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Raymond B Landis: Studying Engineering a Road Map to a Rewarding-Career,4th

Raymond B Landis:Studying Engineering a Road Map to a Rewarding-Career,4th Edition.pdf

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Free for distribution and use: Is There an Engineer Inside You? A Comprehensive Guide to Career Decisions in Engineering Celeste Baine The University of Texas at San Antonio Edition

Marc Prensky (2001) defined the digital natives as the first generation to grow up with the new technology [1]. Since then, new citizens of the digital world started to study in our classrooms, having new needs in teaching and learning matters due to the implementation of what it is called information technologies. Steve Jobs, between 2007 and 2010 introduced in our homes and normal daily life the versatility of the touch screen interaction that opened a completely new global horizon. Thereafter new ways of teaching started to emerge in order to fulfill the hunger of knowledge that suddenly and without realizing was in our digital fingerprints. Triggered by curiosity, looking at the new devices are our kids, the university students of 2030. The use of smartphones with its apps in any context and place is starting to introduce a completely new model of student in kindergartens and primary schools. These new students have new abilities, new ways of thinking, new ways of interact with peers, and of course, new ways of learning. It is natural to think that the brain structure is changing. In fact, John M. Grohol (2008) states “any person can affect his brain simply by doing something repetitively, or doing something differently”. Once these new students arrive at universities, a new model of face-to-face master class has to be offered where Instant, Global and Digital Knowledge engage their expectations and enhance their new way to look at the world among others. In order to build the model that the 2030’ students will demand we should first know how those students would look like. The present work sets the common characteristics of those future engineering university students that are growing up at the same time that new digital teaching strategies are starting to emerge at our universities. To know “how” they are building up their knowledge is keystone in the success of the new curricula of Engineering University Studies. [1] Prensky M., (2001), MCB University Press (2001), On the Horizon, 9, 5

Proceedings of the 43rd SEFI Annual Conference 2014 Diversity in engineering education: an opportunity to face the new trends in engineering Co-organised by SEFI and the Polytech Orléans ©SEFI, Brussels, Belgium SEFI – Société Européenne pour la Formation des Ingénieurs 39 rue des deux églises, 1000 Brussels

This book attempts to re-imagine the purpose of the doctorate, which has historically been used to prepare leaders who will work to improve the sciences (social and physical), humanities, and professions, while articulating curriculum as a living shape where students, faculty, and institution melded in a humanist and creative process. This idea, seriously eroded by the explosion in doctoral degrees between the early 1970s (20,000 doctorate per year) and last year (to over 46,000)—and an explosion in doctoral and research universities that has created a crossroads for the doctorate in America. We believe the value of a doctorate is Intellectual Capital, and are particularly interested in encouraging refl ection as an important characteristic of a successful quality doctoral program. We posit that a ” good doctoral ” experience fosters active engagement in refl ection on all elements of our work— the intellectual, advisory, and pedagogical work of faculty, curricular opportunities, as well as the intellectual of the doctoral candidates through an avocation that drives research and theory in our fi elds. Specifi c issues raised in this edited volume include comprehensive analysis of programs, rethinking evaluation and programmatic coherence, doctoral degrees beyond the discipline, subject, and fi eld, and implications of individual identity. Along with authors’ chapters, we paid attention to encourage refl ection as an important characteristic of a quality doctoral program; positing that ” good doctoral ” experiences foster active engagement in refl ection on all elements of the doctoral experience, including program and curricular issues, personal relationships, work, and the creation of a community of scholars. S e n s e P u b l i s h e r s DIVS

National reports such as National Science Foundation’s highlight women’s disproportionate distribution and differential treatment in the science, mathematics, and engineering (SM&E) fields, in both education and the workforce in the US. Women are less likely than men to choose a career that involves SM&E, and are more likely than men to earn bachelor’s degrees in non-science and non-engineering fields. The need for support and encouragement is obvious for women already in college intending to pursue a major in a SM&E field. Comprehensive support networks can be and are established through programs for women entering college and willing to pursue careers in SM&E fields. The context of this research was the Program for Women in Science, Engineering and Mathematics (PWISEM) established in 2001 by a Southern teaching and research university in the US. I constructed a thorough theoretical lens by interweaving the theory of situated learning/legitimate peripheral participation and the cultural-historical activity theory. I explored the interactions and contradictions that affected the science identity formation of the PWISEM students, how they identified themselves as future scientists, and the key factors PWISEM involved in motivating and supporting women students in their intended SM&E majors. The design of the research was dominant-less dominant, the dominant approach being qualitative and the less-dominant being quantitative. The Program was successful in fostering the participation and retention of undergraduate women in SM&E. However, the women in the Program were more likely to internalize the status quo in the SM&E realms without actively challenging it (liberal feminist approach). To change the masculine culture embedded in SM&E, engaging in activism is essential. This research suggests that in fact, programs like PWISEM provide promising contexts for reforming the SM&E culture to be more appealing and inclusive of all. I suggest that there can be both explicit and implicit ways of transformation within such contexts and argue that the implicit approach is more powerful. This research also informs the theory of situated learning in that newcomer interactions are a key aspect and their actions should be understood to involve much more than knowledge circulation.

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