The Penn Science Teacher Institute: A Proven Model

The University of Pennsylvania’s Master of Chemistry Education (MCE) program graduated five cohorts of approximately twenty teachers between 2002 and 2006. One year after the teachers in the last cohort earned their degrees, the Penn Science Teacher Institute (Penn STI) initiated a follow-up study to ascertain if the goals of the MCE program had been sustained. For example, were the teachers incorporating updated content knowledge into their lessons and were their students learning more chemistry? A total of seventy-four of the eighty-two graduates participated in some aspect of this study. Because baseline data were not available for the MCE teachers and their students, baseline data from a comparable group of chemistry teachers enrolled in the first cohort of the Penn STI program and their students were used in some analyses. Among other findings, the data indicate that MCE met its goals: 1) to improve the chemistry content knowledge of its teacher participants; 2) to increase the use of research-based instruction in their classrooms; and, 3) to improve student achievement in chemistry (students of MCE graduates scored significantly higher than the comparison group)

A review and survey of Problem-Based Learning application in Engineering Education

This paper gives a review of Problem-Based Learning (PBL) applied in engineering courses worldwide, and a survey of academic staff who have implemented PBL in engineering classes in Universiti Teknologi Malaysia. The review of PBL application illustrates the extent of acceptance and success of PBL in schools of engineering in the international arena. The survey, on the other hand, illustrates the acceptance of PBL among engineering lecturers and the possibility of applying PBL in Malaysia. The main purpose of the survey is to obtain feedback on PBL regarding the impressions, set-backs and constraints faced, as well as innovations and tips for successful implementation from the faculty members involved

The Workforce Needs of New Jersey's Pharmaceutical and Medical Technology Industry

This report is based on an online survey conducted in spring 2006 of pharmaceutical and medical technology companies in New Jersey. It identifies the current and future workforce needs of the pharmaceutical and medical technology industry in New Jersey

Enhancing learning through cooperative learning: UTM experience

Lecture-based classes are the predominant teaching method in all levels of education. This teaching style, undoubtedly is able to deliver knowledge to students and produce graduates. However, this teaching technique is usually unable to invoke higher level of cognitive skills. With an ever-growing volume of knowledge that must be covered in engineering education, an alternative technique must be used to enhance learning. Co-operative learning is a proven teaching technique that is able to enhance students’ learning through active learning. This technique has been widely accepted in engineering education in the United States, Europe, United Kingdom and Australia. In UTM, lecturers from different faculties of engineering implement cooperative learning in their classes. The main aim is to induce better retention, in-depth understanding and mastery of knowledge among students. This paper shows how cooperative learning successfully enhance students' learning by looking at the performance of their grades in different engineering classes

Engineering at San Jose State University, Winter 2014

https://scholarworks.sjsu.edu/engr_news/1012/thumbnail.jp

Engineering at San Jose State University, Summer 2008

https://scholarworks.sjsu.edu/engr_news/1006/thumbnail.jp