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Annual Conference of the Canadian Society for Civil Engineering 2011, CSCE 2011

作者： Dai, Jiukun Mulva, Stephen P. Crew, Wayne Lweis, Karron G. Construction Industry Institute University of Texas at Austin Austin TX United States Instructional Development Group Center for Teaching and Learning University of Texas Austin TX United States

With the increasing complexity of construction projects, there is a significant demand of qualified construction professionals with knowledge of business and management. Consequently, there has been a considerable growth in breadth and depth of engineering and project management (EPM) education in the past forty years. In 2007, the Construction Industry Institute (CII) started a course to help prepare future industry leaders by exposing EPM students to the Best Practices defined and developed through CII research. The course brings industry subject-matter experts (SME) of 11 CII Best Practices to the University of Texas at Austin to share their real world knowledge of industry issues and their experience in implementing CII Best Practices to improve capital project delivery. The course was live broadcasted to 11 other universities in 2009 and to 8 other universities in 2010 with a total of 351 students. The goal of this paper is to summarize the lessons learned from the live video-conferencing course. Specifically, the paper will present the results of the survey administered to the students in 2010, and the interviews with faculty members in the participating universities and industry SMEs who taught the class. The paper will identify the unique barriers and challenges of engaging industry SMEs in the live video-conferencing classroom setting. The paper also includes some recommendations for educators to successfully engage industry professionals in the video-conference teaching environment and for industry professionals to better understand their audience and improve the course delivery.

关键词： Video conferencing

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A graduate student pedagogy seminar in chemical engineering 125

A graduate student pedagogy seminar in chemical engineering

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125th ASEE Annual Conference and Exposition

作者： Smith, Christina Sitomer, Ann Koretsky, Milo Undergraduate Instructional Development Sheridan Center for Teaching and Learning Brown University United States Portland State University United States Department of Chemical Engineering Oregon State University United States

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Team-based learning

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New Directions for teaching and learning 2011年第128期2011卷 41-51页

作者： Michaelsen, Larry K. Sweet, Michael University of Central Missouri University of Oklahoma United States Instructional Development for the Center of Teaching and Learning University of Texas United States

In this chapter, we examine the relationship between the best practices of evidence-based teaching and the principles that constitute team-based learning. © 2011 Wiley Periodicals, Inc., A Wiley Company.

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Beyond multiple choice exams: Using computerized lexical analysis to understand students' conceptual reasoning in STEM disciplines

Beyond multiple choice exams: Using computerized lexical ana...

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39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009

作者： Urban-Lurain, Mark Moscarella, Rosa A. Haudek, Kevin C. Giese, Emma Sibley, Duncan F. Merrill, John E. Instructional Technology Research and Development Division of Science and Mathematics Education Michigan State University United States Division of Science and Mathematics Education Michigan State University United States Center for Research on College Science Teaching and Learning Michigan State University United States Bioscience Program Michigan State University United States

ISBN: (纸本)9781424447152

Constructed response questions - in which students must use their own language in order to explain a phenomenon - create more meaningful opportunities for instructors to identify their students' learning obstacles than multiple choice questions. However, the realities of typical large-enrollment undergraduate classes restrict the options faculty have for moving towards more learner-focused instruction. We are exploring the use of computerized lexical analysis of students' writing in large enrollment undergraduate biology and geology courses. We have created libraries that categorize student responses with > 90% accuracy. These categories can be used to predict expert ratings of student responses with accuracy approaching inter-rater reliability among expert raters. These techniques also provide insight into students' use of analogical thinking, a fundamental part of scientific modeling. These techniques have potential for improving assessment practices across STEM disciplines. © 2009 IEEE.

关键词： Students

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Work in Progress - Computing and Undergraduate Engineering: A Collaborative Process to Align Computing Education with Engineering Workforce Needs (CPACE)

Work in Progress - Computing and Undergraduate Engineering: ...

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IEEE Frontiers in Education Conference 2008

作者： Vergara, Claudia E. Urban-Lurain, Mark Briedis, Daina Buch, Neeraj LaPrad, Jeannine Paquette, Louise Sticklen, Jon Wolff, Thomas F. Center for Research on College Science Teaching and Learning MSU United States Instructional Technology Research and Development Division Science and Mathematics Education College of Natural Science MSU United States Chemical Engineering and Materials Science MSU United States Civil and Environmental Engineering MSU United States CSW United States Math of Computer Science Department LCC United States Computer Science and Engineering MSU United States College of Engineering MSU United States

ISBN: (纸本)9781424419692

This NSF-funded community-building (CB) project brings together Michigan State University (MSU), Lansing Community College (LCC), and the Corporation for a Skilled Workforce (CSW) to design and implement a process to create a collaboratively-defined undergraduate computing education within the engineering and technology fields in alignment with the computational problem-solving abilities needed to transform mid-Michigan's economy and workforce. In this WIP we outline the process we are developing to ensure that a wide variety of stakeholders - business, community leaders and post secondary educators collaborate to identify workforce computational skills, define how these skills can be integrated across a curriculum, and develop revised curricula that integrate computational problem-solving across engineering departmental courses. By documenting, evaluating and making the process explicit, this process can serve as a model for national efforts to revitalize undergraduate computing education in engineering, and should be extensible to other computing education reform efforts.

关键词： Computational problem-solving curricula Curicular reform Undergraduate engineering and technology Workforce computational skills

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Aligning computing education with engineering workforce computational needs: New curricular directions to improve computational thinking in engineering graduates

Aligning computing education with engineering workforce comp...

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39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009

作者： Vergara, Claudia E. Urban-Lurain, Mark Dresen, Cindee Coxen, Tammy MacFarlane, Taryn Frazier, Kysha Briedis, Daina Buch, Neeraj Esfahanian, Abdol-Hossein Paquette, Louise Sticklen, Jon Laprad, Jeannine Wolff, Thomas F. Center for Research on College Science Teaching and Learning MSU United States Department of Instructional Technology Research and Development Division of Science and Mathematics Education College of Natural Science MSU United States Talent Development. CSW Australia Chemical Engineering and Materials Science MSU United States Civil and Environmental Engineering. MSU United States Computer Science and Engineering MSU United States Math and Computer Science Department LCC United States Engineering Education Research United States Undergraduate Studies College of Engineering MSU United States

ISBN: (纸本)9781424447152

In this global economy, the preparation of a globally competitive U.S. workforce with knowledge and understanding of critical computing concepts is essential. Our CPACE (Collaborative Process to Align Computing Education with Engineering Workforce Needs) vision is to revitalize undergraduate computing education within the engineering and technology fields. Our objective is to design and implement a process to engage stakeholders from multiple sectors and identify the computational tools and problem-solving skills and define how these skills-directly informed by industry needs-can be integrated across disciplinary curricula. By explicitly integrating computing concepts and disciplinary problem solving, engineering graduates will enter the workforce with improved and practice-ready computational thinking that will enhance their problemsolving and design skills. We present the analysis of the computational skills and the strategies that we are using to map the workforce problem-solving requirements onto the foundational computer science principles. We outline the framework that we are using to identify opportunities for curricular integration between computer science concepts and the disciplinary engineering curricula. By documenting, evaluating, and making the process explicit, this process can serve as a model for national efforts to strengthen undergraduate computing education in engineering. ©2009 IEEE.

关键词： Problem solving

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Work in progress - computing and undergraduate engineering: A collaborative process to align computing education with engineering workforce needs (CPACE)

Work in progress - computing and undergraduate engineering: ...

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Frontiers in Education (FIE) Conference

作者： Claudia E. Vergara Mark Urban-Lurain Daina Briedis Neeraj Buch Jeannine LaPrad Louise Paquette Jon Sticklen Thomas F. Wolff Center for Research on College Science Teaching and Learning. MSU USA Instructional Technology Research & Development Division of Science and Mathematics Education College of Natural Science. MSU USA Chemical Engineering and Materials Science. MSU USA Civil and Environmental Engineering. MSU USA CSW USA Math and Computer Science Department. LCC USA Computer Science and Engineering. MSU USA College of Engineering MSU USA

This NSF-funded community-building (CB) project brings together Michigan State University (MSU), Lansing Community College (LCC), and the Corporation for a Skilled Workforce (CSW) to design and implement a process to create a collaboratively defined undergraduate computing education within the engineering and technology fields in alignment with the computational problem-solving abilities needed to transform mid-Michiganpsilas economy and workforce. In this WIP we outline the process we are developing to ensure that a wide variety of stakeholders - business, community leaders and post secondary educators - collaborate to identify workforce computational skills, define how these skills can be integrated across a curriculum, and develop revised curricula that integrate computational problem-solving across engineering departmental courses. By documenting, evaluating and making the process explicit, this process can serve as a model for national efforts to revitalize undergraduate computing education in engineering, and should be extensible to other computing education reform efforts.

关键词： Collaborative work Problem-solving Computer science education Business Design engineering Educational institutions Educational programs Educational technology Computer science Mirrors

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Visualization, simulation, and computing. New tools for learning, new paradigm for teaching

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Computer Applications in Engineering Education 1992年第1期1卷 65-65页

作者： Cole, R. Brune, C. Physics Department Learning Skills Center University of California Davis California 95616 Rodney W. Cole:is an Adjunct Lecturer for the Physics Department at the University of California Davis and a Senior Learning Skills Counselor for the Learning Skills Center. He received his PhD from the University of Wyoming in 1978 and his BS from the University of Illinois in 1973. His research is in teaching physics methodology and computer animation of time domain solutions in electromagnetism. He has been involved with CAEME computer software development. He is a recipient of the UC Davis Instructional Technology Award and has participated in the Summer Computer Graphics Project at Lawrence Livermore National Laboratory. Curtis M. Brune:is a senior majoring in Physics at the University of California Davis. He is a member of Phi Beta Kappa Phi Kappa Phi and Pi Mu Epsilon a national honorary mathematical society. Recently he has participated in the Instructional Technology Symposium at UC Davis. (Photo not available at this time.)

In this article we explore the role computing can play in an electromagnetics class. Our aim is not to provide answers, but to open a discussion on several topics related to the use of the computer as a learning aid. We provide some examples of what we have done in an introductory electricity and magnetism class using a program called SilverHammer that maps electric and magnetic fields for point charges. However, the point of this article is not to say that this is the only way computers should be used, but rather to point out that we really have only scratched the surface of a very versatile tool. Those who are presently working in this area are the pioneers, and will see the use of the computer go from these first applications to being an indispensable medium for learning. The computer may well let us create virtual scenarios that allow us to explore ideas and relationships with a heretofore unattained proficiency.

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Shifting Culture: Professional development through Academic Course Transformation

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Change 2019年第1期51卷 35页

作者： Levesque-Bristol, Chantal Maybee, Clarence Parker, Loran Carleton Zywicki, Craig Connor, Cody Flierl, Michael Chantal Levesque-Bristol is the Executive Director of the Center for Instructional Excellence and Full Professor of Educational Studies at Purdue University. She works with faculty and conducts research on human motivation.http://***/0000-0001-5034-0028 Clarence Maybee is an Associate Professor of the University Libraries at Purdue University. He leads the Libraries’ efforts in working with teachers to integrate information literacy into course curricula.http://***/0000-0002-9003-0486 Loran Carleton Parker is the Associate Director of the Evaluation and Learning Research Center at Purdue University. She conducts evaluation focused on higher education and professional development.http://***/0000-0001-7896-0325 Craig Zywicki is an Assessment and Data Analyst in the Office of Institutional Research Assessment and Effectiveness at Purdue University.http://***/0000-0002-2703-3094 Cody Connor is the Manager Course Design and Development in Teaching and Learning Technologies in the Office of Information Technology at Purdue.http://***/0000-0001-6753-1429 Michael Flierl is an Assistant Professor of the University Libraries at Purdue University. His work and research investigate the relationship between student learning and information literacy.http://***/0000-0003-2609-6955

U.S. colleges and universities are facing the challenges of eroding public confidence and financial support, along with high failure rates, especially at a time when increasing numbers of students are matriculating. The demographic profile of students going to college is also more diverse, with students coming from lower socioeconomic backgrounds. First generation students perform worse than their peers; many students begin their postsecondary studies not "college ready." And employers report that many graduates are not prepared for the workplace. These issues are even more critical as postsecondary education is increasingly required for economic opportunity. To increase student success, institutions have directed substantial resources toward infrastructure that surrounds the classroom (advising, LMS analytics, targeted inclusion programs, supplemental instruction). They have largely ignored the process of classroom teaching and learning in the classroom. Efforts to improve undergraduate education must target what transpires in classrooms across the entire institution. Classrooms initiatives must be engaging, relevant, and appealing to a diverse group of faculty and instructors. Such initiatives must also adapt to a broad range of disciplines so they can impact a large number of students across the institution. To positively impact student engagement, motivation, and learning, instructors must utilize "high impact" practices that do not simply conform to policies or allow one to "check a box." The Purdue University "Instruction Matters: Purdue Academic Course Transformation" (IMPACT) initiative is a comprehensive multi-year campus-wide collaborative effort designed to achieve greater student-centered learning environments by incorporating active and collaborative learning as well as other student-centered teaching and learning practices and technologies into courses. The creation of a student-centered learning environment aims to foster student engagement and studen

关键词： instructional Improvement Undergraduate Students Student centered learning Active learning Educational Environment Communities of Practice Partnerships in Education College Faculty Self Determination Competence Interpersonal Relationship Academic Achievement Learner Engagement Blended learning Online Courses Technology Integration Personal Autonomy Professional AutonomyIndiana

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The Role of District and School Leaders’ Trust and Communications in the Simultaneous Implementation of Innovative Policies

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Journal of School Leadership 2017年第1期27卷 31 - 67页

作者： Hal A. Lawson Francesca T. Durand Kristen Campbell Wilcox Karen M. Gregory Kathryn S. Schiller Sarah J. Zuckerman Department of Educational Policy and Leadership and the School of Social Welfare at the University at Albany SUNY. This joint appointment mirrors his expertise in cross-systems leadership and complex partnerships for school communities challenged by poverty social exclusion and social isolation. An expert in interprofessional education and collaborative practice Lawson is an engaged scholar who regularly serves as a consultant and evaluator for local school districts state education departments and both education and youth service agencies in other nations. Educational leadership at The Sage Colleges of Albany New York where she teaches research methodology and system leadership for education leaders. Dr. Durand's research interests lie in cradle-to-career policy at the state and national levels and understanding the impacts of critical discourse on policy conversations development and implementation. In addition Durand studies the roles and practices of system leadership throughout K-12 schools and the impacts of decision-making collaboration communication and trust. Educational Theory and Practice Department of the University at Albany. A former ESL and EFL teacher in the U.S. Puerto Rico and Brazil her research addresses the intersections of language and culture and academic achievement among diverse youth in K-12 settings and it has been accompanied by research on higher-performing schools and districts in diverse community contexts. Recently Wilcox has developed institutes that help leadership teams to use evidence-based goal-setting processes to learn improve and close achievement gaps. NYKids project in the School of Education at the University at Albany. Previously Dr. Gregory worked as co-investigator on a research project funded by the New York State Education Department exploring the impacts of the Regents Reform Agenda on K-8 schools in New York State. She regularly teaches courses in pedagogy methods of second and foreign language instruction and instructional technology. Grego

This mixed-method multiple case study investigated nine elementary schools. Six “odds-beating schools,” which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessments when compared with three typically performing schools. The overarching research question guiding this study was: What forces, factors, and actors account for odds-beating schools’ better outcomes? The trust–communication connection provided one answer. Relational trust in odds-beating schools is an intraorganizational phenomenon, and it is accompanied by interorganizational trust (reciprocal trust). These two kinds of trust are accompanied by intraschool and district office–school communication mechanisms. Trust and communications are mutually constitutive as innovations are implemented. This connection is also an implementation outcome. When today's innovation implementation initiatives reinforce this trust–communication connection, it becomes an organizational resource for future innovation implementation.

关键词： Race-to-the-Top Educational Policy Implementation School Leadership District Office Leadership School Performance

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