Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

ERIC Educational Resources Information Center

Chabalengula, Vivien M.; Mumba, Frackson

2017-01-01

The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

Engineering Skills Education: The Bachelor of Engineering Programme of the "Vrije Universiteit Brussel" as a Case Study

ERIC Educational Resources Information Center

Van Biesen, Leo Pierre; Rahier, Hubert; Vanherzeele, Herman; Willem, Rudolph; Hubin, Annick; Veretennicoff, Irina; Deblauwe, Nico; Ponet, Mireille

2009-01-01

The Bologna process has triggered an important change in the course outline towards a sustainable, transparent and quality-driven European education system. In Belgium, engineering education had to be completely revised. The transformation of the former system, leading to the degree of academic engineer after five years of study, into the typical…

Improving educational objectives of the Industrial and Management Systems Engineering programme at Kuwait University

NASA Astrophysics Data System (ADS)

Aldowaisan, Tariq; Allahverdi, Ali

2016-05-01

This paper describes the process of developing programme educational objectives (PEOs) for the Industrial and Management Systems Engineering programme at Kuwait University, and the process of deployment of these PEOs. Input of the four constituents of the programme, faculty, students, alumni, and employers, is incorporated in the development and update of the PEOs. For each PEO an assessment process is employed where performance measures are defined along with target attainment levels. Results from assessment tools are compared with the target attainment levels to measure performance with regard to the PEOs. The assessment indicates that the results meet or exceed the target attainment levels of the PEOs' performance measures.

Education for Professional Engineering Practice

ERIC Educational Resources Information Center

Bramhall, Mike D.; Short, Chris

2014-01-01

This paper reports on a funded collaborative large-scale curriculum innovation and enhancement project undertaken as part of a UK National Higher Education Science, Technology Engineering and Mathematics (STEM) programme. Its aim was to develop undergraduate curricula to teach appropriate skills for professional engineering practice more…

Socio-ethical education in nanotechnology engineering programmes: a case study in Malaysia.

PubMed

Balakrishnan, Balamuralithara; Er, Pek Hoon; Visvanathan, Punita

2013-09-01

The unique properties of nanotechnology have made nanotechnology education and its related subjects increasingly important not only for students but for mankind at large. This particular technology brings educators to work together to prepare and produce competent engineers and scientists for this field. One of the key challenges in nanotechnology engineering is to produce graduate students who are not only competent in technical knowledge but possess the necessary attitude and awareness toward the social and ethical issues related to nanotechnology. In this paper, a research model has been developed to assess Malaysian nanotechnology engineering students' attitudes and whether their perspectives have attained the necessary objectives of ethical education throughout their programme of study. The findings from this investigation show that socio ethical education has a strong influence on the students' knowledge, skills and attitudes pertaining to socio ethical issues related to nanotechnology.

The Implementation and Evaluation of a Project-Oriented Problem-Based Learning Module in a First Year Engineering Programme

ERIC Educational Resources Information Center

McLoone, Seamus C.; Lawlor, Bob J.; Meehan, Andrew R.

2016-01-01

This paper describes how a circuits-based project-oriented problem-based learning educational model was integrated into the first year of a Bachelor of Engineering in Electronic Engineering programme at Maynooth University, Ireland. While many variations of problem based learning exist, the presented model is closely aligned with the model used in…

Postgraduate Programmes on Environmental Water Resources Engineering and Management in Greek Universities

ERIC Educational Resources Information Center

Latinopoulos, Pericles; Angelidis, Panagiotis

2014-01-01

The management of complex water problems is nowadays being practised through new ways and approaches. Therefore, water engineers, planners and managers should be appropriately educated through modern undergraduate curricula and by well-designed postgraduate specialisation programmes. Within this framework, a study of the specific characteristics…

Where Is the Engineering I Applied For? A Longitudinal Study of Students' Transition into Higher Education Engineering, and Their Considerations of Staying or Leaving

ERIC Educational Resources Information Center

Holmegaard, Henriette Tolstrup; Madsen, Lene Møller; Ulriksen, Lars

2016-01-01

This paper presents results from a qualitative longitudinal study of students' transition into higher education engineering. The study aims at comparing upper-secondary school students' expectations of engineering with their actual experiences when encountering the engineering programme. It explores how this encounter provides a platform for…

Use of Data Quality Index in Student Feedback for Quality Assurance of Engineering Programmes at the Military Technological College, Muscat, Oman

ERIC Educational Resources Information Center

Khan, Wasi Uz Zaman; AlAjmi, Abdullah Ahmed Ali; Al Zubaidy, Sarim

2018-01-01

This case study was undertaken to assess the effectiveness of the modifications into the engineering programmes adopted by the Military Technological College (MTC) to satisfy the needs of Omani armed forces. It discusses the role of Quality Assurance (QA) in engineering education and accreditation process in the context of four engineering…

The Significance of Context for Curriculum Development in Engineering Education: A Case Study across Three African Countries

ERIC Educational Resources Information Center

Case, Jennifer M.; Fraser, Duncan M.; Kumar, Anil; Itika, Ambrose

2016-01-01

Curriculum reform is a key topic in the engineering education literature, but much of this discussion proceeds with little engagement with the impact of the local context in which the programme resides. This article thus seeks to understand the influence of local contextual dynamics on curriculum reform in engineering education. The empirical…

Increasing Capacity in STEM Education Research: A Study Exploring the Potential for a Fellowship Programme

ERIC Educational Resources Information Center

Halsey, Karen; Harland, Jennie; Springate, Iain

2007-01-01

The National Foundation for Educational Research (NFER) was commissioned by the Royal Society to complete a study exploring the potential of a Fellowship programme for early- to mid-career education researchers in STEM (Science, Technology, Engineering and Mathematics). The study was set within the broader context of increasing capacity in STEM …

Electronic Mentoring as an Example for the Use of Information and Communications Technology in Engineering Education

ERIC Educational Resources Information Center

Mueller, Sigrid

2004-01-01

Electronic mentoring programmes at colleges and universities and especially in engineering and science are a relatively new phenomenon. Electronic mentoring has been developed based on the possibilities unique to information and communications technology. The common feature of electronic mentoring programmes is the independence from geography and…

Making Sense of Curriculum--The Transition into Science and Engineering University Programmes

ERIC Educational Resources Information Center

Ulriksen, Lars; Holmegaard, Henriette T.; Madsen, Lene Møller

2017-01-01

Research on students' transition, retention and experiences in science, technology, engineering and mathematics (STEM) has increasingly focused on identity formation and on students' integration in the study programmes. However, studies focusing on the role of the curriculum in this process at the level of higher education are scarce. The present…

E-Laboratory Design and Implementation for Enhanced Science, Technology and Engineering Education

ERIC Educational Resources Information Center

Morton, William; Uhomoibhi, James

2011-01-01

Purpose: This paper aims to report on the design and implementation of an e-laboratory for enhanced science, technology and engineering education studies. Design/methodology/approach: The paper assesses a computer-based e-laboratory, designed for new entrants to science, technology and engineering programmes of study in further and higher…

A Holistic Approach to Delivering Sustainable Design Education in Civil Engineering

ERIC Educational Resources Information Center

Vemury, Chandra Mouli; Heidrich, Oliver; Thorpe, Neil; Crosbie, Tracey

2018-01-01

Purpose: The purpose of this paper is to present pedagogical approaches developed and implemented to deliver sustainable design education (SDE) to second-year undergraduate students on civil engineering programmes in the (then) School of Civil Engineering and Geosciences at Newcastle University. In doing so, the work presented offers an example of…

The European Project Semester at ISEP: the challenge of educating global engineers

NASA Astrophysics Data System (ADS)

Malheiro, Benedita; Silva, Manuel; Ribeiro, Maria Cristina; Guedes, Pedro; Ferreira, Paulo

2015-05-01

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European Credit Transfer Units (ECTU)) for engineering students from diverse scientific backgrounds and nationalities that intends to address these goals. The students, organised in multidisciplinary and multicultural teams, are challenged to solve real multidisciplinary problems during one semester. The EPS package, although on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). Hence, the students enrolled in this programme improve their transversal skills and learn, together and with the team of supervisors, subjects distinct from their core training. This paper presents the structure, implementation and results of the EPS@ISEP that was created in 2011 to apply the best engineering practices and promote internationalisation and engineering education innovation at ISEP.

Why Students Leave Engineering and Built Environment Programmes When They Are Academically Eligible to Continue

ERIC Educational Resources Information Center

Ahmed, Nazeema; Kloot, Bruce; Collier-Reed, Brandon I.

2015-01-01

The retention of students to graduation is a concern for most higher education institutions. This article seeks to understand why engineering and built environment students fail to continue their degree programmes despite being academically eligible to do so. The sample comprised 275 students registered between 2006 and 2011 in a faculty of…

Innovation Development--An Action Learning Programme for Medical Scientists and Engineers

ERIC Educational Resources Information Center

Beniston, Lee; Ellwood, Paul; Gold, Jeff; Roberts, James; Thorpe, Richard

2014-01-01

There is increasing evidence that action learning is valuable in a higher education setting. This paper goes on to report a personal development programme, based on principles of critical action learning, where the aim is to equip early-career scientists and engineers working in a university setting with the knowledge, skills and confidence to…

Integration of Behaviour-Based Safety Programme into Engineering Laboratories and Workshops Conceptually

ERIC Educational Resources Information Center

Koo, Kean Eng; Zain, Ahmad Nurulazam Md; Zainal, Siti Rohaida Mohamed

2012-01-01

The purpose of this conceptual research framework is to develop and integrate a safety training model using a behaviour-based safety training programme into laboratories for young adults, during their tertiary education, particularly in technical and vocational education. Hence, this research will be investigating the outcome of basic safety…

STEM Learning through Engineering Design: Impact on Middle Secondary Students' Interest towards STEM

ERIC Educational Resources Information Center

Shahali, Edy Hafizan Mohd; Halim, Lilia; Rasul, Mohamad Sattar; Osman, Kamisah; Zulkifeli, Mohd Afendi

2017-01-01

The purpose of this study was to identify students' changes of (i) interest toward STEM subjects and (ii) interest to pursuing STEM career after participating in non-formal integrated STEM education programme. The programme exposed students with integrated STEM education through project based learning involving the application of five phases…

Business Informatics: An Engineering Perspective on Information Systems

ERIC Educational Resources Information Center

Helfert, Markus

2008-01-01

Over the last three decades many universities have offered various programmes related to Information Systems. However, the rapid changes in recent years demand constant evaluation and modification of education programmes. Recent challenges include, for instance, the move towards programmes that are more applied and professionally-orientated. The…

Revolutionising engineering education in the Middle East region to promote earthquake-disaster mitigation

NASA Astrophysics Data System (ADS)

Baytiyeh, Hoda; Naja, Mohamad K.

2014-09-01

Due to the high market demands for professional engineers in the Arab oil-producing countries, the appetite of Middle Eastern students for high-paying jobs and challenging careers in engineering has sharply increased. As a result, engineering programmes are providing opportunities for more students to enrol on engineering courses through lenient admission policies that do not compromise academic standards. This strategy has generated an influx of students who must be carefully educated to enhance their professional knowledge and social capital to assist in future earthquake-disaster risk-reduction efforts. However, the majority of Middle Eastern engineering students are unaware of the valuable acquired engineering skills and knowledge in building the resilience of their communities to earthquake disasters. As the majority of the countries in the Middle East are exposed to seismic hazards and are vulnerable to destructive earthquakes, engineers have become indispensable assets and the first line of defence against earthquake threats. This article highlights the contributions of some of the engineering innovations in advancing technologies and techniques for effective disaster mitigation and it calls for the incorporation of earthquake-disaster-mitigation education into academic engineering programmes in the Eastern Mediterranean region.

Roles of Community Education in the Management and Sustainability of Universal Basic Education in Nigeria

ERIC Educational Resources Information Center

Oyebamiji, M. A.; Animasahun, M. Olaitan

2012-01-01

Education is seen as the bedrock of a nation's development and for any sustainable programme to take place, human factor, especially the community where the programme is taking place has to be considered. The inputs of the school are from the community and the products of the school service or engineer the community. It is in this context that,…

Professional development for design-based learning in engineering education: a case study

NASA Astrophysics Data System (ADS)

Gómez Puente, Sonia M.; van Eijck, Michiel; Jochems, Wim

2015-01-01

Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.

A New Venture in Graduate Education: Co-Op Ph.D. Programme in Chemical Engineering.

ERIC Educational Resources Information Center

Fahidy, Thomas Z.

1980-01-01

Describes a cooperative Ph.D. program at the University of Waterloo, Ontario, Canada, in which industrial and governmental employers participate with the Department of Chemical Engineering in training chemical engineers. (CS)

Corporate Social Responsibility in Engineering Education. A French Survey

ERIC Educational Resources Information Center

Didier, C.; Huet, R.

2008-01-01

In this paper, we present and discuss the results of a survey of how corporate social responsibility (CSR) is being discussed and taught in engineering education in France. We shall first describe how those questions have been recently tackled in various programmes of higher education in France. We shall also analyse what faculty members have to…

Environmental engineering education enhancement

NASA Astrophysics Data System (ADS)

Caporali, E.

2012-04-01

Since higher education plays a central role in the development of both human beings and modern societies, enhancing social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth, environment respectful, the European Commission promotes a wide range of programmes. Among the EC programmes, the TEMPUS - Trans European Mobility Programme for University Studies, with the support of the DG EAC of the European Commission, has contributed to many aspects of general interest for higher education. Curricula harmonization, LifeLong Learning Programme development, ICT use, quality assessment, accreditation, innovation learning methods, growth of networks of institutions trusting each other, are the focused aspects. Such a solid cooperation framework is surely among the main outcomes of the TEMPUS Projects leaded by the University of Firenze UNIFI (Italy), DEREC - Development of Environment and Resources Engineering Curriculum (2005-2008), and its spin-off DEREL - Development of Environment and Resources Engineering Learning (2010-2013), and VICES - Videoconferencing Educational Services (2009-2012). DEREC and DEREL TEMPUS projects, through the co-operation of Universities in Italy, Austria, Germany, Greece, Macedonia, Albania and Serbia, are aimed at the development of first and second level curricula in "Environment and Resources Engineering" at the Ss. Cyril and Methodius University - UKIM Skopje (MK). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between UNIFI and UKIM Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second level curriculum in Environment and Resources Engineering at UKIM Skopje, University of Novi Sad (RS) and Polytechnic University of Tirana (AL). following the criteria and conditions for setting up a Joint Postgraduate Degree. A second objective foreseen the implementation of a sustainable regional network aimed at: offering lifelong learning seminars for environment and resources engineering education and training of interested stakeholders; organizing workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's. The strength of the knowledge triangle implies new educational requirements, stimulated by innovative telecommunication technologies together with novel educational materials and methodologies, and lead the development of distance learning environment. In order to provide the basis of distance learning environments based on video conferencing systems and the methodology of blended learning courses, the TEMPUS Project VICES - Videoconferencing Educational Services (2009-2012) was carried out by UNIFI with the cooperation of consortium members which includes Universities in Italy, Belgium, Hungary, Macedonia, Albania and Serbia. Within ViCES, a case study implemented in the framework of DEREC project, confirmed the positive impacts of videoconference systems within the educational context, i.e. intensification of cooperation among different education and research institutions; sharing for students and teachers of educational expertise and methods with foreign colleagues; sharing experiences and case studies as well as objectives and results in the framework of both education and research activities.

Progreen Online Engineering Diploma in the Middle East: Assessment of the Educational Experience

ERIC Educational Resources Information Center

Baytiyeh, Hoda

2018-01-01

Little is known about the status of online learning in the Middle East. This study investigates educational experiences of engineers enrolled in the new joint online ProGreen diploma programme offered by three universities, two in Lebanon and one in Egypt. Forty-eight working engineers responded to an online survey based on the three components of…

The European Project Semester at ISEP: The Challenge of Educating Global Engineers

ERIC Educational Resources Information Center

Malheiro, Benedita; Silva, Manuel; Ribeiro, Maria Cristina; Guedes, Pedro; Ferreira, Paulo

2015-01-01

Current engineering education challenges require approaches that promote scientific, technical, design and complementary skills while fostering autonomy, innovation and responsibility. The European Project Semester (EPS) at Instituto Superior de Engenharia do Porto (ISEP) (EPS@ISEP) is a one semester project-based learning programme (30 European…

Alta Scuola Politecnica: An Ongoing Experiment in the Multidisciplinary Education of Top Students towards Innovation in Engineering, Architecture and Design

ERIC Educational Resources Information Center

Benedetto, S.; Bernelli Zazzera, F.; Bertola, P.; Cantamessa, M.; Ceri, S.; Ranci, C.; Spaziante, A.; Zanino, R.

2010-01-01

Politecnico di Milano and Politecnico di Torino, the top technical universities in Italy, united their efforts in 2004 by launching a unique excellence programme called Alta Scuola Politecnica (ASP). The ASP programme is devoted to 150 students, selected each year from among the top 5-10% of those enrolled in the Engineering, Architecture and…

E-learning and blended learning in textile engineering education: a closed feedback loop approach

NASA Astrophysics Data System (ADS)

Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

2017-10-01

E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

A Good Learning Opportunity, but Is It for Me? A Study of Swedish Students' Attitudes towards Exchange Studies in Higher Education

ERIC Educational Resources Information Center

Ahn, Song-ee

2014-01-01

This article describes students' involvement and interest in exchange programmes in Swedish higher education. Law and Engineering bachelor's programmes were chosen to exemplify an over-represented and under-represented group respectively in terms of international mobility in this context. The study combines interview and survey data. The author…

The development of Sustainability Graduate Community (SGC) as a learning pathway for sustainability education - a framework for engineering programmes in Malaysia Technical Universities Network (MTUN)

NASA Astrophysics Data System (ADS)

Johan, Kartina; Mohd Turan, Faiz

2016-11-01

‘Environmental and sustainability’ is one of the Program Outcome (PO) designated by the Board of Engineers Malaysia (BEM) as one of the accreditation program requirement. However, to-date the implementation of sustainability elements in engineering programme in the technical universities in Malaysia is within individual faculty's curriculum plan and lack of university-level structured learning pathway, which enable all students to have access to an education in sustainability across all disciplines. Sustainability Graduate Community (SGC) is a framework designed to provide a learning pathway in the curriculum of engineering programs to inculcate sustainability education among engineering graduates. This paper aims to study the required attributes in Sustainability Graduate Community (SGC) framework to produce graduates who are not just engineers but also skilful in sustainability competencies using Global Project Management (GPM) P5 Standard for Sustainability. The development of the conceptual framework is to provide a constructive teaching and learning plan for educators and policy makers to work on together in developing the Sustainability Graduates (SG), the new kind of graduates from Malaysia Technical Universities Network (MTUN) in Malaysia who are literate in sustainability practices. The framework also support the call for developing holistic students based on Malaysian Education Blueprint (Higher Education) and address the gap between the statuses of engineering qualification to the expected competencies from industries in Malaysia in particular by achieving the SG attributes outlined in the framework

Integrating Social Sustainability in Engineering Education at the KTH Royal Institute of Technology

ERIC Educational Resources Information Center

Björnberg, Karin Edvardsson; Skogh, Inga-Britt; Strömberg, Emma

2015-01-01

Purpose: The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm. Design/methodology/approach: Semi-structured interviews were conducted with programme leaders and teachers from…

The Advancement in Using Remote Laboratories in Electrical Engineering Education: A Review

ERIC Educational Resources Information Center

Almarshoud, A. F.

2011-01-01

The rapid development in Internet technology and its big popularity has led some universities around the world to incorporate web-based learning in some of their programmes. The present paper introduces a comprehensive survey of the publications about using remote laboratories in electrical engineering education. Remote laboratories are web-based,…

Revolutionising Engineering Education in the Middle East Region to Promote Earthquake-Disaster Mitigation

ERIC Educational Resources Information Center

Baytiyeh, Hoda; Naja, Mohamad K.

2014-01-01

Due to the high market demands for professional engineers in the Arab oil-producing countries, the appetite of Middle Eastern students for high-paying jobs and challenging careers in engineering has sharply increased. As a result, engineering programmes are providing opportunities for more students to enroll on engineering courses through lenient…

Creating global networks through an online engineering graduate programme

NASA Astrophysics Data System (ADS)

Murray, M. H.

2011-03-01

Internationally, the railway industry is facing a severe shortage of engineers with high-level, relevant, professional and technical knowledge and abilities, in particular amongst engineers involved in the design, construction and maintenance of railway infrastructure. A unique graduate level programme has been created to meet that global need via a fully online, distance education format. The development and operation of this Master of Engineering degree is proposed as a model of the process needed for industry-relevance, flexible delivery, international networking and professional development required for a successful graduate engineering programme in the twenty-first century. In particular, this paper demonstrates how a mix of new and more familiar technologies are utilised through a variety of tasks to overcome the huge distances and multiple time zones that separate the participants across a growing number of countries, successfully achieving close and sustained interaction amongst the participants and railway experts.

Barriers to Student Success in Engineering Education

ERIC Educational Resources Information Center

Boles, Wageeh; Whelan, Karen

2017-01-01

In the UK, the USA and Australia, there have been calls for an increase in the number of engineering graduates to meet the needs of current global challenges. Universities around the world have been grappling with how to both attract more engineering students and to then retain them. Attrition from engineering programmes is disturbingly high. This…

A Longitudinal Evaluation of a Project-Based Learning Initiative in an Engineering Undergraduate Programme

ERIC Educational Resources Information Center

Hall, Wayne; Palmer, Stuart; Bennett, Mitchell

2012-01-01

Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier…

The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications

ERIC Educational Resources Information Center

Carlhed, Carina

2017-01-01

The aim of the study was to analyse enrolment patterns, and study efficiency and completion among students in programmes with professional qualifications, using microdata from Statistics Sweden. The programmes were Architecture, Medicine, Nursing, Law, Social work, Psychology, andEngineering (year 2001-2002, n = 15,918). Using the concepts from…

A journey of negotiation and belonging: understanding students' transitions to science and engineering in higher education

NASA Astrophysics Data System (ADS)

Holmegaard, Henriette Tolstrup; Madsen, Lene Møller; Ulriksen, Lars

2014-09-01

The paper presents results from a longitudinal study of students' decisions to enrol on a higher education science programme and their experiences of it. The aim is to give insights into students' transition process and negotiation of identity. This is done by following a cohort of 38 students in a series of qualitative interviews during a 3-year period starting as they were about to finish upper secondary school. We find that the students' choice of study is an ongoing process of meaning-making, which continues when the students enter higher education and continuously work on their identities to gain a sense of belonging to their science or engineering programme. The use of a narrative methodology provides understanding of choice of study as involving changes in future perspectives and in the interpretation of past experiences. Further, we gain access into how this meaning-making process over time reflects the students' negotiations in terms of belonging to higher education and their coping strategies when their expectations of their new programme interact with their first-year experiences.

German Higher Education in the Framework of the Bologna Process

NASA Astrophysics Data System (ADS)

Richter, Roland

In 1997/98, the 16 German Länder tentatively agreed on the establishment of a new degree structure for German higher education in the form of Bachelors and Masters programmes. Moreover, the German government passed federal legislation that officially adopted accreditation as a new steering instrument to approve these newly established Bachelors and Masters programmes. Thus, since 1998 almost all universities, Fachhochschulen (FH), faculties, and especially the engineering departments have been busy designing new Bachelors and Masters degree programmes. On the other hand, accreditation of programmes as a means of quality assurance has become the new pre-requisite for state recognition, which is operated by an overarching national Accreditation Board that on it turn recognises agencies that accredit particular degree programmes. All these changes will be a challenge and are likely to change the overall structure of the traditional German higher education system severely.

An Exploration of Progression Rates of Widening Participation Students on to an Integrated Master of Engineering

ERIC Educational Resources Information Center

Humphries-Smith, Tania; Hunt, Clive

2017-01-01

This paper reports on an investigation into the potential to widen participation to Higher Education provided by a flexible learning MEng Engineering. The MEng is part of an integrated programme that provides progression routes from a traditional day release Apprenticeship, through HNC, FdEng at a Further Education College to a flexible learning…

How the Admission Criteria to a Competitive-Entry Undergraduate Programme Could Be Improved

ERIC Educational Resources Information Center

Shulruf, Boaz; Shaw, John

2015-01-01

The introduction of a new standards-based secondary school assessment system, the National Certificate of Educational Achievement (NCEA), necessitated significant changes to the admissions processes for New Zealand universities, particularly for competitive-entry programmes such as medicine, engineering and pharmacy. Selection to such programmes…

Teaching Sustainable Entrepreneurship to Engineering Students: The Case of Delft University of Technology

ERIC Educational Resources Information Center

Bonnet, Hans; Quist, Jaco; Hoogwater, Daan; Spaans, Johan; Wehrmann, Caroline

2006-01-01

Sustainability, enhancement of personal skills, social aspects of technology, management and entrepreneurship are of increasing concern for engineers and therefore for engineering education. In 1996 at Delft University of Technology this led to the introduction of a subject on sustainable entrepreneurship and technology in the course programmes of…

Engineering Students' Conceptions of Entrepreneurial Learning as Part of Their Education

ERIC Educational Resources Information Center

Täks, Marge; Tynjälä, Päivi; Kukemelk, Hasso

2016-01-01

The purpose of this study was to examine what kinds of conceptions of entrepreneurial learning engineering students expressed in an entrepreneurship course integrated in their study programme. The data were collected during an entrepreneurship course in Estonia that was organised for fourth-year engineering students, using video-recorded group…

Design and Implementation of Multi-Campus, Modular Master Classes in Biochemical Engineering

ERIC Educational Resources Information Center

Wuyts, Niek; Bruneel, Dorine; Meyers, Myriam; Van Hoof, Etienne; De Vos, Leander; Langie, Greet; Rediers, Hans

2015-01-01

The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased…

Developing a new industrial engineering curriculum using a systems engineering approach

NASA Astrophysics Data System (ADS)

Buyurgan, Nebil; Kiassat, Corey

2017-11-01

This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have been identified, and some preliminary analysis on their needs and requirements has been conducted. Following that, the phases of conceptual design, preliminary design, and detailed design have been pursued during which different levels of validation, assessment, and evaluation processes have been utilised. In addition, a curriculum assessment and continuous improvement process have been developed to assess the curriculum and the courses frequently. The resulting curriculum is flexible, allowing the pursuit of accelerated graduate programmes, a second major, various minor options, and study-abroad; relevant, tailored to the needs of industry partners in the vicinity; and practical, providing hands-on education, resulting in employment-ready graduates.

Preparing engineers for the challenges of community engagement

NASA Astrophysics Data System (ADS)

Harsh, Matthew; Bernstein, Michael J.; Wetmore, Jameson; Cozzens, Susan; Woodson, Thomas; Castillo, Rafael

2017-11-01

Despite calls to address global challenges through community engagement, engineers are not formally prepared to engage with communities. Little research has been done on means to address this 'engagement gap' in engineering education. We examine the efficacy of an intensive, two-day Community Engagement Workshop for engineers, designed to help engineers better look beyond technology, listen to and learn from people, and empower communities. We assessed the efficacy of the workshop in a non-experimental pre-post design using a questionnaire and a concept map. Questionnaire results indicate participants came away better able to ask questions more broadly inclusive of non-technological dimensions of engineering projects. Concept map results indicate participants have a greater understanding of ways social factors shape complex material systems after completing the programme. Based on the workshop's strengths and weaknesses, we discuss the potential of expanding and supplementing the programme to help engineers account for social aspects central to engineered systems.

Monitoring and Stimulating Development of Integrated Professional Skills in University Study Programmes

ERIC Educational Resources Information Center

Wahlgren, Marie; Ahlberg, Anders

2013-01-01

In Swedish higher education, quality assurance mainly focuses on course module outcomes. With this in mind we developed a qualitative method to monitor and stimulate progression of learning in two modularized engineering study programmes. A set of core professional values and skills were triangulated through interviews with students, teachers,…

Introducing integrated product and process development into the education of science and engineering undergraduates: a lecture course with an accompanying case-study programme at the ETH chemistry department.

PubMed

Fenner, K; Jödicke, G; Alean-Kirkpatrick, P; Hungerbühler, K

2001-04-01

Increased quality requirements in the development of chemical products and a growing awareness within society of the activities of chemical companies present a new challenge to the education of young scientists. Nowadays, the teaching of chemists, chemical engineers and environmental scientists at universities has to go beyond the traditional, discipline-orientated knowledge acquisition. The students also have to learn to work and communicate in interdisciplinary teams, to solve application-oriented tasks and to integrate scientific, economical, ecological and social aspects into their work. For this reason, a case-study programme was launched at the chemistry department of the Swiss Federal Institute of Technology. In this paper, we describe the organisational aspects of the programme, its inclusion into academic and industrial environments and summarise some of the scientific methodologies applied. One of the seven case-studies, an assessment of a modern insecticide, is presented in more detail. Finally, we discuss how far the case-study programme is suitable for introducing a new mode of knowledge production to universities.

Engineering Students' Experiences of Transition from Study to Work

ERIC Educational Resources Information Center

Stiwne, Elinor Edvardsson; Jungert, Tomas

2010-01-01

The focus in this paper is on how students experience their transition from their education to being employed as engineers in relation to the concept of employability. Four cohorts of students in a master's programme in engineering were monitored annually with a "follow-up" one year after graduation. Results show that there were differences in the…

Barriers to student success in engineering education

NASA Astrophysics Data System (ADS)

Boles, Wageeh; Whelan, Karen

2017-07-01

In the UK, the USA and Australia, there have been calls for an increase in the number of engineering graduates to meet the needs of current global challenges. Universities around the world have been grappling with how to both attract more engineering students and to then retain them. Attrition from engineering programmes is disturbingly high. This paper reports on an element of research undertaken through an Australian Learning and Teaching Council-funded Fellowship that investigated the factors leading to student attrition in engineering programmes, by identifying barriers to student success. Here, we contrast a review of the literature related to student barriers and success with student perceptions, gathered through a series of focus groups and interviews at three Australian universities. We also present recommendations for action to try to remove barriers to student success.

Implementing biosecurity education: approaches, resources and programmes.

PubMed

Minehata, Masamichi; Sture, Judi; Shinomiya, Nariyoshi; Whitby, Simon

2013-12-01

This paper aims to present possible approaches, resources and programmes to introduce the topic of biosecurity to life scientists and engineers at the higher education level. Firstly, we summarise key findings from a number of international surveys on biosecurity education that have been carried out in the United States, Europe, Israel and the Asia-Pacific region. Secondly, we describe the development of our openly-accessible education resource, illustrating the scope and content of these materials. Thirdly, we report on actual cases of biosecurity education that have been implemented. These include achievements in and lessons derived from the implementation of biosecurity education at the National Defense Medical College in Japan. These experiences are followed by presentation of the expert-level "Train-the-Trainer" programmes subsequently launched by the University of Bradford in the United Kingdom. These examples will help readers to understand how educators can enhance their own understanding about biosecurity issues and how they can then disseminate their knowledge through development of their own customised, relevantly-targeted and stage-tailored education programmes within their own life science communities. By providing these examples, we argue that education for life scientists, policy-makers and other stakeholders about social responsibility on dual-use issues is easily achievable and need not be expensive, time-consuming or over-burdening. We suggest that recurring classes or courses be held at appropriate times during educational programmes to accommodate the developing expertise and advancing learning stages of students.

A Study on the Game Programming Education Based on Educational Game Engine at School

ERIC Educational Resources Information Center

Jeon, Jongho; Kim, Kwanwoong; Jung, Soonyoung

2012-01-01

It is believed that the game programming education at school should be conducted in consideration of an individual student's ability, an elementary programmer. Language to be used in the programming education also need to be associated with the ones that are actually used in the game industry. Lately, many researches on the educational programming…

Proceedings of the Annual Ada Software Engineering Education and Training Symposium (3rd) Held in Denver, Colorado on June 14-16, 1988

DTIC Science & Technology

1988-06-01

Based Software Engineering Project Course .............. 83 SSoftware Engineering, Software Engineering Concepts: The Importance of Object-Based...quality assurance, and independent system testing . The Chief Programmer is responsible for all software development activities, including prototyping...during the Requirements Analysis phase, the Preliminary Design, the Detailed Design, Coding and Unit Testing , CSC Integration and Testing , and informal

Learning about Environmental Issues in Engineering Programmes: A Case Study of First-Year Civil Engineering Students' Contextualisation of an Ecology Course

ERIC Educational Resources Information Center

Lundholm, Cecilia

2004-01-01

Describes how first-year civil engineering students interpreted the content and structure of an ecology course. Students' learning processes were analysed from an intentional perspective, i.e. a perspective that takes into account the students' educational aims and conceptions of the study situation. Interviews were carried out with six civil…

A triangular approach to integrate research, education and practice in higher engineering education

NASA Astrophysics Data System (ADS)

Heikkinen, Eetu-Pekka; Jaako, Juha; Hiltunen, Jukka

2017-11-01

Separate approaches in engineering education, research and practice are not very useful when preparing students for working life; instead, integration of education, research and industrial practices is needed. A triangular approach (TA) as a method to accomplish this integration and as a method to provide students with integrated expertise is proposed. The results from the application of TA, both at the course and programme level, indicate that the approach is suitable for developing engineering education. The student pass rate for courses where TA has been used has been higher than for previous approaches, and the student feedback has been very positive. Although TA aims to take both theoretical and practical aspects of engineering as well as research and education into account, the approach concentrates mainly on activities and therefore leaves the goals of these activities as well as the values behind these goals uncovered.

Industrial Work Placement in Higher Education: A Study of Civil Engineering Student Engagement

ERIC Educational Resources Information Center

Tennant, Stuart; Murray, Mike; Gilmour, Bob; Brown, Linda

2018-01-01

For civil engineering undergraduates, short-term industrial work placement provides an invaluable learning experience. Notwithstanding the near-universal endorsement of short-term placement programmes, the resulting experience is rarely articulated through the student voice. This article provides an analysis of 174 questionnaires returned by…

Going beyond Fun in STEM

ERIC Educational Resources Information Center

Pittinsky, Todd L.; Diamante, Nicole

2015-01-01

The United States education system must improve its ability to produce scientists, engineers, and programmers. Despite numerous national, state, and local efforts to make the study of STEM (science, technology, engineering, and mathematics) subjects more fun in K-12, initial interest in those subjects drops off precipitously in middle and later…

Evaluation of the Centres of Excellence in Higher Education

ERIC Educational Resources Information Center

Kettunen, Juha Matti

2011-01-01

This study presents an evaluation of the centres of excellence in higher education in Finland. This approach is an example of enhancement-led evaluation aiming to improve the long-term development of education. The study presents the Degree Programme in Civil Engineering of the Turku University of Applied Sciences, which was awarded the…

Student attraction to engineering through flexibility and breadth in the curriculum

NASA Astrophysics Data System (ADS)

Alpay, E.

2013-03-01

Several European universities provide entry to general engineering studies prior to degree specialisation. The potential advantages of such entry include the provision of a broader foundation in engineering fundamentals, the option for students to defer specialisation until a greater awareness of the different engineering disciplines and the preparation of students for a more versatile career. In this paper, the attractiveness of general engineering (specifically in the first year of study) is explored through a national (UK) survey on pre-university students. Attention is given to gauging student enthusiasm for flexibility in engineering specialisation, combined degree options and exposure to other non-technical courses. The findings indicate that a general engineering programme is highly attractive to students who are currently considering an engineering degree. The programme is also attractive to some students who had previously not considered engineering. For both sets of students, the desire for education on broader topics is indicated, specifically in areas of leadership, teamwork and business skills, and more generally self-awareness and personal development.

Implementing Biosecurity Education: Approaches, Resources and Programmes

PubMed Central

Minehata, Masamichi; Sture, Judi; Shinomiya, Nariyoshi; Whitby, Simon

2016-01-01

This paper aims to present possible approaches, resources and programmes to introduce the topic of biosecurity to life scientists and engineers at the higher education level. Firstly, we summarise key findings from a number of international surveys on biosecurity education that have been carried out in the United States, Europe, Israel and the Asia–Pacific region. Secondly, we describe the development of our openly-accessible education resource, illustrating the scope and content of these materials. Thirdly, we report on actual cases of biosecurity education that have been implemented. These include achievements in and lessons derived from the implementation of biosecurity education at the National Defense Medical College in Japan. These experiences are followed by presentation of the expert-level “Train-the-Trainer” programmes subsequently launched by the University of Bradford in the United Kingdom. These examples will help readers to understand how educators can enhance their own understanding about biosecurity issues and how they can then disseminate their knowledge through development of their own customised, relevantly-targeted and stage-tailored education programmes within their own life science communities. By providing these examples, we argue that education for life scientists, policy-makers and other stakeholders about social responsibility on dual-use issues is easily achievable and need not be expensive, time-consuming or over-burdening. We suggest that recurring classes or courses be held at appropriate times during educational programmes to accommodate the developing expertise and advancing learning stages of students. PMID:22038099

The Potential of Supplemental Instruction in Engineering Education--Helping New Students to Adjust to and Succeed in University Studies

ERIC Educational Resources Information Center

Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

2015-01-01

Supplemental Instruction (SI) is a programme that is attached to difficult courses with the objective of increasing student performance and retention. However, an SI programme also has the potential to increase overall student performance and retention during the first critical year if applied to introductory courses. In this study the latter…

A Puzzle-Based Seminar for Computer Engineering Freshmen

ERIC Educational Resources Information Center

Parhami, Behrooz

2008-01-01

We observe that recruitment efforts aimed at alleviating the shortage of skilled workforce in computer engineering must be augmented with strategies for retaining and motivating the students after they have enrolled in our educational programmes. At the University of California, Santa Barbara, we have taken a first step in this direction by…

Learning to Become Graduate Students: Japanese Women's Experience in the Research Unit in Engineering

ERIC Educational Resources Information Center

Hosaka, Masako

2010-01-01

Based on the analysis of 16 interviews with women first-year master's students at two national engineering schools in Japan, this article examines the socialisation role of compulsory undergraduate research experience in Japanese women's decisions to pursue graduate education and choices of the programme. The findings suggest that research…

An Online Support Site for Preparation of Oral Presentations in Science and Engineering

ERIC Educational Resources Information Center

Kunioshi, Nilson; Noguchi, Judy; Hayashi, Hiroko; Tojo, Kazuko

2012-01-01

Oral communication skills are essential for engineers today and, as they are included in accreditation criteria of educational programmes, their teaching and evaluation deserve attention. However, concrete aspects as to what should be taught and evaluated in relation to oral communication skills have not been sufficiently established. In this…

Development of technical skills in Electrical Power Engineering students: A case study of Power Electronics as a Key Course

NASA Astrophysics Data System (ADS)

Hussain, I. S.; Azlee Hamid, Fazrena

2017-08-01

Technical skills are one of the attributes, an engineering student must attain by the time of graduation, as per recommended by Engineering Accreditation Council (EAC). This paper describes the development of technical skills, Programme Outcome (PO) number 5, in students taking the Bachelor of Electrical Power Engineering (BEPE) programme in Universiti Tenaga Nasional (UNITEN). Seven courses are identified to address the technical skills development. The course outcomes (CO) of the courses are designed to instill the relevant technical skills with suitable laboratory activities. Formative and summative assessments are carried out to gauge students’ acquisition of the skills. Finally, to measure the attainment of the technical skills, key course concept is used. The concept has been implemented since 2013, focusing on improvement of the programme instead of the cohort. From the PO attainment analysis method, three different levels of PO attainment can be calculated: from the programme level, down to the course and student levels. In this paper, the attainment of the courses mapped to PO5 is measured. It is shown that Power Electronics course, which is the key course for PO5, has a strong attainment at above 90%. PO5 of other six courses are also achieved. As a conclusion, by embracing outcome-based education (OBE), the BEPE programme has a sound method to develop technical psychomotor skills in the degree students.

Professional Competence and Higher Education: The ASSET Programme.

ERIC Educational Resources Information Center

Winter, Richard; Maisch, Maire

This book describes the ASSET (Accreditation for Social Services Experience and Training) Program, a British program which addresses the need for effective education and development of social workers and a model variant of ASSET used to train engineers. The work draws on three different traditions: the principles of National Vocational…

Case study of a problem-based learning course of physics in a telecommunications engineering degree

NASA Astrophysics Data System (ADS)

Macho-Stadler, Erica; Jesús Elejalde-García, Maria

2013-08-01

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

Elementary Educators' Attitudes about the Utility of Educational Robotics and Their Ability and Intent to Use It with Students

ERIC Educational Resources Information Center

Ensign, Todd I.

2017-01-01

Educational robotics (ER) combines accessible and age-appropriate building materials, programmable interfaces, and computer coding to teach science and mathematics using the engineering design process. ER has been shown to increase K-12 students' understanding of STEM concepts, and can develop students' self-confidence and interest in STEM. As…

Foundations for value education in engineering: the Indian experience.

PubMed

Gupta, Amitabha

2015-04-01

The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in 'tuning' the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India's self-sufficiency is crucially linked with the institutionalization of expertise and the role of morality and responsibility. This linkage can be created through a proper understanding of the social role of the profession-what motivates the professionals and what makes professional life meaningful. Value education facilitates the process of moral maturity and the development of a 'holistic' mindset. This paper deals with the need to create such a mindset, the human values associated with it and gives examples of efforts to impart such education through 'action-oriented' programmes introduced in some institutes of engineering in India.

Suggestion for the Implementation of the Bologna Declaration in Hungary in Engineering Higher Education

ERIC Educational Resources Information Center

Molnar, Karoly; Jobbagy, Akos

2004-01-01

The countries that signed the Bologna Declaration need also to modify their engineering programmes accordingly. In Hungary some modifications are necessary independently of the Bologna Declaration. The number of students has increased by a factor of three during the past decade without an increase in the number of staff. The consequence is…

Curricula and Programmes in Petroleum Engineering for Higher Technical Education Institutions: Comparative Analysis

ERIC Educational Resources Information Center

Tymkiv, Nadiya

2018-01-01

The article states the analysis of the curriculum that regulates the main purposes, essence and directions for petroleum training. The importance and necessity of positive usage of Austrian, English and Norwegian experience at the time of petroleum engineers training in the petroleum industry has been stressed on. The structure and content of…

Experiences in Digital Circuit Design Courses: A Self-Study Platform for Learning Support

ERIC Educational Resources Information Center

Bañeres, David; Clarisó, Robert; Jorba, Josep; Serra, Montse

2014-01-01

The synthesis of digital circuits is a basic skill in all the bachelor programmes around the ICT area of knowledge, such as Computer Science, Telecommunication Engineering or Electrical Engineering. An important hindrance in the learning process of this skill is that the existing educational tools for the design of circuits do not allow the…

Explaining student success in engineering education at Delft University of Technology: a literature synthesis

NASA Astrophysics Data System (ADS)

van den Bogaard, M.

2012-03-01

Student success is among the most widely researched areas in tertiary education. Generalisability of research in this field is problematic due to cultural and structural differences between countries, institutions and programmes where the research is done. Engineering education in the Netherlands has not been studied in depth. In this paper, outcomes of studies done outside and inside engineering and outside and inside the Netherlands are discussed to help understand the complexity of student retention issues. Although generalisation is an issue, there are a number of concepts and variables that surface in many of these studies, including students' background and disposition variables, education attributes, variables concerning educational climate and student behaviour. How these variables are related and how a university can apply the outcomes of research in this field of study are discussed in this paper.

Leadership training in science, technology, engineering and mathematics education in Bulgaria

NASA Astrophysics Data System (ADS)

Bairaktarova, Diana; Cox, Monica F.; Evangelou, Demetra

2011-12-01

This synthesis paper explores current leadership training in science, technology, engineering and mathematics (STEM) education in Bulgaria. The analysis begins with discussion of global factors influencing the implementation of leadership training in STEM education in general and then presents information about the current status of leadership training in Bulgaria with emphases on the country's economics, politics and geographical location as specific factors influencing leadership education. A short background of Bulgaria is presented with regard to population, gross domestic product, educational system, engineering force and possible need for leaders in industry in Bulgaria and the European Union. The paper provides an overall view about the current status of leadership training in all Bulgarian universities offering STEM education and concentrates specifically on two major universities by examining their currently offered programmes. As part of the discussion, similar training elements in other European countries and the USA are presented.

Ada education in a software life-cycle context

NASA Technical Reports Server (NTRS)

Clough, Anne J.

1986-01-01

Some of the experience gained from a comprehensive educational program undertaken at The Charles Stark Draper Lab. to introduce the Ada language and to transition modern software engineering technology into the development of Ada and non-Ada applications is described. Initially, a core group, which included manager, engineers and programmers, received training in Ada. An Ada Office was established to assume the major responsibility for training, evaluation, acquisition and benchmarking of tools, and consultation on Ada projects. As a first step in this process, and in-house educational program was undertaken to introduce Ada to the Laboratory. Later, a software engineering course was added to the educational program as the need to address issues spanning the entire software life cycle became evident. Educational efforts to date are summarized, with an emphasis on the educational approach adopted. Finally, lessons learned in administering this program are addressed.

Engaging Students in Learning: Findings from a Study of Project-Led Education

ERIC Educational Resources Information Center

Fernandes, Sandra; Mesquita, Diana; Flores, Maria Assunção; Lima, Rui M.

2014-01-01

This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. "Project-Led Engineering…

Higher Education Learning Outcomes and Their Ambiguous Relationship to Disciplines and Professions

ERIC Educational Resources Information Center

Michelsen, Svein; Vabø, Agnete; Kvilhaugsvik, Hanne; Kvam, Endre

2017-01-01

This article highlights the significance of professional and disciplinary spaces in the shaping of Learning Outcomes (Los) in higher education. It is based on empirical studies of three programmes (engineering, the humanities and medicine) at two Norwegian universities. The results demonstrate both similarities and differences in the dynamics of…

How do STEM-interested students pursue multiple interests in their higher educational choice?

NASA Astrophysics Data System (ADS)

Vulperhorst, Jonne Pieter; Wessels, Koen Rens; Bakker, Arthur; Akkerman, Sanne Floor

2018-05-01

Interest in science, technology, engineering and mathematics (STEM) has lately received attention in research due to a gap between the number of STEM students and the needs of the labour market. As interest seems to be one of the most important factors in deciding what to study, we focus in the present study on how STEM-interested students weigh multiple interests in making educational choices. A questionnaire with both open-ended and closed-ended items was administered to 91 STEM-interested students enrolled in a STEM programme of a Dutch University for secondary school students. Results indicate that students find it important that a study programme allows them to pursue multiple interests. Some students pursued multiple interests by choosing to enrol in two programmes at the same time. Most students chose one programme that enabled them to combine multiple interests. Combinations of pursued interests were dependent on the disciplinary range of interests of students. Students who were interested in diverse domains combined interests in an educational programme across academic and non-academic domains, whilst students who were mainly interested in STEM combined only STEM-focused interests. Together these findings stress the importance of taking a multiple interest perspective on interest development and educational choice.

Peer-Assisted Learning Programme: Supporting Students in High-Risk Subjects at the Mechanical Engineering Department at Walter Sisulu University

ERIC Educational Resources Information Center

Makola, Qonda

2017-01-01

The majority of the students who enroll at the Walter Sisulu University (WSU) in South Africa are not equipped with the necessary academic/learning skills to cope with the university environment, especially in Mechanical Engineering. The Department of Higher Education and Training (2013, p. 17), further states that "students' support is…

University Programme Preferences of High School Science Students in Singapore and Reasons that Matter in their Preferences: A Rasch analysis

NASA Astrophysics Data System (ADS)

Oon, Pey-Tee; Subramaniam, R.

2015-01-01

This study explored an under-researched area in science education-the university programmes preferred by high school students who take physical science subjects and the reasons that matter in their preferences. A total of 1,071 upper secondary and pre-university students in Singapore, who take physical science subjects among their range of subjects, participated in this study. A survey method was adopted and the Rasch model was used to analyse the data. Overall, Business Studies was ranked as the predominant choice; nonetheless, scientific programmes such as Science, Engineering, and Mathematics are generally still well liked by the students. When gender differences were examined, we found that students largely followed gender-typical programme preferences, in which males tend to incline towards Engineering while females tend to incline towards Arts and Social Sciences. Students prefer a university programme based on their individual interest and ability, with career aspiration and remuneration coming next. Interestingly, females place greater emphasis on career aspiration than males. Some implications of the study are discussed.

Linking the "Know-That" and "Know-How" Knowledge through Games: A Quest to Evolve the Future for Science and Engineering Education

ERIC Educational Resources Information Center

Vahed, A.; McKenna, S.; Singh, S.

2016-01-01

This paper responds to Muller's notions of "knowing-that" and "knowing how". The paper addresses how educational interventions that are designed in line with targeted discipline-specific subjects can enhance the balance between professional practice and disciplinary knowledge in professionally accredited programmes at…

The Teaching of Creativity in Information Systems Programmes at South African Higher Education Institutions

ERIC Educational Resources Information Center

Turpin, Marita; Matthee, Machdel; Kruger, Anine

2015-01-01

The development of problem solving skills is a shared goal in science, engineering, mathematics and technology education. In the applied sciences, problems are often open-ended and complex, requiring a multidisciplinary approach as well as new designs. In such cases, problem solving requires not only analytical capabilities, but also creativity…

Environmental engineering education for developing countries: framework for the future.

PubMed

Ujang, Z; Henze, M; Curtis, T; Schertenleib, R; Beal, L L

2004-01-01

This paper presents the existing philosophy, approach, criteria and delivery of environmental engineering education (E3) for developing countries. In general, environmental engineering is being taught in almost all major universities in developing countries, mostly under civil engineering degree programmes. There is an urgent need to address specific inputs that are particularly important for developing countries with respect to the reality of urbanisation and industrialisation. The main component of E3 in the near future will remain on basic sanitation in most developing countries, with special emphasis on the consumer-demand approach. In order to substantially overcome environmental problems in developing countries, E3 should include integrated urban water management, sustainable sanitation, appropriate technology, cleaner production, wastewater minimisation and financial framework.

Progreen online engineering diploma in the Middle East: assessment of the educational experience

NASA Astrophysics Data System (ADS)

Baytiyeh, Hoda

2018-03-01

Little is known about the status of online learning in the Middle East. This study investigates educational experiences of engineers enrolled in the new joint online ProGreen diploma programme offered by three universities, two in Lebanon and one in Egypt. Forty-eight working engineers responded to an online survey based on the three components of the community of inquiry model: social presence, teaching presence, and cognitive presence. Exploratory factor analysis identified five factors: sense of belonging, self-directedness, self-actualisation, interaction, and instructional guidance. The findings showed that sense of belonging was the factor engineers rated highest but it did not correlate with instructional guidance. However, instructional guidance highly correlated with self-directedness and self-actualisation.

Prioritising Progression over Proficiency: Limitations of Teacher-Based Assessment within Technician-Level Vocational Education

ERIC Educational Resources Information Center

Carter, Alan; Bathmaker, Ann-Marie

2017-01-01

This article examines the evolution of assessment policy and practice in technician-level vocational education. Using the example of an advanced-level BTEC National programme in Engineering in one college in the UK, the article highlights how the origins of current assessment practice lie in genuine concerns since the late 1950s about the…

Integration of MOOCs in Advanced Mining Training Programmes

NASA Astrophysics Data System (ADS)

Saveleva, Irina; Greenwald, Oksana; Kolomiets, Svetlana; Medvedeva, Elena

2017-11-01

The paper covers the concept of innovative approaches in education based on incorporating MOOCs options into traditional classroom. It takes a look at the ways higher education instructors working with the mining engineers enrolled in advanced training programmes can brighten, upgrade and facilitate the learning process. The shift of higher education from in-class to online format has changed the learning environment and the methods of teaching including professional retraining courses. In addition, the need of mining companies for managers of a new kind obligates high school retraining centres rapidly move towards the 21st century skill framework. One of widely recognized innovations in the sphere of e-learning is MOOCs (Massive Open Online Courses) that can be used as an effective teaching tool for organizing professional training of managing staff of mining companies within the walls of a university. The authors share their instructional experience and show the benefits of introducing MOOCs options at the courses designed for retraining mining engineers and senior managers of coal enterprises. Though in recent researches the pedagogical value of MOOCs is highly questioned and even negated this invention of the 21st century can become an essential and truly helpful instrument in the hands of educators.

Gender and teamwork: an analysis of professors' perspectives and practices

NASA Astrophysics Data System (ADS)

Beddoes, Kacey; Panther, Grace

2018-05-01

Teamwork is increasingly seen as an important component of engineering education programmes. Yet, prior research has shown that there are numerous ways in which teamwork is gendered, and can lead to negative experiences for women students. This article presents the first interview findings on professors' perspectives on gender and teamwork. Semi-structured interviews were conducted with 39 engineering professors to determine what and how they thought about gender in engineering and engineering education. For this article, the parts of the interviews about teamwork are analysed. We conclude that professors need tools to help them facilitate gender-inclusive teamwork, and those tools must address the beliefs that they already hold about teamwork. The findings raise questions about the adoption of evidence-based instructional practices and suggest current teamwork practices may exacerbate gender inequalities in engineering.

Improving student learning in calculus through applications

NASA Astrophysics Data System (ADS)

Young, C. Y.; Georgiopoulos, M.; Hagen, S. C.; Geiger, C. L.; Dagley-Falls, M. A.; Islas, A. L.; Ramsey, P. J.; Lancey, P. M.; Straney, R. A.; Forde, D. S.; Bradbury, E. E.

2011-07-01

Nationally only 40% of the incoming freshmen Science, Technology, Engineering and Mathematics (STEM) majors are successful in earning a STEM degree. The University of Central Florida (UCF) EXCEL programme is a National Science Foundation funded STEM Talent Expansion Programme whose goal is to increase the number of UCF STEM graduates. One of the key requirements for STEM majors is a strong foundation in Calculus. To improve student learning in calculus, the EXCEL programme developed two special courses at the freshman level called Applications of Calculus I (Apps I) and Applications of Calculus II (Apps II). Apps I and II are one-credit classes that are co-requisites for Calculus I and II. These classes are teams taught by science and engineering professors whose goal is to demonstrate to students where the calculus topics they are learning appear in upper level science and engineering classes as well as how faculty use calculus in their STEM research programmes. This article outlines the process used in producing the educational materials for the Apps I and II courses, and it also discusses the assessment results pertaining to this specific EXCEL activity. Pre- and post-tests conducted with experimental and control groups indicate significant improvement in student learning in Calculus II as a direct result of the application courses.

Optics outreach in Irish context

NASA Astrophysics Data System (ADS)

McHugh, Emer; Smith, Arlene

2009-06-01

The Applied Optics Group, National University of Ireland Galway is a research centre involved in programmes that cover a wide variety of topics in applied optics and imaging science, including smart optics, adaptive optics, optical scattering and propagation, and engineering optics. The Group have also developed significant outreach programmes both in Primary and Post-Primary schools. It is recognised that there is a need for innovation in Science Education in Ireland and we are committed to working extensively with schools. The main aim of these outreach programmes is to increase awareness and interest in science with students and enhance the communication skills of the researchers working in the Group. The education outreach team works closely with the relevant teachers in both Primary and Post-Primary schools to design and develop learning initiatives to match the needs of the target group of students. The learning programmes are usually delivered in the participating schools during normal class time by a team of Applied Optics specialists. We are involved in running these programmes in both Primary and Post-Primary schools where the programmes are tailored to the curriculum and concentrating on optics and light. The students may also visit the Groups research centre where presentations and laboratory tours are arranged.

Differences and Similarities between Female Students and Male Students That Succeed within Higher Technical Education: Profiles Emerge through the Use of Cluster Analysis

ERIC Educational Resources Information Center

Engström, Susanne

2018-01-01

This study focuses on female and male students who succeed in engineering programmes in Sweden, and why they have success. Data were collected through a questionnaire sent to all engineering students in Sweden registered for their seventh semester during year 2012 and about 30% of the students in the cohort responded on several questions. The…

Environmental engineering education: examples of accreditation and quality assurance

NASA Astrophysics Data System (ADS)

Caporali, E.; Catelani, M.; Manfrida, G.; Valdiserri, J.

2013-12-01

Environmental engineers respond to the challenges posed by a growing population, intensifying land-use pressures, natural resources exploitation as well as rapidly evolving technology. The environmental engineer must develop technically sound solutions within the framework of maintaining or improving environmental quality, complying with public policy, and optimizing the utilization of resources. The engineer provides system and component design, serves as a technical advisor in policy making and legal deliberations, develops management schemes for resources, and provides technical evaluations of systems. Through the current work of environmental engineers, individuals and businesses are able to understand how to coordinate society's interaction with the environment. There will always be a need for engineers who are able to integrate the latest technologies into systems to respond to the needs for food and energy while protecting natural resources. In general, the environment-related challenges and problems need to be faced at global level, leading to the globalization of the engineering profession which requires not only the capacity to communicate in a common technical language, but also the assurance of an adequate and common level of technical competences, knowledge and understanding. In this framework, the Europe-based EUR ACE (European Accreditation of Engineering Programmes) system, currently operated by ENAEE - European Network for Accreditation of Engineering Education can represent the proper framework and accreditation system in order to provide a set of measures to assess the quality of engineering degree programmes in Europe and abroad. The application of the accreditation model EUR-ACE, and of the National Italian Degree Courses Accreditation System, promoted by the Italian National Agency for the Evaluation of Universities and Research Institutes (ANVUR), to the Environmental Engineering Degree Courses at the University of Firenze is presented. In particular, the accreditation models of the multidisciplinary first cycle degree in Civil, Building and Environmental Engineering and the more specific second cycle degree in Environmental Engineering are discussed. The critical issues to assure the quality and the status of environmental engineering graduates, in terms of applying knowledge capacities and technical innovative competences, according to the more engineering focused EUR-ACE skill descriptors as well as with respect to the Dublin descriptors, at local and global scale are also compared. The involvement of the professional working world in the definition of goals in skills, of typical expectations of achievements and abilities is also described. The system for educating engineers in communicating knowledge and understanding, making informed judgments and choices, capacities to lifelong learning is in addition assessed. The promotion of innovative aspects related with the environmental engineering education, and of the role that science and technology could play in environmental engineering education is also taken into consideration.

Industrial training approach using GPM P5 Standard for Sustainability in Project Management: a framework for sustainability competencies in the 21st century

NASA Astrophysics Data System (ADS)

Johan, Kartina; Mohd Turan, Faiz

2016-11-01

Malaysian Engineering Accreditation (Engineering Programme Accreditation Manual, 2007) requires all bachelor degree in engineering programmes to incorporate a minimum of two months industrial training in order for the programme to be accredited by the council. The industrial training has the objective to provide students on the insights of being an engineer at the workplace hence increasing their knowledge in employability skills prior to graduation. However the current structure of industrial training is not able to inculcate good leadership ability and prepare students with sustainability competencies needed in the era of Sustainable Development (SD). This paper aims to study project management methodology as a framework to create a training pathway in industrial training for students in engineering programs using Green Project Management (GPM) P5 standard for sustainability in project management. The framework involves students as interns, supervisors from both university and industry and also participation from NonProfit Organisation (NPO). The framework focus on the development of the student's competency in employability skills, lean leadership and sustainability competencies using experiential learning approach. Deliverables of the framework include internship report, professional sustainability report using GPM P5 standard and competency assessment. The post-industrial phase of the framework is constructed for students to be assessed collaboratively by the university, industry and the sustainability practitioner in the country. The ability for the interns to act as a change agent in sustainability practices is measured by the competency assessment and the quality of the sustainability report. The framework support the call for developing holistic students based on Malaysian Education Blueprint (Higher Education) 2015-2025 and address the gap between the statuses of engineering qualification to the sustainability competencies in the 21st century in particular by achieving the Sustainability Graduates (SG) attributes outlined in the framework.

A Case Study of a College-Wide First-Year Undergraduate Engineering Course

ERIC Educational Resources Information Center

Aloul, Fadi; Zualkernan, Imran; Husseini, Ghaleb; El-Hag, Ayman; Al-Assaf, Yousef

2015-01-01

Introductory engineering courses are either programme specific or expose students to engineering as a broad discipline by including materials from various engineering programmes. A common introductory engineering course that spans different engineering programmes raises challenges, including the high cost of resources as well as the lack of…

The Emergence of the Skills Approach in Industry and Its Consequences for the Training of Engineers

ERIC Educational Resources Information Center

Pascail, Laurent

2006-01-01

It is striking to notice that the notion of skill is not only used in industry but also in higher education in most major industrialized countries. If a significant number of companies have taken a skills approach, one notices that this term is also used in higher education to determine teaching programmes according to a simple idea: higher…

STEM Leadership Qualification: Tomorrow's Leaders Today

ERIC Educational Resources Information Center

Williams, Chris

2009-01-01

This article features the Science, Technology, Engineering and Mathematics (STEM) Leadership Qualification programme, developed by the Centre for Science Education (CSE) at Sheffield Hallam University in collaboration with Edexcel, which sets out to develop leadership skills and capabilities through contexts in STEM. With six units to complete…

Ethics, engineers and drama.

PubMed

Monk, John

2009-03-01

This paper describes four plays which illustrate ethical themes relevant to engineers and which could be used as a resource for engineers who wish to explore ethical topics and their relationship with professional practice. The plays themselves have been chosen because a character in the play is involved in engineering activities. Each play is analysed to highlight some of the ethical issues the play raises. Often ethical topics are presented in abstract terms but the plays relate ethical issues to individuals and individual actions in specific situations that connect either directly or figuratively to practical situations engineers find themselves in. The paper describes how the resources have or could be used in an educational programme.

A comparison of educational factors promoting or discouraging the intent to remain in engineering by gender

NASA Astrophysics Data System (ADS)

Amelink, Catherine T.; Meszaros, Peggy S.

2011-03-01

This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students.

Enhancing environmental engineering education in Europe

NASA Astrophysics Data System (ADS)

Caporali, Enrica; Tuneski, Atanasko

2013-04-01

In the frame of knowledge triangle: education-innovation-research, the environmental engineering higher education is here discussed with reference to the TEMPUS-Trans European Mobility Programme for University Studies promoted by the European Commission. Among the focused aspects of TEMPUS are curricula harmonization and lifelong learning programme development in higher education. Two are the curricula, since the first TEMPUS project, coordinated in the period 2005-2008 by University of Firenze in cooperation with colleagues of the Ss Cyril and Methodius University, Skopje. The second three years TEMPUS Joint Project denominated DEREL-Development of Environment and Resources Engineering Learning, is active since October 2010. To the consortium activities participate 4 EU Universities (from Italy, Greece, Germany and Austria), 7 Partner Countries (PC) Universities (from FYR of Macedonia, Serbia and Albania), and 1 PC Ministry, 4 PC National Agencies, 1 PC non governmental organization and 1 PC enterprise. The same 4 EU Universities and the same Macedonian Institutions participated at the first TEMPUS JEP entitled DEREC-Development of Environmental and Resources Engineering Curriculum. Both the first and second cycle curriculum, developed through the co-operation, exchange of know-how and expertise between partners, are based on the European Credit Transfer System and are in accordance with the Bologna Process. Within DEREC a new three-years first cycle curriculum in Environmental and Resources Engineering was opened at the University Ss Cyril and Methodius, Skopje, and the necessary conditions for offering a Joint Degree Title, on the basis of an agreement between the Ss. Cyril and Methodius University and the University of Firenze, were fulfilled. The running DEREL project, as a continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second cycle curriculum in Environment and Resources Engineering at the Ss Cyril and Methodius University in Skopje, FYR of Macedonia, University of Novi Sad, Serbia and Polytechnic University of Tirana, Albania, following the criteria and conditions for setting up a Joint Postgraduate Degree. The new second cycle degree curriculum has been just activated in the current academic year 2012/2013. In DEREL a second objective is to implement a sustainable regional network aimed to offer lifelong learning seminars for environment and resources engineering education and training of interested stakeholders and organize workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's.

An online support site for preparation of oral presentations in science and engineering

NASA Astrophysics Data System (ADS)

Kunioshi, Nílson; Noguchi, Judy; Hayashi, Hiroko; Tojo, Kazuko

2012-12-01

Oral communication skills are essential for engineers today and, as they are included in accreditation criteria of educational programmes, their teaching and evaluation deserve attention. However, concrete aspects as to what should be taught and evaluated in relation to oral communication skills have not been sufficiently established. In this paper, a method to aid the efficient teaching of oral presentation skills is proposed, from the presentation structure level to word and sentence level choices, through the use of JECPRESE, The Japanese-English Corpus of Presentations in Science and Engineering. As of June 2012, the corpus is composed of transcriptions of 74 presentations delivered in Japanese by students graduating from the Master's programme of various engineering departments and 31 presentations delivered in English, 16 by experienced researchers at an international conference on chemistry, and 15 by undergraduate engineering students of a mid-sized American university. The utterances were classified according to the specific moves (sections of the speech that express specific speaker intent) appearing in the presentations and frequently used words/expressions to express these moves were identified.

Challenges of the biomedical engineering education in Europe.

PubMed

Magjarevic, Ratko; Lackovic, Igor; Bliznakov, Zhivko; Pallikarakis, Nicolas

2010-01-01

Higher education in Europe has passed through a very dynamic period of changes during the last ten years. Since the signing of the Bologna Declaration in 1999 by the Ministers of Education from the EU states, European higher education system has aimed toward establishing harmonized programs enabling students and teachers to extensively exchange knowledge, ideas and skills. Education in the field of Biomedical Engineering has experienced changes also because of the research and development in the field which was more intensive than in other fields. Besides research in new power sources, it is the most intensive and productive research field. Much of the development in BME education in Europe is influenced by the European research policy expressed through the 7th Framework Programme where health is the major theme. In order to foster and support the changes in the European Higher Education Area (EHEA) according to the needs of research sector and the labor market, the Tempus scheme of projects was established. Tempus scheme aims to support the modernization of higher education and create an area of co-operation in the countries surrounding the EU. Our Tempus project, CRH-BME "Curricula Reformation and Harmonization in the field of Biomedical Engineering" aims to create guidelines for updating existing curricula in the field of BME in Europe in order to meet recent and future developments in the area, address new emerging interdisciplinary domains that appear as the result of the R&D progress and respond to the BME job market demands. In this paper, some policy and economic factors affecting BME education in Europe are discussed and the results of a BME education survey we prepared within the Tempus CHR-BME project are presented. The number of BME programmes in Europe has in the last decade significantly increased and there are more BME specializations as the result of growing complexity of the research and production in the field.

On Flipping First-Semester Calculus: A Case Study

ERIC Educational Resources Information Center

Petrillo, Joseph

2016-01-01

High failure rates in calculus have plagued students, teachers, and administrators for decades, while science, technology, engineering, and mathematics programmes continue to suffer from low enrollments and high attrition. In an effort to affect this reality, some educators are "flipping" (or inverting) their classrooms. By flipping, we…

Development of Computer-Based Resources for Textile Education.

ERIC Educational Resources Information Center

Hopkins, Teresa; Thomas, Andrew; Bailey, Mike

1998-01-01

Describes the production of computer-based resources for students of textiles and engineering in the United Kingdom. Highlights include funding by the Teaching and Learning Technology Programme (TLTP), courseware author/subject expert interaction, usage test and evaluation, authoring software, graphics, computer-aided design simulation, self-test…

Third cycle university studies in Europe in the field of agricultural engineering and in the emerging discipline of biosystems engineering.

PubMed

Ayuga, F; Briassoulis, D; Aguado, P; Farkas, I; Griepentrog, H; Lorencowicz, E

2010-01-01

The main objectives of European Thematic Network entitled 'Education and Research in Agricultural for Biosystems Engineering in Europe (ERABEE-TN)' is to initiate and contribute to the structural development and the assurance of the quality assessment of the emerging discipline of Biosystems Engineering in Europe. ERABEE is co-financed by the European Community in the framework of the LLP Programme. The partnership consists of 35 participants from 27 Erasmus countries, out of which 33 are Higher Education Area Institutions (EDU) and 2 are Student Associations (ASS). 13 Erasmus participants (e.g. Thematic Networks, Professional Associations, and Institutions from Brazil, Croatia, Russia and Serbia) are also involved in the Thematic Network through synergies. To date, very few Biosystems Engineering programs exist in Europe and those that are initiated are at a very primitive stage of development. The innovative and novel goal of the Thematic Network is to promote this critical transition, which requires major restructuring in Europe, exploiting along this direction the outcomes accomplished by its predecessor; the USAEE-TN (University Studies in Agricultural Engineering in Europe). It also aims at enhancing the compatibility among the new programmes of Biosystems Engineering, aiding their recognition and accreditation at European and International level and facilitating greater mobility of skilled personnel, researchers and students. One of the technical objectives of ERABEE is dealing with mapping and promoting the third cycle studies (including European PhDs) and supporting the integration of research at the 1st and 2nd cycle regarding European Biosystems Engineering university studies. During the winter 2008 - spring 2009 period, members of ERABEE conducted a survey on the contemporary status of doctoral studies in Europe, and on a possible scheme for promotion of cooperation and synergies in the framework of the third cycle of studies and the European Doctorate in Biosystems Engineering in Europe. This paper presents the results of the survey. The legal regulations and their extent on the different countries concerning the third cycle are presented, along with the current structure of third cycle studies. The evolution and adaptation to the new EHEA in each country is also considered. Information was also gathered on the emerging topics of the Biosystems Engineering field and how these topics could be addressed by the new doctoral programmes at the European level.

How to Retain Postgraduate Students in Engineering Programmes: A Practical Perspective

ERIC Educational Resources Information Center

Le, Khoa N.; Tam, Vivian W. Y.

2008-01-01

Six factors for pursuing an engineering postgraduate programme at Griffith University including (i) programme quality; (ii) employment prospects; (iii) practicality; (iv) personal interest; (v) popularity; and (vi) reputation; and 11 factors for not pursuing this engineering programme including (i) employment prospects; (ii) degree of difficulty;…

Critical materials: a reason for sustainable education of industrial designers and engineers

NASA Astrophysics Data System (ADS)

Köhler, Andreas R.; Bakker, Conny; Peck, David

2013-08-01

Developed economies have become highly dependent on a range of technology metals with names such as neodymium and terbium. Stakeholders have warned of the impending scarcity of these critical materials. Difficulties in materials supply can affect the high-tech industries as well as the success of sustainable innovation strategies that are based on sophisticated technology. Industrial designers and engineers should therefore increase their awareness of the limits in availability of critical materials. In this paper, it is argued that materials' criticality can give a fresh impetus to the higher education of industrial design engineers. It is important to train future professionals to apply a systems perspective to the process of technology innovation, enabling them to thrive under circumstances of constrained material choices. The conclusions outline ideas on how to weave the topic into existing educational programmes of future technology developers.

Nano-education from a European perspective

NASA Astrophysics Data System (ADS)

Malsch, I.

2008-03-01

At a global level, educating the nanotechnology workforce has been discussed since the beginning of the new millennium. Scientists, engineers and technicians should be trained in nanotechnology. Most educators prefer training students first in their own discipline at the Bachelor level (physics, chemistry, biology, etc) followed by specialisation in nanoscience and technology at the Master's level. Some favour a broad interdisciplinary basic training in different nanosciences followed by specialisation in a particular application area. What constitutes a good nanoscience curriculum is also being discussed, as well as the application of e-learning methodologies. The European Union is stimulating the development of nanoscience education in universities. The Erasmus Mundus programme is funding nanoscience and nanotechnology education programmes involving universities in several European countries. The policy debate in Europe is moving towards vocational training in nanotechnology for educating the technicians needed in industry and research. The EU vocational training institute CEDEFOP published a report in 2005 The EU funded European gateway to nanotechnology Nanoforum has stimulated the accessibility of nano-education throughout Europe with reports and online databases of education courses and materials. For university education, they list courses at the Bachelor, Master's, and PhD level as well as short courses. The EU funded EuroIndiaNet project also reviewed Nano-education courses at the Master's level, short courses, e-learning programmes, summerschools and vocational training courses. In this presentation, I review Nanoforum and other publications on nano-education in Europe and highlight current trends and gaps.

Can't Do Maths--Understanding Students' Maths Anxiety

ERIC Educational Resources Information Center

Metje, N.; Frank, H. L.; Croft, P.

2007-01-01

The number of students continuing with their mathematics education post GCSE level has declined in recent years and hence students entering Engineering degrees are reducing. The University of Birmingham recognized this problem and introduced the Suite of Technology programme (STP) which no longer requires students to have A-level mathematics.…

Curriculum Assessment as a Direct Tool in ABET Outcomes Assessment in a Chemical Engineering Programme

ERIC Educational Resources Information Center

Abu-Jdayil, Basim; Al-Attar, Hazim

2010-01-01

The chemical engineering programme at the United Arab Emirates University is designed to fulfil the Accreditation Board for Engineering and Technology (ABET) (A-K) EC2000 criteria. The Department of Chemical & Petroleum Engineering has established a well-defined process for outcomes assessment for the chemical engineering programme in order to…

Software engineering project management - A state-of-the-art report

NASA Technical Reports Server (NTRS)

Thayer, R. H.; Lehman, J. H.

1977-01-01

The management of software engineering projects in the aerospace industry was investigated. The survey assessed such features as contract type, specification preparation techniques, software documentation required by customers, planning and cost-estimating, quality control, the use of advanced program practices, software tools and test procedures, the education levels of project managers, programmers and analysts, work assignment, automatic software monitoring capabilities, design and coding reviews, production times, success rates, and organizational structure of the projects.

UCS-PROMOVE: The engineer of the future

NASA Astrophysics Data System (ADS)

Villas-Boas, V.

2010-06-01

The Universidade de Caxias do Sul (UCS) elaborated the cooperative project called 'The engineer of the future', with the objective of promoting science and engineering among high school teachers and students. This project aims to improve the quality of the teaching and to increase the interest of students in technological areas, leading to a future career in engineering. The activities of this project were planned to give meaning and foundation to the teaching-learning process of science and for the application of theory in the solution of real problems, while articulating scientific, economic, environmental, social and political aspects and also to reinforce the important role of engineering in society. Amongst the activities to be offered to high school teachers and students are a specialisation course for teachers based upon new educational methodologies, workshops in different areas of science and technology, a programme entitled 'Encouraging girls in technology, science and engineering', science fairs and visits to the industries of the region. Activities with the engineering instructors of UCS are also being developed in order to help them to incorporate in their classes more effective pedagogical strategies for educating the engineer-to-be.

Enhancement of environment and resources engineering studies through an international cooperation network

NASA Astrophysics Data System (ADS)

Caporali, E.; Tuneski, A.

2012-12-01

Higher education plays a very important role in the modern societies development, enhancing social, cultural and economic development for a sustainable growth, environment respectful. In this framework, the European Commission promotes the TEMPUS-Trans European Mobility Programme for University Studies. Curricula harmonization and lifelong learning programme development in higher education are among the focused aspects of the TEMPUS programme. The DEREL-Development of Environment and Resources Engineering Learning, is a three years TEMPUS project coordinated by the University of Firenze, in cooperation with colleagues of the Ss Cyril and Methodius University, Skopje financed and activated since October 2010. The DEREL Project Consortium consists of 4 EU Universities (from Italy, Greece, Germany and Austria), 7 Partner Countries (PC) Universities (from FYR of Macedonia, Serbia and Albania), and 1 PC Ministry, 4 PC National Agencies, 1 PC non governmental organization and 1 PC enterprise. In cooperation with the same 4 EU Universities and the same Macedonian Institutions, in the period 2005-2008 also a TEMPUS JEP entitled DEREC-Development of Environmental and Resources Engineering Curriculum, was also carried out by the University of Firenze in cooperation with colleagues of the Ss Cyril and Methodius University. Within DEREC a new three-years first cycle curriculum in Environmental and Resources Engineering was opened at the University Ss Cyril and Methodius, Skopje, and the necessary conditions for offering a Joint Degree Title, on the basis of an agreement between the Ss. Cyril and Methodius University and the University of Firenze, were fulfilled. The running DEREL project, as a continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second cycle curriculum in Environment and Resources Engineering at the Ss Cyril and Methodius University in Skopje, FYR of Macedonia, University of Novi Sad, Serbia and Polytechnic University of Tirana, Albania, following the criteria and conditions for setting up a Joint Postgraduate Degree. The new second cycle degree courses are going to be activated in the academic year 2012/2012. Both the first and second cycle curricula, developed through the co-operation, exchange of know-how and expertise between partners, are based on the European Credit Transfer System and are in accordance with the Bologna Process. In DEREL a second objective is to implement a sustainable regional network aimed to offer lifelong learning seminars for environment and resources engineering education and training of interested stakeholders and organize workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's. Also, the good collaborative environment created, since 2005, with the project partners can be surely mentioned as an additional valuable objective of the two TEMPUS projects, enabling implementation of a sustainable international network for environment and resources engineering studies enhancement and development.

The Hybrid Expert in the "Bergstaat": Anton Von Ruprecht as a Professor of Chemistry and Mining and as a Mining Official, 1779-1814

ERIC Educational Resources Information Center

Konecny, Peter

2012-01-01

In the course of the 18th century a new type of scientifically educated functional elites developed, who were trained to administer mines. The educational project that led to the formation of a corps of mining engineers was part of a programme of administrative and economic reforms that led to a new configuration of bonds between state, economy…

The fully integrated biomedical engineering programme at Eindhoven University of Technology.

PubMed

Slaaf, D W; van Genderen, M H P

2009-05-01

The development of a fully integrated biomedical engineering programme (life sciences included from the start) is described. Details are provided about background, implementation, and didactic concept: design centred learning combined with courses. The curriculum has developed into a bachelor-master's programme with two different master's degrees: Master's Degree in Biomedical Engineering and Master's Degree in Medical Engineering. Recently, the programme has adopted semester programming, has included a major and minor in the bachelor's degree phase, and a true bachelor's degree final project. Details about the programme and data about where graduates find jobs are provided in this paper.

Professional Development of Russian HEIs' Management and Faculty in CDIO Standards Application

ERIC Educational Resources Information Center

Chuchalin, Alexander; Malmqvist, Johan; Tayurskaya, Marina

2016-01-01

The paper presents the approach to complex training of managers and faculty staff for system modernisation of Russian engineering education. As a methodological basis of design and implementation of the faculty development programme, the CDIO (Conceive-Design-Implement-Operate) Approach was chosen due to compliance of its concept to the purposes…

Leadership Preparation: Engine of Transformation or Social Reproduction?

ERIC Educational Resources Information Center

Lumby, Jacky

2014-01-01

William Taylor's 1969 chapter provides a springboard to reflect on how what he termed administrator training has developed since the 1960s. Responding also to Baron's insistence in the same volume that education be viewed as political, the article adopts a critical perspective, focusing on leader preparation programmes and exploring how they…

Dancing Robots: Integrating Art, Music, and Robotics in Singapore's Early Childhood Centers

ERIC Educational Resources Information Center

Sullivan, Amanda; Bers, Marina Umaschi

2018-01-01

In recent years, Singapore has increased its national emphasis on technology and engineering in early childhood education. Their newest initiative, the Playmaker Programme, has focused on teaching robotics and coding in preschool settings. Robotics offers a playful and collaborative way for children to engage with foundational technology and…

Gender and Teamwork: An Analysis of Professors' Perspectives and Practices

ERIC Educational Resources Information Center

Beddoes, Kacey; Panther, Grace

2018-01-01

Teamwork is increasingly seen as an important component of engineering education programmes. Yet, prior research has shown that there are numerous ways in which teamwork is gendered, and can lead to negative experiences for women students. This article presents the first interview findings on professors' perspectives on gender and teamwork.…

From Course Assessment to Redesign: A Hybrid-Vehicle Course as a Case Illustration

ERIC Educational Resources Information Center

Stanton, Ken C.; Bradley, Thomas H.

2013-01-01

Assessment has become a central aspect of engineering education for evaluating student learning, attaining accreditation, and ensuring accountability. However, the final step of the assessment process, which requires assessment results be used to redesign courses and programmes, is appreciably underdeveloped in the literature. As such, this work…

Guidelines for the Training of Engineers in Specialized Information Management.

ERIC Educational Resources Information Center

Michel, Jean

As part of its General Information Programme, the United Nations Educational Scientific and Cultural Organization (UNESCO) has for many years concerned itself with training in the use of information by preparing guides and organizing meetings and seminars on the subject. There are now an enormous number of specialized information users whose…

Creating a knowledge-based economy in the United Arab Emirates: realising the unfulfilled potential of women in the science, technology and engineering fields

NASA Astrophysics Data System (ADS)

Ghazal Aswad, Noor; Vidican, Georgeta; Samulewicz, Diana

2011-12-01

As the United Arab Emirates (UAE) moves towards a knowledge-based economy, maximising the participation of the national workforce, especially women, in the transformation process is crucial. Using survey methods and semi-structured interviews, this paper examines the factors that influence women's decisions regarding their degree programme and their attitudes towards science, technology and engineering (STE). The findings point to the importance of adapting mainstream policies to the local context and the need to better understand the effect of culture and society on the individual and the economy. There is a need to increase interest in STE by raising awareness of what the fields entail, potential careers and their suitability with existing cultural beliefs. Also suggested is the need to overcome negative stereotypes of engineering, implement initiatives for further family involvement at the higher education level, as well as the need to ensure a greater availability of STE university programmes across the UAE.

Empathy among students in engineering programmes

NASA Astrophysics Data System (ADS)

Rasoal, Chato; Danielsson, Henrik; Jungert, Tomas

2012-10-01

Engineers face challenges when they are to manage project groups and be leaders for organisations because such positions demand skills in social competence and empathy. Previous studies have shown that engineers have low degrees of social competence skills. In this study, the level of empathy as measured by the four subscales of the Interpersonal Reactivity Index, perspective taking, fantasy, empathic distress and empathic concern, among engineering students was compared to students in health care profession programmes. Participants were undergraduate students at Linköping University, 365 students from four different health care profession programmes and 115 students from two different engineering programmes. When the empathy measures were corrected for effects of sex, engineering students from one of the programmes had lower empathy than psychology and social worker students on the fantasy and perspective-taking subscales. These results raise questions regarding opportunities for engineering students to develop their empathic abilities. It is important that engineering students acquire both theoretical and practical knowledge and skills regarding empathy.

Experience in the Education of Engineers from Vietnam in the Faculty of Mining and Geoengineering AGH

NASA Astrophysics Data System (ADS)

Cała, Marek; Borowski, Marek

2018-03-01

The AGH University of Science and Technology collaborates closely with other universities, economic units, governmental and local administrative bodies. International cooperation plays a very important role in the academic research. The AGH University of Science and Technology has signed many collaboration agreements. They aim at multidimensional cooperation in the fields of education and academic research. AGH UST has always focused on collaboration with business and industry. In recent years, the global economy is undergoing massive transformations, what creates new challenges to companies and educational institutions that cater to the needs of industry. The expansion of business enterprises is largely dependent on their employees' expertise, skills and levels of competence. Certified engineers are provided by universities. Therefore, the qualifications of the graduates are determined by the curriculum and teaching methods, as well as the available educational and research facilities. Of equal importance is the qualified academic staff. Human activities in the field of engineering require finding solutions to problems of various nature and magnitude. An engineer's work consists in the design, construction, modification and maintenance of useful devices, processes and systems, using scientific and technical knowledge. In order to design complex engineering solutions, an engineer uses his imagination, experience, analytical skills, logical reasoning and makes conscious use of his knowledge. At the Faculty of Mining and Geoengineering of the AGH University of Science and Technology in Cracow, 15 engineers from Vietnam are studying Mining and Geology at the second-cycle studies (specialization: mine ventilation). The solutions proposed in the field of the engineers' education guarantee that foreign students gain both engineering knowledge and problem-solving skills. Therefore, the study programme was complemented by a series of practical aspects.

Improving collaborative learning in online software engineering education

NASA Astrophysics Data System (ADS)

Neill, Colin J.; DeFranco, Joanna F.; Sangwan, Raghvinder S.

2017-11-01

Team projects are commonplace in software engineering education. They address a key educational objective, provide students critical experience relevant to their future careers, allow instructors to set problems of greater scale and complexity than could be tackled individually, and are a vehicle for socially constructed learning. While all student teams experience challenges, those in fully online programmes must also deal with remote working, asynchronous coordination, and computer-mediated communications all of which contribute to greater social distance between team members. We have developed a facilitation framework to aid team collaboration and have demonstrated its efficacy, in prior research, with respect to team performance and outcomes. Those studies indicated, however, that despite experiencing improved project outcomes, students working in effective software engineering teams did not experience significantly improved individual achievement. To address this deficiency we implemented theoretically grounded refinements to the collaboration model based upon peer-tutoring research. Our results indicate a modest, but statistically significant (p = .08), improvement in individual achievement using this refined model.

Clustering Analysis of Common Tasks Undertaken by Engineering Technicians in Informatics and Manufacturing in Seven European Countries

ERIC Educational Resources Information Center

Papadourakis, George M.; Natsika, Christina; Magnan, Myrna; Barsics, Joseph

2008-01-01

VALEURTECH is a pilot project under the European Commission's Leonardo II programme. It includes 35 partners from higher education institutions and professional organizations in eight European countries and has the major objectives: of (a) setting up a homogeneous "labelling" process, such as a diploma supplement, based on a common…

Outreach Initiatives Operated by Universities for Increasing Interest in Science and Technology

ERIC Educational Resources Information Center

Gumaelius, Lena; Almqvist, Monica; Árnadóttir, Anna; Axelsson, Anders; Conejero, J. Alberto; García-Sabater, José P.; Klitgaard, Lene; Kozma, Cecilia; Maheut, Julien; Marin-Garcia, Juan; Mickos, Henrik; Nilsson, Per-Olof; Norén, Agneta; Pinho-Lopes, Margarida; Prenzel, Manfred; Ray, Johanna; Roxå, Torgny; Voss, Mirjam

2016-01-01

Since the 1990s, the low number of students choosing to study science and technology in higher education has been on the societal agenda and many initiatives have been launched to promote awareness regarding career options. The initiatives particularly focus on increasing enrolment in the engineering programmes. This article describes and compares…

Engaging Pupils in the Science, Engineering and Technology of a Low-Energy School

ERIC Educational Resources Information Center

Charnley, Fiona; Fleming, Paul; Fleming, Margaret; Mill, Greig

2010-01-01

The UK Government's Building Schools for the Future programme has provided schools with a unique opportunity to improve education for sustainable development substantially by giving pupils the chance to study within a real-life context. This article documents an engagement project in which experts in low-energy building design are facilitating…

Engaging students in learning: findings from a study of project-led education

NASA Astrophysics Data System (ADS)

Fernandes, Sandra; Mesquita, Diana; Assunção Flores, Maria; Lima, Rui M.

2014-01-01

This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students' perceptions of PLE as a learning device and its implications for faculty and students' role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.

The ATPG Attack for Reverse Engineering of Combinational Hybrid Custom-Programmable Circuits

DTIC Science & Technology

2017-03-23

The ATPG Attack for Reverse Engineering of Combinational Hybrid Custom- Programmable Circuits Raza Shafiq Hamid Mahmoodi Houman Homayoun Hassan... programmable circuits. While functionality of programmable cells are only known to trusted parties, effective techniques for activation and propagation...of the cells are introduced. The ATPG attack carefully studies dependency of programmable cells to develop their (partial) truth tables. Results

Evaluation Program on the Implementation of Industrial Apprenticeship (Prakerin) in Electrical Engineering

NASA Astrophysics Data System (ADS)

Maulana, I.; Sumarto; Nurafiati, P.; Puspita, R. H.

2018-02-01

This research aims to find out the evaluation program of the Industrial apprenticeship (Prakerin) in electrical engineering. This research includes on four variables of CIPP. (1). Context (a). programme planning (b). design. (2). Input (a). readiness of students (b). performance of vocational education teachers (c). Facilities and infrastructure, (3). process (a). performance students (b). performance mentors, (4). Product (a). readiness of student work. This research is a type of program evaluation research with Stake model approach. Data collection methods used are questionnaires with closed questions and frequently asked questions.

Math Machines: Using Actuators in Physics Classes

NASA Astrophysics Data System (ADS)

Thomas, Frederick J.; Chaney, Robert A.; Gruesbeck, Marta

2018-01-01

Probeware (sensors combined with data-analysis software) is a well-established part of physics education. In engineering and technology, sensors are frequently paired with actuators—motors, heaters, buzzers, valves, color displays, medical dosing systems, and other devices that are activated by electrical signals to produce intentional physical change. This article describes how a 20-year project aimed at better integration of the STEM disciplines (science, technology, engineering and mathematics) uses brief actuator activities in physics instruction. Math Machines "actionware" includes software and hardware that convert virtually any free-form, time-dependent algebraic function into the dynamic actions of a stepper motor, servo motor, or RGB (red, green, blue) color mixer. With wheels and a platform, the stepper motor becomes LACI, a programmable vehicle. Adding a low-power laser module turns the servo motor into a programmable Pointer. Adding a gear and platform can transform the Pointer into an earthquake simulator.

Project support of practical training in biophysics.

PubMed

Mornstein, V; Vlk, D; Forytkova, L

2006-01-01

The Department of Biophysics ensures practical training in biophysics and related subjects for students of medical and health study programmes. Demonstrations of medical technology are an important part of this training. Teaching for Faculty of Sciences in biophysical study programmes becomes also very important. Some lectures and demonstrations of technology are involved, but the practical trainig is missing. About 1 mil. CZK for additional laboratory equipment was obtained from the HEIDF project No. 1866/ 2005 "The demonstration and measuring technology for education in medical biophysics and radiological physics" for measuring system DEWETRON for high frequency signal analysis, Fluke Ti30 IR camera, PM 9000B patient monitor, ARSENAL AF 1 fluorescence microscope, and Nikon Coolpix 4500 digital camera with accessories for microphotography. At the present time, further financial resources are being provided by a development project of Ministry of Education "Inter-university co-operation in biomedical technology and engineering using top technologies" in total amount of almost 5 mil CZK, whereas over 2 mil CZK from this project are reserved for student laboratory equipment. The main goal of this project is to ensure the participation of Medical Faculty in educational co-operation in the biomedical technology and engineering, namely with the Faculty of Electrical Engineering and Communication (FEEC), Brno University of Technology. There will be taught those areas of biophysics which are not covered by FEEC, thus forming a separate subject "General Biophysics". The following instruments will be installed: UV-VIS spectrophotometers, rotation viscometers, tensiometers, microscopes with digital image processing, cooled centrifuge, optical benches, and some smaller instruments for practical measurements.

Computer-Assisted Learning in UK Engineering Degree Programmes: Lessons Learned from an Extensive Case Study Programme

ERIC Educational Resources Information Center

Rothberg, S. J.; Lamb, F. M.; Willis, L.

2006-01-01

This paper gives a synopsis of an extensive programme of case studies on real uses of computer-assisted learning (CAL) materials within UK engineering degree programmes. The programme was conducted between 2000 and 2003 and followed a questionnaire-based survey looking at CAL use in the UK and in Australia. The synopsis reveals a number of key…

A Mathematics Support Programme for First-Year Engineering Students

ERIC Educational Resources Information Center

Hillock, Poh Wah; Jennings, Michael; Roberts, Anthony; Scharaschkin, Victor

2013-01-01

This article describes a mathematics support programme at the University of Queensland, targeted at first-year engineering students identified as having a high risk of failing a first-year mathematics course in calculus and linear algebra. It describes how students were identified for the programme and the main features of the programme. The…

Teaching as Coaching: A Case Study of Awareness and Learning in Engineering Education

ERIC Educational Resources Information Center

Gynnild, Vidar; Holstad, Anders; Myrhaug, Dag

2007-01-01

This paper presents a number of case studies in Oceanography, an optional module in the third/fourth year of a Master of Science programme at Norwegian University of Science and Technology. The main objective was to gain more thorough insights into student learning by examining two sets of individual oral examinations. In addition, all students…

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2011-11-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopted a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Promoting interdisciplinary education - the Vienna Doctoral Programme on Water Resource Systems

NASA Astrophysics Data System (ADS)

Blöschl, G.; Carr, G.; Bucher, C.; Farnleitner, A. H.; Rechberger, H.; Wagner, W.; Zessner, M.

2012-02-01

The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student's core expertise. To address these challenges we adopt a number of approaches. We use three levels of instruments to foster integration across the disciplines: joint groups (e.g. a joint study programme), joint science questions (e.g. developed in annual symposia), and joint study sites. To maintain depth we apply a system of quality control including regular feedback sessions, theses by journal publications and international study exchange. For simultaneously teaching students from civil and environmental engineering, biology, geology, chemistry, mathematics we use visually explicit teaching, learning by doing, extra mentoring and by cross relating associated subjects. Our initial assessment of the Programme shows some very positive outcomes. Joint science questions formed between students from various disciplines indicate integration is being achieved. The number of successful publications in top journals suggests that depth is maintained. Positive feedback from the students on the variety and clarity of the courses indicates the teaching strategy is working well. Our experiences have shown that implementing and running an interdisciplinary doctoral programme has its challenges and is demanding in terms of time and human resources but seeing interactions progress and watching people grow and develop their way of thinking in an interdisciplinary environment is a valuable reward.

Developing a New Industrial Engineering Curriculum Using a Systems Engineering Approach

ERIC Educational Resources Information Center

Buyurgan, Nebil; Kiassat, Corey

2017-01-01

This paper reports on the development of an engineering curriculum for a new industrial engineering programme at a medium-sized private university in the northeast United States. A systems engineering process has been followed to design and develop the new curriculum. Considering the programme curriculum as a system, first the stakeholders have…

Developing a Virtual Engineering Management Community

ERIC Educational Resources Information Center

Hewitt, Bill; Kidd, Moray; Smith, Robin; Wearne, Stephen

2016-01-01

The paper reviews the lessons of planning and running an "Engineering Management" practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe,…

The effectiveness of using WebCT in distance learning programmes in MACE, the University of Manchester

NASA Astrophysics Data System (ADS)

Ahmad, Rosman

The World Wide Web impacted the educational model and became part of distance education early in this century. There were many changes taking place in higher education for political, economic and educational reasons." New goals and educational objectives were being set within educational institutions. There were particular emphases to produce a more effective delivery of learning methods for distance learning students. The use of Internet was seen as an important issue in the development of an understanding of the complex process of instilling knowledge to post graduates students. Well-established universities were re-examining their missions and looking for different ways of providing lifelong education. The School of Mechanical, Aerospace and Civil Engineering (MACE) was particularly keen to increase the use of web-based learning in its courses, which will increase the amount of students enrolled into these programmes and help them learn in a flexible and workable manner. This approach was reinforced by responses from a survey of MSc. degree students which suggested that the current distance learning programme were not being operated efficiently and did not develop adequate personal skills in relation to the requirements of prospective employers. One way of improving these programmes was to make use of the Virtual Learning Environment (VLE). A study was made and WebCT was found to be suitable. Five WebCT units were initially produced. The experience of designing and running the units was very useful in determining the effective use of the WebCT. From the analysis of students and staff surveys it has been demonstrated that these WebCT units are much more effective in achieving the project objectives in a wide number of areas which relate to students satisfaction, skills development and enhancing their interest into learning experience. The success of the WebCT units has stimulated interest in overseas establishments. It is hope that the success will follow in the author's home country, Malaysia.

Design of the Curriculum for a Second-Cycle Course in Civil Engineering in the Context of the Bologna Framework

ERIC Educational Resources Information Center

Gavin, K. G.

2010-01-01

This paper describes the design of the curriculum for a Master of Engineering programme in civil engineering at University College Dublin. The revised programme was established to meet the requirements of the Bologna process and this paper specifically considers the design of a new, second-cycle master's component of the programme. In addition to…

Learning to become graduate students: Japanese women's experience in the research unit in engineering

NASA Astrophysics Data System (ADS)

Hosaka, Masako

2010-12-01

Based on the analysis of 16 interviews with women first-year master's students at two national engineering schools in Japan, this article examines the socialisation role of compulsory undergraduate research experience in Japanese women's decisions to pursue graduate education and choices of the programme. The findings suggest that research experiences in a small independent research unit within the major department convinced Japanese women engineering students of their academic and social success as graduate students in the current environment. Although participants generally adapted themselves to the research unit through their research, there is a variation in the degree to which they were smoothly integrated into the research unit, reflecting organisational and individual differences.

Engineering students' conceptions of entrepreneurial learning as part of their education

NASA Astrophysics Data System (ADS)

Täks, Marge; Tynjälä, Päivi; Kukemelk, Hasso

2016-01-01

The purpose of this study was to examine what kinds of conceptions of entrepreneurial learning engineering students expressed in an entrepreneurship course integrated in their study programme. The data were collected during an entrepreneurship course in Estonia that was organised for fourth-year engineering students, using video-recorded group interviews (N = 48) and individual in-depth interviews (N = 16). As a result of the phenomenographic analysis, four qualitatively distinctive conceptions of entrepreneurial learning were discerned. Entrepreneurial learning was seen to involve (1) applying entrepreneurial ideas to engineering, (2) understanding entrepreneurial issues in a new way, (3) action-oriented personal development, and (4) self-realising through collective effort. These qualitatively distinct categories differed from each other in four dimensions of variation: nature of learning, response to pedagogy, relation to teamwork, and learning outcomes.

Global Engineering Teams--A Programme Promoting Teamwork in Engineering Design and Manufacturing

ERIC Educational Resources Information Center

Oladiran, M. T.; Uziak, J.; Eisenberg, M.; Scheffer, C.

2011-01-01

Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration…

A technical writing programme implemented in a first-year engineering course at KU Leuven

NASA Astrophysics Data System (ADS)

Heylen, Christel; Vander Sloten, Jos

2013-12-01

Technical communication and technical writing are important skills for the daily work-life of every engineer. In the first-year engineering programme at KU Leuven, a technical writing programme is implemented within the project-based course 'Problem Solving and Engineering Design'. This paper describes a case study for implementing a writing programme based on active learning methods and situated learning in large classes. The programme consists of subsequent cycles of instructions, learning by doing and reflection on received feedback. In addition, a peer-review assignment, together with an interactive lecture using clicking devices, is incorporated within the assignments of the second semester. A checklist of desired writing abilities makes it easier to grade the large number of papers. Furthermore, this ensures that all staff involved in the evaluation process uses the same criteria to grade and for providing feedback.

Challenges for academic accreditation: the UK experience

NASA Astrophysics Data System (ADS)

Shearman, Richard; Seddon, Deborah

2010-08-01

Several factors (government policy, demographic trends, employer pressure) are leading to new forms of degree programmes in UK universities. The government is strongly encouraging engagement between universities and employers. Work-based learning is increasingly found in first and second cycle programmes, along with modules designed by employers and increasing use of distance learning. Engineering faculties are playing a leading part in these developments, and the Engineering Council, the engineering professional bodies and some universities are collaborating to develop work-based learning programmes as a pathway to professional qualification. While potentially beneficial to the engineering profession, these developments pose a challenge to traditional approaches to programme accreditation. This paper explores how this system deals with these challenges and highlights the issues that will have to be addressed to ensure that the system can cope effectively with change, especially the development of individually tailored, work-based second cycle programmes, while maintaining appropriate standards and international confidence.

Continuous Improvement in the Industrial and Management Systems Engineering Programme at Kuwait University

ERIC Educational Resources Information Center

Aldowaisan, Tariq; Allahverdi, Ali

2016-01-01

This paper describes the process employed by the Industrial and Management Systems Engineering programme at Kuwait University to continuously improve the programme. Using a continuous improvement framework, the paper demonstrates how various qualitative and quantitative analyses methods, such as hypothesis testing and control charts, have been…

Global engineering teams - a programme promoting teamwork in engineering design and manufacturing

NASA Astrophysics Data System (ADS)

Oladiran, M. T.; Uziak, J.; Eisenberg, M.; Scheffer, C.

2011-05-01

Engineering graduates are expected to possess various competencies categorised into hard and soft skills. The hard skills are acquired through specific coursework, but the soft skills are often treated perfunctorily. Global Engineering Teams (GET) is a programme that promotes project-oriented tasks in virtual student teams working in collaboration with industry partners. Teamwork is a major success factor for GET as students always work in groups of varying sizes. A questionnaire-based survey of the 2008 cohort of GET students was conducted to assess teamwork, communication and conflict resolution among group members. The results confirmed that deliverables are readily achieved in teams and communication was open. A challenge of using virtual teams is the availability of high-speed Internet access. The GET programme shows that it is possible to deliver engineering design and manufacturing via industry/university collaboration. The programme also facilitates multidisciplinary teamwork at an international level.

Assessing the Higher National Diploma Chemical Engineering programme in Ghana: students' perspective

NASA Astrophysics Data System (ADS)

Boateng, Cyril D.; Cudjoe Bensah, Edem; Ahiekpor, Julius C.

2012-05-01

Chemical engineers have played key roles in the growth of the chemical and allied industries in Ghana but indigenous industries that have traditionally been the domain of the informal sector need to be migrated to the formal sector through the entrepreneurship and innovation of chemical engineers. The Higher National Diploma Chemical Engineering programme is being migrated from a subject-based to a competency-based curriculum. This paper evaluates the programme from the point of view of students. Data were drawn from a survey conducted in the department and were analysed using SPSS. The survey involved administering questionnaires to students at all levels in the department. Analysis of the responses indicated that the majority of the students had decided to pursue chemical engineering due to the career opportunities available. Their knowledge of the programme learning outcomes was, however, poor. The study revealed that none of the students was interested in developing indigenous industries.

Geoeducation and Geoethics: Implications in natural hazards communication and preservation of architectonic heritage.

NASA Astrophysics Data System (ADS)

Pereira, Dolores; Martinez-Frías, Jesus; Mantovani, Franco

2014-05-01

In the framework of the ERASMUS Intensive Programme (IP) on "Global Heritage and Sustainability: Geological, Cultural and Historical", a round table was organised on "Geoeducation and Geoethics in Earth and Planetary Sciences" taking advantage of the role of the IP coordinator also being responsible for the "Heritage Stone Task Group" (HSTG) at IUGS and in addition the presence of the responsible for the "IUGS Commission on Geoscience Education, Training and Technology Transfer" (IUGS-COGE) and President of the International Association of Geoethics (IAGETH). Another responsible for the round table was an expert on natural risks. This topic formed an important part of the program of this IP, that in 2013 was celebrating its third and final edition. This round table was one of the first exchanges of views among different IUGS commissions and task groups. It offered a very good opportunity to analyse how aware is the scientific community about the importance of education and ethics in communicating natural hazards risks and their relationship preserving architectonic heritage, which was the main subject of the Intensive Programme. Eighteen participants contributed to the event with the following backgrounds: Geology, Engineering Geology, Architecture, Civil Engineering, Environmental Engineering, Civil Protection and English Philology. All participants were either undergraduate students or graduate students, at a Masters and Doctoral level from the following countries: Spain, Portugal, Italy and Hungary. The purpose of this study is to establish an initial link between geoethics and geoeducation when teaching university students at different levels of subject such as natural hazards risks communication and the preservation of architectonic heritage. The respective IUGS Commissions and Task Groups can lead the debate. This work was sponsored by the ERASMUS Intensive Programme 2012-1-ES1-ERA10-54375 and it was done within the framework of the IUGS Heritage Stone Task Group and COGE commission activities.

Engineering, technology and science disciplines and gender difference: a case study among Indian students

NASA Astrophysics Data System (ADS)

Cheruvalath, Reena

2018-01-01

It is proposed to examine the argument that females cannot perform better in engineering and science fields because of their poor mathematical or logical reasoning. The major reason for the reduced number of females in the above fields in India is the socio-cultural aversion towards females choosing the field and restriction in providing higher education for them by their parents. The present study shows that the females who get the opportunity to study engineering and science perform equal to or better than their male counterparts. An analysis of CGPA (Cumulative Grade Point Average) of 2631 students who have completed their engineering or science programme in one of the top engineering colleges in India for five years shows that female academic performance is equal to or better than that of males. Mathematical, logical, verbal and mechanical reasoning are tested while calculating CGPA.

Applying the Kanban Method in Problem-Based Project Work: A Case Study in A Manufacturing Engineering Bachelor's Programme at Aalborg University Copenhagen

ERIC Educational Resources Information Center

Balve, Patrick; Krüger, Volker; Tolstrup Sørensen, Lene

2017-01-01

Problem-based learning (PBL) has proven to be highly effective for educating students in an active and self-motivated manner in various disciplines. Student projects carried out following PBL principles are very dynamic and carry a high level of uncertainty, both conditions under which agile project management approaches are assumed to be highly…

Practical Elements in Danish Engineering Programmes, Including the European Project Semester

ERIC Educational Resources Information Center

Hansen, Jorgen

2012-01-01

In Denmark, all engineering programmes in HE have practical elements; for instance, at Bachelor's level, an internship is an integrated part of the programme. Furthermore, Denmark has a long-established tradition of problem-based and project-organized learning, and a large part of students' projects, including their final projects, is done in…

Programmable full-adder computations in communicating three-dimensional cell cultures.

PubMed

Ausländer, David; Ausländer, Simon; Pierrat, Xavier; Hellmann, Leon; Rachid, Leila; Fussenegger, Martin

2018-01-01

Synthetic biologists have advanced the design of trigger-inducible gene switches and their assembly into input-programmable circuits that enable engineered human cells to perform arithmetic calculations reminiscent of electronic circuits. By designing a versatile plug-and-play molecular-computation platform, we have engineered nine different cell populations with genetic programs, each of which encodes a defined computational instruction. When assembled into 3D cultures, these engineered cell consortia execute programmable multicellular full-adder logics in response to three trigger compounds.

Creating Global Networks through an Online Engineering Graduate Programme

ERIC Educational Resources Information Center

Murray, M. H.

2011-01-01

Internationally, the railway industry is facing a severe shortage of engineers with high-level, relevant, professional and technical knowledge and abilities, in particular amongst engineers involved in the design, construction and maintenance of railway infrastructure. A unique graduate level programme has been created to meet that global need via…

Strengthening environmental and educational nutrition programmes in worksite cafeterias and supermarkets in The Netherlands.

PubMed

Steenhuis, I H; Van Assema, P; Glanz, K

2001-03-01

The purpose of this study was to assess conditions for the adoption and continued implementation of different healthy nutrition programmes in worksite cafeterias and supermarkets, i.e. an educational programme and two environmental programmes (a food labelling programme and a food supply programme). Twenty semi-structured interviews were conducted with representatives of worksite cafeterias and supermarkets. Concepts of theories of diffusion were used as a framework for the study. Questions were formulated about the attributes of the innovation, and organizational and personal characteristics that might influence programme adoption and implementation. Results indicated that educational and environmental programmes in both worksite cafeterias and supermarkets should meet specific requirements regarding programme design, methods and materials in order to be adopted and implemented. Besides, some important implementation strategies of the educational and environmental programmes were identified. It is concluded that it seems feasible to conduct educational and environmental intervention programmes in worksite cafeterias and supermarkets, but that certain conditions for adoption and continued implementation have to be met. Based on the implications of this study, the development of an educational programme, a labelling programme and a food supply programme was completed.

Review and Redesign of the Curriculum of a Masters Programme in Telecommunications Engineering--Towards an Outcome-Based Approach

ERIC Educational Resources Information Center

Gharaibeh, Khaled; Harb, Bassam; Salameh, Haythem Bany; Zoubi, Asem; Shamali, Ahmed; Murphy, Noel; Brennan, Conor

2013-01-01

This article presents the methodology and results of the curriculum review of the Masters of Science programme in Wireless Communications offered by the Telecommunications Engineering Department at Yarmouk University in Jordan. The review is based on expert opinion collected through questionnaires and meetings about the programme and focuses on…

The Lightwave programme and roadshow: an overview and update

NASA Astrophysics Data System (ADS)

Wong, Nicholas H. L.; Posner, Matthew T.; John, Pearl V.

2015-10-01

While optics and photonics are exciting disciplines with much research, industrial, and economic potential in the 21st century, this appreciation is only shared by a limited number of science, technology, engineering, and mathematics (STEM) experts, and there is a recognized STEM skills shortage. To widen the pool of talent, it is essential to expose students to optics and photonics throughout their education and particularly starting at a young age. The Lightwave programme, consisting of an interactive collection of photonics demonstrations and experiments targeted for primary school students, was thus created to facilitate this endeavor. The programme is run by doctoral students forming a team of "Lightwave ambassadors". All the demonstrations that comprise Lightwave can be easily integrated into a physics curriculum, enabling educators to generate more student interest and enhance the image of science through an interactive pedagogy. We provide a description of the programme at its initial inception, and report on the recent additions and updates that have brought about its success, moving from a purely outreach driven focus to engaging pupils with our own research. We also discuss our approach to ensuring that our team of ambassadors are from diverse backgrounds and use both male and female students as role models. Finally, we reflect on how evaluation methods to obtain feedback from our activities are key to Lightwave's sustainability and in improving the perception of optics and photonics.

Bright Sparks of Our Future!

NASA Astrophysics Data System (ADS)

Riordan, Naoimh

2016-04-01

My name is Naoimh Riordan and I am the Vice Principal of Rockboro Primary School in Cork City, South of Ireland. I am a full time class primary teacher and I teach 4th class, my students are aged between 9-10 years. My passion for education has developed over the years and grown towards STEM (Science, Technology, Engineering and Mathematics) subjects. I believe these subjects are the way forward for our future. My passion and beliefs are driven by the unique after school programme that I have developed. It is titled "Sparks" coming from the term Bright Sparks. "Sparks" is an after school programme with a difference where the STEM subjects are concentrated on through lessons such as Science, Veterinary Science Computer Animation /Coding, Eco engineering, Robotics, Magical Maths, Chess and Creative Writing. All these subjects are taught through activity based learning and are one-hour long each week for a ten-week term. "Sparks" is fully inclusive and non-selective which gives all students of any level of ability an opportunity to engage into these subjects. "Sparks" is open to all primary students in County Cork. The "Sparks" after school programme is taught by tutors from the different Universities and Colleges in Cork City. It works very well because the tutor brings their knowledge, skills and specialised equipment from their respective universities and in turn the tutor gains invaluable teaching practise, can trial a pilot programme in a chosen STEM subject and gain an insight into what works in the physical classroom.

A model for the development of university curricula in nanoelectronics

NASA Astrophysics Data System (ADS)

Bruun, E.; Nielsen, I.

2010-12-01

Nanotechnology is having an increasing impact on university curricula in electrical engineering and in physics. Major influencers affecting developments in university programmes related to nanoelectronics are discussed and a model for university programme development is described. The model takes into account that nanotechnology affects not only physics but also electrical engineering and computer engineering because of the advent of new nanoelectronics devices. The model suggests that curriculum development tends to follow one of three major tracks: physics; electrical engineering; computer engineering. Examples of European curricula following this framework are identified and described. These examples may serve as sources of inspiration for future developments and the model presented may provide guidelines for a systematic selection of topics in the university programmes.

Natural hazards education in global environment leaders education programme for designing a low-carbon society

NASA Astrophysics Data System (ADS)

Lee, Han Soo; Yamashita, Takao; Fujiwara, Akimasa

2010-05-01

Global environmental leader (GEL) education programme at graduate school for international development and cooperation (IDEC) in Hiroshima University is an education and training programme for graduate students especially from developing countries in Asian region to build and enhance their ability to become international environmental leaders. Through this programme, they will participate in regular course works and other activities to learn how to cope with the various environment and resource management issues from global to regional scales toward a low-carbon society via multi-disciplinary approaches considering sustainable development and climate change. Under this GEL programme, there are five different research sub-groups as follows assuming a cause-effect relationship among interacting components of social, economic, and environmental systems; 1) urban system design to prevent global warming, 2) wise use of biomass resources, 3) environmental impact assessment, 4) policy and institutional design, and 5) development of environmental education programs. Candidate students of GEL programme belong to one of the five research sub-groups, perform their researches and participate in many activities under the cross-supervisions from faculty members of different sub-groups. Under the third research group for environmental impact assessment, we use numerical models named as regional environment simulator (RES) as a tool for research and education for assessing the environmental impacts due to natural hazards. Developed at IDEC, Hiroshima University, RES is a meso-scale numerical model system that can be used for regional simulation of natural disasters and environmental problems caused by water and heat circulation in the atmosphere, hydrosphere, and biosphere. RES has three components: i) atmosphere-surface waves-ocean part, ii) atmosphere-land surface process-hydrologic part, and iii) coastal and estuarine part. Each part is constructed with state-of-the-art public domain numerical models that are combined synchronously by an own-developed model coupler. Therefore, RES can provide detailed insights from various aspects of interaction processes between each component in the earth system. For instance, RES has been used for the study of storm surges and the abnormally high ocean waves caused by typhoons, cyclones, hurricanes, and winter monsoon winds in Asian region; dam lake circulation; air-sea interaction of momentum, heat, and tracer material exchange; heavy rainfall and runoff simulation; estuarine circulation with cohesive sediment transport; and wave overtopping in coastal regions. Most recently, a project on the impact of reduced discharge of freshwater and sediment from the Yangtze River basin on the adjacent East China Sea has been initiated by using the RES. Under the GEL programme, we found the RES can be an important and useful tool for graduate students not only from science and engineering background but also from social science so as to evaluate their policy and institutional design.

The DIAS Outreach Seismology in Schools (Seismeolaí­ocht sa Scoil) Pilot Programme

NASA Astrophysics Data System (ADS)

Blake, T.; Jones, A. G.; Campbell, G.

2008-12-01

Ireland has technology to thank for the 'Celtic Tiger' Revolution, yet over the last half decade fewer and fewer Irish students are completing high school with a science focus. To counter this trend, and to ensure a supply of Irish geophysicists for the future, it is important to engage and fascinate young minds with the wonders of physics and of the Earth we live on. The Geophysics Section of the School of Cosmic Physics in the Dublin Institute for Advanced Studies (DIAS) has been running an Outreach programme for some years, but there was a more general public orientation to the programme. In an effort to bring DIAS's science directly to the schools, we have launched a pilot programme, coincidentally and fortuitously during the International Year of Planet Earth (IYPE), in Seismology in Schools (Seismeolaíocht sa Scoil) that introduces young students to the world of seismology and earthquake research. The launch of DIAS's Seismology in Schools programme has been aided considerably through IRIS's (The Incorporated Institutes for Research Seismology) contributions of their AMASEIS software, that is used to display the data output from the seismometer, and educational posters and demonstration software used to teach Earth Science to students, and through BGS's design and development of the educational seismometer, which is a Lehman pattern horizontal motion seismometer using a garden-gate offset suspension pendulum. Initially, we planned for a very tentative pilot with just two seismometers rotating around local schools, but the Directors of the Educational Centres across Ireland (ATECI, Association of Teachers/Education Centres in Ireland) have become key players in this pilot by purchasing a further 34 seismometers and promoting this initiative among their school. In addition, Geological Survey of Ireland (GSI) has purchased a further four seismometers as part of their contribution to IYPE. Currently 36 schools are participating in the enlarged pilot programme; 18 primary schools, 17 secondary schools and one vocational training scheme. In primary schools the focus is with 5th and 6th year class projects. In the secondary school system, the pilot programme is seen as an excellent Transition Year (aged 16) project. We have held "Train the Teacher" Workshops in April-May 2008, with the assistance of the Education Centres throughout the country, to roll out the pilot programme across Ireland. A maximum of ten teachers attended each training workshop, which included primary and secondary school teachers of both Physics and Geography. During the academic year 2008-2009 the students at the 36 schools will work with earthquake data, use the educational software and generally becoming more aware of the Earth as a dynamic planet. Teachers and students will implement a programme of reporting on the earthquakes they record throughout the year to DIAS and initiate the exchange of earthquake data between participating schools in Ireland by use of the internet. The pilot will continue until April 2009 when a final report will be written to evaluate the success and future direction of the initiative. Based on the overwhelming interest shown to date, we envisage enlarging the programme further and working toward twinning the Schools with counterparts around the world. The pilot programme is funded by internal DIAS funds and also by a grant from the government agency DSE (Discover Science & Engineering).

Persistence of physics and engineering students via peer mentoring, active learning, and intentional advising

NASA Astrophysics Data System (ADS)

McCavit, K.; Zellner, N. E. B.

2016-11-01

Albion College, a private, undergraduate-only, liberal arts college in Michigan, USA, has developed and implemented a low-cost peer-mentoring programme that blends personal and academic support to help students achieve academic success in the introductory courses required for the Physics Major or the Dual-Degree Program in Engineering. This enhanced mentoring programme provides much-needed assistance for undergraduate students to master introductory physics and mathematics coursework, to normalise the struggle of learning hard material, and to accept their identity as physics or engineering students (among other goals). Importantly, this programme has increased retention among entering science, technology, engineering and mathematics students at Albion College as they move through the introductory classes, as shown by a 20% increase in retention from first-semester to third-semester physics courses compared to years when this programme was not in place.

A suicide education programme for nurses to educate the family caregivers of suicidal individuals: a longitudinal study.

PubMed

Sun, Fan-Ko; Chiang, Chun-Ying; Yu, Pei-Jane; Lin, Ching-Hsing

2013-10-01

Family members lack the ability to care for suicidal relatives. Nurses have a responsibility to improve family members' ability to care for their suicidal relatives. The aims of this study were to design a suicide education programme for nurses to educate family caregivers and to evaluate the longitudinal (12 months after the educational programme) effects of a suicide care education programme on the ability of families to care for suicidal relatives. A randomised controlled trial was conducted. The study population (n=61) was composed of the family caregivers of suicidal individuals. Several caregivers (n=26) were randomly allocated to an experimental group who attended a two-hour suicide care education programme, and the other caregivers (n=35) represented a control group who did not attend the education programme. All of the participants were given a questionnaire at baseline, 3 months, and 12 months during the period from 2009 to 2011. The results of the longitudinal effects of the suicide care education programme demonstrated that there were statistically significant differences after the educational programme as compared to before the programme with regard to "seeking assistance from resources" and the ability to care for those who were once suicidal. The longitudinal results of both groups showed that there was a significant difference in terms of "caring ability" at 12 months. The results of a multiple linear regression analysis indicated that evaluations performed at the three-month time point were able to effectively predict success in "seeking assistance from resources", "caring ability"; caring ability was also significantly improved among those who engaged in the educational programme at the 12-month time point. The suicide care education programme had long-term effects for family caregivers caring for their suicidal relatives. Nurses could employ this suicide care education programme to improve the ability of family caregivers to care for their suicidal relatives. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

A Modular Approach to Arithmetic and Logic Unit Design on a Reconfigurable Hardware Platform for Educational Purpose

NASA Astrophysics Data System (ADS)

Oztekin, Halit; Temurtas, Feyzullah; Gulbag, Ali

The Arithmetic and Logic Unit (ALU) design is one of the important topics in Computer Architecture and Organization course in Computer and Electrical Engineering departments. There are ALU designs that have non-modular nature to be used as an educational tool. As the programmable logic technology has developed rapidly, it is feasible that ALU design based on Field Programmable Gate Array (FPGA) is implemented in this course. In this paper, we have adopted the modular approach to ALU design based on FPGA. All the modules in the ALU design are realized using schematic structure on Altera's Cyclone II Development board. Under this model, the ALU content is divided into four distinct modules. These are arithmetic unit except for multiplication and division operations, logic unit, multiplication unit and division unit. User can easily design any size of ALU unit since this approach has the modular nature. Then, this approach was applied to microcomputer architecture design named BZK.SAU.FPGA10.0 instead of the current ALU unit.

Assessment of Student Learning: The Experience of Two European Institutions where Outcomes-Based Assessment Has Been Implemented

ERIC Educational Resources Information Center

Dodridge, Melvyn; Kassinopoulos, Marios

2003-01-01

The programmes offered by both institutions are geared to the application of current technology. All the University of Derby programmes, including the BSc(Hons) degree in Electrical and Electronic Engineering and the Higher Technical Institute Diploma in Electrical Engineering, are accredited in the UK at Incorporated Engineer level by the…

Engineering Undergraduates' Views of A-Level Mathematics and Further Mathematics as Preparation for Their Degree

ERIC Educational Resources Information Center

Darlington, Ellie; Bowyer, Jessica

2017-01-01

An ongoing reform programme of the post-16 Advanced "A"-level qualifications in England and Wales means that pre-university mathematics content and assessment will change from 2017. Undergraduate engineering is a subject that relies heavily on mathematics, and applicants to engineering degree programmes in the UK are required to have…

Enhancing Environmental Higher Education in Eastern Europe

NASA Astrophysics Data System (ADS)

Palmisano, E.; Caporali, E.; Valdiserri, J.

2010-12-01

Higher Education plays a central role in the development of both human beings and modern societies as it enhances social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth. Different initiatives are taking place at world level to guarantee accessibility and right to higher education. The sustainability of human development has, as relevant key factors, environment protection and natural resources enhancement. Environment is therefore becoming more and more important at global level. The Environmental policy is object of discussions, in different prime minister summits and conferences, and constitutes a priority of policy in an increasing number of countries. The European Higher Education institutions, to achieve the objectives above, and to encourage cooperation between countries, may take part in a wide range of European Commission funded programmes, such as TEMPUS, which supports the modernisation of higher education and creates an area of co-operation in countries surrounding the EU. Some important projects run by the University of Florence are the TEMPUS DEREC-Development of Environmental and Resources Engineering Curriculum (2005-2008) and its spin-off called DEREL-Development of Environment and Resources Engineering Learning (2010-2013), recently recommended for funding by the European Commission. Through the co-operation of all project consortium members (Universities in Austria, Germany, Greece, FYR Macedonia, Albania and Serbia) they are aimed at the development and introduction of first and second level curricula in “Environmental and Resources Engineering” at the Ss. Cyril and Methodius University in Skopje (FYR Macedonia). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between the University of Florence and the Ss. Cyril and Methodius University in Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL Project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate two-year curriculum in Environment and Resources Engineering at some Universities in FYR Macedonia, Serbia and Albania following the criteria and conditions for setting up a Joint Postgraduate Degree. The modernisation of higher education implies new educational requirements that, stimulated by the innovative telecommunication technologies together with novel educational materials and methodologies, lead to the development of distance learning environments. In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES Videoconferencing Educational Services (2009-2012) was launched in 2009. The project is being carried out by the University of Florence and the Ss Cyril and Methodius University in Skopje with the co-operation and expertise of consortium members in Europe and Western Balkans and it foresees the implementation of videoconferencing educational modules in the frame of the DEREC Curriculum. In all above projects, the technical and methodological aspects related to environment protection and natural resources enhancement is highlighted.

Programmes of Educational Technology in China: Looking Backward, Thinking Forward

ERIC Educational Resources Information Center

Fuyin, Xu; Jianli, Jiao

2010-01-01

There is a history of programmes in educational technology in colleges and universities in China going back about 70 years. This paper briefly reviews the developmental history of the educational technology programme in China, elaborates the status-quo of the programme and looks ahead into the future trends of educational technology development in…

Information use skills in the engineering programme accreditation criteria of four countries

NASA Astrophysics Data System (ADS)

Bradley, Cara

2014-01-01

The need for twenty-first century information skills in engineering practice, combined with the importance for engineering programmes to meet accreditation requirements, suggests that it may be worthwhile to explore the potential for closer alignment between librarians and their work with information literacy competencies to assist in meeting accreditation standards and graduating students with high-level information skills. This article explores whether and how information use skills are reflected in engineering programme accreditation standards of four countries: Canada, the USA, the UK, and Australia. Results indicate that there is significant overlap between the information use skills required of students by engineering accreditation processes and librarians' efforts to develop information literacy competencies in students, despite differences in terms used to describe these skills. Increased collaboration between engineering faculty and librarians has the potential to raise student information literacy levels and fulfil the information use-related requirements of accreditation processes.

[Medical rehabilitation group-programmes concerning health promotion, patient education and psychoeducation - a 2010 national survey].

PubMed

Reusch, A; Schug, M; Küffner, R; Vogel, H; Faller, H

2013-08-01

High quality demands are being placed on concepts of educational group programmes in medical rehabilitation as well as the related trainer qualifications. A nationwide survey of German medical rehabilitation clinics in 2005 had revealed a need for improving educational practice according to these quality criteria. An updated investigation was performed in 2010 aiming at describing group programmes used in medical rehabilitation. 1 473 inpatient and outpatient medical rehabilitation clinics were invited to participate. 908 clinics reported on their training programmes. Data from clinics caring for patients with somatic disorders could be compared to the 2005 survey. Data from clinics for both psychosomatic and substance abuse disorders was collected for the first time in 2010. Overall, psychologists and physicians were reported to be the most frequent conductors of educative programmes. In somatic clinics, psychologists, dieticians and occupational therapists or physiotherapists were the most common conductors. Two-thirds of the institutions reported no training prerequisites for staff members to perform patient education. 80% of the education programmes were categorized post hoc into 3 classes: "generic health education", "disorder-specific patient education", and "psychoeducational group programmes". Almost two-thirds of all programmes were carried out with 8-15 participants, and many used several interactive didactic methods. Programmes conducted in small groups (<8 participants) used significantly more interactive methods than those conducted in larger groups did (>15 participants). Only half of the programmes were manualized. Significantly more interactive methods were used in completely manualized programmes. Only about half of the programmes were evaluated, and only very few evaluation studies were published. The institutions wished additional support by workshops especially concerning qualification of their staff and concerning educational concepts. A need for further improvement and support exists relative to the training of educators and the development of manuals as well as evaluation and publication of the programmes. © Georg Thieme Verlag KG Stuttgart · New York.

On flipping first-semester calculus: a case study

NASA Astrophysics Data System (ADS)

Petrillo, Joseph

2016-05-01

High failure rates in calculus have plagued students, teachers, and administrators for decades, while science, technology, engineering, and mathematics programmes continue to suffer from low enrollments and high attrition. In an effort to affect this reality, some educators are 'flipping' (or inverting) their classrooms. By flipping, we mean administering course content outside of the classroom and replacing the traditional in-class lectures with discussion, practice, group work, and other elements of active learning. This paper presents the major results from a three-year study of a flipped, first-semester calculus course at a small, comprehensive, American university with a well-known engineering programme. The data we have collected help quantify the positive and substantial effects of our flipped calculus course on failure rates, scores on the common final exam, student opinion of calculus, teacher impact on measurable outcomes, and success in second-semester calculus. While flipping may not be suitable for every teacher, every student, and in every situation, this report provides some evidence that it may be a viable option for those seeking an alternative to the traditional lecture model.

Programme Evaluation: Maintaining Quality in Higher Education

ERIC Educational Resources Information Center

Loots, A.

2008-01-01

The evaluation of educational or social programmes is paramount for establishing success or impact in higher education. Evaluation questions about programme goals (e.g. better performance of first-year students) or about the quality of programme strategies (design and implementation) and effectiveness of delivery (coordinator inputs and…

Teaching at higher levels

NASA Astrophysics Data System (ADS)

1998-11-01

Undergraduate physics programmes for the 21st century were under discussion at a recent event held in Arlington, USA, open to two or three members of the physics faculties of universities from across the whole country. The conference was organized by the American Association of Physics Teachers with co-sponsorship from the American Institute of Physics, the American Physical Society and Project Kaleidoscope. Among the various aims were to learn about physics departments that have successfully revitalized their undergraduate physics programmes with innovative introductory physics courses and multi-track majors programmes. Engineers and life scientists were to be asked directly how physics programmes can better serve their students, and business leaders would be speaking on how physics departments can help to prepare their students for the diverse careers that they will eventually follow. It was planned to highlight ways that departments could fulfil their responsibilities towards trainee teachers, to identify the resources needed for revitalizing a department's programme, and to develop guidelines and recommendations for a funding programme to support collaborative efforts among physics departments for carrying out the enhancements required. More details about the conference can be found on the AAPT website (see http://www.aapt.org/programs/rupc.html). Meanwhile the UK's Higher Education Funding Council has proposed a two-pronged approach to the promotion of high quality teaching and learning, as well as widening participation in higher education from 1999-2000. A total of £60m should be available to support these initiatives by the year 2001-2002. As part of this scheme the Council will invite bids from institutions to support individual academics in enhancing learning and teaching, as well as in recognition of individual excellence. As with research grants, such awards would enable staff to pursue activities such as the development of teaching materials, textbooks and technology applications, the improvement of delivery methods and work on curriculum and assessment practice. In addition, around half of the funding total will be set aside to widen participation for all students who can benefit from higher education, with assistance to ensure that those students succeed.

The Effectiveness of Mentoring in the Distance Teacher Education Programme at the Lesotho College of Education: Student Teachers' and Tutors' Perceptions

ERIC Educational Resources Information Center

Mohono-Mahlatsi, Lydia; van Tonder, Fanus

2006-01-01

In response to the need for more qualified primary school teachers in Lesotho, the Lesotho College of Education (LCE) introduced the Distance Teacher Education Programme (DT EP), an in-service training programme for unqualified and underqualified teachers. As part of the curriculum in this programme, the more than 1 200 student teachers who were…

New Perspectives in Adult Education in Nigeria in the 21st Century

ERIC Educational Resources Information Center

Osuji, S. N.

2004-01-01

Adult education encompasses diverse educational programmes to accommodate the diverse interest of the diverse clientele. The need-meeting nature of the programmes demands that adult education enterprise should be viewed from different perspectives. In this paper a framework sketching out programmes and offering agencies of adult education has been…

Employment and educational outcomes in early intervention programmes for early psychosis: a systematic review.

PubMed

Bond, G R; Drake, R E; Luciano, A

2015-10-01

Young adults with early psychosis want to pursue normal roles - education and employment. This paper summarises the empirical literature on the effectiveness of early intervention programmes for employment and education outcomes. We conducted a systematic review of employment/education outcomes for early intervention programmes, distinguishing three programme types: (1) those providing supported employment, (2) those providing unspecified vocational services and (3) those without vocational services. We summarised findings for 28 studies. Eleven studies evaluated early intervention programmes providing supported employment. In eight studies that reported employment outcomes separately from education outcomes, the employment rate during follow-up for supported employment patients was 49%, compared with 29% for patients receiving usual services. The two groups did not differ on enrolment in education. In four controlled studies, meta-analysis showed that the employment rate for supported employment participants was significantly higher than for control participants, odds ratio = 3.66 [1.93-6.93], p < 0.0001. Five studies (four descriptive and one quasi-experimental) of early intervention programmes evaluating unspecified vocational services were inconclusive. Twelve studies of early intervention programmes without vocational services were methodologically heterogeneous, using diverse methods for evaluating vocational/educational outcomes and precluding a satisfactory meta-analytic synthesis. Among studies with comparison groups, 7 of 11 (64%) reported significant vocational/education outcomes favouring early intervention over usual services. In early intervention programmes, supported employment moderately increases employment rates but not rates of enrolment in education. These improvements are in addition to the modest effects early programmes alone have on vocational/educational outcomes compared with usual services.

Developing a virtual engineering management community

NASA Astrophysics Data System (ADS)

Hewitt, Bill; Kidd, Moray; Smith, Robin; Wearne, Stephen

2016-03-01

The paper reviews the lessons of planning and running an Engineering Management practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe, compliant and reliable projects and operations worldwide. The programme concentrates on the why and how of leadership and judgement in managing the engineering of large and small projects and operational support. Two intensive residential weeks are combined with a virtual learning environment over one year. Assessed assignments between and after the residential weeks provide opportunities for individual reflective learning for each delegate through applying concepts and the lessons of case studies to their experience, current challenges and expected responsibilities. This successful partnership between a major global company and a university rich in research and teaching required a significant dedication of intellectual and leadership effort by all concerned. The rewards for both parties and most importantly for the engineers themselves are extensive.

Education of speech-language pathologists around the world: The Scandinavian experience.

PubMed

Söderpalm, Ewa

2006-01-01

The object of this paper is to give an overview of the education and training programmes in logopedics offered in the Scandinavian/Nordic countries and to provide some information about the development of the programmes in Scandinavia since their foundation in the 1920s. In order to collect information about the various programmes, a questionnaire comprising 12 questions was sent to representatives for education programmes and national societies affiliated to the IALP. In the past all the countries used to provide possibilities for teachers to continue their education with courses in logopedics to become 'special teachers'. These programmes no longer exist except in Norway. Degree programmes at bachelor's and/or master's level are now offered in all the Nordic countries. It can be concluded that the education and training in logopedics have developed into university degree programmes, with few exceptions, in the Nordic countries. Copyright (c) 2006 S. Karger AG, Basel.

Implementation of a new patient education programme for renal transplant recipients.

PubMed

Urstad, Kristin H; Wahl, Astrid K; Engebretsen, Eivind; Larsen, Marie H; Vidnes, Tone K; Stenwig, Anne G K; Simensen, Øystein W; Nordli, Arve; Reisaeter, Anna V; Andersen, Marit H

2018-06-01

Nurses' strategies regarding patient education should be informed by the best available research evidence. Clinical nurses play an essential role in implementing new patient education programmes for renal transplant recipients. This study investigated transplant nurse job satisfaction, competence, training and perceptions of quality of care in relation to the implementation of a new, evidence-based, patient education programme. This paper reports the results from the first part of an implementation study. Data were collected in the form of a survey from 50 clinical transplant nurses at a single national transplant centre in Norway in 2015, six months after the patient education programme was implemented. A descriptive, cross-sectional design was used. Seventy-two percent of the respondents reported that they had sufficient knowledge about the new programme; 54.4 % stated that the new programme resulted in renal transplant recipients being better educated. The new programme was found to be more structured, patient-centered and visible for the nurses across the wards, as compared with their previous practice. Nurses with less nursing experience were significantly more motivated about the new patient education programme, than the more experienced nurses (p = 0.05). Nurses were generally satisfied with their new patient education practice. Knowledge derived from the research evidence on patient education was found to be valuable and transferable to everyday clinical nursing practice. © 2018 European Dialysis and Transplant Nurses Association/European Renal Care Association.

Developing a structured education reminiscence-based programme for staff in long-stay care facilities in Ireland.

PubMed

Cooney, Adeline; O'Shea, Eamon; Casey, Dympna; Murphy, Kathy; Dempsey, Laura; Smyth, Siobhan; Hunter, Andrew; Murphy, Edel; Devane, Declan; Jordan, Fionnuala

2013-07-01

This paper describes the steps used in developing and piloting a structured education programme - the Structured Education Reminiscence-based Programme for Staff (SERPS). The programme aimed to prepare nurses and care assistants to use reminiscence when caring for people with dementia living in long-term care. Reminiscence involves facilitating people to talk or think about their past. Structured education programmes are used widely as interventions in randomised controlled trials. However, the process of developing a structured education programme has received little attention relative to that given to evaluating the effectiveness of such programmes. This paper makes explicit the steps followed to develop the SERPS, thereby making a contribution to the methodology of designing and implementing effective structured education programmes. The approach to designing the SERPS was informed by the Van Meijel et al. (2004) model (Journal of Advanced Nursing 48, 84): (1) problem definition, (2) accumulation of building blocks for intervention design, (3) intervention design and (4) intervention validation. Grounded theory was used (1) to generate data to shape the 'building blocks' for the SERPS and (2) to explore residents, family and staff's experience of using/receiving reminiscence. Analysis of the pilot data indicated that the programme met its objective of preparing staff to use reminiscence with residents with dementia. Staff were positive both about the SERPS and the use of reminiscence with residents with dementia. This paper outlines a systematic approach to developing and validating a structured education programme. Participation in a structured education programme is more positive for staff if they are expected to actively implement what they have learnt. Ongoing support during the delivery of the programme is important for successful implementation. The incorporation of client and professional experience in the design phase is a key strength of this approach to programme design. © 2012 Blackwell Publishing Ltd.

Development of a Thinking Programme for Engineering Students

ERIC Educational Resources Information Center

Tan, Oon-Seng

2006-01-01

The challenge of preparing engineering graduates for a fast-changing work environment calls for the development of thinking programmes. A psychological basis was used to develop the tenets of the approach. The Cognitive Modifiability Intervention (CMI) was rationalized and conceived as a corollary of observations of learning scenarios and an…

Introducing Programmable Logic to Undergraduate Engineering Students in a Digital Electronics Course

ERIC Educational Resources Information Center

Todorovich, E.; Marone, J. A.; Vazquez, M.

2012-01-01

Due to significant technological advances and industry requirements, many universities have introduced programmable logic and hardware description languages into undergraduate engineering curricula. This has led to a number of logistical and didactical challenges, in particular for computer science students. In this paper, the integration of some…

A Report on Education and Training in the International Council on Archives' Africa Programme

ERIC Educational Resources Information Center

Lowry, James

2017-01-01

In 2015, the International Council on Archives launched its Africa Programme (2015-2020) in order to coordinate its support for African archives and archivists. The Programme is focused on two strategic priorities: advocacy and education and training. This article examines the education and training component of the Programme. It begins by…

Trilingual Education in China: Perspectives from a University Programme for Minority Students

ERIC Educational Resources Information Center

Liu, Jie; Edwards, Viv

2017-01-01

Attention to trilingual education programmes in China has tended to focus on basic education; there had been little attention to date on the higher education sector. This paper will attempt to bridge this gap by exploring a Yi-English-Chinese trilingual education programme through case studies of three Yi students, using the "River of…

Sexual and Reproductive Health Education: Opinions of Students and Educators in Bolgatanga Municipality, Northern Ghana

ERIC Educational Resources Information Center

van der Geugten, Jolien; Dijkstra, Marlies; van Meijel, Berno; den Uyl, Marion H. G.; de Vries, Nanne K.

2015-01-01

There have been few assessments of sexual and reproductive health (SRH) education programmes in sub-Saharan Africa from the students' and educators' perspective. This study examined students' opinions on an SRH programme in northern Ghana and explored the facilitators and barriers for educators regarding the implementation of the programme. The…

Influence of Teacher Preparation Programmes on Preservice Teachers' Attitudes toward Inclusion

ERIC Educational Resources Information Center

Kim, Ji-Ryun

2011-01-01

With the increased implementation of inclusive education, teacher educators have been challenged to make changes in programmes to prepare preservice teachers to educate diverse learners. These changes are reflected in various types of teacher preparation programmes that are transformations of traditional general education and special education…

Turkey BILSAT-1: a Case Study for the Surrey Know-How Transfer and Training Program

NASA Astrophysics Data System (ADS)

Ghafoor, Nadeem; Murat Leloglu, Ugur; Sweeting, Martin, , Sir

2002-01-01

Surrey has established itself over the past 18 years as a world leader in providing hands-on spacecraft engineering training through its Small Satellite Engineering Know-How Transfer and Training (`KHTT') programme. This 18- month course runs alongside the construction of a microsatellite executed through SSTL, and strikes a balance between classroom-based teaching and total immersion within professional engineering teams. Hands-on training is provided covering the entire satellite engineering process, from mission and subsystem design, through module manufacture, assembly and integration, to qualification and flight model environmental tests, launch and commissioning. SSTL's experience in providing the KHTT programme has resulted in a well-defined course structure that yet retains the ability to accommodate individual customer requirements. The programme also takes full advantage of SSTL's intrinsic link with the Surrey Space Centre (`SSC') at the University of Surrey, offering a range of MSc and PhD research programmes pursuing common research interests of both SSTL and the customer, and in many cases complementing the development of either the customer's satellite or their future plans for an evolved space capability. Throughout 2002, three KHTT programmes have run in parallel at SSTL. A team of 11 engineers from the Centre Nationale des Techniques Spatiales in Algeria have now reached completion of their programme with Alsat-1, the first enhanced microsatellite of the Disaster Monitoring Constellation (`DMC'). In December 2001, 15 engineers from the Federal Ministry of Science and Technology in Nigeria arrived at SSTL and are now midway through their programme with Nigeriasat-1, the second enhanced microsatellite of the DMC. Thirdly, arriving slightly earlier in August 2001, a team from Tubitak-Bilten in Turkey commenced their KHTT programme with BILSAT-1, a high-capability enhanced microsatellite also contributing to the DMC, and are due to continue through February 2003. This paper explores the case of BILSAT-1 as a particular example of the SSTL KHTT approach. The BILSAT-1 KHTT team comprises a core group of 8 young engineers with strong backgrounds in mechanical, electrical and electronic engineering. Complementing the activities of this SSTL-based team are 4 MSc students conducting research at the Surrey Space Centre and a number of academic staff and technicians at Tubitak-Bilten in Ankara. The core team engineers, upon completing their academic lecture programme, immediately became involved in the development work on BILSAT-1. Hardware experience has been gained through the building, integrating and testing of an engineering model, before the team proceeds with testing of the assembled BILSAT-1 flight model. The team has also worked with their colleagues at Tubitak-Bilten in proposing and designing two of the BILSAT-1 payloads, the multispectral imager and the high-performance DSP card, both being manufactured in Turkey. In support of the new facility being built at Tubitak-Bilten several future cleanroom and ECAD staff visited SSTL earlier this year to attend soldering and PCB manufacturing courses. With training in project management forming the final component of the KHTT team's training a firm basis is established from which Tubitak-Bilten hopes to further develop its own satellite production capabilities.

BoomTown Music Education and the Need for Authenticity--Informal Learning Put into Practice in Swedish Post-Compulsory Music Education

ERIC Educational Resources Information Center

Karlsen, Sidsel

2010-01-01

The article reports on a 2-year higher education music programme for young rock musicians in Sweden called BoomTown Music Education. The pedagogical philosophy behind this programme is developed from the findings of two Swedish music education researchers, and the programme exemplifies how knowledge about popular musicians' learning strategies in…

Peer Sexual Health Education: Interventions for Effective Programme Evaluation

ERIC Educational Resources Information Center

Sriranganathan, Gobika; Jaworsky, Denise; Larkin, June; Flicker, Sarah; Campbell, Lisa; Flynn, Susan; Janssen, Jesse; Erlich, Leah

2012-01-01

Peer education is used as a health promotion strategy in a number of areas, including sexual health. Although peer education programmes have been around for some time, published systematic evaluations of youth sexual health peer education programmes are rare. This article discusses the advantages and disadvantages of youth sexual health peer…

The Impact of Foreign Policy on Educational Exchange: The Swedish State Scholarship Programme 1938-1990

ERIC Educational Resources Information Center

Åkerlund, Andreas

2014-01-01

Programmes of international educational exchange are not only carried out for educational purposes, but form an important part of modern-day public diplomacy. Through exchange programmes education and research are linked with foreign policy interests, which then in turn should affect the international contacts of universities and research…

Quality Assessment of Special Education Programmes: Listen to the Parents

ERIC Educational Resources Information Center

International Journal of Special Education, 2016

2016-01-01

Special education programmes must include high quality services to enhance children with disabilities (CWD) in all aspects of their development. This study aims to assess special education programmes (SEP) in Jordan from the perspectives of parents of CWD. Two different SEPs were assessed: inclusive education (IE) in regular schools, and special…

Testing foreign language impact on engineering students' scientific problem-solving performance

NASA Astrophysics Data System (ADS)

Tatzl, Dietmar; Messnarz, Bernd

2013-12-01

This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in the Degree Programme of Aviation at the FH JOANNEUM University of Applied Sciences, Graz, Austria. Half of each test group were given a set of 12 physics problems described in German, the other half received the same set of problems described in English. It was the goal to test linguistic reading comprehension necessary for scientific problem solving instead of physics knowledge as such. The results imply that written undergraduate English-medium engineering tests and examinations may not require additional examination time or language-specific aids for students who have reached university-entrance proficiency in English as a foreign language.

Faculty perspectives on the inclusion of work-related learning in engineering curricula

NASA Astrophysics Data System (ADS)

Magnell, Marie; Geschwind, Lars; Kolmos, Anette

2017-11-01

The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia.

The Evaluation of Foreign-Language-Teacher Education Programmes

ERIC Educational Resources Information Center

Peacock, Matthew

2009-01-01

This article presents a new procedure for the evaluation of EFL teacher-training programmes based on principles of programme evaluation and foreign-language-teacher (FLT) education. The procedure focuses on programme strengths and weaknesses and how far the programme meets the needs of students. I tested the procedure through an evaluation of a…

Assessment and Evaluation for Programme Learning Outcomes in Faculty of Mechanical and Manufacturing Engineering, Universiti Tun Hussein Onn Malaysia

NASA Astrophysics Data System (ADS)

Pauline, Ong; Taib, Hariati; AzwirAzlan, Mohd; Fitriah Nasir, Nurul; Azham Azmi, Mohd; Salleh, Saliha Md; Zain, Badrul Aisham Md; Mahzan, Shahruddin; Hafeez Zainulabidin, Muhd; Ahmad, Sufizar; Rahman, Nasrull Abd; Ngali, Zamani; Rahman, Hamimah Abd

2017-01-01

Universiti Tun Hussein Onn Malaysia (UTHM) is the 15th of the 20 public universities established in Malaysia. UTHM consists of eight faculties. One of them is the Faculty of Mechanical and Manufacturing Engineering (FKMP). The programme offered - Bachelor of Mechanical Engineering with Honours (BDD), undergoes continuous auditing and accreditation by the Engineering Accreditation Council (EAC). To fulfill the requirement for accreditation, EAC requires the faculty to assess and evaluate the programme learning outcomes’ (PLOs) attainment of the graduates, such that all graduates are targeted to achieve the performance indicator (PI) upon graduation. This paper discusses the methods developed by the FKMP for PLOs’ measurement and evaluation. Two approaches are utilized in this regards, (i) the direct assessment based on students’ performance in courses, and (ii) the indirect assessment based the industrial and graduates’ perception. The PLOs’ attainment for graduates of cohort 2010-2012 are analysed in this study. Consolidation data shows that the PI for majority of the PLOs are achieved, indicating that the programme offered complies with the standard expected by different stakeholders.

Benefits of ESA Gravity-Related Hands-on Programmes for University Students' Careers

NASA Astrophysics Data System (ADS)

Callens, Natacha; Ha, Lily; Galeone, Piero

2016-10-01

The Education Office of the European Space Agency (ESA) offers university students, from ESA Member and Cooperating States, the opportunity to perform investigations in physical sciences, life sciences, and technology, under different gravity conditions through three educational programmes. The "Fly Your Thesis!" (FYT) programme makes use of parabolic flights and the "Drop Your Thesis!" (DYT) programme utilizes a drop tower as microgravity carriers, while the "Spin Your Thesis!" (SYT) programme uses a large centrifuge to create hypergravity. To date, more than hundred university students had the chance to participate in the design, development, and performance of one or more experiments during dedicated campaigns. In the following paper, we examine demographics of past participants of the ESA Education Office gravity-related opportunities over the past seven years and evaluate the benefits of these educational programmes for the participants' studies and careers. Student teams that participated in one of the programmes between 2009 and 2013 were contacted to fill in a questionnaire. The feedback from the students demonstrate significant benefits extending far beyond the primary educational objectives of these programmes.

International recognition of basic medical education programmes.

PubMed

Karle, Hans

2008-01-01

This document aims to formulate a World Federation for Medical Education (WFME) policy and to open debate on the subject on international recognition of basic medical education institutions and programmes. We carried out a systematic review of international quality assurance of medical education and recognition methodology, including accreditation procedures and alternative quality assurance methods, with a focus on the role of the WFME in international recognition of basic medical education programmes. In order to further the intentions of the WFME, the Federation will: continue its activity to establish new Global Directories of Health Professions Education Institutions (GDHPEI); set up a planning working group to prepare the work of the international advisory committee for GDHPEI; develop a database of relevant accrediting and recognising agencies; continue its project on the promotion of proper national accreditation; establish a working group to develop principles to be used in the evaluation of medical schools and other health professions education institutions and their programmes for the purpose of international recognition, especially when proper accreditation is not feasible, and work with partners on training programmes for advisors and assessors. The new directory for medical schools, which will include qualitative information about basic medical education programmes, will provide a basis for the meta-recognition of medical schools' programmes by stimulating the establishment of national accreditation systems and other quality assurance instruments.

International Federation of Nurse Anesthetists' anesthesia program approval process.

PubMed

Horton, B J; Anang, S P; Riesen, M; Yang, H-J; Björkelund, K B

2014-06-01

The International Federation of Nurse Anesthetists is improving anaesthesia patient care through a voluntary Anesthesia Program Approval Process (APAP) for schools and programmes. It is the result of a coordinated effort by anaesthesia leaders from many nations to implement a voluntary quality improvement system for education. These leaders firmly believe that meeting international education standards is an important way to improve anaesthesia, pain management and resuscitative care to patients worldwide. By 2013, 14 anaesthesia programmes from France, Iceland, Indonesia, Philippines, Sweden, Switzerland, Netherlands, Tunisia and the USA had successfully completed the process. Additional programmes were scheduled for review in 2014. Faculty from these programmes, who have successfully completed APAP, show how anaesthesia educators throughout the world seek to continually improve education and patient care by pledging to meet common education standards. As national governments, education ministers and heads of education institutions work to decrease shortages of healthcare workers, they would benefit from considering the value offered by quality improvement systems supported by professional organizations. When education programmes are measured against standards developed by experts in a profession, policy makers can be assured that the programmes have met certain standards of quality. They can also be confident that graduates of approved programmes are appropriately trained healthcare workers for their citizens. © 2014 International Council of Nurses.

Learning for Vocation Apprentice Participation in Work Practice

ERIC Educational Resources Information Center

Lyngsnes, Kitt; Rismark, Marit

2011-01-01

The high drop-out rate in upper secondary education is a major challenge to European and US educational programmes. Upper secondary education in Norway faces a similar challenge, because in recent decades, around one-third of the students drop out of the educational programmes. The majority of the drop-outs are students in vocational programmes,…

"We've Got You Pegged": Programme Choice in the Transition to, and Passage through, Higher Education

ERIC Educational Resources Information Center

Cosser, Michael; Nenweli, Sekinah

2014-01-01

A 2010 paper published in "Higher Education" investigated the relationship between South African Grade 12 students' programme preferences in 2001 for study in higher education, student enrolment in higher education programmes in 2002, and student graduations in 2006, devising what the author dubbed a preference-enrolment-graduation (PEG)…

What Is "Enterprise Education?" An Analysis of the Objectives and Methods of Enterprise Education Programmes in Four European Countries

ERIC Educational Resources Information Center

Hytti, Ulla; O'Gorman, Colm

2004-01-01

This paper explores what constitutes "enterprise education" in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and…

Therapeutic patient education in heart failure: do studies provide sufficient information about the educational programme?

PubMed

Albano, Maria Grazia; Jourdain, Patrick; De Andrade, Vincent; Domenke, Aukse; Desnos, Michel; d'Ivernois, Jean-François

2014-05-01

Therapeutic patient education programmes on heart failure have been widely proposed for many years for heart failure patients, but their efficiency remains questionable, partly because most articles lack a precise programme description, which makes comparative analysis of the studies difficult. To analyse the degree of precision in describing therapeutic patient education programmes in recent randomized controlled trials. Three major recent recommendations on therapeutic patient education in heart failure inspired us to compile a list of 23 relevant items that an 'ideal' description of a therapeutic patient education programme should contain. To discover the extent to which recent studies into therapeutic patient education in heart failure included these items, we analysed 19 randomized controlled trials among 448 articles published in this field from 2005 to 2012. The major elements required to describe a therapeutic patient education programme were present, but some other very important pieces of information were missing in most of the studies we analysed: the patient's educational needs, health literacy, projects, expectations regarding therapeutic patient education and psychosocial status; the educational methodology used; outcomes evaluation; and follow-up strategies. Research into how therapeutic patient education can help heart failure patients will be improved if more precise descriptions of patients, educational methodology and evaluation protocols are given by authors, ideally in a standardized format. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Interprofessional Education and Practice Guide No. 7: Development, implementation, and evaluation of a large-scale required interprofessional education foundational programme.

PubMed

Shrader, Sarah; Hodgkins, Renee; Laverentz, Delois; Zaudke, Jana; Waxman, Michael; Johnston, Kristy; Jernigan, Stephen

2016-09-01

Health profession educators and administrators are interested in how to develop an effective and sustainable interprofessional education (IPE) programme. We describe the approach used at the University of Kansas Medical Centre, Kansas City, United States. This approach is a foundational programme with multiple large-scale, half-day events each year. The programme is threaded with common curricular components that build in complexity over time and assures that each learner is exposed to IPE. In this guide, lessons learned and general principles related to the development of IPE programming are discussed. Important areas that educators should consider include curriculum development, engaging leadership, overcoming scheduling barriers, providing faculty development, piloting the programming, planning for logistical coordination, intentionally pairing IP facilitators, anticipating IP conflict, setting clear expectations for learners, publicising the programme, debriefing with faculty, planning for programme evaluation, and developing a scholarship and dissemination plan.

Evaluation of a nurse-led dementia education and knowledge translation programme in primary care: A cluster randomized controlled trial.

PubMed

Wang, Yao; Xiao, Lily Dongxia; Ullah, Shahid; He, Guo-Ping; De Bellis, Anita

2017-02-01

The lack of dementia education programmes for health professionals in primary care is one of the major factors contributing to the unmet demand for dementia care services. To determine the effectiveness of a nurse-led dementia education and knowledge translation programme for health professionals in primary care; participants' satisfaction with the programme; and to understand participants' perceptions of and experiences in the programme. A cluster randomized controlled trial was used as the main methodology to evaluate health professionals' knowledge, attitudes and care approach. Focus groups were used at the end of the project to understand health professionals' perceptions of and experiences in the programme. Fourteen community health service centres in a province in China participated in the study. Seven centres were randomly assigned to the intervention or control group respectively and 85 health professionals in each group completed the programme. A train-the-trainer model was used to implement a dementia education and knowledge translation programme. Outcome variables were measured at baseline, on the completion of the programme and at 3-month follow-up. A mixed effect linear regression model was applied to compare the significant differences of outcome measures over time between the two groups. Focus groups were guided by four semi-structured questions and analysed using content analysis. Findings revealed significant effects of the education and knowledge translation programme on participants' knowledge, attitudes and a person-centred care approach. Focus groups confirmed that the programme had a positive impact on dementia care practice. A dementia education and knowledge translation programme for health professionals in primary care has positive effects on their knowledge, attitudes, care approach and care practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

Diabetes education: what do adolescents want?

PubMed

Chaney, David; Coates, Vivien; Shevlin, Mark; Carson, Dennis; McDougall, Andrea; Long, Arlene

2012-01-01

To establish adolescents' beliefs regarding the need for structured diabetes education and their views on how such a programme should be organised and what topics need to be addressed. Structured diabetes education programmes have become common place in diabetes care in recent years. Despite the use of these programmes in adult patients, to date, there exists no tried or tested programme for adolescents. Prior to the development of programmes for this age group, there is a need to establish their views on programme content, delivery mechanisms and how best to introduce structured education in this population. An exploratory qualitative study. Five focus group interviews were undertaken across three acute Hospital Trusts in Northern Ireland. A total of 21 adolescents between 13-19 years were interviewed. Data were analysed by means of a thematic content analysis framework. All participants expressed a need for a structured education programme specifically tailored to their needs. The complexity of existing diabetes regimens brought with it feelings of frustration and guilt for the majority of adolescents. Many felt isolated and alone. Dietary management and insulin adjustment were seen as very complex. Participants favoured a structured diabetes education programme that was short in duration, practical in nature, positive in outlook and relevant to daily life. Relevance to clinical practice.  Programmes should address the specific needs of adolescents, be delivered in a practical manner and be realistic for everyday use. © 2011 Blackwell Publishing Ltd.

Needs assessment for master of nursing programmes among Bangladesh nurses.

PubMed

Lee, T W; Kim, H S; Kim, S; Chu, S H; Kim, M S; Lee, S J; Lim, S; Jeon, Y; Park, H J; Anowar, M N; Begum, T

2016-03-01

This study aimed to assess the intent to enrol in a master of nursing programme among Bangladesh nurses, identify preferred programme options and measure the association among intent to enrol in the programme, clinical competency and job satisfaction. Personal and professional aspects of potential students pursuing graduate education are beneficial in devising educational strategies. However, considering the pressing needs for higher nursing education, there are no masters of nursing programmes in Bangladesh. This study used a descriptive correlational design. Nurses working in Bangladesh public sector were recruited to participate in a self-administered survey (n = 260). The questionnaire consisted of perception of job satisfaction, clinical competency and the need for educational options, including the intent to enrol in a master of nursing programme, preferred specialty area, curriculum content and career goals after graduation. Data were analysed using descriptive statistics and point-biserial correlation. Ninety per cent of the respondents reported that they intended to enrol in a master of nursing programme. Intention was significantly correlated with clinical competency but not with job satisfaction. The most preferred specialty areas were nursing management and education. Half of the respondents responded that teaching at nursing schools was a career goal after graduation. The results of the needs assessment for the programme reflected the unique interest and priorities of the current status of Bangladesh. The results indicate a strong motivation to enrol in a master of nursing programme, confidence in clinical competence and high demand for programme in nursing management and education. These findings should be considered to design the programme in order to meet the interest of Bangladesh nurses. Educational needs assessments should take precedence to ensure the best possible educational outcome and to produce competent nurses who will contribute in achieving the Millennium Development Goals of Bangladesh. © 2016 International Council of Nurses.

Promoting evidence-based childhood fever management through a peer education programme based on the theory of planned behaviour.

PubMed

Edwards, Helen; Walsh, Anne; Courtney, Mary; Monaghan, Sarah; Wilson, Jenny; Young, Jeanine

2007-10-01

This study examined effectiveness of a theoretically based education programme in reducing inappropriate antipyretic use in fever management. Paediatric nurses' inconsistent, ritualistic antipyretic use in fever management is influenced by many factors including inconsistent beliefs and parental requests. Determinants of antipyretic administration, identified by the theory of planned behaviour, were belief-based attitudes and subjective norms. A quasi-experiment explored group effects of a peer education programme, based on the theory of planned behaviour, on factors influencing paediatric nurses' antipyretic administration. Surveys and chart audits collected data from medical wards at experimental and control hospitals one month pre and one and four months postpeer education programme. All nurses employed in targeted wards were eligible to participate in surveys and all eligible charts were audited. The peer education programme consisted of four one-hour sessions targeting evidence-based knowledge, myths and misconceptions, normative, attitudinal and control influences over and rehearsal of evidence-based fever management. All nurses in experimental hospital targeted wards were eligible to attend. Peer education and support facilitated session information reaching those unable to attend sessions. Two-way univariate anovas explored between subject, experimental and control group and within subject factors, pre, post and latency data. Significant interactions in normative influence (p = 0.01) and intentions (p = 0.01), a significant main group effect in control influence (p = 0.01) and a significant main effect between audit data across time points (p = 0.03) highlight peer education programme effectiveness in behaviour change. Normative, control and intention changes postpeer education programme were maintained in latency data; mean temperature was not. The peer education programme, based on a behaviour change theory, initiated and maintained evidence-based intentions for antipyretics use in fever management. The promotion of evidence-based change in organizational unit intentions and behaviour highlights the crucial role peer support and education can play in continuing educational programmes.

Urban Water and Riverine Quality: Participatory Science in Singapore

NASA Astrophysics Data System (ADS)

Higgitt, D. L.

2011-12-01

Singapore is a highly urbanised environment experiencing tropical monsoon hydrological regimes. A heavily engineered fluvial system has been developed over time to provide efficient drainage and reduce the area subject to flood risk. However, recent interest in ecosystem-based approaches to river management and the enhancement of the aesthetic and ecological 'quality' of riverine landscape, coupled with concerns about climate change, has challenged the prevailing engineering view. This is reflected in the Public Utility Board (PUB) ABC Waters Programme, which also seeks to develop community interest in riverine environments and engagement with water-related concerns. As part of a programme developing participatory GIS (PGIS) with school and university students, we have undertaken applications involving participant observation, reporting and analysis of water quality data and habitat quality based on a simplified version of the UK Environment Agency's River Habitat Survey. From an educational perspective, there is evidence that these PGIS initiatives raise environmental awareness and enhance geospatial thinking, particularly in relation to catchment management concepts. The extent to which participant-derived data can contribute to a citizen science of urban water quality and hence deliver some aspects of the community engagement sought after by the authorities, is a topic of debate.

The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines.

PubMed

Huggare, J; Derringer, K A; Eliades, T; Filleul, M P; Kiliaridis, S; Kuijpers-Jagtman, A; Martina, R; Pirttiniemi, P; Ruf, S; Schwestka-Polly, R

2014-06-01

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

A systematic review of education programmes to prevent concussion in rugby union.

PubMed

Fraas, Michael R; Burchiel, Jessica

2016-11-01

There is a high incidence of concussion sustained by athletes participating in rugby union, many of which go unreported. A lack of sufficient knowledge about concussion injuries may explain athletes' failure to report. Several rugby union-playing countries have developed injury education and prevention programmes to address this issue. The aim of the current review was to systematically assess the content and level of evidence on concussion education/prevention programmes in rugby union and to make recommendations for the quality, strength, and consistency of this evidence. We searched PubMed, PsycInfo, MEDLINE, SPORTDiscuss, Webofscience, and conducted a manual search for articles. Ten articles were included for review. Of these, six focused on the BokSmart injury prevention programme in South Africa, two focused on the RugbySmart injury prevention programme in New Zealand, one was an analysis of prevention programmes, and one was a systematic review of rugby injury prevention strategies. Despite the initiative to develop concussion education and prevention programmes, there is little evidence to support the effectiveness of such programmes. There is evidence to support education of coaches and referees. In addition, there is scant evidence to suggest that education and rule changes may have the benefit of changing athlete behaviours resulting in a reduction in catastrophic injury.

Questioning the Role of Internationalization in the Nationalization of Higher Education: The Impact of the EU TEMPUS Programme on Higher Education in Syria

ERIC Educational Resources Information Center

Ayoubi, Rami M.; Massoud, Hiba K.

2011-01-01

Given the need for major reform of the higher education programmes in Syria, and answering the voices that question the role of European Union (EU) in assisting the development of the higher education sector, this study presents an analysis of the contribution of (TEMPUS) Programme in modernising higher education in Syria. The study compares the…

Using Self-Determination Theory to build communities of support to aid in the retention of women in engineering

NASA Astrophysics Data System (ADS)

Dell, Elizabeth M.; Verhoeven, Yen; Christman, Jeanne W.; Garrick, Robert D.

2018-05-01

Diverse perspectives are required to address the technological problems facing our world. Although women perform as well as their male counterparts in math and science prior to entering college, the numbers of women students entering and completing engineering programmes are far below their representation in the workforce. This paper reports on a qualitative, multiyear study of the experiences of women students in an Engineering Technology programme. The project addressed some of the unique, fundamental challenges that female students face within their programmes, and the authors describe a programmatic framework based on Self-Determination Theory as an intervention for the recruitment and retention of female engineering students. Data from focus groups and interviews show how students were supported in their undergraduate experiences and how inclusive learning environments are needed to further improve outcomes. Conceptual issues and methodological considerations of our outcomes are presented.

Investigating Teachers' and Students' Beliefs and Assumptions about CALL Programme at Caledonian College of Engineering

ERIC Educational Resources Information Center

Ali, Holi Ibrahim Holi

2012-01-01

This study is set to investigate students' and teachers' perceptions and assumptions about newly implemented CALL Programme at the School of Foundation Studies, Caledonian College of Engineering, Oman. Two versions of questionnaire were administered to 24 teachers and 90 students to collect their beliefs and assumption about CALL programame. The…

[Applying a teaching programme in community-based medical education].

PubMed

Al-Faisal, W

2006-01-01

A community-based medical education programme at Damascus University was applied in a local setting from 2 to 12 July 2004 to assess the advantages and disadvantages. Three families and 10 medical students participated. The programme included teaching objectives, health education and approaches to application and evaluation. The design of the programme was appropriate for the community setting, but it needed a longer period to run and for contact between the students and the community. The students agreed with the structure of the programme and the role of the tutor and community, but were concerned about difficulties in implementation. Community members were enthusiastic about the programme.

Law and Ethics: Problematising the Role of the Foundation Degree and Paralegal Education in English Post-Compulsory Education

ERIC Educational Resources Information Center

Ingleby, Ewan; Gibby, Caroline

2016-01-01

This article is based on research on a foundation degree programme in paralegal education in England. The content explores the pedagogical benefits of this academic programme with its work-related focus. The research has been completed with academic tutors and students who are associated with a foundation degree programme in paralegal education in…

Effects of Honours Programme Participation in Higher Education: A Propensity Score Matching Approach

ERIC Educational Resources Information Center

Kool, Ada; Mainhard, Tim; Jaarsma, Debbie; van Beukelen, Peter; Brekelmans, Mieke

2017-01-01

Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of…

Evaluating a Special Education Training Programme in Nicaragua

ERIC Educational Resources Information Center

Delkamiller, Julie; Swain, Kristine D.; Ritzman, Mitzi J.; Leader-Janssen, Elizabeth M.

2016-01-01

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants' knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation…

Plants Have a Chance: Outdoor Educational Programmes Alter Students' Knowledge and Attitudes towards Plants

ERIC Educational Resources Information Center

Fancovicova, Jana; Prokop, Pavol

2011-01-01

Outdoor educational programmes are generally believed to be a suitable alternative to conventional biology settings that improve participants' environmental attitudes and knowledge. Here we examine whether outdoor educational programmes focused solely on practical work with plants influence participants' knowledge of and attitudes towards plants.…

Programme Content Orientation in Vocational Education and Training and Life Chances--A Comparative Study

ERIC Educational Resources Information Center

Kap, Hrvoje

2014-01-01

Comparative studies of vocational education and training systems rarely conduct systematic comparisons of the content of educational programmes, partly because of methodological difficulties. Yet, comparing the organisation of curricula can increase our understanding of how programme design reflects orientation towards various life chances in…

Effects of College Programme Characteristics on Graduates' Performance

ERIC Educational Resources Information Center

García-Aracil, Adela

2015-01-01

Education programmes are designed to equip young populations with the qualifications required to assume responsible roles in specific professions and in society generally. In this paper, the focus of the analysis is on the significance of a number of higher education programme characteristics in allocating young higher education graduates across…

The efficacy of education programme for preventing constipation in women.

PubMed

Ayaz, Sultan; Hisar, Filiz

2014-06-01

This study was performed to evaluate the efficiency of the education programme for prevention of constipation in women. This study was performed as a pre-test-posttest design. Thirty-five women were included who have constipation problem. Data were collected by questionnaire: Constipation Severity Instrument (CSI), Constipation Visual Analogue Scale (CVAS) and Bristol Stool Chart (BSC). Eight home visits were made for each of the women and they were followed up for 3 months. Participants received an individual education programme that included advice on dietary consumption such as pulpy-fibrous nutrient consumption, fluid intake, an exercise regime and counselling about optimal position to defecate. The subscales of 'Colonic Inertia' and 'Pain', and CSI total mean scores and CVAS mean scores were decreased significantly after education programme (P < 0.05). According to the BSC, 71.5% of the women stated their stool form to be 'sausage-shaped, but lumpy' before the education programme, but after the said programme the percentage had dropped to 17.1%. Education programme given to women who had constipation were determined to have been effective in alleviating constipation. Nurses should develop appropriate and effective strategies to help women prevent constipation. © 2013 Wiley Publishing Asia Pty Ltd.

Exploring the development of existing sex education programmes for people with intellectual disabilities: an intervention mapping approach.

PubMed

Schaafsma, Dilana; Stoffelen, Joke M T; Kok, Gerjo; Curfs, Leopold M G

2013-03-01

People with intellectual disabilities face barriers that affect their sexual health. Sex education programmes have been developed by professionals working in the field of intellectual disabilities with the aim to overcome these barriers. The aim of this study was to explore the development of these programmes. Sex education programmes geared to people with intellectual disabilities were examined in the context of the Intervention Mapping protocol. Data were obtained via interviews with the programme developers. All programmes lack specific programme outcomes, do not have a theoretical basis, did not involve members of relevant groups in the development process and lack systematic evaluation. Based on our findings and the literature, we conclude that these programmes are unlikely to be effective. Future programmes should be developed using a more systematic and theory- and evidence-based approach. © 2012 Blackwell Publishing Ltd.

A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot.

PubMed

Wakeling, Judy; Ferguson, Julie; Kennedy, Susan

2016-01-01

This paper summarises the evaluation of a pilot programme introduced by NHS Education for Scotland to provide education and skills training for nurses new to general practice. The programme was developed through extensive consultation with existing general practice nurses and was educationally accredited by the Royal College of General Practitioners and the Royal College of Nursing in 2013. Twelve nurses embarked upon the programme 2012-2013 and nine completed it. The programme was extensively evaluated through questionnaires (with supervisors, practice staff and participants), analysis of programme documentation and interviews with participants. Based on the evaluation feedback, alterations have been made to subsequent deliveries of the programme. These include removing some topic areas and lengthening the programme by three months. The programme continues to be successfully delivered and evaluation is ongoing to ensure it continues to meet nurses' needs.

Labour perspectives of engineering degrees in the European Higher Education Area (EHEA): a case of study in the University of Cordoba (Spain)

NASA Astrophysics Data System (ADS)

Taguas, E. V.; Redel, M. D.; Pérez, R.; Peña, A.

2009-04-01

The Bologna process is reaching its final stages and is causing controversy among students. The adaptation of European universities to the European Higher Education Area (EHEA) entails not only the modification of curricular programmes and the nomenclature and duration of degrees, but also the incorporation of new teaching strategies aimed at ensuring that students acquire transversal skills and aptitudes and at increasing student participation in the teaching-learning process. A number of surveys have been carried out during the last few courses among students doing degrees in engineering (Industrial Engineering, Agronomy Engineering and Forestry Engineering). These surveys include questions on their knowledge of Bologna process, its advantages and drawbacks, their opinion about optional masters or doctorate degrees, what perspectives their degrees have on the labour market and suggestions for improvement. Although the different degrees showed notable differences, the content of EHEA is well-known by less than 30% of students, while 40% of them state they know about their perspectives on the labour market. The main advantages of EHEA were related to the improvement of practical knowledge in the subjects, the recognition of degrees in Europe and wider working opportunities. The main drawbacks pointed out were worse and shorter training periods, higher costs and fiercer competition between different degrees. In addition, they suggested that the new degrees are better adjusted to the demands of the labour market. 60% and 40% of them, respectively, approved of Masters degrees and PhDs. These features should be taken into account to organize and improve the contents of the degrees as well as to involve the students in the future of University education.

What's new in graduate medical education?

PubMed

Hernandez, Raquel G

2016-12-01

The development of new graduate medical education programmes provides both opportunities and challenges. Efforts to address physician workforce shortages as well as a realisation that curricula need to be updated to adjust to our rapidly changing healthcare environment have resulted in more educators considering the "how to" and "what's new" of programme development. Understanding the Next Accreditation System, an accreditation system introduced by the Accreditation Council of Graduate Medical Education in 2012, is critical to the success of new as well as existing residency and fellowship programmes. Although many educators are aware of the general rational for the Next Accreditation System, an in-depth understanding of the meaning of Next Accreditation System is necessary from an experiential and theoretical perspective to be able to successfully launch new programmes and moves towards accreditation. A new paediatric categorical residency programme and a new paediatric surgical programme were developed at our institution immediately following the implementation of Next Accreditation System. We provide a series of insights and perspectives based on our experience relative to what priorities we saw outlined from both the programmatic and the institutional perspective to have our graduate medical education programmes reviewed for accreditation. During this discussion, the following objectives are outlined: to overview the Next Accreditation System as a framework and priorities, to discuss the opportunities and challenges that may exist in developing new programmes, and to discuss future directions in the evaluation of trainees and assessment of training competency. Although challenges are outlined, we hope to relay the continued excitement and opportunities that exist relative to enhancing training curricula for future graduate medical education programme builders.

REBOUND: A Media-Based Life Skills and Risk Education Programme

ERIC Educational Resources Information Center

Kröninger-Jungaberle, Henrik; Nagy, Ede; von Heyden, Maximilian; DuBois, Fletcher

2015-01-01

Background: REBOUND is a novel media-based life skills and risk education programme developed for 14- to 25-year olds in school, university or youth group settings. This paper outlines the programme's rationale, curriculum and implementation. It provides information of relevance to researchers, programme developers and policymakers. Methods/design…

The Power of Continuity in Graduate Teacher Education Master's Programmes

ERIC Educational Resources Information Center

Molseed, Timothy R.

2009-01-01

The intentional development of continuity as it applies to programme structure, themes and outcomes is examined for their power in providing a coherent circular connection between the philosophy, operation, assessment and outcomes of a graduate teacher education programme. It is argued that the intentional development of programme continuity will…

Educational Change Following Conflict: Challenges Related to the Implementation of a Peace Education Programme in Kenya

ERIC Educational Resources Information Center

Lauritzen, Solvor Mjøberg

2016-01-01

Following the post-election violence in Kenya an attempt to bring about educational change through a peace education programme was launched by the MoE, UNICEF and UNHCR. The programme, which was aimed at building peace at the grassroots level, targeted the areas most affected by the post-election violence. Teaching plans were designed for all…

Empowerment of Bilingual Education Professionals: The Training of Trainers Programme for Educators in Multilingual Settings in Southern Africa (ToTSA) 2002-2005

ERIC Educational Resources Information Center

Benson, Carol; Pluddemann, Peter

2010-01-01

This article describes a South Africa-based training programme in multilingual education for African educators and assesses its potentially transformative effects on participants. Based on a range of data collected during four course runs, as well as an e-mail survey of past participants, the authors explore how the programme has supported…

When Worlds Collide--Examining the Challenges Faced by Teacher Education Programmes Combining Professional Vocational Competence with Academic Study, Lessons from Further Education to Higher Education

ERIC Educational Resources Information Center

Shaw, Angela

2016-01-01

This paper examines the challenges faced by higher education institutions in designing, teaching and quality assuring programmes of study which, of necessity, must combine the gaining of professional vocational competence with academic study. The paper gives recognition to the policy framework in which these programmes fit--with particular…

Bridging Policy Implementation Gaps in Nigerian Education System: A Case Study of Universal Basic Education Programme in Cross River State, Nigeria

ERIC Educational Resources Information Center

Ogbiji, Joseph Etiongbie; Ogbiji, Sylvanus Achua

2016-01-01

This research focuses on identifying policy gaps in the implementation of Universal Basic Education (UBE) programme in Nigeria, with Cross River State being the study area. The three research questions used for the research center on the extent of the freeness of the UBE, the extent to which the programme has stimulated educational consciousness…

Women in physics in the UK: Update 2008-2011

NASA Astrophysics Data System (ADS)

Thompson, Carol; Marks, Ann; Wilkin, Nicola; Leslie, Dawn; D'Amico, Irene; Dyer, Jennifer

2013-03-01

Positive progress has continued in the past three years for women in physics in the UK. The Institute of Physics has aggressively advocated and organized initiatives for women in science through its Diversity Programme and its Women in Physics Group. Surveys are routinely carried out and acted upon, most recently on postdoctoral researchers and childcare issues. The Institute's Juno Award program encourages higher education institutes to address the underrepresentation of women in physics. The UK Resource Centre for Women in SET (science, engineering, and technology) provides resources and support for women working in physics and other science and engineering disciplines. The Equality Act of 2010 provides renewed focus on equality and a framework within which women physicists can continue to push for progress. The recent achievements of women physicists are noted.

NSF announces diversity programme

NASA Astrophysics Data System (ADS)

Kruesi, Liz

2016-04-01

The US National Science Foundation (NSF) has initiated a new funding programme that will create schemes to increase diversity in science, technology, engineering and mathematics (STEM). The initiative - Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) - aims to increase the participation of women, those with a low socioeconomic status, people with disabilities and those from minority racial backgrounds.

Supporting Students' Assignment Writing: What Lecturers Do in a Master of Education Programme

ERIC Educational Resources Information Center

Li, Yongyan; Hu, Guangwei

2018-01-01

Teachers' instructional practices surrounding written assignments have been little researched, despite writing remaining the primary means of assessment in higher education, including postgraduate professional development programmes. In this paper, we report a study that explored what a sample of lecturers in a Master of Education programme at an…

Erasmus Mundus SEN: The Inclusive Scholarship Programme?

ERIC Educational Resources Information Center

Grinbergs, Christopher J.; Jones, Hilary

2013-01-01

The Erasmus Mundus MA/Mgr in Special Education Needs (EM SEN) was created as a Masters Course funded by the European Commission's Erasmus Mundus Programme (EMP) to challenge and educate students in inclusive policy and practice in education. Yet, it is debatable the extent to which this programme embodies the values of an inclusive approach,…

Challenges of Administering Teacher Education Programme in Kenyan Universities

ERIC Educational Resources Information Center

Genvieve, Nasimiyu

2017-01-01

Proper management of logistical issues in Teacher education programme tends to promote the quality of preparation of school teachers. The main objective of the study was to investigate challenges of administering teacher education programmes in Kenyan universities. The theoretical framework of the study was adopted as used by Koehler and Mishra's…

The Effects of a Professional Development Programme on Primary School Teachers' Perceptions of Physical Education

ERIC Educational Resources Information Center

Harris, Jo; Cale, Lorraine; Musson, Hayley

2011-01-01

The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…

Students Soaring High with Software Spinoff

NASA Technical Reports Server (NTRS)

2004-01-01

An educational software product designed by the Educational Technology Team at Ames Research Center is bringing actual aeronautical work performed by NASA engineers to the public in an interactive format for the very first time, in order to introduce future generations of engineers to the fundamentals of flight. The "Exploring Aeronautics" multimedia CD-ROM was created for use by teachers of students in grades 5 through 8. The software offers an introduction to aeronautics and covers the fundamentals of flight, including how airplanes take off, fly, and land. It contains a historical timeline and a glossary of aeronautical terms, examines different types of aircraft, and familiarizes its audience with the tools used by researchers to test aircraft designs, like wind tunnels and computational fluid dynamics. "Exploring Aeronautics" was done in cartoon animation to make it appealing to kids," notes Andrew Doser, an Ames graphic artist who helped to produce the CD-ROM, along with a team of multimedia programmers, artists, and educators, in conjunction with numerous Ames scientists. In addition to lively animation, the software features QuickTime movies and highly intuitive tools to promote usage of NASA s scientific methods in the world of aeronautics.

Corrigendum to: Picosecond Laser Surface Cleaning of AM1 Superalloy. Proceeding of 9th International Conference on Photonic Technologies - LANE 2016 Physics Procedia (2016), vol. 83

NASA Astrophysics Data System (ADS)

Moskal, D.; Martan, J.; Kučera, M.; Houdková, Š.; Kromer, R.

Acknowledgements The result was developed within the CENTEM project, reg. no. CZ.1.05/2.1.00/03.0088, co-funded by the ERDF as part of the Ministry of Education, Youth and Sports of the Czech Republic OP RDI program and in the follow-up sustainability stage, supported through CENTEM PLUS (LO1402) by financial means from the Ministry of Education, Youth and Sports under the "National Sustainability Programme I" and project SGS-2016-005. The authors gratefully acknowledge the ANR (French agency) for financial assistance in the ARCOLE (12-BS09-0009) project and Safran Aircraft-Engines, Genevilliers France for the studied samples.

Ada Software Design Methods Formulation.

DTIC Science & Technology

1982-10-01

Programmer technical 2018 Principle Scientific Programmer technical 2020 Principle Scientif:c Programmer tnchnical 3001 Junior Programns. entry level...0.570 156 6010-. I---. 0.684 7 1031------------- 0.481 77 3119-. 0.620 94 4034-. ----- 0.696 90 4027-. -- ’---- 0.759 31 2018 -. I-’" 0.823 142 5063-. I...1094-2 0-117 cluster 4 2007 Senior Scientific Programmer technical 2016 Scientific Programmer technical 1080 Senior Software Engineer technical 2018

Extending lactational amenorrhoea in Manila: a successful breast-feeding education programme.

PubMed

Benitez, I; de la Cruz, J; Suplido, A; Oblepias, V; Kennedy, K; Visness, C

1992-04-01

An experimental breast-feeding education programme conducted at the Philippine General Hospital in Manila demonstrated that women could be motivated to improve their breast-feeding practices and lengthen their period of lactational amenorrhoea in comparison to a control group. Mothers who participated in the programme breast-fed their babies more frequently, delayed the introduction of regular supplements, used fewer bottles and pacifiers and maintained night feeding longer than mothers who were not exposed to the positive breast-feeding messages. The programme was successful in lengthening the period of amenorrhoea among women with elementary, high school, or technical school education, but not among college-educated women. Different educational approaches may be necessary for women of different education levels.

Teacher's experiences in PBL: implications for practice

NASA Astrophysics Data System (ADS)

Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.

2016-03-01

Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.

Problems of postgraduate medical training in Nigeria.

PubMed

Ike, S O

2004-01-01

Postgraduate medical training in Nigeria has been in dire straits for about two decades now. That it has continued to survive, is a tribute to the average resident doctor who has become immunized, and who has grown a thick skin of armour, as well the spirit of altruism of the medical teachers--consultants (young and old), who despite odds, have kept their focus clear, above the murky waters of national distraction and daunting socio economic challenges. A review of relevant literature on medical education in Nigeria was undertaken by manual library search. This paper x-rays the strong points that have still prevailed to hold the rudiments and ideals of postgraduate medical training in a viable position up to date. It discusses the weaknesses and threats--potential and real--to the training programme. This paper attempts to search, and actually hopes, for silver lining in the Nigerian sky as possible solution lifelines that may yet re-engineer the programme.

Australian Transnational Education Programmes in South East Asia: Student Satisfaction with the Learning Environment

ERIC Educational Resources Information Center

Miliszewska, Iwona; Sztendur, Ewa M.

2012-01-01

In view of the strong growth of transnational education programmes in Australian universities, there is growing interest in the experiences of students participating in such programmes. This article reports on the perceived student satisfaction with several aspects of their transnational programmes, including instructors, technology, and programme…

A Balancing Act: Facilitating a University Education Induction Programme for (Early Career) Academics

ERIC Educational Resources Information Center

Reddy, Sarasvathie; Searle, Ruth L.; Shawa, Lester B.; Teferra, Damtew

2016-01-01

This article examines the University Education Induction Programme (UEIP), an academic development programme, delivered at the University of KwaZulu-Natal, South Africa. The authors, who developed and now facilitate the UEIP, deliver the programme to early career academics and senior academics as per a senate-mandated requirement. Drawing on…

Implementation of Open Educational Resources in a Nursing Programme: Experiences and Reflections

ERIC Educational Resources Information Center

Elf, Marie; Ossiannilsson, Ebba; Neljesjö, Maria; Jansson, Monika

2015-01-01

The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence…

Influence of a Non-Formal Environmental Education Programme on Junior High-School Students; Environmental Literacy

ERIC Educational Resources Information Center

Goldman, Daphne; Assaraf, Orit Ben Zvi; Shaharabani, Dina

2013-01-01

One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme--the Green Council Programme (GCP)--developed and implemented in schools by the Israeli Society for…

What Educational Contexts Should Teachers Consider for Their Puberty Education Programmes?

ERIC Educational Resources Information Center

Collier-Harris, Christine A.; Goldman, Juliette D. G.

2017-01-01

This paper analyses some contemporary educational contexts that teachers should consider for their puberty education programmes and/or curricula, for primary and secondary school students. The educational contexts addressed here include significant international puberty education framework documents, socio-biological factors including earlier…

Enhanced recovery clinical education programme improves quality of post-operative care.

PubMed

McDonald, Ruth

2015-01-01

Quality is the driving principle of Enhanced Recovery (ER). It improves the patient experience by getting patients better sooner and changes clinical practice to make care safer and more efficient. As a consequence of ER patients spend less time in hospital. A successful ER programme began to fail after organisational restructuring and staff changes. Patients did not meet their ER goals and length of stay (LOS) increased. An ER nurse was appointed to get the programme back on track. This involved a multidisciplinary approach to an ER clinical education programme. The programme aimed to develop knowledge of the physiology of post-operative recovery and the evidence underpinning the interventions required. This was considered crucial to secure longer term staff engagement while avoiding unthinking protocol driven compliance. Success of the education programme was measured by improved outcomes in patient LOS and readmission statistics. During the four months of the clinical education programme there were no significant changes in monthly LOS. At six months post implementation of the programme there was a reduction in LOS of 0.6 days compared to the previous six months. At 12 months there was a reduction in 1.1 days compared with previous 12 months. There was a mean reduction of 28 day readmissions for all elective gynaecology surgery of 1.1 patients per month in the 12 months post programme implementation compared to the 12 months before. Delivering a multidisciplinary participatory education programme improved overall understanding of ER, and achieved sustained improvement in ER for patient benefit.

Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

PubMed

Schreurs, Marie-Louise; Huveneers, Wilma; Dolmans, Diana

2016-08-01

The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment. We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching. After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities. The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

Challenges in adopting evidence-based school drug education programmes.

PubMed

Cahill, Helen W

2007-11-01

The paper discusses the school-based challenges that may moderate the implementation of evidence-based drug education in schools. Knowledge about what constitutes an effective evidence-based drug education programme is discussed in relation to the challenge of delivery in the school setting. Research demonstrates that drug education should be engaging, incorporate interactive learning strategies, stimulate higher-order thinking, promote learning and be transferable to real life circumstances. This may difficult to accomplish in practice, as a range of contextual challenges and ideological assumptions may moderate the teacher's capacity to deliver a programme of this nature. Collaborative learning strategies are not the norm in schools and therefore teachers may find interactive drug education programmes difficult to adopt. Conflicting ideological assumptions about effective epistemological approaches to drug education may also direct the way in which teachers modify programmes in the local context. Teachers need professional training and support if they are to adopt successfully evidence-based school drug education programmes. This support may be enhanced if it includes whole school approaches to effective pedagogy and the development of pro-social classroom environments. Drug education research should take account of the complexities of implementation in the school setting and investigate further the professional and organisational support that teachers require in order to maintain high-quality provision in the school context.

Short-term effects of a peer co-led educational programme delivered before mental health treatment: A randomised controlled trial.

PubMed

Lara-Cabrera, M L; Gjerden, M; Gråwe, R W; Linaker, O M; Steinsbekk, A

2016-07-01

To investigate the 1-month effects of an educational programme co-led by peers delivered before treatment on treatment preferences, self-management knowledge and motivation in comparison to usual care. Adults referred to a community mental health centre were randomised to either a control group (n=48) or a peer co-led educational programme (intervention group, n=45). The programme consisted of an 8-hour group education session followed by an individual pretreatment planning session. The main topics of the educational programme were treatment options, patients' rights, self-management, the importance of patient activation and participation. At 1-month follow-up, a significantly larger proportion of the patients in the intervention group knew which type of treatment they preferred (76.7% vs. 32.5%, p<0.001). The intervention group had significantly higher self-management knowledge (p<0.001). There was no effect on treatment motivation (p=0.543). At 1-month following the delivery of a pretreatment educational programme, we found that participants' knowledge of treatment preferences and self-management had improved. Educational interventions co-led by peers can optimise the process of informing and educating outpatients, thereby helping patients to clarify their treatment preferences. Copyright © 2016 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Development of a competency mapping tool for undergraduate professional degree programmes, using mechanical engineering as a case study

NASA Astrophysics Data System (ADS)

Holmes, David W.; Sheehan, Madoc; Birks, Melanie; Smithson, John

2018-01-01

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.

Religious Education Programme of the Catholic Church in Hong Kong: Challenges and Responses since 1997

ERIC Educational Resources Information Center

Tse, Thomas Kwan Choi

2015-01-01

The Catholic Church, the largest school-sponsoring body in Hong Kong, is a major provider of religious schools and educational programmes. In 2006, the Catholic Diocese released its first centralised and comprehensive curricular document concerning religious and moral education (RME) in Catholic schools. Taking this programme as a reflection of…

Rural Adult Education and the Health Transformation of Pastoral Women of Northern Nigeria

ERIC Educational Resources Information Center

Usman, Lantana M.

2009-01-01

Recently, politics of education in Nigeria have shifted from urban to rural literacy, which led to the development of programmes such as the nomadic women's adult education programme. The primary objective of this study was to evaluate the efficacy of the programme's implementation strategies, and the extent to which the health educational…

Ideal Pictures and Actual Perspectives of Junior Secondary School Science: Comparisons Drawn from Australian Students in an Astronomy Education Programme

ERIC Educational Resources Information Center

Danaia, L.; McKinnon, D. H.; Fitzgerald, M.

2017-01-01

Background: This research investigates the impact of a junior secondary astronomy education programme undertaken in four Australian educational jurisdictions. Purpose: Junior secondary students' perceptions of the science they experience at School are examined both before, during and after their engagement with a science programme targeting…

What EFL Student Teachers Think about Their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain

ERIC Educational Resources Information Center

Martinez Agudo, Juan de Dios

2017-01-01

Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research…

Effect of Sex Education Programme on at-risk sexual behaviour of school-going adolescents in Ilorin, Nigeria.

PubMed

Esere, Mary Ogechi

2008-06-01

Adolescents display sexual behaviours and developmental characteristics that place them at risk for Sexually Transmitted Diseases (STDs). Because young people experiment sexually and because of the consequences of indiscriminate sexual activities on the youth, there is the need to mount sex education programmes that are geared towards enlightenment and appropriate education about sex and sexuality. To determine whether Sex Education Intervention Programme would reduce at-risk sexual behaviours of school-going adolescents. Pre-test, post-test control group quasi-experimental design. A randomly selected co-educational school in Ilorin Metropolis, Nigeria. 24 school-going adolescents aged 13-19 years. Sex Education Programme (treatment group) versus Control programme (placebo). Self-reported exposure to sexually transmitted diseases, multiple sex partners, anal sex, oral sex, non use of condom. When the treatment (intervention) group was compared with the control group in an intention to treat analysis, there were significant differences in at-risk sexual behaviours of the two groups. Those in the intervention group reported less at-risk sexual behaviours than their counterparts in the control group. The treatment group evaluated the intervention programme positively and their knowledge of sexual health improved. Lack of behavioural effect on the control group could be linked to differential quality of delivery of intervention. Compared with the control group, this specially designed intervention sex education programme reduced at-risk sexual behaviour in adolescents. Based on this finding, it was recommended that sex education be introduced into the curriculum of secondary school education in Nigeria.

Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review.

PubMed

Mackintosh-Franklin, Carolyn

2016-05-01

This review provides a contextual report of the current use of pedagogy in undergraduate nursing programmes run by Higher Education Institutes (HEIs) in the United Kingdom (UK). Pedagogy provides the framework for educators to add shape and structure to the educational process, and to support student learning and programme development. Traditionally nurse education has used a behaviourist approach focusing on learning outcomes and competency based education, although there is also increasing support for the cognitive/student learning focused pedagogic approach. The keywords andragogy, pedagogy and student centred learning were used in a systematic stepwise descriptive content analysis of the programme specifications and programme handbooks of 40 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. 42% (17) of documents contained reference to the words, pedagogy and student centred learning, whilst no documents used the word andragogy. Where identified, pedagogy was used in a superficial manner, with only three documents identifying a specific pedagogical philosophy: one HEI citing a value based curriculum and two HEIs referencing social constructionism. Nine HEIs made reference to student centred learning but with no additional pedagogic information. A review of teaching, learning and assessment strategies indicated no difference between the documented strategies used by HEIs when comparing those with an espoused pedagogy and those without. Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effectiveness and cost-effectiveness of parent training/education programmes for the treatment of conduct disorder, including oppositional defiant disorder, in children.

PubMed

Dretzke, J; Frew, E; Davenport, C; Barlow, J; Stewart-Brown, S; Sandercock, J; Bayliss, S; Raftery, J; Hyde, C; Taylor, R

2005-12-01

To assess the clinical and cost-effectiveness of parent training programmes for the treatment of children with conduct disorder (CD) up to the age of 18 years. Electronic databases. For the effectiveness review, relevant studies were identified and evaluated. A quantitative synthesis of behavioural outcomes across trials was also undertaken using two approaches: vote counting and meta-analysis. The economic analysis consisted of reviewing previous economic/cost evaluations of parent training/education programmes and the economic information within sponsor's submissions; carrying out a detailed exploration of costs of parent training/education programmes; and a de novo modelling assessment of the cost-effectiveness of parent training/education programmes. The potential budget impact to the health service of implementing such programmes was also considered. Many of the 37 randomised controlled trials that met the review inclusion and exclusion criteria were assessed as being of poor methodological quality. Studies were clinically heterogeneous in terms of the population, type of parent training/education programme and content, setting, delivery, length and child behaviour outcomes used. Both vote counting and meta-analysis revealed a consistent trend across all studies towards short-term effectiveness (up to 4 months) of parent training/education programmes (compared with control) as measured by a change in child behaviour. Pooled estimates showed a statistically significant improvement on the Eyberg Child Behaviour Inventory frequency and intensity scales, the Dyadic Parent-Child Interaction Coding System and the Child Behaviour Checklist. No studies reported a statistically significant result favouring control over parent training/education programmes. There were few statistically significant differences between different parent training/education programmes, although there was a trend towards more intensive interventions (e.g. longer contact hours, additional child involvement) being more effective. The cost of treating CD is high, with costs incurred by many agencies. A recent study suggested that by age 28, costs for individuals with CD were around 10 times higher than for those with no problems, with a mean cost of 70,019 pounds sterling. Criminality incurs the greatest cost, followed by educational provision, foster and residential care and state benefits. Only a small proportion of these costs fall on health services. Using a 'bottom-up' costing approach, the costs per family of providing parent training/education programmes range from 629 pounds sterling to 3839 pounds sterling depending on the type and style of delivery. Using the conservative assumption that there are no cost savings from treatment, a total lifetime quality of life gain of 0.1 would give a cost per quality-adjusted life-year of between 38,393 pounds sterling and 6288 pounds sterling depending on the type of programme delivery and setting. Parent training/education programmes appear to be an effective and potentially cost-effective therapy for children with CD. However, the relative effectiveness and cost-effectiveness of different models (such as therapy intensity and setting) require further investigation. Further research is required on the impact of parent training/education programmes on the quality of life of children with CD and their parents/carers, as well as on longer term child outcomes.

AGARD Engine Disc Cooperative Test Programme, Addendum, (Rapport sur le Programme d’Essais Commun des DIsques Moteur (Supplement)

DTIC Science & Technology

1993-04-01

In-, 0- Sensbtng D recteur Scieintiiquce des Stnictures Chief Enggineer for Snztrur 0I’EMA IBB, Flu~amEueFEZ 29 -me de ]a Diision Lcderc POSifad 801160...lives. industry to enhance the safe-life design of rotating engine components by including The SMP/SC.33 subcommittee appointed a damage tolerant lifing

Can Education Innovations Be Sustained after the End of Donor Funding? The Case of a Reading Intervention Programme in Zambia

ERIC Educational Resources Information Center

Kombe, Charity Lengwe Meki Kombe; Herman, Chaya

2017-01-01

This article explores the sustainability of donor-supported innovations in the education sector. Accordingly, a case study was conducted of a programme (Primary Reading Programme) implemented in Zambian primary schools which was intended to improve literacy levels. The programme was initially supported by the Department for International…

Different Moves, Similar Outcomes: A Comparison of Chinese and Swedish Preschool Teacher Education Programmes and the Revisions

ERIC Educational Resources Information Center

Vong, Keang-ieng Peggy; Hu, Bi Ying; Xia, Yan-ping

2015-01-01

A Chinese and a Swedish preschool teacher education programme were examined in search for commonalities and differences of the curriculum decision-making considerations involved in the respective programme revision process. Findings include: (1) the two programmes have shifted orientations and become similar, yet there was no fundamental…

The Impact of Programme Accreditation on Portuguese Higher Education Provision

ERIC Educational Resources Information Center

Sin, Cristina; Tavares, Orlanda; Amaral, Alberto

2017-01-01

The paper analyses the impact of programme accreditation in Portugal further to the operations of the Agency for Assessment and Accreditation of Higher Education, which were initiated in 2009. Tracking the evolution of study programmes, the paper found that, out of the initial 5262 programmes on offer in 2009/2010, 40% have been either…

Improving Latino Children's Early Language and Literacy Development: Key Features of Early Childhood Education within Family Literacy Programmes

ERIC Educational Resources Information Center

Jung, Youngok; Zuniga, Stephen; Howes, Carollee; Jeon, Hyun-Joo; Parrish, Deborah; Quick, Heather; Manship, Karen; Hauser, Alison

2016-01-01

Noting the lack of research on how early childhood education (ECE) programmes within family literacy programmes influence Latino children's early language and literacy development, this study examined key features of ECE programmes, specifically teacher-child interactions and child engagement in language and literacy activities and how these…

The World Starts With Me: using intervention mapping for the systematic adaptation and transfer of school-based sexuality education from Uganda to Indonesia.

PubMed

Leerlooijer, Joanne N; Ruiter, Robert A C; Reinders, Jo; Darwisyah, Wati; Kok, Gerjo; Bartholomew, L Kay

2011-06-01

Evidence-based health promotion programmes, including HIV/AIDS prevention and sexuality education programmes, are often transferred to other cultures, priority groups and implementation settings. Challenges in this process include the identification of retaining core elements that relate to the programme's effectiveness while making changes that enhances acceptance in the new context and for the new priority group. This paper describes the use of a systematic approach to programme adaptation using a case study as an example. Intervention Mapping, a protocol for the development of evidence-based behaviour change interventions, was used to adapt the comprehensive school-based sexuality education programme 'The World Starts With Me'. The programme was developed for a priority population in Uganda and adapted to a programme for Indonesian secondary school students. The approach helped to systematically address the complexity and challenges of programme adaptation and to find a balance between preservation of essential programme elements (i.e. logic models) that may be crucial to the programme's effectiveness, including key objectives and theoretical behaviour change methods, and the adaptation of the programme to be acceptable to the new priority group and the programme implementers.

An examination of concussion education programmes: a scoping review methodology.

PubMed

Caron, Jeffrey G; Bloom, Gordon A; Falcão, William R; Sweet, Shane N

2015-10-01

The primary purpose was to review the literature on concussion education programmes. The secondary purpose was to inform knowledge translation strategies for concussion researchers and practitioners. Research on concussion education programmes is relatively new. As a result, the current study implemented a scoping review methodology, which is a type of literary search used to provide a preliminary assessment of the size and scope of a body of literature, as well as identify strengths, weaknesses and gaps in the research. A five-stage process for conducting a scoping review was followed for this study: (a) identifying the research questions, (b) identifying relevant studies, (c) identifying the study selection criteria, (d) charting the data and (e) reporting the results. Concussion education programmes have been developed and implemented with populations ranging in age from 9 to 49 years and have used interactive oral presentations, educational videos and computer-based learning programmes. Although the content of these programmes varied, the topics generally addressed salient aspects of concussion injury and recovery. Quantitative instruments have been the preferred methods for assessment. Education programmes aimed at improving participants' long-term concussion knowledge, behaviours and attitudes of concussions are needed. Researchers must consider using a knowledge translation framework to enhance concussion education programmes. The application of such a framework can lead to novel and interesting ways of disseminating information about concussive injury and recovery. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Health education programmes to improve foot self-care practices and foot problems among older people with diabetes: a systematic review.

PubMed

Ahmad Sharoni, Siti Khuzaimah; Minhat, Halimatus Sakdiah; Mohd Zulkefli, Nor Afiah; Baharom, Anisah

2016-09-01

To assess the effectiveness of health education programmes to improve foot self-care practices and foot problems among older people with diabetes. The complications of diabetes among older people are a major health concern. Foot problems such as neuropathy, ulcer and ultimately amputation are a great burden on older people with diabetes. Diabetes foot education programmes can influence the behaviour of older people in practising foot self-care and controlling the foot problems. However, the educational approaches used by the educators are different. Therefore, it is important to assess the education programmes from various evidence-based practices. Six databases, EBSCOhost medical collections (MEDLINE, CINAHL, Psychology and Behavioral Sciences Collection), SAGE, Wiley Online Library, ScienceDirect, SpringerLink and Web of Science, were used to search for articles published from January 2000 to March 2015. The search was based on the inclusion criteria and keywords including 'foot', 'care' and 'diabetes'. Fourteen studies were assessed and reviewed in the final stage. Health education programmes varied according to their design, setting, approach, outcome measured and results. Foot assessment, verbal and written instructions and discussion were proved to improve the foot self-care and foot problems. Subsequent follow-ups and evaluations had a significant effect. An improvement was observed in foot self-care scores and foot problems (such as neuropathy, foot disability, lesion, ulcer, tinea pedis and callus grade) after implementation of the health education programme. The findings of this study support the claim that a health education programme increases the foot self-care scores and reduces the foot problems. However, there were certain methodological concerns in the reviewed articles, indicating the need for further evaluation. In future, researchers and practitioners must implement a vigorous education programme focusing on diabetes foot self-care among the older population. © 2016 John Wiley & Sons Ltd.

Flexible Programmes in Higher Professional Education: Expert Validation of a Flexible Educational Model

ERIC Educational Resources Information Center

Schellekens, Ad; Paas, Fred; Verbraeck, Alexander; van Merrienboer, Jeroen J. G.

2010-01-01

In a preceding case study, a process-focused demand-driven approach for organising flexible educational programmes in higher professional education (HPE) was developed. Operations management and instructional design contributed to designing a flexible educational model by means of discrete-event simulation. Educational experts validated the model…

In-Service Training Programmes for Inclusive Education in Serbia--Offer and Implementation

ERIC Educational Resources Information Center

Matovic, Nataša; Spasenovic, Vera

2015-01-01

The initial education and in-service training of all educators, particularly teachers, play a vital role in strengthening competences necessary for implementing inclusive educational practice. This paper analyses offered and implemented inservice training programmes for educators in the field of inclusive education or, more precisely, for working…

Researching, Teaching and Professional Development: How to Build Quality and Reflection into Our MPA-Programmes?

ERIC Educational Resources Information Center

Notten, Ton

2013-01-01

Continuing adult education requires continuous education of the educators themselves--a highly self-referential issue. This article focuses on educating a group of "urban educators" in the western part of the Netherlands who have been involved in broad urban educational programmes: school, parental education and participation, living…

Going global in physical therapist education: International Service-Learning in US-based programmes.

PubMed

Pechak, Celia; Thompson, Mary

2011-12-01

 Internationalization is expanding its presence in higher education in the United States. Reflecting this trend that includes incorporating global perspectives in the curricula, physical therapist education programmes increasingly offer international opportunities such as International Service-Learning (ISL) to their students. Service-learning, a teaching strategy that integrates community service with structured learning activities, has gained broad acceptance in health professions education including physical therapy, and is therefore the focus of this paper. The specific purposes of this paper were to identify and analyse the commonalities that existed among established ISL programmes within physical therapist education programmes in terms of structures and processes, and to consider its broader implications for physical therapist education.   A descriptive, exploratory study was performed using grounded theory. Snowball and purposive, theoretical sampling yielded 14 faculty members with experience in international service, international learning or ISL in physical therapist education programmes. Faculty were interviewed by phone. Interview transcriptions and course documents were analysed applying grounded theory methodology. Data from eight programmes which met the operational definition of established ISL were used to address the purposes of this paper.   Five phases of establishing an ISL programme were identified: development, design, implementation, evaluation, and enhancement. Although no single model exists for ISL in physical therapist education; commonalities in structures and processes were identified in each phase. However, attention to service objectives and outcomes is lacking.   While analysis revealed that each programme shared commonalities and demonstrated differences in structures and processes compared with the other programmes, the study demonstrated a general lack of focus on formal community outcomes which raises ethical concerns. Future research and dialogue is warranted to explore ethics and good practice in ISL and other global health initiatives in physical therapy. This study may facilitate reflections and creative solutions by individual faculty and the profession. Copyright © 2010 John Wiley & Sons, Ltd.

Arizona's tobacco control initiative illustrates the need for continuing oversight by tobacco control advocates

PubMed Central

Bialous, S. A.; Glantz, S.

1999-01-01

BACKGROUND—In 1994, Arizona voters approved Proposition 200 which increased the tobacco tax and earmarked 23% of the new revenues for tobacco education programmes.
OBJECTIVE—To describe the campaign to pass Proposition 200, the legislative debate that followed the passage of the initiative, and the development and implementation of the tobacco control programme.
DESIGN—This is a case study. Data were collected through semi-structured interviews with key players in the initiative campaign and in the tobacco education programme, and written records (campaign material, newspapers, memoranda, public records).
RESULTS—Despite opposition from the tobacco industry, Arizonans approved an increase in the tobacco tax. At the legislature, health advocates in Arizona successfully fought the tobacco industry attempts to divert the health education funds and pass preemptive legislation. The executive branch limited the scope of the programme to adolescents and pregnant women. It also prevented the programme from attacking the tobacco industry or focusing on secondhand smoke. Health advocates did not put enough pressure at the executive branch to force it to develop a comprehensive tobacco education programme.
CONCLUSIONS—It is not enough for health advocates to campaign for an increase in tobacco tax and to protect the funds at the legislature. Tobacco control advocates must closely monitor the development and implementation of tax-funded tobacco education programmes at the administrative level and be willing to press the executive to implement effective programmes.


Keywords: tobacco tax; health education; advocacy PMID:10478397

Undergraduate training in palliative medicine: is more necessarily better?

PubMed

Mason, Stephen R; Ellershaw, John E

2010-04-01

The General Medical Council's call to modernize medical education prompted the University of Liverpool Medical School to develop a new undergraduate programme, integrating palliative medicine as 'core' curricula. Following successful piloting, the palliative medicine training programme was further developed and expanded. This paper examines whether the additional investment produces improved outcomes. In 1999, fourth year undergraduate medical students (Cohort 1, n = 217) undertook a 2-week pilot education programme in palliative medicine. Subsequently, the training programme was refined and extended, incorporating advanced communication skills training, an ethics project and individual case presentations (Cohort 2, n = 443). Congruent with the study's theoretical driver of self-efficacy, both cohorts were surveyed pre- and post-programme with validated measures of: (i) self-efficacy in palliative care scale; (ii) thanatophobia scale. No significant differences between cohorts' pre-programme scores were identified. Within each cohort, statistically and educationally significant post-education improvements were recorded in both scales. Further post-education analysis indicated that the extended programme produces significantly greater improvements in all domains of the self-efficacy in palliative care scale (communication, t =-7.28, patient management, t =-5.96, multidisciplinary team-working t =-3.77 at p < 0.000), but not thanatophobia. Although improvements were recorded in both cohorts, participation in the extended education programme resulted in further statistically significant gains. Interpreted through the theoretical model employed, improved self-efficacy and outcome expectancies will result in behavioural change that leads to improved practice and better patient care.

Effectiveness of Teacher Education Programmes in Developing Teaching Skills for Secondary Level

ERIC Educational Resources Information Center

Ullah, S. Zia; Farooq, M. S.; Memon, R. A.

2008-01-01

The purpose of the study was to evaluate the effectiveness of secondary school teacher education programme in terms of development of selected teaching skills and suggesting ways and means to improve the programme. The population of the study comprised of the pre-service teachers of all the government colleges of education for men and women in…

Comparative Study of Teaching Content in Teacher Education Programmes in Canada, Denmark, Finland and Singapore

ERIC Educational Resources Information Center

Rasmussen, Jens; Bayer, Martin

2014-01-01

This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which…

Exploring the Links Between Visual Arts and Environmental Education: Experiences of Teachers Participating in an In-Service Training Programme

ERIC Educational Resources Information Center

Savva, Andri; Trimis, Eli; Zachariou, Aravella

2004-01-01

An in-service teachers' training programme was designed aiming to encourage art teachers to learn through theoretical and artistic experiential activities in a specific environmental setting (Lemithou environmental education centre, Cyprus). The programme was based on the use of the environment as an educational resource, and sought to develop…

Primary Science Curriculum Development in Africa--Strategies, Problems and Prospects with Particular Reference to the African Primary Science Programme.

ERIC Educational Resources Information Center

Bajah, Sam Tunde

1981-01-01

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…

Evaluation of a tele-education programme in Brazil.

PubMed

Joshi, Ashish; Novaes, Magdala A; Iyengar, Sriram; Machiavelli, Josiane L; Zhang, Jiajie; Vogler, Robert; Hsu, Chiehwen E

2011-01-01

We evaluated a tele-education programme for primary care staff in Pernambuco State, Brazil. During 2008 and 2009, tele-education sessions occurred four times each week for one hour per day. The topics included public health, child and adolescent health, mental health and nursing. After each session, participants completed an evaluation questionnaire. A total of 73 municipalities and 141 health centres participated in the programme. There were 254 tele-education sessions scheduled during the 20-month study period; of these, 224 sessions were successfully performed and 30 were cancelled. We collected 3504 responses from the satisfaction survey. There was high acceptance of the programme: 97% rated it as excellent or good.

A national survey of medical education fellowships.

PubMed

Thompson, Britta M; Searle, Nancy S; Gruppen, Larry D; Hatem, Charles J; Nelson, Elizabeth A

2011-04-04

The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme. A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme. Almost half (n=55) of the participating schools (n=120, response rate 94.5 %) reported having fellowships. Duration (10-584 hours) and length (<1 month-48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies. The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data, indicating a need for better outcome data. These results provide benchmark data for those implementing or revising existing medical education fellowships.

A national survey of medical education fellowships

PubMed Central

Thompson, Britta M.; Searle, Nancy S.; Gruppen, Larry D.; Hatem, Charles J.; Nelson, Elizabeth A.

2011-01-01

Purpose The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme. Methods A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme. Results Almost half (n=55) of the participating schools (n=120, response rate 94.5 %) reported having fellowships. Duration (10–584 hours) and length (<1 month–48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies. Conclusions The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data, indicating a need for better outcome data. These results provide benchmark data for those implementing or revising existing medical education fellowships. PMID:21475643

Looking ahead ...

NASA Astrophysics Data System (ADS)

1999-07-01

`Prospering through science' is the theme of this year's British Association Annual Festival of Science, taking place in Sheffield on 13-17 September 1999. This unique event for people with a professional or lay interest in science will be exploring how advances in many fields of science and engineering can provide opportunities to ensure prosperity through improving the quality of life and creating new wealth. Under the heading Creating economic prosperity will be talks on `Chips in a changing world', `From Big Bang to eternity - understanding the Cosmos', `Making money with physics' and `In the material world'. Building scientific awareness and understanding will comprise sessions on `Science education in the new century - challenges and opportunities', `IT - a mixed blessing' and `Exploration Earth'. Working towards a sustainable environment will examine `Energy for the 21st century: what are the choices?', whilst Learning from the past includes the topic `Retrospects and Prospects - two forums for science education'. Plenary lectures will cover the Hubble Space Telescope, New business, and Antibiotics and Resistance, and there will be student quiz and comedy nights, a careers event as well as many other social activities. As plans progress, the programme will be updated on the British Association's website at www.britassoc.org.uk but further details may also be obtained from the British Association for the Advancement of Science, 23 Savile Row, London W1X 2NB (tel: 0171 973 3500, fax: 0171 973 3051). Leeds University will be host to the next Annual Meeting of the Association for Science Education, being held on 6-8 January 2000. As in previous years, the main conference entitled `Forging the future in science education' will be preceded by an international programme of meetings on current issues and developments for all science educators. There will be the usual well-balanced mix of talks, practical workshops, academic lectures, exhibitions, courses, visits and social events, including the Physics Education lecture to be given this year by Institute of Physics Publishing's Journals Director, Professor Robert Brown. Programmes for the meeting will be available in September and full details can be obtained from the Conference Office, ASE, College Lane, Hatfield AL10 9AA (fax: +44 (0) 1707 266532, e-mail: mbrookman@ase.org.uk).

Distance learning for maternal and child health nurses and midwives in Mongolia: a qualitative evaluation.

PubMed

Willott, C; Sakashita, R; Gendenjamts, E; Yoshino, Y

2018-03-23

Continuing education is vital for the development of the competencies of nurses and midwives. We analysed the effectiveness of a distance education programme for maternal and child health nurses and midwives in Mongolia, assessing its strengths and limitations and ways in which it could be improved. The aim of this research is to provide an analysis of the successes and failures of the programme, in order to improve future versions of this and similar programmes in Mongolia and elsewhere. We carried out a qualitative descriptive study in Mongolia in August 2015. This consisted of three semi-structured interviews and two focus groups in the Second National Hospital, Ulaanbaatar, and three semi-structured interviews and one focus group in Dornogovi Provincial Maternal Hospital, Sainshand, Dornogovi Province. In total, there were 22 participants in our research. Data from the interviews and focus groups were thematically coded and analysed using NVivo version 10. The distance education programme is well received by participants. They suggest that it has improved their clinical practice and education in a number of areas, and are anxious for the programme to continue. A number of alterations would be necessary to improve both the quality of the programme and the ability of participants to foster change on the basis of what they have learnt. This provides challenges for both the programme organizers and the providers of maternal and child health services in Mongolia. The success of the distance education programme suggests that collaborations of this type are a cost-effective method of disseminating best practice in policy and practice to improve the quality of care provided to mothers and children in low-resource settings. A distance education programme is vital to link maternal care providers in Mongolia to new trends in care. Mongolia's relative isolation means that this programme is particularly valuable there. However, the programme could work equally well in other developing country settings. © 2018 International Council of Nurses.

Enhanced recovery clinical education programme improves quality of post-operative care

PubMed Central

McDonald, Ruth

2015-01-01

Quality is the driving principle of Enhanced Recovery (ER). It improves the patient experience by getting patients better sooner and changes clinical practice to make care safer and more efficient. As a consequence of ER patients spend less time in hospital. A successful ER programme began to fail after organisational restructuring and staff changes. Patients did not meet their ER goals and length of stay (LOS) increased. An ER nurse was appointed to get the programme back on track. This involved a multidisciplinary approach to an ER clinical education programme. The programme aimed to develop knowledge of the physiology of post-operative recovery and the evidence underpinning the interventions required. This was considered crucial to secure longer term staff engagement while avoiding unthinking protocol driven compliance. Success of the education programme was measured by improved outcomes in patient LOS and readmission statistics. During the four months of the clinical education programme there were no significant changes in monthly LOS. At six months post implementation of the programme there was a reduction in LOS of 0.6 days compared to the previous six months. At 12 months there was a reduction in 1.1 days compared with previous 12 months. There was a mean reduction of 28 day readmissions for all elective gynaecology surgery of 1.1 patients per month in the 12 months post programme implementation compared to the 12 months before. Delivering a multidisciplinary participatory education programme improved overall understanding of ER, and achieved sustained improvement in ER for patient benefit. PMID:26734343

E-learning in engineering education: a theoretical and empirical study of the Algerian higher education institution

NASA Astrophysics Data System (ADS)

Benchicou, Soraya; Aichouni, Mohamed; Nehari, Driss

2010-06-01

Technology-mediated education or e-learning is growing globally both in scale and delivery capacity due to the large diffusion of the ubiquitous information and communication technologies (ICT) in general and the web technologies in particular. This statement has not yet been fully supported by research, especially in developing countries such as Algeria. The purpose of this paper was to identify directions for addressing the needs of academics in higher education institutions in Algeria in order to adopt the e-learning approach as a strategy to improve quality of education. The paper will report results of an empirical study that measures the readiness of the Algerian higher education institutions towards the implementation of ICT in the educational process and the attitudes of faculty members towards the application of the e-learning approach in engineering education. Three main objectives were targeted, namely: (a) to provide an initial evaluation of faculty members' attitudes and perceptions towards web-based education; (b) reporting on their perceived requirements for implementing e-learning in university courses; (c) providing an initial input for a collaborative process of developing an institutional strategy for e-learning. Statistical analysis of the survey results indicates that the Algerian higher education institution, which adopted the Licence - Master and Doctorate educational system, is facing a big challenge to take advantage of emerging technological innovations and the advent of e-learning to further develop its teaching programmes and to enhance the quality of education in engineering fields. The successful implementation of this modern approach is shown to depend largely on a set of critical success factors that would include: 1. The extent to which the institution will adopt a formal and official e-learning strategy. 2. The extent to which faculty members will adhere and adopt this strategy and develop ownership of the various measures in the context of their teaching and research responsibilities. 3. The extent to which the university will offer adequate support in terms of training, software platform administration, online resource development and impact monitoring and assessment.

Marketing the `Broad Line': Invitations to STEM education in a Swedish recruitment campaign

NASA Astrophysics Data System (ADS)

Andrée, Maria; Hansson, Lena

2013-01-01

In many Western societies, there is a concern about the tendency of young people not choosing Science, Technology, Engineering, and Mathematics (STEM) education and occupations. In response, different initiatives have been launched. If one believes that science should have a place in more young people's lives, an important question is to what extent recruitment campaigns communicate messages that open up for STEM education to become relevant in young people's identity formation. Here, we analyse a Swedish government-initiated, primarily Internet-based recruitment attempt ('The Broad Line Campaign') aimed at increasing the number of young people choosing the natural science programme in upper secondary school. The campaign is based on marketing principles and deliberately draws on identity issues. The data analysed consists of campaign films and written resources describing the campaign. Data are analysed by use of the constant comparative approach in order to produce categories describing different messages about why to engage in STEM education. These messages are then analysed from an identity perspective using the concept of subjective values. Our results show that the messages communicated in the Broad Line campaign emphasise utility value, attainment value and relative cost rather than interest-enjoyment. The campaign communicates that the natural science programme is to be associated with a high attainment value without establishing relations to the field of science. Finally, potential consequences of the communicated messages in the campaign are discussed in light of previous research.

Currently available medical engineering degrees in the UK. Part 1: Undergraduate degrees.

PubMed

Joyce, T

2009-05-01

This paper reviews mechanical-engineering-based medical engineering degrees which are currently provided at undergraduate level in the UK. At present there are 14 undergraduate degree programmes in medical engineering, offered by the University of Bath, University of Birmingham, University of Bradford, Cardiff University, University of Hull, Imperial College London, University of Leeds, University of Nottingham, University of Oxford, Queen Mary University of London, University of Sheffield, University of Southampton, University of Surrey, and Swansea University. All these undergraduate courses are delivered on a full-time basis, both 3 year BEng and 4 year MEng degrees. Half of the 14 degree courses share a core first 2 years with a mechanical engineering stream. The other seven programmes include medical engineering modules earlier in their degrees. Within the courses, a very wide range of medical-engineering-related modules are offered, although more common modules include biomaterials, biomechanics, and anatomy and physiology.

Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

ERIC Educational Resources Information Center

Smith, Paul; Preece, David

2009-01-01

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

The Role of Foundation Programmes in Science Education: The UNIFY Programme at the University of Limpopo, South Africa

ERIC Educational Resources Information Center

Mabila, T. E.; Malatje, S. E.; Addo-Bediako, A.; Kazeni, M. M. M.; Mathabatha, S. S.

2006-01-01

Since its inception in 1992, the University of the North's, Science Foundation Year (UNIFY) Programme has provided access to higher education to over 1500 previously disadvantaged students. However, there has always been doubt about whether the concept of a foundation programme is a worthwhile endeavour. To date, government has not yet fully…

Expectations of Majlis Amanah Rakyat (MARA) Stakeholders on the Ulul Albab Curriculum at a MARA Junior Science College (MRSM)

ERIC Educational Resources Information Center

Manaf, Umi Kalthom Abdul; Alias, Nurul Fitriah; Azman, Ady Hameme Nor; Rahman, Fadzilah Abdul; Zulkifli, Hafizah

2014-01-01

Ulul Albab is an educational programme of integration between the existing programmes in MARA Junior Science College (MRSM) with the religious school programme including Tahfiz Al-Quran. MRSM Ulul Albab education programme is designed to produce professional experts, entrepreneurs and technocrats that are well versed in the field of religion-based…

From Chaos and Insecurity to Understanding and Coping: Experienced Benefits of a Group-Based Education Programme for People with Chronic Fatigue Syndrome

ERIC Educational Resources Information Center

Pinxsterhuis, Irma; Strand, Elin Bolle; Stormorken, Eva; Sveen, Unni

2015-01-01

The aim of this study was to elicit participants' experiences with a multidisciplinary patient education programme and their views regarding the usefulness of the programme. Focus group interviews were conducted with 10 participants immediately and nine months following participation in the programme and analysed using thematic analysis.…

A Time Profile of Mathematics in a "Gap Year" in Irish Secondary Schools

ERIC Educational Resources Information Center

Prendergast, Mark; O'Meara, Niamh

2016-01-01

The Irish education system is unique in an international context as it sets aside a full school year for a transition and youth development programme in the middle of secondary education. The Transition Year (TY) programme is an optional, full time programme offered in the majority of secondary schools. Each school designs its own programme,…

Planning, Designing and Managing Higher Education Institutions

ERIC Educational Resources Information Center

Daigneau, William A.; Valenti, Mark S.; Ricciarini, Sylvana; Bender, Stephen O.; Alleyne, Nicole; Di Grappa, Michael; Duart, Josep M.; Lupianez, Francisco; Sanchez, Miguel Angel Ehrenzweig

2005-01-01

The OECD Programme on Educational Building, together with the Association of Higher Education Facilities Officers (APPA) and the OECD Programme on Institutional Management in Higher Education, organised an international conference on the planning, design and management of facilities for higher education institutions on April 24-27, 2005. The…

Genome engineering in human cells.

PubMed

Song, Minjung; Kim, Young-Hoon; Kim, Jin-Soo; Kim, Hyongbum

2014-01-01

Genome editing in human cells is of great value in research, medicine, and biotechnology. Programmable nucleases including zinc-finger nucleases, transcription activator-like effector nucleases, and RNA-guided engineered nucleases recognize a specific target sequence and make a double-strand break at that site, which can result in gene disruption, gene insertion, gene correction, or chromosomal rearrangements. The target sequence complexities of these programmable nucleases are higher than 3.2 mega base pairs, the size of the haploid human genome. Here, we briefly introduce the structure of the human genome and the characteristics of each programmable nuclease, and review their applications in human cells including pluripotent stem cells. In addition, we discuss various delivery methods for nucleases, programmable nickases, and enrichment of gene-edited human cells, all of which facilitate efficient and precise genome editing in human cells.

Do the clinical competencies of musculoskeletal outpatient physiotherapists improve after they have participated in a bespoke in-service education programme designed around individual and service continuing professional development needs?

PubMed

Banks, Kevin; Meaburn, Anthony; Phelan, Elaine

2013-01-01

To determine whether the clinical competencies of musculoskeletal outpatient physiotherapists improve if they participate in an annual in-service education programme designed around clinical practice needs. A within-subject, without-control, experimental, pre-test post-test study. Clinical and educational facilities of Doncaster and Bassetlaw Hospitals NHS Foundation Trust and locality-based outpatient facilities. Participants were 37 specialist musculoskeletal outpatient physiotherapists (band 6 and 7), working for Doncaster and Bassetlaw Hospitals NHS Foundation Trust. Participants completed three separate modules of in-service education through an academic year, based on learning outcomes identified from observation and performance rating of their clinical competencies. Each module lasted 7 hours, with supporting clinical assistance sessions and self-directed learning time. The primary outcome measure was a (participant) performance rating (from novice to expert) of 20 clinical competencies scored by experienced clinical educators before and after completion of the in-service education programme. A secondary, qualitative outcome measure (a purpose-made, semi-structured questionnaire) given after the programme explored participants' experiences and perceptions of the in-service education programme. Seven competencies were identified as the focus of the programme because their performance ratings were the lowest. All seven of these competencies improved following the programme. Communication scores improved by 6%, clinical reasoning by 4%, functional analysis of movement by 6%, use of research in practice by 4%, and critical appraisal of evidence by 4.6%. Performance of structural differentiation and the range of manual handling skills demonstrated were the only competencies to show a statistically significant improvement of 14.6% and 12%, respectively (p≤0.025(. Thematic analysis of the questionnaires revealed that 96% of respondents felt that their practice had changed positively over the year because of the programme. Providing a structured and bespoke in-service education programme over an academic year may help to improve the rating of clinical competencies and give participants the perception that their clinical practice has changed because of the programme.

Development and Validation of a Culturally-Tailored Breast Cancer Health Education Programme for Arab Women

PubMed Central

Alkhasawneh, Esra; Al-Farsi, Yahya; Al-Simadi, Fayez; Leocadio, Michael

2017-01-01

Objectives This study aimed to develop and validate a health education programme to encourage breast cancer awareness and early detection behaviours among Arab women. Methods This study took place between December 2015 and March 2016. The Enabling Systems Raising Awareness model was used to develop a breast cancer health education programme which was subsequently implemented by trained health educators at three female-only fitness clubs in Muscat, Oman. Breast cancer knowledge among 53 women was assessed using the breast module of the Cancer Awareness Measure before and after each health education session. Overall pre- and post-session knowledge scores were then compared. Additionally, three focus group discussions were conducted with 10 participants from each location. Thematic analysis was used to analyse the transcribed discussions and collect feedback on the programme. Results The health education sessions resulted in a statistically significant increase in overall mean knowledge scores (P <0.001). Participants also reported significantly improved intentions to undertake early detection practices (P <0.001). The focus group discussions yielded distinct themes and valuable feedback which can be utilised in the future to create an improved version of the programme. Conclusion While the health education programme significantly improved breast cancer and early detection knowledge among a cohort of Arab women, it still required critical improvements in terms of structure and administration. Additional studies are required in order to evaluate long-term behavioural outcomes resulting from the improved programme. PMID:28690890

Pedagogical Approaches to Exploring Theory-Practice Relationships in an Outdoor Education Teacher Education Programme

ERIC Educational Resources Information Center

Clayton, Kathleen; Smith, Heidi; Dyment, Janet

2014-01-01

Understanding theory-practice relationships in pre-service teacher education is an enduring concern for many teacher educators. Drawing on data from an investigation into the theory-practice nexus in an outdoor education teacher education programme, this article examines pedagogical approaches to exploring theory and practice with pre-service…

Revealing the Effects of Cognitive Education Programmes through Dynamic Assessment

ERIC Educational Resources Information Center

Tzuriel, David

2011-01-01

The major objective of this paper is to demonstrate the effectiveness of dynamic assessment (DA) in revealing outcomes of cognitive education programmes. Three programmes based on "mediated learning experience" theory are reviewed: "Feuerstein's Instrumental Enrichment", "Bright Start", and "Peer Mediation with…

The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study.

PubMed

Frantz, José M; Bezuidenhout, Juanita; Burch, Vanessa C; Mthembu, Sindi; Rowe, Michael; Tan, Christina; Van Wyk, Jacqueline; Van Heerden, Ben

2015-03-03

In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.

Parents’ Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action

PubMed Central

Nghipondoka- Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2016-01-01

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children’s sexuality education, and the need for parental participation in their children’s sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles one: parent’s participation in sexuality education of their children: a situational analysis; two: parent’s participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent’s participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent’s participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher’s paradigmatic assumptions, and the focus group and individual in-depth interviews results. The survey list suggested by Dickoff et al. (1968) consists of various elements which were employed in the conceptual framework, namely the context, agent, recipients, dynamics, procedure and a terminus. These elements were reflected in the “thinking map”. PMID:26573053

Parents' Participation in the Sexuality Education of Their Children in Namibia: A Framework and an Educational Programme for Enhanced Action.

PubMed

Nghipondoka-Lukolo, Linda Ndeshipandula; Charles, Kimera Lukanga

2015-08-18

The purpose of the study was to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children's sexuality education, and the need for parental participation in their children's sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent's participation in sexuality education of their children: a situational analysis; two: parent's participation in sexuality education of their children: a conceptual framework and an educational programme to enhance action, and three: parent's participation in sexuality education of their children: programme implementation and evaluation. The previous paper dealt with parent's participation in sexuality education of their children: a situational analysis: the results from the in-depth interviews and focus group discussions on sexuality education with children and parents were presented. This paper focuses on describing Phase 2 and 3, namely the process of devising a conceptual framework for the development of an educational programme to empower parents to participate in the sexuality education of their children. Discussions included a description of the conceptual framework, based on the researcher's paradigmatic assumptions, and the focus group and individual in-depth interviews results. The survey list suggested by Dickoff et al. (1968) consists of various elements which were employed in the conceptual framework, namely the context, agent, recipients, dynamics, procedure and a terminus. These elements were reflected in the "thinking map".

The Alert Program for Self-Management of Behaviour in Second Level Schools: Results of Phase 1 of a Pilot Study

ERIC Educational Resources Information Center

Mac Cobb, Siobhan; Fitzgerald, Brian; Lanigan-O'Keeffe, Carolyn

2014-01-01

This article reports on Phase 1 of a pilot programme on self-management of behaviour with challenging class groups of students as part of the evidence-informed practice of the National Behaviour Support Service. The Alert Program is a structured active learning programme using an engine analogy. The person's engine runs on high, low or just right…

Recognising and developing students as teachers: Introduction of a novel Undergraduate Certificate in Veterinary Medical Education.

PubMed

Hudson, Neil; Stansbie, Nigel; Rhind, Susan; Brown, Gillian; Handel, Ian; Mellanby, Richard; Bell, Catriona

2016-01-01

A key responsibility of healthcare professionals is the education of clients/patients, colleagues and students undertaking placements. Peer-assisted learning (PAL) has been incorporated in our veterinary medicine programme for a number of years. The aim of this project was to develop a mechanism to formally recognise the important role that students play in the School's teaching and learning processes and foster students as partners in education through the development of a novel Undergraduate Certificate in Veterinary Medical Education (UCVME). Students and veterinarians were surveyed in order to inform the design of the programme. The programme is modular and aligned with the UK Professional Standards Framework (UKPSF). Students enrol in their third year, undertaking core and elective components, with completion over the final three years of the degree. The UCVME has been positively received, with 30 of 160 third year students enrolling in the programme's first year. Activities receiving credit and designed in partnership between staff and students have included: PAL sessions, widening participation school educational workshops and client education events. This initiative has created numerous student-driven educational opportunities. It is hoped that this programme will facilitate the educational training of students and enhance employability and career satisfaction.

Effects of two educational programmes aimed at improving the utilization of non-opioid analgesics in family medicine clinics in Mexico.

PubMed

Doubova, Svetlana Vladislavovna; Mino-León, Dolores; Reyes-Morales, Hortensia; Flores-Hernandez, Sergio; Torres-Arreola, Laura del Pilar; Pérez-Cuevas, Ricardo

2010-08-01

To develop and test two educational programmes (interactive and passive) aimed at improving family doctors' (FD) prescribing practices and patient's knowledge and use of non-opioid analgesics (NOA). The educational programmes were conducted in two family medicine clinics by using a three-stage approach: baseline evaluation, design, and implementation of educational activities, and post-programme evaluation. An interactive educational programme (IEP) was compared with a passive educational programme (PEP); both were participated by FDs and patients. The IEP for FDs comprised of workshops, discussion groups, in-service training and guidelines, while for patients the IEP consisted of an interactive session with a video, leaflets and a discussion. The PEP consisted in delivering the guidelines to the FDs and the leaflets to patients. The effect of the programmes on the FDs was measured through the appropriateness of prescriptions and analysed using the differences-in-differences estimator (D-in-D), and on patients through changes in self-medication and in their knowledge about the proper use and adverse events by analysing the inter- and intra-group differences before and after the programmes. The IEP obtained better results to improve appropriate FDs prescription of NOA than PEP (D-in-D = 15%). Regarding the patients, the PEP group reached higher reduction of self-medication than the IEP group (13.4% vs. 9.1%); the knowledge of proper NOA use increased by 8.5% in both groups, whereas knowledge of NOA-related adverse events was better in the IEP (39.6%) than in the PEP group (9.2%). The IEP was better to improve the doctors' abilities to prescribe NOAs, and both programmes improved patients' knowledge.

Past challenges faced: an overview of current educational activities of IUTOX.

PubMed

Dybing, Erik; MacGregor, Judith; Malmfors, Torbjörn; Chipman, J Kevin; Wright, Paul

2005-09-01

Over the past decade, educational programmes have been the main focus of the activities of the International Union of Toxicology (IUTOX). The IUTOX educational programmes are dynamic and have been growing in scope and frequency each year. It is envisaged that this growth will continue with guidance from our member societies and the continuing support of our sponsors. Presently, IUTOX is engaged in the following educational programmes: (1) International congresses that provide the opportunity for direct communication of current toxicological information. Fellowships are sponsored to facilitate attendance at these congresses for toxicologists in need. (2) Workshops that permit interaction on a more localised level of topics of more regional interest. Workshops have served to help stimulate formation of toxicology societies by bringing together sufficient scientists to facilitate these discussions. (3) Continuing educational (CE) programmes at member society meetings. Topics are prioritized based on input received from the local societies. Programmes often are those from CE courses given at meetings, such as conferences of the US Society of Toxicology (US SOT) and EUROTOX from the previous year. (4) Biennial Risk Assessment Summer School (RASS), an intensive week-long interaction between senior toxicologists who serve as faculty with attendees providing individual training. (5) Dissemination of donated printed toxicological books from publishers and syllabi from continuing education courses to regional locations. (6) Web-based interactive training programmes in regions where formal toxicological educational programmes are limited or lacking. (7) Preparation and distribution of monographs on selected topics of very current interest. Monographs on environmental oestrogens and genetically-modified foods have been published. The recent activities in each of these programmes are reviewed in this paper.

Evaluation of the Non-Formal Forest Education Sector in the State of North Rhine-Westphalia, Germany: Organisations, Programmes and Framework Conditions

ERIC Educational Resources Information Center

Grimm, Anne; Mrosek, Thorsten; Martinsohn, Anna; Schulte, Andreas

2011-01-01

Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine-Westphalia, Germany, to…

The Impact of a Values Education Programme for Adolescent Romanies in Spain on Their Feelings of Self-Realisation

ERIC Educational Resources Information Center

Soriano, Encarnacion; Franco, Clemente; Sleeter, Christine

2011-01-01

This study analysed the effects a values education programme can have on the feelings of self-realisation, self-concept and self-esteem of Romany adolescents in southern Spain. To do this, an experimental group received a values education intervention but a control group did not. The intervention programme was adapted to the Romany culture. The…

The Effects and Costs of a Group-Based Education Programme for Self-Management of Patients with Type 2 Diabetes. A Community-Based Study

ERIC Educational Resources Information Center

Molsted, Stig; Tribler, Jane; Poulsen, Peter B.; Snorgaard, Ole

2012-01-01

The worldwide epidemic of Type 2 diabetes necessitates evidence-based self-management education programmes. The purpose of this study was to investigate the effects and costs of an empowerment-based structured diabetes self-management education programme in an unselected group of patients with Type 2 diabetes. Seven hundred and two patients…

Environmental Engineering Curricula assessment in the global world

NASA Astrophysics Data System (ADS)

Caporali, Enrica; Catelani, Marcantonio; Manfrida, Giampaolo; Valdiserri, Juna

2014-05-01

Environmental engineers are technicians with specific expertise on the sustainability of human presence in the environment. Among other global dilemmas, to the environmental engineers it is often demanded to be able in developing systematic, innovative solutions in order to simultaneously meet water and energy needs, to build resilience to natural and technological disasters, to more accurately gauge and manage countries' greenhouse gas emissions. The general objectives of the Environmental Engineers are to establish actions of environmental sustainability as well as to verify progress toward global goals or international commitments. The globalization of challenges and problems to be faced, leads, in general, to the globalization of the engineering profession. In particular, since the environmental issues are without boundaries, and many and different are the involved professions and the competences, the environmental engineer must have a multidisciplinary and interdisciplinary approach to adequately answer to the demand of technical innovative knowledge at global scale. The environmental engineers, more and more, are involved in international projects were the effective collaboration requires not only the capacity to communicate in a common technical language, but also the assurance of an adequate and common level of technical competences, knowledge and understanding. The Europe-based EUR ACE system, currently operated by ENAEE - European Network for Accreditation of Engineering Education, can represent the proper framework and accreditation system in order to provide a set of measures to assess the quality of engineering degree programmes in Europe and abroad. In the global frame of the knowledge triangle: education-innovation-research, the accreditation and quality assurance of engineering curricula in Europe is discussed with reference to the Environmental engineering curricula, of the 1st and 2nd cycle, based on the European Credit Transfer System and in accordance with the Bologna Process, offered at School of Engineering, University of Firenze. The application of the accreditation model EUR-ACE to the multidisciplinary first cycle degree in Civil, Building and Environmental Engineering and the more specific second cycle degree in Environmental Engineering is discussed. Particularly, the critical issues to guarantee the quality and the status of environmental engineering graduates, in terms of applying knowledge capacities and technical innovative competences are examined. The expected learning outcomes of the quality assessment according the Dublin descriptors or the more engineering focused EUR-ACE skill descriptors, and at local and global scale are analysed. The system for educating engineers in communicating knowledge and understanding, making informed judgments and choices, capacities to lifelong learning is also assessed. The involvement of the professional working world in the definition of goals in skills, of typical expectations of achievements and abilities, and in general in comparing the teaching profile with the actual needs of the technical workforce, is described. With the aim to promote the innovative aspects related with the environmental engineering education, the important role that science and technology could play is also taken into consideration.

Continuous improvement in the Industrial and Management Systems Engineering programme at Kuwait University

NASA Astrophysics Data System (ADS)

Aldowaisan, Tariq; Allahverdi, Ali

2016-07-01

This paper describes the process employed by the Industrial and Management Systems Engineering programme at Kuwait University to continuously improve the programme. Using a continuous improvement framework, the paper demonstrates how various qualitative and quantitative analyses methods, such as hypothesis testing and control charts, have been applied to the results of four assessment tools and other data sources to improve performance. Important improvements include the need to reconsider two student outcomes as they were difficult to implement in courses. In addition, through benchmarking and the engagement of Alumni and Employers, key decisions were made to improve the curriculum and enhance employability.

Parents’ Participation in the Sexuality Education of Their Children in Rural Namibia: A Situational Analysis

PubMed Central

Lukolo, Linda Ndeshipandula; van Dyk, Agnes

2015-01-01

Talking about sexuality has never been easy in most Namibians cultures and it seems that most parents feel uncomfortable and embarrassed to talk openly with their children about sexuality. They do not participate in the sexuality education of their children, because they believe they are unable to provide quality and adequate sexuality information due to their lack of knowledge about human sexuality or their perceived inability to explain what they do know. The ultimate purpose of this study was to develop, describe, implement and evaluate an educational programme to empower rural parents to participate in the sexuality education of their children. The study was designed to be qualitative, explorative, descriptive and contextual in nature. It was performed in three phases. Phase 1 consisted of a situational analysis to explore and describe how parents provide sexuality education. Phase 2 consisted of the development of a conceptual framework that facilitated the development of an educational programme. In phase 3 the programme was implemented and evaluated, recommendations were made and conclusions drawn. The main findings revealed two themes: factors influencing parental participation in their children’s sexuality education, and the need for parental participation in their children’s sexuality education. This article is part of series of three article stems from a study on the topic of sexuality education empowerment programme of rural parents in Namibia. The three articles have the following titles: one: parent’s participation in sexuality education of their children: a situational analysis; two: conceptual framework developments that facilitate the development of an educational programme and three: programme implementation and evaluation. This article dealt with parent’s participation in sexuality education of their children: a situational analysis. PMID:25560329

Moving beyond a "Bums-on-Seats" Analysis of Progress towards Widening Participation: Reflections on the Context, Design and Evaluation of an Australian Government-Funded Mentoring Programme

ERIC Educational Resources Information Center

Lynch, Julianne; Walker-Gibbs, Bernadette; Herbert, Sandra

2015-01-01

In 2010, the Australian government established the Higher Education Participation and Partnerships Programme--a funding agenda to promote programmes that respond to the under-representation in higher education of people from low socioeconomic status (SES) backgrounds. Many government-funded programmes and projects have since emerged that respond…

The Female Predominance of a Vocational and Scientific Education Programme for High School Students in Rio de Janeiro and Recife, Brazil

ERIC Educational Resources Information Center

de Sousa, Isabela Cabral Felix; Braga, Cristiane Nogueira; Frutuoso, Telma de Mello; Ferreira, Cristina Araripe; Vargas, Diego da Silva

2008-01-01

The aim of this research is to understand how students view their volunteer choices to take part in a specific scientific education programme while they attend high school. This programme is called (Provoc) located at Oswaldo Cruz Foundation (Fiocruz), Brazil. Historically, this programme has been characterised by a significant predominance of…

An Examination of Critical Problems Associated with the Implementation of the Universal Basic Education (UBE) Programme in Nigeria

ERIC Educational Resources Information Center

Ejere, Emmanuel Iriemi

2011-01-01

It is hardly debatable that implementation is the bane of public policies and programmes in Nigeria. A well formulated policy or programme is useless if not properly implemented as its stated objectives will not be realized. The Universal Basic Education (UBE) programme was introduced in Nigeria in September 1999 by the Obasanjo's administration.…

Paediatric burns in LMICs: An evaluation of the barriers and facilitators faced by staff involved in burns education training programmes in Blantyre, Malawi.

PubMed

Harris, Lyndsey; Fioratou, Evridiki; Broadis, Emily

2016-08-01

A burn prevention and education programme - the Reduction of Burn and Scald Mortality and Morbidity in Children in Malawi project - was implemented from January 2010-2013 in Queen Elizabeth Central Hospital, Malawi. This study aimed to investigate the barriers and facilitators of implementing education-training programmes. Semi-structured interviews with 14 Scottish and Malawian staff delivering and receiving teaching at training education programmes were conducted. All interviews were recorded, transcribed and analysed using thematic analysis. Overarching barriers and facilitators were similar for both sets of staff. Scottish participants recognised that limited experience working in LMICs narrowed the challenges they anticipated. Time was a significant barrier to implementation of training courses for both sets of participants. Lack of hands on practical experience was the greatest barrier to implementing the skills learnt for Malawian staff. Sustainability was a significant facilitator to successful implementation of training programmes. Encouraging involvement of Malawian staff in the co-ordination and delivery of teaching enabled those who attend courses to teach others. A recognition of and response to the barriers and facilitators associated with introducing paediatric burn education training programmes can contribute to the development of sustainable programme implementation in Malawi and other LMICs. Copyright © 2015 Elsevier Ltd and ISBI. All rights reserved.

Educating new graduate nurses in their first year of practice: The perspective and experiences of the new graduate nurses and the director of nursing.

PubMed

Doughty, Lesley; McKillop, Ann; Dixon, Robyn; Sinnema, Claire

2018-05-01

New graduate nurses are the future of nursing and the education they receive as they transition into the workforce as a newly registered nurse is critical for building a suitably qualified nursing workforce that will adequately serve the future population. Variation exists in education programmes for new graduate nurses in their first year of practice which is known to impact on transition experience. A qualitative study using focus groups and semi-structured interviews was undertaken to explore the experiences and perceptions of New Graduate Nurses undertaking a new graduate programme and Directors of Nursing supporting them to complete the programme which may or may not have been inclusive of a postgraduate course (Masters Level). The findings of this study are in line with previous research and support the value of new graduate programmes but did reveal a lack of consensus in regards to the structure and content of such programmes. This study revealed some commonalities and challenges between the differing programmes but has identified the need for further research to establish the impact of postgraduate education in the first year of practice and how this impacts on nursing practice and patient care. There are numerous terms in the literature with reference to new graduate programmes; transition to practice programme, nurse entry to practice programme, first year of clinical practice programme, new graduate programme and early career nursing programme. For the purpose of this article the term Nurse Entry to Practice (NETP) will be used in reference to any form of new graduate programme. Copyright © 2018 Elsevier Ltd. All rights reserved.

Seos - EARSEL'S Project on Science Education Through Earth Observation for High Schools

NASA Astrophysics Data System (ADS)

Reuter, R.

2011-09-01

SEOS is an initiative for using remote sensing in science education curricula in high schools funded under the 6th Framework Programme of the European Commission (EC). Eleven partners from several European countries, in cooperation with the European Space Agency (ESA) and teachers from European high schools, created e-learning tutorials for science students in high schools. The tutorials cover many disciplines such as physics, biology, geography, mathematics and engineering, emphasising the interdisciplinary character of remote sensing. They are the core element of the SEOS Learning Management System, allowing teachers to create their own courses, to distribute already available or new worksheets to the students for homework and to collect the results. Forums are available for teachers, students and other users to exchange information and discuss topics relevant for their study.

[Health coaching as a part of integration into the job market--evaluation of a qualification concept].

PubMed

Heinmüller, M; Liel, K; Angerer, P; Gündel, H; Geldermann, B; Gottwald, M; Kimil, A; Limm, H

2014-03-01

The aim of this study is to develop, implement and evaluate an education programme enabling the pedagogic staff of employment promotion agencies to integrate health promotion approaches und activities in vocational training programmes. The evaluation of the education programme is based on Kirkpatrick's 4 levels training evaluation model. Besides the participants' verbal end of session feedback, a standardised questionnaire was used at the end of the education programme and after 3 months practical experience. Process evaluation included the implementation level of the methods learned. From a total of 71 participants, 56 completed the first and 31 the second questionnaire (return rate 79% and 44%, respectively). The participants' mean age was 42 years, 80% were female. Only 22% of them integrated health topics systematically into their daily work. A 3-day basic training followed by case conferences during practical work was developed to transfer knowledge and practical competence in person-to-person talks and group activities (so called FIT-counselling and FIT-group). For 96% of participants, their expectations regarding the education programme were met completely or predominantly. 91% indicated a rise in motivation to work as health coach. When rating the training material, 96% judged it helpful for implementation/transfer. Many participants marked the education programme as being too short and wished more time for the topic of "mental health" and exchange of experiences. The follow-up after 3 months on-the-job training revealed that 84 and 97%, respectively, found FIT-counselling and FIT-groups helpful for their daily work. In all employment promotion agencies FIT-counselling and FIT-groups were implemented. Our results affirm the need for and prove the acceptance of education programmes enabling the pedagogic staff of job-training programmes to deliver health coaching. Periodic case conferences take into account the participants' request for more exchange of experiences, facilitate implementation and contribute to quality and sustainability. Further development of the education programme is ongoing. © Georg Thieme Verlag KG Stuttgart · New York.

Changes and Challenges in Music Education: Reflections on a Norwegian Arts-in-Education Programme

ERIC Educational Resources Information Center

Christophersen, Catharina

2015-01-01

With a recent research study on a Norwegian arts-in-education programme "The Cultural Rucksack" as its starting point, this article addresses policy changes in the fields of culture and education and possible implications these could have on music education in schools. Familiar debates on the quality of education and the political…

"Living the Curriculum": Integrating Sport Education into a Physical Education Teacher Education Programme

ERIC Educational Resources Information Center

Deenihan, J. T.; McPhail, Ann; Young, Ann-Marie

2011-01-01

This study recognizes the paucity of research regarding how pre-service teachers learn to use Sport Education (SE) in their Physical Education Teacher Education (PETE) programmes (Stran and Curtner-Smith, 2010). The study provides an opportunity in PETE where pre-service teachers "live the curriculum" (Oslin et al., 2001) and experience…

Assessment of Resources for Training Prospective Teachers in Business Education at the Colleges of Education

ERIC Educational Resources Information Center

Okoro, James

2014-01-01

This study assessed Resources for Training Prospective Teachers in Business Education at the colleges of Education at South South Nigeria. Business Teacher Education programmes are set up to produce competent teachers for the secondary schools and skilled labour force for the private sector. These products of Business Education programme at the…

The Catch-up Education Programme in Turkey: Opportunities and challenges

NASA Astrophysics Data System (ADS)

Börkan, Bengü; Ünlühisarcıklı, Özlem; Caner, H. Ayşe; Sart, Z. Hande

2015-02-01

Turkish children between the ages of 10-14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children's right to education. The programme, called "Catch-up Education Programme" (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children's Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the findings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneficiaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general.

Developing Researching Managers and Relevant Research--The "Executive Research Programme"

ERIC Educational Resources Information Center

Werr, Andreas; Strannegård, Lars

2014-01-01

The current paper argues for bridging the "relevance gap" in management research and education by creating educational programmes that bring together experienced managers and management researchers. In the "Executive Research Programme" discussed in this paper, managers were paired up with researchers to conduct a collaborative…

Equivalency Programmes (EPs) for Promoting Lifelong Learning

ERIC Educational Resources Information Center

Haddad, Caroline, Ed.

2006-01-01

Equivalency programmes (EPs) refers to alternative education programmes that are equivalent to the formal education system in terms of curriculum and certification, policy support mechanisms, mode of delivery, staff training, and other support activities such as monitoring, evaluation and assessment. The development of EPs is potentially an…

Global health: A lasting partnership in paediatric surgery

PubMed Central

Lakhoo, Kokila; Msuya, David

2015-01-01

Background: To emphasise the value of on-going commitment in Global Health Partnerships. Materials and Methods: A hospital link, by invitation, was set up between United Kingdom and Tanzania since 2002. The project involved annual visits with activities ranging from exchange of skill to training health professionals. Furthermore, the programme attracted teaching and research activities. For continuity, there was electronic communication between visits. Results: Six paediatric surgeons are now fully trained with three further in training in Africa. Paediatric surgery services are now separate from adult services. Seven trainee exchanges have taken place with four awarded fellowships/scholarships. Twenty-three clinical projects have been presented internationally resulting in eight international publications. The programme has attracted other health professionals, especially nursing and engineering. The Tropical Health and Education Trust prize was recently achieved for nursing and radiography. National Health Service has benefited from volunteering staff bringing new cost-effective ideas. A fully funded medical student elective programme has been achieved since 2008. Conclusion: Global Health Partnerships are an excellent initiative in establishing specialist services in countries with limited resources. In the future, this will translate into improved patient care as long as it is sustained and valued by long term commitment. PMID:26168748

Global health: A lasting partnership in paediatric surgery.

PubMed

Lakhoo, Kokila; Msuya, David

2015-01-01

To emphasise the value of on-going commitment in Global Health Partnerships. A hospital link, by invitation, was set up between United Kingdom and Tanzania since 2002. The project involved annual visits with activities ranging from exchange of skill to training health professionals. Furthermore, the programme attracted teaching and research activities. For continuity, there was electronic communication between visits. Six paediatric surgeons are now fully trained with three further in training in Africa. Paediatric surgery services are now separate from adult services. Seven trainee exchanges have taken place with four awarded fellowships/scholarships. Twenty-three clinical projects have been presented internationally resulting in eight international publications. The programme has attracted other health professionals, especially nursing and engineering. The Tropical Health and Education Trust prize was recently achieved for nursing and radiography. National Health Service has benefited from volunteering staff bringing new cost-effective ideas. A fully funded medical student elective programme has been achieved since 2008. Global Health Partnerships are an excellent initiative in establishing specialist services in countries with limited resources. In the future, this will translate into improved patient care as long as it is sustained and valued by long term commitment.

Renovation of a mechanical engineering senior design class to an industry-tied and team-oriented course

NASA Astrophysics Data System (ADS)

Liu, Yucheng

2017-11-01

In this work, an industry-based and team-oriented education model was established based on a traditional mechanical engineering (ME) senior design class in order to better prepare future engineers and leaders so as to meet the increasing demand for high-quality engineering graduates. In the renovated curriculum, industry-sponsored projects became the most important course component and critical assessment tool, from which problem-solving skills as well as employability skills of the ME students can be fully developed. Hands-on experiences in finite element analysis (FEA) modelling and simulation were also added into the renovated curriculum to promote the application of FEA on engineering design and assessment. Evaluation of the renovated course was conducted using two instruments and the results have shown that the course made the ME senior students more prepared for their future career and a win-win model was created between the industry partner and the ME programme through it. Impact of the renovated syllabus on Accreditation Board for Engineering Technology goals was discussed. Based on the current progress, a more substantial change is being planned to further improve the effectiveness and practicability of this design course. The renovated course was started to offer to the ME senior students at Mississippi State University.

Services supporting collaborative alignment of engineering networks

NASA Astrophysics Data System (ADS)

Jansson, Kim; Uoti, Mikko; Karvonen, Iris

2015-08-01

Large-scale facilities such as power plants, process factories, ships and communication infrastructures are often engineered and delivered through geographically distributed operations. The competencies required are usually distributed across several contributing organisations. In these complicated projects, it is of key importance that all partners work coherently towards a common goal. VTT and a number of industrial organisations in the marine sector have participated in a national collaborative research programme addressing these needs. The main output of this programme was development of the Innovation and Engineering Maturity Model for Marine-Industry Networks. The recently completed European Union Framework Programme 7 project COIN developed innovative solutions and software services for enterprise collaboration and enterprise interoperability. One area of focus in that work was services for collaborative project management. This article first addresses a number of central underlying research themes and previous research results that have influenced the development work mentioned above. This article presents two approaches for the development of services that support distributed engineering work. Experience from use of the services is analysed, and potential for development is identified. This article concludes with a proposal for consolidation of the two above-mentioned methodologies. This article outlines the characteristics and requirements of future services supporting collaborative alignment of engineering networks.

An evaluation of a pain education programme for physiotherapists in clinical practice.

PubMed

Monaghan, Jenni; Adams, Nicola; Fothergill, Melissa

2018-03-01

The present study evaluated the implementation and acceptability of a pain education programme delivered to physiotherapists in clinical practice. A pre-test/post-test design with 10 physiotherapists was employed. Descriptive and inferential statistics were used for outcome measure data. Focus groups were carried out with seven physiotherapists within 1 month post-intervention. These data were analysed using the framework approach. Ten musculoskeletal physiotherapists were recruited. It was possible to develop and deliver the intervention and this was found to be acceptable to physiotherapists within clinical practice. The study explored trends within outcome measures, and one was considered appropriate. The focus groups yielded three interlinked themes, which related to the impact of the programme: "providing a context for pain education", "influence on aspects of the patient-therapist encounter" and "logistics of the education programme in clinical practice". A pain education programme delivered to physiotherapists in clinical practice was both possible to deliver and acceptable to participants. A key strength of the programme was the applicability to real-life practice, which was valued by physiotherapists. While physiotherapists felt that pain neurophysiology education was important, they reported lacking confidence in implementing their pain neurophysiology knowledge with patients. Thus, more time is needed to focus on pain neurophysiology education, with the aim of increasing confidence with the application of this approach in clinical practice. Copyright © 2017 John Wiley & Sons, Ltd.

Towards the Third Cycle of APEID. Final Report. Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (7th, Bangkok, Thailand, June 1-10, 1981).

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

The Seventh Regional Consultation Meeting on the Asian Programme of Educational Innovation for Development (APEID) was devoted to a tripartite review of the United Nations Development Programme (UNDP) component of APEID. APEID had undertaken four development themes in its second cycle: universalization of education at early school levels and…

India. National Studies. Asia-Pacific Programme of Education for All.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This study examines the work of the Asia-Pacific Programme of Education for All (APPEAL) since its 1987 inception. Efforts to assess educational achievement at the local, regional, and national levels in India are examined with a view to achieving universal primary education (UPE); eradicating illiteracy; and providing continuing education in…

Strengthening the Special Educational Needs Element of Initial Teacher Training and Education

ERIC Educational Resources Information Center

Golder, Gill; Jones, Nicky; Quinn, Erica Eaton

2009-01-01

In the academic year 2006-2007, the Training and Development Agency (TDA) set up a development programme to enable Initial Teacher Training and Education (ITTE) placements in specialist special education provision. The goal of the programme was to enhance the knowledge, skills and understanding of inclusive practice for special educational needs…

Bangladesh. National Studies. Asia-Pacific Programme of Education for All.

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This study examines the work of the Asia-Pacific Programme of Education for All (APPEAL) since its 1987 inception. Efforts to assess educational achievement at the local, regional, and national levels in Bangladesh are examined with a view to achieving universal primary education; eradicating illiteracy; and providing continuing education in…

Impact of Curricular Reforms on Educational Philosophy Courses in M.Ed Programmes

ERIC Educational Resources Information Center

Gafoor, K. Abdul; Remia, K. R.

2014-01-01

In the context of Vision of Teacher Education envisaged in National Curriculum Framework for Teacher Education, this study probes "Do M.Ed programmes provide for the prerequisites of educational philosophy for teacher educators?" and "whether the syllabi following credit and non credit pattern vary in their coverage of content of…

Engineering teacher training models and experiences

NASA Astrophysics Data System (ADS)

González-Tirados, R. M.

2009-04-01

Institutions and Organisations that take training seriously and devote time, effort and resources, etc, to their own teams are more likely to succeed, since both initial teacher training and continuous improvement, studies, hours of group discussion, works on innovation and educational research, talks and permanent meetings, etc, will all serve to enhance teaching and its quality. Teachers will be able to introduce new components from previously taught classes into their university teaching which will contribute to improving their work and developing a suitable academic environment to include shared objectives, teachers and students. Moreover, this training will serve to enhance pedagogic innovation, new teaching-learning methodologies and contribute to getting teaching staff involved in respect of the guidelines set out by the EHEA. Bearing in mind that training and motivation can be key factors in any teacher's "performance", their productivity and the quality of their teaching, Teacher Training for a specific post inside the University Organisation is standard practice of so-called Human Resources management and an integral part of a teacher's work; it is a way of professionalising the teaching of the different branches of Engineering. At Madrid Polytechnic University, in the Institute of Educational Sciences (ICE), since it was founded in 1972, we have been working hard with university teaching staff. But it was not until 1992 after carrying out various studies on training needs that we planned and programmed different training actions, offering a wide range of possibilities. Thus, we designed and taught an "Initial Teacher Training Course", as it was first called in 1992, a programme basically aimed to train young Engineering teachers just setting out on their teaching career. In 2006, the name was changed to "Advanced University Teacher Training Course". Subsequently, with the appearance of the Bologna Declaration and the creation of the European Higher Education Area, we renewed the programme, content and methodology, teaching the course under the name of "Initial Teacher Training Course within the framework of the European Higher Education Area". Continuous Training means learning throughout one's life as an Engineering teacher. They are actions designed to update and improve teaching staff, and are systematically offered on the current issues of: Teaching Strategies, training for research, training for personal development, classroom innovations, etc. They are activities aimed at conceptual change, changing the way of teaching and bringing teaching staff up-to-date. At the same time, the Institution is at the disposal of all teaching staff as a meeting point to discuss issues in common, attend conferences, department meetings, etc. In this Congress we present a justification of both training models and their design together with some results obtained on: training needs, participation, how it is developing and to what extent students are profiting from it.

Impact of nutrition education and mega-dose vitamin A supplementation on the health of children in Nepal.

PubMed Central

Pant, C. R.; Pokharel, G. P.; Curtale, F.; Pokhrel, R. P.; Grosse, R. N.; Lepkowski, J.; Muhilal; Bannister, M.; Gorstein, J.; Pak-Gorstein, S.; Atmarita; Tilden, R. L.

1996-01-01

The impact on vitamin A deficiency (VAD), wasting malnutrition, and excessive childhood mortality of two alternative approaches-nutrition education and mega-dose capsule distribution (6-12-month-olds: 100,000 IU; 1-5-year-olds: 200,000 IU)-in communities in Nepal are compared. Approximately 40,000 children from 75 locations in seven districts in two ecological settings (lowland and hills) took part in the study and were randomly allocated to intervention cohorts or a control group. At 24 months after the implementation of the project the reduction of risk for xerophthalmia was greater among children whose mothers were able to identify vitamin-A-rich foods (relative risk (RR) = 0.25; 95% confidence interval (CI) = 0.10-0.62) than among the children who received mega-dose capsules (RR = 0.59; 95% CI = 0.41-0.84). The risk of mortality at 2 years was reduced for both the nutrition education (RR = 0.64; 95% Cl = 0.48-0.86) and capsule distribution (RR = 0.57; 95% CI = 0.42-0.77) cohorts. The nutrition education programme was, however, more expensive to deliver than the capsule distribution programme. High rates of participation for children in the supplementation programme were achieved quickly. The nutrition education messages also spread rapidly throughout the study population (regardless of intervention cohort assignment). Practices, however, were slower to change. In communities where maternal literacy was low and channels of communication were limited the capsule distribution programme appeared to be more economical. However, there are economies of scale for nationwide education programmes that do not exist for capsule distribution programmes. Although nutrition education provides economies of scale and the promise of long-term sustainability, a comprehensive national programme requires both dietary supplementation and nutrition education components. PMID:9002334

The effect of a multidisciplinary regional educational programme on the quality of colon cancer resection.

PubMed

Sheehan-Dare, G E; Marks, K M; Tinkler-Hundal, E; Ingeholm, P; Bertelsen, C A; Quirke, P; West, N P

2018-02-01

Mesocolic plane surgery with central vascular ligation produces an oncologically superior specimen following colon cancer resection and appears to be related to optimal outcomes. We aimed to assess whether a regional educational programme in optimal mesocolic surgery led to an improvement in the quality of specimens. Following an educational programme in the Capital and Zealand areas of Denmark, 686 cases of primary colon cancer resected across six hospitals were assessed by grading the plane of surgery and undertaking tissue morphometry. These were compared to 263 specimens resected prior to the educational programme. Across the region, the mesocolic plane rate improved from 58% to 77% (P < 0.001). One hospital had previously implemented optimal surgery as standard prior to the educational programme and continued to produce a high rate of mesocolic plane specimens (68%) with a greater distance between the tumour and the high tie (median for all fresh cases: 113 vs 82 mm) and lymph node yield (33 vs 18) compared to the other hospitals. Three of the other hospitals showed a significant improvement in the plane of surgical resection. A multidisciplinary regional educational programme in optimal mesocolic surgery improved the oncological quality of colon cancer specimens as assessed by mesocolic planes; however, there was no significant effect on the amount of tissue resected centrally. Surgeons who attempt central vascular ligation continue to produce more radical specimens suggesting that such educational programmes alone are not sufficient to increase the amount of tissue resected around the tumour. Colorectal Disease © 2017 The Association of Coloproctology of Great Britain and Ireland.

CERN launches high-school internship programme

NASA Astrophysics Data System (ADS)

Johnston, Hamish

2017-07-01

The CERN particle-physics lab has hosted 22 high-school students from Hungary in a pilot programme designed to show teenagers how science, technology, engineering and mathematics is used at the particle-physics lab.

The interactive animated epilepsy education programme (IAEEP): how feasible, acceptable and practical is the technology to children?

PubMed

Lua, Pei Lin; Neni, Widiasmoro Selamat; Lee, Jimmy Kok Foo; Abd Aziz, Zariah

2013-01-01

Being well-informed and knowledgeable about their illnesses would be a great advantage to children with epilepsy (CWE). Subsequently, an effective education programme which could secure interest and simultaneously improve their awareness, knowledge and attitudes (AKA) is essential in enhancing well-being and health outcomes. To describe the development of a new interactive animated epilepsy education programme (IAEEP) for children and to assess its feasibility, acceptability and practicality. The IAEEP was developed by an interdisciplinary group of neurologist, paediatrician, pharmacist, biomedical scientist and educators which was based on two established epilepsy education programmes: the educational programme for patients with epilepsy and their relatives (MOSES) and the modular educational program for children with epilepsy and their parents (FAMOSES). CWE from paediatric department of three general hospitals in Terengganu were initially introduced to the IAEEP and were requested to complete an evaluation form assessing its feasibility, acceptability and practicality. Descriptive statistics were employed for data analyses (SPSS 20.0). Sixteen CWE (median age=13.0; male=56.2%; Malay=81.2%; secondary school=56.2%) and their corresponding parents were recruited. Each CWE owned at least a computer/notebook/tablet (100%). The cost of distribution of IAEEP (in compact disc form) among CWE was estimated at about MYR 17.99/USD 5.90 per CWE. The average time required to interact with the programme was 22.8 minutes (SD=3.3, range 18-28 minutes). The programme was 100% acceptable and received full support from both CWE and their parents (100%). The favourable findings from this study add to the growing evidence suggesting that investment in interactive and animated education programme would be both feasible, well-received by patients and could be a potentially valuable approach to increase access and effectiveness of epilepsy care especially among CWE.

Man-machine interface and control of the shuttle digital flight system

NASA Technical Reports Server (NTRS)

Burghduff, R. D.; Lewis, J. L., Jr.

1985-01-01

The space shuttle main engine (SSME) presented new requirements in the design of controls for large pump fed liquid rocket engine systems. These requirements were the need for built in full mission support capability, and complexity and flexibility of function not previously needed in this type of application. An engine mounted programmable digital control system was developed to meet these requirements. The engine system and controller and their function are described. Design challenges encountered during the course of development included accommodation for a very severe engine environment, the implementation of redundancy and redundancy management to provide fail operational/fail safe capability, removal of heat from the package, and significant constraints on computer memory size and processing time. The flexibility offered by programmable control reshaped the approach to engine design and development and set the pattern for future controls development in these types of applications.

Psychological effects of a cosmetic education programme in patients with breast cancer.

PubMed

Park, H Y; Kim, J H; Choi, S; Kang, E; Oh, S; Kim, J Y; Kim, S W

2015-07-01

Treatments for breast cancer often include interventions related to psychosocial issues such as negative body image, loss of femininity, and low self-esteem. We identified the psychological effects of a cosmetics education programme in patients with breast cancer. Cosmetic programme is a specific care designed to help patients handle appearance-related side effects. Thirty-one women with breast cancer at a university hospital in South Korea who received a cosmetics education programme were compared with 29 subjects in a control group who received the treatment as usual. Psychological factors including distress, self-esteem, and sexual functioning were assessed three times (before and after the programme, and at the 1-month follow-up). After the programme, patients in the treatment group were significantly less likely than those in the control group to rely on distress (P = 0.038) and avoidance coping (P < 0.001) but not on self-esteem. The mean scores in the treatment group for sexual functioning were higher than those in the control group after the treatment. Our results suggest the potential usefulness of a brief cosmetics education programme for reducing distress and reliance on negative coping strategies. Implementing a cosmetics programme for patients with breast cancer may encourage patients to control negative psychological factors. © 2015 John Wiley & Sons Ltd.

Cross-Evaluation of Degree Programmes in Higher Education

ERIC Educational Resources Information Center

Kettunen, Juha

2010-01-01

Purpose: This study seeks to develop and describe the benchmarking approach of enhancement-led evaluation in higher education and to present a cross-evaluation process for degree programmes. Design/methodology/approach: The benchmarking approach produces useful information for the development of degree programmes based on self-evaluation,…

Enhancing Entrepreneurial Self-Efficacy through Vocational Entrepreneurship Education Programmes

ERIC Educational Resources Information Center

Maritz, Alex; Brown, Chris

2013-01-01

The purpose of this study is to report the results of a longitudinal evaluation of a vocational entrepreneurship education programme (EEP) using entrepreneurial self-efficacy (ESE) measures. An empirical, mixed methods longitudinal and effectuation scale was used to measure ESE scores. Results indicate that participation in the programme had a…

Sexual Orientation Topics in Educational Leadership Programmes across the USA

ERIC Educational Resources Information Center

Jennings, Todd

2012-01-01

This investigation examines the inclusion of sexual orientation topics within the formal curriculum of 55 public college and university educational administration/leadership programmes across the USA. The findings indicate that programmes place a low priority upon sexual orientation compared to other diversity topics and that 59.5% of programmes…

Evaluating the Implementation of the Empowering Coaching™ Programme: Balancing Fidelity and Adaptation

ERIC Educational Resources Information Center

Søvik, Margaret L.; Larsen, Torill; Tjomsland, Hege; Samdal, Oddrun

2016-01-01

Purpose: The purpose of this paper is to explore the implementation of a theoretically grounded coach education training programme for youth football coaches in Norway, through observational methods. In particular, it focuses on implementation fidelity and programme adaptation, and possible differences between the coach educators (CEs) according…

Improving Children's Problem Eating and Mealtime Behaviours: An Evaluative Study of a Single Session Parent Education Programme

ERIC Educational Resources Information Center

Fraser, Kim; Wallis, Marianne; St. John, Winsome

2004-01-01

Objective: To evaluate the effectiveness of a "single session" group, early intervention, multidisciplinary, education programme (entitled the "Fun not Fuss with Food" group programme) designed to improve children's problem eating and mealtime behaviours. Design: A quasi-experimental time-series design incorporating data…

School Inclusion Programmes (SIPS)

ERIC Educational Resources Information Center

Drossinou-Korea, Maria; Matousi, Dimitra; Panopoulos, Nikolaos; Paraskevopoulou, Aikaterini

2016-01-01

The purpose of this work was to understand the school inclusion programmes (SIPs) for students with special educational needs (SEN). The methodology was conducted in the field of special education (SE) and focuses on three case studies of students who was supported by SIPs. The Targeted, Individual, Structured, Inclusion Programme for students…

Project Based Learning: In Pursuit of Androgogic Effectiveness

ERIC Educational Resources Information Center

Ntombela, Berrington X. S.

2015-01-01

In an attempt to standardise Foundation Programmes for Oman higher education providers, the Oman Academic Standards for General Foundation Programmes stipulated that higher education providers should offer programmes that ensure androgogic effectiveness. In the light of that, this paper presents attempts by a University College in Oman to…

Negotiating and Constructing an Educationally Relevant Leadership Programme

ERIC Educational Resources Information Center

Giles, David L.; Smith, Richard J. M.

2012-01-01

Purpose: This article aims to discuss the conceptualisation process of developing a new one-year taught-master's programme in educational leadership at an Aotearoa/New Zealand university. Design/methodology/approach: The perspective taken is a highly personalised one from the two lead "drivers" of the programme and outlines the two-year…

The impact of a multiple intelligences teaching approach drug education programme on drug refusal skills of Nigerian pupils.

PubMed

Nwagu, Evelyn N; Ezedum, Chuks E; Nwagu, Eric K N

2015-09-01

The rising incidence of drug abuse among youths in Nigeria is a source of concern for health educators. This study was carried out on primary six pupils to determine the effect of a Multiple Intelligences Teaching Approach Drug Education Programme (MITA-DEP) on pupils' acquisition of drug refusal skills. A programme of drug education based on the Multiple Intelligences Teaching Approach (MITA) was developed. An experimental group was taught using this programme while a control group was taught using the same programme but developed based on the Traditional Teaching Approach. Pupils taught with the MITA acquired more drug refusal skills than those taught with the Traditional Teaching Approach. Urban pupils taught with the MITA acquired more skills than rural pupils. There was no statistically significant difference in the mean refusal skills of male and female pupils taught with the MITA. © The Author(s) 2014.

Final Report A Multi-Language Environment For Programmable Code Optimization and Empirical Tuning

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yi, Qing; Whaley, Richard Clint; Qasem, Apan

This report summarizes our effort and results of building an integrated optimization environment to effectively combine the programmable control and the empirical tuning of source-to-source compiler optimizations within the framework of multiple existing languages, specifically C, C++, and Fortran. The environment contains two main components: the ROSE analysis engine, which is based on the ROSE C/C++/Fortran2003 source-to-source compiler developed by Co-PI Dr.Quinlan et. al at DOE/LLNL, and the POET transformation engine, which is based on an interpreted program transformation language developed by Dr. Yi at University of Texas at San Antonio (UTSA). The ROSE analysis engine performs advanced compiler analysis,more » identifies profitable code transformations, and then produces output in POET, a language designed to provide programmable control of compiler optimizations to application developers and to support the parameterization of architecture-sensitive optimizations so that their configurations can be empirically tuned later. This POET output can then be ported to different machines together with the user application, where a POET-based search engine empirically reconfigures the parameterized optimizations until satisfactory performance is found. Computational specialists can write POET scripts to directly control the optimization of their code. Application developers can interact with ROSE to obtain optimization feedback as well as provide domain-specific knowledge and high-level optimization strategies. The optimization environment is expected to support different levels of automation and programmer intervention, from fully-automated tuning to semi-automated development and to manual programmable control.« less

Parent education interventions designed to support the transition to parenthood: A realist review.

PubMed

Gilmer, Cyndi; Buchan, Judy L; Letourneau, Nicole; Bennett, Claudine T; Shanker, Stuart G; Fenwick, Anne; Smith-Chant, Brenda

2016-07-01

Public health nurses use parent education programmes to support individuals' transition to parenthood. A wide array of these programmes exists; however, the approach must be accommodated by resources available in a publicly funded system. For example, some new-parent education approaches use 1:1 home visiting (with a nurse or trained lay-home visitor) but the costs of this intensive approach can be prohibitive. Because of this limitation there is an interest in identifying effective and efficient new parent educational approaches that can realistically be provided at a universal level. Unfortunately, there is a lack of high-quality evaluation identifying programmes or educational processes that meet these criteria. To identify potentially effective new-parenting education interventions that could be implemented at a population level during the transition to parenthood period. Realist synthesis. Medline, CINAHL, ERIC, PsycINFO, Sociological Abstracts, grey literature. A realist review method generated a total of 72 papers that were used to inform the results. A three-pronged approach was used incorporating an initial search (6), a database search using applicable keywords and MeSH headings (58), and review of literature identified by advisory group (8 grey literature). An 'implementation chain' was developed to outline the overall logic and process behind parent education interventions and to guide the analysis. Seventy-two papers informed this review: 13 systematic reviews/meta-analyses, 34 intervention studies, 9 opinion papers, 8 programme reviews, and 8 grey literature reports. There was no compelling evidence to suggest that a single educational programme or delivery format was effective at a universal level. Some inherent issues were identified. For example, adult learning principles were overlooked and theories of parent-child interaction were not in evidence. No direct links between universal new-parent education programmes and child development outcomes were established. Programme reach and attrition were key challenges. Programme evaluation criteria were inconsistent, with an over-reliance on parent satisfaction or self-reported intention to change behaviour. There was evidence that effective facilitators helped increase parents' perceived satisfaction with programmes. It is unlikely that a single standardized format or programme will meet all the specific learning needs of parents. Multiple approaches that will allow people to access information or education at a time and in a format that suits them may be of value. The importance of the transition to parenthood and its impact on parent and child wellbeing warrant careful consideration of current programming and careful evaluation of future initiatives. Copyright © 2016 Elsevier Ltd. All rights reserved.

Evaluative Study of M.A. Education Programmes of Teacher Education at Higher Education Level in Pakistan

ERIC Educational Resources Information Center

Fatima, Jabeen; Naseer Ud Din, Muhammad

2010-01-01

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher's training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph.D) post-graduate degrees in the field of education to enhance the careers and accelerate the…

Teaching smartphone and microcontroller systems using "Android Java"

NASA Astrophysics Data System (ADS)

Tigrek, Seyitriza

Mobile devices are becoming indispensable tools for many students and educators. Mobile technology is starting a new era in the computing methodologies in many engineering disciplines and laboratories. Microcontroller extension that communicates with mobile devices will take the data acquisition and control process into a new level in the sensing technology and communication. The purpose of this thesis is to develop a framework to incorporate the new mobile platform with robust embedded systems into the engineering curriculum. For this purpose a course material is developed "Introduction to Programming Java on a Mobile Platform" to teach novice programmers how to create applications, specifically on Android. Combining an introductory level programming class with the Android platform can appeal to non-programming individuals in multiple disciplines. The proposed course curriculum reduces the learning time, and allows senior engineering students to use the new framework for their specific needs in the labs such as mobile data acquisition and control projects. This work provides techniques for instructors with modest programming background to teach cutting edge technology, which is smartphone programming. Techniques developed in this work minimize unnecessary information carried into current teaching approaches with hands-on practice. It also helps the students with minimal background requirements overcome the barriers that have evolved around computer programming. The motivation of this thesis is to create a tailored programming introductory course to teach Java programming on Android by incorporating selected efficient methods from extant literature. The mechanism proposed in this thesis is to keep students motivated by an active approach based on student-centered learning with collaborative work. Teamwork through pair programming is adapted in this teaching process. Bloom's taxonomy, along with a knowledge survey, is used as a guide to classify the information and exercise problems. A prototype curriculum is a deliverable of this research that is suitable for novice programmers-such as engineering freshmen students. It also contains advanced material that allows senior students to use mobile phone and a microcontroller system to enhance engineering laboratories.

Towards a Sustainable and Holistic Model of Peace Education: A Critique of Conventional Modes of Peace Education through Dialogue in Israel

ERIC Educational Resources Information Center

Schimmel, Noam

2009-01-01

This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to…

Evaluation of two educative models in a primary care hypertension programme.

PubMed

Martínez-Amenós, A; Fernández Ferré, M L; Mota Vidal, C; Alsina Rocasalbas, J

1990-08-01

This study was planned in the context of a regional high blood pressure programme, to compare the efficacy of two educative methods. The group of 722 hypertensive patients (58.8% women), mean age 61 years, was randomly selected from 19 primary care centres. Initial assessment was based on a patient interview including 22 questions on high blood pressure, its consequences and treatment. Patients agreeing to participate in an active education team programme were distributed into three groups: individual education, team education and a control group. Those who declined to participate formed two groups: individual education and controls. Team education consisted of two audiovisual sessions attended by groups of 8-12 patients and conducted by treating physicians and nurses. Individual education included comments related to the 22 questions. Follow-up assessment was made after two months. An increase in the level of hypertension control was observed only in the accepting group, in which educative action was followed by increased knowledge. Results were similarly favourable for both the individual and team education groups and suggested the need to consider educational factors together with those influencing patient attitude towards an active educational programme.

Competency-based education: programme design and challenges to implementation.

PubMed

Gruppen, Larry D; Burkhardt, John C; Fitzgerald, James T; Funnell, Martha; Haftel, Hilary M; Lypson, Monica L; Mullan, Patricia B; Santen, Sally A; Sheets, Kent J; Stalburg, Caren M; Vasquez, John A

2016-05-01

Competency-based education (CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education (UM-MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM-MHPE identifies 12 educational competencies and 20 educational entrustable professional activities (EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. Early experience with implementing the UM-MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education. © 2016 John Wiley & Sons Ltd.

IMHE-Info. OECD Programme on Institutional Management in Higher Education, July 2006

ERIC Educational Resources Information Center

Lafon, Valerie, Ed.

2006-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: Higher Education: Quality, Equity and Efficiency. IMHE News, publications of interest and upcoming events are included.

IMHE-Info. OECD Programme on Institutional Management in Higher Education, December 2007

ERIC Educational Resources Information Center

OECD Publishing (NJ1), 2007

2007-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: (1) How Do Rankings Impact on Higher Education?; and (2) OECD International Assessment of Higher Education Outcomes. IMHE News, publications of interest and upcoming events are included.

Curriculum for Digital Education Leadership: A Concept Paper

ERIC Educational Resources Information Center

Brown, Cheryl; Czerniewicz, Laura; Huang, Cheng-Wen; Mayisela, Tabisa

2016-01-01

The Commonwealth Digital Education Leadership Training in Action (C-DELTA) is a long-term programme of the Commonwealth of Learning (COL) to promote a digital education environment in Commonwealth Member Nations. This concept paper proposes a holistic approach to conceptualising digital education leadership. The C-DELTA programme will provide a…

Community Environmental Education as a Model for Effective Environmental Programmes

ERIC Educational Resources Information Center

Blair, Morag

2008-01-01

The benefits of community environmental education outlined in environmental education literature are supported by the findings and implications of a research study undertaken in New Zealand. Evidence from a two-case case study suggests that environmental programmes guided by the key principles and practices of community environmental education,…

Images, femininity and cancer: an analysis of an international patient education programme.

PubMed

Phillips, Catherine

2009-01-01

This article is an analysis of a cancer patient education programme run by cosmetic companies. I focus on an analysis of imagery, arguing that there are particular discursive elements that the cosmetic companies use in order to make productive the relationship between femininity and cancer. I contextualize this education programme by presenting the controversies regarding cosmetics as they relate to the growth of breast tumours. In doing so, I conclude that conversations and questions about a link between chemicals and cancer are subverted by both ;horror' narratives of cancer and the provocative use of standards of beauty. Such discursive dominance in patient education programmes makes it difficult to engage in a more public understanding of cancer growth as affected by cosmetic chemicals.

Programmable cells: Interfacing natural and engineered gene networks

NASA Astrophysics Data System (ADS)

Kobayashi, Hideki; Kærn, Mads; Araki, Michihiro; Chung, Kristy; Gardner, Timothy S.; Cantor, Charles R.; Collins, James J.

2004-06-01

Novel cellular behaviors and characteristics can be obtained by coupling engineered gene networks to the cell's natural regulatory circuitry through appropriately designed input and output interfaces. Here, we demonstrate how an engineered genetic circuit can be used to construct cells that respond to biological signals in a predetermined and programmable fashion. We employ a modular design strategy to create Escherichia coli strains where a genetic toggle switch is interfaced with: (i) the SOS signaling pathway responding to DNA damage, and (ii) a transgenic quorum sensing signaling pathway from Vibrio fischeri. The genetic toggle switch endows these strains with binary response dynamics and an epigenetic inheritance that supports a persistent phenotypic alteration in response to transient signals. These features are exploited to engineer cells that form biofilms in response to DNA-damaging agents and cells that activate protein synthesis when the cell population reaches a critical density. Our work represents a step toward the development of "plug-and-play" genetic circuitry that can be used to create cells with programmable behaviors. heterologous gene expression | synthetic biology | Escherichia coli

Weaknesses and Strengths in Assessing Early Childhood Programmes: An Assessment of an Early Childhood Spanish Trilingual Programme in Two- to Three-Year-Old Children

ERIC Educational Resources Information Center

Rivas, Sonia; Sobrino, Angel; Peralta, Felisa

2010-01-01

This article gives an account of the results from an assessment of an early childhood education programme, conducted over the course of two academic years (1999-2000 and 2000-2001), in a centre in northeastern Spain. The purpose of the assessment was to discover how a particular educational programme contributed to the short-term competency levels…

Patient education in Parkinson's disease: Formative evaluation of a standardized programme in seven European countries.

PubMed

Macht, Michael; Gerlich, Christian; Ellgring, Heiner; Schradi, Martina; Rusiñol, Angels Bayés; Crespo, Maricruz; Prats, Ana; Viemerö, Vappu; Lankinen, Anu; Bitti, Pio Enrico Ricci; Candini, Lorena; Spliethoff-Kamminga, Noëlle; de Vreugd, Janny; Simons, Gwenda; Pasqualini, Marcia Smith; Thompson, Simon B N; Taba, Pille; Krikmann, Ulle; Kanarik, Eve

2007-02-01

To evaluate a newly developed education programme for Parkinson's disease (PD) patients. The programme consisted of eight sessions and aimed at improving knowledge and skills related to self-monitoring, health promotion, stress management, depression, anxiety, social competence, and social support, all with special reference to PD. The programme was formatively evaluated in seven European countries (Spain, Finland, Italy, The Netherlands, United Kingdom, Estonia, Germany) with 151 patients diagnosed with idiopathic PD. The evaluation included patients' ratings of the comprehensibility and feasibility of the programme as well as mood ratings before and after each session. Patients also completed questionnaires at the beginning and end of the programme to explore possible changes in disease-related psychosocial problems, quality of life, and depression. The programme was feasible to run, and patients were able to understand its elements. Patients reported mood elevations following individual sessions and reduced disease-related psychosocial problems after completing the programme. There were no substantial differences in results between cultures. Patient education appears to have potential as a useful and feasible intervention, complementing medical treatment in PD. The present programme will soon be available in seven European languages and can be tested in different health care systems.

Use of the "Moodle" Platform to Promote an Ongoing Learning When Lecturing General Physics in the Physics, Mathematics and Electronic Engineering Programmes at the University of the Basque Country UPV/EHU

ERIC Educational Resources Information Center

López, Gabriel A.; Sáenz, Jon; Leonardo, Aritz; Gurtubay, Idoia G.

2016-01-01

The "Moodle" platform has been used to put into practice an ongoing evaluation of the students' Physics learning process. The evaluation has been done on the frame of the course General Physics, which is lectured during the first year of the Physics, Mathematics and Electronic Engineering Programmes at the Faculty of Science and…

Multidisciplinary and Active/Collaborative Approaches in Teaching Requirements Engineering

ERIC Educational Resources Information Center

Rosca, Daniela

2005-01-01

The requirements engineering course is a core component of the curriculum for the Master's in Software Engineering programme, at Monmouth University (MU). It covers the process, methods and tools specific to this area, together with the corresponding software quality issues. The need to produce software engineers with strong teamwork and…

Personality Characteristics of Engineers

ERIC Educational Resources Information Center

van der Molen, Henk T.; Schmidt, Henk G.; Kruisman, Gerard

2007-01-01

The objective of the current study was to investigate the personality characteristics of a group of engineers with a variety of years of experience. It was executed to remedy shortcomings of the literature concerning this issue and to produce suggestions for a postgraduate training programme for engineers. A total of 103 engineers were tested with…

Building Inclusive Engineering Identities: Implications for Changing Engineering Culture

ERIC Educational Resources Information Center

Atadero, Rebecca A.; Paguyo, Christina H.; Rambo-Hernandez, Karen E.; Henderson, Heather L.

2018-01-01

Ongoing efforts to broaden the participation of women and people of colour in engineering degree programmes and careers have had limited success. This paper describes a different approach to broadening participation that seeks to work with all students and develop inclusive engineering identities. Researchers worked with the instructors of two…

Effects of pressure ulcer classification system education programme on knowledge and visual differential diagnostic ability of pressure ulcer classification and incontinence-associated dermatitis for clinical nurses in Korea.

PubMed

Lee, Yun Jin; Kim, Jung Yoon

2016-03-01

The objective of this study was to evaluate the effect of pressure ulcer classification system education on clinical nurses' knowledge and visual differential diagnostic ability of pressure ulcer (PU) classification and incontinence-associated dermatitis (IAD). One group pre and post-test was used. A convenience sample of 407 nurses, participating in PU classification education programme of continuing education, were enrolled. The education programme was composed of a 50-minute lecture on PU classification and case-studies. The PU Classification system and IAD knowledge test (PUCS-KT) and visual differential diagnostic ability tool (VDDAT), consisting of 21 photographs including clinical information were used. Paired t-test was performed using SPSS/WIN 20.0. The overall mean difference of PUCS-KT (t = -11·437, P<0·001) and VDDAT (t = -21·113, P<0·001) was significantly increased after PU classification education. Overall understanding of six PU classification and IAD after education programme was increased, but lacked visual differential diagnostic ability regarding Stage III PU, suspected deep tissue injury (SDTI), and Unstageable. Continuous differentiated education based on clinical practice is needed to improve knowledge and visual differential diagnostic ability for PU classification, and comparison experiment study is required to examine effects of education programmes. © 2016 Medicalhelplines.com Inc and John Wiley & Sons Ltd.

Implementation of Active Teaching Methods and Emerging Topics in Photogrammetry and Remote Sensing Subjects

NASA Astrophysics Data System (ADS)

Kosmatin Fras, M.; Grigillo, D.

2016-06-01

Fast technological developments in photogrammetry and remote sensing areas demand quick and steady changes in the education programme and its realization. The university teachers and assistants are faced with ensuring the learning materials, data and software for practical lessons, as well as project proposals for student's team work and bachelor or master thesis. In this paper the emerging topics that already have a considerable impact in the practice are treated mostly from the educational aspect. These relatively new topics that are considered in this paper are unmanned aerial systems for spatial data collection, terrestrial and aerial laser scanning, mobile mapping systems, and novelties in satellite remote sensing. The focus is given to practical implementation of these topics into the teaching and learning programme of Geodesy and Geoinformation at the University of Ljubljana, Faculty of Civil and Geodetic Engineering, and experiences gained by the authors so far. Together with the technological advances, the teaching approaches must be modernized as well. Classical approaches of teaching, where a lecturer gives lecture ex cathedra and students are only listeners, are not effective enough. The didactics science of teaching has developed and proved in the practice many useful approaches that can better motivate students for more active learning. We can use different methods of team work like pro et contra debate, buzzing groups, press conference, moderated discussion etc. An experimental study on active teaching methods in the class of students of the Master programme of Geodesy and Geoinformation has been made and the results are presented. After using some new teaching methods in the class, the students were asked to answer two types of a questionnaire. First questionnaire was the standard form developed by Noel Entwistle, an educational psychologist who developed the Approaches to Studying Inventory (ASI) for identifying deep and surface approaches to learning. The second questionnaire was developed for our purpose to get the feedback from students on active teaching and learning methods. Although this investigation has been done only for one class of master programme students, the results are encouraging and we could extract some recommendations for the future.

Implementing a Standardised Annual Programme Review Process in a Third-Level Institution

ERIC Educational Resources Information Center

Wickham, Sheelagh; Brady, Malcolm; Ingle, Sarah; McMullan, Caroline; Nic Giolla Mhichíl, Mairéad; Walshe, Ray

2017-01-01

Purpose: Ideally, quality should be, and is, an integral element of education, yet capturing and articulating quality is not simple. Programme quality reviews in third-level education can demonstrate quality and identify areas for improvement, offering many potential benefits. However, details on the process of quality programme review are limited…

Profitability of Qualified-Labour-Power Production

ERIC Educational Resources Information Center

Baldino, Roberto Ribeiro; Cabral, Tânia Cristina Baptista

2015-01-01

In Baldino and Cabral (2013) we introduced the concept of qualified labour-power as the commodity produced by the school system. In the present article we outline a quantitative model to evaluate the profit rate of educational programmes. We compare a medical school programme with a teacher education programme at a public university in Brazil,…

An Impact Evaluation of the "FoodMate" Programme: Perspectives of Homeless Young People and Staff

ERIC Educational Resources Information Center

Meiklejohn, Sarah J.; Barbour, Liza; Palermo, Claire E.

2017-01-01

Objectives: Food insecurity remains an issue for vulnerable populations in developed countries. The potential dietary and food security impacts of nutrition education programmes in Australia remain largely undocumented. This study investigated the impacts of an eight-session nutrition education programme delivered within community case management…

Education or Training? A Comparative Perspective on Apprenticeships in England

ERIC Educational Resources Information Center

Mazenod, Anna

2016-01-01

This paper examines the expansive-restrictive continuum of apprenticeship learning in the context of different education and training systems. It compares the English state-funded apprenticeship programme for young people with the Finnish and the French programmes with a specific focus on access to learning through the programmes. These three…

Rate Your Course! Student Teachers' Perceptions of a Primary Pre-Service Mathematics Education Programme

ERIC Educational Resources Information Center

Hourigan, Mairead; Leavy, Aisling M.

2017-01-01

Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers' knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change…

Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education

ERIC Educational Resources Information Center

Clyde, Carol

2010-01-01

The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential…

Behavioural Effects of a Short School-Based Fruit and Vegetable Promotion Programme

ERIC Educational Resources Information Center

Mittmann, Silke; Austel, Anja; Ellrott, Thomas

2016-01-01

Purpose: The purpose of this paper is to investigate the effects of the Cancer Society of Lower Saxony's school-based nutrition education programme "5-a-day for kids", designed to increase children's fruit and vegetable consumption. Intervention: the programme included three parts (each 45 minutes): education-based classroom session;…

The Case for an Integrated Approach to Transition Programmes at South Africa's Higher Education Institutions

ERIC Educational Resources Information Center

Young, Dallin George

2016-01-01

This paper advocates an integrated approach to transition programmes at South Africa's higher education institutions through drawing on the US literature on the first-year student experience and specific reference to behavioural interaction theory. The case for developing intentional and vertically integrated transition programmes is tied to: the…

School Building Design for Feeding Programmes and Community Outreach: Insights from Ghana and South Africa

ERIC Educational Resources Information Center

Uduku, Ola

2011-01-01

This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community "development hubs"; incorporating both local access to education and also to programmes for nutrition, ICT, health education and other services,…

The Attractiveness of Programmes in Higher Education: An Empirical Approach

ERIC Educational Resources Information Center

Widiputera, Ferdi; De Witte, Kristof; Groot, Wim; van den Brink, Henriëtte Maassen

2017-01-01

Higher education institutions have experienced an increase in student enrolment over the past decades. At the same time, universities increasingly attempt to attract students by offering a variety of study programmes. Using a Dutch panel data set of 1300 programmes in 50 institutions, this study investigates what explains the attractiveness of…

"We Don't Recruit, We Educate": High School Program Marketing and International Baccalaureate Programmes

ERIC Educational Resources Information Center

Donovan, Martha K.; Lakes, Richard D.

2017-01-01

Public education reformers have created a widespread expectation of school choice among school consumers. School leaders adopt rigorous academic programs, like the International Baccalaureate (IB) Diploma Programme (DP) and Career Programme (CP), to improve their market position in the competitive landscape. While ample research has investigated…

The Return Home: Transitioning from a 28-Day Remote Outdoor Education Programme

ERIC Educational Resources Information Center

McNatty, Shannon

2016-01-01

This article addresses the challenges for students transitioning from the remote Te Kahu (pseudonym) outdoor education programme back into their home and school city environments. Students must develop methods of coping and readjust to society to continue the personal growth and process the learning affected through the 28-day programme. The…

Mapping Africa's advanced public health education capacity: the AfriHealth project.

PubMed

Ijsselmuiden, C B; Nchinda, T C; Duale, S; Tumwesigye, N M; Serwadda, D

2007-12-01

Literature on human resources for health in Africa has focused on personal health services. Little is known about graduate public health education. This paper maps "advanced" public health education in Africa. Public health includes all professionals needed to manage and optimize health systems and the public's health. Data were collected through questionnaires and personal visits to departments, institutes and schools of community medicine or public health. Simple descriptive statistics were used to analyse the data. For more than 900 million people, there are fewer than 500 full-time staff, around two-thirds of whom are male. More men (89%) than women (72%) hold senior degrees. Over half (55%) of countries do not have any postgraduate public health programme. This shortage is most severe in lusophone and francophone Africa. The units offering public health programmes are small: 81% have less than 20 staff, and 62% less than 10. On the other hand, over 80% of Africans live in countries where at least one programme is available, and there are six larger schools with over 25 staff. Programmes are often narrowly focused on medical professionals, but "open" programmes are increasing in number. Public health education and research are not linked. Africa urgently needs a plan for developing its public health education capacity. Lack of critical mass seems a key gap to be addressed by strengthening subregional centres, each of which should provide programmes to surrounding countries. Research linked to public health education and to educational institutions needs to increase.

Quality of nursing doctoral education in Korea: towards policy development.

PubMed

Ja Kim, Mi; Gi Park, Chang; Kim, Minju; Lee, Hyeonkyeong; Ahn, Yang-Heui; Kim, Euisook; Yun, Soon-Nyoung; Lee, Kwang-Ja

2012-07-01

This article is a report on an international study of the quality of nursing doctoral education; herein, we report findings for Korea. Specific aims were to: examine the validity and reliability of the quality of nursing doctoral education questionnaire; and identify contributing factors and domain(s) for improvement. The quality of nursing doctoral education has been a worldwide concern with the recent rapid increase in number of nursing doctoral programmes around the world, and comprehensive evaluation is needed for policy recommendations. A cross-sectional descriptive study, conducted from October 2006 to January 2007, used an online questionnaire evaluating four domains: programme, faculty, resources and evaluation. Seven deans, 48 faculty, 52 graduates and 87 students from 14 nursing schools participated. Content and construct validity, and construct reliability of the questionnaire were established. Overall, participants reported that the perceived quality of private universities/schools was significantly higher than that of public/national universities. A higher ratio of doctoral to non-doctoral students was significantly associated with higher quality. The domains of programme, faculty and resources were highly correlated. The programme was the most important domain; availability of sufficient materials and information for students most needed improvement. Overall, faculty perceived the quality of the programme, faculty and resources as more positively than did the graduates and students. This study provides useful policy guidance for nurse educators worldwide for improving doctoral programmes and faculty's role in educating students. Further study is recommended that examines contributing factors to quality doctoral education. © 2011 Blackwell Publishing Ltd.

Logistics engineering education from the point of view environment

NASA Astrophysics Data System (ADS)

Bányai, Ágota

2010-05-01

A new field of MSc programme offered by the Faculty of Mechanical Engineering and Informatics of the University of Miskolc is represented by the programme in logistics engineering. The Faculty has always laid great emphasis on assigning processes connected with environment protection and globalisation issues the appropriate weight in its programmes. This is based on the fact that the Faculty has initiated and been involved in a great number of research and development projects with a substantial emphasis on the fundamental principles of sustainable development. The objective of the programme of logistics engineering is to train engineers who, in possession of the science, engineering, economic, informatics and industrial, transportation technological knowledge related to the professional field of logistics, are able to analyse, design, organise, and control logistics processes and systems (freight transportation, materials handling, storage, commissioning, loading, purchasing, distribution and waste management) as well as to design and develop machinery and equipment as the elements of logistic systems and also to be involved in their manufacture and quality control and are able to control their operation. The programme prepares its students for performing the logistics management tasks in a company, for creative participation in solving research and development problems in logistics and for pursuing logistics studies in doctoral programmes. There are several laboratories available for practice-oriented training. The 'Integrated Logistics Laboratory' consists of various fixed and mobile, real industrial, i.e. not model-level equipment, the integration of which in one system facilitates not only the presentation, examination and development of the individual self-standing facilities, but the study of their interaction as well in terms of mechatronics, engineering, control engineering, informatics, identification technology and logistics. The state-of-the-art, reliable, automated mechatronics-material flow system with its single control engineering system provides the academic staff with up-to-date research facilities, and enables the students to study sophisticated equipment and systems that could also operate under industrial conditions, thus offering knowledge that can be efficiently utilised in the industry after graduation. The laboratory measurements of the programme in logistics engineering are performed in this laboratory, and they are supplemented by the theoretical and practical measurements in the ‘Robotic Technology Assembly Laboratory', the ‘Power Electronics Laboratory', the ‘Mechatronics Laboratory', the ‘CAD/CAM Laboratory' and the ‘Acoustics and Product Laboratory'. The bodies of knowledge connected with environment protection and sustainable development can be grouped around three large topic areas. In environmental economics the objective is to present the corporate-organisational aspects of environmental management. Putting environmental management in the focal point, the objective of the programme is to impart knowledge that can be utilised in practice which can be used to shift the relation between the organisation and its environment in the direction of sustainability. The tools include environmental controlling, environmental marketing and various solutions of environmental performance evaluation. The second large topic area is globalization and its logistic aspects. In the field of global logistics the following knowledge carries special weight: logistic challenges in a globalised world; the concept of global logistics, its conditions and effects; delayed manufacture, assembly, packaging; the economic investigation of delayed assembly; globalised purchase and distribution in logistics; the logistic features of the globalised production supply/distribution chain; meta-logistics systems; logistics-related EU harmonisation issues; the effect of e-commerce on the global logistic system; logistic centres, connecting virtual logistic companies in a network; the environmental harmonisation of international transportation. The third large area is recycling logistics. Here the bodies of knowledge are as follows: the concept of developing a ‘closed-loop economy'; stages in the progress of products after discarding, connections between the uses of waste collection, processing, selection, deposition or reuse processes; features of European recommendations (e.g. EMAS), harmonisation of national practices and global solutions; presenting the logistics part-processes of recycling; presenting process organisation procedures for the foundation of designing one-route, multi-route, replacement container waste collecting and distributing part systems; recycling strategies with consideration of logistically serving the separation and storage of waste to be deposited, the technological processing systems of recyclable materials; presenting dismantling and product and material identification technologies, presenting logistics part-tasks, analysis of technical solutions; IT solutions for identifying products and their elements to be distributed and withdrawn from distribution after use (e.g. RFID systems) and monitoring their material flow; methodology of using efficiency analyses and incentive systems in the decision making processes of recycling processes, risk analysis for evaluating typical part processes; the methodology of recycling-oriented product design for specific product groups. Graduates of the Master programmes are able to use and utilise the knowledge obtained in practice, use problem-solving techniques; process the information, new problems and new phenomena arising in the border areas of the professional experience gained the discipline; formulate substantial criticism and opinions as far as possible, make decisions and draw conclusions; comprehending and solving the problems arising, suggesting original ideas; plan and perform tasks independently at a high professional standard; improve themselves, develop their knowledge to higher levels; view the management of technical/engineering - economic - human resources in a complex way; design complex systems in a global way based on a system-oriented and process-oriented way of thinking; use integrated knowledge from the professional fields of transport, mobile machinery, process theory, industrial production processes, electronics and informatics; combine the part processes of logistics systems and the part units performing their physical realisation (materials handling equipment, sensors, actuators, control systems, and database systems, etc.); perform state evaluations depending on their specialisation, use them to elaborate evaluations and recommendations, develop complex logistic systems, design, organise and control them at the highest level. This work was implemented with support by the European Union and co-funding of the European Social Fund.

Education for nurses working in cardiovascular care: a European survey.

PubMed

2014-12-01

Nurses represent the largest sector of the workforce caring for people with cardiovascular disease in Europe. Little is known about the post-registration education provided to nurses working within this specialty. The aim of this descriptive cross sectional survey was to describe the structure, content, teaching, learning, assessment and evaluation methods used in post-registration cardiovascular nurse education programmes in Europe. A 24-item researcher generated electronic questionnaire was sent to nurse representatives from 23 European countries. Items included questions about cardiovascular registered nurse education programmes. Forty-nine respondents from 17 European countries completed questionnaires. Respondents were typically female (74%) and educated at Masters (50%) or doctoral (39%) level. Fifty-one percent of the cardiovascular nursing education programmes were offered by universities either at bachelor or masters level. The most frequently reported programme content included cardiac arrhythmias (93%), heart failure (85%) and ischaemic heart disease (83%). The most common teaching mode was face-to-face lectures (85%) and/or seminars (77%). A variety of assessment methods were used with an exam or knowledge test being the most frequent. Programme evaluation was typically conducted through student feedback (95%). There is variability in the content, teaching, learning and evaluation methods in post-registration cardiovascular nurse education programmes in Europe. Cardiovascular nurse education would be strengthened with a stronger focus upon content that reflects current health challenges faced in Europe. A broader view of cardiovascular disease to include stroke and peripheral vascular disease is recommended with greater emphasis on prevention, rehabilitation and the impact of health inequalities. © The European Society of Cardiology 2013.

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

PubMed Central

2013-01-01

Background India faces an acute shortage of nurses. Strategies to tackle the human resource crisis depend upon scaling up nursing education provision in a context where the social status and working conditions of nurses are highly variable. Several national and regional situation assessments have revealed significant concerns about educational governance, institutional and educator capacity, quality and standards. Improving educational capacity through nursing faculty development has been proposed as one of several strategies to address a complex health human resource situation. This paper describes and critically reflects upon the experience of one such faculty development programme in the state of Andhra Pradesh. Discussion The faculty development programme involved a 2 year partnership between a UK university and 7 universities in Andhra Pradesh. It adopted a participatory approach and covered training and support in 4 areas: teaching, research/scholarship, leadership/management and clinical education. Senior hospital nurses were also invited to participate. Summary The programme was evaluated positively and some changes to educational practice were reported. However, several obstacles to wider change were identified. At the programme level, there was a need for more intensive individual and institutional mentorship as well as involvement of Indian Centres of Excellence in Nursing to provide local (as well as international) expertise. At the organisational level, the participating Colleges reported heavy workloads, lack of control over working conditions, lack of control over the curriculum and poor infra-structure/resources as ongoing challenges. In the absence of wider educational reform in nursing and government commitment to the profession, faculty development programmes alone will have limited impact. PMID:23537273

Problematising Multicultural Art Education in the Context of Taiwan

ERIC Educational Resources Information Center

Mason, Rachel

2009-01-01

In this paper I reflect on the experience of working with Taiwanese art educators. The data I revisit comes from participation in four art education conferences between 1995 and 2001, a three-month period of residence at Changhua University of Education teaching a master's programme, three intensive summer programmes organised for Taiwanese art…

Who Are the Peer Educators? HIV Prevention in South African Schools

ERIC Educational Resources Information Center

Mason-Jones, Amanda J.; Flisher, Alan J.; Mathews, Catherine

2011-01-01

Characteristics of learners who become peer educators are rarely explored despite the potential relevance to the success of peer education programmes. Fifteen high schools selected to implement peer education HIV prevention programmes in South Africa were recruited. A total of 2339 Grade 10 learners were surveyed and comparisons were made between…

Second Chance Programmes: A Response to Educational Needs in Compulsory Education

ERIC Educational Resources Information Center

Asin, Antonio Sanchez; Peinado, Jose Luis Boix

2008-01-01

This paper asks whether the integrated training provision currently offered through the different Spanish Second Chance Programmes (SCPs) constitutes a valid response to the educational needs and deficits known to exist among those young people who do not satisfactorily complete the Compulsory Secondary Education stage (ESO). The objectives of the…

The Action--Reflection--Modelling (ARM) Pedagogical Approach for Teacher Education: A Malaysia-UK Project

ERIC Educational Resources Information Center

Jarvis, Joy; Dickerson, Claire; Thomas, Kit; Graham, Sally

2014-01-01

This article presents the Action--Reflection--Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written…

Studying While Doing Time: Understanding Inmates' Conceptions of Learning

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Pereira, Joana; Fuentes, Sonia; Gaeta, Martha; Cunha, Jennifer; Polydoro, Soely

2016-01-01

Low levels of education and dropping out of school are associated with criminal involvement. The Portuguese prison system, similar to other prison systems (e.g. England), offers prison-based educational programmes so inmates can complete compulsory education. However, the completion rate of these educational programmes is low, and the dropout rate…

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

ERIC Educational Resources Information Center

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Moral Education and the International Baccalaureate Learner Profile

ERIC Educational Resources Information Center

van Oord, Lodewijk

2013-01-01

This article analyses elements of moral education in the educational programmes offered by the International Baccalaureate (IB). Particular reference is made to the IB learner profile, a list of 10 virtues which, the IB claims, are fostered through its educational programmes. This approach is evaluated in the light of existing ideas concerning…

Impact of school based oral health education programmes in India: a systematic review.

PubMed

Gambhir, Ramandeep Singh; Sohi, Ramandeep Kaur; Nanda, Tarun; Sawhney, Gurjashan Singh; Setia, Saniya

2013-12-01

The teaching of Oral Health Education aims at preventing the dental disease and promoting dental health at early stages. Schools are powerful places to shape the health, education and well-being of our children. The objective of this study was to determine the impact of school dental health education programmes conducted in various parts of India. A systematic review from available literature was carried out. The study examined papers relating to oral health interventions which were published between 1992 and 2012. Ten articles were selected and included in the review. All the studies were found to contain the required information on the outcomes of school dental health programmes in India. Different methods were used to deliver oral health education. All the studies reported significant improvement in oral hygiene of school children after imparting dental health education. In some studies, school teachers were also trained to impart oral health education. Decreased level of awareness was found in children coming from low income families. Longer duration studies are needed to improve the results. School dental education programmes should be more focused on north-eastern Indian population.

Corporate ergonomics programme at BCM Airdrie. Boots Contract Manufacturing.

PubMed

Smyth, Joanne

2003-01-01

The production processes at the BCM Airdrie site range from manual loading tasks in the manufacturing areas to high frequency packaging assembly tasks on the production lines. Both are jobs that are known to carry risk to musculoskeletal health, so an ergonomist was appointed to design and co-ordinate an ergonomics programme for the site to control these risks. This paper details the programme that has evolved to proactively manage musculoskeletal risks in the design of both new and existing equipment and processes. The ergonomics procedures described primarily involve the engineers from all areas of the factory, and the process for ergonomics involvement with engineering design projects is described. Shop-floor personnel involvement is considered to be an essential part of the programme and 'Ergonomics Champions' are being trained on the packing lines to monitor the risks that are sometimes introduced with the different designs of product packaging.

Case Studies in Australian Adult Education.

ERIC Educational Resources Information Center

Clark, Ralph J., Ed.; Rooth, S. John, Ed.

This publication contains the following 24 case studies of adult education in Australia: "NSW Department of Agriculture Home Study Programme" (O'Neill); "Self-Help Adult Education: The University of the Third Age at the Brisbane CAE" (Swindell); "Marriage Enrichment Programme" (D. Kerr, C. Kerr); "Carringbush…

Complete, Programmable Decoding of Oxidized 5-Methylcytosine Nucleobases in DNA by Chemoselective Blockage of Universal Transcription-Activator-Like Effector Repeats.

PubMed

Gieß, Mario; Witte, Anna; Jasper, Julia; Koch, Oliver; Summerer, Daniel

2018-05-09

5-Methylcytosine (5mC) and its oxidized derivatives are regulatory elements of mammalian genomes involved in development and disease. These nucleobases do not selectively modulate Watson-Crick pairing, preventing their programmable targeting and analysis by traditional hybridization probes. Transcription-activator-like effectors (TALEs) can be engineered for use as programmable probes with epigenetic nucleobase selectivity. However, only partial selectivities for oxidized 5mC have been achieved so far, preventing unambiguous target binding. We overcome this limitation by destroying and re-inducing nucleobase selectivity in TALEs via protein engineering and chemoselective nucleobase blocking. We engineer cavities in TALE repeats and identify a cavity that accommodates all eight human DNA nucleobases. We then introduce substituents with varying size, flexibility, and branching degree at each oxidized 5mC. Depending on the nucleobase, substituents with distinct properties effectively block TALE-binding and induce full nucleobase selectivity in the universal repeat. Successful transfer to affinity enrichment in a human genome background indicates that this approach enables the fully selective detection of each oxidized 5mC in complex DNA by programmable probes.

[Distance learning using internet in the field of bioengineering].

PubMed

Ciobanu, O

2003-01-01

The Leonardo da Vinci training programme supports innovative transnational initiatives for promoting the knowledge, aptitudes and skills necessary for successful integration into working life. Biomedical engineering is an emerging interdisciplinary field that contributes to understand, define and solve problems in biomedical technology within industrial and health service contexts. Paper presents a Leonardo da Vinci pilot-project called Web-based learning and training in the field of biomedical and design engineering (WEBD). This project has started on 2001. The WEBD project proposes to use advanced learning technologies to provide education in the www. Project uses interactive 3D graphics and virtual reality tools. The WEBD distance training permits users to experience and interact with a life-like model or environment, in safety and at convenient times, while providing a degree of control over the simulation that is usually not possible in the real-life situation.

Earth Science Education in Sudan

NASA Astrophysics Data System (ADS)

Abdullatif, Osman M.; Farwa, Abdalla G.

1999-05-01

This paper describes Earth Science Education in Sudan, with particular emphasis on the University of Khartoum. The first geological department in Sudan was founded in 1958 in the University of Khartoum. In the 1980s, six more geological departments have been added in the newer universities. The types of courses offered include Diploma, B.Sc. (General), B.Sc. (Honours), M.Sc. and Ph.D. The Geology programmes are strongly supported by field work training and mapping. Final-year students follow specialised training in one of the following topics: hydrogeology, geophysics, economic geology, sedimentology and engineering geology. A graduation report, written in the final year, represents 30-40% of the total marks. The final assessment and grading are decided with the help of internal and external examiners. Entry into the Geology programmes is based on merit and performance. The number of students who graduate with Honours and become geologists is between 20% to 40% of the initial intake at the beginning of the second year. Employment opportunities are limited and are found mainly in the Government's geological offices, the universities and research centres, and private companies. The Department of Geology at the University of Khartoum has long-standing internal and external links with outside partners. This has been manifested in the training of staff members, the donation of teaching materials and laboratory facilities. The chief problems currently facing Earth Science Education in Sudan are underfunding, poor equipment, laboratory facilities and logistics. Other problems include a shortage of staff, absence of research, lack of supervision and emigration of staff members. Urgent measures are needed to assess and evaluate the status of Earth Science Education in terms of objectives, needs and difficulties encountered. Earth Science Education is expected to contribute significantly to the exploitation of mineral resources and socio-economic development in the Sudan.

Applying the Kanban method in problem-based project work: a case study in a manufacturing engineering bachelor's programme at Aalborg University Copenhagen

NASA Astrophysics Data System (ADS)

Balve, Patrick; Krüger, Volker; Tolstrup Sørensen, Lene

2017-11-01

Problem-based learning (PBL) has proven to be highly effective for educating students in an active and self-motivated manner in various disciplines. Student projects carried out following PBL principles are very dynamic and carry a high level of uncertainty, both conditions under which agile project management approaches are assumed to be highly supportive. The paper describes an empirical case study carried out at Aalborg University Copenhagen involving students from two different semesters of a Bachelor of Science programme. While executing the study, compelling examples of how PBL and the agile project management method Kanban blend could be identified. A final survey reveals that applying Kanban produces noticeable improvements with respect to creating, assigning and coordinating project tasks. Other improvements were found in group communication, knowledge about the work progress with regards to both the individual and the collective and the students' way of continuously improving their own teamwork.

The beliefs of `Tomorrow's Teachers' about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme

NASA Astrophysics Data System (ADS)

Leavy, Aisling; Hourigan, Mairead

2018-07-01

Mathematics education research has given increasing attention to the role of affective factors in the learning process. While 'affect' is used to refer to a variety of aspects including feelings, emotions, beliefs, attitudes and conceptions, this paper focuses on 'beliefs' of elementary pre-service teachers. In particular, the study evaluates the effect of participation in a reform-based elementary pre-service teacher education (referred to as Initial Teacher Education (ITE)) programme on participants' 'beliefs about the nature of mathematics'. This was completed using two (sub)scales of the Aiken's Revised Mathematics Scale measuring Enjoyment of Mathematics (E) and belief in the Value of Mathematics (V). Both scales were administered before and after participants completed the mathematics education programme, which consisted of 5 compulsory and consecutive modules. This study reveals that entry-level pre-service teachers report generally positive beliefs about the value of and enjoyment in doing mathematics. The findings challenge previous research, which report the tendency of teachers' beliefs to be resistant to change while in teacher education and suggest that it is possible for ITE mathematics education programmes to stimulate improvement in beliefs and attitudes among participants. Particular programme features are identified as instrumental in this positive change in beliefs about mathematics.

Impact of the 'Providing Access to Continued Education' Programme on Repeat Teenage Pregnancy in the Bahamas.

PubMed

Sakharkar, V P; Frankson, M A; Sakharkar, P R

2015-05-15

To determine the relationship of determinants such as age, ethnicity, education and sexual behaviour with repeat teenage pregnancy and to determine the impact of 'Providing Access to Continued Education' (PACE) programme in reducing repeat teenage pregnancy amongst its participants in The Bahamas. This retrospective cohort study included 397 attendees of the Adolescent Health Centre (AHC). Eighty-eight out of 139 registered participants completed the PACE programme. Data on age, ethnicity, education, sexual behaviour and repeat pregnancy in two years were analysed for descriptive statistics, and association of demographic characteristics and participation in the PACE programme with repeat pregnancy using the Chi-squared test. Mean age of participants was 16.4 ± 1.1 years; median school grade and mean grade point average (GPA) was 11 and 1.97 ± 0.7, respectively. The mean age at the first sexual activity was 14.9 ± 1.2 years. The mean age and number of sexual partners were 21 ± 4.3 years and 2 ± 1, respectively. Overall, repeat pregnancy rate was 39%: 37.4% amongst PACE registered and 31.8% amongst PACE completed mothers. No significant difference was observed in repeat pregnancy between registered and non-registered as well as those who completed the programme and those who did not. The odds ratio of 0.525 suggested that completion of the PACE programme had a moderate protective effect on reducing repeat pregnancy. Age, ethnicity, education and sexual behaviour showed no association with repeat pregnancy. The PACE programme did not reduce repeat pregnancy rate significantly. However, completion of the programme offered a moderate protection.

Educating educators about alcoholism and drug addiction: the role of employee assistance programmes.

PubMed

Van den Bergh, N

1990-01-01

The historical development of employee assistance programmes (EAPs) from occupational alcoholism programmes is outlined. Services for the three prevention levels of a 'broad brush' programme are described. The 'at-risk' characteristics of academia in potentiating alcoholism and addiction are noted, including several intrinsic characteristics of academics which could predispose to substance abuse. Ways in which EAPs enhance organizational goals are noted and several crucial steps in designing an academic EAP are suggested.

The application of Intervention Mapping in developing and implementing school-based sexuality and HIV/AIDS education in a developing country context: the case of Tanzania.

PubMed

Mkumbo, Kitila; Schaalma, Herman; Kaaya, Sylvia; Leerlooijer, Joanne; Mbwambo, Jessie; Kilonzo, Gad

2009-06-01

Effective sexuality and HIV/AIDS education programmes are needed to protect young people against HIV/AIDS and teenage pregnancy in Tanzania and other Sub-Saharan African countries. Using a theory- and evidence-based approach and adapting the programmes to local contexts, increases the effectiveness of these programmes. This paper describes and discusses the challenges and opportunities concerning the application of Intervention Mapping (IM) in the development and implementation of a sexuality and HIV/AIDS education programme targeting young people aged 12-14 in Tanzania. The sexuality and HIV/AIDS programme was designed in a participatory manner, involving researchers, curriculum developers and teachers' and students' panels. The programme comprised five lessons, organized around 23 sessions with the aim of delaying the onset of sexual intercourse and increase correct and consistent condom use among young people. The programme was delivered by trained teachers as an extracurricular lesson. The IM protocol facilitated the development of a comprehensive sexuality and HIV/AIDS education programme relevant and appropriate to the social cultural context and the needs of learners in Tanzania. The paper has demonstrated that, although the IM was developed in the Western context, it can be used in a flexible manner to adapt to local contexts such as those in Sub-Saharan Africa.

Internet-based learning programme to increase nurses' knowledge level about venous leg ulcer care in home health care.

PubMed

Ylönen, Minna; Viljamaa, Jaakko; Isoaho, Hannu; Junttila, Kristiina; Leino-Kilpi, Helena; Suhonen, Riitta

2017-11-01

To test the effectiveness of an Internet-based education programme about venous leg ulcer nursing care on perceived and theoretical knowledge levels and attitudes among nurses working in home health care. Nurses have been shown to have knowledge gaps in venous leg ulcer nursing care. Internet-based learning could offer a means for flexible continuing education for home healthcare environment. Quasi-experimental study with pre- and postmeasurements and nonequivalent intervention and comparison groups. Nurses (n = 946) in home health care in two Finnish municipalities were invited to participate in the study and divided into intervention and comparison groups. The intervention group received education programme about venous leg ulcer nursing care, while the comparison group did not. Data were collected at baseline, at six weeks and at 10 weeks to test the hypotheses: nurses using education programme about venous leg ulcer nursing care will have higher level of knowledge and more positive attitudes than those not using education programme about venous leg ulcer nursing care. An analysis of variance and mixed models with repeated measures were used to test differences in knowledge and attitudes between and within the groups. There were statistically significant increases in knowledge levels in the intervention group from baseline to the first and second follow-up measurements. In the comparison group, the knowledge levels remained unchanged during the study. Attitude levels remained unchanged in both groups. Nurses' perceived and theoretical knowledge levels of venous leg ulcer nursing care can be increased with Internet-based education. However, this increase in knowledge levels is short-lived, which emphasises the need for continuous education. Internet-based education about venous leg ulcer nursing care is recommended for home healthcare nurses. Education programme about venous leg ulcer nursing care provides flexible method for nurses' learning with feasible and cost-effective access to evidence-based education. Education programme about venous leg ulcer nursing care material can be used in all nursing environments where Internet is available. © 2017 John Wiley & Sons Ltd.

An assessment of the effect of an experimental environmental education programme (Man and Nutrition) on Kuwaiti primary school pupils (Grade Four)

NASA Astrophysics Data System (ADS)

Esmaeel, Yaqoub Y. R.

The educational system in Kuwait is undergoing some fundamental changes, and the need for reform of environmental education has become urgent as a result of the concerns of both the government and the public over environmental issues. It is in such a context that this research was conducted. The research was intended to develop, implement, and evaluate an experimental programme Man and Nutrition for Kuwaiti primary school pupils, aimed at developing a positive environmental achievement, Information about the present status of environmental concepts and environmental education in Kuwait was obtained from preliminary study such as interviews and curriculum analysis. Interviews were conducted in ten different primary schools in four districts in Kuwait, which involved 31 pupils in total, hi addition, information was obtained by analysis of the science curriculum for fourth grade primary schools. The preliminary study was carried out during the period April to October 1998. The results of the preliminary study served to aid the development of an experimental teaching programme. The experimental programme Man and Nutrition consisted of eight lessons printed in two booklets, a teacher's guide and pupil's textbook. The research included a review of the relevant literature examining the development of environmental programmes and activities in a number of countries, which were selected because of their environmental education approaches, and the variety of their environmental conditions. Pilot testing of the teaching programmes was carried out to ascertain the appropriateness of the materials and the data collecting instruments used for the evaluation of the main experimental study. The main study group included 115 pupils in four primary schools and four teachers selected in Kuwait. Data collecting included pre and post-tests and the course evaluation by teachers using semi-structured interviews. Statistical analysis of data obtained was carried out using the SPSS/PC+ computer programme. The major results of this study indicated that: (1) The present science programme of the fourth grade does not sufficiently cover the concepts identified as environmental concepts. (2) The experimental programme was significantly effective in increasing the pupils' knowledge regarding the environmental programme Man and Nutrition. (3) A significant difference in the mean scores was found between boys and girls in the post-achievement test. (4) There was a significant difference in the pupils' mean scores between the educational districts in the post-achievement test. (5) The experimental programme had similar influences on pupils' overall achievement by parents' education. Based upon the above major research results, the study puts forward some practical recommendations regarding the development of a school environmental education programme. Since the study is one of the first of its kind in Kuwait, it also suggests a few possible areas for future research. It is hoped that the research will lead to a worthwhile primary school environmental education.

The Prevalence and Characteristics of Higher Education Peer Helping Programmes: Managerial Perspectives

ERIC Educational Resources Information Center

de Jager, M.; Ntlokwana, N.

2011-01-01

A survey was sent to 33 managers at units and centres involved in Higher Education student-to-student support services in the form of peer help programmes. The survey focused on managers' perspectives on peer help programme demographics, management, planning and resourcing, on intra-institutional and other linkages, as well as on institutional…

Community Capacity Development in Universities: Empowering Communities through Education Management Programmes in Strathmore University (A Pilot Study)

ERIC Educational Resources Information Center

Kitawi, Alfred Kirigha

2014-01-01

This research examined the issue of community capacity development in a university. The main way communities were empowered was through the education management programmes offered at Strathmore University in Nairobi, Kenya. The research is among the first to examine the issue of community capacity development through university programmes. The…

Focus on Vocational Education and Training (VET) Programmes. Education Indicators in Focus. No. 33

ERIC Educational Resources Information Center

OECD Publishing, 2015

2015-01-01

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment…

Impact and Cost-Effectiveness Analysis of the National School-Based Sexuality Education Programme in Estonia

ERIC Educational Resources Information Center

Kivela, Jari; Haldre, Kai; Part, Kai; Ketting, Evert; Baltussen, Rob

2014-01-01

Policy-makers making decisions on the implementation of school-based sexuality education (SE) programmes face two important questions: (1) what are the costs of implementing and scaling up SE programmes, and (2) what are the impacts? This paper responds to these questions by retrospectively assessing costs, impact and cost-effectiveness of the…

Involving the Hard to Reach: Developing and Evaluating a Sexual Health Programme for Early School Leavers in Hong Kong

ERIC Educational Resources Information Center

Wong, William C. W.; Holroyd, Eleanor A.; Lee, Albert; Wong, Jonathan C. P.; Leung, Phil W. S.

2011-01-01

Early school leavers cannot access school-based sex education programmes, increasing their vulnerability to sexual health issues. This study evaluated a culturally-sensitive and target-orientated sex education programme involving this group. Early school leavers were recruited from two branches of the Chinese Young Men's Christian Association in…

The Evidence Base for Early Childhood Education and Care Programme Investment: What We Know, What We Don't Know

ERIC Educational Resources Information Center

White, Linda A.; Prentice, Susan; Perlman, Michal

2015-01-01

An expanding body of research demonstrates that high quality early childhood education and care (ECEC) programmes generate positive outcomes for children; in response, policy makers in a number of countries are making significant programme investments. No research consensus, however, has emerged around the specific types of policy intervention…

Evaluating the Impact of an Environmental Education Programme: An Empirical Study in Mexico

ERIC Educational Resources Information Center

Ruiz-Mallen, Isabel; Barraza, Laura; Bodenhorn, Barbara; Reyes-Garcia, Victoria

2009-01-01

This study draws on information from 11 in-depth interviews, two focus groups and 72 written questionnaires to evaluate an extra-curricular environmental education programme on forestry designed for preparatory school students from a small rural community in Mexico. Specifically, the study assessed the impact of the programme on the ecological…

Transnational Higher Education for Capacity Development? An Analysis of British Degree Programmes in Hong Kong

ERIC Educational Resources Information Center

Leung, Maggi W. H.; Waters, Johanna L.

2013-01-01

Drawing upon a project on British transnational education (TNE) programmes offered in Hong Kong, this paper interrogates the capacity development impact of TNE on the students, the Hong Kong Government and the programme providers. It addresses the questions: "What capacity is being developed in TNE operations?" and "For whom?"…

Innovative Access Programme for Young Mothers Wishing to Train in Childbirth Education: From Concept to Evaluation

ERIC Educational Resources Information Center

Nolan, Mary L.

2008-01-01

This paper describes the conception, planning, implementation and evaluation of an access programme arising out of an innovative collaboration between two charities, Straight Talking and the National Childbirth Trust. The access programme was designed at the request of a group of young mothers who had finished compulsory education and subsequently…

The TESSA OER Experience: Building Sustainable Models of Production and User Implementation

ERIC Educational Resources Information Center

Wolfenden, Freda

2008-01-01

This paper offers a review of the origins, design strategy and implementation plans of the Teacher Education in Sub-Saharan Africa (TESSA) research and development programme. The programme is working to develop new models of teacher education, particularly school based training, including the creation of a programme webspace and an extensive bank…

Mothers' Experiences with a Mother-Child Education Programme in Five Countries

ERIC Educational Resources Information Center

Bekman, Sevda; Koçak, Aylin Atmaca

2013-01-01

Although previous quantitative studies have demonstrated the effectiveness of the mother-child education programme (MOCEP) that originated in Turkey in 1993, the study reported here uses a qualitative approach to gain an in-depth understanding of mothers' views of the outcomes of the programme. The study was conducted with 100 mothers from five…

Exploring the Development of Existing Sex Education Programmes for People with Intellectual Disabilities: An Intervention Mapping Approach

ERIC Educational Resources Information Center

Schaafsma, Dilana; Stoffelen, Joke M. T.; Kok, Gerjo; Curfs, Leopold M. G.

2013-01-01

Background: People with intellectual disabilities face barriers that affect their sexual health. Sex education programmes have been developed by professionals working in the field of intellectual disabilities with the aim to overcome these barriers. The aim of this study was to explore the development of these programmes. Methods: Sex education…

"Me Amo Leer" Reading Experiences in a Central Illinois Summer Migrant Education Programme

ERIC Educational Resources Information Center

Pavri, Shireen; Bentz, Johnell; Bradley, Janetta Fleming; Corso, Laurie

2005-01-01

This paper describes the assessment and instructional strategies used in a migrant education programme that had positive academic outcomes for a group of 11 eight-to-12-year-old Spanish/English-speaking students of Mexican descent. Students attended this four-week summer programme, jointly sponsored by the University of Illinois and the local…

Sexuality Education: Findings and Recommendations from an Analysis of 10 United States Programmes

ERIC Educational Resources Information Center

Cushman, Nicole; Kantor, Leslie M.; Schroeder, Elizabeth; Eicher, Lesley; Gambone, Gina

2014-01-01

In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete…

Programme development of drug abuse control in Baluchistan, Pakistan.

PubMed

Zaidi, S M; Ashraf, S M; Afridi, A A

1982-01-01

The drug abuse control programme in Baluchistan is inter-disciplinary and progressive. Its main thrust consists of constant vigilance on border check-points by law enforcement agencies, developing in-patient and out-patient facilities for treatment and rehabilitation of addicted persons, and a preventive education programme using the mass media and students from higher educational institutions.

Taking Ownership: The Implementation of a Non-Aboriginal Early Education Programme for on-Reserve Children

ERIC Educational Resources Information Center

Beatch, Michelle; Le Mare, Lucy

2007-01-01

In this qualitative study, over the period of one year, we assessed the appropriateness of a mainstream early childhood education intervention, the Home Instruction for Parents of Preschool Youngsters (HIPPY) programme, in five on-reserve First Nations communities, by focusing on the experiences of the Aboriginal women who delivered the programme.…

Mathematics Education in Argentina

ERIC Educational Resources Information Center

Varsavsky, Cristina; Anaya, Marta

2009-01-01

This article gives an overview of the state of mathematics education in Argentina across all levels, in the regional and world contexts. Statistics are drawn from Mercosur and UNESCO data bases, World Education Indicators and various national time-series government reports. Mathematics results in national testing programmes, Programme for…

IMHE-Info. OECD Programme on Institutional Management in Higher Education, April 2007

ERIC Educational Resources Information Center

Lafon, Valerie, Ed.

2007-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: (1) Regional Engagement: The Future for Higher Education?; and (2) Notes from Australia. IMHE News, publications of interest and upcoming events are included.

Adult Education and Indigenous People: Addressing Gender in Policy and Practice

ERIC Educational Resources Information Center

Rao, Nitya; Robinson-Pant, Anna

2006-01-01

Adult education programmes developed for or by indigenous communities rarely seem to have addressed gender inequalities. Yet, compared to mainstream adult educational interventions promoting instrumental approaches to "functional literacy", such programmes often appear highly politicised, starting from a standpoint of promoting…

Demographic Differences in Learner Response to Entrepreneurial Education Programmes in Pakistan

ERIC Educational Resources Information Center

Ahmed, Tariq; Chandran, V. G. R.; Klobas, Jane E.

2017-01-01

Recent research on the benefits of entrepreneurship education has tended to ignore or "control out" possible demographic differences in outcomes for entrepreneurship graduates. This paper examines demographic differences in the perceived benefits of different components of entrepreneurship education programmes (EEPs), entrepreneurial…

Special Education in Arab Countries: Current Challenges

ERIC Educational Resources Information Center

Hadidi, Muna S.; Al Khateeb, Jamal M.

2015-01-01

Arab countries have undertaken various measures to develop special education programmes and services over the last three decades; nevertheless, major challenges remain regarding the expansion of these programmes and services and improving their quality. "This article provides an update on disability and special education in Arab…

A Documentary Analysis of HIV/AIDS Education Interventions in Ghana

ERIC Educational Resources Information Center

Halabi, Saamira; Smith, William; Collins, John; Baker, David; Bedford, Jason

2013-01-01

Objective: While the international donor community has spent millions on human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS) prevention through educational programmes, the quality of information in educational curricula is rarely analyzed. This study analyzes the content of prevention programmes, focusing on informational…

Factors that Facilitate and Barriers towards the Implementation of Health Educational Programmes in Primary Education Schools of the Prefecture of Achaia, Greece

ERIC Educational Resources Information Center

Cholevas, Nikolaos K.; Loucaides, Constantinos A.

2012-01-01

Aim: The purpose of this study was to explore the factors that facilitate and barriers towards the implementation of health education programmes in primary education schools of the prefecture of Achaia, Greece. Methods: The sample of the study included 141 educators from a total population of 218 educators who dealt with the implementation of…

Preliminary evaluation of STRIDE programme in primary schools of Malaysia.

PubMed

Hanjeet, K; Wan Rozita, W M; How, T B; Santhana Raj, L; Baharudin, Omar

2007-12-01

The Students' Resilience and Interpersonal Skills Development Education (STRIDE) is a preventive drug education programme. The rational of this programme is that preventive drug education has to begin early in age, before the development of social attitudes and behaviour of students. A pre and a post intervention surveys were performed to evaluate the impact of this programme. Nine schools from three states were identified to participate in the intervention. These schools were selected based on their locations in high-drug-use areas (where the prevalence of drug use exceeds 0.5% of the student population). The new intervention curriculum was put into practice for three months in the nine schools. The overall scores obtained by each respondent to assess their knowledge on drugs and its implications were analysed. The results showed that the programme made a positive impact from the pre to post intervention programme by using the Wilcoxon Signed Rank Test (p < 0.05). A high percentage of the questions showed significant evidence through the McNemar matched pair Chi-Squared test with Bonferonni correction that there were positive shifts in the answers by comparing the pre and post intervention results (p < 0.05). Recommendations have been discussed with the Ministry of Education to integrate this programme into the national primary school curriculum.

Effect of a multi-dimensional intervention programme on the motivation of physical education students.

PubMed

Amado, Diana; Del Villar, Fernando; Leo, Francisco Miguel; Sánchez-Oliva, David; Sánchez-Miguel, Pedro Antonio; García-Calvo, Tomás

2014-01-01

This research study purports to verify the effect produced on the motivation of physical education students of a multi-dimensional programme in dance teaching sessions. This programme incorporates the application of teaching skills directed towards supporting the needs of autonomy, competence and relatedness. A quasi-experimental design was carried out with two natural groups of 4(th) year Secondary Education students--control and experimental -, delivering 12 dance teaching sessions. A prior training programme was carried out with the teacher in the experimental group to support these needs. An initial and final measurement was taken in both groups and the results revealed that the students from the experimental group showed an increase of the perception of autonomy and, in general, of the level of self-determination towards the curricular content of corporal expression focused on dance in physical education. To this end, we highlight the programme's usefulness in increasing the students' motivation towards this content, which is so complicated for teachers of this area to develop.

Student Opinions and Perceptions of Undergraduate Thermodynamics Courses in Engineering

ERIC Educational Resources Information Center

Ugursal, V. Ismet; Cruickshank, Cynthia A.

2015-01-01

Thermodynamics is a fundamental foundation of all engineering disciplines. A vast majority of engineering undergraduate programmes contain one or more courses on thermodynamics, and many engineers use thermodynamics every day to analyse or design energy systems. However, there is extensive anecdotal evidence as well as a wide range of published…

A Study of Competence in Mathematics and Mechanics in an Engineering Curriculum

ERIC Educational Resources Information Center

Munns, Andrew

2017-01-01

Professional bodies expect engineers to show competence in both mathematics and engineering topics such as mechanics, using their abilities in both of these to solve problems. Yet within engineering programmes there is a phenomenon known as "The Mathematics Problem", with students not demonstrating understanding of the subject. This…

Epistemology, Ontology and Ethics: "Galaxies Away from the Engineering World"?

ERIC Educational Resources Information Center

Christensen, Steen Hyldgaard; Erno-Kjolhede, Erik

2008-01-01

Philosophy of technology/philosophy of science has recently become part of the curriculum of engineering degree programmes in Denmark. However, to what extent do teachers of engineering see it as meaningful for students to work with relatively abstract philosophical concepts such as epistemology, ontology and ethics as part of engineering degree…

Internet-enabled pulmonary rehabilitation and diabetes education in group settings at home: a preliminary study of patient acceptability.

PubMed

Burkow, Tatjana M; Vognild, Lars K; Østengen, Geir; Johnsen, Elin; Risberg, Marijke Jongsma; Bratvold, Astrid; Hagen, Tord; Brattvoll, Morten; Krogstad, Trine; Hjalmarsen, Audhild

2013-03-05

The prevalence of major chronic illnesses, such as chronic obstructive pulmonary disease (COPD) and diabetes, is increasing. Pulmonary rehabilitation and diabetes self-management education are important in the management of COPD and diabetes respectively. However, not everyone can participate in the programmes offered at a hospital or other central locations, for reasons such as travel and transport. Internet-enabled home-based programmes have the potential to overcome these barriers.This study aims to assess patient acceptability of the delivery form and components of Internet-enabled programmes based on home groups for comprehensive pulmonary rehabilitation and for diabetes self-management education. We have developed Internet-enabled home programmes for comprehensive pulmonary rehabilitation and for diabetes self-management education that include group education, group exercising (COPD only), individual consultations, educational videos and a digital health diary. Our prototype technology platform makes use of each user's own TV at home, connected to a computer, and a remote control. We conducted a six-week home trial with 10 participants: one group with COPD and one with diabetes. The participants were interviewed using semi-structured interviews. Both home-based programmes were well accepted by the participants. The group setting at home made it possible to share experiences and to learn from questions raised by others, as in conventional group education. In the sessions, interaction and discussion worked well, despite the structure needed for turn taking. The thematic educational videos were well accepted although they were up to 40 minutes long and their quality was below TV broadcasting standards. Taking part in group exercising at home under the guidance of a physiotherapist was also well accepted by the participants. Participants in the COPD group appreciated the social aspect of group education sessions and of exercising together, each in their own home. The digital health diary was used as background information in the individual consultations and by some participants as a self-management tool. Participant retention was high, with no dropouts. None of the participants reported that the six-week duration of the home programmes was too long. The Internet-enabled programmes for home-based groups in pulmonary rehabilitation and diabetes education were generally well accepted by the participants. Our findings indicate that conventional programmes have the potential to be delivered in socially supportive group settings at home.

Internet-enabled pulmonary rehabilitation and diabetes education in group settings at home: a preliminary study of patient acceptability

PubMed Central

2013-01-01

Background The prevalence of major chronic illnesses, such as chronic obstructive pulmonary disease (COPD) and diabetes, is increasing. Pulmonary rehabilitation and diabetes self-management education are important in the management of COPD and diabetes respectively. However, not everyone can participate in the programmes offered at a hospital or other central locations, for reasons such as travel and transport. Internet-enabled home-based programmes have the potential to overcome these barriers. This study aims to assess patient acceptability of the delivery form and components of Internet-enabled programmes based on home groups for comprehensive pulmonary rehabilitation and for diabetes self-management education. Methods We have developed Internet-enabled home programmes for comprehensive pulmonary rehabilitation and for diabetes self-management education that include group education, group exercising (COPD only), individual consultations, educational videos and a digital health diary. Our prototype technology platform makes use of each user’s own TV at home, connected to a computer, and a remote control. We conducted a six-week home trial with 10 participants: one group with COPD and one with diabetes. The participants were interviewed using semi-structured interviews. Results Both home-based programmes were well accepted by the participants. The group setting at home made it possible to share experiences and to learn from questions raised by others, as in conventional group education. In the sessions, interaction and discussion worked well, despite the structure needed for turn taking. The thematic educational videos were well accepted although they were up to 40 minutes long and their quality was below TV broadcasting standards. Taking part in group exercising at home under the guidance of a physiotherapist was also well accepted by the participants. Participants in the COPD group appreciated the social aspect of group education sessions and of exercising together, each in their own home. The digital health diary was used as background information in the individual consultations and by some participants as a self-management tool. Participant retention was high, with no dropouts. None of the participants reported that the six-week duration of the home programmes was too long. Conclusions The Internet-enabled programmes for home-based groups in pulmonary rehabilitation and diabetes education were generally well accepted by the participants. Our findings indicate that conventional programmes have the potential to be delivered in socially supportive group settings at home. PMID:23496829

Comparative Education on the Map of Teacher Preparation Programme in Kuwait

ERIC Educational Resources Information Center

Hamad, Al Rashid

2013-01-01

Comparative education represents one of the main topics included in teacher preparation programmes in most countries. This subject is critical for future teachers because it represents a window through which learners can look at other educational systems and see how they are managed and what sort of policies and educational philosophies are used.…

Industrialised Building Systems Educational Objectives and the Problem of Change. Programme on Educational Building 5.

ERIC Educational Resources Information Center

Phillips, C. W.; Oddie, G. B.

In 1972, the author was asked to join a small team of experts to help implement one of the activities underway in the Programme on Educational Building (PEB). The activity was entitled, "Industrialised Building Methods for Educational Purposes," and its major objective was to identify for policymakers the considerations involved in using…

IMHE-Info. OECD Programme on Institutional Management in Higher Education, July 2007

ERIC Educational Resources Information Center

Lafon, Valerie, Ed.

2007-01-01

IMHE-Info is the newsletter published by the Institutional Management in Higher Education (IMHE) programme. This issue includes: (1) Giving Knowledge for Free; The Emergence of Open Educational Resources; and (2) Education at a Glance 2007. IMHE News, publications of interest and upcoming events are included. (Contains 1 figure and 1 table.)

From Theory to Practice: Beginner Teachers' Experiences of the Rigour of the Postgraduate Certificate in Education Programme

ERIC Educational Resources Information Center

Nomlomo, Vuyokazi; Sosibo, Zilungile

2016-01-01

This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes…

Social Guarantee Programme: Principles for Classroom Procedure with Students Who Have Suffered Failure at School--The Spanish Educational System Case

ERIC Educational Resources Information Center

Recio, R. Vazquez; Diaz, J. Ojeda

2010-01-01

The article explores the Social Guarantee Programmes, one measure at attending to diversity within the Spanish educational system. It is an alternative measure that aims to break away from the organisational structure of Obligatory Secondary Education, seeking an organisational model and educational strategies that pursue satisfactory results…

Assessing Readiness for Integration of Electronic Learning into Business Education Programmes in Tertiary Institutions in Ebonyi State

ERIC Educational Resources Information Center

Nwagwu, Lazarus; Azih, Nonye

2015-01-01

The study was conducted to assess readiness for integration of electronic learning into business education programmes in tertiary institutions in Ebonyi State. Two research questions and two hypotheses guided the study. The population was 37 business education lecturers and 748 Business Education Students in tertiary institutions that offer…

The Challenges in Developing a Mathematics Curriculum for Training Elementary Teachers in Papua New Guinea

ERIC Educational Resources Information Center

Vagi, Oneau; Green, Rosemary

2004-01-01

As Papua New Guinea undergoes a period of major education reform that includes the establishment of an elementary education programme, the development of an elementary teacher education curriculum is proving to be a challenging task. As a background this paper provides contextual information about the elementary education programme and highlights…

Educational Policies/Programmes' Effect on Attrition Rates in Primary Schools in Nigeria

ERIC Educational Resources Information Center

Duze, Chinelo O.

2012-01-01

This paper examined attrition in primary schools in Nigeria with specific reference and focus on some policies and programmes of Nigeria's educational system with a view to highlighting its possible effect on the attainment of the Education for All (EFA) goals by 2015. It reviewed equal educational opportunity in relation to school environments…

Evaluating Entrepreneurship Education Programmes in Developing Countries: Lessons from Experience

ERIC Educational Resources Information Center

Braun, Gerald

2012-01-01

Although a great deal of time, resources and effort goes into the education of potential or existing entrepreneurs, our knowledge of the effects of this education is still rather limited. It can be argued that an imbalance exists between the substantial amount of finance and manpower invested in entrepreneurship education programmes and the very…

When Work Comes First: Young Adults in Vocational Education and Training in Norway

ERIC Educational Resources Information Center

Tønder, Anna Hagen; Aspøy, Tove Mogstad

2017-01-01

Since reforms implemented in 1994, vocational education and training (VET) in Norway has been integrated and standardized as part of upper-secondary education. When young people enter upper-secondary education at the age of 15 or 16, they can choose either a vocational programme or a general academic programme. The standard model in vocational…

On the Impact of Government Policy on Programme Design in New Zealand Post-Compulsory Education

ERIC Educational Resources Information Center

Govers, Elly

2010-01-01

The impact of national education policies on programme design practice in post-compulsory education tends to be marginalised in scholarly literature. This paper reviews and analyses the literature to explore how neo-liberalist discourses introduced in tertiary education and qualifications policies in New Zealand since 1989 continue to influence…

Determining Teachers' Educational Needs Regarding School Education Projects within the Scope of Erasmus+ Programme

ERIC Educational Resources Information Center

Karakus, Fatma; Uyar, Melis Yesilpinar; Balbag, Nur Leman

2017-01-01

The purpose of this study was to determine teachers' educational needs regarding school education projects within the scope of Erasmus+ programme. In the study, the case study method, one of qualitative research designs, was used. The participants were determined using the snowball sampling method, and eight secondary school teachers took part in…

Education for expectant fathers in workplaces in Turkey.

PubMed

Sahip, Yusuf; Turan, Janet Molzan

2007-11-01

Worldwide, there is increasing recognition that if family and reproductive health programmes are to be successful, the involvement of men is essential. As part of the problem, men also have to be seen as part of the solution. The reality is that in many countries, including Turkey, men generally do not accompany their partners to health facilities for family planning, antenatal and postnatal services and are not expected to attend the labour or birth of their child. Workplace programmes are a potential strategy for meeting the reproductive health education needs of men in industrial cities such as Istanbul. This intervention study was developed to test the feasibility and effects of expanding a special programme for expectant fathers to large workplaces in Istanbul, with the aim of improving the health of Turkish families during the pregnancy, birth and newborn periods. The findings indicate that it is possible to train workplace physicians in Istanbul to conduct regular educational programmes for expectant fathers on reproductive health, and that such programmes may have beneficial effects, especially in the areas of pregnancy nutrition, exclusive breast-feeding, and support behaviours. Considering the difficulty of getting men to attend hospital or clinic-based educational programmes in large urban areas, bringing such training programmes to men at their places of work has the potential to be an important strategy. Given that large workplaces in Turkey already have full-time physicians charged with the duty of health education for employees, this is also a feasible strategy.

Assessment of the Adequacy of Instructional Resources in Business Education Programmes Relative to NCCE Standards for Colleges of Education in Nigeria

ERIC Educational Resources Information Center

Onyesom, Moses; Okolocha, Chimezie Comfort

2013-01-01

The study assessed the adequacy of instructional resources available for business education programmes at the colleges of education in Edo and Delta states of Nigeria in relation to the standards stipulated by the National Commission for Colleges of Education (NCCE). The study adopted the ex-post facto research design and was guided by five…

Addition of flexible body option to the TOLA computer program. Part 2: User and programmer documentation

NASA Technical Reports Server (NTRS)

Dick, J. W.; Benda, B. J.

1975-01-01

User and programmer oriented documentation for the flexible body option of the Takeoff and Landing Analysis (TOLA) computer program are provided. The user information provides sufficient knowledge of the development and use of the option to enable the engineering user to successfully operate the modified program and understand the results. The programmer's information describes the option structure and logic enabling a programmer to make major revisions to this part of the TOLA computer program.

School Area Road Safety Assessment and Improvements (SARSAI) programme reduces road traffic injuries among children in Tanzania.

PubMed

Poswayo, Ayikai; Kalolo, Simon; Rabonovitz, Katheryn; Witte, Jeffrey; Guerrero, Alejandro

2018-05-19

To determine the impact of a paediatric road traffic injury (RTI) prevention programme in urban Sub-Saharan Africa. Dares Salaam, Republic of Tanzania. Household surveys were conducted in catchment areas around 18 primary schools in Dar es Salaam, Republic of Tanzania; the catchment areas were divided into control and intervention groups. Collected data included basic demographic information on all school-aged household members and whether or not they had been involved in an RTI in the previous 12 months, and, if so, what the characteristics of that RTI were. Based on these findings, a separate road safety engineering site analysis and consultation with the communities and other stakeholders, an injury-prevention programme was developed and implemented, consisting of infrastructure enhancements and a site-specific educational programme. The programme was initially implemented at the intervention schools. After 1 year, data were collected in the same manner. The control group received the same intervention after follow-up data were collected. Data were collected on 12 957 school-aged children in the baseline period and 13 555 school-aged children in the post-intervention period, in both the control and intervention communities. There was a statistically significant reduction in RTIs in the intervention group and a non-significant increase in RTI in the control group. The greatest reduction was in motorcycle-pedestrian RTI, private vehicle-pedestrian RTI and morning RTI. The programme demonstrated a significant reduction in paediatric RTI after its implementation, in very specific ways. This study demonstrates that for a reasonable investment, scientifically driven injury-prevention programmes are feasible in resource-limited settings with high paediatric RTI rates. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

The Department of Defense Human factors standardization program.

PubMed

Chaikin, G

1984-09-01

The Department of Defense (DoD) Human Factors Standardization Program is the most far-reaching standardization programme in the USA. It is an integrated component of the overall DoD Standardization Program. While only ten major documents are contained in the human factors standardization area, their effects on human factors engineering programmes are profound and wide-ranging. Preparation and updating of the human engineering standardisation documents have grown out of the efforts of several military agencies, contractors, consultants, universities and individuals. New documents, engineering practice studies and revision efforts are continuously planned by the Tri-Service (Army, Navy, Air Force) Human Factors Standardization Steering Committee in collaboration with industry groups and technical societies. The present five-year plan and other standardisation documents are readily available for review and input by anyone with relevant interests. Human factors specialists and other readers of this journal may therefore influence the direction of the human factors standardisation programme and the content of its military specifications, standards and handbooks.

Interrogating Key Positions of Size-Reduced TALE Repeats Reveals a Programmable Sensor of 5-Carboxylcytosine.

PubMed

Maurer, Sara; Giess, Mario; Koch, Oliver; Summerer, Daniel

2016-12-16

Transcription-activator-like effector (TALE) proteins consist of concatenated repeats that recognize consecutive canonical nucleobases of DNA via the major groove in a programmable fashion. Since this groove displays unique chemical information for the four human epigenetic cytosine nucleobases, TALE repeats with epigenetic selectivity can be engineered, with potential to establish receptors for the programmable decoding of all human nucleobases. TALE repeats recognize nucleobases via key amino acids in a structurally conserved loop whose backbone is positioned very close to the cytosine 5-carbon. This complicates the engineering of selectivities for large 5-substituents. To interrogate a more promising structural space, we engineered size-reduced repeat loops, performed saturation mutagenesis of key positions, and screened a total of 200 repeat-nucleobase interactions for new selectivities. This provided insight into the structural requirements of TALE repeats for affinity and selectivity, revealed repeats with improved or relaxed selectivity, and resulted in the first selective sensor of 5-carboxylcytosine.

Mechatronic System Design Course for Undergraduate Programmes

ERIC Educational Resources Information Center

Saleem, A.; Tutunji, T.; Al-Sharif, L.

2011-01-01

Technology advancement and human needs have led to integration among many engineering disciplines. Mechatronics engineering is an integrated discipline that focuses on the design and analysis of complete engineering systems. These systems include mechanical, electrical, computer and control subsystems. In this paper, the importance of teaching…

Encouraging Undergraduate Engineering Students towards Civic Engagement

ERIC Educational Resources Information Center

Wallen, Matthew R.; Pandit, Abhay S.

2009-01-01

Responding to the calls for teaching "soft skills" within the undergraduate engineering curriculum and for the university to address a perceived decrease in social capital, a programme titled Community Awareness Initiatives Responsibly Directed by Engineers (CAIRDE, an Irish language word meaning "friends") was instituted at…

Antimicrobial stewardship education in US colleges and schools of pharmacy.

PubMed

Kufel, Wesley D; Jeffres, Meghan N; MacDougall, Conan; Cho, Jonathan C; Marx, Ashley H; Williams, Dennis M

2018-05-28

Pharmacists are key members of antimicrobial stewardship (AS) teams. It is unknown if and how US colleges and schools of pharmacy incorporate AS into their Doctor of Pharmacy (PharmD) curricula. This study was a cross-sectional, multicentre, electronic survey distributed to infectious diseases faculty or department chairs of 137 accredited and candidate-status PharmD programmes. One hundred and sixteen programmes participated, representing an 84.7% response rate. AS education was integrated into the required didactic, elective didactic and experiential education components of the curricula in 79 (68.1%), 43 (37.1%) and 97 (83.6%) PharmD programmes, respectively. The most common AS topics in required and elective didactic curricula were AS definitions, principles and purpose (98.7% and 86.0%) and the pharmacist's role in AS (93.7% and 83.7%). In the required and elective didactic curricula, lecture (93.7% and 86.0%) and case-based instruction (57.0% and 83.7%) were the most common instructional methods. For experiential education, the pharmacist's role in AS (96.9%), de-escalation of antimicrobials (96.9%) and antimicrobial dose optimization (95.9%) were the most common AS topics. PharmD programmes employing a faculty member who specializes in AS were more likely to offer AS experiential education than programmes without AS faculty (88.1% versus 71.9%, P = 0.049). Integration of AS education in US PharmD curricula is variable and there are considerable differences in the AS activities and topics delivered. PharmD programmes should attempt to expose students to AS education to prepare future pharmacists for AS practice. Efforts should be made to incorporate interprofessional collaboration into AS education.

[Information for teenagers with cancer: current state in French pediatric oncology units].

PubMed

Toutenu, Pauline; Chauvin, Franck

2007-04-01

In France, teenagers with cancer are managed mainly in paediatric units, given that there are only few teenage cancer units. This situation leads to the following question: are teenagers with cancer provided with tailored patient education? The object of this study was to identify education programmes specifically designed for teenagers in French paediatric oncology units. This study was conducted first by questionnaires, second by interviews with health care providers in units where information programs had been implemented. Nine information programmes or projects were identified: 2 booklets, one log book, one Web chat, one video, one DVD, one educative muppet, one peer based education group project, one nursing education session project and one qualitative study project. Only 5 from these programmes or project were specifically designed for teenagers. Four approaches can be identified: conception of education materials, individual patient education, group patient education, informal patient education.

A Skills beyond School Review of the Slovak Republic. OECD Reviews of Vocational Education and Training

ERIC Educational Resources Information Center

Fazekas, Mihály; Kurekova, Lucia Mytna

2016-01-01

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country…

The Transition Year: A Unique Programme in Irish Education Bridging the Gap between School and the Workplace

ERIC Educational Resources Information Center

Moynihan, Joseph A.

2015-01-01

Transition Year is a unique and exciting programme situated in the middle of the six year second level education system in Ireland. Since its introduction in 1974, the programme has experienced unprecedented growth now being offered in over 80% of schools on the island. Transition Year seeks to emphasize alternative learning methodologies…

Re-Imagining School Health in Education and Health Programmes: A Study across Selected Municipal Schools in Delhi

ERIC Educational Resources Information Center

Deshpande, Mita; Baru, Rama V.; Nundy, Madhurima

2014-01-01

The idea of school health is re-imagined with an emphasis on the need for children's health programmes to be rooted in an understanding of the social context. Such programmes must address health, nutrition and education in a comprehensive manner. The article details findings and insights emerging from a qualitative study conducted in municipal…

The Linguistic Landscape of International Students in English-Medium Master's Programmes at the University of Helsinki: Student Perceptions on the Use of English and Plurilingualism

ERIC Educational Resources Information Center

Pitkänen, Kari K.; Siddall, Roy; Lehtonen, Tuula

2013-01-01

The internationalization of European higher education and the corresponding proliferation of international Master's degree programmes are creating plurilingual educational environments that potentially enhance linguistic diversity. However, there is concern that the focus on English as the sole medium of instruction in such programmes could have…

A Personal Journey: TGfU Teacher Development in Australia and the USA

ERIC Educational Resources Information Center

Light, Richard; Butler, Joy

2005-01-01

This paper examines teacher development of TGfU in teacher education programmes in Australia and the USA by taking a cross-sectional snapshot across a sequence covering the final two years of a teacher education programme in which TGfU is emphasised, and the first two years of teaching after graduating from the same programmes. It explores the…

Expanding Global Language Education in Public Primary Schools: The National English Programme in Mexico

ERIC Educational Resources Information Center

Sayer, Peter

2015-01-01

The paper examines the recent national programme of English language instruction in the Mexican public primary schools, called the "Programa Nacional de Inglés en Educación Básica" (PNIEB). The programme, initiated in 2009 by the Ministry of Education as part of the national curriculum, represents the largest expansion of English…

Learning about What Constitutes Effective Training from a Pilot Programme to Improve Music Education in Primary Schools

ERIC Educational Resources Information Center

Rogers, Lynne; Hallam, Susan; Creech, Andrea; Preti, Costanza

2008-01-01

The new primary strategy in England has raised the profile of foundation subjects, including music, yet many primary school teachers lack skills and confidence in their ability to teach music. This research explores a year-long programme of training across 16 primary schools in England that sought to improve music education. The programme involved…

A Skills beyond School Review of Switzerland. OECD Reviews of Vocational Education and Training

ERIC Educational Resources Information Center

Fazekas, Mihaly; Field, Simon

2013-01-01

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of a changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? This report…

Adult Discrimination against Children: The Case of Abstinence-Only Education in Twenty-First-Century USA

ERIC Educational Resources Information Center

Greslé-Favier, Claire

2013-01-01

This paper analyses abstinence-only education programmes and discourses within the frame of theories of adult discrimination against children. To begin with, a definition of abstinence-only programmes and of the political context in which they were created will be provided. These programmes will then be analysed through the lens of children's…

The Integrated Women's Empowering Programme (IWEP) as an Example for Establishing Basic Structures of a Nationwide Adult Education System in a Poor Country

ERIC Educational Resources Information Center

Sandhaas, Bernd

2008-01-01

Within Ethiopia's overall development strategy, the Integrated Women's Empowerment Programme (IWEP) aims to develop, test and implement a comprehensive nationwide approach to empower women and their households in selected areas of all regions/national states of Ethiopia. The programme provides functional literacy education and livelihood skills…

"Please, Give Me Space": Findings and Implications from an Evaluation of the GLOMUS Intercultural Music Camp, Ghana 2011

ERIC Educational Resources Information Center

Hebert, David G.; Saether, Eva

2014-01-01

Folk music programmes have been a major feature of higher education music departments across the Nordic region for several decades. Still, programmes that offer the opportunity to deeply study non-European music (other than jazz) are very rare in most of Europe, and programmes in music "education" that offer such opportunities at…

The CASE Programme Implemented Across the Primary and Secondary School Transition in Ireland

NASA Astrophysics Data System (ADS)

McCormack, Lorraine; Finlayson, Odilla E.; McCloughlin, Thomas J. J.

2014-11-01

In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary-secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper.

Teenagers with diabetes: self-management education and training on a big schooner.

PubMed

Viklund, Gunnel E; Rudberg, Susanne; Wikblad, K F

2007-12-01

The aims of this study are to evaluate whether diabetic teenagers participating in a group educational programme, 'the schooner programme', differ from non-participants in attitudes towards diabetes and self-care, and to evaluate the impact on the attitudes, HbA1c and treatment of the programme. Ninety teenagers aged 14-18 years attended the programme. Attitudes towards diabetes and self-care were measured with a validated questionnaire. Medical data were collected from the medical records. The participants reported more positive attitudes towards diabetes and self-care and more frequent contacts with others with diabetes monitored blood glucose more often and felt less disturbed by diabetes than non-participants. The programme had positive impact on attitudes towards diabetes. There was no change in HbA1c, but the use of insulin pumps was more frequent among participants after the programme. To get teenagers attracted to group education, the diabetes care team needs to influence them towards more positive attitudes.

Rethinking programme evaluation in health professions education: beyond 'did it work?'.

PubMed

Haji, Faizal; Morin, Marie-Paule; Parker, Kathryn

2013-04-01

For nearly 40 years, outcome-based models have dominated programme evaluation in health professions education. However, there is increasing recognition that these models cannot address the complexities of the health professions context and studies employing alternative evaluation approaches that are appearing in the literature. A similar paradigm shift occurred over 50 years ago in the broader discipline of programme evaluation. Understanding the development of contemporary paradigms within this field provides important insights to support the evolution of programme evaluation in the health professions. In this discussion paper, we review the historical roots of programme evaluation as a discipline, demonstrating parallels with the dominant approach to evaluation in the health professions. In tracing the evolution of contemporary paradigms within this field, we demonstrate how their aim is not only to judge a programme's merit or worth, but also to generate information for curriculum designers seeking to adapt programmes to evolving contexts, and researchers seeking to generate knowledge to inform the work of others. From this evolution, we distil seven essential elements of educational programmes that should be evaluated to achieve the stated goals. Our formulation is not a prescriptive method for conducting programme evaluation; rather, we use these elements as a guide for the development of a holistic 'programme of evaluation' that involves multiple stakeholders, uses a combination of available models and methods, and occurs throughout the life of a programme. Thus, these elements provide a roadmap for the programme evaluation process, which allows evaluators to move beyond asking whether a programme worked, to establishing how it worked, why it worked and what else happened. By engaging in this process, evaluators will generate a sound understanding of the relationships among programmes, the contexts in which they operate, and the outcomes that result from them. © Blackwell Publishing Ltd 2013.

Illuminating the Black Box of Entrepreneurship Education Programmes: Part 2

ERIC Educational Resources Information Center

Maritz, Alex

2017-01-01

Purpose: The purpose of this paper is to provide a justified, legitimate and validated model on entrepreneurship education programmes (EEPs), by combining recent research and scholarship in leading edge entrepreneurship education (EE). Design/methodology/approach: A systematic literature review of recent EE research and scholarship is followed by…

Relocalising Academic Literacy: Diversity, Writing and Collective Learning in an International Master's Programme

ERIC Educational Resources Information Center

Clemensen, Nana; Holm, Lars

2017-01-01

This article contributes to the continuing discussion about academic literacy in international higher education. Approaching international study programmes as temporary educational contact zones, marked by a broad diversity in students' educational and discursive experiences, we examine the negotiation and relocalisation of academic literacy among…

Audit of the Bloodhound Education Programme, 2012-2013

ERIC Educational Resources Information Center

Straw, Suzanne; Jeffes, Jennifer; Dawson, Anneka; Lord, Pippa

2015-01-01

The National Foundation for Educational Research (NFER) was commissioned by the "Bloodhound Education Programme" (BEP) to conduct an audit of its activities throughout 2012 and early 2013. The audit included: telephone consultations with a range of stakeholders; analysis of monitoring and internal evaluation data; and attendance at two…