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Articles 1 - 10 of 10
Full-Text Articles in Engineering Education
Listening And Negotiation, Janet Callahan, Mary E. Besterfield-Sacre, Jenna P. Carpenter, Kim Lascola Needy, Cheryl B. Schrader
Listening And Negotiation, Janet Callahan, Mary E. Besterfield-Sacre, Jenna P. Carpenter, Kim Lascola Needy, Cheryl B. Schrader
Janet M. Callahan
Negotiation is an important skill for faculty at all stages of their career, but one that research suggests is often uncomfortable for women faculty to employ. This paper focuses on the topic of negotiation, with an emphasis on providing practical ideas and strategies relevant to academic professionals at both entry-level and mid-career who find that they need to negotiate a career opportunity. The paper will review negotiation basics, as well as discuss what can be negotiated, how one might proceed to discuss these, and how listening is critical to negotiation. By viewing negotiation as a "wise agreement"1 that seeks to …
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Jessica Townsend
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Vincent P. Manno
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Lynn Andrea Stein
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Mark Somerville
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Exploring The Factors That Motivate Female Students To Enroll And Persist In A Collegiate Stem Degree Program, Rosemary L. Edzie, Moe Alahmad
Exploring The Factors That Motivate Female Students To Enroll And Persist In A Collegiate Stem Degree Program, Rosemary L. Edzie, Moe Alahmad
Rosemary L Edzie
In the United States, collegiate enrollment in science and engineering programs continues to decline, while European and Asian universities have increased the number of science and engineering graduates. In addition, there is a growing concern over too few females enrolling and persisting in collegiate science, technology, engineering, and mathematics (STEM) degree programs. Through increasing access to pre-collegiate STEM activities, providing a better understanding of STEM career choices, instilling of confidence in math and science, and establishing student and industry based mentoring programs, more female students will enroll and persist in collegiate STEM degree programs. This paper sets to explore the …
The Honour House Project: Reservist Re-Entry Program, Sarah A. Rajala, Kevin J. Wainwright, Barbara E. Endicott-Popovsky
The Honour House Project: Reservist Re-Entry Program, Sarah A. Rajala, Kevin J. Wainwright, Barbara E. Endicott-Popovsky
Sarah A. Rajala
Both the United States and Canada invest a great deal of resources in the training of their military personal. Many of the skills and experiences accumulated by soldiers are those that are highly valued by civilian employers. Further, these skills are often embodied in academic programs, suggesting soldiers would have a comparative advantage in such programs; however, despite the efforts of government agencies, many soldiers are unable to convert their skills and training into meaningful careers. While there are several reasons why individuals leaving military duty have trouble re-integrating into work and education, one of the major obstacles is the …
The Development Of Undergraduate Distance Education Engineering Programs In North Carolina, Sarah A. Rajala, Tom Miller
The Development Of Undergraduate Distance Education Engineering Programs In North Carolina, Sarah A. Rajala, Tom Miller
Sarah A. Rajala
The College of Engineering at North Carolina State University has a strong track record in providing distance education to the citizens in North Carolina through credit-based courses and degree programs. To provide increased access to engineering education on the undergraduate level and enhance the success of the student transfer population, the College of Engineering developed two new 2+2 engineering programs and a distance education bachelor of science in engineering program. The 2+2 programs are designed to provide students enrolled at institutions without engineering programs the opportunity to take some of the fundamental engineering courses in addition to their general education …
Preparing New Faculty Members To Be Successful: A No-Brainer And Yet A Radical Concept, Rebecca Brent, Sarah A. Rajala, Richard M. Felder
Preparing New Faculty Members To Be Successful: A No-Brainer And Yet A Radical Concept, Rebecca Brent, Sarah A. Rajala, Richard M. Felder
Sarah A. Rajala
A multifaceted program at North Carolina State University involving workshops and mentorships helps prepare new faculty members and graduate students for successful academic careers. This paper describes the elements of the program, reviews assessment data for each element, and offers recommendations to engineering schools wishing to establish their own programs for new and future faculty members.
Succeed-Sponsored Freshman Year Engineering Curriculum Improvements At Nc State: A Longitudinal Study Of Retention, Matthew W. Ohland, Sarah A. Rajala, Timothy J. Anderson
Succeed-Sponsored Freshman Year Engineering Curriculum Improvements At Nc State: A Longitudinal Study Of Retention, Matthew W. Ohland, Sarah A. Rajala, Timothy J. Anderson
Sarah A. Rajala
NC State’s involvement in the NSF-sponsored SUCCEED Coalition has led to a number of changes to the freshman year of the engineering curriculum as reported previously (e.g., ASEE 1999, Porter, et al.). An explicit objective of these changes was to retain in engineering those students who were qualified and interested in engineering, but were leaving engineering for other reasons. While a number of isolated innovations have been studied and have demonstrated positive benefit, this study looks at each freshman cohort from 1987 through 1998 to evaluate changes in retention in engineering during that period. Eleven cohorts were studied; five (1987- …