scholarly journals Work in Progress: Spatial Visualization Assessment and Training in the Grainger College of Engineering at the University of Illinois

2021 ◽  
Author(s):  
Brian Woodard ◽  
Tiffany Wenting Li ◽  
Ziang Xiao ◽  
Molly Goldstein ◽  
Michael Philpott
1952 ◽  
Vol 45 (2) ◽  
pp. 89-93
Author(s):  
Kenneth B. Henderson ◽  
Kern Dickman

There are several reasons why some students enter a college of engineering lacking adequate preparation in mathematics. One is that the mathematical needs of such students have not been clearly defined. It seems to be an auspicious hypothesis to assume that, if these needs are identified in some specificity and high school mathematics teachers apprized of them, students can be better prepared for collegiate work. Acting on this hypothesis, a study was conducted to discover the minimum mathematical needs of students who expect to enter the College of Engineering of the University of Illinois. Since the curricula and course content of most colleges of engineering tend to be similar, it is assumed that, in the absence of other data, these needs will serve very well to indicate “what it takes” in most colleges of engineering.


2015 ◽  
Vol 137 (09) ◽  
pp. 46-47
Author(s):  
Mohamed Gad-el-Hak

This article presents view of two books on massive open online courses (MOOCs). The two books ride on a homologous theme: the revolutionary future of undergraduate education. A Whole New Engineer, by David E. Goldberg and Mark Somerville, describes the change in engineering education that is taking place at the newly minted Olin College of Engineering and the more established the University of Illinois at Urbana-Champaign. Another book, The End of College, Kevin Carey prognosticates the future of learning and the university of everywhere based upon emerging MOOCs. Rising tuition prices and a flagging global economy, combined with advances in information technology, are leading to a rapidly changing scene from traditional lecture-hall teaching to online education.


1967 ◽  
Vol 10 (01) ◽  
pp. 43-50
Author(s):  
Frank Willett ◽  
Brian M. Fagan

This conference was held at the University of Illinois, Champaign-Urbana, December 8 to 10, 1966, under the cochairmanship of Professor Frank Willett (Northwestern University) and Dr. Brian M. Fagan (University of Illinois). Thirteen persons in some way associated with Iron Age archaeology were official participants, and there were six observers who also contributed to the discussions. The names of these participants are listed at the end of this article. Their primary concern was with the archaeology of Africa since the origins of food production, with special reference to the Iron Age. As a guideline the participants were given brief reports on four recent conferences which had touched on the problems of African Iron Age archaeology. Terminology and research needs, primarily for the Stone Age, were topics at the Wenner Gren Symposium on the African Quaternary held at Burg Wartenstein, Austria, in July, 1965. The results of this symposium were reviewed at the meeting of West African archaeologists in Sierra Leone during June, 1966. This meeting also expressed concern at the shortage of manpower and resources in West African archaeology, especially in the French-speaking territories, and training facilities and other terminological problems were also discussed. The difficulties of communication and training, especially in related disciplines, were discussed by a group attending an ARC meeting on the African Arts in March, 1966.


2021 ◽  
Vol 45 (2) ◽  
Author(s):  
Hoa Luong ◽  
Daria Orlowska ◽  
Colleen Fallaw ◽  
Yali Feng ◽  
Livia Garza ◽  
...  

How do you help people improve their data management skills? For our team at the University of Illinois at Urbana-Champaign, we decided the answer was "one nudge at a time”. A study conducted by Wiley and Mischo (2016) found that Illinois researchers are aware of data services available but under-utilize them. Many researchers do not consider data management as a concern distinct from researching and producing scholarly work products. In 2017, the RDS piloted the Data Nudge – a monthly, opt-in email service to “nudge” Illinois researchers toward good data management practices, and towards utilizing data services on campus. The aim of the Data Nudge was to address the gap between knowing about a service and using it by highlighting best practices and campus resources. The topics covered in the Data Nudge center around data. Some topics are applicable to everyone, such as data back-up, documentation, and file naming conventions. Other topics are specific to Illinois, like storage options, events, and conferences. After four years, the Data Nudge has accumulated over 400 subscribers through word-of-mouth, marketing channels on campus and inclusion in subject liaisons' instructional workshops. It receives stable open rates averaging at 52% (compared to 19.44% average industry rate for Higher Education*) and many compliments from subscribers. We expect the Data Nudge to continue supplementing workshops and training as an effective means of communication to reach researchers on our campus. In the spirit of re-use, we are in the process of archiving the Data Nudge topics in a reusable format, readily adaptable by other institutions.  Data Nudge link: https://go.illinois.edu/past_nudges


Author(s):  
Geoffrey L. Herman ◽  
Laura Hahn ◽  
Matthew West

In February 2012, the College of Engineering created the Strategic Instructional Initiatives Program (SIIP) to transform and revitalize the core engineering courses at the University of Illinois at Urbana-Champaign. As SIIP has evolved, we have learned that in order to achieve these goals, we must first focus on creating collaborative teaching cultures. This effort has sparked the rapid spread of Research-Based Instructional Strategies across the college and created a thriving community of faculty invested in improving undergraduate instruction. In this paper, we describe the current policies and procedures that we use to direct SIIP. In particular, we will focus on the structure of the leadership team and how we have fostered deep collaborations among faculty developers, education researchers, and engineering faculty. We conclude by presenting an evaluation of the program.


2016 ◽  
Vol 1 (5) ◽  
pp. 4-12
Author(s):  
David P. Kuehn

This report highlights some of the major developments in the area of speech anatomy and physiology drawing from the author's own research experience during his years at the University of Iowa and the University of Illinois. He has benefited greatly from mentors including Professors James Curtis, Kenneth Moll, and Hughlett Morris at the University of Iowa and Professor Paul Lauterbur at the University of Illinois. Many colleagues have contributed to the author's work, especially Professors Jerald Moon at the University of Iowa, Bradley Sutton at the University of Illinois, Jamie Perry at East Carolina University, and Youkyung Bae at the Ohio State University. The strength of these researchers and their students bodes well for future advances in knowledge in this important area of speech science.


2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory


2016 ◽  
Vol 33 (1) ◽  
pp. 92-116 ◽  
Author(s):  
David K. Blake

By examining folk music activities connecting students and local musicians during the early 1960s at the University of Illinois at Urbana-Champaign, this article demonstrates how university geographies and musical landscapes influence musical activities in college towns. The geography of the University of Illinois, a rural Midwestern location with a mostly urban, middle-class student population, created an unusual combination of privileged students in a primarily working-class area. This combination of geography and landscape framed interactions between students and local musicians in Urbana-Champaign, stimulating and complicating the traversal of sociocultural differences through traditional music. Members of the University of Illinois Campus Folksong Club considered traditional music as a high cultural form distinct from mass-culture artists, aligning their interests with then-dominant scholarly approaches in folklore and film studies departments. Yet students also interrogated the impropriety of folksong presentation on campus, and community folksingers projected their own discomfort with students’ liberal politics. In hosting concerts by rural musicians such as Frank Proffitt and producing a record of local Urbana-Champaign folksingers called Green Fields of Illinois (1963), the folksong club attempted to suture these differences by highlighting the aesthetic, domestic, historical, and educational aspects of local folk music, while avoiding contemporary socioeconomic, commercial, and political concerns. This depoliticized conception of folk music bridged students and local folksingers, but also represented local music via a nineteenth-century rural landscape that converted contemporaneous lived practice into a temporally distant object of aesthetic study. Students’ study of folk music thus reinforced the power structures of university culture—but engaging local folksinging as an educational subject remained for them the most ethical solution for questioning, and potentially traversing, larger problems of inequality and difference.


Sign in / Sign up

Export Citation Format

Share Document