Intellectual Property Topics in Open University Distance-Taught Courses

Patents lie at the heart of engineering as a permanent and ongoing record of invention. We have taught the subject for about 5 years in both UG and PG courses, written from scratch owing to the absence of textbooks aimed specifically at engineers. Most practising engineers develop patent skills on the job rather than through conventional courses. But there is a need to present such courses as early as possible in the engineering curriculum, so that graduates have a flying start in their first employment

Integrating Electromagnetic Compatibility Laboratory Exercises into Undergraduate Electromagnetics

A state-of-the art high-frequency laboratory is being developed for pursuing laboratory exercises in EMC. These exercises are being integrated into three undergraduate electromagnetics courses. Two of the courses are a required introductory sequence. The laboratory exercises are designed to stimulate students interest, motivate them to learn concepts, and provide them with exposure to practical EMC applications. Laboratory exercises are also an integral part of an EMC elective course. This paper describes the laboratory development and discusses experiments that can be integrated into these three courses for teaching fundamental electromagnetics as well as EMC

Latin American perspectives to internationalize undergraduate information technology education

The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

Electromagnetics education in North America

Journal ArticleThis paper starts with a description of the activities of the education committees of the IEEE Antennas and Propagation, Microwave Theory and Techniques, and Electromagnetic Compatibility societies and the United States National Committee of the International Union of Radio Science (USNC/URSI).We then present the initial results of a survey of electromagnetics (EM) education in North America with a discussion of typical EM curricula at the undergraduate and graduate levels. Current research and initiatives in EM education in North America as reported in the periodicals and international conferences is also surveyed

Emergency care practitioner students’ satisfaction with simulation across two universities in South Africa

Background Simulation learning is an educational strategy that has been used in South African Emergency Care Practitioner training for at least a decade. No authors had previously measured the satisfaction of South African ECP students with simulation learning. Objective The objectives of this study were to explore the simulation satisfaction of students from two universities in South Africa, and to describe the simulation satisfaction using descriptive statistics. Methods This cross-sectional, descriptive, quantitative study used an English, electronic version of the SSES with one item from the tool deleted. Results A total of 81 students participated in the study - 32 from Nelson Mandela University (NMU) (39.5%) and 49 (60.5%) from the University of Johannesburg (UJ). Statistically significant differences were noted between the two groups in all three factors between the students from NMU and UJ: debriefing and reflection (median = 3.5 vs median = 4.2; p = 0.000; r = 0.5), clinical reasoning (median = 3.6 vs median = 4.0; p=0.002; r = 0.3.) and clinical learning (median = 3.7 vs median = 4.0; p=0.005; r = 0.3). Conclusions Students from both universities have had an overall positive experience of simulation learning, the students from UJ reported higher levels of satisfaction with simulation. These data provide important information for ECP student educators and highlight areas of satisfaction as well as dissatisfaction with simulation learning. This study also indicates that further research is required into the ECP student experiences of simulation learning in South Africa

Evaluation of the implementation of the objective structured clinical examination in health sciences education from a low‐income context in Tunisia: A cross‐sectional study

© 2024 The Author(s). Health Science Reports published by Wiley Periodicals LLC. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY), https://creativecommons.org/licenses/by/4.0/Background: Objective structured clinical examination (OSCE) is well‐established and designed to evaluate students' clinical competence and practical skills in a standardized and objective manner. While OSCEs are widespread in higher‐income countries, their implementation in low‐resource settings presents unique challenges that warrant further investigation. Aim: This study aims to evaluate the perception of the health sciences students and their educators regarding deploying OSCEs within the School of Health Sciences and Techniques of Sousse (SHSTS) in Tunisia and their efficacity in healthcare education compared to traditional practical examination methods. Methods: This cross‐sectional study was conducted in June 2022, focusing on final‐year Health Sciences students at the SHSTS in Tunisia. The study participants were students and their educators involved in the OSCEs from June 6th to June 11th, 2022. Anonymous paper‐based 5‐point Likert scale satisfaction surveys were distributed to the students and their educators, with a separate set of questions for each. Spearman, Mann–Whitney U and Krusakll–Wallis tests were utilized to test the differences in satisfaction with the OSCEs among the students and educators. The Wilcoxon Rank test was utilized to examine the differences in students' assessment scores in the OSCEs and the traditional practical examination methods. Results: The satisfaction scores were high among health sciences educators and above average for students, with means of 3.82 ± 1.29 and 3.15 ± 0.56, respectively. The bivariate and multivariate analyzes indicated a significant difference in the satisfaction between the students' specialities. Further, a significant difference in their assessment scores distribution in the practical examinations and OSCEs was also demonstrated, with better performance in the OSCEs. Conclusion: Our study provides evidence of the relatively high level of satisfaction with the OSCEs and better performance compared to the traditional practical examinations. These findings advocate for the efficacy of OSCEs in low‐income countries and the need to sustain them.Peer reviewe

Development and Validation of the Awareness of Privilege and Oppression Scale-2

The two studies presented describe the revision process that led to the development of the Awareness of Privilege and Oppression Scale–2 (APOS-2) and efforts to evaluate the new measure’s reliability and construct validity. In Study 1, a 26-item measure was developed from data gathered from a sample of 484 undergraduate students. An exploratory factor analysis suggested a four-factor solution made up of awareness of racism, sexism, heterosexism, and classism was appropriate. In Study 2, confirmatory factor analysis suggested the proposed hierarchical four-factor solution was the best available fit of the data using a second sample of 520 undergraduate students. The observed Cronbach alpha reliability estimates for the final 26-item total score and subscale scores in the two presented studies were as follows: Total score (.89, .88), Awareness of Heterosexism (.82, .82), Awareness of Sexism (.76, .76), Awareness of Classism (.81, .82), and Awareness of Racism (.84, .80)

2007-2008 Undergraduate Catalog

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2004-06 Catalog

https://encompass.eku.edu/ug_cat/1066/thumbnail.jp

A generic converter for experimentation based power electronics learning

This paper presents a low cost, modular, configurable and fully protected education tool based on a generic electronic converter to be used by students, providing them with skills regarding power electronics and converters, and enabling them to learn from experience the most important issues concerning DC and AC electric drives