transformation. This simplification allows one to see that there are two key matters to
consider here: (1) the desired changes, and (2) how the changes could be effectively
brought about. The order of these considerations is also important. The “pedagogic vehicle” cannot be determined until the “kinds of change that we might be seeking to engender” (Bartnett, 2009) are determined. The rationale behind conceptualising the BEngTech knower in this paper flows from these considerations. Moreover, the selected
To assess the research question on technologycurriculum provision, the change to teaching confidence scores as a result of developing and delivering new schemes of work were calculated. We expect that teachers with high levels of technology subject knowl- edge competence would be able to develop new schemes of technology-focused work. The results of the technology competence self-assessment, before and after teaching, were compared. As the data generated is non-parametric and contains two related-sam- ples, Wilcoxon Signed Rank Tests methods were used to identify statistically significant changes in teachers’ median scores in confidence of individual technology competence statements (Brace et al. 2012; Cohen et al. 2007). The data generated can be considered as a small sample as N ≤ 15, where N is the number of pairs minus any tied ranks (Siegel and Castellan 1988). As the data from a small sample size, exact test statistics were calcu- lated (Mehta and Patel 2013; Mundry and Fischer 1998; Sprent and Smeeton 2000). The effect size, r, is presented for each compared questionnaire item (Fritz et al. 2012; Pallant 2007). Where the effect is 0.1 = small effect, 0.3 = medium effect and 0.5 = large effect for each test of significance (Cohen 1988). Size effect was used to discuss the significance of the results concerning the small sample size. IBM SPSS Statistics 22 was used to perform this analysis.
Reed and Stanchina from the University of Pittsburgh urged the need for newcurriculum to focus on the emerging technologies in electrical power systems such as smart grid and clean energy integration [11 ]. Their work on smart grid education model approaches in engineering curricula provided one of the best models of engineering education in power electronics and power systems. Grinberg and Safiuddin developed a multi-institutional smart grid laboratory to enhance modern power systems education and to satisfy the needs of newtechnology as a result of the skills shortages and the aging power engineering professional workforce . Kerestes et al. reported an enhanced workforce development study through a consortium that includes twelve universities, seventeen industry partners, and two national labs in order to enhance curriculum development and education in the study of electrical power and distributed energy resources . Belu et al. suggested methods to revitalize a power engineering program with an enhanced major and a new minor program development, while promoting new concepts of smart grids, energy management, and renewable energy systems with support from local and regional industry . Powell and Hayt developed a low-voltage microgrid for experiments in renewable energy distribution that exposed undergraduate engineering students to power generation, grid, and distributed related topics early in a power curriculum that enhanced the students’
Questions about the previous week's simulator exercise and about the student’s own use of the simulator in the meantime were replacing prior questions about the general benefit of the simulator. The class was initially asked whether anyone had figured out why they should put their answers in a sealed, named envelope – no one had, and apparently they had not given that much thought, which was good. They were told that they would now get the questionnaire again, and they afterwards would be given back the sealed envelope from last week, which they should open so that both answers could be put in a new unnamed envelope to allow for comparison with earlier answers. The students were subsequently given a copy of the questionnaire with the right answers marked.
Quality assurance is paramount. The paper addresses the development of this new delivery method. The curriculum is designed to operate in an interactive web-based environment for submission of coursework, concept diagrams, drawings, reports, and assorted forms. Class discussions, conferencing, forums and real-time project reviews will utilize current “chat-room” technology and newly emerging conference software applications. Testing opportunities will be devised through models similarly employed by Sylvan Learning Centers and National Council of Architectural Registration Boards (NCARB) allowing online vignettes and projects. The
adults learn the same way as traditional-age students, but they respond somewhat dif- ferently to certain instructor behaviours, teaching strategies, and content emphases. they are less forgiving about the instructor being poorly prepared, having questionable expertise, and not having suitable supplementary materials. They value their own life experiences (for good reason) and want to share and discuss it in small groups and as a class. as they know the world to be complex, they expect to learn multiple ways of solving problems and to have discretion in applying the material. They need the opportunity for reflection after trying out a new applica- tion or method. adult learners are often practical; they demand that the materials have immedi- ate utility and relevant application. None of this implies that they are difficult learners. In fact, they are highly motivated, eagerly participatory, and well prepared for class.
distinction between these terms is not clear-cut. Project-based learning, in particular, has been used in engineering education, as it follows professional practices in the field and, therefore, appears as a natural mode for studies.
One of the well-known systematic efforts towards project-based learning is the global CDIO initiative that has united a number of engineering institutions around a common curriculum structure, including several Finnish universities . Another global model which extends beyond engineering is led by the Aalborg University in Denmark . Kolmos  has compared these two models and finds them to be mutually
* This BVSD Curriculum Essentials Document incorporates the International Society for
Technology in Education’s (ISTE) National Educational Technology Standards for Students (NETS) and the integrated essentials from the Colorado Academic Standards for 21st Century Learning Skills.
The NETS for Students from ISTE do not delineate how courses should be created or taught. Each teacher must determine appropriate lesson planning. As technology rapidly evolves with new dynamic tools, there is no set of prescribed software, tools, or technologies that students and
Most engineering education was offered only at the university or graduate school level, and this was because engineering was the beginning of a special and professional course . Meanwhile, in the 1990s, many research results in the United States and elsewhere suggested that the concept of engineering should be included in the learning of technology education. The Principles of Engineering document in New York was reviewed by the state government, and was one of the courses in technology education selected for grade 9 to 12 students . In addition, the Montgomery Country Public Schools (MCPS) in Maryland offered the pre-engineeringtechnology education curriculum to grade 10 to 12 students , and the Grandville High School also offered the pre-engineeringtechnology education curriculum to grade 11 to 12 students . Therefore, the participants would usually be in grades 11 and 12, according to the reviewed literature.
The second lab continues by interfacing the pushbuttons from the upper terminal block to the PLC, followed by interfacing the general purpose relays and motor starter first to the upper terminal block, then to the output module of the PLC. This is intended to reinforce the NFPA and workmanship standards expected in the class. Subsequently, the students are provided a short procedure for establishing communications with the PLC for the first time. Once the communications are established, the students work with the Studio 5000® environment for the first time to create a ‘test’ program that configures the input and output modules, creates the initial controller and program tags, and tests the functionality of the hardware. It is left to the students to recognize that this program can be used as a template, thereby eliminating the need to define the I/O configuration and create the tags each time a new program is created.
This paper described four laboratory- and project-based courses of the Applied EngineeringTechnologycurriculum. Students enrolled in the Bachelor of Science in AET program are the main target audience. The students have access to the developed material in two modes: the traditional face-to-face classroom mode for those on Drexel’s campus, and a real-time, Internet-based mode for those attending classes at remote locations, specifically students at community colleges partnering with Drexel. The developed instructional materials are also part of a wider initiative, including the development of novel teaching and learning strategies, the creation of new learning materials, and the implementation of
WEC is especially appropriate in interactive online course designs because it allows the instructor and the facilitator to differentiate instruction to a diverse group of learners. WEC is especially good in courses with high technical or complex content. Although we tend to think first about the sciences (mathematics, physics, biology and so on), this research indicates that other course content designs in the liberal arts and education can benefit from such digital objects to prepare future teachers to integrate instructional technology. Considering this, the question becomes how do we prepare preservice teachers and educators in non-technical fields to develop and use WEC in online instruction or in traditional instruction? First, the use of WEC must be purposeful. This means they should be connected to goals and objectives of the instructional content. It is not always necessary to create new WEC. There are e-reservoirs or portals of such digital learning objects in databases that can be used “as is” or adapted for special purposes. However, similar to selecting software or hardware, teachers must understand how to identify the most appropriate WEC or when to create their own.
growing concern over global climate change, questions about the long-term stability of the Middle Eastern energy supplies and the tremendous progress in new energy technologies all suggest a rapidly changing landscape of energy needs, vulnerabilities, and opportunities”- National Commission on Energy Policy 2006
Finally, besides meeting this increased need of its constituents, curriculum in RET could be directly beneficial to the college that offers this type of curriculum. The National Science Board, in concert with the National Science Foundation (NSF), supervises the collection of a very broad set of data trends in technology. This is published as the Science and Engineering Indicator. In their published data, they say, “we have observed a troubling decline
The engineeringcurriculum reform in the 21st century should focus on providing students with a broad knowledge base and crosscutting programs in interdisciplinary fields including semiconductor manufacturing and nanotechnology. The traditional engineering education training is often inadequate in preparing the students for the challenges presented by this industry's dynamic environment, and insufficient to meet the employer's criteria in hiring new engineers. This paper describes a new multidisciplinary curriculum and training program at UCLA. The program provides knowledge and skills in semiconductor manufacturing through a series of courses that emphasize on the application of fundamental engineering disciplines in solid-state physics, materials science of semiconductors, and chemical processing. This newcurriculum was recently accredited by the Accreditation Board for Engineering and Technology (ABET).
software engineering. For example, students with industrial ex- perience in one SPOC were appalled when hearing negative comments from their classmates about writing tests, but the issue didn’t arise until the student presentations at the end of the se- mester. The MOOC Forum would have likely addressed the topic earlier in the course. The MOOC forum could also help by lever- aging the World TAs to answer questions. Having experienced TAs is especially helpful given the new language, framework, and tools, and such TAs can be hard to come by on any campus. 6. Conclusion
Employment of computer software engineers is expected to increase much faster than the average for all occupations, as businesses and other organizations adopt and integrate new technologies and seek to maximize the efficiency of their computer systems. Competition among businesses will continue to create an incentive for increasingly sophisticated technological innovations, and organizations will need more computer software engineers to implement these changes. In addition to jobs created through employment growth, many job openings will result annually from the need to replace workers who move into managerial positions, transfer to other occupations, or leave the labor force.
Technical College system in the Fall of 1995. Faculty members of the South Carolina Advanced Technological Education Initiative (SCATE) grant were organized into teams representing each of the sixteen technical colleges in the state of South Carolina. SCATE was created to address the need for well-trained technicians. The SCATE grant provided release time for faculty to develop new and innovative courses. A primary focus of SCATE was to create an innovative newEngineeringTechnology core curriculum to meet future needs. One of the ways to improve the EngineeringTechnologycurriculum is to integrate key skills. In the Summer of 1996, five members of the SCATE team from Trident Technical College were granted release time to revise EGR 103 course content to reflect the new emphasis on team building, co-operative learning and communication skills that are in demand from industry and education. 1 The remaining two team members were granted release time to study and develop assessment methods.
One improvement would be to have the SPOC students partic- ipate in the MOOC forum so that they could benefit from talking to other students at other schools. We observed that many students were having the same issues, particularly on the homework as- signments. They would have benefited from having a larger community with whom to discuss challenges and issues, especial- ly when they were first beginning with new languages and tools. With the MOOC system, they could have a much larger range of responses and perspectives than what we had with just their small class group. A larger discussion group could also potentially give them a different perspective on the software engineering topics that were being taught. For example, students with industrial experience in one SPOC were appalled when hearing negative comments from their classmates about writing tests, but the issue didn’t arise until the student presentations at the end of the semes- ter. The MOOC Forum would have likely addressed the topic earlier in the course. The MOOC forum could also help by lever- aging the World TAs to answer questions. Having experienced TAs is especially helpful given the new language, framework, and tools, and such TAs can be hard to come by on any campus.
Only a small proportion of school leavers obtain university exemption and, consequently, degrees in South Africa (Barker, 1999; Department of Education (DoE), 2006: 32, 34). Over a decade ago, the South African government anticipated that there would be 1,5 million students in higher education. This, however, did not occur (Pandor, 2008: 1). Higher education has seen immense changes, which have left a permanent imprint on the system, its constituent institutions and their practices. One of these changes and a unique feature of the South African Higher Education Qualifications Framework (HEQF), referred to in the New Academic Policy (NAP) (South Africa (SA), 2002: 37) and again highlighted within the new HEQF document (DoE, 2007: 7), is the articulation column, which provides for diagonal articulation. Diagonal articulation generally implies that a student may be required to undertake additional enrichment learning in a specific target area prior to them being admitted into a higher education programme. It has been proposed by the Council on Higher Education (CHE) that programmes which fall into the articulation column be made up of 60 credits (one semester of full-time study), in order to allow academics to offer short, focused programmes that meet the specific in-service or upgrading needs of students (SA, 2002: 37). The purpose behind this is to facilitate student mobility as well as progression, and can be used to admit those students who do not meet the full entry requirements for their target programmes into the higher education system (McFarlane, Sutherland & Vermeulen, 2004: 98; DoE, 2007: 7).
As pointed out in the previous section, practice courses represent an important part of the Chinese curriculum. These courses account for 17.7% of the curriculum. The practice courses typically comprise mechanical engineering practice, apprentice practice, and pre-graduation prac- tice. Mechanical engineering practice involves students in basic machine operation and prototype making activities. Apprentice practice aimed at introducing students to real world engineering practices. Normally students are required to work with factory workers and engineers in a manu- facturing facility to understand real-world engineering and production processes. Pre-graduation practice emphasize on the real-world experience related to the student’s senior project. Generally, students are required to find an engineering firm making products similar to their senior projects, and work with the engineering team to learn the design and project cycles. Cumulatively, these practice courses take 8 to 10 weeks to complete. In addition to these mandatory practice courses, some students also involve in summer intern and co-op jobs related to their senior projects.