Education Commons^™

Transforming Technology & Engineering Educator Inputs Into Desired Student Outputs Through Mechanism Analysis And Synthesis, Andrew J. Hughes, Chris Merrill

Educational Leadership & Technology Faculty Publications

The intention of this article is to provide middle and high school Technology and Engineering Educators (T&EEs) with a more thorough understanding of an engineering approach to the teaching and learning of mechanics. During the teaching and learning of engineering content, in this case mechanics, the educator should attempt to align pedagogical content knowledge with engineering content knowledge and practices. T&EEs will also need to focus on terminology, structure, and applying theory to practical hands-on learning activities inside and outside of the classroom. T&EEs have the potential to foster middle and high school students’ mechanical knowledge and the ability to …

Scope Process: Fostering Students' Design Outcome Effectiveness, Andrew J. Hughes, Cameron D. Denson

Educational Leadership & Technology Faculty Publications

The purpose of this article is to help Technology and Engineering Educators scaffold engineering design and problem-solving experiences so that students taking technology and engineering courses will develop an improved ability to design. Technology and Engineering Education seems to increasingly focus on problem-solving, design, and engineering. Technology and Engineering Education is not the only discipline with this focus. The fact that both Science and Technology and Engineering Education are similarly focused on the teaching and learning of engineering begs the question of what separates technology and engineering educators from science educators in the teaching of engineering? Lewis (2004) cautioned that …

Mechanism Design And Analysis: Developing An Understanding Of Mechanism Motion Through Graphical Modeling, Andrew J. Hughes, Chris Merrill

Educational Leadership & Technology Faculty Publications

The intention of this article is to provide Technology and Engineering Educators with foundational knowledge of mechanism design and analysis and the ability to develop middle and high school students' mechanism knowledge during practical hands-on learning activities in the STEM classroom. Technology and Engineering Educators' implementation of mechanism design and analysis could promote students' increased depth of mechanical knowledge and ability to apply this knowledge during engineering design challenges. In this article, the authors present an introduction to four-bar mechanism design and analysis using CAD software to produce graphical representations. After designing mechanisms graphical, students should be allowed to produce …

Scaffolding Middle And High School Students’ Engineering Design Experiences: Quality Problem-Scopeing Promoting Successful Solutions, Andrew Hughes, Cameron Denson

Educational Leadership & Technology Faculty Publications

Highly proficient expert engineers begin the iterative process of design by thoroughly investigating the design problem. Engineering students are often distracted by surface details, leading to a faulty conception of the problem and inappropriate solution strategies. Adequate problem-scoping is arguably the most important step in the design process. To address this issue, the researchers developed an instructional framework to help teachers scaffold students’ cognitive and metacognitive processes during the problem-scoping phase of a design challenge. The purpose of this quasi-experimental study was to investigate the impact that scaffolded instruction related to the SCOPE process had on students’ solution success during …

Effective Teaching Practices By Acue, Module Reflection, Lida Ahmadi

Q2S Enhancing Pedagogy

The online course,Effective Teaching Practicesis offered byThe Association of College and University Educators’(ACUE’s). This is a comprehensive course on teaching methods that are centered on improving student engagement and learning. This work is a summary report of my reflections on selected course modules.

A Reflection: Acue Made Teaching Effective And Enjoyable, Sailesh Maharjan

Q2S Enhancing Pedagogy

After attending the Effective Teaching Practices course through the Association of College and University Educators (ACUE), teaching a class, large or small, has become more satisfying and enjoyable. Due to my ACUE experience, my teaching style continues to evolve. I’ve become more attuned to student dynamics. As instructors, we have the power to facilitate our classes in many effective ways, and ACUE offers teaching strategies that are based on research. I proactively have been implementing many of the techniques I have learned in ACUE, and I have noticed a significant increase in my students’ engagement in class discussions and activities. …

Reflection And Application Of Acue Course For Effective Teaching Practices, Diane Mejia

Q2S Enhancing Pedagogy

Q2S Reflection on the benefit and practical application of The Association of College and University Educator (ACUE) for Effective Teaching Practices course. Reflection includes results after utilizing these principles while teaching a Nursing Pediatric Clinical Lab. Specifically, this paper includes course design for learning outcome revision, assessments aligned with cognitive level, teaching methods corresponding to learning outcomes, and reflection on student response and refinement.

Concrete Beam Design: Pouring The Foundation To Engineering In T&E Classrooms, Andrew J. Hughes, Chris Merrill

Educational Leadership & Technology Faculty Publications

Ask a middle or high school student if they could design a concrete beam that weighs only 20 pounds and is 36” long but must hold 600 pounds without failing. What is the student likely to say? What if the student was told that, with some optimized decision making based on relatively straightforward mathematics, their beam could hold 2400 pounds or more? The focus of this article is not on concrete beam design, it is rather an introduction to engineering principles in beam design using a lab activity. The concepts and skills learned in this article will lead students into …

Analyzing Concrete Beam Design: Verifying Predictions In T&Ee Classrooms, Andrew J. Hughes, Chris Merrill

Educational Leadership & Technology Faculty Publications

Design is often accepted as a fundamental aspect of engineering (Dym, et al., 2005). The design process is frequently portrayed as a set of steps. However, the design process is more complex than just a set of steps in a relatively fixed process. The complex nature of design, design thinking, questioning, and decision-making is exactly what technology and engineering classrooms are well suited to address. When addressing the question—“Why is technology and engineering education (T&EE) so important?”—the authors believe T&EE’s importance relates to our discipline’s ability to solve complex problems by balancing theory and practice in engaging hands-on learning scenarios …

Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida

Educational Leadership & Technology Faculty Publications

This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …

Reflection On Use Of The "Reacting To The Past" Pedagogy In A History Of Mathematics Course, Davida Fischman

Q2S Enhancing Pedagogy

This brief report provides a reflection on the use of the "Reacting to the Past" (RTTP) pedagogy in a History of Mathematics classroom. The conclusion is drawn that the RTTP pedagogy is very successful in engaging students in active learning, and appropriate games may be utilized to help students learn about the role of mathematics in historical developments as well as in society today.

Roberts: Acue Online Course In Effective Teaching Practices-Cohort A, Sabrina Roberts

Q2S Enhancing Pedagogy

This is a sample of ACUE (Association of Colleges and University Educators) implantation and reflection assignments. The Teaching Resource Center partnered with ACUE; then, 30 CSUSB faculty completed 25 instructional modules. These assignments focused on teaching practices and face-to-face instruction.

CSUSB Communication Studies instructor, Sabrina Roberts, participated in the ACUE Effective College Instruction certification program from January 2019 to June 2019 in cohort A. The sample assignments include reflections from the following modules: Motivating Students, Delivering an Effective Lecture, Planning Effective Class Discussions, Facilitating Engaging Class Discussions and Using Advanced Questioning Techniques.

Project Based Learning Course Integration For Elementary Science Methods, William Dwyer

Q2S Enhancing Pedagogy

I have revised my syllabus to integrate PBL into my course, Science/Health Curriculum and Pedagogy in Elementary School (EELB 532), for this current term. I am teaching this course for the third year at the Palm Desert campus. Throughout my career as an instructor in teacher education, I have promoted PBL to my science methods students; however, this term is the first time I have integrated PBL into my course by making it a major course assignment.

Scipp: An Expanded Community Of Practice - Community Publishing, Juan Delgado, Kelly (Kl) Straight Dortch, Daiana Rodriguez, Alex Avila, William Beshears, Juliana Cruz, Gina Hanson, Frank Houlihan, Lacey Kendall, Larry Light, Cati Porter, Molly Tor, Timothy "Isaac" Pieper, Bianka Sanchez, Sara Trowbridge, Daniel Aguilar, Bernardo Benigno, Arely Bernal, Alejandra Bueno, Emily Campos, Jason Cannon, Griselda Caudillo Gallo, Joshua Clemente, Sarah Coblentz, Diana D'Arcangelo, Georgia Darwin, Mary Grace Deasis, Kaylan Els, Keith Fernandez, Maria Flores, Khiyara Frontela, Anthony Galvan, Monica Galvez, Martin Garcia, Jessica Godin, Freda Guzman, Madison Hall, Diana Huitron Munoz, Jennifer Ledesma, Maria Lias Chacon, Rebekah Linares, Prisma Loya, Elijah Magana, Alberto Mancillas, Lorinda Maya, Jennifer Pimentel, Nancy Ramirez, Angelica Rodriguez, Alexis Ruvalcaba, Sandra Sandoval De Rosas, Emily Stoddard, Andrea Tinajero, Lesly Velez Montenegro, Saulo Velez Montenegro, Matthew Vigil, Sergio Zamora, Marylou Alvarez, Roxanna Cervantes, Tenaya Fuentes, Wendy Moreno, David Valenzuela, Philip Colunga, Augustine "Auggie" Fuentes, Nadia Fuentes, Olive Fuentes, Sophia Fuentes, Miraya Martinez, Diego Mercado, Iker Valenzuela, Roma Valenzuela

Q2S Enhancing Pedagogy

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, "risk taking", confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students' collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP …

Flc: Acue Legacy Administration, Krystal Rawls

Q2S Enhancing Pedagogy

Legacy Administration is a Higher Education Administration platform being designed by students, for the benefit of students and their surrounding community. This in class service learning project allows students to learn creatively without the fear of failure as well as offers students an opportunity to investigate career options in their field.

Measuring Metacognitive Awareness: Applying Multiple, Triangulated, And Mixed-Methods Approaches For An Encompassing Measure Of Metacognitive Awareness, Andrew J. Hughes

Educational Leadership & Technology Faculty Publications

The article provides an overview of the quantitative analysis of teachers’ metacognitive awareness. The purpose of the overview is to express the need for encompassing measures of metacognition for improving metacognitive awareness in the field of technology and engineering education. The data presented come from using the Metacognitive Awareness Inventory to measure technology and engineering teachers’ metacognitive awareness at the end of 2 specific professional development (PD) programs. The study had a sample size of 21. Participants were combined into 3 groups based on their participation in the PD programs. Group 1 consisted of teachers that actively participated in the …

Social Themes As Reflected In Film: Scholarship, Criticism, And Theory, Leslie M. Kong

Library Faculty Publications & Presentations

As faculty, we strive to develop methodologies to make more meaningful to students the concepts and principles taught in our courses. Over the years, growing literature has developed that supports the use of popular films, as well as documentaries, in college and university curricula. This essay is not intended as an exhaustive or comprehensive study of resources in this area, but rather as a guide to works that faculty will find relevant in supporting various courses.

January 7 1971, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

December 18 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

December 11 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

December 4 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

November 20 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

November 13 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

November 6 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

October 30 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

October 23 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

October 16 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

October 2 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

September 25 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.

September 18 1970, Friday Bulletin

CSUSB Friday Bulletin

No abstract provided.