ethanporcaro/eric-fulltext-meta huggingface dataset:
Participating, Navigating and Succeeding with Autism Spectrum Disorder in the Ontario Postsecondary Education System
Author: Luey, Jennifer
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Autism,Pervasive Developmental Disorders,Postsecondary Education,College Students,Academic Persistence,College Graduates,Access to Education,Financial Support,School Holding Power,Graduation Rate,Interaction,Interpersonal Competence,Student Behavior,Comprehension,Learner Engagement,Academic Accommodations (Disabilities),Transitional Programs,College Choice,College Housing,Costs,Tuition,Student Financial Aid,Teaching Methods,College Faculty,Student Personnel Services,School Orientation,Social Support Groups,Mentors,Literature Reviews

Increases in the frequency of autism spectrum disorder (ASD) within the postsecondary education system are now beginning to surface. Through a review of the literature this paper will focus on the persistence, retention and successful completion of autistics in the postsecondary education (PSE) sector. The author found no concrete statistics for the prevalence of autism, however the Autism Society of Canada conservatively estimates that 1 in every 200 children in Canada have been diagnosed with autism (Wood, 2013, p. 1). Currently the approximate graduation rate is 20% for the autistic population in the postsecondary sector, which is extremely low (MacKenzie, 2014, 3m 14s). An investigation into the causes of low persistence and retention is needed to determine the necessary actions to increase graduation rates for this particular population. &quot;Recent reviews of outcomes have indicated that individuals with ASD experience low rates of college completion, employment, independent living, and life-long friendships on graduation.&quot; (Wehman, Schall, Carr, Targett, West &amp; Cifu, 2014, p. 32) Using the triad of accessibility, funding, and quality is a useful tool, however these aspects are all interrelated, and when one aspect of the triad is affected the other two are also affected. These students are an available market that has many talents to contribute to the postsecondary education sector and society. This author concludes that increasing the persistence, retention, and graduation rates for ASD students provides society with well-educated, employable, and productive contributors. All members of society should have the opportunity to be supported in achieving their potential. Making the initial investments in the ASD community will decrease the need for long term social service funding. This population has valuable contributions to make to the academic arena. By honing their talents and focusing on their interest, these individuals will excel in the global market and assist in supporting and developing their societies.
The Use of Video in Knowledge Transfer of Teacher-Led Psychosocial Interventions: Feeling Competent to Adopt a Different Role in the Classroom (L'utilisation de la vidéo dans le transfert de connaissances dans les interventions psychosociales menées par les enseignants : sentir que l'on a la compétence d'adopter un rôle différent dans la salle de classe)
Author: Beauregard, Caroline
Date: 2015-00-00
Type: Journal Articles
Subjects: Video Technology,Intervention,Teaching Methods,Satisfaction,Surveys,Teacher Attitudes,Administrator Attitudes,Professional Development,Teacher Role,Psychological Patterns,Social Influences,Modeling (Psychology),Technology Uses in Education,Workshops,Creativity,Immigrants,Refugees,Coping,Student Adjustment,Age Differences,Transfer of Training,School Personnel,Questionnaires,Likert Scales,Program Effectiveness,Participant Observation,Statistical Analysis,Qualitative Research,Attitude Measures,Foreign Countries,Elementary Schools,Secondary Schools

Because they propose a form of modeling, videos have been recognised to be useful to transfer knowledge about practices requiring teachers to adopt a different role. This paper describes the results of a satisfaction survey with 98 teachers, school administrators and professionals regarding their appreciation of training videos showing teacher-led psychosocial interventions. The association between teachers' appreciation of the video and their desire to implement the intervention are explored in terms of authenticity, vicarious learning and self-efficacy, in an attempt to further comprehend how the use of video supports different aspects of modeling (skills--know-how, attitudes--know-how to be). The authors suggest that training videos featuring teachers leading psychosocial interventions support knowledge transfer because learners can relate to successful peers and can think of themselves as competent to replicate the intervention and comfortable to adopt a different role in the classroom.
Application of Statistics in Engineering Technology Programs
Author: Zhan, Wei
Date: 2010-00-00
Type: Journal Articles
Subjects: Statistics,Engineering Education,Undergraduate Study,Mathematical Concepts,Measurement,Experiments,Design,Monte Carlo Methods,Industry,Computer Software,Statistical Analysis,Student Surveys,Knowledge Level,Competence,Self Efficacy,Simulation,Regression (Statistics)

Statistics is a critical tool for robustness analysis, measurement system error analysis, test data analysis, probabilistic risk assessment, and many other fields in the engineering world. Traditionally, however, statistics is not extensively used in undergraduate engineering technology (ET) programs, resulting in a major disconnect from industry expectations. The research question: How to effectively integrate statistics into the curricula of ET programs, is in the foundation of this paper. Based on the best practices identified in the literature, a unique &quot;learning-by-using&quot; approach was deployed for the Electronics Engineering Technology Program at Texas A&amp;M University. Simple statistical concepts such as standard deviation of measurements, signal to noise ratio, and Six Sigma were introduced to students in different courses. Design of experiments (DOE), regression, and the Monte Carlo method were illustrated with practical examples before the students applied the newly understood tools to specific problems faced in their engineering projects. Industry standard software was used to conduct statistical analysis on real results from lab exercises. The result from a pilot project at Texas A&amp;M University indicates a significant increase in using statistics tools in course projects by students. Data from student surveys in selected classes indicate that students gained more confidence in statistics. These preliminary results show that the new approach is very effective in applying statistics to engineering technology programs.
Case Study of Manor New Tech High School: Promising Practices in STEM Education for Comprehensive High Schools
Author: Gourgey, Hannah
Date: 2010-00-00
Type: Journal Articles
Subjects: Case Studies,Vocational High Schools,STEM Education,Educational Practices,Teacher Surveys,Interviews,School Visitation,Best Practices,Effective Schools Research,College Preparation,Academic Achievement,Learner Engagement,Active Learning,Student Projects,Meetings,Integrated Activities,Required Courses,Technology Integration,School Support,Delivery Systems,Institutional Characteristics,Leadership Effectiveness,Faculty Development,Professional Identity,Barriers,School Effectiveness,Institutional Research

The following paper culminates a year of research conducted by researchers at E[superscript 3] Alliance and Texas State University and sponsored by the National Science Foundation. The following reports on promising practices observed and reported at Manor New Tech High School (MNTH), a Texas Science Technology Engineering Mathematics (T-STEM) high school in Manor Independent School District (ISD) that opened in August 2007. MNTH follows several high school redesign principles such as small learning communities and rigorous coursework with real-world applications, and is focused on Science, Technology, Engineering, and Mathematics (STEM). Through a case study analysis based on teacher surveys, interviews, and site visits, the researchers identify practices that potentially apply to comprehensive high schools committed to improving student outcomes in STEM fields.
Fostering Passion among First Year Engineering Students
Author: Mazumder, Quamrul H.
Date: 2010-00-00
Type: Journal Articles
Subjects: College Freshmen,Pretests Posttests,Engineering Education,Surveys,Student Attitudes,Observation,Academic Achievement,Introductory Courses,High School Students,Role,College Faculty,Feedback (Response),Course Content,Questionnaires,Attitude Change,Positive Attitudes,Teacher Attitudes,Learning Motivation

Engineering is a complex field of study. Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order. Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency as well as sustained interest in remaining in the profession. This study examined the role of passion toward engineering content on students' overall academic performance in an introductory course taught to university and high school students. A pre-test, post-test, weekly surveys and periodic classroom observation measured levels of passion in the student, classmates, and professor. Mid-semester feedback prompted the professor to adjust his teaching for the purpose of infusing greater student passion towards the content. Results suggest that student passion in both settings fluctuated widely from week to week perhaps due to variable interest in the specific topic. Overall, high school students' level of passion remained more stable than that of university students and they performed better academically. Among university students, higher passion was not linked to higher academic performance. Professor's passion was highly valued by students though it did not increase their own passion. A bibliography is included.
An Integrated Approach to Recruiting and Retaining Appalachian Engineering Students
Author: Winn, Gary
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Recruitment,High School Students,Academic Persistence,Intervention,Standards,College Freshmen,Grants,Rural Areas,Summer Programs,Student Interests,Mathematics Instruction,Student Attitudes,Program Descriptions,Calculus,Student Placement,Grades (Scholastic),College Preparation

Recruiting and retaining Appalachian engineering students is difficult for a variety of ecological and cultural reasons. At West Virginia University an NSF STEP grant has allowed the development of specific interventions to evolve from an ecological model we describe here. The interventions include web-based, realistic engineering design exercises linked to state and federal content standards and objectives; a week-long residential summer camp addressing social and academic challenges for rural and minority students; a full set of retention efforts including &quot;rescue courses&quot; targeting struggling college freshmen in early stages of academic difficulty coupled with required study labs to underscore time management and persistence skills early in a freshman's academic career. Process and impact measures suggest that this package of interventions is effective in building interest in engineering not only in high school teachers but in the high school students themselves. While freshman retention has improved remarkably to an all time high of 84%, we conclude that it may take longer than five years to establish among youth in Appalachia an &quot;engineering identity&quot; as a cultural norm. We discuss the key aspects of our 5 year NSF project along with findings and conclusions.
An REU Experience with Micro Assembly Workcell Research
Author: Stapleton, William
Date: 2010-00-00
Type: Journal Articles
Subjects: Grants,Engineering Education,Summer Programs,Program Descriptions,Robotics,Manufacturing,Undergraduate Students,Career Choice,STEM Education,Student Evaluation,Surveys

Under an NSF REU center grant REU-0755355 entitled &quot;Micro/Nano Assembly Workcell Via Micro Visual Sensing and Haptic Feedback&quot;, Texas A&amp;M University-Corpus Christi and Texas State University-San Marcos collaboratively hosted two groups of 10 students from different backgrounds for 10 weeks each in Summer 2008 and 2009 respectively. The research effort involved is part of an ongoing research program developing novel methods for making automated micromanipulation systems. The twenty students and two teachers were divided into four teams developing interrelated aspects of the project. The first team developed the micro-scale parts, such as gears, for assembly. This required the team to develop techniques for etch and release of three dimensional parts from a silicon substrate. The second team developed the microscopic vision system used for locating and identifying parts on a silicon wafer. The vision system is used to determine the position on the wafer of the parts, their diameter (one of several standard parts), and, utilizing a novel technique developed by the team, the thickness of the parts. The third team developed a robotic platform able to locate any portion of a wafer for manipulation within a three-dimensional space with 10µm accuracy. This mechanism is used to first bring any desired portion of the wafer to the vision system for analysis and also to bring a manipulator to &quot;pick and place&quot; parts using the vision system for feedback. The fourth group developed the micro-manipulator in the form of a &quot;gripper&quot; powered by electro-active polymer. This gripper was capable of accurately and repeatably gripping, lifting, moving, placing, and releasing parts at any point within the workspace. Collectively, the REU project successfully produced a prototype system advancing the state-of-art for an important are of micro-manufacturing while offering a stimulating experience for undergraduate students. Assessment of the student experience showed an increase in the likelihood for these students to pursue engineering careers and to encourage their peers to consider STEM careers.
Using Instant Feedback System and Micro Exams to Enhance Active Learning
Author: Sabag, N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Engineering Education,Feedback (Response),Electronics,Tests,Active Learning,Comparative Analysis,Academic Achievement,Technology Uses in Education,Educational Innovation,Qualitative Research,Interviews,College Faculty,Undergraduate Students,Student Attitudes,Teacher Attitudes

This paper presents the outcomes of the preliminary survey in which the method of IFS was used to integrate motivating questions into the lecture presentations in order to increase the students' involvement. Instant Feedback System (IFS) enables the educators to improve their own teaching by getting instant and real-time feedback about how clear the lesson for the students is; it also advances the students' participation and active involvement that improves the understanding of the learned materials. Our long term objectives are to conduct a series of studies to explore both technological and didactic aspects of integrating the IFS system into engineering education. As a first step in our long journey, we designed a new academic course of analog electronics with motivating questions embedded. A ten minute micro exam was conducted every three weeks, during the lesson. The students expressed opinions like:&quot; my recommendation is to keep teaching this way. I believe in active learning during the lectures, it motivates me to come and participate in the lectures.&quot; And: &quot;It drives the students to participate in all the lectures of the course. The motivating questions and the micro exams are an efficient tool to bring the students into the lectures.&quot; Half of the students chose to participate in one micro exam at least while the other half did not; the academic achievements of the motivated group showed a 26 points advantage in comparison to the other group. The lecturer's conclusions and his perceptions are described in this paper as well.
Engineering as a Social Activity: Preparing Engineers to Thrive in the Changing World of Work
Author: Joyner, Fredricka F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Interpersonal Competence,Cultural Awareness,Teleworking,Information Technology,Global Approach,Engineering,Emotional Intelligence,Graduates,Program Descriptions,Course Content,Program Effectiveness,Masters Programs,Business Administration Education,Statistical Analysis,Cognitive Style,Graduate Students,Gender Differences,Validity,Reliability

Key macro-trends are combining to create a new work context for the practice of engineering. Telecommuting and virtual teams create myriad possibilities and challenges related to managing work and workers. Social network technology tools allow for unprecedented global, 24/7 collaboration. Globalization has created hyper-diverse organizations, magnifying the possibility for both generative creativity and destructive conflict. A growing body of research makes it clear that effectiveness in the changing world of work requires thinking differently and working differently. There is an emerging consensus that socio-cultural competence is an essential addition to the technical competence that has traditionally been identified as critical for engineers. Related to this, the value added to the work of engineering by the development of emotional intelligence (EI) competencies is gaining attention in the professional and the educational engineering literature. This paper describes a program for integrating emotional intelligence content into the curriculum in order to better prepare graduates to add value to their organizations and experience personal success working in the new normal. It also discusses the findings from a multi-year research study that measured the results of the program.
Connecting Incoming Freshmen with Engineering through Hands-On Projects
Author: Cui, Suxia
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Academic Persistence,Surveys,Dropouts,Futures (of Society),Career Choice,Student Attitudes,Summer Programs,College Freshmen,Mathematics Instruction,College Preparation,High School Students,Computer Science,Hands on Science,Educational Practices,Program Effectiveness,Multimedia Instruction,Calculus,Video Games,Majors (Students)

Engineering programs suffer a high attrition rate, which causes the nation to graduate much less engineers. A survey of the literature reveals that the high attrition rate is due mainly to the fact that the first year of an engineering program is all fundamental theory and students don't see the connection to their future engineering careers. To address this problem, educators in the Roy G. Perry College of Engineering at Prairie View A&amp;M University launched a five-week summer camp entitled &quot;College of Engineering Enhancement Institute (CE[superscript 2]I)&quot; aimed at improving the performance of incoming freshmen in mathematics by one level and a smoother transition between high school and college. Each department in the college participated by introducing their individual curriculum through hands-on projects designed by faculty members. Computer Engineering, Computer Science and Computer Engineering Technology programs implemented multimedia projects to tie the incoming freshman to their selected majors. Results show that the camp met the expectations and successfully points the directions for our future engineering education practices.
Vertical and Horizontal Integration of Laboratory Curricula and Course Projects across the Electronic Engineering Technology Program
Author: Zhan, Wei
Date: 2011-00-00
Type: Journal Articles
Subjects: Engineering Education,Curriculum Development,Vertical Organization,Organization,College Curriculum,Integrated Curriculum,Laboratories,Student Projects,Computer Software,Computer Uses in Education,Student Surveys,Efficiency,Educational Experience,Electronic Equipment,Undergraduate Students,Statistical Analysis

This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&amp;M University. Both software and hardware aspects are addressed. A common set of software tools are introduced to the sophomore students in the EET curriculum; these tools are then used in several junior and senior level courses. Through early and repeated exposure to these tools, students learn to use them more effectively to solve various engineering problems in laboratory and course projects. A DC permanent magnetic motor is identified as one of the common hardware platforms for multiple course projects. By using a common platform for different course projects, the students can spend much less time preparing for the course projects. With each course adding different features to the common platform, the learning experience in several courses becomes seamlessly integrated. Surveys were conducted to show that the curriculum development effort improved the efficiency of student learning and enhanced the students' educational experience.
A Pedagological Study of Intrinsic Motivation in the Classroom through Autonomy, Mastery, and Purpose
Author: Gillard, Sarah
Date: 2015-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Learning Motivation,Mastery Learning,Educational Psychology,Guidelines,Masters Programs,Teaching Methods,Computer Mediated Communication,Questionnaires,Student Attitudes,Online Surveys,Course Descriptions

Increasing regulation imposed on education systems at all levels engulfs teaching/learning time and impedes individual pursuits of interest to the learner. However, by restructuring the way educators approach the classroom, students can be provided an opportunity to explore further and become more successful. This success can be derived by removing extrinsic motivation from the equation, leaving the student to rely on intrinsic motivation through autonomy, mastery, and purpose. Described herein is an experimental Master's level Educational Psychology course structured and conducted following these guidelines.
&quot;Bridging&quot; Engineering &amp; Art: An Outreach Approach for Middle and High School Students
Author: Asiabanpour, Bahram
Date: 2010-00-00
Type: Journal Articles
Subjects: Outreach Programs,High School Students,Middle School Students,Engineering Education,Summer Programs,Skill Development,Science Process Skills,Creativity,Design,Surveys,Student Attitudes,Student Projects,Pretests Posttests,Statistical Analysis,Observation

This paper describes a novel outreach approach to high school and middle school students to familiarize them with engineering functions and methods. In this approach students participated in a seven-day summer research camp and learned many engineering skills and tools such as CAD solid modeling, finite element analysis, rapid prototyping, mechanical tests, team working, and communication skills under a project-based bridge design research project. The project choice was intended to integrate principles of artistic design, creative use of public spaces, as well as principles of engineering design. End of the program survey results showed a good understanding about the engineering skills and functions and a high degree of satisfaction among participants.