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Full-Text Articles in Education

Evaluating Program Outcomes Via Decision Making Simulations, Steven A. Freeman, Nir Keren Nov 2012

Evaluating Program Outcomes Via Decision Making Simulations, Steven A. Freeman, Nir Keren

Agricultural and Biosystems Engineering Conference Proceedings and Presentations

Decision making-based methodology was proposed for evaluating program outcomes. The methodology was tested to measure the effect of safety enhancing curriculum on Safety Awareness, one of the 15 competencies ABE is using in program outcome evaluations. The results indicated a significant increase in safety awareness and shift in cognitive processes following implementation of the curriculum. Since ABE measures competencies via supervisory evaluation of graduates, the authors examine the opportunity of developing a longitudinal study for measuring the magnitude of impact of curriculum on outcomes at the workplace.


Continuous Improvement Of Program Outcomes Through Assessing Student Demonstration Of Workplace Competencies, Mark A. Laingen Nov 2012

Continuous Improvement Of Program Outcomes Through Assessing Student Demonstration Of Workplace Competencies, Mark A. Laingen

Agricultural and Biosystems Engineering Conference Proceedings and Presentations

Student-centered, learning-based educational systems place demands on institutions to provide evidence that students have achieved competency in defined program outcomes. Experiential learning environments provide a platform for students to demonstrate competency of program learning outcomes. Key actions that provide quantitative measures to assess competency of learning outcomes ensure the ability to assess changes in learning outcome competencies. Data collected from these assessments translate into achievement of the program outcomes. The ability to convert workplace competencies into curriculum strengths and deficiencies is valuable for continuous improvement of the program curricula. In this presentation, I will present my study how ISU has ...


Impact Of Two Course Content Delivery Systems On Student Learning, Darren H. Jarboe, D. Raj Raman Jul 2012

Impact Of Two Course Content Delivery Systems On Student Learning, Darren H. Jarboe, D. Raj Raman

Agricultural and Biosystems Engineering Conference Proceedings and Presentations

In 2007, a USDA Higher Education Challenge Grant funded the creation of a Virtual Education Center (VEC) for Biorenewable Resources at three partner land grant institutions. Three new courses are taught through the VEC, each using multiple instructors and exchanges of video lectures between sites. The most heavily subscribed of these is a graduate survey course entitled Fundamentals of Biorenewable Resources. In this paper, we report on comparisons of two online delivery methods used in the fundamentals course: 1) a standard video lecture using a tablet computer, and 2) a self-contained menu-driven autotutorial presentations (MDAP) delivered via Adobe Flash. In ...


A Success Enhancement Program After The First Test In Freshman Engineering, Richard M. Bennett, William Schleter, D. Raj Raman Jun 2012

A Success Enhancement Program After The First Test In Freshman Engineering, Richard M. Bennett, William Schleter, D. Raj Raman

Agricultural and Biosystems Engineering Conference Proceedings and Presentations

All first-year engineering students at the University of Tennessee take a common sequence of two-4 hour Physics for Engineers classes. The classes cover typical introduction to engineering topics, as well as basic physics concepts. The classes are divided into modules, with each module lasting approximately three weeks. There is a 50-minute test at the end of each module, which is worth 11% of the student’s grade.


Teaching Large Courses Using Online Technologies: Lessons Learned And Future Challenges, Gretchen A. Mosher, Steven A. Freeman Nov 2011

Teaching Large Courses Using Online Technologies: Lessons Learned And Future Challenges, Gretchen A. Mosher, Steven A. Freeman

Agricultural and Biosystems Engineering Conference Proceedings and Presentations

Courses delivered entirely online allow universities to enroll a large number of students, but these large classes pose several challenges to educators. Two major challenges of large online learning environments are the development of appropriate learning activities and the encouragement of significant learning interactions between students. This presentation will discuss strategies used to encourage participatory learning and student interaction in a technology course with an enrollment of 170-200 students. Recommendations for managing other details of large courses in an online format will also be offered.


Discussing Controversial Topics In The Technology Classroom: Benefits, Strategies, And Challenges, Gretchen A. Mosher, Chad M. Laux Oct 2010

Discussing Controversial Topics In The Technology Classroom: Benefits, Strategies, And Challenges, Gretchen A. Mosher, Chad M. Laux

Agricultural and Biosystems Engineering Conference Proceedings and Presentations

Using controversial topics for teaching and learning has several benefits identified in the literature. Skills such as applying knowledge to real world applications, critical judgment and evaluation, social and ethical considerations, and oral and written communication are important learning outcomes of this practice. Utilizing several models of teaching and learning, this presentation will present the benefits of discussing controversial topics in the classroom, as well as strategies and challenges of handling these types of discussions with technology students.


Students’ Perspective On Safety Education Using Second Life As A Tool For Effective Learning, Dominick E. Fazarro, Nir Keren Oct 2010

Students’ Perspective On Safety Education Using Second Life As A Tool For Effective Learning, Dominick E. Fazarro, Nir Keren

Agricultural and Biosystems Engineering Conference Proceedings and Presentations

Educators are searching for cutting-edge ideas to deliver effective instructional methods to students and employers on different aspects of training. The population of students in colleges and universities are different in terms of dependency on technology. Most students are visual learners and are dependent on the use of technology in their everyday lives to satisfy social needs. Educators are seeking methods to increase student learning and comprehension of classroom theory by integrating the students’ need of technology. Teaching industrial safety can often leave the instructor with a level of uncertainty as to whether the students have grasped concepts taught in ...


Tips For Communicating Agricultural Safety To Children, Charles V. Schwab, Laura L. Miller, Lynn M. Graham Jun 2006

Tips For Communicating Agricultural Safety To Children, Charles V. Schwab, Laura L. Miller, Lynn M. Graham

Agricultural and Biosystems Engineering Publications

Effectively communicating agricultural safety messages to children requires an understanding of this audience's unique characteristics, which are dependent upon their developmental stages. This article identifies important characteristics for the 4-7 and 8-12 age groups that were used in developing educational resources for children who participate in farm safety day camps and in-school programs. Each age group has specific characteristics that can inhibit communication when they are not considered in designing content and approach of educational materials. In addition, there are three comprehensive communication issues that affect the effectiveness of transferring safety messages to children.