International and Multidisciplinary Experiences in Engineering Courses at UNAM

2012 ◽  
Author(s):  
Vicente Borja ◽  
Alejandro Ramírez-Reivich ◽  
Marcelo López-Parra ◽  
Arturo Treviño Arizmendi ◽  
Luis F. Equihua Zamora
Keyword(s):  
Information Sharing ◽  
Product Innovation ◽  
Lessons Learned ◽  
Faculty Members ◽  
University Of California ◽  
Focal Points ◽  
User Centered Design ◽  
University Of Munich ◽  
Design Students ◽  
The University

A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.

Lessons Learned from an Integrated Neurology Diversity, Equity and Inclusion Curriculum

2021 ◽  
pp. 10.1212/CPJ.0000000000001081
Author(s):  
Noriko Anderson ◽  
S Andrew Josephson ◽  
Nicole Rosendale
Keyword(s):  
San Francisco ◽  
Multidisciplinary Team ◽  
Balance Training ◽  
Junior Faculty ◽  
Residency Education ◽  
Lessons Learned ◽  
University Of California ◽  
Current Events ◽  
The University ◽  
Equity And Inclusion

AbstractThe University of California San Francisco (UCSF) Neurology Department incorporated a formal diversity, equity and inclusion curriculum into the residency education in 2015. During that time, we have learned a number of lessons that can be useful to other institutions planning similar initiatives including: 1) training should be led by a multidisciplinary team with experienced educators; 2) sustainability of the curriculum requires broad departmental buy-in from leadership to junior faculty to the residents themselves; 3) the curriculum needs to balance training on fundamental topics with flexibility to change in response to current events and the needs of the community; and 4) the sessions need to be practical.

scholarly journals A Successful Educational Collaboration between Scientists and Educators: Microscopic Explorations

2003 ◽  
Vol 2 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Lincoln Bergman ◽  
Caroline Schooley
Keyword(s):  
Low Cost ◽  
Lessons Learned ◽  
University Of California ◽  
Outreach Program ◽  
Public Science ◽  
The Public ◽  
Educational Collaboration ◽  
The University ◽  
Lawrence Hall Of Science ◽  
Development Center

The teacher's guide, Microscopic Explorations: A GEMS Festival Guide ( Brady and Willard, 1998 ), is the result of a partnership between Great Explorations in Math and Science (GEMS), a program of the Lawrence Hall of Science (LHS), the public science and curriculum development center of the University of California, Berkeley, and the Microscopy Society of America (MSA). Microscopic Exploration supports the MSA's low-cost national outreach program and, also, reaches a very large educational community as part of the GEMS series. Some of the lessons learned through the extremely successful MSA/LHS collaboration are summarized here in hopes that they may be instructive to other scientists and educators as they launch their own partnerships and collaborations.

scholarly journals It’s How Many Terabytes?! A Case Study on Managing Large Born Digital Audio-visual Acquisitions

2017 ◽  
Vol 11 (2) ◽  
pp. 64-75
Author(s):  
Laura Uglean Jackson ◽  
Matthew McKinley
Keyword(s):  
Lessons Learned ◽  
University Of California ◽  
Digital Audio ◽  
Digital Collections ◽  
Special Collections ◽  
Digital Collection ◽  
The University ◽  
The Impact ◽  
Policy And Procedure

In October 2014, the University of California Irvine (UCI) Special Collections and Archives acquired a born digital collection of 2.5 terabytes – the largest born digital collection acquired by the department to date. This case study describes the challenges we encountered when applying existing archival procedures to appraise, store, and provide access to a large born digital collection. It discusses solutions when they could be found and ideas for solutions when they could not, lessons learned from the experience, and the impact on born-digital policy and procedure at UCI Libraries. Working with a team of archivists, librarians, IT, and California Digital Library (CDL) staff, we discovered issues and determined solutions that will guide our procedures for future acquisitions of large and unwieldy born digital collections. 

scholarly journals A WORKSHOP ON LEARNING OBJECTIVES FOR ENGINEERING FACULTY MEMBERS

2011 ◽  
Author(s):  
Lisa Romkey ◽  
Susan McCahan
Keyword(s):  
Educational Practice ◽  
Initial Step ◽  
Lessons Learned ◽  
Faculty Members ◽  
Learning Objectives ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
University Of Toronto ◽  
The University ◽  
First Time

As an initial step in preparing faculty members for the new outcomes-based accreditation process introduced by the CEAB, a pilot workshop on creating learning objectives was developed for engineering professors at the University of Toronto. As the Graduate Attributes will be mapped to individual courses within engineering programs, the need for course-based learning objectives is even more critical; although research already supports the development and use of learning objectives as an effective educational practice. . This paper will describe the process of developing the workshop, facilitating it for the first time, and the lessons learned that were used in developing a second iteration of the workshop.

scholarly journals Exploring the impact of The Students Assessing Teaching and Learning Program

2019 ◽  
Vol 3 (2) ◽  
pp. 139-148
Author(s):  
Adriana Signorini ◽  
Cathy Pohan
Keyword(s):  
Teaching And Learning ◽  
Lessons Learned ◽  
Logic Model ◽  
University Of California ◽  
Work Setting ◽  
Learning Program ◽  
The University ◽  
The Impact

The Students Assessing Teaching and Learning (SATAL) Program at the University of California, Merced offers assessment support for faculty and program leads while engaging diverse, cross-program undergraduates in students-as- partners experiences in a work setting. Grounded in the Students as Partners (SaP) principles of respect, responsibility, and reciprocity (Cook-Sather, Bovill, & Felten, 2014), our assessment of the SATAL program reveals benefits for both students and faculty acting as co-creators of teaching and learning. Using the SATAL program as an example, we offer readers a logic model to guide the development of student-faculty-staff partnerships and assess the impact of these programs in a more meaningful and consequential manner. We also provide lessons learned from our evolving SATAL program to support others interested in designing sustainable student assisted assessment partnerships.

scholarly journals Competence-based learning and societal awareness: Building up experiences within the discipline of interior architecture

2018 ◽  
Author(s):  
Nathalie Vallet ◽  
Inge Somers ◽  
Michel Corthaut
Keyword(s):  
Qualitative Data ◽  
Public Libraries ◽  
Real Life ◽  
Lessons Learned ◽  
Learning Objectives ◽  
Teaching Staff ◽  
Interior Architecture ◽  
Societal Challenges ◽  
Design Students ◽  
The University

By means of the bachelor proof, students of interior architecture of the University of Antwerp (Faculty of Design Sciences) are stimulated to design interiors for real-life public libraries in view of particular societal challenges. During three subsequent years the teaching staff elaborated a set of learning objectives and activities that jointly form a competence-based learning process focussed on the development of the societal awareness of design students. In this paper we report on the intermediate experiences of the teachning staff and the students as indicated by a set of mainly qualitative data. In short it concerns four lessons learned relating to the over- and underestimation of (i) disciplinary filters, (ii) comfort-zones, (iii) motivating complexities and (iv) copy-cat behavior.

scholarly journals University of California 4-H Latino Initiative: Experiences of Bicultural and Bilingual Staff

2019 ◽  
Vol 14 (3) ◽  
pp. 31-44 ◽  
Author(s):  
Steven M. Worker ◽  
María G. Fábregas Janeiro ◽  
Claudia P. Diaz Carrasco ◽  
Katherine E. Soule
Keyword(s):  
Youth Development ◽  
Development Program ◽  
Latino Youth ◽  
Lessons Learned ◽  
University Of California ◽  
First Year ◽  
Development Programming ◽  
Report Data ◽  
Group Interviews ◽  
The University

We report data from the first year of an initiative to engage Latino youth and families in the 4-H Youth Development Program, managed by the University of California. Through qualitative questionnaires and focus group interviews, we analyzed experiences of 6 new bilingual and bicultural program staff, hired specifically to implement youth development programming to reach Latino youth. Staff reported a steep learning curve, with competing demands to build relationships, engage youth, and show results. Lessons learned may help shape activities that other youth development programs may consider in similar efforts.

scholarly journals The Keck Carbon Cycle AMS Laboratory, University of California, Irvine: Initial Operation and a Background Surprise

Radiocarbon ◽  
2004 ◽  
Vol 46 (1) ◽  
pp. 41-49 ◽  
Author(s):  
John Southon ◽  
Guaciara Santos ◽  
Kevin Druffel-Rodriguez ◽  
Ellen Druffel ◽  
Sue Trumbore ◽  
...  
Keyword(s):  
Mass Spectrometry ◽  
Carbon Cycle ◽  
Molecular Ions ◽  
Lessons Learned ◽  
University Of California ◽  
First Year ◽  
Initial Operation ◽  
Paper Briefly ◽  
Background Charge ◽  
The University

A new radiocarbon accelerator mass spectrometry (AMS) laboratory for carbon cycle studies has been established at the University of California, Irvine. The 0.5MV AMS system was installed in mid-2002 and has operated routinely since October of that year. This paper briefly describes the spectrometer and summarizes lessons learned during the first year of operation. In the process of setting up the system, we identified and largely suppressed a previously unreported 14C AMS background: charge exchange tails from 14N beams derived from nitrogen-containing molecular ions produced near the entrance of the accelerator.

Sign in / Sign up

Export Citation Format

Share Document