{"title":"Powder Metallurgy Part Manufacturing Concentrated in North-Central Pennsylvania","authors":"D. Passmore, R. Baker, C. Chae","doi":"10.21061/jts.413","DOIUrl":"https://doi.org/10.21061/jts.413","url":null,"abstract":"","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75301858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Strengths have been hypothesized to play a role in how a person approaches leadership and problem-solving. The Clifton StrengthsFinder (CSF) is a common way to identify and measure an individual’s strengths. This research examined the role of CSF strengths in the academic success of engineering and technology students within a large, midwestern, research-intensive, land-grant university. The purpose of this research was to identify how students use their CSF strengths and to identify if students perceive a connection between strengths and their success. This research utilized semi-structured interviews with students to gather detailed qualitative information on student perceptions of success and CSF strengths. The survey collected information on student perceptions of how useful strengths are in various scenarios and if there is a connection between student success and CSF strengths. Students perceived that there were a set of strengths that make some students more successful than others, but they were not able to identify what those strengths were. Primarily, students perceived CSF strengths were useful in group academic tasks but were not useful in individual academic tasks. Based on the responses from these interviews, students are not aware of all the scenarios in which they can use their strengths.
{"title":"Strengths and Success: Technology and Engineering Student Perceptions","authors":"Saxon J. Ryan, G. Mosher","doi":"10.21061/jts.402","DOIUrl":"https://doi.org/10.21061/jts.402","url":null,"abstract":"Strengths have been hypothesized to play a role in how a person approaches leadership and problem-solving. The Clifton StrengthsFinder (CSF) is a common way to identify and measure an individual’s strengths. This research examined the role of CSF strengths in the academic success of engineering and technology students within a large, midwestern, research-intensive, land-grant university. The purpose of this research was to identify how students use their CSF strengths and to identify if students perceive a connection between strengths and their success. This research utilized semi-structured interviews with students to gather detailed qualitative information on student perceptions of success and CSF strengths. The survey collected information on student perceptions of how useful strengths are in various scenarios and if there is a connection between student success and CSF strengths. Students perceived that there were a set of strengths that make some students more successful than others, but they were not able to identify what those strengths were. Primarily, students perceived CSF strengths were useful in group academic tasks but were not useful in individual academic tasks. Based on the responses from these interviews, students are not aware of all the scenarios in which they can use their strengths. ","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83957298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scott R. Bartholomew, Greg J. Strimel, Anne M Lucietto, and Mesut, "Reinventing High School: Understanding the Challenges and Successes of Transforming Education to Meet Student, Society, and Industry Needs"
Scott R. Bartholomew, Greg J. Strimel, Anne M . Lucietto和Mesut，《重塑高中:理解教育转型以满足学生、社会和行业需求的挑战和成功》
{"title":" \u0000 The 2020 Paul T. Hiser Exemplary Publication Award Recipients ","authors":"Jots Editors","doi":"10.21061/jts.406","DOIUrl":"https://doi.org/10.21061/jts.406","url":null,"abstract":" \u0000 Scott R. Bartholomew, Greg J. Strimel, Anne M Lucietto, and Mesut, \"Reinventing High School: Understanding the Challenges and Successes of Transforming Education to Meet Student, Society, and Industry Needs\" ","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79971289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past two decades the Standards for Technological Literacy (STL) (ITEEA, 2000) have challenged educators to search for strategies to implement and address improvements in technological literacy rates among P-12 students. Capobianco, Yu, and French (2014) acknowledged “the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science” (p. 275). The updated Standards for Technological and Engineering Literacy (STEL) (ITEEA, 2020) are organized into three STEL structural branches that combine to create a pedagogical and domain knowledge configuration for technology and engineering teachers (ITEEA, 2020). Although the three STEL organizational branches are at the forefront, this study attempts to focus on and identify the relationship between the practices surrounding the eight core STEL standards: systems thinking, creativity, making and doing, critical thinking, optimism, collaboration, communication, and attention to ethics. These specific practices are designed for the integration of STEM in the classroom and may be advantageous toward promoting technological and engineering literacy through tinkering and take-apart teaching methodologies. Acknowledging that the teacher may be the STEM integration decision maker in the classroom, this study attempts to discern the link between STEL, tinkering and take-apart teaching methodologies, and pre-service elementary teacher candidates’ self-efficacy in the STEM disciplines of technology and engineering education as well as providing implications for future practice in the elementary classroom.
{"title":"STEL Practice and the Integration of Tinkering and Take Apart in the Elementary Classroom ","authors":"Leah Cheek, Vinson Carter, M. Daugherty","doi":"10.21061/jts.403","DOIUrl":"https://doi.org/10.21061/jts.403","url":null,"abstract":"Over the past two decades the Standards for Technological Literacy (STL) (ITEEA, 2000) have challenged educators to search for strategies to implement and address improvements in technological literacy rates among P-12 students. Capobianco, Yu, and French (2014) acknowledged “the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest, participation, and self-concept in engineering and science” (p. 275). The updated Standards for Technological and Engineering Literacy (STEL) (ITEEA, 2020) are organized into three STEL structural branches that combine to create a pedagogical and domain knowledge configuration for technology and engineering teachers (ITEEA, 2020). Although the three STEL organizational branches are at the forefront, this study attempts to focus on and identify the relationship between the practices surrounding the eight core STEL standards: systems thinking, creativity, making and doing, critical thinking, optimism, collaboration, communication, and attention to ethics. These specific practices are designed for the integration of STEM in the classroom and may be advantageous toward promoting technological and engineering literacy through tinkering and take-apart teaching methodologies. Acknowledging that the teacher may be the STEM integration decision maker in the classroom, this study attempts to discern the link between STEL, tinkering and take-apart teaching methodologies, and pre-service elementary teacher candidates’ self-efficacy in the STEM disciplines of technology and engineering education as well as providing implications for future practice in the elementary classroom. ","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88934848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
No single event in modern history has affected education like COVID-19. This study examines the effects of COVID-19 related modifications within technology and engineering education. Using social media, a survey was distributed among groups whose focus was technology and engineering education. This survey asked how teachers addressed COVID-19 related modifications to instruction and how they felt about instructional quality and support. The results showed that teachers are working longer hours, yet instruction is suffering due to virtual/ hybrid teaching, social distancing, and sanitation concerns. Hands-on and group work has been largely limited or eliminated entirely, and many lessons have had to be heavily adapted if they are possible at all. Most concerning is an apparent deficit in morale, with a substantial number of teachers contemplating leaving the classroom if the current conditions continue. COVID-19 has wreaked havoc in nearly every facet of life in 2020, but the challenges faced in education are largely undocumented within the academic literature. It is imperative that the real-time effects of COVID-19 on teaching and learning be understood so that adjustments can be made while the nation is still affected by the pandemic and future changes to instruction to address currently developing deficits are made with a full understanding of what occurred during the crisis rather than retrospectively.
{"title":"Pandemic Pedagogy: K-12 Technology and Engineering Education Under COVID-19","authors":"Daniel Kelly","doi":"10.21061/jts.401","DOIUrl":"https://doi.org/10.21061/jts.401","url":null,"abstract":"No single event in modern history has affected education like COVID-19. This study examines the effects of COVID-19 related modifications within technology and engineering education. Using social media, a survey was distributed among groups whose focus was technology and engineering education. This survey asked how teachers addressed COVID-19 related modifications to instruction and how they felt about instructional quality and support. The results showed that teachers are working longer hours, yet instruction is suffering due to virtual/ hybrid teaching, social distancing, and sanitation concerns. Hands-on and group work has been largely limited or eliminated entirely, and many lessons have had to be heavily adapted if they are possible at all. Most concerning is an apparent deficit in morale, with a substantial number of teachers contemplating leaving the classroom if the current conditions continue. COVID-19 has wreaked havoc in nearly every facet of life in 2020, but the challenges faced in education are largely undocumented within the academic literature. It is imperative that the real-time effects of COVID-19 on teaching and learning be understood so that adjustments can be made while the nation is still affected by the pandemic and future changes to instruction to address currently developing deficits are made with a full understanding of what occurred during the crisis rather than retrospectively. ","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87700766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The news, popular culture, and legislatures are concerned with the recent reemergence of artificial intelligence (AI) technology. Some of the fear is fueled by the terminology including artificial intelligence, machine learning, deep learning, and superintelligence that have specific meaning within the technology community, but can be misunderstood by the general public or by other fields of inquiry. Because of this, the fears are not well linked to what the technology actually does. The type of AI technology such as neural networks or decision trees does little to clarify the conversation. However, considering where an AI system exhibits autonomy better highlights what the systems capabilities are and what may be rationally feared from such capabilities. This paper develops a typology of autonomous functions within AI systems and why they matter.
{"title":"Autonomy in AI Systems: Rationalizing the Fears","authors":"K. Walsh, S. Mahesh, C. Trumbach","doi":"10.21061/jts.400","DOIUrl":"https://doi.org/10.21061/jts.400","url":null,"abstract":"The news, popular culture, and legislatures are concerned with the recent reemergence of artificial intelligence (AI) technology. Some of the fear is fueled by the terminology including artificial intelligence, machine learning, deep learning, and superintelligence that have specific meaning within the technology community, but can be misunderstood by the general public or by other fields of inquiry. Because of this, the fears are not well linked to what the technology actually does. The type of AI technology such as neural networks or decision trees does little to clarify the conversation. However, considering where an AI system exhibits autonomy better highlights what the systems capabilities are and what may be rationally feared from such capabilities. This paper develops a typology of autonomous functions within AI systems and why they matter. ","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79514275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Erik J. Schettig, Daniel P. Kelly, J. Ernst, A. Clark, Kevin G. Sutton
The COVID-19 pandemic has impacted technology, engineering, and design education as well as workforce development programs worldwide. The emergency transition to fully online course delivery ushered experiences from which course restructuring could utilize. Through an illustrated case study approach using student course evaluations coupled with instructor interviews, this article reports on the experiences resulting from the abrupt interruption of the Spring 2020 semester and how the restructure of an introductory engineering graphics course accommodated changing expectations. The restructured course was built upon a hybrid flipped model utilizing an online learning management system including active learning modules which provided a foundation of preparedness for transitioning to fully online course delivery. As positive as the preparedness was, there were still changes that had to occur to not only meet the needs of the emergency situation but to also establish multiple models of the course for future situations. These changes included incorporating web conferencing software to meet online when a face-to-face meeting was not possible, developing video lectures for students to watch when most accommodating for their schedule, as well as the increased use of the online learning management system. Another change from the restructuring process was the new technology expectations of students and instructors. Feedback from both students and instructors reported how flexibility, empathy, and effective communication were driving traits of positive experiences in such an unprecedented situation. Reported experiences along with elements of the course restructuring can serve as an example of how future courses are delivered for a variety of situations.
{"title":" Pandemic-Induced Impacts: Experiences in an Introductory Engineering Graphics Course ","authors":"Erik J. Schettig, Daniel P. Kelly, J. Ernst, A. Clark, Kevin G. Sutton","doi":"10.21061/jts.398","DOIUrl":"https://doi.org/10.21061/jts.398","url":null,"abstract":"The COVID-19 pandemic has impacted technology, engineering, and design education as well as workforce development programs worldwide. The emergency transition to fully online course delivery ushered experiences from which course restructuring could utilize. Through an illustrated case study approach using student course evaluations coupled with instructor interviews, this article reports on the experiences resulting from the abrupt interruption of the Spring 2020 semester and how the restructure of an introductory engineering graphics course accommodated changing expectations. The restructured course was built upon a hybrid flipped model utilizing an online learning management system including active learning modules which provided a foundation of preparedness for transitioning to fully online course delivery. As positive as the preparedness was, there were still changes that had to occur to not only meet the needs of the emergency situation but to also establish multiple models of the course for future situations. These changes included incorporating web conferencing software to meet online when a face-to-face meeting was not possible, developing video lectures for students to watch when most accommodating for their schedule, as well as the increased use of the online learning management system. Another change from the restructuring process was the new technology expectations of students and instructors. Feedback from both students and instructors reported how flexibility, empathy, and effective communication were driving traits of positive experiences in such an unprecedented situation. Reported experiences along with elements of the course restructuring can serve as an example of how future courses are delivered for a variety of situations. ","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86925966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Too often organizational change is seen as a negative force. This perception of the specific change as bad causes tremendous disruption and misunderstanding among faculty and academic leaders. This study contends that the more relevant issue is whether academic leaders communicate the vision and strategy for change effectively. Furthermore, the crux of the matter is not whether high-quality, rich communication exists but depends more heavily on the perception of faculty undergoing change. In this article, the authors will compare nine faculty members’ responses to a perceptual survey dealing with organizational change, interviews with questions created using the survey as a basis, and archival data showing the availability and opportunity for involvement in the change process. This comparison will allow similarities and discrepancies to be examined between faculty perceptions of leaders, while also taking the institutional context into account.
{"title":"Perception In Leading Change: The Role Of Academic Leaders as Change Agents ","authors":"E. Finn, Charles Feldhaus","doi":"10.21061/jts.399","DOIUrl":"https://doi.org/10.21061/jts.399","url":null,"abstract":"Too often organizational change is seen as a negative force. This perception of the specific change as bad causes tremendous disruption and misunderstanding among faculty and academic leaders. This study contends that the more relevant issue is whether academic leaders communicate the vision and strategy for change effectively. Furthermore, the crux of the matter is not whether high-quality, rich communication exists but depends more heavily on the perception of faculty undergoing change. In this article, the authors will compare nine faculty members’ responses to a perceptual survey dealing with organizational change, interviews with questions created using the survey as a basis, and archival data showing the availability and opportunity for involvement in the change process. This comparison will allow similarities and discrepancies to be examined between faculty perceptions of leaders, while also taking the institutional context into account. ","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76691656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineering graphics education has long been a required component of technology and engineering education at the university level. In middle and high schools, the number of computer-aided design (CAD) programs continue to proliferate and grow. Lacking in the research related to these programs is the effect on non-cognitive factors such as self-efficacy. Self-efficacy is a predictor of success and perseverance and is an important consideration in technology and engineering education. This research investigates the psychometric properties of an instrument designed to measure the three-dimensional modeling self-efficacy among middle and high school students. This study found the Three-Dimensional Modeling Self-Efficacy Scale to be a reliable measure within this population with strong evidence of validity. Based on these findings, the scale was revised, and recommendations for future study were made. This research begins to fill a gap not only in research related to engineering graphics self-efficacy but also within a pre-college population, especially those who are historically underrepresented in engineering disciplines, in this case, female students.
{"title":"Reliability and Validity for a 3-D Modeling Self-Efficacy Scale for Pre-College Students","authors":"Daniel P. Kelly, C. Denson","doi":"10.21061/JOTS.V46I2.A.1","DOIUrl":"https://doi.org/10.21061/JOTS.V46I2.A.1","url":null,"abstract":"Engineering graphics education has long been a required component of technology and engineering education at the university level. In middle and high schools, the number of computer-aided design (CAD) programs continue to proliferate and grow. Lacking in the research related to these programs is the effect on non-cognitive factors such as self-efficacy. Self-efficacy is a predictor of success and perseverance and is an important consideration in technology and engineering education. This research investigates the psychometric properties of an instrument designed to measure the three-dimensional modeling self-efficacy among middle and high school students. This study found the Three-Dimensional Modeling Self-Efficacy Scale to be a reliable measure within this population with strong evidence of validity. Based on these findings, the scale was revised, and recommendations for future study were made. This research begins to fill a gap not only in research related to engineering graphics self-efficacy but also within a pre-college population, especially those who are historically underrepresented in engineering disciplines, in this case, female students.","PeriodicalId":43439,"journal":{"name":"Tecnoscienza-Italian Journal of Science & Technology Studies","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82413973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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