Building a Community - How to Enrich an Engineering Technology Program With an Identity, Presence and Pride

2013 ◽  
Author(s):  
Amy L. Miller ◽  
Jerry Samples
Keyword(s):  
Lessons Learned ◽  
Successful Implementation ◽  
Student Body ◽  
Engineering Technology ◽  
Technology Program ◽  
Prime Concern ◽  
Teaching Awards ◽  
Student Projects ◽  
New Generation

Potential students and their parents are looking at schools differently than in the past: an out cropping of the new generation of parents and students. Academics are still the prime concern but more frequently than in past years families are concerned about the organization. Does the program have an identity that will assist in getting jobs? Is there a presence within the community? Do the faculty and students take pride in what is being accomplished and are graduates proud of their education and their school? The best way to answer these questions is to allow the families a chance to interact with students, see their products, read the posters of their work and show where graduates work. This paper will discuss the process needed to cultivate an engineering or engineering technology program into one with an identity, presence and ultimately pride. The paper will describe leadership steps that can be taken to generate pride and distinctiveness, first to the faculty, and then to the student body. Resulting in a close nit and enviable community where education can flourish, and the students’ academic related clubs are active and involved on campus. Where alumni look forward to visiting and helping with student projects. Where they take pride in their alma mater and often seek new hires from the program. Where faculty members win teaching awards and enjoy their time in the classroom and advising students. A case study will be presented and, detailed examples will be cited demonstrating how the students “caught on” and took pride to a new level based on the successful implementation at a university. It will show that leadership lessons learned by students while in school, continued to be used after they graduated. The case study will further demonstrate why everyone associated with the program feels that the engineering technology program is a great place to learn and work.

Using Facebook Groups to Encourage Science Discussions in a Large-Enrollment Biology Class

2017 ◽  
Vol 46 (1) ◽  
pp. 103-136 ◽  
Author(s):  
Aditi Pai ◽  
Gene McGinnis ◽  
Dana Bryant ◽  
Megan Cole ◽  
Jennifer Kovacs ◽  
...  
Keyword(s):  
Lessons Learned ◽  
Social Networking Site ◽  
Popular Media ◽  
News Article ◽  
Student Body ◽  
Spelman College ◽  
Biology Class ◽  
Science News ◽  
Large Enrollment

This case study reports the instructional development, impact, and lessons learned regarding the use of Facebook as an educational tool within a large enrollment Biology class at Spelman College (Atlanta, GA). We describe the use of this social networking site to (a) engage students in active scientific discussions, (b) build community within the student body in class, and (c) promote communication between students and instructors. To achieve this, we created a Facebook Group page that students were required to join and use to complete the main assignment of this class, which was to read, discuss, and write about a science news article in the popular media. Overall, we find that Facebook, due to its popularity with students and its informal nature, is very effective in engaging them.

Polk State College's Engineering Technology Program

2021 ◽  
pp. 178-222
Author(s):  
Naomi Rose Boyer ◽  
Mori Toosi ◽  
Eric A. Roe ◽  
Kathy Bucklew ◽  
Orathai Northern
Keyword(s):  
Technological Education ◽  
Engineering Technology ◽  
Technology Program ◽  
Early Exit ◽  
State College ◽  
Science Degree ◽  
Competency Based ◽  
Associate In Science ◽  
Advanced Technological Education

This case study describes an open entry early exit (O3E) rolling enrollment program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed, and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered students with an affordable, accessible option that was initiated as a result of a National Science Foundation-Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional engineering technology associate in science degree program to a hybrid competency-based (CBE), modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, having shifted to CBE in Fall 2014, the O3E program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.

scholarly journals E-Learning in Engineering through Videoconferencing: The Case of the Addis Ababa Institute of Technology

2013 ◽  
Vol 3 (2) ◽  
pp. 9
Author(s):  
Bedilu Habte
Keyword(s):  
Addis Ababa ◽  
Lessons Learned ◽  
Limited Resources ◽  
Successful Implementation ◽  
Developing Nation ◽  
Higher Education System ◽  
E Learning ◽  
Institute Of Technology ◽  
Teaching Learning

In addition to their ability to reach distant learners, interactive e-learning environments have the potential to make the teaching-learning process more effective. This paper highlights some of the e-learning implementation efforts at the Addis Ababa Institute of Technology (AAiT) in Ethiopia. This case study shows that limited resources do not deter a developing nation to exploit the power of e-learning. Based on feedback from participants in the first national videoconferencing program held in Ethiopian higher education system between October 2011 and June 2012, the paper addresses the lessons learned and recommended actions for moving forward to a successful implementation of e-learning in Ethiopia, particularly in a videoconferencing mode.

scholarly journals M.Phil. Programs in IT and Computing into New Heights: A Case Study of Srinivas University, Karnataka

2018 ◽  
Vol 7 (1) ◽  
pp. 16-21
Author(s):  
P. K. Paul ◽  
P. S. Aithal ◽  
K. S. Shivraj
Keyword(s):  
Data Analytics ◽  
Private Universities ◽  
Big Data Analytics ◽  
Special Focus ◽  
Recent Past ◽  
Engineering Technology ◽  
Technology Program ◽  
Research Level ◽  
Different Levels

Computing programs are internationally available at different levels and nomenclatures. The popular levels in this regard are Bachelors and Master’s Degree. Internationally the Bachelors programs are commonly available as BS and MS program. Though UK and its follower countries the level and nomenclature are also called and popular as BSc and MSc programs. Worldwide Computing and IT programs are available only in science platform (except few countries that offers Master of Engineering/ Technology program). As far as Research levels are concerned most common are PhD and M.Phil. Though, among these, PhD is most common. However, it is worthy to note that M.Phil. Program is not offered and not so much popular in some countries. M.Tech by Research is considered as another program of research level offered to the B.Tech. / BE degree holders and in some cases MSc degree holders. In India, M.Phil. and PhD are available in IT and Computing fields for the science candidates, though engineering post graduate in related fields may also join the program. M.Phil. program in India is offered only at universities. In recent past, the number of private universities has been significantly increased and thus many of them are offer M.Phil. And many of those private universities offer M.Phil.in the field of IT and Computing. The traditional M.Phil. Programs are concentrated on broad areas viz. Computer Science/ Applications. Though, a significant move was undertaken by the Srinivas University, Karnataka for offering M.Phil.in subfields of IT. The paper discusses in detail of M.Phil. Program available in India with a special focus on specialized M.Phil.in Cloud Computing, Big Data Analytics etc. Paper also tries to move into healthy educational policy related work for future potentialities.

Implementing the open-source Koha-ILS at the Deutsche Schule Charlotte

2016 ◽  
Vol 32 (4) ◽  
pp. 253-269 ◽  
Author(s):  
Martin D. House
Keyword(s):  
Open Source ◽  
Selection Process ◽  
Single Case ◽  
Good Alternative ◽  
Lessons Learned ◽  
Online Support ◽  
Successful Implementation ◽  
Web Based ◽  
Content Type

Purpose This study aims to present the successful implementation of the Koha-integrated library system (ILS) for libraries that seek an open-source alternative. This study is best suited for small libraries with limited collections and limited funding. The selection process between Koha and Evergreen is described, as is cataloging, patron setup and library workflow changes. Finally, lessons learned are presented. Design/methodology/approach This is a case study which describes the events as they occurred between 2013 and 2014. Findings The Koha-ILS appears to be the open-source system with the most online support, easiest to install and manage. Although the experience of libraries may vary, the Deutsche Schule Charlotte library took the pragmatic approach. Koha was chosen because it could be successfully installed, had an intuitive and web-based interface and could be easily explained to volunteers. Research limitations/implications This is a single case study at a very small library. Practical implications This study broadly demonstrates the requirements for implementing the Koha-ILS and how it can be accomplished even with library volunteers. Social implications The Koha-ILS can be a good alternative, despite limitations, for small libraries who need a robust ILS system with few bells and whistles. Originality/value This study presents a finite view of the implementation and use of the Koha-ILS. The physical setting, availability of capable volunteers and administration’s willingness to experiment with a system may not be reproducible in other locales.

scholarly journals Lessons learned from implementing remotely invigilated online exams

2019 ◽  
Vol 16 (1) ◽  
pp. 137-155 ◽  
Author(s):  
Joshua Cramp ◽  
◽  
John F. Medlin ◽  
Phoebe Lake ◽  
Colin Sharp ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Ad Hoc ◽  
Tertiary Education ◽  
Action Learning ◽  
Critical Role ◽  
South Australia ◽  
Lessons Learned ◽  
Successful Implementation ◽  
Service Access

This paper outlines the key issues of remotely invigilated online exams (RIOEs) and presents ways to avoid and resolve the issues for educators who are considering implementing them. The purpose of this paper is to share the lessons learned during the process of implementing and evaluating RIOEs and highlight the key considerations required to conduct RIOEs more seamlessly, whilst minimising students’ cognitive load. With the continued growth, and future importance of online tertiary education, this paper provides an important contribution to the understanding of the best methods and practices by which to conduct online examinations and provides a foundation for continued research and enhancement of effective RIOEs. The paper follows an extensive Action Learning process to develop and present a case study that was conducted across nine fully online business courses in a start-up venture for the University of South Australia. Cognitive load theory underpins the case study, which enabled the researchers to gain profound understanding into the RIOE process, identify issues and offer resolutions. RIOEs require more systematic and effective design compared to traditional paper-based exams and should be supplemented by early and clear communication with students. Educators should enable and encourage students to rehearse the exam service access procedures prior to their exams and students should be provided with real-time responsive technical support for any ad hoc issues that may present during the exam. These factors play a critical role in ensuring the successful implementation of RIOEs.

The Rutgers open access policy goes into effect

2019 ◽  
Vol 40 (1/2) ◽  
pp. 59-73 ◽  
Author(s):  
Jane Johnson Otto ◽  
Laura Bowering Mullen
Keyword(s):  
Open Access ◽  
Doctoral Students ◽  
Lessons Learned ◽  
Successful Implementation ◽  
University Policy ◽  
Content Type ◽  
Access Policy ◽  
Rutgers University ◽  
Implementation Planning

Purpose From laying the groundwork for the successful passage of a university-wide open access (OA) policy, through the development and planning that goes into a successful implementation, to “Day One” when the official university policy goes into effect, there is a long list of factors that affect faculty interest, participation and compliance. The paper aims to discuss this issue. Design/methodology/approach The authors, Mullen and Otto, having detailed earlier aspects of the Rutgers University OA policy passage and implementation planning, analyze and share the specifics that followed the rollout of the policy and that continue to affect participation. Findings This case study presents some strategies and systems used to enhance author self-archiving in the newly minted Scholarly Open Access at Rutgers (SOAR) portal of the Rutgers institutional repository, including involvement of departmental liaison librarians, effective presentation of metrics and a focus on targeted communication with faculty. Originality/value Roadblocks encountered as faculty began to deposit their scholarship and lessons learned are a focus. Early reaction from faculty and graduate students (doctoral students and postdocs) to various aspects of the policy as well as the use of SOAR for depositing their work are included.

scholarly journals The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme

2018 ◽  
Author(s):  
◽  
Moodley Egashnee
Keyword(s):  
Renewal Process ◽  
Tertiary Education ◽  
Academic Staff ◽  
Advisory Board ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Student Body ◽  
Office Management ◽  
Curriculum Renewal

South Africa’s tertiary education institutions main goal is to train, educate, deliver high level professional and occupational skills, research and innovation required for development and economic growth for South Africa (Timm, Govender and Gonsalves 2016). To develop the manpower required for the advancement of South Africa’s economic development, tertiary institutions need to align their programme with the needs of social, economic and technology developments locally, nationally and globally. In an attempt to enhance the aligning needs of the industry and international education standards towards education, universities had started to accredit and renew their programme curricular. However, some researchers have identified that even though curriculum renewal of a programme had brought about some advantages for academics and students, there was many disadvantages as well (Bird et al. 2015: 19). Wormley (2004: 329) has identified that if there are many challenges, negative perceptions and lack of benefits because of a poorly planned framework for curriculum renewal of a programme. Ultimately it leads to the unsuccessful implementation of curriculum renewal. The aim of the study is to explore the curriculum renewal process amongst academics and students of the Office Management and Technology programme at Durban University of Technology to develop a framework for future successful implementation of the curriculum implementation process. As this case study will provide new insights into the perceptions and experiences of those most closely affected, that is the academic staff, the curriculum champion and students of the university involved in the curriculum renewal process, thereby assisting other departments or programmes embarking on a curriculum renewal process A qualitative methodology was employed for this study. Whereby semi-structured interviews were conducted with OMT academics, the OMT curriculum champion, representative from the Centre for Quality Promotion and Assurance (CQPA), and Academic Development Practioner (ADP) for the Faculty of Accounting and Informatics (FAI). Focus group discussion with OMT students was held to obtain the students’ perspectives on the curriculum renewal process of the OMT programme. The study revealed that the main barrier for academics implementing the curriculum renewal process and renewed curriculum lagged due to the lack of resources available to the department, lack of tutors for students, lack of student involvement in the advisory board for stakeholders, as well as lack of curriculum expert’s in department as the main factors that hinder the curriculum renewal process of a programme. On the other hand, the students revealed that the ‘’Blackboard, ThinkLearnZone’’ application notification system needs to be improved as most students do not own smartphones to access the internet. Moreover, students suggested that the academics should conduct more practical activities during the lecture period. Interestingly, students also suggested that lecturers begin to record lectures via the Podcast application which always them to download and learn. The recommendation highlights that students representatives from each level enrolled into the programme should form part of the advisory board for the curriculum renewal process and review, there should be a professional student body from the department, who must be given an equal opportunity to participate in the process discussion. Moreover, to resolve the lack of funds to purchase textbooks and resources, the researcher recommends that the OMT department should start using their own resources from the department and start creating revenue for the department.

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