Case Studies and Online Training Used to Enhance Engineering Ethics at the Undergraduate and Graduate Level

2012 ◽  
Author(s):  
Brian L. Vlcek ◽  
Eleanor Haynes
Keyword(s):  
Graduate Students ◽  
Case Studies ◽  
Ethical Issues ◽  
Learning Experience ◽  
Engineering Ethics ◽  
Online Training ◽  
Academic Misconduct ◽  
Graduate Level ◽  
Written Responses ◽  
Term Papers

In a progressively materialistic and relativistic society, professional engineering ethics has become an increasingly important safeguard, but remains neglected in most formal engineering education. In response, at our university ethics content has been implemented and measured in both an undergraduate and graduate engineering course as a trial for further implementation across the university. In a senior-level seminar course, instructional emphasis was placed upon ethics in general, and engineering case studies readings reinforced with written responses were used to more effectively impart discipline specific knowledge. Other written activities such as current event articles and term papers with ethical content were implemented to promote higher level cognitive reasoning skills Students were surveyed at the end of the course and submitted work analyzed using a rubric to assess learning. On senior exit surveys, program graduates identified a 17.1 increase from 2009 to 2011 in their ability to understand professional, ethical and social responsibilities-this timeline was concurrent with the sited changes in the seminar course. For the graduates, emphasis was placed upon ethics with regards to research. An online series of training modules that meets the NSF minimum content as expressed by the COMPETES Act was used in the graduate course to supplement instructor lectures. In the case of the graduate learning experience, a pre and post training survey was conducted to determine changes in knowledge and understanding as a result of ethical training. On a pre-survey, forty-eight percent of the graduate students demonstrated a lack of understanding with regards to ethical issues relating to authorship. Fifty-two percent of graduate students pretested also incorrectly responded that a conflict of interest was always an issue of academic misconduct. These misconceptions were minimized by the end of the online training. Additionally, embedding profession ethics content into a senior-level seminar course has contributed significantly to satisfying our ABET learning outcomes and program objectives, while the graduate-level training has begun a fundamental change in the ethical culture of our graduate student researchers.

scholarly journals I’ll Go to the Library Later: The Relationship between Academic Procrastination and Library Anxiety

2000 ◽  
Vol 61 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Anthony J. Onwuegbuzie ◽  
Qun G. Jiao
Keyword(s):  
Graduate Students ◽  
Anxiety Reduction ◽  
Fear Of Failure ◽  
Academic Procrastination ◽  
Graduate Level ◽  
Academic Tasks ◽  
Library Anxiety ◽  
Term Papers ◽  
The Relationship ◽  
And Task

Approximately 95 percent of college students procrastinate on academic tasks such as writing term papers, studying for examinations, and keeping up with weekly reading assignments. At the graduate level, an estimated 60 percent of students procrastinate on academic tasks. Academic procrastination stems primarily from fear of failure and task aversiveness. It has been theorized, though not tested empirically, that highly anxious graduate students typically procrastinate while engaged in library-related tasks. This study investigated the relationship between academic procrastination and library anxiety at the graduate level. Participants included 135 graduate students enrolled in three sections of a required introductory-level educational research course. Findings revealed that, overall, academic procrastination was significantly positively related to the following dimensions of library anxiety: affective barriers, comfort with the library, and mechanical barriers. A canonical correlation analysis revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Implications for library anxiety reduction as a procrastination intervention are discussed.

scholarly journals Voices of Future Educators: Graduate Students’ Conceptions about Teaching and Learning in Higher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 160
Author(s):  
Philline M. Deraney
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Graduate Level ◽  
Student Centered ◽  
Student Centered Learning ◽  
Practical Applications ◽  
Written Responses ◽  
Higher Education Experiences

Teaching and learning as a process and concept is often researched through the viewpoint of graduate students as future educators in their respective fields. The aim of this study was to explore graduate students’ conceptions, experiences, and advice about teaching and learning as they embark on their journey as educators. Through purposive sampling, data were collected from students in the final year of their master’s program in education at a large university in Saudi Arabia. A qualitative content analysis of students’ written responses revealed three main themes: 1) definitions of teaching and learning were either teacher-led (predominant) or student-focused; 2) practical activities and assignments framed students’ memorable experiences; and, 3) updated, diverse methodologies including practical applications formed the main advice for educators. Student conceptions of teaching and learning, while predominantly teacher-led, illustrated elements of student-centered learning.  An underlying trend throughout the data was an awareness and description of the ongoing transition from teacher-centered/led to student-centered classrooms in their higher education experiences. Implications of this study include reflection on teaching and student-centered learning as a concept and process in graduate-level education programs and faculty academic development and reconsideration of the traditional faculty-student relationship to a more cooperative and involved one, particularly at the graduate level.   Received: 12 July 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

scholarly journals Cloud-Based Learning Management: An Effective Learning during Social Distancing

2021 ◽  
Vol 11 (5) ◽  
pp. 173
Author(s):  
Ayatulloh Michael Musyaffi ◽  
Ida Rosnidah ◽  
Arinal Muna
Keyword(s):  
Graduate Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Graduate Level ◽  
Student Centered ◽  
Student Centered Learning ◽  
Practical Applications ◽  
Written Responses ◽  
Higher Education Experiences ◽  
Learning As A Process

Teaching and learning as a process and concept is often researched through the viewpoint of graduate students as future educators in their respective fields. The aim of this study was to explore graduate students’ conceptions, experiences, and advice about teaching and learning as they embark on their journey as educators. Through purposive sampling, data were collected from students in the final year of their master’s program in education at a large university in Saudi Arabia. A qualitative content analysis of students’ written responses revealed three main themes: 1) definitions of teaching and learning were either teacher-led (predominant) or student-focused; 2) practical activities and assignments framed students’ memorable experiences; and, 3) updated, diverse methodologies including practical applications formed the main advice for educators. Student conceptions of teaching and learning, while predominantly teacher-led, illustrated elements of student-centered learning.  An underlying trend throughout the data was an awareness and description of the ongoing transition from teacher-centered/led to student-centered classrooms in their higher education experiences. Implications of this study include reflection on teaching and student-centered learning as a concept and process in graduate-level education programs and faculty academic development and reconsideration of the traditional faculty-student relationship to a more cooperative and involved one, particularly at the graduate level.   Received: 23 June 2021 / Accepted: 4 August 2021 / Published: 5 September 2021

Getting My Feet Wet: A Student Educator's Perspective on a Successful Learning Experience

1997 ◽  
Vol 20 (1) ◽  
pp. 47-50 ◽  
Author(s):  
Diane Gifford
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Graduate Student ◽  
Social Issues ◽  
Learning Experience ◽  
Holistic Education ◽  
Unexpected Events ◽  
School Buses ◽  
Master Of Science ◽  
Strongly Connected

I am a third-semester graduate student at the Audubon Expedition Institute (AEI), a college based in Belfast, Maine. This is a unique, fascinating, and sometimes crazy educational experience in which we travel around a different bioregion of the country each semester. Our method of transport is two converted school buses; we camp out every night and become strongly connected with the land around us. Our degree will be a master of science in environmental education; we study ecosystems and environmental and social issues through self-directed education. Our program emphasizes experiential and holistic education within a strong learning community, and sometimes we have the opportunity to turn unexpected events to our advantage. As a learning community we are each other's roommates, teachers, students, and peers. We cook and eat together and live in an intense, closely knit environment. This semester our community consists of 27 graduate students and four faculty.

Hands-On Graduate Courses in Lean Manufacturing (LM) Emphasizing Green and Total Productive Maintenance (TPM)

2010 ◽  
Author(s):  
Geoffrey J. Peter
Keyword(s):  
Graduate Students ◽  
Case Studies ◽  
Lean Manufacturing ◽  
Building Design ◽  
Pilot Project ◽  
Design Stage ◽  
Total Productive Maintenance ◽  
Initial Product ◽  
Hands On ◽  
Institute Of Technology

The author developed and taught the second hands-on graduate course in a series of three Environmentally Friendly Manufacturing (EFM) courses offered at the Manufacturing and Mechanical Engineering and Technology (MMET) Masters Program at the Oregon Institute of Technology (OIT), Portland Center. Courses in this series include Environmentally Conscious Manufacturing (ECM-1), Lean Manufacturing (LM) emphasizing Green and Total Productive Maintenance (TPM), and Emission Control in Manufacturing (ECM-II). The first two-thirds of the course curriculum consisted of regular classroom lectures, limited homework, two case studies, discussions, videos, and visits to two companies that were implementing or had implemented LM. In addition, a guest lecturer from Washington State Department of Ecology discussed relevant LM and environmental case studies. The final third of the course curriculum consisted of hands-on industry-based case studies. Students gained real-world experience in the manufacturing facilities of the four companies that elected to participate in the pilot project. The LM course, taught from an engineer’s point of view, emphasized the engineer’s role at the initial product design stage, and or manufacturing process design, including building design. This paper describes the course content of the LM curriculum, the innovative methods developed to teach the course, and the methods used to teach LM to graduate students with different undergraduate educational backgrounds including individuals with no prior industrial experience. It discusses three industry-based case studies, company profiles, and the benefits derived by participating companies and graduate students. Curriculum effectiveness was determined at the end of the course in part through students’ and industry participant’s comments. Future publication will describe the contents and case studies of the third ECM II in the EFM course curricula.

Simulation for Team Training and Assessment: Case Studies of Online Training with Virtual Worlds

2008 ◽  
Vol 32 (2) ◽  
pp. 161-170 ◽  
Author(s):  
William LeRoy Heinrichs ◽  
Patricia Youngblood ◽  
Phillip M. Harter ◽  
Parvati Dev
Keyword(s):  
Case Studies ◽  
Virtual Worlds ◽  
Online Training ◽  
Team Training

scholarly journals Enhancing Students’ Learning Experience Using Case Studies

2015 ◽  
Author(s):  
Gloria Fragoso-Diaz ◽  
Billy Gray ◽  
Erick Jones
Keyword(s):  
Case Studies ◽  
Learning Experience

scholarly journals Student Learning Experience from Renewable Energy Case Studies

2020 ◽  
Author(s):  
Richard Chiou ◽  
Radian Belu ◽  
Michael Mauk ◽  
M. Carr ◽  
Tzu-Liang Tseng
Keyword(s):  
Renewable Energy ◽  
Student Learning ◽  
Case Studies ◽  
Learning Experience

scholarly journals Negotiating between the Constant and the Changing: Balancing Acts in the Training of Writing Teachers

2015 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Heping Zhao
Keyword(s):  
Graduate Students ◽  
Learning Experience ◽  
Minimal Amount ◽  
College Level ◽  
Literature And Linguistics ◽  
Student Writers ◽  
Comparative Rhetoric ◽  
Individualized Approach ◽  
Major Factors ◽  
Ta Training

TA training is an important component of any rhetoric/composition program in American universities. As a faculty member in the Department of English, Comparative Literature, and Linguistics with a specialty in classical oratory and comparative rhetoric, I have been training TAs for over a decade as a significant portion of my teaching assignment. In my presentation, I would like to discuss the major factors that affect the quality of the TA training program and ways to balance these factors to maximize the learning experience for the TAs. TAs, short for “teaching assistants” or “teaching associates,” are graduate students in English who are assigned to teach a writing class or two, usually of beginning college level. It is essential that these graduate students be provided with detailed hands-on training both in theory and in practice every step of the way in order for them to feel confident and comfortable in the classroom. My role as their teacher and supervising instructor is to provide them with fundamental training, laying a solid foundation for them to grow professionally. As I see it, four major factors interact in the TA training process: the available theory, the institutional and academic expectations, the class of student writers they each teach, and the TAs themselves as a team. Some of these factors are relatively constant; others are fluid and always changing. They often present fresh challenges when they interact in the writing classroom. I would like to explore how these factors act upon each other and complement each other as I try to create an environment in which the TAs feel encouraged to learn and experiment on their own with a minimal amount of guidance. I will argue that, based on my years of experience and on the reflections by the TAs themselves, it is of critical importance that the focus be placed on the balancing of the four factors in an individualized approach for TA training.

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