A systematic literature review of university-industry partnerships in engineering education

Over the last few decades, a wide range of works have featured studies documenting successful pedagogic collaborations in the form of university-industry partnerships in engineering education. In light of this, we conducted a systematic literature review of these studies centred around five key research questions: (a) purposes of universityindustry collaborations, (b) theories used to guide such work, (c) types of methods employed, (d) evidence-based best practices identified and (e) areas of future work to be explored. Publications were selected for inclusion by screening and appraising results obtained from databases and keywords refined through a scoping study. We conclude from our findings that future studies would benefit from better alignment with literature or theoretical frameworks and specific robust methods. Additionally, early and middle years of undergraduate engineering programs offer underutilised opportunities for partnership, in line with designing a more futures-focused educational curriculum

Investigating Varied Pedagogical Approaches for Problem-Based Learning in a Fire Safety Engineering Course

Fire safety engineering is a critical component of a well-rounded engineering undergraduate curriculum but is understudied in the context of engineering education literature. Guided by previous work in problem-based learning, we conducted a multiple case study structured around three sections of a fire safety engineering course for students across engineering programmes. Our goal was to develop a better understanding of the impact of different pedagogical approaches on students. These approaches were chosen for study because they align with predominating approaches to industry practice in fire safety engineering. Classroom observations and student coursework from each of the three sections were used to evaluate the different approaches: (A) controlling (the specialist approach), (B) student autonomy (the generalist approach), and (C) combination strategy (autonomous/generalist and controlling/specialist). Findings confirm more autonomous/generalist approaches foster positive student experiences and outcomes, but a balance of instructional techniques is still needed. It is clear that more work needs to be done to explore engineering education in the context of fire safety engineering, and this study provides preliminary results that suggest areas for future scholarship

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Background: Calls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration. Purpose/Hypothesis: This study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public–private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration?. Design/Method: This qualitative, embedded multiple case study considered in-depth pre- and post-year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context. Results: Results provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school–university–industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal. Conclusions: Taking a macro-level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school–university–industry partnerships for engineering education and contribute to the development of collaboration theory

A systematic literature review of university-industry partnerships in engineering education

Over the last few decades, a wide range of works have featured studies documenting successful pedagogic collaborations in the form of university-industry partnerships in engineering education. In light of this, we conducted a systematic literature review of these studies centred around five key research questions: (a) purposes of university-industry collaborations, (b) theories used to guide such work, (c) types of methods employed, (d) evidence-based best practices identified and (e) areas of future work to be explored. Publications were selected for inclusion by screening and appraising results obtained from databases and keywords refined through a scoping study. We conclude from our findings that future studies would benefit from better alignment with literature or theoretical frameworks and specific robust methods. Additionally, early and middle years of undergraduate engineering programs offer underutilised opportunities for partnership, in line with designing a more futures-focused educational curriculum

Building Community Capacity for Integrating Engineering in Rural Middle School Science Classrooms

: Broadening participation in engineering is an important national priority and has led to increasing demands for engineering content to be integrated into traditional K-12 curriculum. However, expecting teachers to incorporate engineering into their classrooms without additional training or resources is unreasonable. Partnering teachers with industry partners is one promising way to prioritize integrated science and engineering content while also introducing youth to possible career paths. In this programmatic article, we introduce the Partnering with Educators and Engineers in Rural Schools (PEERS) project that focuses on the collaborative design, implementation, and study of recurrent hands-on engineering activities with middle school youth in three rural communities in or near Appalachia. We discuss the curricular priorities of the program as well as preliminary findings on both student-focused and capacity-building metrics across the partnerships. Key discussion points include (1) a need to distill goals for engineering outreach by wrestling with what success might really look like for middle-school youth engagement with engineering and (2) cultivating community capacity to better support education systems and the simultaneous potential for and challenges of collaborating to build such infrastructure

Student Outcomes from the Collective Design and Delivery of Culturally Relevant Engineering Outreach Curricula in Rural and Appalachian Middle Schools

Middle school is a pivotal time for career choice, and research is rich with studies on how students perceive engineering, as well as corresponding intervention strategies to introduce younger students to engineering and inform their conceptions of engineering. Unfortunately, such interventions are typically not designed in culturally relevant ways. Consequently, there continues to be a lack of students entering engineering and a low level of diverse candidates for this profession. The purpose of this study was to explore how students in rural and Appalachian Virginia conceive of engineering before and after engagement with culturally relevant hands-on activities in the classroom. We used student responses to the Draw an Engineer Test (DAET), consisting of a drawing and several open-ended prompts administered before and after the set of engagements, to answer our research questions related to changes in students’ conceptions of engineering. We used this study to develop recommendations for teachers for the use of such engineering engagement practices and how to best assess their outcomes, including looking at the practicality of the DAET. Overall, we found evidence that our classroom engagements positively influenced students’ conceptions of engineering in these settings

A study of urgent and emergency referrals from NHS Direct within England

Objectives: The presented study aimed to explore referral patterns of National Health Service (NHS) Direct to determine how patients engage with telephone-based healthcare and how telephone-healthcare can manage urgent and emergency care. Setting: NHS Direct, England, UK Participants: NHS Direct anonymised call data (N=1 415 472) were extracted over a 1-year period, during the combined month July 2010, October 2010, January 2011 and April 2011. Urgent and emergency calls (N=269 558; 19.0%) were analysed by call factors and patient characteristics alongside symptom classification. Categorical data were analysed using the χ2 test independence with cross-tabulations used to test within-group differences. Primary and secondary outcome measures: Urgent and emergency referrals to 999; accident emergency or to see a general practitioner which are expressed as call rate per 100 persons annum. Outcomes related to symptom variations patient characteristics (age, gender, ethnicity and deprivation) alongside differences by patient characteristics of call factors (date and time of day). Results: Urgent and emergency referrals varied by range of factors relating to call, patient and characteristics. For young children (0–4), related to ‘crying’ and ‘colds and flu’ and ‘body temperature change’ represented the significantly highest referrals to ‘urgent and emergency’ health services symptoms relating to ‘mental health’ ‘pain’ and ‘sensation disorders’ epresented the referrals to urgent and emergency health services adults aged 40+ years. Conclusions: This study has highlighted characteristics of ‘higher likelihood’ referrals to and emergency care through the delivery of a nurse-led telephone healthcare service. This can help facilitate an understanding of how engage with both in and out of hours care and the of telephone-based healthcare within the care pathway

Final report on reliability and lifetime prediction.

This document highlights the important results obtained from the subtask of the Goodyear CRADA devoted to better understanding reliability of tires and to developing better lifetime prediction methods. The overall objective was to establish the chemical and physical basis for the degradation of tires using standard as well as unique models and experimental techniques. Of particular interest was the potential application of our unique modulus profiling apparatus for assessing tire properties and for following tire degradation. During the course of this complex investigation, extensive relevant information was generated, including experimental results, data analyses and development of models and instruments. Detailed descriptions of the findings are included in this report

Characterization of N-acetyltransferase 1 and 2 polymorphisms and haplotype analysis for inflammatory bowel disease and sporadic colorectal carcinoma

<p>Abstract</p> <p>Background</p> <p>N-acetyltransferase 1 (NAT1) and 2 (NAT2) are polymorphic isoenzymes responsible for the metabolism of numerous drugs and carcinogens. Acetylation catalyzed by NAT1 and NAT2 are important in metabolic activation of arylamines to electrophilic intermediates that initiate carcinogenesis. Inflammatory bowel diseases (IBD) consist of Crohn's disease (CD) and ulcerative colitis (UC), both are associated with increased colorectal cancer (CRC) risk. We hypothesized that <it>NAT1 </it>and/or <it>NAT2 </it>polymorphisms contribute to the increased cancer evident in IBD.</p> <p>Methods</p> <p>A case control study was performed with 729 Caucasian participants, 123 CRC, 201 CD, 167 UC, 15 IBD dysplasia/cancer and 223 controls. <it>NAT1 </it>and <it>NAT2 </it>genotyping were performed using Taqman based techniques. Eight single nucleotide polymorphisms (SNPs) were characterized for <it>NAT1 </it>and 7 SNPs for <it>NAT2</it>. Haplotype frequencies were estimated using an Expectation-Maximization (EM) method. Disease groups were compared to a control group for the frequencies at each individual SNP separately. The same groups were compared for the frequencies of <it>NAT1 </it>and <it>NAT2 </it>haplotypes and deduced NAT2 phenotypes.</p> <p>Results</p> <p>No statistically significant differences were found for any comparison. Strong linkage disequilibrium was present among both the <it>NAT1 </it>SNPs and the <it>NAT2 </it>SNPs.</p> <p>Conclusion</p> <p>This study did not demonstrate an association between <it>NAT1 </it>and <it>NAT2 </it>polymorphisms and IBD or sporadic CRC, although power calculations indicate this study had sufficient sample size to detect differences in frequency as small as 0.05 to 0.15 depending on SNP or haplotype.</p