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This article presents some techniques of professional formation from the Petra Model that can be applied in Engineering Programs. It shows its philosophy, teaching methods for listening, making abstracts, studying, researching, team working and problem solving. Some questions regarding planning and evaluation, based in the model are, as well, discussed. Finally is shown a proposal of application of the model with basis of the Escola Federal de Engenharia de Itajuba's (EFEI) experience. (Author)

This research report presents a new teaching and learning model in engineering classes. The proposed learning model is called the CCAILM (constructionist computer aided instructional learning model). This new model was derived from the constructionist learning theory, the media-affects-learning hypothesis and the multiple representation principle. The process of knowledge construction, when an engineering lecture is delivered and learnt using a CCAILM approach, as well as the instructional strategies and steps prescribed in the CCAILM teaching and learning environment, are also discussed in this report. (Contains 1 table and 1 figure.)

This research report presents a new teaching and learning model in engineering classes. The proposed learning model is called the CCAILM (constructionist computer aided instructional learning model). This new model was derived from the constructionist learning theory, the media-affects-learning hypothesis and the multiple representation principle. The process of knowledge construction, when an engineering lecture is delivered and learnt using a CCAILM approach, as well as the instructional strategies and steps prescribed in the CCAILM teaching and learning environment, are also discussed in this report. (Contains 1 table and 1 figure.)

The learning model developed in this study is a whole series of presentation of teaching material that covers all aspects before being and after learning conducted by lecturers by including teaching materials in the teaching and learning process. The learning model developed is called QI MODELS with the syntax: Goals, Observation, Project, Discussion, Task, Practice, Meaningful, Justification, and Evaluation. Teaching material contains a set of material from the course "Instructional Media Design" that is arranged systematically so that lecturers and students can use it in the learning process in an atmosphere and a comfortable environment for learning. To see the effectiveness of the product an analysis of the learning outcomes of the 26 students taught using the Instructional Media Design textbook developed, and compared with the learning outcomes of students in the class taught with presentation material. Based on the analysis, the average value of basic competencies using instructional materials for Indonesian National Qualification Framework (INQF)-based Instructional Media Design is higher than the average value of students who use presentation materials. Testing the hypothesis used is a different test. From the calculation results obtained tcount = 7.63 while ttable = 2.01. Because tcount = 7.63>ttable = 2.01, it was concluded that there was a significant difference in students' learning achievement using Instructional Media Design textbooks and using presentation material. The effectiveness of the use of Instructional Media Design textbooks is 79.09%.

Changes in digital transformation have been increasingly accelerated. Consequently, educational institutions face a significant challenge in preparing individuals for the current and future job market. These institutions must support students in developing transversal skills that can meet the demands for work and social life. Thus, the objective of this study is to present a learning model that combines the challenge-based learning methodology with the design thinking approach as a strategy to conduct a more humanized learning process and promote the development of transversal skills. This study was conducted with 23 students pursuing mechanical engineering. The learning model was well-rated by the students, and the development of transversal competencies were evaluated.

The effectiveness of using discmath.uz software in the educational process of the "Discrete Structures" course taught to bachelors of computer engineering was mentioned in the article, along with scientific-methodological recommendations on the introduction of Agile technology into educational practice.

Interpersonal problem solving skills allow engineers to prevent interpersonal difficulties more effectively and to manage conflict, both of which are critical to successful participation on teams. This research provides evidence that the "Career"WISE online learning environment can improve those skills among women in engineering graduate programs. In a randomized controlled trial, N = 128 female doctoral students were randomly assigned to treatment and wait-list control (WLC) groups; treatment consisted of interacting for at least five hours with an online learning environment with comprehensive instruction in problem-solving applied to common interpersonal situations in the academy. A scenario- based assessment instrument measured participants' ability to describe how they would apply that problem solving to a fictional scenario, and a rubric was used to score the responses. Results showed that treatment group members had better knowledge of interpersonal problem solving steps and were better able to describe how they would apply problem-solving skills to a relevant scenario.

Interpersonal problem solving skills allow engineers to prevent interpersonal difficulties more effectively and to manage conflict, both of which are critical to successful participation on teams. This research provides evidence that the "Career"WISE online learning environment can improve those skills among women in engineering graduate programs. In a randomized controlled trial, N = 128 female doctoral students were randomly assigned to treatment and wait-list control (WLC) groups; treatment consisted of interacting for at least five hours with an online learning environment with comprehensive instruction in problem-solving applied to common interpersonal situations in the academy. A scenario- based assessment instrument measured participants' ability to describe how they would apply that problem solving to a fictional scenario, and a rubric was used to score the responses. Results showed that treatment group members had better knowledge of interpersonal problem solving steps and were better able to describe how they would apply problem-solving skills to a relevant scenario.

This paper aims to develop and verify the efficiency of algorithm aplications and compare them with the numerical techniques used in engineering areas, stem from structures of neural network for function approximation. For that, function modeling were used, based on complex formulas, making approximation mandatory. The statement investigated is that neural networks are capable to solve with great accuracy problems of this kind. As a test model, a measurement approximation of thermodynamics tables (saturated water) was carried and it was compared with the results of traditional methods (linear and quadratic functions), confirming the efficiency and possibility of its use.

In the world of education, effective training of teachers is a matter of global concern. The pedagogical skill for teaching can only be acquired through a structured training programme known as Teacher Education. Teachers need to be trained personally and professionally, hence application of creativity in teacher education is paramount. This paper sets to investigate the structure and content of teacher education in Nigeria and to see how it can be re-engineered through the application of creative activities to enable individuals acquire the life skills (critical thinking and problem solving) needed to survive in the 21st century. This paper centers on re-engineering teacher education programmes towards creativity as a step to global competitiveness. It further examines the concern for application of creative activities in education for adequate functioning of the output of teacher education programmes in Nigeria. The study examined the extent to which teacher education programmes can be re-engineered towards creative teaching strategies to meet global demand for education. The act of re-engineering teacher education will affect every aspect of teacher education programme to achieve more valuable and reliable quality of success which will affect the output positively and make relevant to the society.

In the world of education, effective training of teachers is a matter of global concern. The pedagogical skill for teaching can only be acquired through a structured training programme known as Teacher Education. Teachers need to be trained personally and professionally, hence application of creativity in teacher education is paramount. This paper sets to investigate the structure and content of teacher education in Nigeria and to see how it can be re-engineered through the application of creative activities to enable individuals acquire the life skills (critical thinking and problem solving) needed to survive in the 21st century. This paper centers on re-engineering teacher education programmes towards creativity as a step to global competitiveness. It further examines the concern for application of creative activities in education for adequate functioning of the output of teacher education programmes in Nigeria. The study examined the extent to which teacher education programmes can be re-engineered towards creative teaching strategies to meet global demand for education. The act of re-engineering teacher education will affect every aspect of teacher education programme to achieve more valuable and reliable quality of success which will affect the output positively and make relevant to the society.

'Teaching staff of engineering colleges (20-Feb-2006)' from the RS Debates Digital Library

This study was conducted to describe a teacher developed high school engineering course, to identify teaching strategies used in the process of delivering math and science literacy through this course, to identify challenges and constraints that occurred during its development and delivery, and to describe the strategies that were used to overcome those obstacles. A case study was conducted using semi-structured interviews with the engineering instructor at Benilde-St. Margaret's in St. Louis Park, Minnesota. In addition, the researcher conducted classroom observations and reviewed instructional materials, teacher lesson plans, and teacher journals. Themes that developed regarding the strategies used to deliver this particular course identified that concepts created its platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, project based learning and teaching were employed, there was a clear emphasis on creative thought and work, and the teacher served as a guide rather than the sole "sage". Themes developed regarding the identification of challenges and constraints that occurred during the development and delivery of this engineering course were assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedagogy. Lastly, themes developed regarding the strategies used to overcome these obstacles identified financial and instructional support through business partnership and administrative support as being critical. Appended are: (1) Consent to Participate In UW-Stout Approved Research; and (2) Modules. (Contains 1 figure.)

Understanding the global, societal, environmental and economic (GSEE) context of a product, process or system is critical to an engineer's ability to design and innovate. The already packed curricula in engineering programs provide few occasions to offer meaningful experiences to address this issue, and most departments delegate this requirement to an early cornerstone or later capstone design experience as a result, making these courses an ineffective "catch all". To address this challenge, we utilize the paradigm of "product archaeology," to understand the decisions that led to a product's development. Product archaeology is defined as the process of reconstructing the lifecycle of a product--the customer requirements, design specifications, and manufacturing processes used to create it. By considering products, processes and systems as designed artifacts with a history rooted in their development, we embed GSEE context as a central component in developing design solutions. In the current work, students focus primarily on the useful life of products and their design solutions, rather than on product end-of-life issues. Specifically, in our work we have implemented several approaches to integrate contextual thinking related to GSEE dimensions into a senior level engineering design course. Following Kolb's model of experiential learning and an instructional framework adapted for product archaeology (inclusive of evaluate--explain--prepare--excavate activities) we have restructured the course to embed specific and targeted reflection, dissection, and analysis activities so that student teams effectively address the GSEE factors in their design solutions. This paper provides the theoretical framework of our instructional approach, describes the specific didactic activities we implemented, and summarizes results from our qualitative analysis. Overall, our results suggest that the use of product dissection and GSEE activities is an effective way to equip students with new tools to understand contextual, technical, and functional properties of their design projects.

'RATIO OF TEACHING AND NON-TEACHING STAFF IN REGIONAL ENGINEERING COLLEGES (18-Dec-2001)' from the RS Debates Digital Library

For many years, Computer Science was the only way, educationally speaking, to learn about methodologies related to programming software and building large scale applications. Software Engineering grew out of the need to have a more streamlined methodology, and our guest Robert Sabourin of McGill University in Montreal, Quebec, Canada has been at the forefront of helping developing those Software Engineering courses as well as teaching them to up and coming software engineers.

Engineering education in the countries of India and Singapore is described. The post-secondary engineering program in India is offered at 132 institutions. Admission procedures are explained, as is the curriculum for students interested in production engineering. Descriptions and photographs of some final year projects are provided. In addition, an explanation of graduate engineering programs and the author's observations concerning student behavior are included. The explanation of engineering education in Singapore begins from a historical sketch of the development of the nation from 1961. During the period of 1962 to 1971, industrial employment has increased from 10,500 to 155,000 persons. Post-secondary education and vocational education are described, as well as the university system. At the university level, the manufacturing engineering curriculum is detailed. Also, as for India, the graduate engineering programs and observations of student behavior are provided. (CP)

This paper discusses current theories of learning and their application to engineering education, particularly in Latin American nations. The principal objective is to show methods by which insight can be gained into human learning, particularly in the engineering colleges. The development of more effective engineering teaching remains a necessary task. Few institutions have done something to improve the quality of learning and to raise students' motivation. The theories of Ausubel, Novak, and Gowin are examined. The paper assumes two fundamental premises: (1) the nature of classroom learning and the factors influencing that learning can be unquestionably determined; and (2) such knowledge can be both systematized and transmitted to prospective professors. The paper concludes that engineering teaching changes are realizable when powered by a comprehensive theory of education and a constructivist point of view. (Contains 31 references.) (WRM)

The present work has the purpose of showing the evolution of topics or mathematical concepts that are both relevant and with marked grades of abstraction. In this report is specifically described the utilization of metacognitive tools. These include concept maps, the Gowin heuristic vee, and the clinical interview. They are efficient in showing which concepts students of engineering at Comahue University have mastered. The students had approved the corresponding course. The clinical interview, the conceptual maps, and the application of the UVE permit students to make an autoanalysis of their knowledge about the topic. Also, it permits the professors a critical reflection of how students are achieving their objectives, the causes of that, and the change that they should carry out in order to achieve meaningful learning of such a substantial topic. (Contains 32 references.) (Author/YDS)

Microcontrollers is a required course in most Electrical, Computer, and Mechanic Engineering (Technology) programs at U.S. universities. Most engineering courses (e.g., microcontrollers), by nature, introduce abstract concepts, definitions, and models, and use primarily lectures and readings (words, symbols) to transmit information. This traditional engineering educational method has its unique advantages but also serious shortages. In this paper, we analyze the features of the traditional engineering education method and investigate two major reasons that may cause students not to learn engineering curricula, and try to remedy them by proposing an interactive simulator-based pedagogical (ISP) approach for enhancing the teaching and learning process, without compromising the depth or breadth of course materials. Demonstration examples are presented. The effectiveness of the ISP approach is evaluated from both the questionnaire-based assessment and the outcome-based assessment. The ISP approach can be incorporated into a variety of educational settings.

This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedagogy. Financial and instructional support through business partnership and administrative support were found to be critical strategies used to overcome obstacles identified. (Contains 1 figure.)

A pilot project tested and evaluated teleconferencing as a medium for training engineering teaching assistants in technical writing. The teleconference, which linked 15 participants in the engineering departments and writing centers of the University of South Carolina and Ohio State University, also included a training session on the use of genre analysis to teach engineering students how to write abstracts. Preconference planning procedures included testing software, noting equipment limitations, defining program topic and structure, and promoting participation. The teleconference itself was comprised of segments such as an introduction, a free writing exercise and discussion, and an abstracting exercise. While evaluation of the project acknowledged some of the difficulties encountered in planning, preparing and using the technology, the system was nonetheless judged to be a potentially valuable tool for economical and effective engineering education. Appended are illustrations of the storyboard used, a guide to the history and timeline of the project, copies of slides used, and the handout used for the abstracting portion of the program. (CH)

A pilot project tested and evaluated teleconferencing as a medium for training engineering teaching assistants in technical writing. The teleconference, which linked 15 participants in the engineering departments and writing centers of the University of South Carolina and Ohio State University, also included a training session on the use of genre analysis to teach engineering students how to write abstracts. Preconference planning procedures included testing software, noting equipment limitations, defining program topic and structure, and promoting participation. The teleconference itself was comprised of segments such as an introduction, a free writing exercise and discussion, and an abstracting exercise. While evaluation of the project acknowledged some of the difficulties encountered in planning, preparing and using the technology, the system was nonetheless judged to be a potentially valuable tool for economical and effective engineering education. Appended are illustrations of the storyboard used, a guide to the history and timeline of the project, copies of slides used, and the handout used for the abstracting portion of the program. (CH)

"Mechanics" and "Fluids" are familiar concepts for any newly-registered engineering student. However, when combined into the term "Fluid Mechanics", students are thrust into the great unknown. The present article demonstrates the process of adaptation employed by the Fluid Mechanics course in the undergraduate engineering program, along with the teaching methodology, teaching materials and results obtained, evaluating the final objective in terms of student satisfaction and level of learning.

Outsourcing is seen from various points of views by individuals in different industries. When it comes to educating science and technology students, and for that matter, students of any discipline, up until recently, outsourcing was not a possibility. With the recent advances in computer and network technology, it is now possible to teach a live online distance-learning course from anywhere around the world. The need for the instructor and the students to be physically present in a common classroom is eliminated. In an on-line course, students and teacher get the opportunity to interact with each other. The computer-based distance learning approach is still in its relative infancy. But since the teaching and learning is done online, via the use of computers connected to inter-connected networks and satellites, the need to be geographically co-located does not exist any longer. The instructor and the students can be physically distributed at various locations, around the city, around the country, or around the world and still be able to teach and learn from each other as if they were present together in the same classroom. Since the medium of instruction is computers, the instructors and students can be outsourced. The flip side of the argument is that since the instructor is not physically present in the same room with the students, they do not get to interact with each other face to face. The instructor can continue to derive a complex mathematical equation without realizing that a student has walked away from their computer. This paper explores the positives and negatives of distance learning distributed education. Advantages and disadvantages of DL are discussed and a few solutions to the challenges, experienced by the instructors, are addressed. The research is based on the author's experience of teaching online courses from within the city, across the states, and finally across the continents. Amongst other findings, the author discovered that when teaching an online distance learning class, distance is not a factor. While teaching online classes, the author travelled across different cities, states, and internationally and the students did not realize that the instructor was out of town and could not meet with them in the office after class.

From October 2003 to April 2008 a systemic reform of the Mechanical Engineering program at The City College of New York was undertaken with the goal of incorporating emerging technologies (such as nanotechnology, biotechnology, Micro-Electro-Mechanical Systems (MEMS), intelligent systems) and new teaching methodologies (such as project based learning, hands-on laboratory experiences, inquiry based learning, home experiments) into the curriculum. This reform activity was supported by NSF and affected all the courses taught by the Department. Almost all faculty participated in the effort. In this paper, we describe the modifications introduced in four courses of the curriculum, namely, Mechatronics, Mechanics of Materials, Heat Transfer and System Modeling, Analysis and Control. The modifications consisted both of topics related to emerging technologies and new teaching methodologies. Results of assessment conducted to ascertain the effect of the changes are presented. For example student opinions about course outcomes before and after the modifications were surveyed for the four courses discussed above. Based on the limited assessment data available thus far, it appears that students' confidence and overall academic performance has improved in some courses following the reform. It is the authors' opinion that these will see further improvement in coming years as the specifics of the reform elements are refined.

Learning-by-teaching is a pedagogical approach grossly underused in the education of engineers at all levels. The existing learning-by-teaching literature across all disciplines was reviewed with the intent of formally presenting this teaching method to engineering educators. The review defines learning-by-teaching, presents theoretical support for use, details the teaching process, and reports seminal work in a variety of contexts investigating the impacts on learning. The overall review is then discussed in terms of possible implications for engineering education.

Soaring mountain peaks, glaciers, deep-blue lakes, and lush forests delight the senses of visitors who drive on Going-to-the-Sun Road through Glacier National Park in northwestern Montana. The construction of the Going-to-the-Sun-Road, dedicated in 1933, made this experience available to the many visitors who come to the park by car. Building this transmountain road, literally carved out of the precipitous mountainside for 12 of its 50-mile length, was a challenging and dangerous task. Its designers and builders learned valuable lessons that were applied to many such scenic roads to follow. This lesson is based on National Historic Landmark documentation, National Register of Historic Places, and other sources. The lesson may be used in U.S. history, social studies, and geography courses in units on conservation and the environment or the influence of the automobile on popular culture. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Montana; Glacier National Park); (5) "Determining the Facts: Readings" (Surveying Going-to-the-Sun Road; Building Going-to-the-Sun Road; Preserving the Landscape); (6) "Visual Evidence: Images" (Going-to-the-Sun Road; Area near Logan Pass; Building the Granite Creek Retaining Wall; Triple Arches; Construction Equipment; View of the Garden Wall; Going-to-the-Sun Road); (7) "Putting It All Together: Activities" (Use a Park or Preserve It?; Working in a Park; Investigating the Local Community); and (8)"Supplementary Resources." (BT)

Engineering mechanics is recognized as one of the core subject matter areas of most engineering and technology educational programs. The study of mechanics and particularly the applications of problem solving to rigid bodies at rest (statics) has proven to be troublesome to students. Systematic problem solving includes analysis, synthesis, and calculations. There is evidence to indicate that students gain broader insights into analysis and synthesis when freed from detailed computational method. The computerized model relieves the students of the mechanics of calculation and checks the students' analysis and synthesis of a broad range of statics problems on an individualized basis. The function and structure of the model is discussed. Two populations of students were used in testing the model. One group consisted of eight sophomore engineering students, who had completed a computer programming course. The second group consisted of 27 freshman technology students who had not completed a computer programming course. The overall attitudes of both groups were positive toward the model on the pretest. Engineering students became more positive on the posttest. Technology students became significantly negative on the posttest. It was suggested that technology students probably would have gained more from the model if they also had had to turn in problems. (LS)

Engineering mechanics is recognized as one of the core subject matter areas of most engineering and technology educational programs. The study of mechanics and particularly the applications of problem solving to rigid bodies at rest (statics) has proven to be troublesome to students. Systematic problem solving includes analysis, synthesis, and calculations. There is evidence to indicate that students gain broader insights into analysis and synthesis when freed from detailed computational method. The computerized model relieves the students of the mechanics of calculation and checks the students' analysis and synthesis of a broad range of statics problems on an individualized basis. The function and structure of the model is discussed. Two populations of students were used in testing the model. One group consisted of eight sophomore engineering students, who had completed a computer programming course. The second group consisted of 27 freshman technology students who had not completed a computer programming course. The overall attitudes of both groups were positive toward the model on the pretest. Engineering students became more positive on the posttest. Technology students became significantly negative on the posttest. It was suggested that technology students probably would have gained more from the model if they also had had to turn in problems. (LS)

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 teachers need to be answered. Integration or infusion appears to be the most viable approach; instead of stand-alone engineering courses squeezing into the already crammed curriculum. An integrative approach whereby engineering is infused into the existing curriculum, within science, technology, mathematics or other courses, appears to be the best approach to expose students to engineering learning. However, little is yet known about how best to infuse engineering concepts into the K-12 curriculum. What does it mean to infuse engineering concepts into high school instruction? This question raises significant issues that need to be addressed in order to integrate appropriate engineering concepts and accomplish important learning outcomes. In order to explore this larger question, an expert focus group meeting was convened to inform the development of a model or descriptions for infusing engineering concepts into high school instruction and to address some of the pertinent questions involved. The focus group meeting is an important input toward a larger project, in which the researcher is a co-Principal Investigator. The Infuse Project was funded by the National Science Foundation to research teacher learning through an innovative approach to professional development that is engineering concept-driven. The project is focused on the infusion of engineering concepts into life science and physical science education. The present study, which is the subject of this report, addressed issues that needed clarification in order to inform the development of the protocol to be used in the major investigations of Project Infuse. (Contains 1 table and 2 footnotes.)

The present paper is an attempt to comprehend the basic needs and beliefs of engineering students regarding communicative language teaching. The researchers have attempted to pin point these needs and beliefs in order to bridge the gaps existing in CLT scenario in India. The study is also an attempt to locate the probable appropriate solutions for improving the proficiency level of these professionals. To fulfill the objectives, the researchers administered a questionnaire on 95 respondents studying in engineering institutions of south western region of Punjab (India). Descriptive analysis and the inferences drawn from the data collected indicated that these students are highly in need of having effective courses in Communication and shown a favor for CLT. They have displayed a great interest in learning this foreign language, thereby increasing their proficiency levels.

The present paper is an attempt to comprehend the basic needs and beliefs of engineering students regarding communicative language teaching. The researchers have attempted to pin point these needs and beliefs in order to bridge the gaps existing in CLT scenario in India. The study is also an attempt to locate the probable appropriate solutions for improving the proficiency level of these professionals. To fulfill the objectives, the researchers administered a questionnaire on 95 respondents studying in engineering institutions of south western region of Punjab (India). Descriptive analysis and the inferences drawn from the data collected indicated that these students are highly in need of having effective courses in Communication and shown a favor for CLT. They have displayed a great interest in learning this foreign language, thereby increasing their proficiency levels.

Ongoing technological progress in measurement systems triggered the development of an in­novative, hands-on teaching program to help students toward a fuller understanding of recent changes in the field. This paper presents a lab project that links theoretical principles with the practical issues of signal conditioning systems. This is accomplished in the context of a Master's Degree in Mechatronic Engineering, though the experience gained could be applied to other cur­ricula. Students designed and tested a signal conditioning circuit in order to acquire and monitor the electrical activity generated by the heart. This lab project contains most of the circuits studied in lectures and presents a general methodology for the design of signal conditioning systems. Five years of lab project work was compiled, and with the help of students' feedback, we were able to evaluate both the improvement in their knowledge and in their motivation.

This thesis is part of an effort by the Department of Electrical and Computer (ECE) Engineering to implement distributed learning to better serve its students. Distributed learning is especially useful for a modem technologically-oriented military, which is geographically distributed. The goal of this thesis is to develop a prototype web-based course, specifically, EC2820 - Digital Logic Design. A primary sub-goal is to quantify time required and to understand the tradeoffs involved. A secondary sub-goal is to evaluate web page tools.

The article considers the peculiarities of training foreign students subject "Descriptive geometry and Engineering Graphics" in a modern engineering university of Russia. The relevance of the problem conditioned by the fact that virtually there are no special studies of teaching Descriptive Geometry and Engineering Graphics in Russian language as a foreign language. The aim of the article is a definition of the tasks of teaching descriptive geometry and engineering graphics for foreign students in Russian language as a foreign language, create methods and didactic principles used for training. The leading study method of this problem is the simulation method as a deliberate and organized improving process for general cultural level and formation of special competence of teachers of engineering universities of Russia, and for effectively carry out their professional activities. The study aimed to adapt of lecturers to the new conditions professional work in the field of education, the integration of professional psychological and pedagogical training of lecturers. It focused on the development of scientific and methodological support of the decision of psycho-pedagogical and organizational-methodological problems of teaching Descriptive Geometry and Engineering Graphics in Russian as a foreign language.

"Factors Influencing the Teaching of Science and Engineering" is an article from Transactions of the Kansas Academy of Science (1903-), Volume 30 . View more articles from Transactions of the Kansas Academy of Science (1903-) . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3624045

"Factors Influencing the Teaching of Science and Engineering" is an article from Transactions of the Kansas Academy of Science (1903-), Volume 30 . View more articles from Transactions of the Kansas Academy of Science (1903-) . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-3624045

Design experiment refers to that designed and conducted by students independently and is surely an important method to cultivate students' comprehensive quality. According to the development and requirements of experimental teaching, this article carries out a study and analysis on the purpose, significance, denotation, connotation and characteristics of design experiment and then elaborates on the general design methods and specific steps in this kind of experiment. By practicing in design experiment, students will have their abilities in innovation and scientific research as well as comprehensive engineering diathesis improved.

Software engineering is a key topic in computing education. Many schools offer a project-oriented course, or multi-course sequence, to teach students both the theoretical concepts of soft-ware development as well as the practical aspects of developing software systems in a team environment. Typically, in these courses, students practice the principles of requirements analysis, project management, a development methodology, and effective teamwork through a small-to-medium software project. For such a course to maintain its currency and relevancy, it is important for students to be exposed to current tools and techniques for software development. Capabilities, such as project management, requirements tracking, configuration management, collaboration tools, and team communication are ideally experienced in a hands-on manner as part of the project. Commercial tools can be cost-prohibitive and difficult to learn to use effectively in a one or two semester course. At our institution, we investigated the use of open source software development tools that were easy to learn, transferable to other classes to enhance their perceived value to the student, and could be easily integrated into the existing project-oriented two-course sequence in software engineering. This paper describes the tools and their integration in the course, our experience, student's reactions, and compares the results to previous course offerings.

STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering. The purpose of this study was to better understand elementary teachers' self-efficacy for and beliefs about teaching computing and engineering. An entire faculty of a US-based elementary school participated in a year-long series of weekly professional development trainings in computing and engineering. Researchers collected quantitative data through a survey designed to assess teachers' self-efficacy and beliefs towards the integration of computing and engineering and compared responses with a demographically similar Title I school in the same city. Additional qualitative data was collected through semi-structured interviews and documented observations. Researchers found that between the two schools, self-efficacy and beliefs toward computing and engineering were likely influenced by professional development (p < 0.05). Through interviews, teachers attributed changes in self-efficacy and beliefs to the trainings. Although all teachers reported higher beliefs about the importance of computing and engineering, their self-efficacy for teaching these varied widely. A grounded theoretical analysis revealed this difference was likely attributed to each teacher's level of implementation, background, and willingness to experiment. We discuss how these factors may affect the professional development of elementary educators in preparing them to teach computing and engineering-related topics.

There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected to this is the way industry articulates the importance of STEM related-skills that extend beyond traditional STEM occupations. University admissions policies also have a strong influence on student choices in the senior secondary years. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. The national strategy is focused on action that lifts foundational skills in STEM learning areas, develops mathematical, scientific and technological literacy, and promotes the development of the 21st century skills of problem solving, critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling. This document outlines two goals (ensure all students finish school with strong foundational knowledge in STEM and related skills; and ensure that students are inspired to take on more challenging STEM subjects), five areas for national action, and guiding principles for schools to support STEM education. [Cover title varies: "National STEM School Education Strategy, 2016-2026."]

This paper aims to propose a framework to improve the quality in teaching and learning in order to develop good practices to train professionals in the career of computer engineering science. To demonstrate the progress and achievements, our work is based on two principles for the formation of professionals, one based on the model of learning skills and the second on the model of convergence in information technology and communication (ICT) (Bradley, 2005). In this paper, the results are the validation of the graduation profile as part of the process of self-assessment and the internal strategies of the learning community that allowed to achieve the career validation for five years (2015-2020). [For full proceedings, see ED571459.]

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty's conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students' interests, skills and attitudes, and with a heavy emphasis on building students' core values. Interviews reveal changes in the participants' learning and competencies due to the training, along with a positive impact on the teachers' lesson planning assessment strategies, students' feedback and the willingness to engage in more reflexive teaching practice. [Paper presented at the International Conference on University Teaching and Innovation (CIDUI): Learning and Teaching Innovation Impacts (9th, Bellaterra, Barcelona, Spain, Jul 5-7 2016.)]

The fourth industrial revolution, characterized by intelligence and informationization, has brought profound changes to mankind, and at the same time, higher requirements for the quality of personnel training has been put forward. As the main form of higher education, undergraduate education is the backbone of cultivating innovative talents. There has been a certain development in the situation of talents training in China in recent years, but it is still many problems. The quality of engineering talents cannot meet the needs of social and economic development. Therefore, reform research on the current engineering undergraduate teaching mode need to be carried out. In this paper, taking Zhengzhou University as an example, the present situation and problems of engineering teaching mode were analyzed, a new teaching mode of engineering education was constructed., and practical exploration was carried out.

The fourth industrial revolution, characterized by intelligence and informationization, has brought profound changes to mankind, and at the same time, higher requirements for the quality of personnel training has been put forward. As the main form of higher education, undergraduate education is the backbone of cultivating innovative talents. There has been a certain development in the situation of talents training in China in recent years, but it is still many problems. The quality of engineering talents cannot meet the needs of social and economic development. Therefore, reform research on the current engineering undergraduate teaching mode need to be carried out. In this paper, taking Zhengzhou University as an example, the present situation and problems of engineering teaching mode were analyzed, a new teaching mode of engineering education was constructed., and practical exploration was carried out.

The purposes of this study were to examine the extent to which literature was used to discuss findings in selected papers from Zimbabwe Journal, and to compare the quality of reviews in this journal with other international journals. The study was largely qualitative in nature and used convenient sampling. In the study, the Zimbabwe Journal was chosen because of easy access. Three papers were conveniently selected based on personal interest and areas previously studied. Content analysis was used to compare the quality of discussion of literature in the sampled papers. Findings suggest that authors cite relevant literature extensively in the background to the study but use the same literature sparingly in the discussion of their results. Further, in the discussion of findings, the use of literature was limited to confirming what was already known, and does not show how the new studies reported contribute to knowledge. The study concluded that the journal studied was failing to attract authors who write high quality papers. Perhaps the journal should broaden its brief and target an international audience, because at present as evident in the three cases cited, the journal can only reach out to practitioners within (Southern) Africa.

This project has been created to generate a registry for the systematic review on Scholarship of Teaching and Learning in Civil and Structural Engineering.

Document from Tamil Nadu Legislative Assembly Digital Archive

Document from Tamil Nadu Legislative Assembly Digital Archive