Relevant bibliographies by topics / Supervision course

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Supervision course'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Supervision course"

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Victor, Shelley. "Supervision: Developing a Course in Supervision at the Graduate Level." Perspectives on Administration and Supervision 11, no. 1 (March 2001): 4–5. http://dx.doi.org/10.1044/aas11.1.4.

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Koçyiğit, Melike. "An Investigation of Group Supervision Process of “Individual Counseling Practice Course”." Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–31. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.3m.

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Ozdemir, Tuncay Yavuz. "Assigning Course Supervision to School Principals from Educational Supervisors: Effects on Teachers." ÜNİVERSİTEPARK Bülten 4, no. 1-2 (December 30, 2015): 52–63. http://dx.doi.org/10.12973/unibulletin.412.5.

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KÖSE, AKİF. "Problematic Course Supervision within Turkish Education System." Cukurova University Faculty of Education Journal 46, no. 2 (October 15, 2017): 298–367. http://dx.doi.org/10.14812/cuefd.304234.

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Andersen, Mark B., and Brian T. Williams-Rice. "Supervision in the Education and Training of Sport Psychology Service Providers." Sport Psychologist 10, no. 3 (September 1996): 278–90. http://dx.doi.org/10.1123/tsp.10.3.278.

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Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.
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Koşar, Serkan, and Köksal Buran. "An Analysis of School Principals’ Course Supervision Activities in Regard of Instructional Leadership." Journal of Qualitative Research in Education 7, no. 3 (August 10, 2019): 1–34. http://dx.doi.org/10.14689/issn.2148-624.1.7c.3s.14m.

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Almeatani, Mashael, Haya Alotaibi, Eman Alasmari, Maram Meccawy, and Banan Alghamdi. "Thesis Supervision Mobile System for Enhancing ‎Student-supervisor Communication." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 06 (June 20, 2019): 4. http://dx.doi.org/10.3991/ijim.v13i06.9533.

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This paper investigates the problems facing masters’ students with their thesis writing phases and completion. This research seeks to provide a smart solution that is beneficial, both to the advisor and student(s). Survey and interviews were conducted among masters’ students to determine the challenges facing masters students in the course of their thesis writing phases and completion process. Based on the results of the survey and interviews, a concept model for thesis supervision system (TSS) was developed Providing an automated supervision system might encourage students and ‎advisors to communicate in an efficient way resulting in more quality of thesis outcomes and ‎reducing the delay in thesis process. Moreover, the user interface mimics the TSS process in an interactive way that illustrates how the application would be depicted when designed.
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Baltrinic, Eric R., Ryan M. Cook, and Heather J. Fye. "A Q Methodology Study of Supervisee Roles Within a Counseling Practicum Course." Professional Counselor 11, no. 1 (March 2021): 1–15. http://dx.doi.org/10.15241/erb.11.1.1.

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Counseling students often experience clinical supervision for the first time during their participation in practicum courses. Counseling practicum supervisees new to supervision rely on their supervisors to provide direction and structure in supervision experiences to help them grow professionally and personally. Yet little is known about how students view their roles as new supervisees. Supervisors can benefit from structuring and delivering their courses informed by new supervisees’ perspectives on their roles. Accordingly, the authors conducted a Q methodology study with a purposeful sample of seven counseling practicum students, a doctoral co-instructor, and a counseling practicum instructor engaged in a first-semester counseling practicum course. Principal components analysis with varimax rotation of Q-sort data revealed three factors depicting supervisee roles (i.e., Dutiful, Discerning, and Expressive Learners). Implications for applying findings to improve supervision instruction and student learning are discussed, including limitations and future research suggestions.
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Vlasov, Konstantin Aleksandrovich. "Risk-oriented banking supervision: understanding change of course." Interactive science, no. 11 (21) (November 21, 2017): 107–10. http://dx.doi.org/10.21661/r-465204.

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WILLIAMS, ANTONY. "Parallel Process in a Course on Counseling Supervision." Counselor Education and Supervision 26, no. 4 (June 1987): 245–54. http://dx.doi.org/10.1002/j.1556-6978.1987.tb00725.x.

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Dissertations / Theses on the topic "Supervision course"

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Spencer-scott, Gail M. "Perceptions of Mode Selection of Textbook Delivery across Course Subjects." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/217.

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Universities are exploring the use of e-books in order to mitigate the high cost of textbooks. The study university was providing both delivery modes to students but was considering adapting to using e-books exclusively. An investigation of users' perceptions on textbook delivery modes had not been conducted at the local site. The purpose of this qualitative case study was to explore the perceptions of students about using e-books and the experiences of textbook directors in the decision-making processes regarding the use of e-books versus textbooks. The Davis' Technology Acceptance Model (TAM) served as the conceptual framework for the study and was used to establish an interview guide. A sample of 12 participants was recruited from the local university in Michigan and was comprised of 5 undergraduate students, 5 graduate students, and 2 textbook directors. For maximum variation, participants were recruited from a variety of courses, while textbook directors were recruited and interviewed based on their roles as university textbook buyers. Individual interviews were conducted and the transcribed data were open coded and analyzed thematically. Results of the data analysis indicated that 6 out of 10 students favored using hard copy textbooks versus e-books for a variety of reasons, while both textbook directors favored providing students with an assortment of delivery modes based on their experiences with student textbook preferences. Implications for positive social change include providing the administration at the local site with data on the perceptions of students regarding the mode of textbook delivery and textbook directors' recommendations for providing both e-books and hard copy texts. Being responsive to students' preferences for learning materials allows for the possibility of improved learning outcomes.
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Cameron, Patricia, and n/a. "Development of a curriculum in supervision for A.C.T. TAFE." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060623.161003.

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It had been apparent for some time that the supervision course taught by ACT TAFE (based on the 1970 NSW curriculum) was not meeting the training needs of ACT supervisors. This study is a detailed account of how the new curriculum in supervision was developed. The first section is a literature survey directed toward the most relevant problems concerning supervision: the duties and responsibilities of supervisors and their training. The literature shows how the perception of a supervisor has changed from that of a craftsman in charge of men in an assembly plant to that of a first-line or sub-manager, technical specialist or workgroup coordinator working with men and women in white collar occupations. Training research was surveyed in the areas of training needs assessment, curriculum, management development and evaluation. From these and further studies specifically on supervision courses in TAFE (the only post-secondary provider of training in this area), it was concluded that its piecemeal and haphazardly developed courses were unlikely to fulfil supervisors' training needs or gain the acceptance of employers. The second part of the field study is a survey of the opinions of ACT supervision students, supervisors and managers on their training needs in supervision. The techniques used were structured interviews with students and a postal questionnaire to managers and supervisors in the public and private sectors. Finally, the curriculum was formulated using results from the two previous sections. Although the response rate from the postal survey was low, the results were nevertheless useful, confirming the data obtained from past students. In the final analysis, three factors contributed almost equally to the design of the curriculum: ideas and findings in the literature, the surveys, and my own experience as a supervisor, manager and teacher.
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Graff, Curt Gerard. "Course selection theory and college transition seminars: an adaptation of college choice models to explain first-year students' course enrollment behavior." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1141.

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This dissertation examines the course-enrollment behavior of first-year students at a public Midwestern university. Using the student choice construct, modern college choice theory, and the constructs of habitus, human capital, financial capital, social capital, cultural capital, along with background variables such as gender and locus of control, a course selection theory is proposed to explain students' voluntarily enrollment in a seminar designed to assist with the academic and social transitions to college. The literature review shows numerous studies have been done examining the impacts these courses may have on first-year students' academic performance, retention, and graduation rates. In many of these studies, however, subsets of students were targeted for enrollment and participation in the seminars was not voluntary. In others, students self-select into the first-year transition seminars, raising questions about whether or not their subsequent success is attributable to their participation in these courses. Prior to this study, few, if any, studies have examined enrollment in these first-year seminars as the dependent variable and attempted to explain how various factors impact whether or not students voluntarily choose to enroll. This quantitative research looked at 7,561 first-year students enrolling in 2006-2007 and 2007-2008 and, using logistic regression, attempted to explain whether or not students chose to enroll in a transition seminar. Data was gathered from institutional offices (Admissions, Registrar, and Student Financial Aid) and through an Entering Student Survey completed by 99% of each entering cohort. Of the 52 independent variables included in the model, 17 were significant in one or more steps (or blocks) of the model. This study found that students more advantaged in their individual or family college-going resources (e.g., higher ACT-Composite scores or a higher self-evaluation of their ability to appreciate fine arts, music, and literature) are less likely to enroll in the college transition seminar than students that could be described as more disadvantaged in terms of their college-going resources (i.e., an external locus of control, receiving a Pell Grant, and less access to various forms of capital). There is also evidence that students with past experiences where they may have learned the value of community or teamwork through in- and out-of-class experiences may see the first-year transition seminar as a way to begin creating these same types of connections or communities on the college campus. The dissertation concludes with a consideration of implications for future research, theory development, and institutional policy and practice.
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Turnier, Arthur Francis. "Development of a curriculum for a 24-hour supervisory update course." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1324.

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Richardson, James Kenneth. "The impact of block scheduling on student performance on the Virginia Standards of Learning End-of-Course assessments." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154151.

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Thurber, Shawn L. "The Effects of Direct Supervision on Therapist Behavior: A Functional Analysis." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/298.

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Live (Direct) Supervision has always been key to training therapists. However, little research has been done to determine which type of direct supervision is most effective in changing therapist behavior. This study compared bug-in-the-ear (BITE), phone-in, and computer assisted (CA) supervision. The purpose of this study was to (a) complete functional analysis of each supervision type via an alternating feedback session, to determine each therapists' most effective form of supervision; (b) determine the effect of using the most-effective form of supervision on the therapists' adherence to treatment protocols during follow-up sessions; (c) determine the effect of therapist adherence on client in-session behaviors, and outcome assessments. Results of the functional analysis indicated that phone-in supervisory feedback was the least effective form of supervision. BITE and CA supervision were both found to be effective for at least one therapist. In follow-up sessions BITE supervision did not create sustained changes in overall adherence. CA feedback appeared to maintain overall therapist adherence. In affecting changes to client behavior and outcome scores BITE supervision gave mixed results. CA supervision created desired changes in client behaviors and outcome assessments. For practitioners in the field, this study demonstrates that client behavior does not improve without therapist intervention. Even when client behavior in session appears to be improving, marital distress may increase. This is especially true when therapist adherence does not improve. This study further demonstrates that when the therapists did not intervene appropriately the clients either worsened, or at best, stayed the same. When the therapists made even small improvements client behavior improved. Improving adherence to treatment protocols will always serve the best interest of the client.
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Becker, Lana L. "Self-Regulated Learning in an Introductory Undergraduate Accounting Course." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1337.

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Self-regulated learning skills have been shown to positively impact academic achievement in educational settings. This same set of skills becomes critically important as graduates enter today‟s dynamic work environment. That environment increasingly requires accountants and other professionals to be lifelong learners. This study is a response to the call of the Accounting Education Change Commission (AECC) to make "learning to learn" a priority in the accounting classroom. This study used a quantitative, quasi-experimental design within the context of a beginning accounting course. The course is characterized by high failure rates, highly conceptual content, and a population of novice learners. Study participants were stratified according to ACT level, prior GPA level, and academic major. The control group received instruction based on course content only. The treatment group received an intervention in which instruction focused on the process of learning as well as on regular course content. The purpose of the study was to determine whether academic performance differed between the 2 groups. The study further examined whether differences in the means on exam scores varied as a function of ACT level, prior GPA level, or academic major. A MANOVA indicated a significant difference in exam scores between the control and treatment groups with the treatment group outperforming the control group on 4 of the 5 exams. Follow-up ANOVAS were used to determine on which exams statistical significance was found. Two-way ANOVAS revealed no significant interaction between classroom method and prior GPA or academic major. Although statistical significance was not found in the interaction between classroom method and ACT level, descriptive statistics revealed that the greatest differences (between the mean exam scores of the control and treatment groups) occurred among the high-ACT group. The researcher did not attempt to trace causal paths, or changes in the mediating variables that may have linked changes in the learning environment to changes in academic performance. This study provided evidence that instruction related to the process of learning did not diminish academic performance on content-based exams and for most groups of students who received such instruction performance on exams was enhanced. This study casts doubt on the presence of a "ceiling effect," which is often associated with high-ACT students.
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Lugar, Debbie Jean. "Identifying Professional Development Needs of High School Teachers Tasked with Online Course Design." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3457.

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To satisfy demand for online learning opportunities at the high school level, 3 school districts in the northeast United States established a consortium to share resources to develop and deliver online courses. High school teachers who volunteered to develop courses for the consortium attempted the task without previous training in online course design and facilitation. High school students enrolled in the courses often did not successfully complete them, which obstructed the mission of the consortium. The purpose of this qualitative single critical case study was to explore teachers' experiences with and perceptions of designing and developing online courses without accompanying professional development. The iNACOL National Standards for Quality Online Courses (v2) and technological, pedagogical, content knowledge (TPACK) served as the conceptual frameworks for the study. Five teachers who developed and facilitated an online course for the consortium, without companion professional development, volunteered to be interviewed. Data were reduced using NVivo software and analyzed using a priori codes based on NACOL standards then open-coded for emerging themes. Results indicated that other than content expertise, teachers did not believe they had sufficient competencies in any of the areas identified in the iNACOL standards. Based on these results, an online professional development course for teachers was designed to provide introductory training and to model elements of quality online course design using the Moodle learning management system. Positive social change may be achieved if teachers have the knowledge and skills required to develop high-caliber, innovative, and convenient education opportunities that encourage students' course completion which leads to learning and academic success.
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Moore, Alma J. "COUNSELOR EDUCATION AND SUPERVISION DOCTORAL STUDENTS' EXPERIENCES AS INSTRUCTORS OF RECORD TEACHING A MASTER'S LEVEL COUNSELING COURSE: A DESCRIPTIVE PHENOMENOLOGICAL INVESTIGATION." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1573225509664446.

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Willis, Deatrice Allen. "Effects of a Student Success Course on Retention of First-Year Community College Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7774.

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Low retention rates among 1st year students plague many community colleges in the United States, including the study site used for this research. Preparing 1st year community college students both academically and socially are key aspects of combating this issue and enhancing student success and persistence. The purpose of this quantitative study was to determine the influence of the First-Year Experience (FYE) course in improving student retention and promoting student success. Rodger’s student development theory and Tinto’s theory on retention guided this study. A causal-comparative design was used to examine the difference in retention rates and GPA between students enrolled in the FYE course and students who were not enrolled in FYE. A total sample of 19,511 1st year students were enrolled in 3 academic semesters in fall 2011, spring 2012 and fall 2012 of which 761 were FYE students and 18,750 were non-FYE students. A series of t tests and chi-square tests were conducted to compare the 2 student groups for the 2 dependent variables. Results showed no statistically significant difference between FYE participation and retention rates for the 2 semesters spring and fall 2012 (p = 0.69 and p = 0.32 respectively) but there was a statistically significant difference for the fall 2011 semester (p < 0.001). The GPA was significantly higher for the 1st year students who completed FYE compared to those who were not enrolled for all three semesters fall 2011, spring 2012, and fall 2012 (p < 0.001, p = 0.15, and p = 0.94 respectively). The results indicate that the FYE course can improve students’ GPA consistently but not their retention. A more detailed investigation into the influence on retention is needed. This study promotes social change by encouraging further research that will benefit the development and improvement of FYE courses.
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Books on the topic "Supervision course"

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Tucker, Dennis C. Crash course in library supervision: Meeting the key players. Westport, Conn: Libraries Unlimited, 2008.

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1955-, Love Patrick, and Organisation for Economic Co-operation and Development, eds. From crisis to recovery: The causes, course and consequences of the great recession. Paris: OECD, 2010.

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Keeley, Brian. From crisis to recovery: The causes, course and consequences of the great recession. New Delhi: Academic Foundation, 2012.

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Hubbard, L. Ron. Hubbard professional course supervisor course. Los Angeles, Calif: Bridge Publications, 1996.

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Hubbard, L. Ron. Hubbard expanded dianetics: Case supervisor course. Los Angeles, Calif: Bridge Publications, 1991.

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Association, American Correctional, ed. Supervising young offenders: A self-instructional course. Lanham, MD: American Correctional Association, 1998.

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Ron, Hubbard L. Hubbard class V graduate: Case supervisor course. Los Angeles, Calif: Bridge, 1990.

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School administrator's faculty supervision handbook. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Lois, Thies-Sprinthall, ed. Mentoring and supervision for teacher development. New York: Longman, 1998.

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editor, Zhang Xuequn 1957, Gong Ming 1962 editor, Sun Youhai editor, and Hou Jianjun editor, eds. Shen pan jian du yu su song fa shi shi: Supervision of adjudication. Beijing Shi: Fa lü chu ban she, 2014.

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Book chapters on the topic "Supervision course"

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Hunter, Ben, Stephen Farrall, Gilly Sharpe, and Adam Calverley. "The long-term impacts of probation supervision." In The Routledge International Handbook of Life-Course Criminology, 436–49. 1 Edition. | New York: Routledge, 2017. | Series: Routledge international handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315747996-24.

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Calitz, André P., Jean Greyling, and Arthur Glaum. "CS and IS Alumni Post-Graduate Course and Supervision Perceptions." In Communications in Computer and Information Science, 115–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47680-3_11.

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Cheon, Hee-Sun, and Claudia Grauf-Grounds. "Supervisor-Supervisee Relationship in Couple and Family Therapy Supervision." In Encyclopedia of Couple and Family Therapy, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_654-1.

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Cheon, Hee-Sun, and Claudia Grauf-Grounds. "Supervisor-Supervisee Relationship in Couple and Family Therapy Supervision." In Encyclopedia of Couple and Family Therapy, 2854–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_654.

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Becker, Lucinda. "Working with your Supervisor." In How to Manage your Postgraduate Course, 64–80. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-80192-9_5.

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Gehart, Diane R. "Training and Supervision." In Mindfulness and Acceptance in Couple and Family Therapy, 191–210. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3033-9_9.

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Davis, Lara. "Cultural Competency in Supervision." In Encyclopedia of Couple and Family Therapy, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-15877-8_643-1.

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Davis, Lara. "Cultural Competency in Supervision." In Encyclopedia of Couple and Family Therapy, 683–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_643.

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Schimanke, Dieter. "The Peculiarities of the Social Security Systems (Indirect State Administration)." In Public Administration in Germany, 91–103. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-53697-8_7.

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AbstractThe welfare state comprises—besides other parts of social policy—the social security systems which provide insurance cover for the five risks of illness, long-term care, occupational accidents, old age (pension) and unemployment. The social security budgets equate to 17.7% of GDP or some 45% of public budget expenditure. The social security systems have had a unique status in the German public sector since their foundation in the late nineteenth century. On the one hand, as legally independent institutions, they enjoy a certain degree of autonomy and therefore constitute the ‘indirect state administration’. On the other hand, the steering by federal legislation (direct state administration) is quite intensive. However, in implementing this legislation, the institutions are only subject to limited state supervision, which is restricted to legal supervision (Rechtsaufsicht). Moreover, the social security institutions can appeal to the social courts against the orders of the supervising state administration.
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Wark, Linda. "Bug-in-the-Ear Supervision." In Encyclopedia of Couple and Family Therapy, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_641-1.

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Conference papers on the topic "Supervision course"

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Clark, G. E. "Supervision & operation of mass transit systems." In 11th IET Professional Development Course on Railway Signalling and Control Systems. Institution of Engineering and Technology, 2006. http://dx.doi.org/10.1049/ic.2006.0691.

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Lunze, J., J. Schroder, and P. Supavatanakul. "A graduate course on qualitative modelling and process supervision." In 2001 European Control Conference (ECC). IEEE, 2001. http://dx.doi.org/10.23919/ecc.2001.7076444.

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Hadiyanto and Hade Afriansyah. "Improving Classroom Climate of the Course of Educational Administration and Supervision." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.57.

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Chen, Gang, Zhicheng Li, and Jiacheng Zhu. "Research on Hybrid Online Course Supervision Platform Based on Data Analysis." In 2020 International Conference on Advanced Education, Management and Social Science (AEMSS2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.125.

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Nagchaudhuri, Abhijit. "Experience With Introducing Robotics Toolbox for MATLAB in a Senior Level Undergraduate Course." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12838.

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While most K-12 students associate the field of “Robotics” with mobile robots, undergraduate and basic graduate level courses in the subject tend to focus on serial link manipulator arms on fixed bases. Senior level “Robotics” course discussed in this paper, emphasize the latter. In the study of serial link manipulator arms, linear algebra, fundamentals of kinematics and dynamics, control systems, trajectory planning, programming languages, robotic sensors (particularly vision) play a dominant role. The abstract mathematical concepts are often difficult for the undergraduate students to fathom. Laboratory demonstration using industrial robotic arms provides some physical insight; however, it is seldom practical to let undergraduate students work on these machines on their own without appropriate supervision. Time constraints associated with credit/contact hours is also a deterrent and a practical reality. A combination of laboratory demonstration and use of software environment such as MATLAB and in particular the “Robotics Toolbox” integrated with the course lectures help convey important ideas related to spatial transformations, forward and inverse kinematics, forward and inverse dynamics, control, robotic vision and programming concepts related to the field of robotics to the undergraduate students in a meaningful framework. The “Robotics Toolbox” allow students to work on simulations of different manipulator arms, as well as create their own. The schematic visualization of the simulations reinforces important concepts covered in course lectures, as well as laboratory demonstration.
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Joo, Sung-Hwan. "Implementation of Robots Competition Into a Freshman Level Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38902.

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This paper presents the design and implementation of the 6 week-long robotics competition project at Grand Valley State University, MI. This particular course is named as “EGR-101” and this course is the first engineering course that all freshmen are required to take. Described are the infrastructure used to run the competition, course topics, the educational outcomes, and student responsibilities that make this competition an excellent opportunity for freshman student educational growth without too much load for students. This robot competition provides a foundation for students to experience the first real design process while working on the team-based project that simulates the real industrial project. With faculty supervision, the students have full responsibilities for developing the initial concepts, manufacturing a robot and competing at the competition. Each semester, a new set of the competition that results in the development of new robots. Also, methods to improve the competition will be presented and discussed. The key student learning possibilities that are presented in the paper include: a) team-based learning; b) communication skills; c) leadership skills; d) organization and management skills; e) manufacturing skills. Four examples of real competition are presented and discussed in the paper include: a) catching the falling balls competition,; b) air-hockey competition; c) mars rock competition; d) robot world cup competition.
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Barakat, Nael, and Heidi Jiao. "Effective NEMS Education and Training in an Undergraduate Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86318.

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Increasing demand on workforce for nanotechnology implementation has resulted in an exponential increase of demand on educational material and methods to qualify this workforce. However, nanotechnology is a field that integrates many areas of science and engineering requiring a significant amount of background knowledge in both theory and application to build upon. This challenge is significantly magnified when trying to teach nanotechnology concepts and applications at the undergraduate engineering level. A considerable amount of time is needed for an undergraduate engineering student to be able to design and build a useful device applying nanotechnology concepts, within one course time. This paper presents an actual experience in teaching hands-on applications in nanotechnology to undergraduate engineering students through an optimized model, within a normal course time. The model significantly reduces the time needed by undergraduate students to learn the necessary manufacturing techniques and apply them to produce useful products at the micro and nano levels, by ensuring that infrastructure and legwork related to the educational process are partially completed and verified, before the course starts. The model also provides improved outcomes as all its pre-course work is also tested with students working under different arrangements of professors’ supervision. The result is an optimized infrastructure setup for micro and nanotechnology design and manufacturing education, built with students in mind, to be completed within the frame of one semester course. The model was implemented at GVSU-SOE as the core hands-on part of a senior undergraduate course titled (EGR 457 nano/micro systems engineering). Students in the course were able to go through the design and build steps of different MEMS and NEMS products, while learning and utilizing cleanroom equipment and procedures. This was based on infrastructural arrangements by students preceding this class by a semester and working closely with the professors. Assessment was conducted on both sides of the model and results were collected for evaluation and improvement of the model.
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Fortuna, Fabio, Gino Bella, Mirko Barbuto, Riccardo Conti, Raffaello Cozzolino, Silvia Di Francesco, Alfredo Donno, et al. "Virtual Academic Teaching for Next Generation Engineers." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20446.

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Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.
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Survilė, Oksana, Valentinas Šaulys, and Auksė Stanionytė. "An Assessment of Self-purification of Regulated and Natural Streams." In Environmental Engineering. VGTU Technika, 2017. http://dx.doi.org/10.3846/enviro.2017.090.

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In these latter days it has become topical to reconsider, the technologies and practice of regulated for drainage purposes streams supervision, to find ways how to combine agricultural productivity and restore lost ecological balance at least partially. The article analyzes the influence of natural and regulated stream stretches on water quality and stream self-purification effectiveness. The analysis of nitrate concentration in water samples taken from natural and regulated stream stretches was conducted for the identification of water quality. Nitrate (NO3) concentrations and their alternation during different seasons were studied. The conducted analysis revealed that stream nitrate self-purification is better in natural stream stretches. An average coefficient of self-purification recorded in the course of the research in natural stretches was 0.57, whereas in a regulated stretch – 0.09. On purpose to improve surface-water quality and self-purifi-cation effectiveness it is suggested to naturalize regulated stream stretches, to allow woody vegetation grow on slopes, to encourage meandering, pools and shoals forming processes in floodplains.
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Gerson, Ph M., A. J. Taylor, and B. Ramond. "Dedicated Workshops to Educate T-Shaped Engineers." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41799.

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Technical Innovation covers the process of creating a new successful competitive product from invention to production and market introduction within a practical company related context. Typically education for this kind of complicated, open ended work requires mastering a wide range of knowledge-areas and a lot of hands-on training practice in projects and workshops. The combination of depth and width is symbolized by the “T-shape”. Well-known learning theories give a good rationale of the teaching approaches that were developed over the years and a confirmation of this approach, including the important role of the experienced tutor, is found in the study of excellent companies. Work of a “T-shaped” engineer in the technical innovation process bears many similarities to the ideal transformation process of a company, like Collins describes in his “Good to Great”. The processes have a very comparable open-ended character, a focus for essence and simple, elegant solutions, opportunities and inventions. Success seems to rely more on the right people and a concentrated shared-goal driven cooperation (“flow”), than on the right methods of work. Collins’ observations and conclusions, applied to the domain of engineering design education helps understanding the earlier reported 15 years success of the International Product Design Engineering (IPDE) course of the Hanze University Groningen, with its combination of lecturing, projects and workshops, with a high reality content and direct supervision. The IPDE-related “Open Dynamic Design” (ODD) project and the educational experiments showed similar observations. Essential is the committed experienced participation in real innovation projects and intensive workshops, lead by very experienced T-shaped supervisors/“masters”, having deep knowledge over a good part of technologies, entrepreneurial and/or design related issues and good understanding of interrelationship and consequences in the other fields. They also should have a track record on the methodologies of product innovation and product development. Like the Collins level-5 leaders, they should be able to be both creative and analytical, give the students freedom and control them at the appropriate moments. They power the theoretical most effective learning “circle” with focused introductions and assignments, their direct, knowledgeable and adequate feedback, and quiet help during contemplation. Then the workshops are really fun and effective. The Loughborough and Glasgow Design engineering courses, the new master course at the Innovation Centre of the University of Technology of Compiegne (UTC) and the one at the Hanze Institute for Technology — an upgrade from IPDE — are built on these insights. To safeguard the continuation of this approach, a pool of experienced and potential (home and guest) T-experts is founded together by the small group of universities and their industrial partners, working jointly in the workshops, projects and modules, training the trainers while training the students - in T-design.
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