Spartan Daily, March 11, 1994

Volume 102, Issue 31https://scholarworks.sjsu.edu/spartandaily/8531/thumbnail.jp

Spartan Daily, November 30, 2004

Volume 123, Issue 61https://scholarworks.sjsu.edu/spartandaily/10065/thumbnail.jp

Spartan Daily, March 16, 2005

Volume 124, Issue 34https://scholarworks.sjsu.edu/spartandaily/10106/thumbnail.jp

Robotic Assisted Design: A study of key human factors influencing team fluency in human‐robot collaborative design processes

Architecture is going through a new phase of consolidation after a paradigm shift on how architecture is conceived and produced. It includes an increase in interdisciplinary approaches, a deep relationship between architecture and technology, a new era of trial and error – of prototyping in theory and in practice – and, most importantly, a change in the relationship between thinking and doing. Work within architecture research laboratories has focused on connecting parametric models with robotic manufacturing tools and materials that allow the production of many different, customised parts. This idea stems from viewing robots as precisely controlled machines for fabrication and has led to the current scenario of relatively unchanged models of human-machine interaction and design processes. However, evolution in the field of human–robot collaboration suggests that the implementation of technological change should not be viewed simply as an engineering problem. It is crucial to understand the human factors that are needed for the successful integration and implementation of new technologies. This dissertation aims to understand key human factors that influence the development of symbiotic agencies in robotic‐assisted design. It explores the relationship between digital architectural design and its materialisation through a collaborative process between designer manipulation, phase‐changing materials and robotic fabrication. In this context robotic technology is utilised as an ‘amplifier’ in the design process to realise geometries and architectural visions through iterative feedback loops. The robotic environment enables synchronised analogue and digital modelling through robotic agency within a dialogic design process between materials, computational hardware, software tools and the designer. Experiments, case studies and a controlled user study have been developed to test this workflow and evaluate the theoretical framework of key human elements that need to be considered for the successful implementation of human-robot collaboration in the architectural design proces

A study to explore how interventions support the successful transition of Overseas Medical Graduates to the NHS: Developing and refining theory using realist approaches

Background: The UK’s National Health Service (NHS) currently relies on overseas doctors to ensure effective healthcare delivery. However, concern has grown around their regulation and practice and there is a recognition of the need to support overseas qualified doctors to make a successful transition to the NHS. Interventions have been implemented to address transitional issues without sufficient exploration of what is likely to work or how much training and support are appropriate. The absence of a supportive framework, targeting social, cultural and work related issues, has led to overseas graduates feeling stressed, being isolated and experiencing mental health issues. Difficulties in career progression, retention and performance are also evident. This thesis explores and evaluates interventions that have been developed to support the transition of overseas medical graduates to the UK. Method: A realist approach was adopted. A realist synthesis (exploration of literature and development of initial theory) was conducted. A realist evaluation was then completed to test and refine theory. The main intervention subject was the Programme for Overseas Doctors (POD) developed within one North East Trust. A comparative case study design, using mixed methods, was used (including interviews, questionnaires, researcher observation and analysis of performance data). Findings: A synthesis of the findings, including 123 interviews, illustrated that three key contextual levels; organisational, training and individual, will likely impact on the adjustment of overseas doctors (including performance, retention, career progression and wellbeing). One of the main outcomes of this thesis is a transferable, theoretical explanation of how interventions can successfully support the transition of overseas medical graduates to the NHS. Conclusions: In order to successfully support the transition of overseas doctors, interventions need to be more comprehensive and broad ranging than a simple induction or one-off training programme. Interventions must focus on building an open and supportive culture, address individual needs, and include ongoing support from all staff beyond the initial intervention. This work has reviewed factors that contribute to a successful intervention and has put forward recommendations for future policy, interventions and future research

An analysis of staff perceptions of their preparedness for the implementation of active learning in Malaysian engineering education:exploratory approach

Learning and teaching approaches in this 21st century have developed significantly, in particular within higher education. The traditional approach of teacher-centred learning is no longer relevant in preparing future employment of engineering graduates to meet the demand of I.R 4.0 and its society. The vision of ‘I.R 4.0’ is merely aligned with the use of the Active Learning (AL) approach that require the graduates encounter rapid change of technology and world globalization, which provides graduates with necessary skills. Thus, the teacher’s role as ‘knowledge provider’ has changed significantly in the AL environment, as compared to the traditional approach.In addition, AL implementation also gives a considerable challenge to staff beliefs and perceptions about the new teaching and learning process. As staff are a key component in the success of AL implementation, this study focuses on exploring staff perception of the AL approach particularly within Malaysian Higher Education as a way of assessing staff preparedness. It touches in particular the staff or educators who deal directly with students. Furthermore, the study also intends to examine the staff development requirements in introducing AL within engineering education. Other factors, such as the management and institutional roles that influence staff preparedness for AL implementation are also observed. This study employs a mixed-methods exploratory approach with qualitative data collection during the initial stage and is followed by a quantitative survey. For qualitative work, two case studies were conducted in which the institutes involved adopted the chosen AL that suited their engineering course curriculum. Using semi-structured interviews, focus groups and document analysis, data in the qualitative approach was gathered in order to explore the staff perceptions, experience as well as the management’s and the students’ in adopting an AL approach in their learning and teaching methods. The qualitative findings was then used to build the quantitative survey in order to collect data from a larger sample. Data is integrated to present a holistic understanding of staff perceptions with regards to their experience and practices in AL adoption within engineering education in Malaysia. As this study is the first to be done in order to investigate the staff preparedness with regards to AL implementation, results from this study reveals that failure in managing the change from traditional ethos toward an AL setting has led to the unpreparedness of AL adoption. This is due to the fact that a majority of the staff are unable to understand their role upon AL implementation which led to a variety of implementations due to different understanding and interpretation. Thus, the study manages to identify the key problem that hinders proper implementation with regard to the staff preparation which required holistic involvement in order to achieve the target. Hence, a ‘Framework of Managing Change for Active Learning Adoption’ is then produced in order to guide the transition involved as well as highlighting the role of relevant stakeholders towards AL implementation. Subsequently, findings of this study may be useful for informing practice, notably in the engineering education community