Journal articles on the topic 'Engineering engagement programs'
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Ohland, Matthew W., Sheri D. Sheppard, Gary Lichtenstein, Ozgur Eris, Debbie Chachra, and Richard A. Layton. "Persistence, Engagement, and Migration in Engineering Programs." Journal of Engineering Education 97, no. 3 (July 2008): 259–78. http://dx.doi.org/10.1002/j.2168-9830.2008.tb00978.x.
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Eijkman, Henk, and Obada Kayali. "Addressing the Politics of Accreditation in Engineering Education." International Journal of Quality Assurance in Engineering and Technology Education 1, no. 2 (July 2011): 1–10. http://dx.doi.org/10.4018/ijqaete.2011070101.
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Engineering departments may face a formidable task in conducting effective accreditation reviews of their programs and ensuring that their outcomes meet the demands of the accrediting organisation. Not least of these tasks is walking the political tightrope of academic staff engagement in environments that reward research over and above educational tasks. This is exacerbated if and when existing programs, when reviewed for accreditation, demand a considerable expenditure of time and energy to ensure they at least meet current, let alone future, graduate attributes and standards. This paper confronts the generally ignored ‘elephant in the room’ of accreditation, namely the politics of accreditation reviews in institutional environments that are increasingly pre-occupied with research. The essential point of this paper is this; accreditation involves the whole-of-program engagement of academics with divergent curricular and pedagogic interests, let alone perspectives and work priorities. Therefore, accreditation reviews are much more likely to be successful when they are approached from a soft systems methodology perspective.
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Grace-McCaskey, Cynthia A., Linda D’Anna, Kyra Selina Hagge, Randall Etheridge, and Raymond L. Smith. "Virtually Engineering Community Engagement: Training for Undergraduate Engineers During the COVID-19 Pandemic." Human Organization 81, no. 3 (August 22, 2022): 217–28. http://dx.doi.org/10.17730/1938-3525-81.3.217.
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Flood mitigation and adaptation measures, among other tools to improve resiliency, will be necessary to sustain coastal communities in the face of climate change. Key to successful adaptation will be engineering projects, and critical to the success of those projects will be community engagement and support. Despite the recognized importance of community engagement when addressing complex issues like coastal flooding on which engineers work, most undergraduate engineering programs offer little to no training in community engagement. In this paper, we describe our experiences working with undergraduate engineering students to develop community-driven designs to address flooding and water quality issues in the Lake Mattamuskeet watershed in eastern North Carolina. Through an interdisciplinary approach, student teams learned to engage with local stakeholders to better integrate local knowledge and address issues identified by community members in their designs. Because of the COVID-19 pandemic, all community engagement aspects of the project moved to virtual forums, and we discuss the impact this shift had on the engineering designs as well as student learning outcomes and community connections.
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Kim, Soo Hyeon, and Heather Toomey Zimmerman. "Collaborative idea exchange and material tinkering influence families’ creative engineering practices and products during engineering programs in informal learning environments." Information and Learning Sciences 122, no. 9/10 (May 11, 2021): 585–609. http://dx.doi.org/10.1108/ils-02-2020-0031.
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Purpose This paper aims to investigate how families’ sociomaterial experiences in engineering programs held in libraries and a museum influence their creative engineering practices and the creativity expressed in their products derived from their inquiry-driven engineering activities. Design/methodology/approach This research project takes a naturalistic inquiry using qualitative and quantitative analyses based on video records from activities of 31 parent–child pairs and on creativity assessment of products that used littleBits as prototyping tools. Findings Families engaged in two sociomaterial experiences related to engineering – collaborative idea exchange and ongoing generative tinkering with materials – which supported the emergence of novel ideas and feasible solutions during the informal engineering programs. Families in the high novelty score group experienced multiple instances of collaborative idea exchange and ongoing generative tinkering with materials, co-constructed through parent-child collaboration, that were expansive toward further idea and solution generation. Families in the low novelty score group experienced brief collaborative idea exchange and material tinkering with specific idea suggestions and high involvement from the parent. An in-depth case study of one family further illustrated that equal engagement by the parent and child as they tinkered with the technology supported families’ creative engineering practices. Originality/value This analysis adds to the information sciences and learning sciences literatures with an account that integrates methodologies from sociocultural and engineering design research to understand the relationship between families’ engagement in creative engineering practices and their products. Implications for practitioners include suggestions for designing spaces to support families’ collaborative idea exchange and ongoing generative tinkering to facilitate the development of creative engineering practices during short-term engineering programs.
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Nader, Abdul-Hamid. "Concept of Supporting and Resisting Social Engagement in Environmental Engineering Education." Pollution Engineering 48, no. 4 (October 26, 2020): 01–02. http://dx.doi.org/10.17762/pe.v48i4.24.
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This article investigates how understudies familiarity the mix of common information into ecological building instruction. Building for harmony requires going past simply specialized designing towards an incorporated social and specialized comprehension of how building can advance network improvement and cultural great. This investigation centers around understudy encounters at two significant building for network advancement programs that are effectively incorporating social and specialized information in designing instruction, with the objective of preparing all the more socially drew in engineers. This makes the reception and incorporation of these ideas trying for understudies occupied with these countryside. Standardizing, techno-centric originations of building personality, information, and practice.
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Canney, Nathan, and Angela Bielefeldt. "Collegiate service engagement correlations with engineering job selection and satisfaction." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 15, no. 1 (March 30, 2020): 1–17. http://dx.doi.org/10.24908/ijsle.v15i1.13538.
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Curricular and co-curricular service programs are becoming more common in engineering education. For some students, these experiences align with preexisting desires to use engineering to help others; for others it instills these expectations for one’s career. There has been a lack of research on the long-term impacts of these service experiences on engineers’ career pathways, including satisfaction with an ability to help others through one’s career. A survey asked engineering alumni to describe characteristics of their most and least satisfying jobs with respect to an ability to help others or society. Results showed that for individuals in their first job since graduation, undergraduate collegiate service weakly correlated with an ability to help others as a motivator for job selection, and graduate level collegiate service moderately correlated with satisfaction with an ability to help others through one’s job. The results point to the formative effect that service can have on career aspirations and perceptions, but also highlight the complexity of these issues and the need for more in-depth and nuanced assessments of the effects of collegiate experiences on post-collegiate pathways.
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Gopakumar, Govind. "Public Leadership Framework: Studying Approaches to Diversify Engineering Education." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 43. http://dx.doi.org/10.3991/ijep.v4i1.3269.
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Despite the recent interest in diversifying engineering education there has been very little analysis regarding the nature of interventions needed to refashion engineering education. This article proposes a preliminary framework referred to here as the Public Leadership Framework (PLF) to examine efforts to diversify engineering education. By comparing three highly regarded programs, the PLF is used here to reveals not just their topical differences but also the differences in their orientations and the nature of engagement with society.
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Viswanathan, Shekar, and B. Radhakrishnan. "A Novel ‘Game Design' Methodology for STEM Program." International Journal of Game-Based Learning 8, no. 4 (October 2018): 1–17. http://dx.doi.org/10.4018/ijgbl.2018100101.
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A novel approach to teaching concepts using game design in the graduate sustainability and engineering management programs is illustrated. These student-built games tied to demonstrate the course learning outcomes (CLOs) were tested in a classroom environment. This pilot study's impact on student learning, motivation, creativity, engagement, innovation, team interactions, and instructor leadership, and its contribution towards the achievement of CLOs were assessed in multiple courses. The results from this pilot study involving students indicated that the game design, creation, and play is an effective and innovative pedagogical tool that could promote student engagement, motivation, critical thinking, and learning skills with minimal educational tools. In addition, this innovative teaching tool could help change the declining and waning interest in STEM+ programs at the graduate level.
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Brown, Mark, Matthew P. Hitt, Alyssa Stephens, and Ellyn M. Dickmann. "Rocky Mountain Scholars Program: Impact on Female Undergraduate Engineering Students – Social and Academic Support, Retention, and Success." International Journal of Engineering Pedagogy (iJEP) 10, no. 4 (July 17, 2020): 9. http://dx.doi.org/10.3991/ijep.v10i4.12139.
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The Rocky Mountain Scholars Program (RMSP) was developed, in part, to improve student success and persistence in Engineering disciplines at Colorado State Universi-ty through a portfolio of engagement activities focused around undergraduate research experiences. Female RMSP participants exhibited substantially higher retention rates and grade point averages relative to other female engineering students at CSU. To better understand the impact of the RMSP, and its effectiveness among female engi-neering students, researchers focused on whether, and how, experiences and percep-tions differ between male and female students in engineering programs. That is, how do male and female students differ, if at all, in their subjective perception of life as an engineering major at CSU? A survey was developed measuring resilience, self-efficacy, motivation, social support, academic support, and perceived sexism. Data was obtained from 144 first-year engineering students at CSU. Results indicated that social support from extracurricular activities is particularly important among female students. This points to an increasing need for programs like the RMSP to create social networks among students and faculty, link students to the broader impacts of their work, and ultimately improve the undergraduate experience of under-represented groups in STEM programs.
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Swarat, Su, Pamella H. Oliver, Lisa Tran, J. G. Childers, Binod Tiwari, and Jyenny Lee Babcock. "How Disciplinary Differences Shape Student Learning Outcome Assessment." AERA Open 3, no. 1 (January 2017): 233285841769011. http://dx.doi.org/10.1177/2332858417690112.
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Assessment of student learning outcomes (SLOs) has become increasingly important in higher education. Meaningful assessment (i.e., assessment that leads to the improvement of student learning) is impossible without faculty engagement. We argue that one way to elicit genuine faculty engagement is to embrace the disciplinary differences when implementing a universitywide SLO assessment process so that the process reflects discipline-specific cultures and practices. Framed with Biglan’s discipline classification framework, we adopt a case-study approach to examine the SLO assessment practices in four undergraduate academic programs: physics, history, civil engineering, and child and adolescent studies. We demonstrate that one key factor for these programs’ success in developing and implementing SLO assessment under a uniform framework of university assessment is their adaptation of the university process to embrace the unique disciplinary differences.
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Zizka, Laura, Doreen M. McGunagle, and Patti J. Clark. "Sustainability in science, technology, engineering and mathematics (STEM) programs: Authentic engagement through a community-based approach." Journal of Cleaner Production 279 (January 2021): 123715. http://dx.doi.org/10.1016/j.jclepro.2020.123715.
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Genareo, Vincent R., Mari Kemis, and D. Raj Raman. "What Does an Engineer Do? Conceptual Changes and Effects of Fellow Engagement on Middle School Students Involved in a GK-12 Program." Journal of Research in STEM Education 4, no. 2 (December 1, 2018): 130–45. http://dx.doi.org/10.51355/jstem.2018.41.
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This study investigates students’ conceptions of engineering at the beginning and end of their involvement in a National Science Foundation funded Graduate STEM Fellows in K-12 Education (GK-12) program. It examines whether students involved in the program exhibited greater conceptions of engineering from beginning to end, whether differences exist among males and females, and if students’ engagement and satisfaction with their Fellows affects growth in conceptions of engineering. Pre-survey and post-survey data were collected annually over four years from 1,522 participants in grades 7 and 8 who had a GK-12 Fellow. Statistical analyses indicated students gained significantly in their conceptions of engineering during a year of GK-12 involvement. Those with a second year benefitted more, and the initial conception of engineering gap that occurred between males and females was closed by the end of students’ involvement in GK-12. The greater the degree of student engagement and satisfaction with their GK-12 Fellows, the more accurate were their conceptions of engineering. This study suggests STEM-focused partnership programs may positively affect students’ career conceptions, and there is value in value placing resident scientists who can facilitate student engagement in classrooms. Recommendations to program coordinators are provided.
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Janke, Megan C., and Alysha Walter. "Changes in Engagement for Adults with Dementia: Effects of an Intergenerational Program." Therapeutic Recreation Journal 56, no. 4 (October 20, 2022): 504–21. http://dx.doi.org/10.18666/trj-2022-v56-i4-11536.
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Finding ways to engage adults living with dementia in meaningful and social activities as well as elicit positive emotions and behaviors is important. Intergenerational programs (IGPs) involving young children have been shown to benefit the physical, emotional, and social health of older adults, including those living with dementia, and are often positively received by this population. This study examined how involvement in an IGP was associated with the way that individuals living with dementia engaged and the behaviors that they exhibited during the activities. Fourteen older adults living in a shared-site long term care facility participated in an onsite IGP. Their interactions were recorded over a five-day period immediately prior to the children’s arrival and throughout the duration of the program; adults’ engagement and behaviors were coded using the Menorah Park Engagement Scale (MPES). Findings indicated that there were significant changes in engagement type and the behaviors exhibited by these adults during the IGPs. Constructive engagement significantly increased while non-engagement and other engagement were significantly reduced when the children were present. Greater displays of pleasure and helping behaviors were also exhibited during the IGPs. These findings have implications for recreational therapy practice in long-term care settings and support the use of IGPs with adults living with dementia as a nonpharmacological intervention to improve social engagement in this population.
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Vinogradov, V. V., L. F. Kochneva, and O. A. Platonova. "On Interaction of School and University in the Framework of Engineering Education." World of Transport and Transportation 17, no. 2 (September 13, 2019): 254–59. http://dx.doi.org/10.30932/1992-3252-2019-17-2-254-259.
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The article discusses the problems that arise when engineering classes are organized in secondary schools with participation of universities, and ways to solve them. To strengthen the connection between the school and the university, it is necessary to use both methodological and technological capabilities. The analysis of topics close to the standard programs of higher engineering education, which have appeared recently in the school curriculum in mathematics, is carried out. Methods have been proposed for wider engagement of intellectual capacity of university staff by involving them in creation of teaching methods in schools and especially in the in-depth study of mathematics in engineering classes. The experience of a special mathematical seminar organized by university departments of mathematics for school teachers of engineering classes is considered.
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Konowitz, Lily, Terese Lund*, Brenna Lincoln, Madeline Reed, Belle Liang, Mike Barnett, and David Blustein. "Changemakers: Influences on Engagement in STEM Curricula Among Underrepresented Youth." European Journal of Psychology and Educational Research 5, no. 2 (December 15, 2022): 103–13. http://dx.doi.org/10.12973/ejper.5.2.103.
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<p style="text-align: justify;">Despite the desirability of working in science, technology, engineering, and math (STEM), Black and Latinx people are underrepresented in these fields. Sustaining engagement in STEM is central to addressing the representation gap. This qualitative study examined whether and how a STEM-based after-school program (Changemakers) impacted students’ sense of engagement in STEM. Changemakers incorporates the basic tenets of STEM engagement and a purpose curriculum to increase students' sense of engagement. Purpose is an aspiration towards future-oriented goals, active engagement with one’s goals, and intention to contribute to the world. The sample was composed of students, ages 15-17 years old (N=10, 5=M; 5=F), from a public, low-income high school. Findings suggested that three elements helped engage participants with STEM material: challenging and novel curriculum, experiential learning, and supportive relationships. These findings underscore additional STEM programs can enhance their student’s learning and connection to the field by ensuring that their program encapsulates these identified components.</p>
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Sellami, Nadia, Brit Toven-Lindsey, Marc Levis-Fitzgerald, Paul H. Barber, and Tama Hasson. "A Unique and Scalable Model for Increasing Research Engagement, STEM Persistence, and Entry into Doctoral Programs." CBE—Life Sciences Education 20, no. 1 (March 2021): ar11. http://dx.doi.org/10.1187/cbe.20-09-0224.
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Participation in the University of California, Los Angeles Program for Excellence in Education and Research in the Sciences (PEERS) program has a positive effect on closing gaps in research participation, graduation in science, technology, engineering, and mathematics majors, and enrollment into graduate and professional doctoral degree programs for underrepresented minority (URM) students. Hence, PEERS could serve as a model for other institutions looking for cost-effective ways to promote URM student success.
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Zimmerman, Heather Toomey, Katharine Ellen Grills, Zachary McKinley, and Soo Hyeon Kim. "Families’ engagement in making activities related to aerospace engineering: designing for parents as learning partners in pop-up makerspaces." Information and Learning Sciences 123, no. 3/4 (December 21, 2021): 154–78. http://dx.doi.org/10.1108/ils-08-2020-0190.
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Purpose The researchers conducted a collective case study to investigate how families engaged in making activities related to aerospace engineering in six pop-up makerspace programs held in libraries and one museum. The purpose of this paper is to support families’ engagement in design tasks and engineering thinking, three types of discussion prompts were used during each workshop. The orienting design conjecture was that discussion prompts would allow parents to lead productive conversations to support engineering-making activities. Design/methodology/approach Within a collective case study approach, 20 consented families (22 adults, 25 children) engaged in making practices related to making a lunar rover with a scientific instrument panel. Data included cases of families’ talk and actions, as documented through video (22 h) and photographs of their engineering designs. An interpretivist, qualitative video-based analysis was conducted by creating individual narrative accounts of each family (including transcript excerpts and images). Findings Parents used the question prompts in ways that were integral to supporting youths’ participation in the engineering activities. Children often did not answer the astronomer’s questions directly; instead, the parents revoiced the prompts before the children’s engagement. Family prompts supported reflecting upon prior experiences, defining the design problem and maintaining the activity flow. Originality/value Designing discussion prompts, within a broader project-based learning pedagogy, supports family engagement in engineering design practices in out-of-school pop-up makerspace settings. The work suggests that parents play a crucial role in engineering workshops for youths aged 5 to 10 years old by revoicing prompts to keep families’ design work and sensemaking talk (connecting prior and new ideas) flowing throughout a makerspace workshop.
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Wicks, Laura C., Gemma S. Cairns, Jacob Melnyk, Scott Bryce, Rory R. Duncan, and Paul A. Dalgarno. "EnLightenment: High resolution smartphone microscopy as an educational and public engagement platform." Wellcome Open Research 2 (November 6, 2017): 107. http://dx.doi.org/10.12688/wellcomeopenres.12841.1.
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We developed a simple, cost-effective smartphone microscopy platform for use in educational and public engagement programs. We demonstrated its effectiveness, and potential for citizen science through a national imaging initiative, EnLightenment. The cost effectiveness of the instrument allowed for the program to deliver over 500 microscopes to more than 100 secondary schools throughout Scotland, targeting 1000’s of 12-14 year olds. Through careful, quantified, selection of a high power, low-cost objective lens, our smartphone microscope has an imaging resolution of microns, with a working distance of 3 mm. It is therefore capable of imaging single cells and sub-cellular features, and retains usability for young children. The microscopes were designed in kit form and provided an interdisciplinary educational tool. By providing full lesson plans and support material, we developed a framework to explore optical design, microscope performance, engineering challenges on construction and real-world applications in life sciences, biological imaging, marine biology, art, and technology. A national online imaging competition framed EnLightenment; with over 500 high quality images submitted of diverse content, spanning multiple disciplines. With examples of cellular and sub-cellular features clearly identifiable in some submissions, we show how young public can use these instruments for research-level imaging applications, and the potential of the instrument for citizen science programs.
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Wicks, Laura C., Gemma S. Cairns, Jacob Melnyk, Scott Bryce, Rory R. Duncan, and Paul A. Dalgarno. "EnLightenment: High resolution smartphone microscopy as an educational and public engagement platform." Wellcome Open Research 2 (May 3, 2018): 107. http://dx.doi.org/10.12688/wellcomeopenres.12841.2.
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We developed a simple, cost-effective smartphone microscopy platform for use in educational and public engagement programs. We demonstrated its effectiveness, and potential for citizen science through a national imaging initiative, EnLightenment. The cost effectiveness of the instrument allowed for the program to deliver over 500 microscopes to more than 100 secondary schools throughout Scotland, targeting 1000’s of 12-14 year olds. Through careful, quantified, selection of a high power, low-cost objective lens, our smartphone microscope has an imaging resolution of microns, with a working distance of 3 mm. It is therefore capable of imaging single cells and sub-cellular features, and retains usability for young children. The microscopes were designed in kit form and provided an interdisciplinary educational tool. By providing full lesson plans and support material, we developed a framework to explore optical design, microscope performance, engineering challenges on construction and real-world applications in life sciences, biological imaging, marine biology, art, and technology. A national online imaging competition framed EnLightenment; with over 500 high quality images submitted of diverse content, spanning multiple disciplines. With examples of cellular and sub-cellular features clearly identifiable in some submissions, we show how young public can use these instruments for research-level imaging applications, and the potential of the instrument for citizen science programs.
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Clarke, Peter J., Debra L. Davis, Ingrid A. Buckley, Geoff Potvin, Mandayam Thirunarayanan, and Edward L. Jones. "Combining Learning and Engagement Strategies in a Software Testing Learning Environment." ACM Transactions on Computing Education 22, no. 2 (June 30, 2022): 1–25. http://dx.doi.org/10.1145/3469131.
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There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.
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Bellman, Scott, Sheryl Burgstahler, and Eric H. Chudler. "Broadening Participation by Including More Individuals With Disabilities in STEM: Promising Practices from an Engineering Research Center." American Behavioral Scientist 62, no. 5 (April 16, 2018): 645–56. http://dx.doi.org/10.1177/0002764218768864.
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This article describes successful practices for including individuals with disabilities (e.g., leaders, students, faculty researchers, advisory board members) in the Center for Sensorimotor Neural Engineering (CSNE), an Engineering Research Center funded by the National Science Foundation. The methods, tools, and materials presented in this article can be used by others seeking to increase the inclusion of individuals with disabilities in postsecondary science, technology, engineering, and mathematics (STEM) programs. Methods are employed to ensure that the CSNE is welcoming and accessible to individuals with a wide range of abilities and to recruit individuals with disabilities into significant roles that support the Center’s mission. These efforts have resulted in the engagement of individuals with disabilities in the Center’s operations, activities, and research at a higher rate when compared with all Engineering Research Centers.
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Clief Naku, Daniel Wandera, Jacob Kihila, and Eluether Mwageni. "Community Participation Methods and their Influence on Effective Community Participation in Development Programs in Tanzania." International Journal of Social Science Research and Review 4, no. 4 (November 14, 2021): 104–26. http://dx.doi.org/10.47814/ijssrr.v4i4.131.
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It is the wish of every stakeholder to see to it that development programs are successful and beneficial to the intended community. Literature shows that successful development programs must provide opportunities for the intended program beneficiaries to effectively participate in the programs. This implies that program beneficiaries ought to be seen as stakeholders in the program and not as recipients of final program results. This is a community engagement thinking deeply rooted in the stakeholder theory. Hence, by taking into account the importance of community participation in development programs, this study explored community participation methods that were being employed in four different categorized programs and how such methods were influencing effective participation in such programs in Tanzania. These programs were categorized as Locally Funded, Government Funded, Donor Funded and Joint Funded development programs. A combined sample size of 316 participants from all the four programs was employed. Collected data were analyzed through the within-case analysis and the comparative analysis approaches. Results of the study revealed that methods used in Government funded programs were not effective enough in promoting effective community participation when compared to methods used in the other three examined programs. As such, the study concluded by emphasizing on the need to improve on the participation methods used in Government funded programs.
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Maslak, Tanya M., and Natasha Sadoff. "Marine Health Hubs: Building Interdisciplinary Regional Hubs of Excellence to Research and Address the Societal Impacts of Marine Debris." Marine Technology Society Journal 55, no. 3 (May 1, 2021): 96–97. http://dx.doi.org/10.4031/mtsj.55.3.50.
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Abstract The marine debris challenge requires an interdisciplinary solution, integrating environmental management, public health, stakeholder engagement, capacity building, along with scientific advances. Marine Health Hubs (MHHs), or regional hubs of excellence utilizing interdisciplinary collaboration to tackle marine debris from environmental, economic, and social perspectives, including health and social equity, are a proposed solution to address this challenge. Applying a collective impact approach, MHHs would build capacity across the research-to-application continuum: advancing research and technology development, translating science for informed policymaking, increasing awareness through outreach and citizen engagement, and establishing performance-based programs for accountability and continuous improvement. Across this continuum, stakeholder engagement would ensure locally and culturally appropriate research, tools, and interventions. The strategy and prioritization of each MHH's activities would vary, depending on a region's infrastructure, assets, and needs; however, utilizing a capacity-building framework, MHHs would implement consensus-based agenda setting, and applied learning for knowledge transfer and peer-to-peer information sharing. This framework has been successfully employed for other environmental governance efforts seeking to address transboundary environmental health threats. Through co-development, co-design, and co-investment, MHHs would serve as self-sustaining programs capable of adapting to evolving needs, efficiently utilizing resources to reduce plastics pollution, and improve environmental and health outcomes.
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Zamora-Martínez, Patricia, and Ana González-Neira. "Estudio de la audiencia social en Twitter de los formatos de politainment en España. El caso de ‘El Intermedio’." INDEX COMUNICACION 12, no. 01 (January 15, 2022): 21–45. http://dx.doi.org/10.33732/ixc/12/01estudi.
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This research delves into the television programs of political info- tainment (politainment) broadcast in 2018 in Spain and analyzes in a particular way the behavior of the infoshow ‘El Intermedio’, as well as the engagement of its social audience on the social network Twitter. For this, a content analysis methodology has been used on the tweets published by the program, the com- ments received and the reactions made by its social audience. The results of the investigation indicate that, as a whole, politainment programs, or those that include spectacular politics, and that are broadcast in the night time slot, have a greater number of followers on their Twitter profiles than those that are broad- cast in the morning, they also concentrate a higher accumulated monthly linear audience. Regarding the analysis of the tweets and comments of ‘El Intermedio’, the colloquial language and the critical and humorous intentionality are pre- dominant while the engagement obtained is scarce as it does not include only viralizing elements that reinforce its messages.
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Wicaksana, Seta. "The linkage of Leadership, Psychological Empowerment, and Employee Engagement with Affective Commitment to Change: A study at public/state-owned organization." IJHCM (International Journal of Human Capital Management) 5, no. 2 (December 16, 2021): 71–81. http://dx.doi.org/10.21009/ijhcm.05.02.7.
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The objective of the study is to identify the significant impact of Leadership, people’s engagement, and empowerment on affective commitment to change. The research conducted at a Public/State-Owned Organization with 539 respondents. Data was collected using employee engagement inventory, psychological empowerment, and commitment to change inventory, and was analysed using descriptive analysis and SEM. Results showed that change leadership has a significant and positive impact on affective commitment to change through employee engagement, but not through psychological empowerment. The implications of this result are beneficial for management, especially change agents. In this regard, they should create a conducive climate to develop engagement and providing many programs to increase people’s competence to establish employee commitment to change, which will be resulted in a stronger affective commitment to change.
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Richard, Lori H., Jennifer M. Plaisance, Brigett Scott, and Ruston J. Poché. "High Impact Practices and Professional School Acceptance in Health Science Concentrations." NACADA Journal 41, no. 2 (July 1, 2021): 18–26. http://dx.doi.org/10.12930/nacada-20-29.
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Graduate-level professional health care programs have a highly selective admissions process. Applicants can distinguish themselves by participating in High Impact Practices (HIPs) to enhance their undergraduate experience and academic and professional success. The variables analyzed in this study included acceptance, grade point average (GPA), minor attainment, items from the National Survey of Student Engagement (NSSE), and HIPs. Results of the analysis indicate a significant positive association between professional school acceptance and GPA, minor attainment, and capstone course completion. Data analysis suggests specific HIPs correlate with admission to desired graduate programs, and implications for advising students with this goal are discussed.
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Kovarik, Dina N., Davis G. Patterson, Carolyn Cohen, Elizabeth A. Sanders, Karen A. Peterson, Sandra G. Porter, and Jeanne Ting Chowning. "Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers." CBE—Life Sciences Education 12, no. 3 (September 2013): 441–59. http://dx.doi.org/10.1187/cbe.12-11-0193.
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We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.
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Yoon, So Yoon, Heidi Diefes-Dux, and Johannes Strobel. "First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers." American Journal of Engineering Education (AJEE) 4, no. 1 (May 24, 2013): 67–84. http://dx.doi.org/10.19030/ajee.v4i1.7859.
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The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers’ knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers’ knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers’ perceptions regarding engineering integration and their practice differed by school and teacher characteristics.
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Aljuaid, Hind. "Promoting Global Citizenship Education in Language Programs." Advances in Social Sciences Research Journal 8, no. 4 (April 23, 2021): 183–96. http://dx.doi.org/10.14738/assrj.84.10014.
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This paper will discuss tools and methods of how to integrate global citizenship education in language programs to facilitate students’ knowledge and development as responsible global citizens. Developing global citizens requires a theoretical foundation, applied learning, and identification of transferrable skills. The paper will provide students and educators with the necessary tools for fostering cross-cultural knowledge, global issues and mind-set to become culturally conscious participants in a global community. The paper will discuss how these teaching practices can be developed alongside disciplinary learning goals in language courses and course content within the curriculum. Finally, the paper will discuss the implications of implementing these practices for language programs and how they will help in understanding how students enact the idea of fostering global competency and deciphering pedagogical tools that lead students to meaningful learning and engagement.
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Tucker, Bowa George, David O. Kazmer, Angela R. Bielefeldt, Kurt Paterson, Olga Pierrakos, Annie Soisson, and Chris Swan. "The Reflective Learner: Perspectives of Engineering Faculty Engaged In Learning through Service." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 9, no. 2 (September 30, 2014): 29–46. http://dx.doi.org/10.24908/ijsle.v9i2.5448.
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Over the past decade, Learning through Service (LTS) has proliferated in higher education as an effective teaching and learning method. LTS is an umbrella term that includes both curricular and extracurricular activities, recognizing that there are many models that exist currently for how faculty members use opportunities for students to learn while providing service to a community. Reflection by the students on their service activity provides rich opportunities for students to add meaning to their learning through engagement with community. While, many colleges and universities in the United States have increased the use of LTS in engineering programs, there has been limited study to evaluate engineering faculty perception of the purpose of reflection in support of facilitating and assessing the expected learning outcomes. In this research, twenty-six interviews were conducted with engineering LTS practitioners to explore how and why engineering faculty incorporate reflection in LTS efforts. The findings reveal that majority of engineering LTS faculty practitioners engage students in reflection to enhance the professional development skills of their students, with fewer of the faculty using reflection to develop students’ personal skills.
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Maddah, Hisham. "Institutional Assessment Plans and Rubrics for Establishing Graduate Engineering Programs: A Practical Example." International Journal for Innovation Education and Research 7, no. 10 (October 31, 2019): 784–98. http://dx.doi.org/10.31686/ijier.vol7.iss10.1826.
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Institutional assessment plans are designed to provide a better education experience through investigating activities, abilities, and other indicators to check student’s success and methods validity. However, effective cultural characteristics require good engagement and open communication. Here, we show a practical example of the application of the various assessment techniques to improve the student’s performance and establish new graduate engineering programs in higher institutions. Rubrics must be designed to assess faculty members in the university as well as the program curriculum. Faculty should be qualified for teaching graduate-level with decent technical skills for curriculum development to initiate intended graduate programs. Gathering information about each rubric criterion from the university should be considered via evaluating campus culture, faculty attitudes, funding, and technology infrastructure. These criteria must be assessed from either the university websites, assessment reports, or long-term assessment goals as a guideline. Using the provided ‘VALUE Institute Template’ would greatly help in refining the assessment; critical thinking ability prepares undergraduate students for graduate studies. The proposed assessment plan will cover the following domains: diversity, course satisfaction, admission and advising, academic writing/support, curriculum change, and knowledge availability to understand the students’ motivation towards learning. Moreover, effective teaching, good delivery, syllabus formatting, and classroom interactions are all some of the general aspects that can be evaluated. Data collection can be done through distributed questionnaires and/or face-to-face interviews where program directors shall take the lead in this initiative. Implementing the outcomes assessment in the institution will help in improving the student’s performance and keep the educational programs up to date. The opportunity of having an MS program in the engineering department (to be implemented in the future) would not be possible without maintaining the continuous evaluation and analysis of the assessment tools for the university to become a world-class university.
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Salasac, Clarissa, and Joseph Lobo. "The Rise of TikTok during the Pandemic: Association between TikTok Consumption and Students’ Engagement." International Journal of Education, Science, Technology, and Engineering 5, no. 2 (December 20, 2022): 34–40. http://dx.doi.org/10.36079/lamintang.ijeste-0502.422.
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TikTok has been one of the most used Social Networking Services (SNS) worldwide. It has grown into a platform with a broad range of content, including sports, fashion, performing arts, and education, encouraging learners to join the community. In this, this descriptive-correlational aimed to determine the relationship between TikTok Utilization and the Level of Engagement of BPeA students of the City College of Angeles. After gathering data from 103 respondents through an online survey, the findings revealed that the BPeA students undergoing online classes use the TikTok application moderately and responsibly. Also, the level of students' engagement during online classes was found to be very high. Furthermore, a significant positive relationship was observed between TikTok utilization and students' engagement. Based on the findings, the researchers recommend that the Institute of Education, Arts, and Sciences (IEAS), in partnership with the College Guidance Office (CGO), collaborate on providing webinars or trainings on how SNS such as TikTok can be a helpful tool or distraction at the level of engagement of the students. Additionally, instructors/professors may also use the TikTok application as an educational tool to provide a better and more engaging classroom environment. Moreover, conducting the same study with the addition of other degree programs offered by the college to determine if the results may support or refute the findings is highly recommended. Lastly, other variables may be added to this present study to understand further the relationship between TikTok consumption and students' engagement.
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Murray, Debra, and Susan Fernbach. "Abstract LB073: Improving early career faculty research programs: Underrepresented Biomedical Researcher Scholars Program." Cancer Research 82, no. 12_Supplement (June 15, 2022): LB073. http://dx.doi.org/10.1158/1538-7445.am2022-lb073.
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Abstract According to the U.S. Department of Education in Fall 2018, full-time faculty in degree-granting postsecondary institutions were ~40% White males; 35% White females; 7% Asian/Pacific Islander males; 5% Asian/Pacific Islander females; and 3% each Black males, Black females, Hispanic males, and Hispanic females.1 Under-representation is one of the barriers to success for African American and Hispanic faculty. Barriers to women’s career advancement from underrepresented groups in academic medicine, science, and engineering and obtaining external research funding support for African American faculty do not occur in a vacuum and co-exist with barriers to research productivity overall.2 This data establishes the necessity of increasing representation, creating more accessible research opportunities, building networks, mentoring relationships in STEM-related fields, obtaining a diverse scientific workforce, and ensuring the success of all underrepresented in biomedical research (UBR) trainees and early career faculty. The All of Us Evenings with Genetics (AoUEwG) Research Program provides training to support Early Career Faculty and Senior Postdoctoral fellowship in cancer research. This engagement program includes Evenings With Genetics seminars, where regional and national campus audiences will be introduced to research opportunities available through the All of Us research hub; the Underrepresented Biomedical Researcher Faculty Summit UBRFS), where summit attendees will take part in using the All of Us research hub and receive data science training and professional development; and the UBRFS Scholars Program, where conference participants will receive yearlong support after the summit, including monthly multidisciplinary research team meetings, quarterly meetings, and mentor support. The AoUEwG Research Program aims to increase research productivity among UBR early career faculty and support their promotion to the next career level. Citation Format: Debra Murray, Susan Fernbach. Improving early career faculty research programs: Underrepresented Biomedical Researcher Scholars Program [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2022; 2022 Apr 8-13. Philadelphia (PA): AACR; Cancer Res 2022;82(12_Suppl):Abstract nr LB073.
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Tauro, Flavia, Youngsu Cha, Faszly Rahim, Mohammad Sattar Rasul, Kamisah Osman, Lilia Halim, Dominick Dennisur, Ben Esner, and Maurizio Porfiri. "Integrating mechatronics in project-based learning of Malaysian high school students and teachers." International Journal of Mechanical Engineering Education 45, no. 4 (June 4, 2017): 297–320. http://dx.doi.org/10.1177/0306419017708636.
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College students’ attrition in engineering programs is a major problem in developed and developing countries. Outreach activities in science, technology, engineering, and mathematics are a powerful resource to ignite K-12 students’ interest to pursue scientific and engineering careers. Here, a program on mechatronics for Malaysian high-schoolers developed at the New York University Tandon School of Engineering and implemented at the National University of Malaysia is presented. The program follows a dual model where instructors and students work together on a project-based learning curriculum inspired by real-world problems. A group of Malaysian graduate students and high-school teachers was trained to serve as instructors by the New York University team. After training, the New York University team aided the instructors to administer the curriculum to 100 high-schoolers and organize a one-day exhibit for families at the National University of Malaysia. Pre- and post-assessment surveys offer evidence for the positive impact of the program on teachers’ professional development and student engagement in science, technology, engineering, and mathematics fields.
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Cho, Hye Ree, Jinwoo Kwak, and Ah Jeong Hong. "The Mediating Effect of Achievement Goal Orientation and the Moderating Effect of Social Support on University Students’ Future Time Perspective." Korea Association of Yeolin Education 30, no. 6 (November 30, 2022): 203–31. http://dx.doi.org/10.18230/tjye.2022.30.6.203.
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The purpose of this study is to empirically verify the effects of university students' future time perspective on occupational engagement, and to investigate the mediating effect of achievement goal orientation and the moderating effects of social support. The goal is to provide information so that university students can properly respond to the uncertain job market they will face by actively engaging in potential career paths, and help individuals develop their own capabilities. To verify the research problem, an online survey was conducted on junior and senior enrolled students in a four-year-course at a university in Seoul, and a total of 332 responses were analyzed using SPSS 23.0 and AMOS 23.0 programs. The findings of this study are as follows. First, it was found that university students' future time perspective did not directly affect occupational engagement. Second, both performance goal orientation and mastery goal orientation showed completely mediating effects in the relationship between university students' future time perspective and occupational engagement. Third, the moderating effect of social support was found on the mediating effect of performance goal orientation between future time perspective and occupational engagement of university students. Regarding the mediating effect of mastery goal orientation, there was no moderating effect of social support. This study is significant in that it confirmed both performance goal orientation and mastery goal orientation, which are mediators, showed completely mediating effects.
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Arango-Fernández, Maria Paulina, and Stephanie Simmons Zuilkowski. "The Role of Technical and Vocational Education in Social Reintegration: Insights from Colombian Ex-Combatants." Journal on Education in Emergencies 8, no. 1 (2022): 110. http://dx.doi.org/10.33682/tehb-tshy.
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Reintegration programs for ex-combatants around the globe promote their technical and vocational education and training (TVET). The aim is to help them develop skills, assume new social roles, and gain community acceptance, yet the experiences and perceptions of the ex-combatants who participate in these programs have been little explored. Thus, it is not known whether this group finds access to TVET useful in building new social networks, which is a critical factor in preventing further violence and achieving social cohesion. This in-depth interview study with female and male ex-combatants from Medellín, Colombia, who are at various stages of TVET engagement examined their perceptions of whether and how TVET contributed to their social reintegration. The findings illustrate that some forms of TVET promoted psychosocial recovery and build social bonds, whereas other types reinforced isolation and segregation. This study also found that the TVET programs overlooked the ex-combatants' limitations on socializing that were imposed by their violent environments and feelings of stigmatization. These findings suggest a need to complement education programs for economic development with approaches that help develop social bonds and trust between ex-combatants and their communities.
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Mazumder, Quamrul H., and Mary Jo Finney. "Fostering Passion Among First Year Engineering Students." American Journal of Engineering Education (AJEE) 1, no. 1 (December 1, 2010): 21–34. http://dx.doi.org/10.19030/ajee.v1i1.789.
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Engineering is a complex field of study. Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order. Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency as well as sustained interest in remaining in the profession. This study examined the role of passion toward engineering content on students’ overall academic performance in an introductory course taught to university and high school students. A pre-test, post-test, weekly surveys and periodic classroom observation measured levels of passion in the student, classmates, and professor. Mid-semester feedback prompted the professor to adjust his teaching for the purpose of infusing greater student passion towards the content. Results suggest that student passion in both settings fluctuated widely from week to week perhaps due to variable interest in the specific topic. Overall, high school students’ level of passion remained more stable than that of university students and they performed better academically. Among university students, higher passion was not linked to higher academic performance. Professor’s passion was highly valued by students though it did not increase their own passion.
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Zheng, Haotian, William Elliott, and Megan O'Brien. "The Importance of Parent/Child Communications About Children’s Savings Accounts for Developing a College-Bound Identity." Advances in Social Sciences Research Journal 9, no. 9 (September 17, 2022): 173–90. http://dx.doi.org/10.14738/assrj.99.13030.
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Children’s Savings Accounts (CSAs) not only can help children and families to pay for expenses related to postsecondary education but also produce positive social and psychological effects, such as children’s college-bound identity. In this sense, CSAs provide a rich context for parent and child to communicate about college and ultimately for children to co-construct a college-bound identity with parents. This study examines the relationship between parent/child communication about participation in CSA and children’s college-bound identity. Using data from 506 parent/child dyads participating in the Promise Scholars CSA, we examine if parent/child communications about their CSA are associated with a stronger college-bound identity, an important predictor of future academic success. Propensity score weighting is performed to minimize the impact of selection bias. Multiple imputations are performed to handle missing data. We find evidence of higher college-bound identity scores among communicator dyads compared to non-communicator dyads and the comparison group. We also find that the difference in college-bound identity scores is not statistically significant between non-communicator dyads and the comparison group. Given this finding, CSA programs may consider interventions that may facilitate parent/child communications about their CSA as a way of encouraging children to form a college-bound identity. Further, we posit that parent/child communications about CSA are another important way for programs to understand engagement as most programs aim to increase college attendance. Until recently, CSA programs have often narrowly understood engagement as whether families make contributions or not.
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Vailasseri, Pradeep, John M. Long, and Matthew Joordens. "Embedding Bachelor of Engineering University Education with Enhanced Work-Integrated Learning." Education Sciences 11, no. 11 (November 22, 2021): 756. http://dx.doi.org/10.3390/educsci11110756.
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A study on the effectiveness of engineering education in the development of industry-ready graduate engineers was conducted among academics and industry experts of engineering disciplines who have relevant experience in work-integrated learning in Australia. The hypothesis was that embedding enhanced work-integrated learning into all study semesters has the increased possibility of developing industry-ready graduate engineers. This paper outlines the research outcomes and an enhanced work-integrated learning framework that might be helpful for improving the industry-readiness of graduating engineers. Based on the research results, the researchers propose the allocation of an appropriate level of work-integrated learning for each indicator of attainment component from the elements of Engineers Australia’s Stage I Competencies. The aim of this paper is to provide detailed recommendations for implementing an enhanced work-integrated model in Bachelor of Engineering programs in Australia. The authors also present the concept of curriculum development based on industry-integrated learning outcomes, as well as the campus and industry engagement model for enhanced work-integrated learning for the subjects of study in the Bachelor of Engineering program. This framework can be used globally as a reference for developing similar work-integrated learning models.
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Crisp, Philippe. "Leadership, Bridging, and Group-Game Engineering: Guidelines for Community Sport Coaches." International Sport Coaching Journal 7, no. 2 (May 1, 2020): 229–38. http://dx.doi.org/10.1123/iscj.2020-0005.
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Purposeful engagement with community matters continues to underpin the U.K. government’s approach to sport and sports coaching. However, although there is an emerging body of work related to the domain of community sport coaching, the development of skills, knowledge, and competencies for sports coaches is often focused in the field of sports performance. This leaves questions regarding the nature, function, supportive coaching strategies, and contextual effectiveness for coaches working within community sport settings/initiatives. The purpose of this study is to share suggestions for how community sports programs can be best managed and facilitated by sports leaders and coaches. Results of an action research project with 13 community sport coaches in the United Kingdom are used to inform the discussion. Four approaches to community sports coaching are shown contribute to building coach–participant relationships, satisfaction, and project/practice success: (a) establish common ground, (b) develop relationships, (c) prioritize inclusivity (through establishing behavioral boundaries and through game/activity management), and (d) highlight meaningful activity and contribution to games for all participants.
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Potoski, Matthew, and Patrick J. Callery. "Peer communication improves environmental employee engagement programs: Evidence from a quasi-experimental field study." Journal of Cleaner Production 172 (January 2018): 1486–500. http://dx.doi.org/10.1016/j.jclepro.2017.10.252.
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Grigal, Meg, Clare Papay, Cate Weir, Debra Hart, and Matthew L. McClellan. "Characteristics of Higher Education Programs Enrolling Students With Intellectual Disability in the United States." Inclusion 10, no. 1 (February 25, 2022): 35–52. http://dx.doi.org/10.1352/2326-6988-10.1.35.
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Abstract Significant advancements resulting from various legislative and grant initiatives have resulted in increases in higher education programs enrolling students with intellectual disability (ID). Information about program practices in admissions, academic access, employment, campus housing, and extracurricular activities was gathered via a national survey and offered to the public via a searchable directory. The current study provides a descriptive analysis of these survey data, addressing demographic structure and costs, as well as domains of practice including academic access, career development and employment, campus engagement, and credential attainment in higher education programs for students with ID from a sample of 257 programs. Comparisons to findings from a 2009 survey are offered when applicable and implications for practice, research, and policy are discussed.
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Goggins, Jamie, and Magdalena Hajdukiewicz. "The Role of Community-Engaged Learning in Engineering Education for Sustainable Development." Sustainability 14, no. 13 (July 5, 2022): 8208. http://dx.doi.org/10.3390/su14138208.
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This paper presents the positive experience of facilitating over 300 community-engaged engineering projects at an Irish higher-education institution. The projects are framed by a research orientation, a commitment to civic engagement, and building university–community partnerships, city–university partnerships, and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results. The paper highlights how well the outlined approach fits with the ideas of engaged scholarship and civic professionalism, and facilitates sustainable development. Students recognise the long-term value of engaging with community partners, understanding their future role in the community as engineers, reinforcing the idea that their work can respond directly to real needs in the community, while promoting the sustainability agenda at the same time. The approach presented in this study will not only enable the development of future models for embedding sustainability in engineering programs, but will also equip future engineers with transferable skills to ensure that sustainable development goes beyond university courses and is practiced every day.
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Kaneko, Jun’ichi, and Kenichiro Horio. "Fast Cutter Workpiece Engagement Estimation Method for Prediction of Instantaneous Cutting Force in Continuous Multi-Axis Controlled Machining." International Journal of Automation Technology 7, no. 4 (July 5, 2013): 391–400. http://dx.doi.org/10.20965/ijat.2013.p0391.
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In order to realize high productivity in rough machining processes, a fast simulation system is needed for multi axis controlled machining to predict instantaneous cutting force. The new efficient algorithm to estimate an engagement between the end mill cutter and the machined workpiece in continuous multi axis controlled machining processes is proposed. In order to shorten calculation time for the engagement area, and to improve the real-time prediction of instantaneous cutting force, a new concept is introduced for adapting ultra-parallel processing technology. The proposed method assumes the engagement as a large number of divisions located on the locus of cutting edges. The inclusion estimation process between an estimation point in each division and the machined workpiece volume is resolved into two kinds of simple inclusion estimation – and between the estimation point and tool swept volume and the other between the estimation point and initial workpiece shape. In this paper, a new prototype system based on parallel processing technology known as the general purposed graphic processing unit (GPGPU) is developed and the proposed algorithm is verified with the prototype system. The system shows good performance for complicated NC programs generated by commercial CAM system and realizes real-time simulation of instantaneous cutting force.
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Struminger, Rhonda, Rachel A. Short, Jill Zarestky, Lauren Vilen, and A. Michelle Lawing. "Biological Field Stations Promote Science Literacy through Outreach." BioScience 71, no. 9 (May 26, 2021): 953–63. http://dx.doi.org/10.1093/biosci/biab057.
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Abstract Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning.
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Morton, Susan, Roula Michaelides, Teresa Roca, and Helen Wagner. "Increasing Employee Engagement in Organizational Citizenship Behaviors Within Continuous Improvement Programs in Manufacturing: The HR Link." IEEE Transactions on Engineering Management 66, no. 4 (November 2019): 650–62. http://dx.doi.org/10.1109/tem.2018.2854414.
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Barbhuiya, Salim. "Government Engineering Colleges in Assam: Current Status and Steps for Improvement." Space and Culture, India 7, no. 4 (March 29, 2020): 1–11. http://dx.doi.org/10.20896/saci.v7i4.813.
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The State Government has well understood the demand of technical education in the state and attention is focused on rapid development in this field, with global professional standards and international accreditation being recognised as the benchmarks for quality assurance. In this regard, it is important to understand an accord called “The Washington Accord”. This is an international agreement to ensure consistent quality of undergraduate engineering program across the World. Programs recognised by accrediting authorities in countries that are signatories are considered to be equivalent in terms of quality and the graduate attributes. In 2014, the National Board of Accreditation (NBA) India joined as a signatory for programs accredited by NBA offered by education providers accepted by NBA as Tier 1 institutions. In February 2015, the Government of Assam appointed an expert team from the Faculty of Science and Engineering at Curtin University Australia to conduct an audit of technical education in the public sector. The purpose of the audit was to find the gaps that may exist in governance, curriculum, policies, guidelines and community engagement in relation to those to be required and found in a Washington Accord approved programme. This paper summarises some of the gaps. This is followed by recommendations to improve the technical education sector in Assam. The findings in the gap analysis are the first in a series of steps toward the long-awaited restructuring of the technical higher education sector in the state of Assam. It is now up to the Government of Assam to take the necessary steps in addressing the issues to re-energise the technical higher education sector and bring the public technical colleges to the forefront of quality Indian institutions offering international standard engineering education and infrastructure.
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Sumarni, Sumarni, Sry Rosita, and Fitri Widiastuti. "EMPLOYEE'S ENGAGEMENT, WORK DISCIPLINE TOWARD WORK SATISFACTION AND ITS IMPACT ON HUMAN RESOURCE PERFORMANCE (STUDY IN JAMBI OF TRANSPORTARTION AGENCY, INDONESIA)." Journal of Business Studies and Mangement Review 3, no. 1 (January 31, 2020): 82–90. http://dx.doi.org/10.22437/jbsmr.v3i1.8651.
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Government agencies are required to observe and manage human resources as the most important element that directly affects the effectiveness of organizational work, especially in the long term. The purpose of this research is to analyze the variable employee engagement, working discipline, job satisfaction on the performance of employees of the DISHUB Jambi. The variables to be researched are Employee's Engagement (X1), working discipline (X2), job satisfaction (X3), employee performance (Y). Research using Fishbone Diagram (fishbone diagram), data collection is done with questionnaires, observations, and interviews. Population in this study amounted to 164 employees of the DISHUB city of Jambi, the size of the samples used in this study amounted to 116 respondents, the final result was 99 respondents who submitted questionnaires to the research team. Data is further processed using SmartPLS programs. From the structural model and the loading value of the item statement, there are several indicators of variables that have a loading value below 0.5. Technical analysis involves the determination of the correlation coefficient and multiple linear regression, then the results are interpreted through the discussion, suggestions, and conclusions of the examined variables. The results gained in this study showed that in variable Employee's engagement, work discipline and job satisfaction were influential positivity and significant to the performance of employees of the DISHUB Jambi City.
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García Lirios, Cruz. "Modeling Work Commitment in the Covid-19 Era." Indonesian Journal of Innovation and Applied Sciences (IJIAS) 1, no. 3 (October 26, 2021): 187–99. http://dx.doi.org/10.47540/ijias.v1i3.287.
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In this regard, the objective of this study was modeling work commitment in the health sector. For this purpose, we used a sample of 100 social work students with experience in implementing social programs and monitoring of institutional strategies for health promotion. Were established normality, reliability, sphericity, adequation, linearity, and validity on the scale that measured labor commitment. The structural model was established in which reflective commitment to the institution was positively related to work engagement. The residual fit indices and corroborated the hypothesis of multidimensionality of work commitment.
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Salvatierra, Loreto, and Valeria Cabello. "Starting at Home: What Does the Literature Indicate about Parental Involvement in Early Childhood STEM Education?" Education Sciences 12, no. 3 (March 17, 2022): 218. http://dx.doi.org/10.3390/educsci12030218.
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Developing STEM (Science, Technology, Engineering, Mathematics) competencies is a global priority. In response to this educational need, initiatives have been implemented mainly at the school level. However, in preschool education, the STEAM programs are more recent. Research advances orient preschool teachers to reach these competencies in school-based programs, although parental involvement has been systematically forgotten as a critical factor. This article describes the current issues on research about parental participation in STEM education in early childhood to identify advances and gaps. We selected documents published between 1995 and 2021 in the leading educational databases, identifying 11 documents explicitly related to parental involvement in STEM education in preschoolers. The results show that STEM activities can promote parental engagement, improve the value parent attribute to STEM, and positively affect STEM learning in preschoolers. Moreover, parents shape children’s interests and self-efficacy about STEM and content application that can favor their children’s approach to STEM. This article discusses the scarcity of research published on the connection between STEM and parental influence, despite the fundamental role of parents in early STEM education. We present practical criteria to guide the development of early STEM education in the family context and questions to guide the planning of research and intervention programs.