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Articles 1 - 9 of 9
Full-Text Articles in Education
Stand At Ease, Then Forward, March!, Janice E. Hawkins
Stand At Ease, Then Forward, March!, Janice E. Hawkins
Nursing Faculty Publications
(First paragraph) I enlisted in the U.S. Army in 1985. After reporting for basic training, I learned to execute military formation maneuvering commands. Military formations help organize ceremonial parades, gain tactical advantage, and create discipline. It occurs to me that the same elements that contribute to effective functioning of a military unit- ceremony, tactical planning, and discipline- also contribute to achieving one's goals after completing graduate school.
Toys Redesigned: The Intersection Of Industrial Technology And Service-Learning Principles, Jill Stefaniak, Petros Katsioloudis, Basim Matrood
Toys Redesigned: The Intersection Of Industrial Technology And Service-Learning Principles, Jill Stefaniak, Petros Katsioloudis, Basim Matrood
STEMPS Faculty Publications
To provide students with a situated learning experience that encouraged them to develop creative design solutions, the authors created a service-learning activity that required industrial technology students to apply design principles and procedures to design and develop toys to be given to pediatric patients at a local children's hospital. The following are excerpts from student reflections addressing the technological skills used and key takeaways from the project: * "I was able to use my mechanical skills in this project by knowing how to operate the drill press and by cutting all the pieces that were needed and assembling them." * …
Implementing Peer-Review Activities For Engineering Writing Assignments, Stacie I. Ringleb, Orlando M. Ayala, Jennifer Kidd
Implementing Peer-Review Activities For Engineering Writing Assignments, Stacie I. Ringleb, Orlando M. Ayala, Jennifer Kidd
Mechanical & Aerospace Engineering Faculty Publications
Professional engineers spend a considerable portion of their day writing, yet disciplinary writing skills are not addressed in many engineering courses. This study investigates peer review as a mean to enhance student writing in engineering courses. Students completed formative peer reviews using an online peer review system for a group project in a fluid mechanics course (with online and face-to-face sections) and for an individual writing assignment in a senior capstone class in mechanical engineering. A university-wide rubric for disciplinary writing was used to assess student writing performance on interim and final assignments completed over the course of a semester. …
Manual Revision Process For Project-Based Laboratory Instruction, Gene Hou, Feifei Zhong, Orlando M. Ayala
Manual Revision Process For Project-Based Laboratory Instruction, Gene Hou, Feifei Zhong, Orlando M. Ayala
Mechanical & Aerospace Engineering Faculty Publications
A four-step laboratory manual revision process was developed in this study based upon a technical writing process for supporting project-based laboratory classes. The audience and the objectives of this type of laboratory manuals are quite different from those of traditional, descriptive laboratory classes. The project-based laboratory manual has to serve as both an operational handbook and a theoretical textbook. The proposed four-step manual revision process was implemented in the fall 2016 semester in a 3-credit, senior elective class which was built upon a commercially-rated finite element analysis software package. Student surveys and evaluations showed that the revision process greatly increased …
Integrative Experiences Through Modeling And Simulation Of Mechatronic Systems, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao, Petros J. Katsioloudis
Integrative Experiences Through Modeling And Simulation Of Mechatronic Systems, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao, Petros J. Katsioloudis
Engineering Technology Faculty Publications
Learning is integrative lifelong process which requires continuous refreshing of old material and learning new material. This principle holds also for student experiences during their undergraduate studies. Students learn new material throughout their studies, and they may or may not have opportunity to use the material in different context and at different levels. As a result some of the acquired knowledge may be forgotten by the time student graduates or it may not be placed in the context of the overall program outcomes, thus material presented may not seem to have relevance to student's career. An effective method to address …
Developing A Faculty Learning Community To Support Writing Across Different Stem Disciplines, Vukica M. Jovanovic, Denise Tombolato-Terzic, Daniel P. Richards, Pilar Pazos, Megan Mckittrick, Julia Romberger, Otilia Popescu
Developing A Faculty Learning Community To Support Writing Across Different Stem Disciplines, Vukica M. Jovanovic, Denise Tombolato-Terzic, Daniel P. Richards, Pilar Pazos, Megan Mckittrick, Julia Romberger, Otilia Popescu
Engineering Technology Faculty Publications
Writing to learn is one of the very important pedagogical strategies in a variety of disciplines. This concept is not specifically addressed in the majority of engineering courses. Hence, university initiatives such as the Quality Enhancement Plan (QEP), emerging out of accreditation and institutional assessments, are focusing on infusing scholarship from other disciplines (in this case English) for the purpose of student learning improvement. Engineering and Science programs do include various courses in English Composition as the part of the curriculum; however, writing is not embedded in all discipline-specific courses at the upper-division level. The program outlined here focuses on …
Applying Technology To Improve Student Learning Outcomes In Dynamics Course, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao
Applying Technology To Improve Student Learning Outcomes In Dynamics Course, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao
Engineering Technology Faculty Publications
Motivating and stimulating students to learn material in required core engineering courses is difficult and yet essential in assuring student success. Traditional methods of teaching and learning need to be reconsidered and modified to meet student expectations and their continuously evolving ways of interaction with technology and social networks. Numerous faculty have been experimenting with various approaches which are taking advantages of both technology and student interaction with technology, with various degrees of success. In this paper authors present another comprehensive method applied in teaching/learning of core engineering mechanics course. It has been observed over a long period of time …
Flipped Classroom As Blended Learning In A Fluid Mechanics Course In Engineering Technology, Orlando M. Ayala, Otilia Popescu, Vukica M. Jovanovic
Flipped Classroom As Blended Learning In A Fluid Mechanics Course In Engineering Technology, Orlando M. Ayala, Otilia Popescu, Vukica M. Jovanovic
Engineering Technology Faculty Publications
Flipped classroom has gained attention in recent years as a teaching method in which the time allocated for introducing new concepts and the time used for practicing them are inverted, in order to provide more time for problem based learning and class interaction under direct supervision of the instructor. The implementation of this teaching method is comprised of two main components, the pre-class activities, which consist of individual student work and are largely based on pre-recorded videos, and in-class activities, which are group activities supervised by the instructor. This paper discusses the implementation of the flipped classroom method in a …
Pursuing The "Half Empty Question": Biology Undergraduates' Differential Engagement In A Brief Relevance Writing Intervention, Ting Dai, Avi Kaplan, Ying Wang, Jennifer G. Cromley, Tony Perez, Kyle R. Mara, Michael Balsai
Pursuing The "Half Empty Question": Biology Undergraduates' Differential Engagement In A Brief Relevance Writing Intervention, Ting Dai, Avi Kaplan, Ying Wang, Jennifer G. Cromley, Tony Perez, Kyle R. Mara, Michael Balsai
STEMPS Faculty Publications
Whereas relevance-writing interventions have shown effects on students’ achievement, a persistent finding is that interventions benefit students with low, but not high, outcome expectancies—a phenomenon that Schwartz et al. (2016) termed the half empty question. In the current mixed-methods study, we investigated the role of undergraduate students’ patterns of engagement in a relevance-writing intervention and their relations to biology course achievement. Ninety-six students who were administered four relevance writing assignments were found to manifest two patterns: Students who completed at least 50% of the intervention in a timely manner outperformed those who completed less-then-50% or completed it late, regardless of …