Engineer-in-Residence: Strategy for Increasing Relevance in Transportation Education

2003 ◽  
Vol 1848 (1) ◽  
pp. 45-49 ◽  
Author(s):  
Daniel Pritchard ◽  
Edward A. Beimborn
Keyword(s):  
Education Program ◽  
Civil Engineering ◽  
Real Life ◽  
Applied Science ◽  
University Of Wisconsin ◽  
Life Problems ◽  
College Of Engineering ◽  
The University ◽  
Education Process

Results are reported of the implementation of an engineer-in-residence concept in the Department of Civil Engineering and Mechanics at the University of Wisconsin–Milwaukee College of Engineering and Applied Science. This concept brings an experienced practitioner to campus specifically to mentor students and faculty in the application of engineering and management principles to real-life problems and to provide additional relevancy to the education process. Success of the concept is measured by evaluations completed by students and faculty. On the basis of the findings of these evaluations, the concept is a promising way to provide expanded relevancy to a transportation education program.

Model of Education Program Value Increase

2018 ◽  
Vol 27 (7) ◽  
pp. 142-152
Author(s):  
A. V. Garmonova ◽  
N. A. Ryakhina ◽  
E. E. Sokolova
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Competitive Advantages ◽  
University Management ◽  
Highly Qualified ◽  
Medical Organization ◽  
Centers Of Excellence ◽  
Regional Labour Markets ◽  
The University ◽  
Education Process

The article describes the experience of the private further professional education establishment in integration with private medical organizations as a hi-tech clinic base. The purpose of the experience was to work out an education program of professional retraining which enables medical organization to extend the range of its services. The demand for such programs investment stems from the gap between the professional level of medical workers training at universities and the needs of hi-tech segment of cosmetology service which requires highly qualified specialists.The gap between the increasingly changing market demands and the existing higher education offer may be bridged through involvement of practicing professionals in education process.The authors consider the best Russian and foreign practices of interaction between private medical establishments and private education establishments aimed at creation Centers of Excellence on the example of Neo Clinic Tuymen. The presented model shows the competitive advantages of a professional retraining education program characterized by a big concentration of resources per student and a high value of education service. The article may be useful for the university management in Russia in developing and updating strategies and programs of practice-oriented education that will meet the requirements of regional labour markets, concrete organizations and employers and contribute to graduates’ adaptation to actual production process. 

scholarly journals “Weary for the Heather and the Deer”: R. L. Stevenson Depicts the Scottish Diasporic Experience

2015 ◽  
Vol 40 ◽  
Author(s):  
Christy Danelle Di Frances
Keyword(s):  
Large Scale ◽  
Real Life ◽  
Direct Result ◽  
University Of Wisconsin ◽  
Collective Experience ◽  
Scale Network ◽  
Wide Scale ◽  
Eighteenth And Nineteenth Centuries ◽  
Scottish Independence ◽  
The University

Robert Louis Stevenson is well known as a writer of popular Victorian adventures, yet much of his fiction is steeped in the cultural and historical preoccupations of Scotland. Texts such as Kidnapped (1886), The Master of Ballantrae (1889), and Catriona (1893) hinge upon culturally significant events such as the Jacobite Rising of 1745 and the Appin Murder. These works also allude to the Highland Clearances of the eighteenth and nineteenth centuries and the Battle of Culloden with its ensuing disarming acts—all occurrences which contributed to or comprised significant catalysts for the large-scale expulsion of Scots from their homeland. Certainly, themes of exile pervade Stevenson’s Scottish work and maintain a more liminal presence in his later South Seas fiction, and many of the author’s finest characters can be read as enactments of temporary or permanent expatriates whose real-life counterparts form a fascinating cross-section of the diasporic movement. This paper focuses on several of these characters, whose adventures are encoded into their corresponding texts as fictional re-constructions of a broader experience common to displaced Scots in the eighteenth and nineteenth centuries. Some are driven from Scotland as a direct result of economic hardship or domestic conflict, while others leave (at least temporarily) as a means of avoiding the political corruption and intrigue characteristic of the historical struggle for Scottish independence. Through characters like David Balfour, Alan Breck Stewart, James Durie, and Archie Weir, Stevenson explores the psychological ramifications of politically enforced and self-imposed exile, thus providing fictional extrapolations of the Scottish diasporic experience. These portrayals, infused with a the author’s own experiences abroad, offer fascinating microcosms which gesture towards the collective experience of a wide-scale network of displaced Scots in the Victorian world. An early version of this paper was presented at the NAVSA 2012 “Victorian Networks” conference hosted by the University of Wisconsin at Madison.

Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative

2017 ◽  
Vol 6 (4) ◽  
pp. 362-367
Author(s):  
Brian D. Clocksin ◽  
Margo B. Greicar
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Community Engagement ◽  
Real Life ◽  
High Impact ◽  
Institutions Of Higher Education ◽  
Active Engagement ◽  
Life Problems ◽  
The University ◽  
High Impact Practice

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

Experiential Learning for Engineering Technology Students in 21st Century

2010 ◽  
Author(s):  
Janet Dong ◽  
Janak Dave
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Academic Research ◽  
Applied Science ◽  
Engineering Technology ◽  
Concrete Experience ◽  
Global Study ◽  
University Of Cincinnati ◽  
College Of Engineering ◽  
The University

Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. This model shows how theory, concrete experience, reflection and active experimentation can be brought together to produce richer learning than any of these elements can on its own. The College of Engineering and Applied Science did not implement the Kolb model fully due to insufficient resources. Therefore, only the first two of the four stages were used. Many avenues of concrete experiential learning exist for the students in the engineering technology programs at the University of Cincinnati, such as co-op, service learning, global study programs, field projects, academic research, etc. This paper gives a description of the experiential learning of students at the University of Cincinnati in the areas of global study, honors program and undergraduate research. Two faculty members in Mechanical Engineering Technology from the College of Engineering and Applied Science were involved in these experiences. Their experiences, along with student reflections, are discussed in the paper.

scholarly journals On bricolage and the creation of sustainable postgraduate learning environments

2013 ◽  
Vol 9 (3) ◽  
Author(s):  
Sechaba MG Mahlomaholo
Keyword(s):  
Learning Environments ◽  
Real Life ◽  
Research Approach ◽  
Postgraduate Students ◽  
Disciplinary Boundaries ◽  
Life Problems ◽  
Multiple Voices ◽  
The University ◽  
Diverse Groups ◽  
Masters Students

In this paper I show how bricolage as a theoretical framework is used to understand and enhance the learning of the postgraduate students and academics working as a team. Bricolage is described as a metaphor for a research approach which creates something out of nothing and uses that which is available to achieve new goals. It is about finding many and new ways to resolve real life problems using that which is present in the context. It is not linear research, but research that acknowledges and works with the contradictions and incongruences in order to weave a complex text of solutions to the problems. It uses multiple voices, different textual forms and different resources, blurring neat disciplinary boundaries. In short, it splinters the dogmatism of a single approach. This theoretical positioning provides the vocabulary to describe and understand processes and interactions among the research team of 28 PhD and 22 Masters’ students being supervised by 15 academics, across the two campuses of the University of the Free State. For example, while all the actors in this team come from diverse and sometimes contradictory theoretical origins and fields of specialisation they tend to coalesce around the theme of creating sustainable learning environments in their respective research sites. To this theme they ask different questions, hence diverse aims and objectives. They also read different literature informed by the diverse groups of participants in their respective studies. Rather than being the sole determinants of their respective research agendas, they treat the participants as co-researchers who direct and inform the direction of these studies. Their methodologies acknowledge the multiple voices of those who directly experience the problem under investigation and thus can assist in the resolution thereof. They listen to all, irrespective of their station in life and, like bricoleurs, they weave meaningful solutions out of fragments of data and materials from very diverse sources of participants with different ways of doing things.

scholarly journals The Children’s Congress: A Benefit to All Levels of Schooling by Strengthening Computational Thinking

2020 ◽  
pp. 241-246
Author(s):  
Sara Hinterplattner ◽  
◽  
Jakob S. Skogø ◽  
Corinna Kröhn ◽  
Barbara Sabitzer
Keyword(s):  
University Students ◽  
Time Management ◽  
Personal Development ◽  
Real Life ◽  
Computational Thinking ◽  
Honors Students ◽  
Project Work ◽  
Johannes Kepler ◽  
Life Problems ◽  
The University

The Children’s Congress is an event, developed to meet a demand for strengthening computational thinking and to increase the interest in STEAM subjects. This congress brings teachers, university students and pupils together to work interdisciplinary on real-life problems. During these proceedings, the pupils slip into the role of researchers and scientists, supported by their teachers, university staff and university students. In every project team, at least one student from the Honors program of the Johannes Kepler University in Linz takes part. This support helps the pupils both in their projects and in their personal development, through mentoring by the talent students of the university. To find out more about these benefits and to improve the congress for the next years the Honors students were asked to give feedback after the congress. In these interviews, the Honors students described the Children’s Congress as a very inspiring and motivating project for all the participants. The results show that the students experienced a lot of appreciation through the work with the pupils, and that they faced many new challenges. They see many benefits for the pupils, starting from the increasing academical knowledge to skills like team- and time management. Furthermore, the benefit of getting used to computational thinking was described. Besides the advantages for the pupils, benefits for teachers were mentioned. Overall, the results show that the Children’s Congress successfully combines computational thinking, real-life problems, interdisciplinarity, project work and mentoring, benefitting all participants involved.

scholarly journals The ‘perfect’ mixing machine

2019 ◽  
Vol 9 (2) ◽  
pp. 25-37
Author(s):  
Péter Majoros ◽  
Ferenc János Szabó
Keyword(s):  
Product Design ◽  
Real Life ◽  
International Project ◽  
Design Institute ◽  
Student Groups ◽  
The Past ◽  
Life Problems ◽  
Perfect Mixing ◽  
The University ◽  
Student Team

In the past few years the Machine and Product Design Institute of the University of Miskolc took part in an international project, called HeiBus (http://www.heibus.eu/). As a part of this project student groups had to work on different real-life problems that were given by companies like Valeo, Robert Bosch, Festool etc. The real-life problem this paper is about was given by the Festool. The task was to design a machine that helps to make the ‘perfect’ mix. This paper is about the idea and about the developing process. In the task inscription, there was only one statement: ‘Develop the perfect mixing machine’. There were no restrictions about size, price and application, everything was up to the student team, but it was obvious that it had to be marketable.

scholarly journals IMPLEMENTATION AND EVALUATION OF A COGNITIVE APPRENTICESHIP APPROACH TO CIVIL ENGINEERING

2011 ◽  
Author(s):  
Gerard J. Poitras ◽  
Eric G. Poitras
Keyword(s):  
Learning Styles ◽  
Engineering Education ◽  
Learning Style ◽  
Civil Engineering ◽  
Traditional Approach ◽  
Real Life ◽  
Cognitive Apprenticeship ◽  
The Other ◽  
Traditional Teaching ◽  
Life Problems

From the onset of formal engineering education, engineering curricula have been based largely on science and mathematical knowledge. Applied subject based learning is a common teaching model in engineering education programs today. The professor passes information to the students, the newly acquired knowledge is applied to specific problems and communication between students and professor (and between students themselves) is limited. Furthermore, the engineering curriculum may neglect the critical skills that are necessary for a graduate student to be successful in the workplace, namely the reasoning and strategies that experts employ when they acquire knowledge or put it to work to solve complex real-life tasks (Collins et al., 1991). The purpose of this study is to design an optimal learning environment that meets the requirements of particular learning styles. We investigate a novel approach to teaching civil engineering, referred to as cognitive apprenticeship (Collins et al., 1991; Collins, 2006). The cognitive apprenticeship embeds learning in activities and makes deliberate use of the social and physical context. It tries to acculturate students into authentic practices through activity and social interactions in a way similar to that evident in craft apprenticeships. Collins et al. (1991) have developed a conceptual framework to design learning environments according to four principles regarding content, method, sequence and sociology. Traditional teaching practices do not sufficiently emphasize the reasoning and strategies that experts use to acquire knowledge and apply it to solve real-life problems (Collins et al., 1991), nor do they address students’ individual differences with regard to learning style preferences (Lowery, 2009). Therefore, the cognitive apprenticeship approach was implemented and evaluated to teach civil engineering and compared with a traditional teaching approach.Two experiments were conducted in order to compare the traditional and cognitive apprenticeship approach. The first was done with one group of students attending two different courses taught by the same professor. The first course was taught according to a traditional approach and the other, by a cognitive apprenticeship approach. The second experiment was conducted with a different group of students within the same course where one section of the course was taught according to a traditional approach and the other with a cognitive apprenticeship approach.

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