Engineering Education For Generation Z

Generation Z is gaining popularity as the name used to refer to those born beginning in the mid to late 1990s. This is the generation that follows the Millennials, and they are just starting to arrive on college campuses. Much attention has been paid to Millennials and their impact on society, and because of this Generation Z members are often lumped together with this older cohort. But Generation Z students are unique, and universities and colleges must prepare to meet the challenges of instructing this new generation. Engineering educators in particular are being challenged to adapt to the speed of technological change. Faculty must consider how to adjust to this new environment, including the changing needs and expectations of Generation Z students. This paper explores these topics. The first section will explore the concept of a generation and describe some of the attributes associated with Generation Z. The second section will review the development of engineering education in the United States and some of the major reforms that have occurred in the past 100 years. The last section will discuss potential changes in the classroom to try and address some of the characteristics of Generation Z students

Need Analysis of English for Mechanical Engineering

To conduct an ESP instructional program, it is important to analyze the current situation of the students and the objectives of the program. This study explored the need analysis of English for mechanical engineering at Adisutjipto college of technology, Yogyakarta. This department offers aircraft maintenance, manufacture and material, and energy conversion majors that require the English instruction covers the needs of those concentrations. The data were collected from the students, lecturers, tracer study, and academic affair officers by distributing questionnaire, interviewing, and observing the classroom activities. The finding showed that the compositions of the three concentrations and should involve aerospace engineering materials, the presentation of the materials should focus on the language skills development based, the teaching technique should involve classroom and digital instructions and the instruction should be outcome based education (OBE).   Keywords: need analysis, ESP, mechanical, aerospace, engineerin

Taking risks- experiential learning and the writing student

The role of a professional and creative writing degree is to provide resources, structured workshops, professional interactions - and the potential for creative risk. Opportunities for risk, within the structured environment of the university, challenge the individual\u27s perspectives and judgements, as well as their ability to analyse and to reflect on their writing and creative practices.From this starting point the authors, both writing industry practitioners and academics, have developed experiential projects with the aim of transforming their teaching practice from a model of narrative hierarchies of knowledge to learning through performativity, social correctedness and immersive workplace learning.As the case studies illustrate, this transitional approach has enabled our millennial learners more confidently to take risks, accept challenges and transform their understanding of their own knowledge, skills and identities.<br /

Embedding Online Based Learning Strategies Into the Engineering Technology Curriculum

Various blended learning strategies have been implemented at engineering technology programs to facilitate different learning styles and different time constraints given to faculty. Some of these efforts are related to the effective use of online tools such as online course management systems, ePortfolios, narrated presentations, web-based polling systems, tutorials and educational materials posted before the class and asynchronous learning methods. As technology changes, some of the online learning methods are getting more advanced which is enabling more innovative approaches and data compression. Various distance learning programs started with having access to videos of recorded lectures (on VHS tapes, or CDs) and further they went to use of new media which followed the use of online based strategies such as online management systems, use of social media, podcasts, and other means of communication to deliver the instruction. It became easier to share videos to a wider audiences and enable easier access to state of the art in development in new engineering areas. Accessing pre-recorded educational modules is now easier with new wireless gadgets, with widespread networking capabilities on campuses and outside the campus. In this way, students have opportunities to spend more time in interacting with faculty in class, not only in their assigned office hours. These teaching and learning methods are emphasizing a not so new educational principle, the Socratic method. This concept is especially important for universities with diverse student population which include working adult student population, students who are with the military, students who have families and all other which are non-traditional students who do not live on campus. In this paper, embedding online based learning strategies into the classroom efforts in Engineering Technology department at one midsize institution is discussed

ME-EM 2015-16 Annual Report

Table of Contents Alumni: Leading with Simulation Education: Simulating the Future Faculty: Advancing Simulation Graduate Seminar Series Enrollment & Degrees Graduates Department News Faculty & Staff Alumni Donors Contracts & Grants Patents & Publicationshttps://digitalcommons.mtu.edu/mechanical-annualreports/1003/thumbnail.jp

Middle-Skill Jobs in Iowa, November 2015

Middle-skill jobs remain an important part of Iowa’s expanding economy. This trend is expected to continue as more of the baby boomer generation retires and employers expect more from their employees in terms of higher education and skills. “Middle-skill” jobs account for over half of the Iowa economy. They generally require some education and training beyond high school, but less than a bachelor’s degree

Reshaping teaching strategies for innovative materials in art and design

Textiles have faced a new challenge with the advancement of electronics and nanotechnology. Smart textiles represented the newest stage of the technological revolution, which is grounded in new fibre materials and textile manufacturing processes for fabrics exhibiting additional functionalities. These fabrics have been engineered to see, hear, sense, communicate, store and convert energy, and even tune colour. This multi-disciplinary field includes end-to-end prototyping from fibre design to system integration of new textile based products, and also requires to comprehend the underpinnings of material science and nanotechnology. Classical teaching methods are not effective enough to engage and motivate students with art and design background. The real question is, “How do you teach smart textiles in graduate level, especially to the students who never studied quantum mechanics, differential equations and fluid dynamics before?” This study outlines reshaping teaching strategies for innovative and tangible materials in art and design education, and addresses the importance of student-led experiences in research projects and integration of hands-on learning

University Professors\u27 Perceptions on Blogging as Course Assignments in Southwestern Ontario: A Multiliteracies Framework

In light of contemporary trends and practices, namely the impact of globalization and the integration of new technologies being promoted in the field of applied linguistics (Byrd Clark, 2012; Kern, 2006; Malinowski & Kramsch, 2014), this study explores the perceptions of professors, who teach graduate courses in Education on the impact and adaptation of new technologies on their pedagogy; namely the use of blogging as an educational activity. This study analyzes the traditional or innovative pedagogical practice of today’s graduate professors. This qualitative case study is based on a multiliteracies theoretical framework and incorporate the following methods: a survey and semi-structured interviews. This study seeks to make an important contribution to both the field of research and to practice with its emphasis on the integration of new technologies in graduate language and literacy education. Many graduate programs highlight the importance of originality, creativity and thoroughness (in other words, alternatives to traditional approaches) however there appear to be few multiliteracy options available in courses. Through the implementation of a survey (N=5) and semi-structured interviews (N=2), perceptions of graduate professors of blogging as an educational activity were investigated. Participants revealed the innovative pedagogical practice of today’s graduate professors. However, there are still various issues in practicality that need to be addressed

A Case Study to Determine Classroom and Field Educator Perspectives on Occupational Therapy Student Readiness for Transition to Clinical Practice

In occupational therapy education, fieldwork is essential to preparing students for licensure and practice. Fieldwork is where students are afforded opportunities to assimilate knowledge gained through didactic coursework into newly constructed knowledge developed through practice in authentic clinical environments. The classroom and the field represent diverse and unique teaching and learning environments which students are required to successfully navigate. Facilitating student success these environments requires the efforts of educators and the students themselves. Understanding educator perspectives about student readiness for practice in fieldwork settings can advance organized professional educator development, lead to improved academic curriculums, and more productive communication between academic and field educators. This qualitative case study sought to elucidate perspectives regarding student readiness from the viewpoint of occupational therapy academic and field educators. Data for the study was collected from open-ended survey questions, interviews, and a focus group. Results of the study revealed that educators in both the academic and clinical learning environment value similar characteristics of student readiness for transition to fieldwork. The study also revealed a limited ability in all the educators to clearly articulate the educative processes they employ to improve student readiness. These findings provide evidentiary support that academic programs might use to address their admissions criteria and their curriculums. In addition, the results of this study support the growing need for organized educator preparation and development programs in the profession