hands-on design experience, rehabilitation breadth exposure, and a clinical internship. Two unique abilities are identified that help demarcate the engineer from other providers: open-ended problem-solving skills that include quantitative analysis when appropriate, and objective quantitative evaluation of human performance. Educational strategies for developing these abilities are addressed. Finally, a case is made for training "hybrid" engineers/therapists, in particular bachelor-level engineers who go directly to graduate school to become certified orthotists/prosthetists or physical/occupational therapists, pass the RESNA-sponsored assistive technology service provision exam along the way, then later in life obtain a professional engineer's license and an engineering master's degree.

Scientific Training in the Era of Big Data: A New Pedagogy for Graduate Education.

Science.gov (United States)

Aikat, Jay; Carsey, Thomas M; Fecho, Karamarie; Jeffay, Kevin; Krishnamurthy, Ashok; Mucha, Peter J; Rajasekar, Arcot; Ahalt, Stanley C

2017-03-01

The era of "big data" has radically altered the way scientific research is conducted and new knowledge is discovered. Indeed, the scientific method is rapidly being complemented and even replaced in some fields by data-driven approaches to knowledge discovery. This paradigm shift is sometimes referred to as the "fourth paradigm" of data-intensive and data-enabled scientific discovery. Interdisciplinary research with a hard emphasis on translational outcomes is becoming the norm in all large-scale scientific endeavors. Yet, graduate education remains largely focused on individual achievement within a single scientific domain, with little training in team-based, interdisciplinary data-oriented approaches designed to translate scientific data into new solutions to today's critical challenges. In this article, we propose a new pedagogy for graduate education: data-centered learning for the domain-data scientist. Our approach is based on four tenets: (1) Graduate training must incorporate interdisciplinary training that couples the domain sciences with data science. (2) Graduate training must prepare students for work in data-enabled research teams. (3) Graduate training must include education in teaming and leadership skills for the data scientist. (4) Graduate training must provide experiential training through academic/industry practicums and internships. We emphasize that this approach is distinct from today's graduate training, which offers training in either data science or a domain science (e.g., biology, sociology, political science, economics, and medicine), but does not integrate the two within a single curriculum designed to prepare the next generation of domain-data scientists. We are in the process of implementing the proposed pedagogy through the development of a new graduate curriculum based on the above four tenets, and we describe herein our strategy, progress, and lessons learned. While our pedagogy was developed in the context of graduate education

One semester course in wind energy for advanced undergraduate and graduate engineering students

International Nuclear Information System (INIS)

Ghosh, K.

2006-01-01

The recent increase in energy consumption in India is resulting in high levels of greenhouse gas emissions. Attempts to harness new renewable energy sources such as wind power is creating the need for trained manpower in aerospace engineering and mechanical engineering. The course outline for a one semester course in wind energy for advanced undergraduate and graduate engineering students at the Indian Institute of Technology was presented in this paper. A history of wind energy was also presented along with the approaching global environmental crisis. International efforts and conventions to reduce greenhouse gas emissions were discussed. India's geography and relationship to wind resources were presented in terms of its latitude and geostrophic winds. The course outline also includes a section on measuring instruments (anemometers) and organization of wind data using Weibull distribution as well as the impacts of summer and monsoon winds. The aerodynamics of wind turbines including airfoils, airscrew theory, and its application to wind turbines were discussed. Rural and remote area usage of wind turbines as well as the structural design and construction of wind turbine blades using composite materials are also examined in the course. Last, the course presents a video cassette and a 16 mm film on wind energy and advises students that they are exposed to laboratory and field practices and encouraged to do practical projects. The course contains a discussion of policy issues such as reaching the common people, and industry-academia interaction. 8 refs., 10 figs

One semester course in wind energy for advanced undergraduate and graduate engineering students

Energy Technology Data Exchange (ETDEWEB)

Ghosh, K. [Indian Inst. of Technology, Kanpur (India). Aerospace Engineering Dept.

2006-07-01

The recent increase in energy consumption in India is resulting in high levels of greenhouse gas emissions. Attempts to harness new renewable energy sources such as wind power is creating the need for trained manpower in aerospace engineering and mechanical engineering. The course outline for a one semester course in wind energy for advanced undergraduate and graduate engineering students at the Indian Institute of Technology was presented in this paper. A history of wind energy was also presented along with the approaching global environmental crisis. International efforts and conventions to reduce greenhouse gas emissions were discussed. India's geography and relationship to wind resources were presented in terms of its latitude and geostrophic winds. The course outline also includes a section on measuring instruments (anemometers) and organization of wind data using Weibull distribution as well as the impacts of summer and monsoon winds. The aerodynamics of wind turbines including airfoils, airscrew theory, and its application to wind turbines were discussed. Rural and remote area usage of wind turbines as well as the structural design and construction of wind turbine blades using composite materials are also examined in the course. Last, the course presents a video cassette and a 16 mm film on wind energy and advises students that they are exposed to laboratory and field practices and encouraged to do practical projects. The course contains a discussion of policy issues such as reaching the common people, and industry-academia interaction. 8 refs., 10 figs.

A New Paradigm for Chemical Engineering?

DEFF Research Database (Denmark)

Gani, Rafiqul

evidence of this change comes from the jobs taken by graduating chemical engineering professionals in North America, Europe, and some of the Asian countries. In terms of where the graduating chemical engineers are going to work, a clear shift from the commodity chemical industry to the product oriented...... businesses has been observed. There is an increasing trend within the chemical industry to focus on products and the sustainable processes that can make them. Do these changes point to a paradigm shift in chemical engineering as a discipline? Historically, two previous paradigm shifts in chemical engineering...... corresponded to major shifts in chemical engineering as a discipline, which affected not only the education of chemical engineers, but also the development of chemical engineering as a discipline. Has the time come for a new paradigm shift that will prepare the current and future chemical engineering graduates...

Development of mathematics curriculum for Medialogy studentsat Aalborg University

DEFF Research Database (Denmark)

Timcenko, Olga

Abstract This paper addresses mathematics curriculum development for Medialogy education. Medialogy as a study line was established in 2002 at Faculty for Engineering and Natural Sciences at Aalborg University, and mathematics curriculum has already been revised tree times. Some of the reasoning...... behind curriculum development, lessons learned and remaining issues are presented and discussed....

A model curriculum of health care informatics for Dutch higher professional education.

Science.gov (United States)

Aarts, J.

1995-01-01

This paper describes the results of a two year project to design a model curriculum of health care informatics for Dutch higher professional education. The core of the curriculum are sixteen modules which cover the broad range of medical informatics and which are closely related to the profiles of the professions involved (nursing, physiotherapy, speech therapy, occupational therapy and dietetics). The curriculum emphasizes the need of using structured data and information to perform tasks in health care delivery and management, for which modern information technology is indispensable. The model curriculum will enable faculty to redesign existing undergraduate programs and to select the contents they see appropriate. In this way we hope that the model curriculum will contribute to an innovative attitude of future graduating health care professionals. A new three year project just has started to develop learning materials using professional health care software based on the sixteen modules of the curriculum. PMID:8563329

Learning More by Being Taught Less: A "Time-for-Self-Study" Theory Explaining Curricular Effects on Graduation Rate and Study Duration

Science.gov (United States)

Schmidt, Henk G.; Cohen-Schotanus, Janke; van der Molen, Henk T.; Splinter, Ted A. W.; Bulte, Jan; Holdrinet, Rob; van Rossum, Herman J. M.

2010-01-01

In this article, an alternative for Tinto's integration theory of student persistence is proposed and tested. In the proposed theory, time available for individual study is considered a major determinant of both study duration and graduation rate of students in a particular curriculum. In this view, other activities in the curriculum, in…

Opportunities for learning about animal welfare from online courses to graduate degrees.

Science.gov (United States)

Siegford, Janice M; Cottee, Stephanie Yue; Widowski, Tina M

2010-01-01

Knowledge of animal welfare has become essential for veterinarians. However, there is no clear consensus about how to provide veterinarians and students with this critical information. The challenges associated with finding qualified instructors and fitting additional courses into an already full curriculum mean that options for learning about animal welfare beyond the veterinary school classroom must be explored. Online courses can be excellent ways for veterinary students and graduate veterinarians to become familiar with current animal-welfare science, assessment schemes, and regulations while removing geographical barriers and scheduling difficulties. Faculty at Michigan State University have created an online animal-welfare course with lecture material from experts in welfare-related social and scientific fields that provides an overview of the underlying concepts as well as opportunities to practice assessing welfare. However, to develop expertise in animal welfare, veterinarians need more than a single course. Graduate degrees can be a way of obtaining additional knowledge and scientific expertise. Traditional thesis-based graduate programs in animal-welfare science are available in animal-science departments and veterinary colleges throughout North America and offer students in-depth research experience in specific areas or species of interest. Alternatively, the University of Guelph offers a year-long Master of Science degree in which students complete a series of courses with a specialization in animal behavior and welfare along with a focused research project and paper. In summary, a range of options exist that can be tailored to provide graduate veterinarians and veterinary students with credible education regarding animal welfare beyond the veterinary curriculum.

Labor market trends for nuclear engineers through 2005

International Nuclear Information System (INIS)

Seltzer, N.; Blair, L.M.

1996-10-01

Between 1983 and 1989, employment of nuclear engineers in the nuclear energy field increased almost 40 percent while the annual number of nuclear engineering degrees awarded decreased by almost one-fourth. There were, on average, more job openings for new graduates than there were new graduates available to fill the jobs during the 1980s. This trend reversed in the l990s as nuclear engineering employment in the nuclear energy field decreased from 11,500 in 1991 to 9,400 in 1995. During roughly the same period, the annual number of nuclear engineering degrees increased by 11 percent. As a result, from 1990 through 1995, the number of new graduate nuclear engineers available in the labor supply far exceeded the number of job openings for new graduates in the nuclear energy field. This oversupply of new graduates was particularly acute for 1993 through 1995. During 1996--1997, a relative improvement is expected in job opportunities in the nuclear energy field for new graduates; however, a large oversupply is still expected (almost twice as many graduates available for employment as there are job openings). For 1998 through 2000, some improvement is expected in the relative number of job opportunities for new graduates in the nuclear energy field. Nuclear engineering jobs in the nuclear energy field are expected to decrease only slightly (by less than 150) during this period. Also a 10--15% decrease in the annual number of degrees and available supply of new graduates is expected. Overall, an oversupply is expected (140 graduates available per 100 job openings for new graduates in the nuclear energy field), but this is still a substantial improvement over the current period. For 2001 through 2005, if enrollments and degrees continue to decline, the labor market for new graduates is expected to be approximately balanced. This assumes, however, that the number of degrees and the available supply of new graduates will decrease by 25% from 1995 levels

A survey of the opinions of recent veterinary graduates and employers regarding early career business skills.

Science.gov (United States)

Bachynsky, E A; Dale, V H M; Kinnison, T; Gazzard, J; Baillie, S

2013-06-08

A questionnaire was designed to assess recent veterinary graduates' proficiency in early career business skills, from the perspectives of graduates of 2006-2008 and employers of recent graduates in the UK. Recent graduates perceived themselves to be generally more competent in financial matters than employers considered them to be. However, when specific skills were assessed, graduates felt less prepared than employers considered them to be competent. Overall, graduates and employers rated recent graduates' preparedness/competence as poor to average for all skills, which were regarded as having average to high importance. Both groups commented on the difficulties faced by new graduates in terms of client communication (generally and financially), and having the confidence to charge clients appropriately for veterinary services. The results of this study indicate that veterinary schools need to take a more active role in the teaching of basic finance skills in order to equip graduates with essential early career competencies. It is anticipated that the information reported will help inform undergraduate curriculum development and highlight the need for increased training at the continuing education level.

The employment of post graduates by NPC

International Nuclear Information System (INIS)

Furber, B.N.; Lunt, A.R.W.

1980-01-01

The Nuclear Power Company has the sole responsibility in Britain for the design, construction, and commissioning of nuclear power stations. The Company employs some 2400 people, mainly at its two principal administrative and laboratory sites at Risley, Cheshire and Whetstone, Leicester. In carrying out its responsibilities the Company utilises skills in design, project management, planning, quality control, research and development and many other facets of contemporary nuclear engineering. Accordingly it has well formed views on the employment and training of the engineer and scientists who must exhibit and manage such skills. These views are brought out in this paper with particular reference to the relevance of post graduate training to the Company's Research and Development Department. Staff with post graduate research experience are also employed on other engineering activities in the company. The relevance of their experience to non-research work they undertake is also discussed. (author)

Graduate studies on optoelectronics in Argentina: an experience

Science.gov (United States)

Fernández, Juan C.; Garea, María. T.; Isaurralde, Silvia; Perez, Liliana I.; Raffo, Carlos A.

2014-07-01

The number of graduate programs in Optoelectronics in Argentina is scarce. The current Optics and Photonics Education Directory lists only three programs. One of them was launched in 2001 in the Facultad de Ingeniería (College of Engineering), Universidad de Buenos Aires (UBA). This was the first graduate program in the field, leading to a Master Degree in Optoelectronics. This decision arose from the demand of telecommunications industries and several estate- or private-funded research institutions working with us in the fields of lasers, optics, remote sensing, etc. A great bonus was the steady work, during several decades, of research groups in the College on the development of different type of lasers and optical non destructive tests and their engineering applications. As happened in many engineering graduate programs in Argentina at that time, few non full-time students could finish their studies, which called for 800 hours of traditional lecture-recitation classes, and the Master Thesis. In recent years Argentine Education authorities downsized the Master programs to 700 hours of blended learning and we redesigned the Graduate Optoelectronic Engineering Program to meet the challenge, dividing it in two successive one year programs, the first aimed at a professional training for almost immediate insertion in the labor market (called Especialización en Ingeniería Optoelectrónica), and the second (called Maestría en Ingeniería Optoelectrónica y Fotónica) aimed at a more academic and research target to comply with the UBA standards for Master degrees. The present work is a presentation of the new program design, which has begun in the current year.

Transformative Learning Experiences of International Graduate Students from Asian Countries

Science.gov (United States)

Kumi-Yeboah, Alex; James, Waynne

2014-01-01

This article investigates the transformative learning experiences of international graduate students from Asian countries. Data collection consisted of quantitative and qualitative methods. Participants included international graduate students from Asia, in the Colleges of Arts and Sciences and Engineering. Overall, 82.3% of the participants…

Design and practice of a comprehensively functional integrated management information system for major construction

Science.gov (United States)

Liu, Yuling; Wang, Xiaoping; Zhu, Yuhui; Fei, Lanlan

2017-08-01

This paper introduces a Comprehensively Functional Integrated Management Information System designed for the Optical Engineering Major by the College of Optical Science and Engineering, Zhejiang University, which combines the functions of teaching, students learning, educational assessment and management. The system consists of 5 modules, major overview, online curriculum, experiment teaching management, graduation project management and teaching quality feedback. The major overview module introduces the development history, training program, curriculums and experiment syllabus and teaching achievements of optical engineering major in Zhejiang University. The Management Information System is convenient for students to learn in a mobile and personalized way. The online curriculum module makes it very easy for teachers to setup a website for new curriculums. On the website, teachers can help students on their problems about the curriculums in time and collect their homework online. The experiment teaching management module and the graduation project management module enables the students to fulfill their experiment process and graduation thesis under the help of their supervisors. Before students take an experiment in the lab, they must pass the pre-experiment quiz on the corresponding module. After the experiment, students need to submit the experiment report to the web server. Moreover, the module contains experiment process video recordings, which are very helpful to improve the effect of the experiment education. The management of the entire process of a student's graduation program, including the project selection, mid-term inspection, progress report of every two weeks, final thesis, et al, is completed by the graduation project management module. The teaching quality feedback module is not only helpful for teachers to know whether the education effect of curriculum is good or not, but also helpful for the administrators of the college to know whether the

Role of Public Outreach in the University Science Mission: Publishing K-12 Curriculum, Organizing Tours, and Other Methods of Engagement

Science.gov (United States)

Dittrich, T. M.

2015-12-01

Much attention has been devoted in recent years to the importance of Science, Technology, Engineering, and Math (STEM) education in K-12 curriculum for developing a capable workforce. Equally important is the role of the voting public in understanding STEM-related issues that impact public policy debates such as the potential impacts of climate change, hydraulic fracturing in oil and gas exploration, mining impacts on water quality, and science funding. Since voted officials have a major impact on the future of these policies, it is imperative that the general public have an understanding of the basic science behind these issues. By engaging with the public in a more fundamental way, university students can play an important role in educating the public while at the same time enhancing their communication skills and gaining valuable teaching experience. I will talk about my own experiences in (1) evaluating and publishing water chemistry and hazardous waste cleanup curriculum on the K-12 engineering platform TeachEngineering.org, (2) organizing public tours of water and energy sites (e.g., abandoned mine sites, coal power plants, wastewater treatment plants, hazardous waste treatment facilities), and (3) other outreach and communication activities including public education of environmental issues through consultations with customers of a landscaping/lawn mowing company. The main focus of this presentation will be the role that graduate students can play in engaging and educating their local community and lessons learned from community projects (Dittrich, 2014; 2012; 2011). References: Dittrich, T.M. 2014. Adventures in STEM: Lessons in water chemistry from elementary school to graduate school. Abstract ED13E-07 presented at 2014 Fall Meeting, AGU, San Francisco, Calif., 15-19 Dec. Dittrich, T.M. 2012. Collaboration between environmental water chemistry students and hazardous waste treatment specialists on the University of Colorado-Boulder campus. Abstract ED53C

Technical and Sociological Approaches for Curriculum Innovation on Clothing Education Department

Science.gov (United States)

Tristantie, N.

2018-02-01

Education in the context of social and technical development is defined as the main factor in the learning process which is implied into curriculum. It needs to be anticipated responsively how the goals of Clothing Education Department should be achieved. The sociological and technological through curriculum innovation at Clothing Education Department aims to gain good profile of the professional graduates in the future. By using the literature study, it is found out that sociological development and technological approach are the main foundation for sustainability of Clothing Education Department.

Employability and career experiences of international graduates of MSc Public Health: a mixed methods study.

Science.gov (United States)

Buunaaisie, C; Manyara, A M; Annett, H; Bird, E L; Bray, I; Ige, J; Jones, M; Orme, J; Pilkington, P; Evans, D

2018-05-08

This article aims to describe the public health career experiences of international graduates of a Master of Science in Public Health (MSc PH) programme and to contribute to developing the evidence base on international public health workforce capacity development. A sequential mixed methods study was conducted between January 2017 and April 2017. Ninety-seven international graduates of one UK university's MSc PH programme were invited to take part in an online survey followed by semistructured interviews, for respondents who consented to be interviewed. We computed the descriptive statistics of the quantitative data obtained, and qualitative data were thematically analysed. The response rate was 48.5%. Most respondents (63%) were employed by various agencies within 1 year after graduation. Others (15%) were at different stages of doctor of philosophy studies. Respondents reported enhanced roles after graduation in areas such as public health policy analysis (74%); planning, implementation and evaluation of public health interventions (74%); leadership roles (72%); and research (70%). The common perceived skills that were relevant to the respondents' present jobs were critical analysis (87%), multidisciplinary thinking (86%), demonstrating public health leadership skills (84%) and research (77%). Almost all respondents (90%) were confident in conducting research. Respondents recommended the provision of longer public health placement opportunities, elective courses on project management and advanced statistics, and 'internationalisation' of the programme's curriculum. The study has revealed the relevance of higher education in public health in developing the career prospects and skills of graduates. International graduates of this MSc PH programme were satisfied with the relevance and impact of the skills they acquired during their studies. The outcomes of this study can be used for curriculum reformation. Employers' perspectives of the capabilities of these

TA Professional Development: A Graduate Student's Perspective

Science.gov (United States)

Alicea-Munoz, Emily

Graduate Teaching Assistants (GTAs) are essential for teaching large introductory physics classes. In such courses, undergraduates spend approximately half of their in-class contact time in instructional environments (e.g., labs and recitations) supervised by GTAs, which means GTAs can have a large impact on student learning. Therefore it is crucial to adequately prepare GTAs before they first enter the classroom, and to offer them continued support throughout. Since many of the skills required to become effective teachers will also be relevant to their future research careers, it is useful for a GTA preparation program to also include professional development strategies. But what exactly do GTAs get out of these programs? The School of Physics at Georgia Tech runs a preparation and mentoring program for GTAs that focuses on pedagogical knowledge, physics content, and professional development, as well as their intersections. Nearly seventy graduate students have gone through this program in the three years since it was established. Here we discuss the impact this program has had on our GTAs, from their own point of view: the program's effect on their teaching abilities, how it has influenced their attitudes towards teaching, what elements they have found useful, and what changes they have suggested to its curriculum. We find that, in general, GTAs are more receptive when the curriculum is more hands-on and they are presented with frequent opportunities for practice and feedback.

Medical graduates feel well-prepared for clinical work

DEFF Research Database (Denmark)

Mørcke, Anne Mette; Nielsen, Dorte Guldbrand; Kjeldsen, Inge Trads

2011-01-01

INTRODUCTION: The purpose of this study was to assess the coherence between the undergraduate medical program at Aarhus University and the foundation year. MATERIAL AND METHODS: This cross-sectional questionnaire survey included 503 doctors graduated from Aarhus University from the winter of 2007....../2008 to the summer of 2009. RESULTS: The response rate was 73%. Approximately 73% of the respondents were in their foundation year or their first year of specialist training and 83% generally felt well-prepared. Respondents found that most of the learning outcomes of the undergraduate medical curriculum at Aarhus...... of diagnoses, initiation of treatment, pharmacotherapy, handling of own emotions and structuring of own learning. Also, 40% stated that their clerkships had only had little value in preparing them for their foundation year. CONCLUSION: Overall, graduates felt well-prepared and characterized the education...

Curriculum Evaluation and Employers Opinions: the case study of Educational Technology Program in Bachelor Degree (Continuing Program

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Nakhon Lalognam

2016-09-01

Full Text Available The purposes of this research were: 1 to evaluate the Educational Technology Program (Continuing Program in Bachelor Degree curriculum which is revised in 2007 by applying CIPP model for evaluation. 2 to study the opinions of the employers about the ideal characteristics and actual characteristics of graduates. 3 to study the opinions for the requirements of the Educational Technology Program in Bachelor Degree (Continuing Program and knowledge implementation in work of graduates. 4 to make the suggestions and guidelines to improve the Educational Technology Program in Bachelor Degree (Continuing Program to achieve potentiality and responsive for the requirements of learners and employers. The sample of this research were 310 persons ; consisted of graduates in the Educational Technology Program in Bachelor Degree (Continuing Program in academic year 2006 - 2010, the committee of the Educational Technology Program in Bachelor Degree (Continuing Program , instructors and employers by using Multi-stage Random Sampling and Simple Random Sampling. The instruments of this research were the 5 levels rating scale questionnaire and the structured interview type. They consisted of 3 sets: 1 for graduates, 2 for the committee of the Educational Technology Program in Bachelor Degree (Continuing Program and 3 for instructors and employers. The research found that: 1. The results of evaluation on the Educational Technology Program in Bachelor Degree (Continuing Program which is revised in 2007 were: 1.1 The opinions of graduates to curriculum in all of aspects were average at the uncertain level which the context aspect was at the high level, input aspect was at the uncertain level, process aspect was at the uncertain level and product aspect was at the high level. 1.2 The opinions of the curriculum committee and instructors to curriculum in all of aspects were average at the high level which the context aspect was at the high level, input aspect was at the

Improving student retention in computer engineering technology

Science.gov (United States)

Pierozinski, Russell Ivan

The purpose of this research project was to improve student retention in the Computer Engineering Technology program at the Northern Alberta Institute of Technology by reducing the number of dropouts and increasing the graduation rate. This action research project utilized a mixed methods approach of a survey and face-to-face interviews. The participants were male and female, with a large majority ranging from 18 to 21 years of age. The research found that participants recognized their skills and capability, but their capacity to remain in the program was dependent on understanding and meeting the demanding pace and rigour of the program. The participants recognized that curriculum delivery along with instructor-student interaction had an impact on student retention. To be successful in the program, students required support in four domains: academic, learning management, career, and social.

Civil Engineering Technology Program Guide.

Science.gov (United States)

Georgia Univ., Athens. Dept. of Vocational Education.

This program guide presents civil engineering technology curriculum for technical institutes in Georgia. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification; and curriculum model, including standard curriculum sequence and…

GRADUATE AND PROFESSIONAL EDUCATION, AN ANNOTATED BIBLIOGRAPHY.

Science.gov (United States)

HEISS, ANN M.; AND OTHERS

THIS ANNOTATED BIBLIOGRAPHY CONTAINS REFERENCES TO GENERAL GRADUATE EDUCATION AND TO EDUCATION FOR THE FOLLOWING PROFESSIONAL FIELDS--ARCHITECTURE, BUSINESS, CLINICAL PSYCHOLOGY, DENTISTRY, ENGINEERING, LAW, LIBRARY SCIENCE, MEDICINE, NURSING, SOCIAL WORK, TEACHING, AND THEOLOGY. (HW)

EL PLAN DE ESTUDIOS DE LA CARRERA DE EDUCACIÓN ESPECIAL CON ÉNFASIS EN INTEGRACIÓN: UNA MIRADA DESDE LOS EGRESADOS (THE CURRICULUM OF THE SCHOOL OF SPECIAL EDUCATION WITH EMPHASIS ON INTEGRATION: A VIEW FROM THE GRADUATES

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Hernández Segura, Ana María

2012-05-01

Full Text Available Resumen: El objetivo principal del artículo es presentar la valoración que hacen los egresados de la carrera de Educación Especial acerca del Plan de Estudios, para establecer relaciones con planteamientos de este documento y otras fuentes que se enmarcan en la fundamentación misma del Plan. Uno de los actores e informantes claves de estos procesos es un grupo de egresados de la carrera, quienes en este caso particular hacen una valoración de su proceso de formación docente, tomando en consideración aspectos tales como: desempeño laboral y habilidades desarrolladas, valores y actitudes, formación teórica-práctica recibida, así como contenidos adquiridos y desempeño profesional, todos aspectos contemplados en el Plan de Estudios de la Carrera. Participó un total de 31 egresados, graduados del periodo 2006-2009 y se utilizó un cuestionario que consta de 55 ítems. Las principales conclusiones del estudio evidencian que los egresados deben participar en espacios de consulta, los cuales les permitan fortalecer sus procesos reflexivos. En este sentido, los egresados valoran que la atención de poblaciones diversas, la actitud de disposición y la sensibilidad ante las diferencias que poseen las personas con necesidades educativas especiales son las tres habilidades desarrolladas durante su proceso de formación y que adquieren mayor trascendencia en el quehacer de su profesión. Desde la perspectiva de los egresados, la formación en valores es una de las fortalezas que tiene el Plan de Estudios de la carrera, lo cual permite asegurar que la dimensión del ser persona es de vital importancia para el desarrollo de la profesión docente.Abstract: The aim of the paper is to present the valuation made by graduates of the race on the Special Education Curriculum, to establish relationships with approaches of this document and other sources that fall under the same rationale of the Plan. One of the stakeholders and key informants from these

Educating the engineers of 2020: An outcomes-based typology of engineering undergraduates

Science.gov (United States)

Knight, David B.

Members of government and industry have called for greater emphasis within U.S. colleges and universities on producing engineers who can enter and advance a more competitive, globally connected workforce. Looking toward this future, engineers will need to exhibit strong analytical skills as in the past, but they also will need to be proficient in a cadre of new abilities to compete. This study examines, in combination, an array of knowledge and skills aligned with the National Academy of Engineering's "engineer of 2020." The study has two major goals. The first is to develop a typology of engineering students based on the learning outcomes associated with the engineer of E2020. The second is to understand the educational experiences that distinguish these groups of students who resemble, more or less, the engineer of 2020. This approach acknowledges that engineering graduates need a complex skill set to succeed in the new global economy; it is the combination of skills associated with the engineer of 2020, not the individual skills in isolation, which will ensure graduates can respond to workforce needs of the future. To date, research on student outcomes has studied learning outcomes independent of one another rather than investigating student learning holistically. The study uses student data from the Prototype to production: Processes and conditions for preparing the Engineer of 2020 study, sponsored by the National Science Foundation (NSF EEC-0550608). Engineering students from a nationally representative sample of engineering programs in the United States answered a survey that collected information on their pre-college academic preparation and sociodemographic characteristics, their curricular and co-curricular experiences in their engineering programs, and their self-ratings of their engineering-related competencies. Only data on engineering students in their senior year (n=2,422) were utilized in analyses. Analyses were conducted in multiple phases for each

Graduate education in Canada and China: What enrolment data tells us

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Tony DiPetta

2010-05-01

Full Text Available China’s emergence as a global economic and political power is in part due to the country’s renewed involvement with, and commitment to, graduate higher education (Harris, 2005. Graduate education in China is viewed as the means of producing the essential scientists, engineers and skilled workforce needed to sustain the country’s rapid industrial growth and economic development. But how does China’s graduate education system compare with North American graduate higher education and what can each learn from the other? This paper examines the trends and patterns in Master’s level graduate education programs in China and Canada based on enrolment data gathered from 1999 to 2005. Initial comparisons of the data find that Master’s level enrolments in China are growing faster than in Canada; enrolment pattern distributions for both countries are unbalanced geographically and from a disciplinary perspective the highest number of Master’s level enrolments in Canada were in the business and management disciplines while in China the greatest Master’s level enrolments were in engineering. The comparisons provided by this study help identify some of the trends and challenges of graduate education at both the national and the regional levels of both countries.

Intersectionality and Social Work: Omissions of Race, Class, and Sexuality in Graduate School Education

Science.gov (United States)

Bubar, Roe; Cespedes, Karina; Bundy-Fazioli, Kimberly

2016-01-01

In 2008 EPAS Standards on "Engaging Diversity and Difference in Practice" (2.1.4) added intersectionality (a theory developed by feminist of color) as one aspect to understand diversity, difference, and power in social work curriculum. We consider how intersectionality is omitted in graduate student learning even when class assignments…

A Five Year Study of Selected Demographics of Middlesex Community College Graduates: 1985-1989.

Science.gov (United States)

Coggins, John H.; Muzeroll, Terry

This analysis of selected demographic statistics of Middlesex Community College (MxCC) graduates is intended for future academic advising, curriculum planning, and decision making. This demographic profile is comprised of data from studies published between 1985 and 1989. The study focuses on fundamental demographic indicators, such as sex, age,…

"Bush Law 101": Realising Place Conscious Pedagogy in the Law Curriculum

Science.gov (United States)

Kennedy, Amanda; Mundy, Trish; Nielsen, Jennifer M.

2016-01-01

In 2012, a team of academics from six universities worked on an OLT-funded project, "Rethinking Law Curriculum: developing strategies to prepare law graduates for practice in rural and regional Australia." The project was motivated by the declining proportion of lawyers being attracted to and remaining in practice in rural and regional…

Admissions - Graduate Students | College of Engineering & Applied Science

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Electrical Engineering Instructional Laboratories Student Resources Industrial & Manufacturing Engineering Industrial & Manufacturing Engineering Academic Programs Industrial & Manufacturing Engineering Major Industrial & Manufacturing Engineering Minor Industrial & Manufacturing Engineering

Final Year Undergraduates' Perceptions of the Integration of Soft Skills in the Formal Curriculum: A Survey of Malaysian Public Universities

Science.gov (United States)

Devadason, Evelyn Shyamala; Subramaniam, Thirunaukarasu; Daniel, Esther Gnanamalar Sarojini

2010-01-01

A recent initiative or skill bridging measure taken by the Malaysian public universities is to build into the formal curriculum soft skills to produce graduates with a right balance of diverse abilities. However, to date, there is no comprehensive attempt to review the integration of soft skills in the formal curriculum (both coursework and…

Position epistemological, paradigmatical and pedagogical of the curriculum for the Degree in Nursing at the University of Costa Rica

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Viriam Leiva Díaz

2013-04-01

Full Text Available We present the results of educational research which analyzed the epistemological position, paradigmaticand educational curriculum of the Degree of Nursing at the University of Costa Rica. The population consisted ofthe graduates of the School of Nursing. For the participation of teachers in service, worked with saturation (11.For graduates (2008 the population was 74 for a sample of 47 of them and her. We analyzed three dimensions theepistemological and pedagogical paradigm of teaching and reflected in the curriculum. To collect data, aquestionnaire was structured and semi-structured interviews to selected population. The study found that althoughthe position does not require explicit epistemic quote, there are some modules that need internal review to showconsistency between what is manifested mainly in learning activities and methodology, with the characteristicsand assumptions of the hermeneutic interpretive position curriculum. Moreover we can consider that the modulesdespite their particularities and differences in their teaching and learning, with characteristics savedapproximation pedagogical approach that suggests the curriculum. We conclude that it is not explicit or clear theposition that the teachers expressed regarding the pedagogical approach of the curriculum, so it is essential todeepen these concepts again with faculty. However, it is clear that significant progress has been made, howeverthey must think that the investigation is unrelated to the nursing task, a finding consistent with the findings 12years ago, when he became the curriculum change.

Standardized Curriculum for Diesel Engine Mechanics.

Science.gov (United States)

Mississippi State Dept. of Education, Jackson. Office of Vocational, Technical and Adult Education.

Standardized curricula are provided for two courses for the secondary vocational education program in Mississippi: diesel engine mechanics I and II. The eight units in diesel engine mechanics I are as follows: orientation; shop safety; basic shop tools; fasteners; measurement; engine operating principles; engine components; and basic auxiliary…

Enabling performance skills: Assessment in engineering education

Science.gov (United States)

Ferrone, Jenny Kristina

Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team processes, behavior, and student learning.

Identification of Industry Needs with Hospitality Management Curriculum Development: A Delphi Study

Science.gov (United States)

Mayburry, Thomas

2010-01-01

The purpose of this research was to identify a well-defined, comprehensive portrait of knowledge, skills, and abilities (KSAs) expected of students graduating from baccalaureate institutions conferring four-year degrees in hospitality management and further, to utilize those KSAs as foundations for curriculum development. This study provided a…

KINGS Model: Achieving Sustainable Change in Nuclear Engineering Education for the Post-COP21 Era

International Nuclear Information System (INIS)

Oh, S.-K.

2016-01-01

Full text: In spite of the world nuclear community’s systematic and multilateral efforts during the COP21, most of the conference participants were reluctant to acknowledge the value of nuclear as a low-carbon energy source. In fact, the on-going aftermath of the Fukushima nuclear disaster has been overwhelming despite the evidence that there was neither any critical technical flaw nor fatal radiation casualties. This shows that advanced nuclear knowledge failed to resonate with public perception on nuclear energy. In this respect, it is now time to focus on achieving sustainable change in nuclear engineering education for the future. The KEPCO International Nuclear Graduate School (KINGS) was established to nurture leadership-level nuclear power professionals in the global standard. It affiliates with Korean nuclear industry to achieve three major goals that are also a universal prerequisite for higher education of engineering in the 21st century as follows: “a balance between education and training,” “harmony between engineering and managerial skills,” and “the application of systems engineering to nuclear power projects.” KINGS curriculum requires transdisciplinary coordination among engineering disciplines, engineering specialties, and socioeconomic methods. (author

CURRICULUM VITAE: A DISCOURSE OF CELEBRATION WITH NARCISSISTIC ALLUSIONS

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Yazid Basthomi

2012-01-01

Full Text Available The present study, a part of a larger project, deals with the under-researched (sub genre of curriculum vitae (CV of theses written in English by Indonesian students of English as a foreign language (EFL. The corpus was composed of CV of 40 theses obtainable from the Graduate Library, Graduate Program, Universitas Negeri Malang (State University of Malang, Indonesia. In a categorical structure, the CVs exhibit four main issues: personal information about age and familial origin, academic information pertaining to educational backgrounds, work information, and another piece of personal information, i.e., family. Central to the findings is that the CVs allude to the notion of celebration with narcissistic expressions.

Infusing Engineering Concepts: Teaching Engineering Design

Science.gov (United States)

Daugherty, Jenny

2012-01-01

Engineering has gained considerable traction in many K-12 schools. However, there are several obstacles or challenges to an effective approach that leads to student learning. Questions such as where engineering best fits in the curriculum; how to include it authentically and appropriately; toward what educational end; and how best to prepare…

Innovation of education for the development of key competencies of university graduates

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Struková Zuzana

2017-01-01

Full Text Available Competency-based education is a new trend in the process of teaching to support and develop the com­petencies of graduates. This challenge of the European Union aimed at changes in learning processes contrib­utes to improvement in the educational qualifications of the population. Recently, in Europe and Slovakia, several research studies aimed at key competencies of graduates have been conducted. This paper provides the results of the study aimed at identification of key competencies of graduates of the study program Construction Technology and Management. A proposal for innovations in learning forms is presented as an output of the national project “Universities as Engines of Knowledge Society Development”. The innovations will influence the development of profes­sion-specific and transferable competencies of graduates of the aforementioned study program at the Faculty of Civil Engineering in Technical University of Košice, Slovakia.

Adaptive leadership curriculum for Indian paramedic trainees.

Science.gov (United States)

Mantha, Aditya; Coggins, Nathaniel L; Mahadevan, Aditya; Strehlow, Rebecca N; Strehlow, Matthew C; Mahadevan, S V

2016-12-01

Paramedic trainees in developing countries face complex and chaotic clinical environments that demand effective leadership, communication, and teamwork. Providers must rely on non-technical skills (NTS) to manage bystanders and attendees, collaborate with other emergency professionals, and safely and appropriately treat patients. The authors designed a NTS curriculum for paramedic trainees focused on adaptive leadership, teamwork, and communication skills critical to the Indian prehospital environment. Forty paramedic trainees in the first academic year of the 2-year Advanced Post-Graduate Degree in Emergency Care (EMT-paramedic equivalent) program at the GVK-Emergency Management and Research Institute campus in Hyderabad, India, participated in the 6-day leadership course. Trainees completed self-assessments and delivered two brief video-recorded presentations before and after completion of the curriculum. Independent blinded observers scored the pre- and post-intervention presentations delivered by 10 randomly selected paramedic trainees. The third-party judges reported significant improvement in both confidence (25 %, p leadership (2.6 vs. 4.6, p confidence (3.0 vs. 4.8, p leadership curriculum for prehospital providers demonstrated significant improvement in self-reported NTS commonly required of paramedics in the field. The authors recommend integrating focused NTS development curriculum into Indian paramedic education and further evaluation of the long term impacts of this adaptive leadership training.

Money matters: a resident curriculum for financial management.

Science.gov (United States)

Mizell, Jason S; Berry, Katherine S; Kimbrough, Mary Katherine; Bentley, Frederick R; Clardy, James A; Turnage, Richard H

2014-12-01

A 2005 survey reported 87% of surgery program directors believed practice management training should occur during residency. However, only 8% of program directors believed residents received adequate training in practice management [1]. In addition to the gap in practice financial management knowledge, we recognized the need for training in personal finance among residents. A literature review and needs assessment led to the development of a novel curriculum for surgery residents combining principles of practice management and personal finance. An 18-h curriculum was administered over the 2012 academic year to 28 post graduate year 1-5 surgery residents and faculty. A self-assessment survey was given at the onset and conclusion of the curriculum [2]. Pre-tests and post-tests were given to objectively evaluate each twice monthly session's content. Self-perception of learning, interest, and acquired knowledge were analyzed using the Wilcoxon signed ranks test. Initial self-assessment data revealed high interest in practice management and personal finance principles but a deficiency in knowledge of and exposure to these topics. Throughout the curriculum, interest increased. Residents believed their knowledge of these topics increased after completing the curriculum, and objective data revealed various impacts on knowledge. Although surgery residents receive less exposure to these topics than residents in other specialties, their need to know is no less. We developed, implemented, and evaluated a curriculum that bridged this gap in surgery education. After the curriculum, residents reported an increase in interest, knowledge, and responsible behavior relating to personal and practice financial management. Copyright © 2014 Elsevier Inc. All rights reserved.

Embracing a competency-based specialty curriculum for community-based nursing roles.

Science.gov (United States)

Levin, Pamela F; Swider, Susan M; Breakwell, Susan; Cowell, Julia M; Reising, Virginia

2013-01-01

The Quad Council competencies for public health nursing (PHN) provide guidance in developing curricula at both the generalist and specialist level. However, these competencies are based on nursing roles in traditional public health agencies and community/public health is defined more broadly than official agency practice. The question arises as to whether community-based specialties require largely the same knowledge and skill set as PHN. The purpose of the competency cross-mapping project reported here was to (a) assess the intersection of the Quad Council competencies with four community-based specialties and (b) ensure the appropriateness of a Quad Council-based curriculum to prepare graduates across these four specialties (home health, occupational health, environmental health, and school nursing). This article details the multistep cross-mapping process, including validation with practice leaders. Results indicate strong alignment of community-based specialty competencies with Quad Council competencies. Community-based specialty-specific content that did not align well is identified, along with examples of didactic and clinical strategies to address gaps. This work indicates that a Quad Council-based curriculum is appropriate to prepare graduates in community-based specialties when attention to the specialty-specific competencies in the clinical setting is included. This work guides the development of a doctorate of nursing practice curriculum in PHN, encompassing the four additional community-based specialties. © 2013 Wiley Periodicals, Inc.

On track for success: an innovative behavioral science curriculum model.

Science.gov (United States)

Freedy, John R; Carek, Peter J; Dickerson, Lori M; Mallin, Robert M

2013-01-01

This article describes the behavioral science curriculum currently in place at the Trident/MUSC Family Medicine Residency Program. The Trident/MUSC Program is a 10-10-10 community-based, university-affiliated program in Charleston, South Carolina. Over the years, the Trident/MUSC residency program has graduated over 400 Family Medicine physicians. The current behavioral science curriculum consists of both required core elements (didactic lectures, clinical observation, Balint groups, and Resident Grand Rounds) as well as optional elements (longitudinal patient care experiences, elective rotations, behavioral science editorial experience, and scholars project with a behavioral science focus). All Trident/MUSC residents complete core behavioral science curriculum elements and are free to participate in none, some, or all of the optional behavioral science curriculum elements. This flexibility allows resident physicians to tailor the educational program in a manner to meet individual educational needs. The behavioral science curriculum is based upon faculty interpretation of existing "best practice" guidelines (Residency Review Committee-Family Medicine and AAFP). This article provides sufficient curriculum detail to allow the interested reader the opportunity to adapt elements of the behavioral science curriculum to other residency training programs. While this behavioral science track system is currently in an early stage of implementation, the article discusses track advantages as well as future plans to evaluate various aspects of this innovative educational approach.

Advancing Graduate Limnology Education through Active Learning and Community Partnerships: A Pilot Program at the Large Lakes Observatory

Science.gov (United States)

Schreiner, K. M.; Katsev, S.; Steinman, B. A.; Sterner, R.; Williams, J.; Zak, K.

2017-12-01

At the Large Lakes Observatory at the University of Minnesota Duluth, we designed a flipped-classroom, interdisciplinary limnology course sequence that incorporates partnerships with industry, meaningful field and analytical work, and integrated skills learning for our graduate students. This new curriculum is co-taught by four instructors with different research backgrounds and is meant to teach incoming graduate students with a wide range of undergraduate preparation. The courses we developed include lecture and practice classes each semester in the graduate students' first year and are built around a course website, www.studywater.org, which will go public in fall of 2018 and contains new, interdisciplinary limnology curriculum applicable to both upper level undergraduate and graduate students. Because the lecture and practice sections were co-taught by the same instructor group, we had the opportunity to fully integrate meaningful skills training directly into the course, including laboratory and analytical training, sample collection in the field and ship work, and professional skills like working in teams, oral and written communication, and project management. Another important component of this project was the cultivation of community partnerships in order to teach our graduate students applicable skills for a variety of careers. In our first year of implementation we partnered with two environmental consulting companies who have local ongoing projects, and they designed and led capstone projects for the students, including advising them on the production of project deliverables and helping them to relay their results to the consulting companies' clients. While this pilot project was designed specifically for graduate limnology students, the principles we employed would be applicable to any interdisciplinary graduate program that attracts students from a variety of undergraduate majors who still must all be taught in the same classroom.

Using Visual Simulation Tools And Learning Outcomes-Based Curriculum To Help Transportation Engineering Students And Practitioners To Better Understand And Design Traffic Signal Control Systems

Science.gov (United States)

2012-06-01

The use of visual simulation tools to convey complex concepts has become a useful tool in education as well as in research. : This report describes a project that developed curriculum and visualization tools to train transportation engineering studen...

Obstacles of Search Engines Used by Graduate Students at The Faculty of Education, The Islamic University in Gaza

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Fayez Kamal Shaladan

2018-03-01

Full Text Available This study aimed to identify obstacles of search engines used by graduate students at the Faculty of Education, the Islamic University in Gaza, and to overcome them. The researchers utilized the analytical descriptive approach to achieve the goal of the study. They used the interview tool and designed a questionnaire to collect data for the study. The sample of the study was (164 male and female postgraduate students enrolled in the College of Education. The study results were as follows: The degree of obstacles to the use of search engines among postgraduate students at the Faculty of Education at the Islamic University in Gaza was high with a percentage of (%71.05.There were no statistically significant differences between the averages of the study sample for the obstacles of the use of the search engines among the postgraduate students in the Faculty of Education, the Islamic University due to the gender and academic variables, the cumulative average. An exception to this was the third theme which was personal constraints which had differences in favor of students whose cumulative rates were less than (%85. The study concluded with these recommendations: The university should subscribe to various search engines revise admission terms and conditions for postgraduate studies whereby English and computer courses can be included. Keywords: Search engines, Students, Postgraduate studies, Islamic University.

Industrial Education. "Small Engines".

Science.gov (United States)

Parma City School District, OH.

Part of a series of curriculum guides dealing with industrial education in junior high schools, this guide provides the student with information and manipulative experiences on small gasoline engines. Included are sections on shop adjustment, safety, small engines, internal combustion, engine construction, four stroke engines, two stroke engines,…

Undergraduate Curriculum | College of Engineering & Applied Science

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Electrical Engineering Instructional Laboratories Student Resources Industrial & Manufacturing Engineering Industrial & Manufacturing Engineering Academic Programs Industrial & Manufacturing Engineering Major Industrial & Manufacturing Engineering Minor Industrial & Manufacturing Engineering

Formation of personnel corps of engineers in the Urals: sociological aspect

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Boris Sergeevich Pavlov

2012-03-01

Full Text Available In terms of crisis economic development, one of priority goals for the technical institutes of higher education is to train engineers who are competitive on the regional labour markets. The main root of the problem of low prestige of the engineering profession in Russia, the slippage in the personnel training in technical universities lies in the depreciation of engineering work, and reduction of its social and economic attractiveness. The gap between science, education and industry leads to aging of engineering staff at the manufactures and to migration of the most talented engineers into other fields of activity. This paper analyzes current problems of engineers training organization in the Urals. The causes of sharp decline of the engineering profession social status in Russia, the fall of interest of secondary school graduates to continuation of their studies in technical institutes of higher education are reviewed. The authors show that the formation of engineering competence as a defining personal and vocational quality of a specialist involves actualization of the student's motivation, one's active and purposeful adaptation to the educational process, increasing one's responsibility for mastering the curriculum. Conclusions and suggestions of the authors are based on the results of a comprehensive sociological research conducted by them in 2011 in five high schools of the Urals (Yekaterinburg, Nizhnevartovsk and Chelyabinsk. The survey showed that during the stage of young specialists' preparation, cooperation in the «university - enterprise» system is actually shifted to the interaction, in fact, between institute of higher education and young professionals who act as the sellers of their labour. The authors believe that it makes sense to roll over (or rather - to stimulate the active engineering work of the most productive engineering professionals who have reached retirement age. Equally sharp and critical are the issues of

US Nuclear Engineering Education: Status and prospects

International Nuclear Information System (INIS)

1990-01-01

This study, conducted under the auspices of the Energy Engineering Board of the National Research Council, examines the status of and outlook for nuclear engineering education in the United States. The study, as described in this report resulted from a widely felt concern about the downward trends in student enrollments in nuclear engineering, in both graduate and undergraduate programs. Concerns have also been expressed about the declining number of US university nuclear engineering departments and programs, the ageing of their faculties, the appropriateness of their curricula and research funding for industry and government needs, the availability of scholarships and research funding, and the increasing ratio of foreign to US graduate students. A fundamental issue is whether the supply of nuclear engineering graduates will be adequate for the future. Although such issues are more general, pertaining to all areas of US science and engineering education, they are especially acute for nuclear engineering education. 30 refs., 24 figs., 49 tabs

US nuclear engineering education: Status and prospects

Energy Technology Data Exchange (ETDEWEB)

1990-01-01

This study, conducted under the auspices of the Energy Engineering Board of the National Research Council, examines the status of and outlook for nuclear engineering education in the United States. The study resulted from a widely felt concern about the downward trends in student enrollments in nuclear engineering, in both graduate and undergraduate programs. Concerns have also been expressed about the declining number of US university nuclear engineering departments and programs, the aging of their faculties, the appropriateness of their curricula and research funding for industry and government needs, the availability of scholarships and research funding, and the increasing ratio of foreign to US graduate students. A fundamental issue is whether the supply of nuclear engineering graduates will be adequate for the future. Although such issues are more general, pertaining to all areas of US science and engineering education, they are especially acute for nuclear engineering education. 30 refs., 12 figs., 20 tabs.

El modelo del profesional y el curriculum en la formación del ingeniero del siglo XXI // The model of the professional and the curriculum in the education of the engineer of the century XXI

Directory of Open Access Journals (Sweden)

Dester Perdomo Pérez

1998-01-01

Full Text Available Si bien es cierto que los cambios que han ocurrido en la ciencia y la tecnología en las últimas décadas han tenido una influenciaimportante en todas las carreras de la ingeniería, los cambios que aún manifiestan los curriculum para la mayoría de lasuniversidades del mundo que se dedican a la formación de ingenieros, no han cambiado de la misma forma, esto en algunasopiniones se debe a que los contenidos de las Ciencias Naturales, las Matemáticas y las propias Ciencias de la Ingeniería,mantienen en lo fundamental contenidos semejantes, pero, es necesario detenerse a analizar como ha cambiado el puesto detrabajo de los ingenieros en los últimos años y como se puede predecir debe cambiar según las perspectivas que anuncia elparadigma de la primera década del siglo XXI. En estos momentos se plantean a los ingenieros, niveles de exigencia superioresen su gestión, soluciones más rápidas, con mayores niveles de fiabilidad y como se dice en las nuevas concepciones de calidadque no solo logren satisfacer las expectativas del usuario, sino que también lo hagan sentir contentos de la inversión querealizó.Estos elementos entre otros aspectos que se analizan hacen necesario montar carreras de ingeniería sobre sistemascomputacionales y no como se pensaba hace unos años, en solo la necesidad de incluir en los curriculum una o dos asignaturasrelacionadas con las técnicas de computo.____________________________________________________________________AbstractEven though it is certain that the occurred changes in the science and technology in the last decades have had an importantinfluence in all engineering careers, the changes that yet express the curriculum for most of the universities in the worlddevoted to the engineers training, they have not changed in the same way, this in some opinions is due to the contents of theNatural Sciences, Mathematics and the own Sciences of the Engineering, maintain the essential contained very similar, but

Iowa State University's undergraduate minor, online graduate certificate and resource center in NDE

Science.gov (United States)

Bowler, Nicola; Larson, Brian F.; Gray, Joseph N.

2014-02-01

Nondestructive evaluation is a `niche' subject that is not yet offered as an undergraduate or graduate major in the United States. The undergraduate minor in NDE offered within the College of Engineering at Iowa State University (ISU) provides a unique opportunity for undergraduate aspiring engineers to obtain a qualification in the multi-disciplinary subject of NDE. The minor requires 16 credits of course work within which a core course and laboratory in NDE are compulsory. The industrial sponsors of Iowa State's Center for Nondestructive Evaluation, and others, strongly support the NDE minor and actively recruit students from this pool. Since 2007 the program has graduated 10 students per year and enrollment is rising. In 2011, ISU's College of Engineering established an online graduate certificate in NDE, accessible not only to campus-based students but also to practicing engineers via the web. The certificate teaches the fundamentals of three major NDE techniques; eddy-current, ultrasonic and X-ray methods. This paper describes the structure of these programs and plans for development of an online, coursework-only, Master of Engineering in NDE and thesis-based Master of Science degrees in NDE.

Professional International Service Learning as an International Service Learning Opportunity Appropriate for Graduate or Professional Students

Science.gov (United States)

Lightfoot, Elizabeth; Lee, Hee Yun

2015-01-01

Graduate and professional schools are increasingly using short-term international study abroad courses as one way for internationalizing their curriculum. While international service learning can be a means for improving students' engagement in international learning experiences and providing a structure for learning, it is difficult to design…

Blueprint for an Undergraduate Primary Care Curriculum.

Science.gov (United States)

Fazio, Sara B; Demasi, Monica; Farren, Erin; Frankl, Susan; Gottlieb, Barbara; Hoy, Jessica; Johnson, Amanda; Kasper, Jill; Lee, Patrick; McCarthy, Claire; Miller, Kathe; Morris, Juliana; O'Hare, Kitty; Rosales, Rachael; Simmons, Leigh; Smith, Benjamin; Treadway, Katherine; Goodell, Kristen; Ogur, Barbara

2016-12-01

In light of the increasing demand for primary care services and the changing scope of health care, it is important to consider how the principles of primary care are taught in medical school. While the majority of schools have increased students' exposure to primary care, they have not developed a standardized primary care curriculum for undergraduate medical education. In 2013, the authors convened a group of educators from primary care internal medicine, pediatrics, family medicine, and medicine-pediatrics, as well as five medical students to create a blueprint for a primary care curriculum that could be integrated into a longitudinal primary care experience spanning undergraduate medical education and delivered to all students regardless of their eventual career choice.The authors organized this blueprint into three domains: care management, specific areas of content expertise, and understanding the role of primary care in the health care system. Within each domain, they described specific curriculum content, including longitudinality, generalism, central responsibility for managing care, therapeutic alliance/communication, approach to acute and chronic care, wellness and prevention, mental and behavioral health, systems improvement, interprofessional training, and population health, as well as competencies that all medical students should attain by graduation.The proposed curriculum incorporates important core features of doctoring, which are often affirmed by all disciplines but owned by none. The authors argue that primary care educators are natural stewards of this curriculum content and can ensure that it complements and strengthens all aspects of undergraduate medical education.

Navigating graduate school and beyond: A career guide for graduate students and a must read for every advisor

Science.gov (United States)

Schultz, Colin

2012-05-01

Beginning his scientific career as an engineering student at PSG College of Technology, in Coimbatore, India, Sundar A. Christopher has negotiated and navigated the higher-education system to become the chairman of the Department of Atmospheric Sciences at the University of Alabama in Huntsville. Drawing on his own experiences and on insights gleaned from the students who have passed through his graduate-level professional development course, Christopher takes a lighthearted look at peer review, proposal writing, managing budgets, and making the most of conferences in the AGU bookNavigating Graduate School and Beyond: A Career Guide for Graduate Students and a Must Read for Every Advisor. In this interview, Eos speaks to Christopher about overcoming the bureaucratic, logistical, and personal hurdles that too often lead students to disillusionment and conflict.

Associate in science degree education programs: organization, structure, and curriculum.

Science.gov (United States)

Galvin, William F

2005-09-01

After years of discussion, debate, and study, the respiratory care curriculum has evolved to a minimum of an associate degree for entry into practice. Although programs are at liberty to offer the entry-level or advanced level associate degree, most are at the advanced level. The most popular site for sponsorship of the associate degree in respiratory care is the community college. The basis for community college sponsorship seems to be its comprehensive curriculum, which focuses on a strong academic foundation in writing, communication, and the basic sciences as well as supporting a career-directed focus in respiratory care. Issues facing the community college are tied to literacy, outcomes, assessment, placement,cooperation with the community, partnerships with industry, and articulation arrangements with granting institutions granting baccalaureate degrees. Community colleges must produce a literate graduate capable of thriving in an information-saturated society. Assessment and placement will intensify as the laissez-faire attitudes toward attendance and allowing students to select courses without any accountability and evaluation of outcome become less acceptable. Students will be required to demonstrate steady progress toward established outcomes. Maintaining relations and cooperation with the local community and the health care industry will continue to be a prominent role for the community college. The challenge facing associate degree education in respiratory care at the community college level is the ability to continue to meet the needs of an expanding professional scope of practice and to provide a strong liberal arts or general education core curriculum. The needs for a more demanding and expanding respiratory care curriculum and for a rich general education core curriculum have led to increased interest in baccalaureate and graduate degree education. The value of associate degree education at the community college level is well established. It is

Success in Undergraduate Engineering Programs: A Comparative Analysis by Race and Gender

Science.gov (United States)

Lord, Susan

2010-03-01

Interest in increasing the number of engineering graduates in the United States and promoting gender equality and diversification of the profession has encouraged considerable research on women and minorities in engineering programs. Drawing on a framework of intersectionality theory, this work recognizes that women of different ethnic backgrounds warrant disaggregated analysis because they do not necessarily share a common experience in engineering education. Using a longitudinal, comprehensive data set of more than 79,000 students who matriculated in engineering at nine universities in the Southeastern United States, this research examines how the six-year graduation rates of engineering students vary by disaggregated combinations of gender and race/ethnicity. Contrary to the popular opinion that women drop out of engineering at higher rates, our results show that Asian, Black, Hispanic, Native American, and White women who matriculate in engineering are as likely as men to graduate in engineering in six years. In fact, Asian, Black, Hispanic, and Native American women engineering matriculants graduate at higher rates than men and there is a small difference for white students. 54 percent of White women engineering matriculants graduate in six-years compared with 53 percent of white men. For male and female engineering matriculants of all races, the most likely destination six years after entering college is graduation within engineering. This work underscores the importance of research disaggregated by race and gender and points to the critical need for more recruitment of women into engineering as the low representation of women in engineering education is primarily a reflection of their low representation at matriculation.

A students' Needs-analysis Study of Translation Studies Curriculum offered at Master’s level in Iranian Universities

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Navid Nasrollahi Shahri

2016-07-01

Full Text Available This study aimed to investigate the program of Translation Studies, offered in Iranian universities at the level of Master, in terms of its curriculum through a needs analysis model offered by Altschuld and Witkin (1995. To do so, after a review of the related literature and conducting a documentary analysis, the researchers chose to look at the issue from different perspectives. Current instructors, professionals who are involved in the business of translation and a number of graduated students were interviewed so as to gather enough data to design a questionnaire, which constitutes the backbone of the study. Since the study aimed at students’ perception, the survey was conducted on students of Translation Studies program, which was based on the interviews with instructors, graduates of the program and the professionals working in the market. Afterward, the questionnaire data were gathered and, subsequently, went under statistical procedures. Based on the results, the researchers came up with practical recommendations for curriculum renewal, based on the needs-analysis model adopted. As this study  has adopted a triangulation approach to investigate the curriculum, the results and recommendations, although limited, can be of great use to educators, curriculum developers and translator trainers in particular.

Integration of behavioral medicine competencies into physiotherapy curriculum in an exemplary Swedish program: rationale, process, and review.

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Sandborgh, Maria; Dean, Elizabeth; Denison, Eva; Elvén, Maria; Fritz, Johanna; Wågert, Petra von Heideken; Moberg, Johan; Overmeer, Thomas; Snöljung, Åsa; Johansson, Ann-Christin; Söderlund, Anne

2018-06-21

In 2004, Mälardalen University, Sweden, introduced a new undergraduate entry-level physiotherapy program. Program developers constructed the curriculum with behavioral medicine content that reflected the contemporary definition and values of the physiotherapy profession aligning it with current best practices, evidence, and the International Classification of Functioning, Disability, and Health (ICF). The new curriculum conceptualized movement and function as modifiable behaviors in that they reflect behavioral contingencies, perceptions, beliefs, and lifestyle factors as well as pathophysiology and environmental factors. The purpose of this article is to describe how one university accordingly structured its new curriculum and its review. We describe the rationale for the curriculum's behavioral medicine content and competencies, its development and implementation, challenges, long-term outcomes, and its related research enterprise. We conclude that physiotherapy practiced by our graduates augments that taught in other programs based on accreditation reviews. With their expanded practice scope, graduates are systematically practicing within the constructs of health and function conceptualized within the ICF. Our intent in sharing our experience is to exemplify one university's initiative to best prepare students with respect to maximizing physiotherapy outcomes as well as establish a dialogue regarding minimum standards of behavioral medicine competencies in physiotherapy education and practice.

Science and Engineering of the Environment of Los Angeles: A GK-12 Experiment at Developing Science Communications Skills in UCLA's Graduate Program

Science.gov (United States)

Moldwin, M. B.; Hogue, T. S.; Nonacs, P.; Shope, R. E.; Daniel, J.

2008-12-01

Many science and research skills are taught by osmosis in graduate programs with the expectation that students will develop good communication skills (speaking, writing, and networking) by observing others, attending meetings, and self reflection. A new National Science Foundation Graduate Teaching Fellows in K- 12 Education (GK-12; http://ehrweb.aaas.org/gk12new/) program at UCLA (SEE-LA; http://measure.igpp.ucla.edu/GK12-SEE-LA/overview.html ) attempts to make the development of good communication skills an explicit part of the graduate program of science and engineering students. SEE-LA places the graduate fellows in two pairs of middle and high schools within Los Angeles to act as scientists-in- residence. They are partnered with two master science teachers and spend two-days per week in the classroom. They are not student teachers, or teacher aides, but scientists who contribute their content expertise, excitement and experience with research, and new ideas for classroom activities and lessons that incorporate inquiry science. During the one-year fellowship, the graduate students also attend a year-long Preparing Future Faculty seminar that discusses many skills needed as they begin their academic or research careers. Students are also required to include a brief (two-page) summary of their research that their middle or high school students would be able to understand as part of their published thesis. Having students actively thinking about and communicating their science to a pre-college audience provides important science communication training and helps contribute to science education. University and local pre- college school partnerships provide an excellent opportunity to support the development of graduate student communication skills while also contributing significantly to the dissemination of sound science to K-12 teachers and students.

Mid-level healthcare personnel training: an evaluation of the revised, nationally-standardized, pre-service curriculum for clinical officers in Mozambique.

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Caryl Feldacker

Full Text Available Mozambique suffers from a critical shortage of healthcare workers. Mid-level healthcare workers, (Tecnicos de Medicina Geral (TMG, in Mozambique require less money and time to train than physicians. From 2009-2010, the Mozambique Ministry of Health (MoH and the International Training and Education Center for Health (I-TECH, University of Washington, Seattle, revised the TMG curriculum. To evaluate the effect of the curriculum revision, we used mixed methods to determine: 1 if TMGs meet the MoH's basic standards of clinical competency; and 2 do scores on measurements of clinical knowledge, physical exam, and clinical case scenarios differ by curriculum?T-tests of differences in means examined differences in continuous score variables between curriculum groups. Univariate and multivariate linear regression models assess curriculum-related and demographic factors associated with assessment scores on each of the three evaluation methods at the p<0.05 level. Qualitative interviews and focus groups inform interpretation.We found no significant differences in sex, marital status and age between the 112 and 189 TMGs in initial and revised curriculum, respectively. Mean scores at graduation of initial curriculum TMGs were 56.7%, 63.5%, and 49.1% on the clinical cases, knowledge test, and physical exam, respectively. Scores did not differ significantly from TMGs in the revised curriculum. Results from linear regression models find that training institute was the most significant predictor of TMG scores on both the clinical cases and physical exam.TMGs trained in either curriculum may be inadequately prepared to provide quality care. Curriculum changes are a necessary, but insufficient, part of improving TMG knowledge and skills overall. A more comprehensive, multi-level approach to improving TMG training that includes post-graduation mentoring, strengthening the pre-service internship training, and greater resources for training institute faculty may

Master's degree in nuclear engineering by videotaped courses

International Nuclear Information System (INIS)

Corradini, M.L.; Vogelsang, W.F.

1991-01-01

In 1986, a group of northern midwest utilities met with faculty from the nuclear engineering department at the University of Wisconsin (UW) to discuss the possibility of offering graduate courses by videotape for academic credit and earning a master's degree. Four years later, two utility employees from Northern States Power (NSP) and Wisconsin Electric Power Companies (WEPCO) graduated from the University of Wisconsin with master's degrees earned entirely by taking videotape graduate courses at their individual nuclear power plant sites. Within these 4 years, more than a dozen videotaped graduate courses were developed by the faculty of the department in a formalized master's degree program in nuclear engineering and engineering physics. This paper outlines the program's development and its current features

Nuclear engineering enrollments and degrees, 1994: Appendixes

International Nuclear Information System (INIS)

1995-05-01

This survey is designed to include those programs sponsored by the Department of Energy. The survey is designed to include those programs offering a major in nuclear engineering or course work equivalent to a major in other engineering disciplines that prepare the graduates to perform as nuclear engineers. This survey provides data on nuclear engineering enrollments and degrees for use in labor market analyses, information on education programs for students, and information on new graduates to employers, government agencies, academia and professional societies

An Investigation of Graduate Student Knowledge and Usage of Open-Access Journals

Science.gov (United States)

Beard, Regina M.

2016-01-01

Graduate students lament the need to achieve the proficiency necessary to competently search multiple databases for their research assignments, regularly eschewing these sources in favor of Google Scholar or some other search engine. The author conducted an anonymous survey investigating graduate student knowledge or awareness of the open-access…

Master of Engineering Energy Systems Engineering Program: Smart Campus Energy Systems Demonstration DE-SC0005523

Energy Technology Data Exchange (ETDEWEB)

Dodge, Martha [Lehigh Univ., Bethlehem, PA (United States); Coulter, John [Lehigh Univ., Bethlehem, PA (United States)

2014-09-25

Program Purpose and Position: The mission of the Master of Engineering in Energy Systems Engineering program is to invigorate the pipeline of new engineering graduates interested in energy oriented careers and thus produce a new generation of technical leaders for the energy and power industries. Over the next decade, nearly 50% of the skilled workers and technical leaders in the gas and electric utility industries will retire -- a much larger void than the current available and qualified professionals could fill [CEWD, 2012 survey]. The Masters of Engineering in Energy System Engineering program provides an opportunity for cross-discipline education for graduates interested in a career in the energy industry. It focuses on electric power and the challenges and opportunities to develop a sustainable, reliable and resilient system that meets human needs in an increasingly sustainable manner through the use of environmentally sound energy resources and delivery. Both graduates and employers benefit from a well-trained professional workforce that is ready to hit the road running and be immediately productive in meeting these challenges, through this innovative and unique program.

Are women engineers in Lebanon prepared for the challenges of an engineering profession?

Science.gov (United States)

Baytiyeh, Hoda

2013-08-01

This study investigates the status of women engineers in the Middle East, considering women engineers in Lebanon as a case study. The author investigated the following questions: What are the influences behind females' decisions to choose engineering as their major course of study? What are the motives behind this decision? What are the perceptions of females regarding the essential skills for a successful engineering career? An online survey consisting of Likert-scale items was completed by 327 female engineers who graduated from universities in Lebanon and now work in various locations around the world. A genuine interest in the field appeared to be the main influence in the participants' decisions to choose engineering profession. The potential for professional growth was the leading motivator for choosing engineering. Although participants reported that they possessed adequate theoretical knowledge and technical skills before graduation, in the actual practice of engineering, they noted weaknesses in creativity and innovation.

Development Cooperation as Methodology for Teaching Social Responsibility to Engineers

Science.gov (United States)

Lappalainen, Pia

2011-01-01

The role of engineering in promoting global well-being has become accentuated, turning the engineering curriculum into a means of dividing well-being equally. The gradual fortifying calls for humanitarian engineering have resulted in the incorporation of social responsibility themes in the university curriculum. Cooperation, communication,…

Teaching graduate students The Art of Being a Scientist

Science.gov (United States)

Snieder, Roel

2011-03-01

Graduate education in the classroom traditionally focuses on disciplinary topics, with non-disciplinary skills only marginally discussed, if at all, between graduate student and adviser. Given the wide range of advisers with different types and quality of communication skill (or lack thereof), the professional coaching delivered to students often is restricted to just the technical aspects of research. Yet graduate students have a great need to receive professional training aimed at, among other things, helping their graduate career be more efficient, less frustrating and less needlessly time-consuming. We have addressed this gap in graduate education by developing the one-credit course ``The Art of Being a Scientist.'' This course covers a diverse range of topics of importance to being an effective and creative researcher. Topics covered include the following: What is science? Choosing a research topic, department, and adviser. The adviser and thesis committee. Making a work plan. Setting goals. Ethics of research. Using the scientific literature. Perfecting oral and written communication. Publishing papers and writing proposals. Managing time effectively. Planning a scientific career. Applying for jobs in academia or industry. In evaluations of the course, students invariably comment that they could have avoided significant problems in their graduate study and saved valuable time if they would have taken the course earlier on. This is an indication that the course not only useful for students, but also that it is best taken early in a their graduate career. The material covered in the course is captured in the book ``The Art of Being a Scientist: A Guide for Graduate Students and Their Mentors,'' published by Cambridge University Press; more information can be found at: www.mines.edu/~rsnieder/Art_of_Science.html From this website one can download a description of the curriculum used in the class, including homework exercises. Currently we are expanding of

Biosystems Engineering in Portugal

OpenAIRE

Marques da Silva, José Rafael; Silva, Luis Leopoldo; Cruz, Vasco Fitas

2008-01-01

The paper gives the definition of Biosystems Engineering in Portugal; Possible revisions of the core curriculum presented in the FEANI report; the current situation of Biosystems Engineering in Portugal; The impacts of the transition to Biosystems Engineering; The need for a transition to Biosystems Engineering;Opportunities to the Biosystems Engineer in the labour market.

The Relationship between Curriculum Change and Student Outcomes in a Registered Nursing Program

Science.gov (United States)

King, Jim

2013-01-01

Nursing schools face the challenge of improving student academic performance and completion rates. The current supply of newly graduated nurses fails to meet the increasing demands of society. In 2009, Cochise College responded by implementing a major change in their curriculum to improve student retention and academic performance. The problem…

[Needs assessment of a core curriculum for residency training].

Science.gov (United States)

Kwon, Hyo-Jin; Lee, Young-Mee; Chang, Hyung-Joo; Kim, Ae-Ri

2015-09-01

The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. Most residents (78.6%) and faculty members (86.9%) chose "medical expertise" as the "doctor's role in the 21st century." In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is "necessary but not feasible," whereas 68.3% of faculty members answered that it is "absolutely needed." Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences- residents preferred more "management of a private clinic" and "financial management," whereas faculty members desired "medical ethics" and "communication skills." Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.

THE SECONDARY SCHOOL ENGLISH LANGUAGE READING CURRICULUM: A TEACHER’S PERCEPTIONS

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Hazlina Abdullah

2016-08-01

Abstract The Secondary School English Language Reading Curriculum: A teacher’s Perceptions. The problem of reading comprehension is not unique to only Malaysian graduates. In fact many students experience comprehension difficulties. This, some sudents need explicit comprehension strategy instruction. A rational starting point for this discussion is by defining what reading is. It is then followed by a brief review on Communicative Language Teaching (CLT which is adopted in the Malaysian Form 5 English Language Reading Curriculum. Involving the writer, the reader and the text, reading is actually a communication process where a reader is seen to perform an active role in a reading process. Based on the many previous researches, it is obvious that the teacher’s role in aiding students’ reading comprehension skills is vital. This also reflects the importance of the reading curriculum, as teachers will impkement their reading instruction based on the outlined curriculum. It is hoped that this study may benefit those involved in the curriulum development and examination syndicate, to enhance the teaching and learning processes of reading in the second language, not only among teachers in Malaysia but also world-wide. Keywords: English language Reading Curriculum, reading comprehension skill

A concept for a bachelor program in electrical engineering

DEFF Research Database (Denmark)

Niemann, Hans Henrik

2011-01-01

The main concept for the Bachelor of Science in Engineering (BScE) in electrical engineering at Technical University of Denmark (DTU) will be described in this paper. A new curriculum was introduced from the start of the autumn semester in 2010. The curriculum was the result of more than one year...... of work with first description of competences followed by a more detailed description of the single main areas. Finally, the new study plan was implemented through a number of courses satisfying some general rules for bachelor study plans.......The main concept for the Bachelor of Science in Engineering (BScE) in electrical engineering at Technical University of Denmark (DTU) will be described in this paper. A new curriculum was introduced from the start of the autumn semester in 2010. The curriculum was the result of more than one year...

Outcomes assessment of science & engineering doctor of philosophy (Ph.D.) programs: An exploratory study of prospective influencers in distinguished graduate placement

Science.gov (United States)

Williamson, Louise M.

This exploratory study was an investigation of the mission and emphases of twenty-two science & engineering doctor of philosophy (Ph.D.) programs in ten fields of study at nine public research universities in the United States and the corresponding influence those factors impose on placement of Ph.D. graduates of those programs into academic program settings. Ph.D. program chairs participated via protocol to provide descriptive, statistical, and experiential details of their Ph.D. programs and offered insight on current conditions for academic placement opportunities. The quantitative analysis served as the basis of examination of influencers in graduate placement for those Ph.D. programs that are informed about placement activity of their graduates. Among the nine tested hypotheses there were no statistically significant findings. The qualitative expressions of this study---those found in the confounding variables, the limitations of the study, those questions that elicited opinions and further discussion and follow-up queries with program chairs---added most meaningfully, however, to the study in that they served as a gauge of the implications of neglect for those Ph.D. programs that remain uninformed about their graduate placement activity. Central to the findings of this study was that one compelling fact remains the same. Denecke, Director of Best Practice at the Council of Graduate Schools, pointed out years ago that just as "we know very little about why those who finish and why those who leave do so, we also know surprisingly little about where students go after their degrees...we therefore have little information about how effective doctoral programs are in preparing doctorates for short- and long-term career success." The fact remains that the effectiveness of doctoral programs in the context of career success is just as uncertain today. A serious admonition is that one-half of those programs that participated in this study remain uninformed about the

An eHealth Capabilities Framework for Graduates and Health Professionals: Mixed-Methods Study

Science.gov (United States)

McGregor, Deborah; Keep, Melanie; Janssen, Anna; Spallek, Heiko; Quinn, Deleana; Jones, Aaron; Tseris, Emma; Yeung, Wilson; Togher, Leanne; Solman, Annette; Shaw, Tim

2018-01-01

Background The demand for an eHealth-ready and adaptable workforce is placing increasing pressure on universities to deliver eHealth education. At present, eHealth education is largely focused on components of eHealth rather than considering a curriculum-wide approach. Objective This study aimed to develop a framework that could be used to guide health curriculum design based on current evidence, and stakeholder perceptions of eHealth capabilities expected of tertiary health graduates. Methods A 3-phase, mixed-methods approach incorporated the results of a literature review, focus groups, and a Delphi process to develop a framework of eHealth capability statements. Results Participants (N=39) with expertise or experience in eHealth education, practice, or policy provided feedback on the proposed framework, and following the fourth iteration of this process, consensus was achieved. The final framework consisted of 4 higher-level capability statements that describe the learning outcomes expected of university graduates across the domains of (1) digital health technologies, systems, and policies; (2) clinical practice; (3) data analysis and knowledge creation; and (4) technology implementation and codesign. Across the capability statements are 40 performance cues that provide examples of how these capabilities might be demonstrated. Conclusions The results of this study inform a cross-faculty eHealth curriculum that aligns with workforce expectations. There is a need for educational curriculum to reinforce existing eHealth capabilities, adapt existing capabilities to make them transferable to novel eHealth contexts, and introduce new learning opportunities for interactions with technologies within education and practice encounters. As such, the capability framework developed may assist in the application of eHealth by emerging and existing health care professionals. Future research needs to explore the potential for integration of findings into workforce development

Perception of Summer Cooperative Graduates on Employers Generic Skills Preference, Haramaya University, Ethiopia

Directory of Open Access Journals (Sweden)

Mohammed Aman

2014-07-01

Full Text Available Meeting the needs of employers and equipping graduates with employability skills are considered as among the shared responsibilities of Universities and different organizations. This study intends to assess the perception of summer cooperative graduates on their employers’ preference for generic skills to secure employment, based on their work-performance. A self-administered questionnaire was distributed for 150 summer cooperative students and 110 were received and used for analysis during the 2013 summer academic program. Both descriptive and empirical analyses were used to achieve the objectives. The One-way-ANOVA result showed statistically significant difference among respondents on the higher order thinking skills as first choice among employers. This implies that, employers of cooperative graduates prioritize higher order thinking skills than the basic academic and personal quality skills. Hence, there is a need to focus and imbed higher order thinking skills enhancing contents in the curriculum.

Educational Challenges to Train Accountable Graduates

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Mohamadreza Abdolmaleki

2017-04-01

Full Text Available Background and Purpose: social accountability, a concept which is in the focal attention more than ever, is to provide service in the field of medical sciences. We aimed to identify the educational challenges to train accountable graduates in the medical education system to meet social needs.Methods: This study was conducted by qualitative content analysis using in-depth semi-structured interviews with eleven academic members of Kurdistan University of Medical Sciences who were selected by purposeful sampling. The interviews were analyzed using thematic content analysis.Results: The findings of the study consisted of 3 main themes and each one was extracted from categories, sub-categories, and codes. One of the themes was educational program which consisted of 2 categories called defects in the curriculum and inappropriate educational strategies. The second theme was management policies, including macro policies and the policies of the university. The third theme was personal factors which mostly referred to formal and informal education prior to university.Conclusions: The results of the study indicated the educational challenges to train accountable graduates in the medical education system. It seemed that although the results were obtained from Kurdistan University of Medical Sciences, it had many common points with other universities. Therefore, planning and taking appropriate measures to address these challenges can find a way to train accountable graduates in the medical education system to meet social needs.Keywords: SOCIAL ACCOUNTABILITY, EDUCATIONAL SYSTEM, MEDICAL EDUCATION

Investing in success: student experiences in a structured, decelerated preclinical medical school curriculum

Directory of Open Access Journals (Sweden)

Cindy G. Arvidson

2015-09-01

Full Text Available Purpose: Many students in the Michigan State University College of Human Medicine (CHM are non-traditional with unique needs and experiences. To meet these needs, in 1988 CHM developed a structured Extended Curriculum Program (ECP, which allows students to take longer than 2 years to complete the preclinical curriculum. This work examined the reasons why students extended their programs, their perceptions of that experience, and the outcome with respect to satisfaction and success in their careers after graduation. Methods: The analysis used data from the college database, follow-up surveys of residency directors and graduates, surveys of graduates who extended, and the AMA Physician Masterfile. Results: Graduates who responded to the survey were evenly split between those who extended for academic reasons and those who extended for other reasons. Although feelings about extending were mixed at the time of extension, nearly all respondents agreed that extending was the right decision in the long run. Extended students continued to face academic challenges having lower basic science averages, lower USMLE Step 1 and 2 first attempt pass rates, and more instances of repeated clerkships compared to those who did not extend, however, most were able to secure a residency in the specialty they desired and had comparable career satisfaction ratings. Conclusions: The ECP allows some students to complete medical school who otherwise may not have been able to do so. This analysis has provided valuable information that was used to improve the program, allowing CHM to continue its mission of training a diverse set of students to be exemplary physicians.

Evaluating the philosophical foundation of 2013 Curriculum

Directory of Open Access Journals (Sweden)

M. Mardiana

2017-12-01

Curriculum had been in accordance to experiences, (d the philosophical foundation of 2013 Curriculum had been in accordance to other religions, (e the Graduates Competence Standards for the Senior High School students in the 2013 Curriculum had been too high and the learning method of 2013 Curriculum for the Elementary School students had been too high and (f 2013 Curriculum had simple paradigm and it might be attended by the learning participants easily but such paradigm still demanded teachers’ creativity within the learning process implementation.

Community Inquiry and Curriculum Development: A Relevant Education for Teachers about the Vietnam War

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Dentith, Audrey M.; McCarry, David S.

2003-01-01

In this article, the authors describe an innovative university-based project that connected graduate-level, preservice, and beginning teachers enrolled in a curriculum class for secondary and elementary teaching certification with a community-based war museum memorial and educational center. The course required these teachers to construct units on…

Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

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Grusenmeyer, Linda Huey

This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials. Delaware was at the forefront of K-12 STEM movement, first to adopt statewide elementary curriculum materials to complement existing science units, and one of the first to adopt the new science standards--Next Generation Science Standards. What supports were available to teachers as they adapted and adopted this new curriculum? To investigate this question, I examined (1) teachers' beliefs about engineering and the engineering curriculum, and (2) the pedagogical supports available to teachers in selected science and engineering curriculum. Teachers' knowledge, goals, and beliefs regarding Delaware's adoption of new elementary engineering curriculum were surveyed using an adapted version of the Design, Engineering, and Technology Survey (Hong, Purser, & Gardella, 2011; Yaser, Baker, Carpius, Krauss, & Roberts, 2006). Also, three open ended questions sought to reveal deeper understanding of teacher knowledge and understanding of engineering; their concerns about personal and systemic resources related to the new curriculum, its logistics, and feasibility; and their beliefs about the potential positive impact presented by the engineering education initiative. Teacher concerns were analyzed using the Concerns-Based Adoption Model (Hall & Hord, 2010). Lay understandings of engineering were analyzed by contrasting naive representations of engineering with three key characteristics of engineering adapted from an earlier study (Capobianco Diefes-Dux, Mena, & Weller, 2011). Survey findings for teachers who had attended training and those who have not yet attended professional development in the new curriculum were compared with few

Integrating Ethics across the Curriculum: A Pilot Study to Assess Students' Ethical Reasoning

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Willey, Susan L.; Mansfield, Nancy Reeves; Sherman, Margaret B.

2012-01-01

At Georgia State University (GSU), undergraduate and graduate business students are introduced to ethical theory and decision making in the required legal environment of business course, but ethics instruction in the functional areas is sporadic and uncoordinated. After a broad overview of the history of ethics in the business curriculum in Part…

Searching for the Core of Journalism Education: Program Directors Disagree on Curriculum Priorities

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Blom, Robin; Davenport, Lucinda D.

2012-01-01

To carry out their mission of preparing students to be successful journalism professionals, educators make important decisions on the core curriculum: the common courses that all journalism students must take to graduate, no matter their area of emphasis or academic constraints. This national study of U.S. journalism program directors shows they…

An overview of conceptual understanding in science education curriculum in Indonesia

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Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

A Conceptual Framework Curriculum Evaluation Electrical Engineering Education