Application of ISO9000 Theory and TSIP Method in Engineering Education

2011 ◽  
Vol 211-212 ◽  
pp. 6-10 ◽  
Author(s):  
Li Xin Yin ◽  
Yan Jing ◽  
Guo Wen Li
Keyword(s):  
General Education ◽  
Engineering Education ◽  
Professional Education ◽  
Teaching Practice ◽  
Management Theory ◽  
Engineering Practice ◽  
Student Centered ◽  
New Model ◽  
Teacher Guidance ◽  
Teacher Student

Engineering education has been a worldwide hot topic currently. Reform of engineering education call for a new model of cultivating talents. To the aim of training students’ engineering awareness, engineering skills and engineering spirit, combination general education and professional education, reference ISO9000 standards and according to engineering practice established eight principles of engineering education. University or college should be a place which guide and encourage students to study independently, multi-disciplinary and interdisciplinary learning. Respect the differences of students and teach them in accordance with individual differences. Curriculum setting should reflect the essence of ISO9000 management theory. Teaching practice show that TSIP (Try-Study-Instruct-Practice) teaching model is an effective method in engineering education and good results have been achieved. ISO9000 management theory and the TSIP teaching methods are applied in engineering education, could construct a model maximum meet the international CDIO standard engineering education. The learning process is teacher guidance and student-centered, teacher-student bilateral exchanges, practicality and self-study ability. This paper put forth a new way and a new model inventively for engineering education.

scholarly journals An English-language Multimedia Teaching Model Based on Krashen’s Theory

2018 ◽  
Vol 13 (08) ◽  
pp. 198
Author(s):  
Fang Yuan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
Teaching Mode ◽  
Student Centered ◽  
College English ◽  
English Teaching ◽  
Self Confidence ◽  
Teacher Student ◽  
Multimedia Teaching

Traditional English teaching practice often centers on the teacher and implements the teaching mode of “exemplifying by the teacher-answering by students-evaluating by the teacher”. This inflexible teaching mode fails to fully exert student’s subjective function; at the same time, due to the lack of necessary guidance and help from teachers, students are more likely to suffer from learning burnout and low self-confidence. With this regard, an English multimedia teaching mode was proposed in this study based on Krashen’s “Language Input Theory”. The theory is characterized by emphasizing the analysis of English language learning from the perspectives of “acquisition” and “learning”, advocating “understanding” of knowledge and using student-centered teaching methods. In this study, Krashen’s theory was combined with interactive learning methods and multimedia information technology to form an English teaching mode focused on “teacher-student”, “student-student” and “student-computer” interactions and build an “in class- after class” and “online-offline” English learning environment. This mode was practically applied in the teaching of “College English” at Hohai University in Jiangsu Province, China. The results show that the English multimedia teaching mode based on Krashen’s theory is more effective than the traditional teaching mode in improving students’ interest and self-confidence in learning.

Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education

2006 ◽  
Author(s):  
Carlos F. Rodriguez ◽  
Alvaro E. Pinilla
Keyword(s):  
Higher Education ◽  
General Education ◽  
Engineering Education ◽  
Professional Education ◽  
Higher Education Policy ◽  
Mechanical Engineering ◽  
First Year Students ◽  
Engineering Programs ◽  
Credit Hours ◽  
High Standards

Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.

scholarly journals TEACHER EDUCATOR PROFESSIONALISM AND STUDENT TEACHER LEARNING IN NIGERIAN UNIVERSITIES

2021 ◽  
Vol 3 (3) ◽  
pp. 143-159
Author(s):  
Saheed Rufai ◽  
Adeola Oyenike Adeosun ◽  
Akinola Saliu Jimoh ◽  
Bello Musa
Keyword(s):  
General Education ◽  
Student Teachers ◽  
Teacher Learning ◽  
Student Teacher ◽  
Professional Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Educator ◽  
Main Theme ◽  
The Impact

Of the three components constituting teacher education curriculum, namely general education, specialized education and professional education, the professional education component is arguably accorded the highest consideration in the scholarship of teaching. However, there is an emerging concern over the involvement of non-education specialists in the teaching of this component. Yet, there is little evidence of sufficient engagement with this concern in the Nigerian context. As a sequel to a study on pedagogical misconceptions by student teachers, this paper examines the impact of teacher educators' professionalism on student teachers' learning in Nigerian universities. Through the analytic method, the study engaged with data collected through the instrumentality of official records like Faculty brochures, lecture notes developed by teacher educators, systematic observations by the researchers, and semi-structured interviews involving selected participants.  The qualitative study employs a constructivist paradigm that methodically situates data and analysis in the context of the experiences and perceptions of both the participants and researchers, and focusses on the main theme, namely teacher educator's knowledge as a predictor of student-teacher learning, which emerged from the data for the earlier study as collected in three universities where the present lead researcher assessed prospective teachers on teaching practice in their third and fourth years, in his capacity as teaching practice supervisor. In exposing the effect of teacher educator professionalism on prospective teacher learning, the present study revealed instances of miseducation by some of the teacher educators involved in teaching professional education courses, which substantially accounts for the student teachers' pedagogical misconceptions

scholarly journals Teaching in Higher Education: Theories, Realities and Future Controversies

2021 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Katerina R. Toka ◽  
Labrina Gioti
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Theories ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Student Centered ◽  
Learning And Teaching ◽  
University Teachers ◽  
Teacher Student ◽  
Teaching In Higher Education

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

2020 ◽  
pp. 113
Author(s):  
V. Kovpak ◽  
N. Trotsenko
Keyword(s):  
Social Network ◽  
Professional Training ◽  
Educational Process ◽  
Communication Strategy ◽  
Student Centered ◽  
Teacher Student ◽  
The Social ◽  
National University ◽  
High Level ◽  
The Impact

<div><p><em>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</em></p></div><p><em>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).</em></p><p><strong><em>Key words:</em></strong><em> nativeness, native advertising, branded content, special project, communication strategy.</em></p>

Reality brings excitement to engineering education

1998 ◽  
Vol 12 (1) ◽  
pp. 83-86
Author(s):  
LARRY LEIFER ◽  
SHERI SHEPPARD
Keyword(s):  
Engineering Education ◽  
Social Activity ◽  
Thinking Skills ◽  
Engineering Practice ◽  
Engineering Science ◽  
Science And Engineering ◽  
Engineering Product ◽  
Intellectual Content ◽  
Versus Communication ◽  
Constant Source

The intellectual content and social activity of engineering product development are a constant source of surprise, excitement, and challenge for engineers. When our students experience product-based-learning (PBL), they experience this excitement (Brereton et al., 1995). They also have fun and perform beyond the limits required for simple grades. We, their teachers, experience these things too. Why, then, are so few students and faculty getting the PBL message? How, then, can we put the excitement back in engineering education? In part, we think this is because of three persistent mistakes in engineering education:1. We focus on individual students.2. We focus on engineering analysis versus communication between engineers.3. We fail to integrate thinking skills in engineering science and engineering practice.

Coaching Teachers to Use a Simultaneous Prompting Procedure to Teach Core Content to Students With Autism

2017 ◽  
Vol 40 (3) ◽  
pp. 225-245 ◽  
Author(s):  
Elif Tekin-Iftar ◽  
Belva C. Collins ◽  
Fred Spooner ◽  
Seray Olcay-Gul
Keyword(s):  
General Education ◽  
Future Research ◽  
Simultaneous Prompting ◽  
Baseline Design ◽  
Teacher Student ◽  
Core Content ◽  
Study Results ◽  
Students With Autism ◽  
Academic Content ◽  
Over Time

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

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