Academic literature on the topic 'Engineering practice and education not elsewhere classified'
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Journal articles on the topic "Engineering practice and education not elsewhere classified"
Bragg, Sara. "Student voice in education." Journal of the British Academy 8s4 (2021): 041–51. http://dx.doi.org/10.5871/jba/008s4.041.
Full textSampaio, Alcínia Zita. "Introducing BIM in Curricular Programs of Civil Engineering." International Journal of Higher Education 11, no. 1 (July 9, 2021): 31. http://dx.doi.org/10.5430/ijhe.v11n1p31.
Full textVadakedath, Sabitha, and Venkataramana Kandi. "Research Orientation Among Undergraduate Medical Students." PERSPECTIVES IN MEDICAL RESEARCH 9, no. 1 (May 15, 2021): 2–11. http://dx.doi.org/10.47799/pimr.0901.02.
Full textYu, Liang, Jiawen Zhang, Rongfu Wang, and Kangji Cui. "Exploration and Practice of Talent Training Mode of "Person-Vocation Fit and Classification Training"." International Journal of Education and Humanities 4, no. 3 (September 19, 2022): 15–19. http://dx.doi.org/10.54097/ijeh.v4i3.1645.
Full textNada, Sara, and Mohamed Hamed. "The Qualifying of Engineering Education in Developing Countries to Adapting the Arrogance Growth." WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 19 (April 19, 2022): 58–71. http://dx.doi.org/10.37394/232010.2022.19.7.
Full textPoandl, Elisabeth Maria. "Towards Digitalization in Academic Start-ups - An Attempt to Classify Start-up Projects of the Gruendungsgarage." International Journal of Engineering Pedagogy (iJEP) 9, no. 3 (June 11, 2019): 112. http://dx.doi.org/10.3991/ijep.v9i3.9885.
Full textWiyanto, Theodorus, Muchlas Samani, and S. Sugiyono. "The developing teaching practice model as an effort to improve the quality of mechanical engineering vocational school teachers." Jurnal Pendidikan Vokasi 7, no. 3 (January 19, 2018): 349. http://dx.doi.org/10.21831/jpv.v7i3.17923.
Full textP. Jiménez, Patricia, Jimena Pascual, and Andrés Mejía. "Educating Engineers Under a Social Justice Perspective." International Journal of Engineering Pedagogy (iJEP) 10, no. 3 (May 5, 2020): 82. http://dx.doi.org/10.3991/ijep.v10i3.13673.
Full textElliott, Alison. "Balancing Stakeholders Interests In Evolving Teacher Education Accreditation Contexts." College Teaching Methods & Styles Journal (CTMS) 4, no. 2 (February 1, 2008): 53–58. http://dx.doi.org/10.19030/ctms.v4i2.5526.
Full textDurusoy, İdris, and Yıldız Bahçeci Öztürk. "What Are Foresters Taught? An Analysis of Undergraduate Level Forestry Curricula in Türkiye." Sustainability 14, no. 19 (October 2, 2022): 12568. http://dx.doi.org/10.3390/su141912568.
Full textDissertations / Theses on the topic "Engineering practice and education not elsewhere classified"
Mullen, Philip. "Challenging perceptions : community music practice with children with behavioural challenges." Thesis, University of Winchester, 2017. http://repository.winchester.ac.uk/686/.
Full text(9234419), Behzad Beigpourian. "UNDERSTANDING THE RELATIONSHIP BETWEEN TEAM DYNAMICS ON PEER EVALUATIONS AND TEAM EFFECTIVENESS." Thesis, 2020.
Find full textEngineering students are expected to develop professional skills in addition to their technical knowledge as outcomes of accredited engineering programs. Among the most critical professional skills is the ability to work effectively in a team. Working effectively in teams has learning benefits and also provides an environment for developing other professional skills such as communication, leadership skills, and time management. However, students will develop those skills only if their teams function effectively.
This dissertation includes three studies that together inform team formation and management practices to improve team dynamics. The first study investigates mixed-gender team dynamics to determine whether those teams are realizing their potential. The second study explores the relationship of individual psychological safety and students’ team member effectiveness and the moderating effects of team-level psychological safety. The third study explores self-rating bias among first-year engineering students and its relationship to student characteristics and dimensions of team-member effectiveness.
Although mixed-gender teams had equal team dynamics with all-male teams, more team facilitation and training are needed to improve the experience of mixed-gender teams. Asian, Black, and Hispanic/Latino students, as well as students with lower GPA, report lower psychological safety, which is associated with lower team-member effectiveness. Team-level psychological safety moderated this effect for Asian and Hispanic/Latino students. Students’ effort in teams was associated with lower self-rating bias, likely an indication of greater self-awareness. Together, these studies and their findings contribute to a broader understanding that there are interrelationships among team composition, team dynamics, and team-member effectiveness, and that these relationships differ based on student characteristics such as race/ethnicity, gender, and prior knowledge. This work adds to the body of research demonstrating the importance of teaching students about effective teamwork, conducting regular peer evaluations of team functioning, and interpreting those peer evaluations carefully to avoid perpetuating any biases. This work also demonstrates the usefulness of psychological safety as an important indicator of marginalization.
(6641012), Genisson Silva Coutinho. "FACULTY BELIEFS AND ORIENTATIONS TO TEACHING AND LEARNING IN THE LAB: AN EXPLORATORY CASE STUDY." Thesis, 2019.
Find full text(9749255), Swetha Nittala. "LIVED EXPERIENCES OF RECENTLY TRANSITIONED ENGINEERING MANAGERS: AN INTERPRETIVE QUALITATIVE STUDY." Thesis, 2020.
Find full textDeveloping engineering talent in organizations has long been an issue for industries. Notably, with rapidly changing business models and flattened organizational structures, engineers are required to transition into managerial and leadership roles more quickly than ever before. Yet engineers and employers alike often characterize this as a difficult transition. Further, there remains a lack of empirical research on the nature of engineering managerial work practices. To address these issues, this dissertation aims to holistically uncover the experiences of recently transitioned engineering managers. Specifically, the study investigates the meaning-making and experiences of the participants’ transitional journeys and also addresses related questions such as what changes and challenges they face during the transition and how they navigate the challenges associated with the transition. The study is examined through the lens of work-role transition frameworks and models that emphasize the role of the individual in the transition.
In order to address the research objectives, an interpretive qualitative study is employed. To explore and understand the lived experiences of recently transitioned engineering managers, I conducted semi-structured interviews with 16 newly transitioned engineering managers at a Telecom firm in the United States. The interviews were then used to develop narrative accounts of participants describing their journeys of transition. The interviews were also analyzed thematically to identify: a) specific patterns in how the participants experience and make sense of their transition to engineering managerial roles; b) changes experienced by engineers during the transition; c) challenges faced by engineers as they transition to managerial roles, and d) new skills developed by participants to navigate the transition.
The findings suggest that most engineers struggled with the transition, especially during the early stages. This difficulty in part stems from the various personal changes that they experience as a result of the transition, changes related to their individual cognitive, physiological, and social aspects. Moreover, the transition experiences are also impacted by both the situational factors of the individual (e.g., demographics, career progression) as well as the organizational factors, including HR policies related to training and development, dual pathway offerings, etc. The findings in this study, in part presented as narratives, are expected to contribute to the field of engineering education and practice by providing insights into the experiences of engineering professionals taking up managerial and leadership roles. More specifically, the narratives are expected to serve as examples and provide inspiration for engineers at a variety of career stages. The thematic findings are also expected to help students, engineering educators, engineering leadership faculty, and industry affiliates understand and improve the managerial transition process and associated role expectations, which for the most part, remain largely unexplored.
Leask, Betty. "Discursive constructions of internationalisation at an Australian University: implications for professional practice." 2005. http://arrow.unisa.edu.au:8081/1959.8/28306.
Full textBook chapters on the topic "Engineering practice and education not elsewhere classified"
Galpin, Vashti. "Women in Technology in Sub-Saharan Africa." In Global Information Technologies, 1681–88. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch122.
Full textConference papers on the topic "Engineering practice and education not elsewhere classified"
Cao, Yang, and Shixin Li. "Exploration and Practice of Classified Cultivation Concept of “Harmonious without Uniformity” for Graduate Students in the School of Electronic Engineering." In Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceiss-18.2018.58.
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