A Global Engineering Design Clinic Experience in Engineering Education: Lessons Learned

2007 ◽  
Author(s):  
C. Pezeshki ◽  
K. Racicot ◽  
H. Zbib
Keyword(s):  
Engineering Education ◽  
Work Practice ◽  
Lessons Learned ◽  
Engineering Programs ◽  
High Profile ◽  
Similar Work ◽  
Global Engineering ◽  
The World ◽  
Clinic Experience ◽  
Set Up

Though the establishment of clinics for students to participate in engineering activities with partners around the world has achieved a high profile recently, there are major difficulties to surmount in developing workable structures for such enterprises. As with many engineering education endeavors, the focus of initiating global engineering programs is often on the hard technology to enable students to work collaboratively across distances. Too often, the soft technology aspect, such as coordinated work practice, is overlooked during the process of set-up and initial operation. It is relatively straightforward (though not particularly easy) to acquire the necessary technology and apply it to a lab development scenario. But it is not ‘global engineering’ unless there are collaborative partners across the world, on the other end of the Internet cable. In this paper, we will discuss a case study involving the setup of hard technology, such as computers, telecommunications, and integration of video into the curriculum. Equally important, we will discuss the generation of partners with similar work practice, project management, and pedagogical styles, and ways to facilitate interaction between students in different programs in different international locations, while satisfying sponsoring institutions and corporations.

The IUCN Threatened Plants Committee and Its Work Throughout the World

1977 ◽  
Vol 4 (3) ◽  
pp. 179-187 ◽  
Author(s):  
Grenville Ll. Lucas ◽  
A. H. M. Synge
Keyword(s):  
Threatened Species ◽  
Field Work ◽  
Individual Species ◽  
Tropical Rain Forests ◽  
Threatened Plants ◽  
Stimulate Action ◽  
Similar Work ◽  
The World ◽  
Set Up ◽  
Selection Of

After stressing the importance of the plant kingdom to Man and the dangers threatening the survival of an estimated 20,000 species of flowering plants, this paper presents details of the activities of the IUCN Threatened Plants Committee (TPC), set up by the Survival Service Commission in 1974. The Secretariat of the TPC works through three main approaches: (1) regional groups of botanists and other experts identifying threats to their floras, advising the TPC, and preparing recommendations; (2) specialist groups doing similar work for plant groups such as palms and cycads; and (3) institutional support of botanic gardens and similar organizations maintaining collections of threatened species in cultivation. This last aspect was launched at a conference on conservation held at Kew in 1975.The primary aim of the TPC is to gather and disseminate information on which species are threatened throughout the world. Accurate documentation is essential, and in this task both herbarium and field work are needed. Although our knowledge in general of temperate, subtropical, and islands, floras is reasonably good in most cases, and there are specialists working on most of such areas, our knowledge of continental tropical floras is much less comprehensive. There is an urgent need for check-lists to be rapidly compiled for such areas wherever possible. In tropical rain-forests, the difficulties encountered in listing threatened species are particularly acute.Provided present collaboration continues and finance is provided, initial lists of rare and threatened species will become available within the next decade for many areas. This information should be of great value in preventing needless extinction through lack of planning or forethought, in providing a valuable input in the selection of sites for reserves, etc., and in complementing habitat conservation approaches—as well as helping to stimulate action on individual species.The ‘Red Data’ categories used by IUCN to indicate the degrees of threat to individual species are outlined, and will be used in the three types of TPC publication—regional lists of rare and threatened species, bulletins on smaller areas with more detail on each species, and sheets for the Red Data Book which will give detailed case-histories of a limited selection of threatened species. All three approaches are under way; the European List has been completed, bulletins for many areas are on the way, and the TPC aims to start issuing new plant Red Data sheets in 1977–78.

scholarly journals Merging Engineering Education with Service-Learning: How Community Based Projects Encourage Socially Conscious Engineers

2020 ◽  
Vol 8 (1) ◽  
pp. 9-22
Author(s):  
Aaron Brown ◽  
Michael Bauer
Keyword(s):  
Costa Rica ◽  
Problem Solving ◽  
Service Learning ◽  
Engineering Education ◽  
Lessons Learned ◽  
Attrition Rate ◽  
Creative Problem Solving ◽  
Community Based ◽  
Engineering Programs ◽  
Creative Problem

Engineers provide essential services to society, solving pressing challenges through technological inventiveness. Students new to engineering often cite the lure of creative problem solving as attracting them to the discipline. However, traditional engineering curricula typically focus on a narrow application of fundamentals for solving closed-ended problems. Too often, engineering programs do not encourage inventive expression in problem solving. Not surprisingly, the attrition rate for engineering programs is unusually high. Recently, engineering education has shifted its focus to new, more engaging practices that incorporate hands-on methods, boosting prospects for students to engage in creative problem solving. Because service learning provides opportunities for applied work, incorporating it into engineering education programs in can engage students positively and lower attrition rates. Moreover, since engineers are fundamentally involved with social improvement, then engaging students in activities that expand their understanding of the potential impact their skills may impart to a community is not only prudent but best practices. This paper explores two case studies of community-based service learning engineering projects, highlighting community partnerships, analyses and decision-making that helped drive designs and outcomes. It explores how both the communities and students benefitted, focusing notably on the influence these activities had on student understanding of their work, academic and/or professional direction and social consciousness. These are analyzed via longitudinal reporting of students incorporating lessons learned several years post-project. The service learning projects took place in marginalized communities in Denver and Costa Rica. In the Denver project, engineering students designed, built and installed low cost solar heaters into an area with poor housing stock. In Costa Rica, students built a solar water heater for a local school. Keywords: applied learning, engineering education, experiential learning, service-learning.

scholarly journals Who visits academic institutional repositories and  why?: An analytical approach for a single high profile  repository

2021 ◽  
Author(s):  
◽  
Anton Findlay Angelo
Keyword(s):  
Search Engine ◽  
Analytical Approach ◽  
Qualitative Data ◽  
Web Search ◽  
Institutional Repositories ◽  
High Profile ◽  
Web Search Engine ◽  
The World ◽  
Set Up ◽  
The University

<p>Institutional Repositories have been set up all over the world, and are now mainstream business for academic libraries and other organisations. The nature of the visitors or users for these repositories is not well understood, and little work has been done in analysing the data the repositories generate on their visitors. This report looks at the analytics generated by the University of Canterbury Research Repository (UCRR) through its own internal statistics and Google Analytics. There are many issues with reconciling this data, as many factors influence the accuracy of the figures, including web search engine crawlers, deep linking, and copyright trolls. This report found that there are many visitors to the UCRR, and that it is difficult, but possible to create narratives for specific items indicating how they might be used. Generalisations, however are much harder to make, and though we can see who is visiting the UCRR, we cannot really ascertain why they do. This report provides suggestions for further research on repository users, particularly at gathering qualitative data from groups identified from this quantative analytics.</p>

scholarly journals Who visits academic institutional repositories and  why?: An analytical approach for a single high profile  repository

2021 ◽  
Author(s):  
◽  
Anton Findlay Angelo
Keyword(s):  
Search Engine ◽  
Analytical Approach ◽  
Qualitative Data ◽  
Web Search ◽  
Institutional Repositories ◽  
High Profile ◽  
Web Search Engine ◽  
The World ◽  
Set Up ◽  
The University

<p>Institutional Repositories have been set up all over the world, and are now mainstream business for academic libraries and other organisations. The nature of the visitors or users for these repositories is not well understood, and little work has been done in analysing the data the repositories generate on their visitors. This report looks at the analytics generated by the University of Canterbury Research Repository (UCRR) through its own internal statistics and Google Analytics. There are many issues with reconciling this data, as many factors influence the accuracy of the figures, including web search engine crawlers, deep linking, and copyright trolls. This report found that there are many visitors to the UCRR, and that it is difficult, but possible to create narratives for specific items indicating how they might be used. Generalisations, however are much harder to make, and though we can see who is visiting the UCRR, we cannot really ascertain why they do. This report provides suggestions for further research on repository users, particularly at gathering qualitative data from groups identified from this quantative analytics.</p>

scholarly journals IEEE Engineering Education 2010 â?? The Future of Global Learning in Engineering Education

2009 ◽  
Vol 5 (3) ◽  
pp. 37
Author(s):  
Call For Papers
Keyword(s):  
Engineering Education ◽  
Academic Research ◽  
Global Learning ◽  
Department Chairpersons ◽  
Engineering Technology ◽  
Global Engineering ◽  
The World ◽  
The Future ◽  
Practical Experiences ◽  
Education Conference

The 1st Annual Engineering Education Conference (EDUCON), sponsored by the IEEE Education Society, UNED, UPM, and CTI will be held April 14th â?? 16th, 2010 in Madrid, Spain on the campuses of UNED and UPM. The Engineering Education Conference (EDUCON) will provide an interdisciplinary forum for academic, research and industrial collaboration on teaching methods, practical experiences and research towards the future of global Engineering Education attracting 200+ participants from all over the world. Participants will include university presidents, college deans, department chairpersons, faculty in engineering and engineering technology, and industry leaders from throughout the IEEE Region 8 (Europe, Middle East and Africa) and the world.

Diversity in engineering takes off with Airbus award

2015 ◽  
Vol 23 (4) ◽  
pp. 16-17 ◽  
Keyword(s):  
Engineering Education ◽  
Design Methodology ◽  
Social Implications ◽  
Content Type ◽  
Engineering Community ◽  
Global Engineering ◽  
The World ◽  
Engineering Problems

Purpose – Describes how Airbus has joined the Global Engineering Deans’ Council (GEDC), a worldwide forum for excellence in engineering education, to run the GEDC Airbus award. Design/methodology/approach – Details the background to the award, the form it takes and the initiatives of some of the prize winners. Findings – Explains that the award aims to increase the diversity of the global engineering community by rewarding proven initiatives in the field. Social implications – Highlights how the world needs innovative engineers who can propose new ways to solve the world’s engineering problems and explains that more needs to be done to promote engineering as a career. Originality/value – Explains that Airbus seeks to build more diverse teams for higher performance and an inclusive culture.

scholarly journals Global Diversity and Inclusion in Engineering Education: Developing Platforms toward Global Alignment

2016 ◽  
Vol 6 (1) ◽  
pp. 56 ◽  
Author(s):  
David Antoine Delaine ◽  
Renetta Tull ◽  
Rovani Sigamoney ◽  
Darryl N. Williams
Keyword(s):  
Engineering Education ◽  
Underrepresented Students ◽  
Global Scale ◽  
Global Alignment ◽  
Persons With Disabilities ◽  
Diversity And Inclusion ◽  
Stem Programs ◽  
Global Engineering ◽  
Exploratory Investigation ◽  
The World

This paper presents an exploratory investigation of global scale diversity and inclusion efforts within engineering education. The content is an expansion of work that was shared at the 2015 World Engineering Education Forum’s first special session on “Diversity & Inclusion in Global Engineering.” Diversity and Inclusion (D&I) are contextualized topics that shift objectives from country to country. The role of D&I in engineering education and practice has gained prominence in recent years due to the fact that engineers are facing increased need for global collaborations and are expected to be able to work in highly diverse teams and within different cultures. D&I initiatives in the field of engineering generally include gender, ethnicity, and national origin, and may include persons who are economically underprivileged and persons with disabilities. While the prominence of D&I has increased, international learning outcomes and collaborations within these efforts are limited. Within a global community a common platform would allow for the sharing of best practices and maximize learning opportunities and impact. By examining models from around the world, we can begin to consolidate, optimize, and disseminate the global benefits of D&I. In this work, various programs are reviewed as success cases because they have increased the numbers of underrepresented students who enroll in and graduate from STEM programs. The potential for solidarity amongst Diversity & Inclusion initiatives and programs in different regions of the world is explored. Efforts are made to determine what can be learned from synergies across D&I activities.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

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