Who Engineering Includes Impacts How Engineers Work

This chapter focuses on the persistent lack of diversity in the engineering profession along intersections of race, gender, and other key demographic categories (e.g., sexual orientation, socioeconomic status). After outlining specific circumstances that have influenced the lack of diversity in engineering, the chapter outlines particular challenges related to this lack of diversity and suggests a design thinking approach to resolving those challenges. Drawing on research from engineering education, design thinking, and workplace practice, the authors provide both familiar and novel strategies for addressing diversity in engineering as well as in other professions.

When Students Faced Online Learning in Coronavirus Times: A Case Study

In this paper, we present survey research which we conducted at Maria Grzegorzewska University, Poland, on April 2nd-10th, 2020. This work aimed at gathering information about online learning responses among full-time students of pedagogy. Due to the pandemic situation caused by coronavirus all activities at Polish universities have been suspended. Nevertheless, the learning process has been continued. For the first three weeks, academics and students have tried to adjust to a completely new way of education design and work. Our research provides insight into students’ thoughts and emotions which accompanied them during those weeks of online learning courses. During the survey, respondents reported also their difficulties and observations regarding the quality of educational material, contact with lecturers, and reviewed assessments. In general, the majority of respondents have been doing well in this particular situation and positively evaluate the efforts of the lecturers. They find although online learning challenging. In the Introduction, we present circumstances of the research process and methodological background for the survey design. In the Methods section, we describe the survey structure and the respondent group, then we define the survey instruments. Next, the results are presented in two parts. First, we introduce the students’ experiences and emotions associated with online learning. Second, we show what respondents said about their actual online courses taken in the studied period. In the following discussion, we present the most important findings and their possible explanation. In Conclusion, we summarize our analysis of the collected material and make recommendations for future research.

Improving Extension Curriculum Design Using Learner-Centered Templates

Extension professionals’ use of learner-centered instructional practices can maximize engagement and more effectively address expressed needs within their diverse communities. The Outcome-Based Extension Education Design and Facilitating Teaching and Learning templates enable educators to effectively implement curricula that identify context-specific learner needs, activities that increase learner engagement, and assessment tasks that gather evidence of essential knowledge construction and skills development. Using these two practical tools, Extension professionals can streamline the creation of compelling and efficacious programs that focus on the intended learning outcomes.

Development Blended Web Mobile Learning Model on COVID-19 Pandemic

Education Design Research (EDR) focuses on producing a Blended Web Mobile Learning (BWML) to increase the students’ HOTs of senior high school. The BWML model in each phase is supported by using the MoLearn application (web and mobile version). The results indicate that the BWML model is proven to be valid, practical and effective in improving HOTs of senior high school students. Research implication such as: (1) The BWML model can be used as an alternative to digital-based learning, (2) The BWML model can be a reference for developing a hybrid learning model in COVID-19 pandemic, (3) The research result can be used as empirical data that web and mobile integration in learning has proven successful.

The role of empathy in ethics of radiological protection

Radiological protection is often considered a matter of scientific and technological facts only, not of value judgements. This perception is now gradually changing, especially with ICRP Publication 138, which addressed the ethical foundation of the system of radiological protection. It identified values which have guided the Commission’s recommendations over the decades, but have not always been made explicit. Four core values are discussed (beneficence/non-maleficence, prudence, justice, dignity) as well as three procedural values (accountability, transparency, inclusivity). The latter are considered critical to the practical implementation of the system of radiological protection. Here we are exploring empathy as a procedural values complementing the three identified in ICRP Publication 138. Empathy can be defined as the “capability (or disposition) to immerse oneself in and to reflect upon the experiences, perspectives and contexts of others”. It is often understood as a skill that one either has or has not, but research has shown it can be taught and therefore can be required as an attitude of those working in health care, education, design, and technology. We suggest it is an essential prerequisite to the assessment and management of any radiological situation and the health problems accruing from it. The concerns of people affected, their needs and wishes need to be taken seriously from the very beginning of any decision-making process. Even if they are considered unfounded and exaggerated, the insights they provide will be valuable for the understanding of the overall situation. Without empathy, our practice of beneficence and non-maleficence as well as solidarity would be oddly limited.

The Corporate Innovation in Europe

In this article we investigate the political and industrial determinants of firm investment in Research and Development. We use data from the European Innovation Scoreboard of the European Commission for 36 countries in the period 2000-2019. We found that firm investments in Research and Development are positively associated with “Linkages”, “Innovation Index”, “International Co-publications”, “Medium and high-tech product exports”, “Non-R&D innovation expenditure”, “Turnover share large enterprises”, “Human Resources”, “Intellectual Assets”. Firm investments in Research and Development are negatively associated to “Foreign doctorate students”, “Knowledge-intensive services exports”, “Private co-funding of public R&D expenditures”, “Basic-school entrepreneurial education and training (SD)”, “New doctorate graduates”, “Trademark applications”, “Tertiary education” “Design applications”, “Lifelong Learning”, “Foreign-controlled enterprises – share of value added (SD)”, “Total Entrepreneurial Activity (TEA) (SD)”.

Smart education framework

Advances in information technologies present opportunities for novel approaches, methods, and tools for new or improved education and training practices. Furthermore, these technologies are enabling a shift in the education paradigm. Based on an investigation of a wide range of information technologies supporting smart education, we developed a Smart Education Framework. The framework conceptually structures the information technologies in a layered architecture. We also developed a smart education design approach based on the framework. Furthermore, we show how to use the framework and design approach to develop a specific course or lecture design. To validate the smart education framework, we examined smart education systems reported in the literature. To identify smart education systems, we conducted a systematic literature search. The literature search results show that the smart education framework has the ability to describe smart education systems. This study contributes to the current literature with a smart education framework. The smart education framework will guide future smart education system designs.

Educational Programming for Students With Disabilities in Urban Schools

Urban education is often defined as education provided to diverse students in communities with large populations, both in raw number of residents and in population density. Educational professionals often associate deficit-oriented perspectives about urban education. These perspectives are often developed due to systemic inequities that exist within urban environments and a narrative around the underachievement and lack of resources found within schools. However, schools in urban environments often have access to a wide variety of supports and opportunities that can expand and enhance the education provided to diverse students. A reframing of this deficit perspective can support special education teachers in identifying assets that exist within their community that can be integrated in culturally sustaining ways. This special issue features articles that focus on reconceptualizing urban education for students with disabilities in an assets-oriented way through teacher education, design of culturally sustaining intervention and instruction, and engagement of community stakeholders.

National Curricular Parameters for Mathematics: From the Creation of the Kaleidoscope to the Necessity to Look Back to Move Forward

Background: In the last decades in Brazil, the prescriptions of the official curricular documents of school mathematics have been constituted as a practice of successive governments. However, there is still little research on the participation of mathematics teachers and educators in the construction of these prescriptions. Objective: To present the perspective of the research collaborator in the general coordination of the PCNs (National Curriculum Parameters) in the area of Mathematics (3rd and 4th cycles of elementary education). Design: This is a qualitative research, with the production of a documentary source through interviews with thematic oral history procedures. Setting and participants: The research collaborator was professor Dr. Célia Maria Carolino Pires, and the interviews were conducted at her residence. Data collection and analysis: Oral sources were used, in the form of interviews with a researcher in the field of mathematics education, as well as written sources that complemented the necessary information. Results: This article presents a thematic section that, on the one hand, makes public the opinions of a person who actively participated in the elaboration and diffusion of the PCNs; and, on the other hand, it invites us to reflect on how - in the last 50 years in Brazil - primary school teachers have had the opportunity to be supporting/protagonists in terms of curriculum production, and how this production has been conducted and understood as a government policy (and political parties) and not a State policy. Conclusions: The article presents considerations made by a participant engaged in the process of elaborating and disseminating the Mathematics PCNs for the 3rd and 4th cycles of elementary education and - in addition - it was constructed to promote a reflection on more recent themes that include, for example, to think about how external assessments start to induce the production of curricula, functioning as thermometers that supposedly can capture the productivity indices of the school system and, at the same time, promote more symptoms of the illness they intend just to “gauge”