Tesi sul tema "Engineering and Technology"

Maturing new technologies through the systems engineering lifecycle has been a perpetual issue for the U.S. systems engineering community. Although there are many reasons why technologies fail to mature, this study examines the perceptions of why technologies succeed. To examine these perceptions, this study proposes to extend an established marketing tool framework, the Technology Readiness Index (TRI), into the systems engineering space. The TRI was originally developed to understand customers’ and employees’ interactions with technology and their propensity to embrace cutting-edge technology, which is considered as a person’s technology readiness. This study uses the TRI framework to survey the perceptions of the U.S. systems engineering community of successful technology maturation traits, and relate these perceptions to the systems engineering lifecycle. This survey framework, in combination with the Mann-Whitney U test method for determining statistical differences in non-parametric data, results in multiple common technology maturation perceptions throughout the systems engineering lifecycle, with cross-cutting themes of communicating regularly with interested parties, reducing implementation risk, and having a positive business case to sell to stakeholders. Moreover, it shows differences in the perceptions of the U.S. systems engineering community in relation to these common perceptions, as well as specific technology transition traits.

The research presented in this dissertation investigates the relationship between critical technologies and technology maturity assessments at a key decision point in the product development life cycle. This study utilizes statistical methods for assessing technology maturity at a key decision point. A regression model is established and utilized for predicting the probability of a system achieving technology maturity. The study disclosed with a 95% confidence that there is statistical evidence that utilization of heritage technology developments, as originally designed, significantly increases the probability of achieving technology maturity at a key decision point. This finding is significance due to the potential for engineers to overestimate technology maturity when utilizing heritage designs. One challenge facing systems engineers is quantifying the impact technology developments have on technology maturity assessments, especially when transitioning from formulation to implementation. Correctly assessing the maturity of a technology is crucial for an organization’s ability to manage performance, cost, and schedule. The findings from this research has the potential to reduce unacceptable or unsatisfactory technical performance and programmatic overruns through the minimization of inaccurate maturity determinations.

The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

The Meiji Restoration was the revolution that overthrew the feudal regime of the Tokugawa period in late nineteenth-century Japan. It was also the time of the opening of the country to the rest of the world, and Japan had to confront with Western powers. The Meiji government boldly accepted the new technologies from the West, and succeeded in swiftly industrializing the nation. However, this same government had been aggressive exclusionists and ultra-nationalists before the Restoration.

In light of this fact, I investigate how national identity is linked to engineering education in Japan. My focus is on the Imperial College of Engineering (ICE), or Kobu-daigakko, in Tokyo during the late nineteenth century. The ICE was at the forefront of Westernization in the Meiji government. I specifically examine Yozo Yamao and Hirobumi Ito, who studied in Britain and were the co-founders of the college; Henry Dyer, the first principal; and the students of the ICE.

As a result of the investigation, I conclude that the spirit of samurai (former warriors) was the ethos for Westernization at the ICE. They followed ethical code for the samurai, the essence of which was lordly pride as a ruling class. They upheld their ethical standard after the Meiji Restoration. Their spirit of rivalry and loyalty urged Yamao, Ito, and the students to emulate Western technology for ensuring the independence of Japan. The course of the ICE's development reveals that non-engineering motivations shared a mutual relationship with the engineering education of those at the ICE.

This study investigated the learning preferences of female students enrolled in pre-requisite math classes that are gateway to chemistry, engineering, and physics majors at a 4-year public university in southern California. A gender gap exists in certain Science, Technology, Engineering, and Math (STEM) disciplines; this gap may be exacerbated by pedagogies that favor males and make learning more difficult for females. STEM-related jobs were forecast to increase 22% from 2004 to 2014. According to the U.S. Department of Labor, Women’s Bureau, only 18.8% of industrial engineers are female. From 2006 - 2011, at the institution where this study took place, the percentage of females who graduate with a Bachelor of Science in Engineering was 16.63%. According to the National Science Foundation, in 2010 there were 1.569 million “Engineering Occupations” in the U.S., of which only 200,000 (12.7%) were held by females. STEM professions are highly paid and prestigious; those members of society who hold these positions enjoy a secure financial and societal place.

This study uses the Women’s Ways of Knowing, Procedural Knowledge: Separate and Connected Knowing theoretical framework. A modified version of the Attitudes Toward Thinking and Learning Survey was used to assess student’s pedagogical preference. Approximately 700 math students were surveyed; there were 486 respondents. The majority of the respondents (n=366; 75.3%) were STEM students. This study did not find a statistically significant relationship between gender and student success; however, there was a statistically significant difference between the learning preferences of females and males. Additionally, there was a statistically significant result between the predictor variables gender and pedagogy on the dependent variable student self-reported grade. If Connected Knowledge pedagogies can be demonstrated to provide a significant increase in student learning, and if the current U.S. educational system is unable to produce sufficient graduates in these majors, then it seems reasonable that STEM teachers would be willing to consider best practices to enhance learning for females so long as male students’ learning is not devalued or diminished.