Bibliographies thématiques / Faculty of Design

Littérature scientifique sur le sujet « Faculty of Design »

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Publié le 26 juillet 2024

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Articles de revues sur le sujet "Faculty of Design"

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Bowers, Shawn, Yu-Ling Chen, Yvette Clifton, Melissa Gamez, Heidi Hubbard Giffin, Meg Stanley Johnson, Laura Lohman et Linda Pastryk. « Reflective Design in Action : A Collaborative Autoethnography of Faculty Learning Design ». TechTrends 66, no 1 (16 novembre 2021) : 17–28. http://dx.doi.org/10.1007/s11528-021-00679-5.

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AbstractResearch on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative approaches to learning design. Collaborative analysis and interpretation of systematically collected data drawn from individual experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Through reflection, faculty identify design solutions that are responsive to circumstances during course delivery, capture reasoning that informs design solutions for future course iterations and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility. This article offers detailed ethnographic evidence and new findings that enrich our understanding of claims made in previous interview-based studies of faculty design.
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Goldberg, Jay. « Updating Design Faculty Industry Experience ». IEEE Pulse 12, no 5 (septembre 2021) : 24–26. http://dx.doi.org/10.1109/mpuls.2021.3115874.

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Zappe, Sarah E., Kirsten Susan Hochstedt et Elizabeth C. Kisenwether. « Faculty Beliefs of Entrepreneurship and Design Education : An Exploratory Study Comparing Entrepreneurship and Design Faculty ». Journal of Engineering Entrepreneurship 4, no 1 (7 juin 2013) : 55–79. http://dx.doi.org/10.7814/jeen5v4p5zhk.

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Ouellett, Mathew L. « Faculty Development and Universal Instructional Design ». Equity & ; Excellence in Education 37, no 2 (juin 2004) : 135–44. http://dx.doi.org/10.1080/10665680490453977.

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Walvoord, Barbara E., et John R. Breihan. « Helping Faculty Design Assignment-Centered Courses ». To Improve the Academy 16, no 1 (juin 1997) : 349–71. http://dx.doi.org/10.1002/j.2334-4822.1997.tb00334.x.

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Goldberg, Jay. « Faculty Intellectual Property in Capstone Design Projects [Senior Design] ». IEEE Pulse 7, no 2 (mars 2016) : 54–55. http://dx.doi.org/10.1109/mpul.2015.2513730.

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Naive, Anna Fay E. « Design and implementation of faculty class attendance monitoring system using BLE beacons ». Indian Journal of Science and Technology 13, no 40 (31 octobre 2020) : 4234–43. http://dx.doi.org/10.17485/ijst/v13i40.1527.

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Objectives: To create a hardware and software tool that can be used for monitoring the faculty attendance and to generate customized reports. Methods/Statistical Analysis: The Bluetooth Low Level Energy (BLE) beacons would be set as stationary device that has proximity unique identifier. Once the smartphone of the faculty is within the range of the beacon, it can then record the faculty’s attendance. Calibrated beacon range makes the proposed design unique in terms of addressing common attendance tracking issues. Also, an automated attendance monitoring tailored based on the periodic report the Human Resource (HR) of the university. The researchers conducted a testing in the laboratory classrooms to check the functionality and reliability of the automated attendance monitoring. Findings: Based on the testing conducted, the system is capable to detect the faculty once he/she is inside the classroom, records his/her attendance and generates reports. The mean percentage error is 8.02% which means that the BLE beacon is acceptable in detecting the faculty’s smartphone prior entering to his/her class.
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Oguz, Fatih, et Shimelis Assefa. « Faculty members’ perceptions towards institutional repository at a medium-sized university ». Library Review 63, no 3 (27 mai 2014) : 189–202. http://dx.doi.org/10.1108/lr-07-2013-0088.

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Purpose – The study aimed to investigate the perceptions of faculty members at a medium-sized university towards self-archiving and participation in institutional repositories (IRs). Design/methodology/approach – The research participants were from a medium-sized university. An online survey was distributed and a total of 217 responses were received which yielded a 40 per cent overall response rate. Faculty perceptions of the IR were measured through nine dimensions, the results of which were later summarised using principal component factor analysis. Findings – Faculty members’ perception of IRs and willingness to contribute to the IRs were closely associated with scholarly productivity rather than prior knowledge of and experience with IRs. Those who possessed scholarly materials were significantly more likely to have a positive perception of IRs and, therefore, were more likely to contribute to IRs than those who did not. Seniority in faculty rank contributed negatively to faculty members’ perception of the repository. Research limitations/implications – The study used a non-probability sampling technique to collect data about the faculty’s perception of IRs at a single institution of higher education. Variables for faculty background were limited to rank and academic discipline. Originality/value – In three ways: First, the study contributed to research on faculty perception of IRs in academia and approached the issue from the perspective of a teaching-oriented institution. Second, the relationship between faculty's willingness to participate in and their perception of IRs was measured. Third, a binary logistic regression model was used to estimate factors that influence faculty's perception of the institution's IRs.
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Hill, Emorcia V., Michael Wake, René Carapinha, Sharon-Lise Normand, Robert E. Wolf, Keith Norris et Joan Y. Reede. « Rationale and Design of the Women and Inclusion in Academic Medicine Study ». Ethnicity & ; Disease 26, no 2 (20 avril 2016) : 245. http://dx.doi.org/10.18865/ed.26.2.245.

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<p><strong>Background and Objective:</strong> Women of color (WOC) (African American, Hispanic, Native American/Alaskan Native, and Asian American) faculty remain disproportionately underrepresented among medical school faculty and especially at senior ranks compared with White female faculty. The barriers or facilitators to the career advancement of WOC are poorly understood. The Women and Inclusion in Academic Medicine (WIAM) study was developed to characterize individual, institutional and sociocultural factors that influence the entry, progression and persistence, and advancement of women faculty in academic medical careers with a focus on WOC.</p><p><strong>Methods:</strong> Using a purposive sample of 13 academic medical institutions, we collected qualitative interview data from 21 WOC junior faculty and quantitative data from 3,127 (38.9% of 8,053 eligible women) respondents via an online survey. To gather institutional data, we used an online survey and conducted 23 key administrative informant interviews from the 13 institutions. Grounded theory methodology will be used to analyze qualitative data. Multivariable analysis including hierarchical linear modeling will be used to investigate outcomes, such as the inclusiveness of organizational gender climate and women faculty’s intent to stay.</p><p><strong>Conclusion:</strong> We describe the design, methods, rationale and limitations of one of the largest and most comprehensive studies of women faculty in academic medicine with a focus on WOC. This study will enhance our understanding of challenges that face women, and, especially WOC, faculty in academic medicine and will provide solutions at both the individual and institutional levels. <em>Ethn Dis</em>. 2016;26(2): 245-254; doi:10.18865/ed.26.2.245</p>
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Sanczyk, Anna, Lisa R. Merriweather, Cathy D. Howell et Niesha C. Douglas. « STEM doctoral mentoring : a call for a conscious, culturally responsive journey ». International Journal of Mentoring and Coaching in Education 10, no 3 (3 juin 2021) : 284–97. http://dx.doi.org/10.1108/ijmce-07-2020-0034.

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PurposeThe purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?Design/methodology/approachA case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.FindingsThe findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.Research limitations/implicationsThe findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.Practical implicationsSTEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.Originality/valueThis study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.
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Thèses sur le sujet "Faculty of Design"

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Moore, Valentina. « An Adaptive Reuse Design for Faculty Living ». VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1783.

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Adaptive reuse of historic buildings is often a good way to make use of empty unutilized spaces that are architecturally valuable to function as desirable and pleasing environments. The inherited architectural features, large amounts of craftsmanship in the details that usually accompany these older spaces are the appealing traits, which make them exclusive. The design idea of faculty housing in an early twenty’s century Baptist church currently used as the Virginia Commonwealth University Music Center represent an alternative option to it’s existing use. The faculty housing idea in this thesis, as a second adaptive reuse option does not try to resolve any existing problem with the current use, but is introducing an alternative way of design using old and new. To help with the progress of this thesis the following question was explored How is the integration of historic and new create a new entity?
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Mobbs, Iain Jerome. « Minimalism and the design of the language faculty ». Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709016.

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Sechrist, Scott Richard. « Organizational citizenship behaviors and technologically proficient university faculty ». W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618639.

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As institutions of higher education seek to meet the demands of a changing technological environment, they are compelled to push for increased faculty use of technology in their instructional and scholarly pursuits. as more faculties adopt these innovations, universities find themselves unable to provide the necessary technological support required. Filling this support gap are the techno-profs, faculty members who are technologically proficient, have a network of technological resources, reside at the department level, and are willing to assist most everyone who asks for help.;The purpose of this study was to determine if the techno-profs within various university administrative units have common social and personal characteristics, provide similar technological contributions to their units, exhibit characteristic organizational citizenship behaviors (OCB), and experience positive or negative effects on their careers as a result of these discretionary behaviors.;Social network analysis of the results of a World Wide Web based survey of two academic departments at two universities in the southeastern United States revealed three techno-profs to whom other faculty went for assistance. Semi-directed interviews of the three techno-profs, their deans, and the information technology administrators at both institutions were conducted using a conceptual framework of the university as a social organization based upon the works of Goran Ahrne (1994) and Shirley, Peters, & El-Ansary (1976).;It was concluded that by relying so heavily on techno-profs to provide technological expertise and by providing them the most advanced technological resources, organizations, in essence maintain these faculty in a position that benefits the institution, but is often detrimental to the individual. Techno-profs can easily attribute an exaggerated worth to their technological abilities and importance to the organization as the university pays little heed to their contributions at promotion and tenure time.;Further research is needed to evaluate the effects of OCB on faculty in disciplines other than Humanities, and at different points along the faculty career path. A study of the financial impact of OCB is also needed.
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Wargo, Katalin. « Online Faculty Development : Disorienting Dilemmas In Learning To Teach Online ». W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.

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This dissertation explores how faculty development for online teaching in higher education might facilitate transformative learning and the transfer of instructional practices across teaching modalities. The first manuscript examines how the essential constructs of transformative learning are promoted in online faculty development and which elements of faculty development help to foster transformative learning. The second manuscript describes a case study that emerged from a university faculty development seminar to prepare instructors to teach online. The purpose of this study was to examine how, if at all, the Online Faculty Development Seminar changed five participants’ perspectives of teaching. This study found written reflection activities, combined with dialogue with colleagues, and having experienced instructors come in to tour their courses and discuss lessons learned contributed to perspective transformation. The third manuscript examines whether instructional practices introduced in the seminar would transfer to instructors’ in-person teaching and how faculty development and the experience of teaching online may have facilitated that transfer. The study found participants experienced perspective transformations that affected how they perceived their role as instructors, and they transferred some online course design and instructional practices to their in-person teaching. These practices included incorporating more digital tools to in-person courses, communicating clearly and transparently, designing courses with intentionality, and paying forward the lessons they learned to assist colleagues transitioning to teaching remotely in Spring 2020. Findings suggest that a structured course design process, self-reflection activities, opportunities to dialogue with colleagues, and course tours from colleagues aided in transfer of practices across modalities.
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Clarke-Cook, Kathy E. « Faculty Perceptions of Student Experiences Regarding the Use of MyFoundationsLab ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7537.

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MyFoundationsLab (MFL) was implemented to complement math instruction and increase student performance in developmental/transitional algebra courses. However, student learning outcomes at the college under study demonstrated that some students were still unsuccessful in passing their math course (i.e., Summer 2015:30%, Fall 2015: 27.2%, Spring 2016: 41.6%). The problem addressed in this study explored the learning experiences of students, via a faculty lens, who were unsuccessful in their math course instructionally supported by MFL. Bandura's theory of reciprocal determinism, the technology acceptance model, and the ARCS model of motivational design were used in this qualitative case study to examine the perceptions of 4 faculty regarding student experiences with MFL; faculty were selected through purposeful sampling. The research question explored faculty perceptions of students who failed math while using MFL in addition to the overall learning experiences of students in using the learning system. The major themes that resulted from data analysis through semistructured interviews were student challenges with technology, learning barriers that students experienced, and faculty teaching influences. The emerging project was a faculty professional development seminar emphasizing teaching strategies that supported MFL instruction and faculty in-class teaching. The findings of the study can positively impact social change through affording students positive learning experiences that encourage them to persist in college and ultimately contribute to the economic growth of their communities.
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Rommelfaenger, Marijo A. « Faculty adoption of an undergraduate nursing curricular change| A correlational study ». Thesis, Keiser University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099972.

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Challenges in the implementation process of a new undergraduate nursing curriculum are multifactorial. Utilizing constructs of Hall’s (2013) Concerns Based Adoption Model (CBAM), and Oreg’s (2003, 2006) Resistance to Change Scale, the study examined faculty members’ personal concerns and resistance to change, regarding implementation of a new curriculum. The study is quantitative research, using correlational statistical analysis and use of descriptive statistics. Senge’s Leadership Theory and Wegner’s Community of Practice Theory formed the theoretical framework for the study. The study included participation from 11 BSN nursing program faculty from several universities in the United States that adopted a new conceptual-based nursing curriculum. Results of statistical testing showed no relationship between faculty profile scores for adoption along a change continuum and the study variables as objective measures. However, recommendations for follow-up research include qualitative research and further analysis of study demographic data not originally used in the study.

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Cochran, Charlotte E. P. « Faculty Transitions to Online Instruction| A Qualitative Case Study ». Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714737.

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The introduction of technological tools has created a paradigm shift in the field of education. As such, online learning has become a popular method for students to access educational courses. Due to the increased demand by learners for online classes, administrators at American institutions of higher learning are faced with the challenge of moving faculty members to an online environment. However, transitioning to an online environment requires a role change for faculty members. Specifically faculty members must shift their instructional methods from on-ground lecturer to online mentor, which can be challenging. Indeed many faculty members transition to online instruction without the necessary training, support, or skills needed to be successful. The purpose of this qualitative, multiple case study was to develop a better understanding of how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Participants included nine faculty members, representing different colleges and universities, who teach at post-secondary institutions within the United States. Participants had taught face-to-face classes for one year or more, and had taught at least three classes using an online format. An in-depth, open-ended, semi-structured interview format was used to gather data. The data provided by the participating faculty members were collected, coded using a line-by-line format, and the codes were compared to one another with the goal of finding a pattern. The development of conceptual categories and data analysis continued until saturation was achieved. Based on the data analysis, transforming was the conceptual theme for how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Three transitioning skills were also identified as integral components for faculty members transitioning from face-to-face to online instruction. Future areas of research include: 1) how foreign language instructors develop asynchronous communicative collaborative activities and 2) how administrators could add specific subject area needs into their training programs or workshops.

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Fulkerson, Tahita N. (Tahita Niemeyer). « A Faculty Orientation and Design for Writing Across the Curriculum ». Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.

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A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their methodologies and educational philosophies as they discuss ways to provide increased writing opportunities to large classes of open-door students. The culmination of the orientation project is a faculty booklet of ways to increase writing. The researcher concludes that although a writing "program" is not in place as a result of the year's work, essential groundwork for such a program is laid.
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McKinley, Brian Michael. « The Relationship of Faculty Demographics and Attitudes toward Technology Integration ». ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1109.

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Stakeholders in a midsized rural high school district were concerned that faculty failure to integrate educational technologies into instruction was adversely affecting student performance as measured by recent state mandated test scores. The purpose of this study was to determine if relationships existed between faculty age, gender, tenure, and overall attitude toward technology, and the implementation of technology into classroom instruction. Dewey's and Knowles' theories of adult learning were used as theoretical frameworks because they emphasize the practical application of knowledge in the transfer of learning. The research design was a one-time cross-sectional survey of teachers within the district. The data were collected using the Levels of Technology Implementation survey extended to include 5 additional questions about attitude towards technology developed using existing literature and consultation with experts. The convenience sample was comprised of 103 volunteer respondents at 3 midsized rural high schools. Analysis of the data utilized Pearson's correlation coefficients, independent samples t-tests, ANOVAs, and ANCOVAs. Findings indicated that technology implementation in classroom instruction for this group is generally deficient. No significant relationships between faculty age, gender, and tenure and technology implementation existed, but attitude toward technology proved to be a significant factor for increased technology implementation into classroom instruction. These findings led to the creation of a professional development program to increase the impact of technology on the transfer of learning. Increasing faculty expertise in implementing instructional technology into classroom instruction will lead to greater innovation in the classroom and improved student outcomes.
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Brown, Serena. « An Investigation of Faculty Perceptions about Mobile Learning in Higher Education ». Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10817578.

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An Investigation of Higher Education Faculty About Mobile Learning. Serena Brown, 2018; Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: mobile learning, mobile devices, technology integration, learning engagement, instructor perceptions, MLPS, UTAUT.

This applied dissertation was designed to investigate instructor perceptions about mobile learning among instructors in higher education. The study included the areas of influences of mobile technologies over the approaches of teaching and learning, use of mobile learning technologies to develop class instruction, use of mobile learning for professional learning, influences of mobile learning over the restrictions of time and space when acquiring knowledge anytime, anywhere, and mobile learning to facilitate teacher-student communications. An additional objective of this study was to add a more current literature source to the existing literature addressing instructor perceptions about mobile learning in higher education.

The writer used the Mobile Learning Perception Scale, a quantitative survey, using a cross-sectional survey design collecting data at one point in time during the study with nonprobability convenience sampling.

An overall analysis of the data revealed higher education instructors agreed (mean = 3.81, median = 4.00, mode = 4) with K12 teachers (mean = 4.09, median = 4.00, mode = 4) mobile learning techniques and tools were beneficial for use in the approaches to teaching and learning, influential in the development of classroom instruction strategies, useful for professional learning, influential over the restrictions of time when acquiring knowledge anytime, anywhere, and useful for facilitating teacher-student communication.

The results of this study provide administrators the benefit of insight into instructors’ perceptions and attitudes of mobile learning at the higher education level. Knowing higher education instructors’ perceptions and attitudes about mobile learning afford the institution a much-needed understanding of the direct determinants and influencing key moderators which inform behavioral intention and use of mobile learning technologies (Venkatesh, Morris, Davis, & Davis, 2003).

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Livres sur le sujet "Faculty of Design"

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University of Wales Institute, Cardiff. Faculty of Art, Design and Engineering. Faculty of art, design and engineering. Cardiff : The Faculty, 1996.

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(Organization), AIA Research, et American Institute of Architects, dir. Faculty and student design/build charrette on seismic design. Washington, DC : American Institute of Architects, 1996.

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University, Manchester Metropolitan. Honorary fellowships and Faculty of Art and Design. Manchester : Manchester Metropolitan University, 1992.

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Puny, Mishra, Koehler Matthew J et Zhao Youg, dir. Faculty development by design : Integrating technology in higher education. Charlotte, NC : Information Age Pub. Inc., 2007.

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Indian Institute of Technology (Bombay, India). Industrial Design Centre., dir. A design perspective : Selected papers by the faculty, Industrial Design Centre, I.I.T., Bombay. [Bombay] : I.D.C. Publication, 1997.

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United States. National Aeronautics and Space Administration., dir. Research reports : 1988 NASA/ASEE Summer Faculty Fellowshop Program. Tuscaloosa, Ala : University of Alabama, 1988.

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Jan, Janeiro, Larsen Jack Lenor, Batchelder Ann et Orban Nancy 1938-, dir. Fiberarts design book five. 5e éd. Asheville, N.C : Lark Books, 1995.

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University of Toronto. Graduate Architecture, Landscape and Design Student Union., dir. Theses 2003, Faculty of Architecture, Landscape and Design, University of Toronto. Toronto : Graduate Architecture, Landscape and Design Student Union, University of Toronto, 2004.

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Electronic Design in the Graphic Arts (Conference) (1986 Brighton Polytechnic). Electronic Design in the Graphic Arts : Sallis Benney Theatre, Faculty of Art and Design, Brighton Polytechnic. [Brighton] : Brighton Polytechnic, 1986.

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University of Toronto. Graduate Architecture, Landscape and Design Student Union., dir. Masters' theses 2002, Faculty of Architecture, Landscape and Design, University of Toronto. [Toronto : Graduate Architecture, Landscape & Design Student Union], 2002.

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Chapitres de livres sur le sujet "Faculty of Design"

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Faerm, Steven. « Faculty Mentorship ». Dans Introduction to Design Education, 277–89. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-26.

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Cress, Christine M., Stephanie T. Stokamer, Thomas J. Van Cleave et Joyce P. Kaufman. « Course Design ». Dans Faculty Service-Learning Guidebook, 147–85. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003444831-8.

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Boye, Allison, et Suzanne Tapp. « Transparency and Faculty Development ». Dans Transparent Design in Higher Education Teaching and Leadership, 73–80. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003448396-7.

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Halupa, C. « Are Students and Faculty Ready for Transformative Learning ? » Dans Learning, Design, and Technology, 1–24. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_70-1.

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Halupa, C. « Are Students and Faculty Ready for Transformative Learning ? » Dans Learning, Design, and Technology, 1213–36. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-17461-7_70.

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Sullivan, Roberta Robin, Cherie van Putten, Emily Cole, Katrina Fulcher-Rood, Jessica Kruger, Gina Sipley, Rachel Rigolino et Jennifer H. Herman. « Empowering Faculty to Design TechnologyEnriched Student Learning ». Dans Transforming Digital Learning and Assessment, 99–123. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003448334-5.

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Boye, Allison, Suzanne Tapp, Julie Nelson Couch, Robert D. Cox et Lisa Garner Santa. « Faculty Voices and Perspectives on Transparent Assignment Design ». Dans Transparent Design in Higher Education Teaching and Leadership, 55–69. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003448396-5.

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Stapić, Zlatko, Ana Horvat et Dijana Plantak Vukovac. « Designing a Faculty Chatbot Through User-Centered Design Approach ». Dans HCI International 2020 – Late Breaking Papers : Cognition, Learning and Games, 472–84. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60128-7_36.

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Liu, Jun, Pei-Luen Patrick Rau et Bert Schulz. « Culture and Student-Faculty Communication in Higher Education : Implications for the Design of Educational Communication Tools ». Dans Cross-Cultural Design, 563–73. Cham : Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07308-8_54.

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García, Alberto Moreno, David Hidalgo, Francisco Moreno Vargas et Jose Manuel Martinez-Linares. « Qualitative Study of the Functional Spaces of the Faculty of Health Sciences of Granada ». Dans Advances in Design Engineering IV, 353–63. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51623-8_34.

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Actes de conférences sur le sujet "Faculty of Design"

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Froyd, Jeff, Jean Layne, Debra Fowler et Nancy Simpson. « Design patterns for faculty development ». Dans 2007 37th annual frontiers in education conference - global engineering : knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418037.

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Assels, Michael J., Dana Echtner, Michael Spanner, Serguei A. Mokhov, François Carrière et Manny Taveroff. « Multifaceted faculty network design and management ». Dans The Fourth International C* Conference. New York, New York, USA : ACM Press, 2011. http://dx.doi.org/10.1145/1992896.1992916.

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Misra, D. « A Successful Faculty Member : Essential Components ». Dans 2010 International Symposium on Electronic System Design (ISED 2010). IEEE, 2010. http://dx.doi.org/10.1109/ised.2010.65.

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Terpenny, Janis P., et Richard M. Goff. « Preparing Future Faculty for Teaching Engineering Design ». Dans ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.

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This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.
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Ma, Honglin, et Lei Yan. « Models Design of DSS for Faculty Management ». Dans 2010 2nd International Workshop on Intelligent Systems and Applications (ISA). IEEE, 2010. http://dx.doi.org/10.1109/iwisa.2010.5473677.

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Saini, Hemraj. « Office of the Dean Faculty Affairs ». Dans 2023 11th International Conference on Intelligent Systems and Embedded Design (ISED). IEEE, 2023. http://dx.doi.org/10.1109/ised59382.2023.10444602.

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Allen, Janet K., et Farrokh Mistree. « Reminiscing : Educating Faculty of the Future ». Dans ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13237.

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Between 1992 and 2009 faculty in Georgia Tech’s Systems Realization Laboratory (SRL) mentored many students who are now pursuing successful careers in academia. In this paper the authors reminisce about the creation of the Systems Realization Laboratory at the Woodruff School of Mechanical Engineering at Georgia Tech and the mentoring of their former mentees (1992 through 2009) who are pursuing careers in academia. The author’s reminisces are augmented with reminisces of some of their former mentees. We hope that some of these ideas will be valuable to those who are setting up their own laboratories.
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Ollis, David, et John Krupczak. « Teaching Technology Literacy : An Opportunity for Design Faculty ? » Dans ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASME, 2006. http://dx.doi.org/10.1115/detc2006-99528.

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Zeng, Yihui, Shi Yao, Zhangyuan Xiong, Yaqin Zhang, Hui Ma et Shixiong Wang. « Based Industrial Design Faculty Building qSharingq Mechanism Study ». Dans 2015 International Conference on Industrial Technology and Management Science. Paris, France : Atlantis Press, 2015. http://dx.doi.org/10.2991/itms-15.2015.184.

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Tomov, Orlin. « An Example Design for Agricultural Pellets Burner ». Dans 2023 15th Electrical Engineering Faculty Conference (BulEF). IEEE, 2023. http://dx.doi.org/10.1109/bulef59783.2023.10406246.

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Rapports d'organisations sur le sujet "Faculty of Design"

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Irminger, Bente. A growing interest in creativity is opening up new roles for the designer- but also creating a need for clarification of these roles. Universitetet i Bergen KMD, janvier 2018. http://dx.doi.org/10.22501/kmd-ar.1090256.

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Bente Irminger, ‘A growing interest in creativity is opening up new roles for the designer- but also creating a need for clarification of these roles‘, Faculty of Fine Art, Music and Design, University of Bergen
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Irminger, Bente. Økt interesse for kreativitet åpner for nye designerroller- men skaper også behov for rolleavklaringer. Universitetet i Bergen KMD, janvier 2018. http://dx.doi.org/10.22501/kmd-ar.1090265.

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Rysjedal, Fredrik. Frozen Moments in Motion. Universitetet i Bergen KMD, janvier 2019. http://dx.doi.org/10.22501/kmd-ar.31524.

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What are the concepts of motion in digital comics? What types of motion can be used in comics and how does motion affect the presentation, the story and even the reader/viewer? This project is a part of the Norwegian Programme for Artistic Research, and it's executed at the Bergen Academy of Art and Design, today called Faculty of Fine Art, Music and Design at the University of Bergen.
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Van Cleave, Thomas. Short-Term International Service-Learning : Faculty Perceptions of and Pedagogical Strategies for the Design and Implementation of Successful Learning Experiences. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.1055.

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Ahouansou, Wildfrid, Fadhel Medard Salifou-Bio et Arnaud Dangvenon. Academic success of students and educational trajectories : Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, février 2024. http://dx.doi.org/10.14507/mcf-eli.i15.

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The upsurge of COVID-19 proved the need to improve higher education capabilities to continue training even during class discontinuity. In UAC’s context, adopting e-learning is also a way to mitigate the significant number of students enrolled yearly (approximately 60.000) and provide quality education to all. Therefore, this research on students’ success and needs aims to identify the optimal learning conditions conducive to academic and professional success. Targeting two schools of UAC, we investigated the online learning environment, considering material and virtual environments, as well as pedagogical support provided to students at UAC. We analyzed the choice made at UAC to promote blended learning. We conducted in-person interviews with students, faculty, and staff and held a focus group with selected students. We collected information about what is being done regarding e-learning and users' perceptions and requested their needs for an optimal learning environment. We found that UAC does not have optimal conditions to provide quality e-learning to students. Many do not have access to devices (laptops, smartphones, or tablets) or a quality Internet connection. Faculty members still seek training, even if some have received Instructional Design and Pedagogy training from Arizona State University. Students and faculty members also express a need to receive coaching, tutoring, and pedagogical support from the technical staff, which are in a low number (only 3 in charge of supporting e-learning at the whole university). Based on this, we recommended that UAC: 1) develop a better material learning environment for students, faculty members, and staff through the acquisition of devices and improvement of the Internet connection, 2) provide training to students on how to learn online, and 3) develop staff capabilities to coach, tutor and support students and faculty members on the integration of e-Learning in academic practices.
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Silverman, David. Becoming a Qualitative Researcher : Guidelines and Opportunities. Instats Inc., 2024. http://dx.doi.org/10.61700/2dp1wr2ix8mhg743.

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The 'Becoming a Qualitative Researcher: Guidelines and Opportunities' seminar, led by David Silverman, is a comprehensive 3 half-day workshop aimed at equipping researchers new to qualitative research with the skills to design and conduct a qualitative project. Relevant for both PhD students and established researchers moving into qualitative research,and faculty and professional researchers unfamiliar with qualitative approaches, this course will help to clear up misunderstandings about qualitative research and provide guidelines for a sound research project
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Surie, Aditi, Amlanjyoti Goswami, Amogh Arakali, Aromar Revi, Divya Ravindranath, Gautam Bhan, Geetika Anand Anand et al. Towards a New Urban Practice : The Urban Fellows Programme 2016-2022. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/9788195847303.

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In 2022, the Urban Fellows Programme at the Indian Institute for Human Settlements, Bengaluru, completed six years with 227 graduates. Collectively written by Faculty and sta at IIHS, Towards a New Urban Practice marks this moment as a point of Reflection. Using the programme as an archive, the book reflects on questions of contemporary urban knowledge, interdisciplinary and southern urban pedagogy, what it means to teach about and from practice, and how our thinking on pedagogy needs to be equally rooted in questions of institutional design, operations, admissions, and the political economy of employment for new urban practitioners.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson et Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students : Case Studies of Postsecondary Course Innovations. Digital Promise, août 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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Amzeri, Achmad, Kaswan Badami et Gita Pawana. Inheritance of resistance to downy mildew (Peronosclerospora maydis) in crossing of Madura Maize Plant (Zea mays L.). Innovative Scientific Information & Services Network, mai 2019. http://dx.doi.org/10.21107/amzeri.2019.1.

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Hybridization of Back cross is one method to get varieties that are resistant to downy mildew. The purpose of this study was to obtain information on inheritance characteristics of downy mildew resistance. This research was conducted at the experiment center of Agro-Technology Study Program of Agriculture Faculty, University of Trunojoyo Madura. Research of Assessment of resistance to Downy Mildew used a randomized block design with 18 treatments (P1, P2, F1, F2, BC1P1 and BC1P2 in three sets of crosses, namely LGL x Mdr-3, T12 x Mdr-1 and E02 x Mdr-2) and three replications so there were 54 experimental units. Identification of polymorphic RAPD markers for endurance to downy mildew through Bulk Segregant Analysis (BSA) was done by amplifying the DNA in the resistant pool and susceptible pool. The random primers used were 120 primers from 6 operon groups, namely OPA, OPB, OPC, OPD, OPF and OPG. The results showed that the inheritance pattern of maize genetic resistance to downy mildew followed a segregation pattern of 3:1 with a degree of dominance between -1 and 0, and was controlled by incomplete partially negative dominant gene. OPC-07 was a marker that was linkage close to the resistance to downy mildew with a genetic distance of 1.9 cM.
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Arnold, Christine Helen, Kathleen Clarke et Tricia Seifert. Examining the Role of Faculty Subcultures in Perceptions of Student Retention Initiatives. Journal of the Australian and New Zealand Student Services Association, octobre 2023. http://dx.doi.org/10.30688/janzssa.2023-2-08.

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Scholars and practitioners have argued that student success must be a shared responsibility among members of the campus community. Academic and student affairs cultures play imperative roles in the establishment and success of partnerships designed to support student success. However, little is known about the differences within the academic affairs culture that shapes faculty members’ perceptions of such initiatives. Understanding how faculty members perceive student retention efforts is essential in developing a shared responsibility for student success. This research examines the extent to which faculty with various academic ranks (tenured/promoted, tenure track, and non-tenure track/non-promotional), years employed at current institution, and broad disciplinary areas vary in their perceptions of departmental and institutional retention initiatives. Faculty members’ perceptions of these retention initiatives are measured according to awareness of their departments’ and institutions’ academic and co-curricular activities, dedication of resources towards promoting retention, and communication about available support services. Results revealed variations among faculty members in their perceptions of departmental and institutional retention efforts according to the subcultures analysed. Implications for faculty members, student affairs staff members, and administration are considered.
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