Illinois Technograph v. 079, iss. 6 Mar. 1964

published or submitted for publicatio

Using a multiliteracies approach in adult education to foster inclusive lifelong learning

This paper examines strategies that can inform everyday teaching practices of adult educators as well as teacher educators in adult and higher education through a multiliteracies approach. Using original film footage of teaching and learning, interviews with educators and learners, and analysis of curricular planning materials created by the participants, this research attempts to identify and examine features of effective pedagogy and the philosophical decision-making behind its creation

Mapping a multiliteracies pedegogical approach in adult education and higher education.

This paper examines strategies that can inform everyday teaching practices of adult educators as well as teacher educators in adult and higher education through a multiliteracies approach. Using original film footage of teaching and learning, interviews with educators and learners, and analysis of curricular planning materials created by the participants, this research attempts to identify an

UMaine Today

UMaine Today magazine, published twice a year by the University of Maine Division of Marketing and Communications, showcases creativity and achievement at the University of Maine. The goal of the general-interest magazine is to demonstrate the university’s value and contributions to the state, and to advance institutional goals.https://digitalcommons.library.umaine.edu/umaine_today/1040/thumbnail.jp

Spartan Daily, January 28, 1975

Volume 64, Issue 1https://scholarworks.sjsu.edu/spartandaily/5934/thumbnail.jp

Investigating the Habits of Mind of Practicing Engineers

One goal of undergraduate engineering education is to prepare students with the knowledge, skills, and decision-making strategies that are necessary for success in engineering practice. One proposed method to teach students these skills is to incorporate habits of mind into K-12 and undergraduate curricula. Habits of mind are the intelligent, social behaviors that engineers should aspire to have when solving problems, engaging with others, and dealing with uncertainty. Previous literature has suggested that incorporating ideas about habits of mind in educational curricula can teach students the disciplinary skills, technical knowledge, and social values that would help prepare them to enter the workforce and society in general. While engineering education researchers have explored how undergraduate engineering students use habits of mind in an academic context, there is little research examining how practicing engineers use habits of mind when solving problems at their workplaces. The purpose of this study is to explore how habits of mind are represented within the authentic work of practicing engineers working across different engineering contexts. Analysis of field notes, interviews, think-alouds, and artifacts from four distinct practicing engineers suggests that there are five broad habits of mind that are represented across different engineering contexts. The habits of mind include being Problem-focused, Interpersonal, Self-reflective, Mindful of the bigger picture, and Technically adept. Findings from this study also suggest that habits of mind are used differently depending on the engineering context. The results of this study can inform curriculum development for undergraduate engineering education to prepare students to enter the engineering workforce by teaching them the engineering habits of mind that are used by practitioners in their field. Additionally, findings support the development of a conceptual framework for habits of mind in engineering for the purpose of guiding pedagogy and curriculum development

You Can Tell They Care : A Phenomenographic Study of Student Experiences with Empathic Concern Expressed by Professors in Engineering

In order to address the increasingly complex challenges of the 21st century, there is a need to continue to grow the technical workforce by improving graduation rates of engineering students. To accomplish this, the culture of engineering programs must shift from demanding or intimidating to more inclusive and supportive. Professors can play a critical role in creating these cultures by building relationships with students. Empathic concern is essential in building relationships that can encourage student growth and development. This form of empathy, sometimes referred to as care or concern, is expressed through actions of understanding, compassion, and non-judgement. While research on empathic concern or care in education is common, there is limited research on the use of empathic concern as a teaching practice in engineering programs. The purpose of this study is to utilize undergraduate student experiences as a means of exploring how professors in engineering programs currently use empathic concern. Analysis of interviews with 27 engineering students (13 women and 14 men, which included 4 first generation, 1 Latinx and 1 student of Asian descent) at a large western university suggests that professors express all components of empathic concern (understanding, compassion, and non-judgement). In addition, students described eight distinct experiences of empathic concern expressed by engineering professors, including professors who are committed to helping students succeed and professors who create a safe space for asking questions. These experiences can be grouped into three fundamental ways professors can express empathic concern towards students including: (1) expressing care for students as individuals; (2) cultivating student learning; and (3) acknowledging the challenges of engineering education. By understanding and incorporating these experiences of empathic concern into their teaching practice, engineering professors could improve engineering students’ educational experiences and help further students’ persistence to graduation

Faculty Perspectives and Practices Related To Engineering Ethics and Societal Impacts Education

Across the world there is increasing emphasis on developing engineering students&rsquo; understanding of ethical responsibility and awareness of societal context. This trend has necessitated a closer examination of the role that engineering faculty play in the integration of ethics and societal impacts (termed ESI) in curricula. Like all instructional decisions, those related to if, how, and where to teach ESI are the result of a complex combination of factors that are both within and outside of the control of the individual educators. This research applied the Academic Plan model (Lattuca &amp; Stark, 2009), which conceptualizes course planning in higher education to understand influences on engineering faculty&rsquo;s practices and perspectives related to ESI. This framework posits that personal internal factors, environmental influences, and external forces shape educational processes and outcomes through curriculum design. The Academic Plan provided the structure of this dissertation so that each of the three chapters explored a different component of the model: individual internal influences, academic environment, and sociocultural environment. First, in-depth and semi- structured interviews with engineering faculty who teach ESI illuminated the personal beliefs and interests and academic and professional experiences that shaped their instruction. Second, a case study exploration of two engineering departments elucidated the influence of academic environment and culture on engineering faculty&rsquo;s teaching related to ESI. Third, a broader view of environment through a cultural lens explored similarities and differences in the ESI practices and perspectives of educators in Anglo and Western European countries. Taken together, these results build on the Academic Plan to provide granularity on influences of significance in ESI education in engineering. The findings indicate both conflicting and complementary influences on ESI course planning and how factors at the personal and environmental level can be leveraged to support faculty&rsquo;s teaching of ESI and thus students&rsquo; education on these important considerations.</p

Volume 2015 - Issue 1 - Winter, 2015

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