The document describes several STEM education programs that aim to connect student design work to opportunities in STEM fields. It outlines programs in various states that partner schools with industry, involving thousands of students in engineering and biomedical projects. The document also lists high school STEM course pathways in areas like engineering, biomedical sciences, and technology. These courses guide students through the engineering design process and have them work on open-ended problems to design solutions.
The document outlines the program educational objectives, program specific outcomes, program outcomes, and mission and vision of an Electronics and Communication Engineering department. It also provides details of a course on Sensors and Interfacing Devices, including course objectives, topics, reference materials, assessment methods, and a lecture plan with 12 experiments mapped to course outcomes. The key goals of the department include providing industry-aligned education, undertaking interdisciplinary research, and imparting experiential learning through projects. The course aims to help students understand sensor principles, interface sensors with circuits, select sensors for applications, and design data acquisition systems using sensors.
The document outlines the development process for the 2012 National Assessment of Educational Progress (NAEP) Technological Literacy Framework. It describes the purpose, timeline, collaborators, and framework development process. The framework is organized into chapters covering an overview, areas of technological literacy including technology and society, design and systems, and information and communication technology. It also describes technological literacy practices, contexts, and the proposed assessment design.
Engineers apply scientific knowledge to solve practical problems and develop solutions that benefit humanity. Their responsibilities include research, development, design, construction, production, and operation of systems. Engineers must consider technical requirements as well as economic, safety, and environmental factors. They are problem solvers who use analysis, creative thinking, and testing to optimize solutions. Engineering education involves studying sciences, mathematics, engineering principles, and developing communication and problem-solving skills. As technology advances, engineering education emphasizes fundamental concepts and prepares graduates for continuous learning throughout their careers.
This document provides an agenda and details for the Stevens Institute of Technology Innovation Expo 2016, which showcases senior projects, faculty research, and entrepreneurial ventures. The day includes presentations of student work, faculty posters, lectures on convergence science and the history of the internet, startup exhibits, and elevator pitch competitions. Speakers include Dr. Nariman Farvardin, President of Stevens Institute of Technology, and Grace Peng from the National Institutes of Health. The expo allows the Stevens community to engage with innovative projects across various fields that are working to solve important problems.
This document outlines the regulations, program educational objectives, program outcomes, and curriculum for the Bachelor of Engineering in Computer Science and Engineering program at Anna University in Chennai, India for 2017 under the Choice Based Credit System.
The key program educational objectives are to enable graduates to pursue higher education/research or have successful careers in computer science industries or as entrepreneurs, and to ensure graduates can adapt to emerging technological changes. The program outcomes cover a range of engineering skills from technical knowledge to teamwork, communication, ethics and lifelong learning. The curriculum spans over 4 semesters and includes courses in mathematics, physics, programming, engineering graphics and more.
The document outlines the curriculum and syllabus for computer science and engineering at Anna University in Chennai, India. It includes 8 semesters of courses covering topics in mathematics, physics, chemistry, programming, data structures, algorithms, operating systems, networks, databases, graphics, artificial intelligence and electives. The syllabus provides detailed information on course codes, titles, credit hours and learning outcomes for both theory and practical courses each semester. Laboratory sessions are included to complement theoretical learning. The curriculum is designed to equip students with knowledge and skills across technical and non-technical domains of computer science.
1. The document discusses the relationship between mathematics skills and engineering success. It identifies mathematical proficiency as an important predictor of engineering success.
2. A study was undertaken to identify the specific mathematics skills required for undergraduate aeronautics and astronautics students at MIT. Interviews found that engineering faculty often did not know where or how required math skills were taught.
3. The study formed an implicit mathematics curriculum that lists relevant math skills and how they are learned and used in engineering courses. It identified several problematic math areas for students.
The document outlines the program educational objectives, program specific outcomes, program outcomes, and mission and vision of an Electronics and Communication Engineering department. It also provides details of a course on Sensors and Interfacing Devices, including course objectives, topics, reference materials, assessment methods, and a lecture plan with 12 experiments mapped to course outcomes. The key goals of the department include providing industry-aligned education, undertaking interdisciplinary research, and imparting experiential learning through projects. The course aims to help students understand sensor principles, interface sensors with circuits, select sensors for applications, and design data acquisition systems using sensors.
The document outlines the development process for the 2012 National Assessment of Educational Progress (NAEP) Technological Literacy Framework. It describes the purpose, timeline, collaborators, and framework development process. The framework is organized into chapters covering an overview, areas of technological literacy including technology and society, design and systems, and information and communication technology. It also describes technological literacy practices, contexts, and the proposed assessment design.
Engineers apply scientific knowledge to solve practical problems and develop solutions that benefit humanity. Their responsibilities include research, development, design, construction, production, and operation of systems. Engineers must consider technical requirements as well as economic, safety, and environmental factors. They are problem solvers who use analysis, creative thinking, and testing to optimize solutions. Engineering education involves studying sciences, mathematics, engineering principles, and developing communication and problem-solving skills. As technology advances, engineering education emphasizes fundamental concepts and prepares graduates for continuous learning throughout their careers.
This document provides an agenda and details for the Stevens Institute of Technology Innovation Expo 2016, which showcases senior projects, faculty research, and entrepreneurial ventures. The day includes presentations of student work, faculty posters, lectures on convergence science and the history of the internet, startup exhibits, and elevator pitch competitions. Speakers include Dr. Nariman Farvardin, President of Stevens Institute of Technology, and Grace Peng from the National Institutes of Health. The expo allows the Stevens community to engage with innovative projects across various fields that are working to solve important problems.
This document outlines the regulations, program educational objectives, program outcomes, and curriculum for the Bachelor of Engineering in Computer Science and Engineering program at Anna University in Chennai, India for 2017 under the Choice Based Credit System.
The key program educational objectives are to enable graduates to pursue higher education/research or have successful careers in computer science industries or as entrepreneurs, and to ensure graduates can adapt to emerging technological changes. The program outcomes cover a range of engineering skills from technical knowledge to teamwork, communication, ethics and lifelong learning. The curriculum spans over 4 semesters and includes courses in mathematics, physics, programming, engineering graphics and more.
The document outlines the curriculum and syllabus for computer science and engineering at Anna University in Chennai, India. It includes 8 semesters of courses covering topics in mathematics, physics, chemistry, programming, data structures, algorithms, operating systems, networks, databases, graphics, artificial intelligence and electives. The syllabus provides detailed information on course codes, titles, credit hours and learning outcomes for both theory and practical courses each semester. Laboratory sessions are included to complement theoretical learning. The curriculum is designed to equip students with knowledge and skills across technical and non-technical domains of computer science.
1. The document discusses the relationship between mathematics skills and engineering success. It identifies mathematical proficiency as an important predictor of engineering success.
2. A study was undertaken to identify the specific mathematics skills required for undergraduate aeronautics and astronautics students at MIT. Interviews found that engineering faculty often did not know where or how required math skills were taught.
3. The study formed an implicit mathematics curriculum that lists relevant math skills and how they are learned and used in engineering courses. It identified several problematic math areas for students.
This document outlines the program educational objectives, program outcomes, program specific objectives, and course mapping for the B.E. Computer Science and Engineering program at Anna University, Chennai. The program educational objectives are to enable graduates to pursue higher education/research or have successful careers in computer science industries or as entrepreneurs, and ensure they can adapt to emerging technologies. The program outcomes cover 12 skills including engineering knowledge, problem analysis, design, modern tool usage, communication, and lifelong learning. The program specific objectives relate to analyzing and developing computing solutions, applying software engineering, and adapting to new technologies. Courses are mapped to the outcomes to ensure all are addressed.
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
This document provides biographical and professional details about Jun Ma. It outlines his education including a Ph.D. in Computer Science from Michigan Technological University, publications in refereed journals and conferences, experience reviewing papers, conference participation, awards, memberships, and work experience as a Senior System Engineer at Qualcomm Technologies where he designs and optimizes GPU architecture.
Follow this academic DMI community bridging design science and business science .
What are the major trends in the academic discourse on Design Management ?Where are the experts ? Which labs ?
Major themes this year
#Design leadership
as creative leadership and design concept generation to drive business decisions . Designers in C suite
#Design value in business
more metrics needed ;going beyond indicators of design impact researchers looking for actual evidence of the value of design science and of specific design skills in strategy definition and implementation . going deeper on the WHY of design science in Entrepreneurship and Business transformation
#Design Thinking
Service design , User oriented design, spreading in all activities Showing evidence of design pertinence for more customer centric management and consequently business performance . Many papers facing the challenges of design for public good city transformation , design for care , circular economy
Design research labs
focusing on design led innovation through inclusive design towards aging populations and the new concept of "decolonized design " Blockchain and Virtual Reality in innovation process .Great examples of university and business collaborative research .
Thanks all for this fantastic research journey www.dmi.org for more information . #Designence .#Brigitte Borja de Mozota
This document provides an introduction to the field of engineering. It defines engineering as the application of scientific and mathematical principles to develop solutions to practical problems for the benefit of society. The document discusses the roles of engineers throughout history in developing technologies like irrigation systems, buildings, and modern appliances. It contrasts the roles of engineers and scientists, noting that engineers apply knowledge to design usable devices while scientists seek new understanding. The document also outlines the engineering design process and discusses topics like formulas, limitations, ethics, and economic and statistical analysis in engineering.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) is a leading STEM education program providing curriculum for middle and high school students. It aims to prepare students for STEM careers which are in high demand. PLTW uses hands-on, project based learning with rigorous and relevant curriculum designed by teachers and industry experts. It offers programs in engineering, biomedical sciences, and computer science to develop students' problem-solving skills. PLTW has seen growth in participation and positive outcomes for students pursuing STEM degrees and careers.
Build conversational agents and chatbots using natural language
processing techniques to provide automated assistance to users.
Recommendation engines: Develop recommendation systems that analyze user
preferences and behavior to provide personalized product or content
recommendations.
Predictive maintenance: Use sensor data from industrial equipment to predict
failures and schedule maintenance, reducing downtime.
Sentiment analysis: Analyze text data such as customer reviews and social media
posts to understand public sentiment towards brands, products, or issues.
Fraud detection: Build predictive models using transaction data to identify
fraudulent activities like credit card fraud, insurance fraud, etc. in real-time.
Market segmentation: Group customers into meaningful segments based on their
characteristics and
Computing is fundamental to all instructional technologies. VT should ensure students, faculty and staff are proficient in computational thinking and data-driven decision making. Ongoing research in areas like learning science and ubiquitous computing will lay the foundations for future educational practices. Digital libraries can transform learning by providing personalized educational resources and services through integrated virtual learning environments and educational metadata standards.
This document outlines the vision, mission, objectives and outcomes of the Department of Information Science and Engineering at RNS Institute of Technology. It provides details about the department's goals of imparting high-quality education in information science and graduating students with good fundamentals and capabilities in software development and systems integration to thrive in industries. The document also lists the program educational objectives, outcomes and specific outcomes to enable students to solve real-world problems across domains using their technical and soft skills.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
This document provides information on the curriculum for an M.E. Computer Science and Engineering program at Anna University in Chennai, India. It includes:
- Course codes, titles, credit hours, and syllabi for courses across 4 semesters, including both theory and practical courses.
- Elective course options each semester across a range of computer science and engineering topics.
- Program educational objectives and outcomes focused on applying knowledge, problem solving, design, communication, ethics and lifelong learning in computer science and engineering.
- Total number of credits required to complete the program is 123.
The document provides a comprehensive overview of the curriculum, courses, and objectives for an M.E. in
This lecture introduces engineering concepts. It defines engineering as using scientific knowledge to solve problems within constraints. Engineers conceive ideas, design solutions, implement them, and manage waste. Good engineers have technical skills, solve problems creatively, communicate effectively, consider societal impacts, and continuously learn. The lecture outlines graduate attributes like applying engineering fundamentals, analyzing problems, designing solutions, investigating issues, using modern tools, and understanding professional responsibilities. It discusses soft skills and assigns students to analyze a product's societal benefits, user-centric design, and environmental impacts, and to examine a case where safety was compromised by neglecting duties.
This document summarizes the Fall 2022 IT Capstone Project course at Kennesaw State University. It provides details on the 29 student teams, 15 projects, 12 project sponsors from both industry and academia. It highlights several projects including developing analytics dashboards for Honey Baked Ham, an open-source IT management web app, and predicting heart disease. The course aims to provide real-world IT project experience applying technical and soft skills.
This document outlines an introduction to engineering course. It defines engineering as finding optimal solutions to real-world problems within constraints using scientific and technical knowledge. Engineers conceive ideas, design, implement, operate, and manage end-of-life for projects. Good engineers have attributes like problem-solving and teamwork skills. The lecture will cover engineering roles and attributes, as well as graduate attributes such as technical knowledge, design, ethics, communication, and lifelong learning. Students will complete an assignment analyzing a product's societal impact and design for users, as well as discussing a case where duty avoidance caused failure impacting safety, health or environment.
Key Components of OBE for NBA and preparing Course fileRajsekhar33797
This document discusses key aspects of outcomes-based education (OBE) and accreditation, including defining program educational objectives (PEOs), program outcomes (POs), course outcomes (COs), and establishing relationships between them. OBE focuses on demonstrating achievement of high-level learning rather than course credits. POs defined by accreditation agencies guide curriculum and assessment. COs specify observable student actions demonstrating knowledge, skills, and attitudes. Relationships between COs and POs are mapped to show how courses address outcomes. Assessment tools both direct and indirect are used to evaluate achievement of outcomes.
The document discusses key aspects of outcome-based education (OBE) and accreditation. It explains that OBE focuses on achieving high-order learning and mastery rather than just accumulating course credits. Globalization requires education to build learner competencies for a changing workplace. Accreditation criteria under OBE include vision, mission, program outcomes, student performance, curriculum, faculty contributions, facilities, academic support, governance and continuous improvement. Proper implementation of OBE requires defining program outcomes, course outcomes, assessment tools, and mapping the relationship between courses and outcomes.
This document outlines the stages and concepts of project management. It discusses the introduction to projects and project management, including the definition of a project, characteristics of projects, and challenges of project management. It also describes common problems that can occur in software projects if not properly managed. Additionally, it covers key areas of project management knowledge and frameworks, such as integration management, scope management, and risk management. Finally, it discusses the typical stages a project goes through, including initiation and planning, execution, monitoring and control, and closing.
Chennai-PPT-3-Key Components of OBE-RVR-08-06-2018.pptxAbhishek pradeep
This document discusses key aspects of outcomes-based education (OBE) and accreditation. It begins by outlining the main components of OBE, including vision, mission, program educational objectives, graduate attributes, and program outcomes. It then explains why accreditation has shifted to an outcome-based model due to globalization and the need to assess learner competencies. The document outlines the accreditation criteria, which evaluates elements like curriculum, faculty, facilities, and continuous improvement. It also provides examples of how to write vision and mission statements, program educational objectives, and program and course outcomes. Overall, the document provides an overview of OBE and accreditation with a focus on defining outcomes at the program and course
This document outlines the program educational objectives, program outcomes, program specific objectives, and course mapping for the B.E. Computer Science and Engineering program at Anna University, Chennai. The program educational objectives are to enable graduates to pursue higher education/research or have successful careers in computer science industries or as entrepreneurs, and ensure they can adapt to emerging technologies. The program outcomes cover 12 skills including engineering knowledge, problem analysis, design, modern tool usage, communication, and lifelong learning. The program specific objectives relate to analyzing and developing computing solutions, applying software engineering, and adapting to new technologies. Courses are mapped to the outcomes to ensure all are addressed.
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
This document provides biographical and professional details about Jun Ma. It outlines his education including a Ph.D. in Computer Science from Michigan Technological University, publications in refereed journals and conferences, experience reviewing papers, conference participation, awards, memberships, and work experience as a Senior System Engineer at Qualcomm Technologies where he designs and optimizes GPU architecture.
Follow this academic DMI community bridging design science and business science .
What are the major trends in the academic discourse on Design Management ?Where are the experts ? Which labs ?
Major themes this year
#Design leadership
as creative leadership and design concept generation to drive business decisions . Designers in C suite
#Design value in business
more metrics needed ;going beyond indicators of design impact researchers looking for actual evidence of the value of design science and of specific design skills in strategy definition and implementation . going deeper on the WHY of design science in Entrepreneurship and Business transformation
#Design Thinking
Service design , User oriented design, spreading in all activities Showing evidence of design pertinence for more customer centric management and consequently business performance . Many papers facing the challenges of design for public good city transformation , design for care , circular economy
Design research labs
focusing on design led innovation through inclusive design towards aging populations and the new concept of "decolonized design " Blockchain and Virtual Reality in innovation process .Great examples of university and business collaborative research .
Thanks all for this fantastic research journey www.dmi.org for more information . #Designence .#Brigitte Borja de Mozota
This document provides an introduction to the field of engineering. It defines engineering as the application of scientific and mathematical principles to develop solutions to practical problems for the benefit of society. The document discusses the roles of engineers throughout history in developing technologies like irrigation systems, buildings, and modern appliances. It contrasts the roles of engineers and scientists, noting that engineers apply knowledge to design usable devices while scientists seek new understanding. The document also outlines the engineering design process and discusses topics like formulas, limitations, ethics, and economic and statistical analysis in engineering.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) is a leading STEM education program providing curriculum for middle and high school students. It aims to prepare students for STEM careers which are in high demand. PLTW uses hands-on, project based learning with rigorous and relevant curriculum designed by teachers and industry experts. It offers programs in engineering, biomedical sciences, and computer science to develop students' problem-solving skills. PLTW has seen growth in participation and positive outcomes for students pursuing STEM degrees and careers.
Build conversational agents and chatbots using natural language
processing techniques to provide automated assistance to users.
Recommendation engines: Develop recommendation systems that analyze user
preferences and behavior to provide personalized product or content
recommendations.
Predictive maintenance: Use sensor data from industrial equipment to predict
failures and schedule maintenance, reducing downtime.
Sentiment analysis: Analyze text data such as customer reviews and social media
posts to understand public sentiment towards brands, products, or issues.
Fraud detection: Build predictive models using transaction data to identify
fraudulent activities like credit card fraud, insurance fraud, etc. in real-time.
Market segmentation: Group customers into meaningful segments based on their
characteristics and
Computing is fundamental to all instructional technologies. VT should ensure students, faculty and staff are proficient in computational thinking and data-driven decision making. Ongoing research in areas like learning science and ubiquitous computing will lay the foundations for future educational practices. Digital libraries can transform learning by providing personalized educational resources and services through integrated virtual learning environments and educational metadata standards.
This document outlines the vision, mission, objectives and outcomes of the Department of Information Science and Engineering at RNS Institute of Technology. It provides details about the department's goals of imparting high-quality education in information science and graduating students with good fundamentals and capabilities in software development and systems integration to thrive in industries. The document also lists the program educational objectives, outcomes and specific outcomes to enable students to solve real-world problems across domains using their technical and soft skills.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
This document provides information on the curriculum for an M.E. Computer Science and Engineering program at Anna University in Chennai, India. It includes:
- Course codes, titles, credit hours, and syllabi for courses across 4 semesters, including both theory and practical courses.
- Elective course options each semester across a range of computer science and engineering topics.
- Program educational objectives and outcomes focused on applying knowledge, problem solving, design, communication, ethics and lifelong learning in computer science and engineering.
- Total number of credits required to complete the program is 123.
The document provides a comprehensive overview of the curriculum, courses, and objectives for an M.E. in
This lecture introduces engineering concepts. It defines engineering as using scientific knowledge to solve problems within constraints. Engineers conceive ideas, design solutions, implement them, and manage waste. Good engineers have technical skills, solve problems creatively, communicate effectively, consider societal impacts, and continuously learn. The lecture outlines graduate attributes like applying engineering fundamentals, analyzing problems, designing solutions, investigating issues, using modern tools, and understanding professional responsibilities. It discusses soft skills and assigns students to analyze a product's societal benefits, user-centric design, and environmental impacts, and to examine a case where safety was compromised by neglecting duties.
This document summarizes the Fall 2022 IT Capstone Project course at Kennesaw State University. It provides details on the 29 student teams, 15 projects, 12 project sponsors from both industry and academia. It highlights several projects including developing analytics dashboards for Honey Baked Ham, an open-source IT management web app, and predicting heart disease. The course aims to provide real-world IT project experience applying technical and soft skills.
This document outlines an introduction to engineering course. It defines engineering as finding optimal solutions to real-world problems within constraints using scientific and technical knowledge. Engineers conceive ideas, design, implement, operate, and manage end-of-life for projects. Good engineers have attributes like problem-solving and teamwork skills. The lecture will cover engineering roles and attributes, as well as graduate attributes such as technical knowledge, design, ethics, communication, and lifelong learning. Students will complete an assignment analyzing a product's societal impact and design for users, as well as discussing a case where duty avoidance caused failure impacting safety, health or environment.
Key Components of OBE for NBA and preparing Course fileRajsekhar33797
This document discusses key aspects of outcomes-based education (OBE) and accreditation, including defining program educational objectives (PEOs), program outcomes (POs), course outcomes (COs), and establishing relationships between them. OBE focuses on demonstrating achievement of high-level learning rather than course credits. POs defined by accreditation agencies guide curriculum and assessment. COs specify observable student actions demonstrating knowledge, skills, and attitudes. Relationships between COs and POs are mapped to show how courses address outcomes. Assessment tools both direct and indirect are used to evaluate achievement of outcomes.
The document discusses key aspects of outcome-based education (OBE) and accreditation. It explains that OBE focuses on achieving high-order learning and mastery rather than just accumulating course credits. Globalization requires education to build learner competencies for a changing workplace. Accreditation criteria under OBE include vision, mission, program outcomes, student performance, curriculum, faculty contributions, facilities, academic support, governance and continuous improvement. Proper implementation of OBE requires defining program outcomes, course outcomes, assessment tools, and mapping the relationship between courses and outcomes.
This document outlines the stages and concepts of project management. It discusses the introduction to projects and project management, including the definition of a project, characteristics of projects, and challenges of project management. It also describes common problems that can occur in software projects if not properly managed. Additionally, it covers key areas of project management knowledge and frameworks, such as integration management, scope management, and risk management. Finally, it discusses the typical stages a project goes through, including initiation and planning, execution, monitoring and control, and closing.
Chennai-PPT-3-Key Components of OBE-RVR-08-06-2018.pptxAbhishek pradeep
This document discusses key aspects of outcomes-based education (OBE) and accreditation. It begins by outlining the main components of OBE, including vision, mission, program educational objectives, graduate attributes, and program outcomes. It then explains why accreditation has shifted to an outcome-based model due to globalization and the need to assess learner competencies. The document outlines the accreditation criteria, which evaluates elements like curriculum, faculty, facilities, and continuous improvement. It also provides examples of how to write vision and mission statements, program educational objectives, and program and course outcomes. Overall, the document provides an overview of OBE and accreditation with a focus on defining outcomes at the program and course
The document discusses key terminology related to defining the vision, mission, program outcomes, and program education objectives of engineering institutions and departments. It provides examples of vision and mission statements for a sample institute and civil engineering department. It also lists the 12 program outcomes that engineering graduates should demonstrate, covering areas like engineering knowledge, problem solving, design, investigations, tool usage, professional and ethical responsibilities, communication, project management, and lifelong learning. Finally, it notes that program education objectives describe what graduates are expected to achieve in their careers after graduation.
This document provides information about the introductory presentation for a university lecture class. It includes:
1) The university's vision to be a global institution pursuing academic excellence and innovation while serving society. Its mission includes transformative education, encouraging global outlook, and supporting research and entrepreneurship.
2) The computer science department's vision to be recognized for technical excellence and attracting global students and scholars. Its mission focuses on strengthening analytical skills, promoting interdisciplinary research, and facilitating industry partnerships.
3) Alignment between the department and university visions. The document also outlines course objectives, evaluation methods, and syllabus details.
The document provides information on the K to 12 Creative Technologies Curriculum Guide for junior high school students in the Philippines. It outlines the conceptual framework, key stage standards, grade level standards, and sample lessons for the subject. The curriculum aims to develop students' technological proficiency through a project-based approach involving theoretical learning and hands-on laboratory work developing ideas and projects in different fields. It is designed to equip students with skills for lifelong learning and entrepreneurship.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Connecting the original design work of
students to opportunities and the national
STEM conversation
2. ILLINOIS
INNOVATION TALENT
PILOT PROJECT
30 Schools – 10 Industry
Partners
9 Schools – San Diego County
Engineering Projects in
4000 implementations
Community Service-
(750 Capstone
Learning Teachers - Eng and
BioMed)
35 Schools – 5 States
3. Pathway To Engineering
High School Program of Courses
three course minimum implementation over four years
* Introduction to Engineering Design
----3D solid modeling design design process, research and analysis, teamwork, communication methods, global and human impacts,
engineering standards and technical documentation
* Principles of Engineering
----- exposure to major concepts encountered in a postsecondary engineering introduction courses of study, engineering design problems,
problem-solving skills and application of research and design skills to create solutions to various challenges
Digital Electronics
-----combinational and sequential logic design, use of Boolean Algebra in circuit design, teamwork, communication methods, engineering
standards and technical documentation
Aerospace Engineering
-----design problems , aerospace information systems, astronautics, rocketry, propulsion, the physics of space science, space life sciences,
the biology of space science, principles of aeronautics, structures and materials, and systems engineering
Biotechnical Engineering
-----molecular genetics, bioprocess engineering, and agricultural and environmental engineering, engineering design problems related to
biomechanics, cardiovascular engineering, genetic engineering, agricultural biotechnology, tissue engineering, biomedical devices,
forensics and bioethics
Civil Engineering & Architecture
-----engineering and architecture principles and design aspects , statics and structures design and development of a property working in
teams, hands-on activities and projects to learn the characteristics of civil engineering and architecture
Computer Integrated Manufacturing
-----the history of manufacturing, a sampling of manufacturing processes, robotics and automation, Computer Numeric Control (CNC)
equipment, Computer Aided Manufacturing (CAM) software, robotics and flexible manufacturing systems
Engineering Design & Development (Capstone Course)
-----students will work in teams to research, design, test and construct a solution to an open-ended engineering problem The team
presents and defends their solution to a panel of outside reviewers at the conclusion of the course.
4. Biomedical Sciences
High School Program of Courses
* Principles of the Biomedical Sciences
-----human body systems and various health conditions including heart disease, diabetes, sickle-cell
disease, hypercholesterolemia and infectious diseases -- human physiology, medicine, research
processes and bioinformatics -- Key biological concepts including homeostasis, metabolism,
inheritance of traits and defense against disease
* Human Body Systems
-----interactions of body systems, communication, power, movement, protection and homeostasis,
design of experiments, investigation of the structures and functions of the human body, and use data
acquisition software to monitor body functions such as muscle movement, reflex and voluntary action,
and respiration
Medical Interventions
------the prevention, diagnosis and treatment of disease , a “how-to” manual for maintaining overall
health and homeostasis in the body how to screen and evaluate the code in human DNA; how to
prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail,
exposure to the wide range of interventions related to immunology, surgery, genetics, pharmacology,
medical devices and diagnostics
Biomedical Innovation (Capstone Course)
Students design innovative solutions for the health challenges of the 21st century as they work
through progressively challenging open-ended problems, addressing topics such as clinical medicine,
physiology, biomedical engineering and public health. They have the opportunity to work on an
independent project and may work with a mentor or advisor from a university, hospital, physician’s
office, or industry.
5. Gateway To Technology
Middle School Program, 9Week Units
Design & Modeling
-----solid modeling software design process, how design influences our lives, sketching techniques
and use of descriptive geometry as a component of design, measurement and computer modeling
Students brainstorm, research, develop ideas, create models, test and evaluate design ideas, and
communicate solutions
Automation & Robotics
-----mechanical systems, energy transfer, machine automation and computer control systems
problem solving, teamwork collaboration and innovation
Energy & the Environment
----impact on the environment, design and model alternative energy sources demonstrate energy
concepts and innovative ideas Students also evaluate ways to reduce energy consumption through
energy efficiency and waste management techniques.
Flight & Space
-----exploration of the science behind aeronautics, use course knowledge to design, build and test a
model glider, Simulation software is used to expose students to traveling and living in space.
Science of Technology
----how science has affected technology throughout history, applied physics, chemical engineering
and nanotechnology, exploratory activities and projects
Magic of Electrons
----- hands-on projects, the science of electricity, the behavior and parts of atoms, circuit design and
sensing devices, basic circuitry design, exploration the impact of electricity on our lives.
6. Dr. Paul Strykowski - Associate Dean for Undergraduate Programs - University of Minnesota
“Hands down, a student with decent grades and a solid experience in
Post-Secondary
a capstone design course would be at the top of my list for admission
to our engineering program …..However….”
Institutions
“…..Without a systematic process for reviewing original student design
and
work there is no way to incorporate the value of the work into the
Original Student
algorithm of college admissions or any other recognition process.
Without a standardized assessment tool to organize and evaluate
Problem Solving
any submitted work there can be no systematic process.”
Liz Kisenwether -PENN State
Dr. David Rethwisch - University of Iowa
and Design Works
Bill Leonard – Rochester Institute of Technology
Dr. Karen High – Oklahoma State University AP Studio Art is not based
Dr. Ken Reid - Ohio Northern University on a written examination;
Dr. Helgeson – St. Cloud State University instead, students submit
Dr. Mac Banks – Worcester Polytechnic Institute portfolios for evaluation at
And many others…. the end of the school year.
7. March 30th and 31st, 2010
University of Maryland – College Park
8. Engineering Design Process Portfolio : Element Titles
Component I: Identifying, Articulating, and Justifying a Problem
Element A: Identification and definition of the problem
Element B. Justification of the problem
Element C. Documentation and analysis of past and current solution
attempts
Element D. Identification, definition, and justification of solution
design goals, parameters and constraints
Dr. Leigh Abts
Component II: Generating an Original Solution
Element E: Demonstration of design process thinking and analysis
Element F: Application of mathematics, science, and engineering
principles
Element G: Demonstration of design viability
Component III: Constructing a Testable Prototype or Process Assessment Expert and
consultant
Element H: Demonstration of sufficiency of prototype design process
Element I: Demonstration of sufficiency of final prototype iteration Dr. Gail Goldberg
Element J: Demonstration of sufficiency of testing
Component IV: Analyzing Test Data
Element K: Analysis of the design based on testing
Element L: Documentation of end user and stakeholder evaluation
(external evaluation)
Component V: Reflecting and Formulating Recommendations
Element M: Reflection on the project design
Element N: Presentation of designer’s recommendations
Jay McTighe
Component VI: Documenting and Presenting the Project
Element O: Presentation of the project portfolio
9. How to connect the pieces
Interest from Post-
Secondary, Industry,
The Rubric Student Work and the Public Sector
60,000 Foot Goals
1 - Create a web-based, secure (IP issues) and standardized process for
building and posting student portfolios of original design work
2 – Create multiple, ongoing, Interactive, opportunities for recognition of
individual submissions
3– Create a means of identifying, extracting, documenting and distributing
noteworthy Innovation Portal events for all stakeholders
10. iPortal Team iPortal Team
Developing and Develop and Maintain
Maintaining Ongoing Output of
“Opportunity iPortal Stories and
Modules” and Reports
Relationships
Accessible directly
through student Sponsors & Partners
accounts
Students building online project portfolios based
around the rubric in a secure and instructor managed
environment
11. How is the Innovation Portal Concept Unique?
•Password protected accounts with online portfolio
builder software tools open to K-16 students and
teachers
•Single portfolio template designed directly around
the EDPPSR rubric
•a single password protected connection to multiple
student works for teachers & reviewers
•Direct connection to competitions, scholarship
possibilities and other opportunities related to
original problem solving works from the student
account
•Non-profit team dedicated to increasing the number
of opportunities and resources available directly
through the Innovation Portal
•Three year partnership with the University of
Maryland research team to validate and promote the
use of EDPSR rubric for public STEM Education use
•All accounts, and data are the sole property of the
students
17. Your Innovation Portal “Dashboard”
Portfolios you have
created and for
which you are the
“administrator”
Create a New
Portfolio
Portfolios to which
you have been
invited as a
Collaborator,“Live”
Viewer, or Reviewer
Portfolios You have
invited OTHERS to
View, Review or
Collaborate upon
19. Step 1: Open a dialogue with someone about your portfolio
Step 2: Email them an invitation ( choose a role of Reviewer, Viewer or Collaborator)
Step 3: Use your dashboard to monitor and manage the connection
20.
21. Reviewers see and comment on an active “snapshot” of the portfolio AT the
time the review request was made. These can be stored and reviewed at
anytime by the user or the reviewer.
A list of people that
have yet to ACCEPT
your invitation to review
A list of people that
have ACCEPTED and
are in process of
grading a snapshot of
this portfolio
A list of people that
have SUBMITTED
their comments and
grade values of the
portfolio “snapshot “
you sent them
23. This entry would be likely to
receive a score of 3, based on
Access to Element-Specific the EDPPSR
Examples and resources (although some engineering educators who
applied the rubric to this entry considered a
during the portfolio building / score of 4, based on the treatment of the
sources for the justification).
editing process In this entry, the problem is presented
somewhat clearly and objectively, although
there is only some specific detail included as
elaboration.
Access to each Element-Specific The justification of the problem reflects the
concerns of several primary stakeholders (e.g.,
portion of the EDPPSR as you motorists, city governments, public safety
officials, manufacturers of traffic lights).
work Sources provided in support of the justification
are timely (all published within a year or two of
the time this engineering design project was
conducted) and generally credible, usually
taking the form of reports in respected news
publications or on major news networks.
While some of the information provided as
justification is of questionable objectivity, there
is enough objective detail to support (allow for)
the determination of at least a few measurable
design requirements.
24. Opportunities Listing Page
Choose an Opportunity
Does the Opportunity Require an Entry,
Submission, or Service Fee?
NO YES
E-commerce Interface
Enter Snapshot into Opportunity Provider
Dashboard & add to Student Dashboard
Notify OP and Student
System Updates Both Dashboards as portfolios step
through Opportunity timelines and processes
27. The Challenge…
“…..Without a systematic process for reviewing original student design
work there is no way to incorporate the value of the work into the
algorithm of college admissions or any other recognition process.
Without a standardized assessment tool to organize and evaluate
any submitted work there can be no systematic process.”
A well recognized engineering A single template for displaying
design process portfolio scoring student work designed around the
rubric scoring rubric and made
accessible to a reviewer
28. iPortal Team
iPortal Team
Developing and
Developing and Maintaining Ongoing
Maintaining Output of iPortal
“Opportunity Stories and Reports
Modules” and
Relationships with
supporters
Accessible directly
through student
accounts
Students building online project portfolios based
around the rubric in a secure and instructor managed
environment
29. ILLINOIS
INNOVATION TALENT
PILOT PROJECT
30 Schools – 10 Industry
Partners
9 Schools – San Diego County
Engineering Projects in
4000 implementations
Community Service-
(750 Capstone
Learning Teachers - Eng and
BioMed)
35 Schools – 5 States
Editor's Notes
A common problem with organizing curriculum around creating original student design work is that opportunities for students to receive recognition for their accomplishments outside of the classroom exist but are not well publicized or organized to be accessible to these students on a national scale. Thousands of students do this kind of work but most often they simply close their portfolios and move on when the class is finished. This is also part of the reason many organizations interested in recognizing this kind of work lose that interest quickly; too few entries or too little access to or information about students doing original problem solving and design work.
With sincere thanks to the Kern Family Foundation, representatives of these institutions and others were brought together for a two day session in Maryland to begin the discussion of what a design process assessment rubric should contain and how it could be used to support curriculum development.
Work has already begun to address and capture what attributes should be in a Portfolio Rubric arranged around the design process and to create a tool that can be used as both a means of assessment and a day to day guide for building and organizing the projects. The statement depicted here has been repeated in many ways from many post secondary and industry representatives interested in recognizing original student design work. ( You can access the current revision of the rubric on the “How to Build the Template” page of the iPortal Pilot Test website
The goals listed here are aimed at addressing some of the main obstacles to connecting student design work with opportunities like scholarships, admission preferences, third party reviewers and competitions. Much like a science fair, if these students ( and teachers) had a standardized means of organizing and presenting their work around a recognized model of assessment, many of the obstacles could be removed.
In a nut shell then, the goal of the iPortal is to create an online space and structured system where students can build and then connect their work with “opportunities” for recognition while in the same “space” making it easy for organizations interested in the work to offer and then review and manage, what is here being referred to as, “Opportunity Modules”
I found this graphic and it seemed to sum up the whole of the goals of the Innovation Portal and of what teachers would like to have for their students…(it also made me smile a great deal…) A noteworthy point that may not have been highlighted is that, like this graphic depicts, students will be able to enter their work in any number of opportunity modules….many birds one stone…
That is a quick overview of the vision for the Innovation Portal. Thank you again for your interest and energy to help pilot the most important part of the whole process; the creation of student projects using the template and process described at this iPortal Pilot Group web site. As one professor I spoke with about this project commented; “If you had just fifty of these portfolios organized in this manner I could build an entire scholarship and recruitment competition around them now…when will they be ready?” Nice comment… I hope to give him his answer soon… Thank you all again… Mark Schroll
In a nut shell then, the iPortal is an online system where students can build and then connect their work with “opportunities” for recognition while in the same “space” making it easy for organizations interested in the work to offer and then review and manage, what is here being referred to as, “Opportunity Modules”
A common problem with organizing curriculum around creating original student design work is that opportunities for students to receive recognition for their accomplishments outside of the classroom exist but are not well publicized or organized to be accessible to these students on a national scale. Thousands of students do this kind of work but most often they simply close their portfolios and move on when the class is finished. This is also part of the reason many organizations interested in recognizing this kind of work lose that interest quickly; too few entries or too little access to or information about students doing original problem solving and design work.