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Latif N.,Purdue University Calumet | Wendel S.,National Center for Manufacturing Education | Zahraee M.A.,Purdue University Calumet | Sikoski A.,Ivy Technology Community College | Bennett R.J.,Thomas University
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2015

The Leadership Capacity Building Program is designed to be a 'learn by doing' experience. It has been structured to span a period of time so participants have flexibility in fitting the program into their complex schedules, and to have time to practice the new learning in their own, real environments. Reference materials are provided through a websitexiii for access whenever and wherever the xivearning opportunity arises, and ongoing personal support is provided by mentors drawn from the principal investigators for the program. In as many ways as possible, the LCBP models the pedagogies, curriculum and leadership practices that the program intends to instill in the participants. For those who did participate, satisfaction with the project was high. Participants in both cohorts rated the first face-to-face workshop very highly, with second cohort rating most items even more highly than the first cohort. © American Society for Engineering Education, 2015. Source

Allen Shotwell R.,Ivy Technology Community College
Journal of the History of Biology | Year: 2013

In this article I examine the origins and progression of the practice of vivisection in roughly the first half of the sixteenth century, paying particular attention to the types of vivisection procedures performed, the classical sources for those procedures and the changing nature of the concerns motivating the anatomists who performed them. My goal is to reexamine a procedure typically treated as something revived by Vesalius from classical sources as a precursor to early modern discoveries by placing the practice of vivisection in its sixteenth-century context. There were a variety of reasons for employing vivisection in the sixteenth century, including exploring the differences between living and dead bodies, considering how parts of the body worked, and advocating the entirely new idea of the pulmonary transit. By exploring the discussions of Berengario, Niccolò Massa, Vesalius, Colombo and Juan Valverde I try to elaborate on these various reasons and their origins. © 2012 Springer Science+Business Media B.V. Source

Hurt A.C.,Purdue University | Deadman R.C.,Ivy Technology Community College | Daugherty J.,Purdue University | Lybrook D.O.,Purdue University
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2014

Technology-rich organizations need people who can pair technical knowledge, skills, and abilities with an ability to lead people. Organizations have historically focused on hiring employees with either a strong technical competence or a strong leadership competence. The 21st century technology leader needs both. A gap exists between what organizations need from employees in the way of technical competence and leadership capability and what educational institutions provide. Therefore, educational institutions need to adjust their curriculum to meet this need. This paper describes efforts to move the field of science and technology forward by outlining a plan to uncover the competencies associated with technology leadership and propose a way of integrating these competencies into technical education programs. The proposed program will ensure that students have both technical skills and the ability to lead. This is a planned effort of two institutions of higher education (a community college and a research intensive university) to develop a collaborative educational pathway for the technology leaders of tomorrow. © American Society for Engineering Education, 2014. Source

Bennett R.J.,Thomas University | Latif N.,Purdue University Calumet | Sikoski A.,Ivy Technology Community College | Wendel S.,National Center for Manufacturing Education | Zahraee M.A.,Purdue University Calumet
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2014

Leadership Capacity Building for Manufacturing and Manufacturing-related Programs aims to build leadership capacity, enable required programmatic changes, and meet NSF ATE program goals using the manufacturing discipline as a 'common denominator'. The Four Pillars for Manufacturing Knowledge serves as the framework for incorporating rapidly evolving curricular change requirements into the project, beginning with knowledge new to the discipline and carried through to manufacturing and manufacturing-related programs accreditation criteria. Strong leaders from several related perspectives all important to this project are organized to make a collective difference. This project intends to implement recommendations from ASEE's Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. The strategy, outlined by the Society of Manufacturing Engineers Workforce Imperative: A Manufacturing Education Strategy, is being executed through work supported by the National Science Foundation under Grant No. 1304391. This paper provides an overview of the project including goals, objectives, activities and anticipated deliverables. It also describes the leadership program model that has been developed based on the work of Ron Bennett and Elaine Millam, and information in their book LEADERSHIP for ENGINEERS: The Magic of Mindset. A summary of baseline data gathered from participants that will inform program improvement opportunities for manufacturing and manufacturing-related programs is incorporated. Additionally, lessons learned by the project team to date along with insights from participants in the 2013 cohort are shared. © American Society for Engineering Education, 2014. Source

Hanoglu O.,Purdue University | Horvath A.,Ivy Technology Community College | Diefes-Dux H.A.,Purdue University
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2014

High quality formative feedback is an integral component of a fruitful learning experience. Pedagogical approaches are needed to increase the quality of instructor feedback and train students to interpret and appropriately respond to feedback. To develop research-informed approaches, students' thinking from receipt of feedback to action can be explored through an analysis of documented works, such as written feedback and students' iterative solutions. However, such approaches do not reveal the whole story of their interactions with feedback.The purpose of this study is to explore student team responses to teaching assistants' (TAs') written feedback while revising their mathematical model. The research question that guides this study is: How do student teams respond to feedback and convey their ideas from their team discussions in their documented works? We report case findings from two first-year engineering student teams' responses to TA feedback on a Model-Eliciting Activity (MEA). The teams were videotaped while working to revise their draft. The findings from this data are supported by documented works (written feedback and students' iterative solutions) along with student interviews. In trying to understand the complexity of students' learning experience, this study provides insights into how students respond to TA feedback, specifically how they interpret feedback, budget time, and effectively report the outcomes of team discussion. Moreover, findings imply that TAs need to better identify misconceptions and target feedback appropriately. © American Society for Engineering Education, 2013. Source

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