Relevant bibliographies by topics / Philosophy educators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Philosophy educators'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Philosophy educators"

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Hare, William. "Why Philosophy for Educators?" International Journal of Applied Philosophy 21, no. 2 (2007): 149–59. http://dx.doi.org/10.5840/ijap20072122.

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Wang, Victor C. X., and Linda Sarbo. "Philosophy, Role of Adult Educators, and Learning." Journal of Transformative Education 2, no. 3 (July 2004): 204–14. http://dx.doi.org/10.1177/1541344604265105.

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Alexander, Patricia A., P. Karen Murphy, and Bradford S. Woods. "Educators' Perceptions of Philosophy, Psychology, and Education1." Educational Forum 61, no. 2 (June 30, 1997): 172–86. http://dx.doi.org/10.1080/00131729709335248.

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O’Donoghue, Linda A. "Moving Onward: Reflections and Re-interpretations of the Reggio Approach." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 20–25. http://dx.doi.org/10.18357/jcs.v36i1.15135.

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This article offers an insight into teaching and learning from various interviews I conducted with educators about their journey with the philosophy of Reggio Emilia. Many early childhood educators in North America are captivated by the philosophical fundamentals of Reggio Emilia. Emerging from Reggio Emilia, Italy after the destruction of WWII, this approach embraces several key principles that guide the educator. These include: the importance of teachers as researchers, documenters, observers and listeners; the environment as the "third educator," and the image of the capable, competent child (Edwards, Gandini & Forman, 1998).
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Fullinwider, Robert K. "Philosophy, casuistry, and moral development." Theory and Research in Education 8, no. 2 (July 2010): 173–85. http://dx.doi.org/10.1177/1477878510368625.

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Moral educators have little to learn from the moral theories in which philosophers routinely trade. These theories — including those by Slote, Hume, and Kant — leave behind the concrete world in which the moral educator labors. As interesting as they may be, they merely devise alternative routes to the same destination — to the main general features of morality as we know it. It is not so much these general features but the particular forms of moral life under which children and their tutors live that give specificity to duties and rights, content to virtues, and shape to purpose. To navigate successfully through this stuff of moral life, the developing youth needs not only a good heart but a casuistical temper.
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Laundon, Melinda, Abby Cathcart, and Dominique A. Greer. "Teaching Philosophy Statements." Journal of Management Education 44, no. 5 (July 27, 2020): 577–87. http://dx.doi.org/10.1177/1052562920942289.

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Teaching philosophy statements articulate educators’ beliefs about what makes learning happen. They can be powerful tools in identifying assumptions about teaching, articulating our values as educators, and connecting to a community within and across disciplines. Teaching philosophy statements are often an integral part of job applications, promotion and tenure processes, teaching development, and teaching awards. By developing a philosophy and discussing it with colleagues, educators can improve their practice through the process of reflection, dialogue, and engagement with scholarship of learning and teaching. The recipients of the 2020 JME Lasting Impact Award are companion articles “Philosophy rediscovered: Exploring the connections between teaching philosophies, educational philosophies, and philosophy” and “Finding our roots: An exercise for creating a personal teaching philosophy statement” by Beatty et al. These articles have had a profound and sustained impact on management education and other disciplines by furthering understandings of teaching philosophies and their connection to effective teaching and learning. Analysis of subsequent teaching philosophy statement research identifies three strands of inquiry: how to develop a teaching philosophy, the role of teaching philosophies in graduate education, and the relationship between teaching philosophies and continuous professional development. The impact of the papers and areas for future research are canvassed.
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Hansen, David T. "CosmopolitanismasEducation: A Philosophy for Educators in Our Time." Religious Education 112, no. 3 (April 20, 2017): 207–16. http://dx.doi.org/10.1080/00344087.2017.1308180.

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Burns, David P. "Normative Analysis and Moral Education: How May We Judge?" Paideusis 17, no. 2 (October 21, 2020): 17–26. http://dx.doi.org/10.7202/1072427ar.

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The viability of philosophy of education as a distinct and valued field of inquiry in educational research is under significant threat. While the debate over the proper role and value of philosophy of education continues, courses and faculty positions in philosophy of education become increasingly rare. I advance the view that this situation requires philosophers of education find new ways to bring their work to practicing educators. I propose a particular kind of normative analysis, within the context of moral education, as one way to bring valuable philosophic work to the daily practice of teaching. It is argued that the use of normative criteria, comprised of certain key characteristics for moral education, can serve not only as valuable analytic tools but may also draw practicing educators into conversations that generally take place between philosophers of education in the academy.
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Hamami, Yacin, and Rebecca Lea Morris. "Philosophy of mathematical practice: a primer for mathematics educators." ZDM 52, no. 6 (May 6, 2020): 1113–26. http://dx.doi.org/10.1007/s11858-020-01159-5.

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Aloni, Nimrod. "The fundamental commitments of educators." Ethics and Education 3, no. 2 (October 2008): 149–59. http://dx.doi.org/10.1080/17449640802410528.

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Dissertations / Theses on the topic "Philosophy educators"

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Agil, Alaa Agil. "The Characteristic of Science PCK among Early Childhood Public School Educators in Northwest Ohio." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1594232216561792.

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White, David Lee Jr. "Evaluating Educators Perceptions of Tattoo Stigma." Walsh University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1588191931131861.

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Floyd, Tuboise D. Witte James E. "An exploratory study of the philosophy and teaching styles of Georgia workforce educators and entrepreneurship instructors." Auburn, Ala, 2010. http://hdl.handle.net/10415/2046.

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Novakowski, Julia T. "Analyzing Teacher-Student Relationships in the Life and Thought of William James to Inform Educators Today." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1556709447795221.

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Moore, Ellen R. "An investigation of the worldviews of educational leaders of Christian schools /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1147184701&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Roth, Elizabeth H. "The Emerging Paradigm of Reader-Text Transaction: Contributions of John Dewey and Louise M. Rosenblatt, with Implications for Educators." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26013.

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This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena. Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship. Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism.
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Gillespie, Aidan. "How do primary school teachers understand and express their spirituality in the workplace? : an interpretative phenomenological analysis of professional educators' spiritual expression in primary schools." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17437/.

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The aim of this study was to uncover and illuminate aspects of spirituality, which may be present in the work of primary school teachers. Four themes emerged out the analysis and were coded using the methodology consistent with an Interpretative Phenomenological Analysis (IPA). The themes were: ● Spirituality as an aspect of identity formation and understanding. ● Relationships as central to understanding and formation. ● Teaching and learning as a shared encounter through mentoring. ● Spirituality as a contextual resource. IPA was chosen as a methodology as it places the participant as central to and expert in their lived experience whilst acknowledging the ways in which the researcher impacts on the interpretative process. Drawing on phenomenology whilst adopting a systematic process of analysis, the material uncovered ways in which spirituality can be used a resource in the professional encounter. The implications for this study points towards a new definition of spirituality that encompasses ‘moments of profundity and connection with other that leads to change’. This is particularly important in relation to the teachers in this study and could be of value to others in the education profession. Seeing one’s spirituality as a source of wisdom and as a contextual resource has allowed the participants to make connections with their colleagues and pupils that draw heavily on their spirituality in order to make sense of and bring change to situations and relationships. These instances are profound in nature for each individual but has brought about change in the situation, relationship or way of teaching and relating to one’s environment. As such the definition of spirituality in this study both encompasses established understanding of what it means to be spiritual but places this in the educational environment and profession. It is hoped that the findings of this study lead to an awareness of the way in which one’s spirituality can be drawn upon as a positive agential resource will be acknowledged in teacher education programmes and school-based teaching.
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Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.

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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.
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Johansson, Christina. "Självständighet i slöjden. En studie om hur pedagoger, läroplansskrivare, lärare och elever ser på begreppet självständighet." Thesis, Linköping University, Department of Educational Science (IUV), 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2302.

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Denna uppsats ger inblick i pedagogers, läroplanskrivares, lärares och elevers syn på begreppet självständighet. Uppsatsen tar sin utgångspunkt i vad som händer under tiden efter att en elev stött på problem till dess den fått handledd vägedning i ämnet slöjd. Självständighetsbegreppet står i centrum för uppsatsens framställning.

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Lawrence, David E. "Exploring Equity through the Perspective of White Equity-Trained Suburban Educators and Minoritized Parents." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch162514670003941.

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Books on the topic "Philosophy educators"

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Johnston, James Scott. Kant's philosophy: A study for educators. New York: Bloomsbury, 2013.

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Anirban, Ganguli, and Jadavpur University. Centre for Sri Aurobindo Studies, eds. Education: Philosophy and practice. New Delhi: Published by Decent Books in association with Centre for Sri Aurobindo Studies, Jadavpur University, Kolkata, 2011.

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Little lessons for nurse educators. Glen Ellyn, Ill: College of DuPage Press, 2007.

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Dewey, Russell, Whitehead: Philosophers as educators. Carbondale: Southern Illinois University Press, 1986.

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Cardin, Heather. Mind, heart, and spirit: Educators speak. Wilmette, Ill: Baha'i Pub., 2009.

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Eminent educators: Studies in intellectual influence. Westport, Conn: Greenwood Press, 2000.

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The French educator Célestin Freinet (1896-1966): An inquiry into how his ideas shaped education. Lanham, MD: Lexington Books, 2007.

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Sharma, Yogendra K. The doctrines of the great Indian educators. New Delhi: Madan Schdeva for Kanishka Publishers, 2002.

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Pegishah ʻim meḥanekh. Yerushalayim: Karmel, 2010.

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Tao Xingzhi: Yi wei ji du tu jiao yu jia de zai fa xian = TaoXingzhi : Yiwei jidutu jiaoyujia de zai faxian. Hefei Shi: Anhui jiao yu chu ban she, 2011.

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Book chapters on the topic "Philosophy educators"

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Redman, Christine, and Susan Rodrigues. "From Philosophy and Research to Pedagogy and Practice." In Handbook for Teacher Educators, 1–13. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-695-0_1.

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Anderson, Babs, and Karen Rogan. "The impact of P4C on teacher educators." In Philosophy for Children, 131–35. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2016. http://dx.doi.org/10.4324/9781315640310-14.

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Erduran, Sibel, and Ebru Kaya. "Learning and Teaching About Philosophy of Chemistry: Teacher Educators’ Reflections." In Science: Philosophy, History and Education, 149–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_7.

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Parshall, Karen Hunger. "The American Mathematical Monthly (1894-1919): A New Journal in the Service of Mathematics and Its Educators." In Proceedings of the Canadian Society for History and Philosophy of Mathematics/La Société Canadienne d’Histoire et de Philosophie des Mathématiques, 193–204. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46615-6_14.

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Stickney, Jeff. "Wittgenstein as Educator." In Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_409-1.

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Stickney, Jeff. "Wittgenstein as Educator." In Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_409-2.

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Stickney, Jeff. "Wittgenstein as Educator." In Encyclopedia of Educational Philosophy and Theory, 2379–85. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_409.

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Whitman, Joy S., and Eric T. Beeson. "Developing a Personal Philosophy of Teaching." In Preparing the Educator in Counselor Education, 14–34. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315521695-2.

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Eassom, Simon. "Sport as Moral Educator: Reason and Habit on the School Playing Field." In The Philosophy of Leisure, 129–48. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19731-6_8.

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Fitzpatrick, Pamela. "Stein the Educator in Autobiography, Writing, and Biography." In Boston Studies in Philosophy, Religion and Public Life, 267–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21124-4_21.

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Conference papers on the topic "Philosophy educators"

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Zainuddin, H. M. "Educational Philosophy as Social Agent of Changes." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.4.

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Susanto, Happy, and Lia Amalia. "Islamic epistemology as science and philosophy in the basis of Indonesian nationalism." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094028.

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Khumkhong, Tippawan. "Abiding by the sufficiency economy philosophy to develop the quality of life of teachers and educational personnel in the central region." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019517.

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Dong, Janet, and Janak Dave. "Experiential Learning for Engineering Technology Students in 21st Century." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37457.

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Experiential Learning (EL) is a philosophy in which educators purposefully engage learners in direct experience and focused reflection in order to maximize learning, increase knowledge, and develop skills. Based on the learning cycle proposed by Lewin and the philosophy of Dewey, in that each experience builds upon previous experiences and influences the way future experiences will affect the learner, Kolb[1] developed the experiential learning model to describe the learning process. The four stages of the model are: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. This model shows how theory, concrete experience, reflection and active experimentation can be brought together to produce richer learning than any of these elements can on its own. The College of Engineering and Applied Science did not implement the Kolb model fully due to insufficient resources. Therefore, only the first two of the four stages were used. Many avenues of concrete experiential learning exist for the students in the engineering technology programs at the University of Cincinnati, such as co-op, service learning, global study programs, field projects, academic research, etc. This paper gives a description of the experiential learning of students at the University of Cincinnati in the areas of global study, honors program and undergraduate research. Two faculty members in Mechanical Engineering Technology from the College of Engineering and Applied Science were involved in these experiences. Their experiences, along with student reflections, are discussed in the paper.
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Lonski, Jennifer Sanguiliano, Laurinda Lott, and Hank Van Putten. "PRINCIPLES FOR HOW WE TREAT EACH OTHER: EQUITABLE CONVERSATIONS IN OUR EDUCATIONAL AND PERSONAL SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end151.

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Educators have the unique opportunity to promote equity, change, and social justice ideals to an entire generation. Through daily lessons, classroom norms, and beliefs, classroom teachers can disrupt inequity among students. The Peace and Justice Institute (PJI) at Valencia College has worked with approximately 140 educators through the week-long PJI Teachers Academy over the past three years. This workshop explores the basis of the PJI philosophy, the Principles for How We Treat Each Other: Our Practice of Respect and Community Building (PJI Principles), and discusses social justice practices and norms that research indicates support equity and inclusion in the classroom. This workshop will begin with a brief introduction to the Peace and Justice Institute and the presenter backgrounds. Research has indicated that the practice of reading the PJI Principles aloud, discussing them with members of the community, and focusing on application impacts the way we communicate with each other in our personal and professional spaces. In this session participants will read the PJI Principles aloud, hearing the voices of their online community as they discuss the implications of a standard set of norms. Following the initial reading, the presenters will dive deeper into three of the principles, working with participants to explore practical applications of the PJI Principles. With the understanding that social change towards equity and justice can begin with teachers and their classrooms, this workshop will conclude with research regarding personal and professional change related to the PJI Principles. This presentation is open to all participants.
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Adam Assim, Mohamad Ibrani Shahrimin Bin, and Mohamad Maulana Bin Magiman. "Sociocultural Imperatives of Collaborative Interactions among Malaysian Indigenous and Non-Indigenous Children in an Educational Environment." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.16-1.

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This paper seeks to describe the vital traits of sociocultural artifacts within collaborative social interactive patterns exhibited by indigenous and non-indigenous children in a computer environment. The case investigative method was used in one pre-primary centre in metropolitan Perth, Western Australia, to examine the patterns of collaboration among young children whilst working with computers. To assess the children’s current social skills and computer competence, and their general social interaction with peers, the researcher interviewed the children and their teacher through a semi-structured interview, to guide the discussion. Both observational comments, descriptions and data analyses were presented with anecdotes. 243 interactions were identified and classified into 16 interaction patterns. The frequency of occurrence of identified interactions was analysed in the form of descriptive statistics. Factors facilitating the collaborative interaction of children whilst engaged in computer activities were found to be related to the sociological imperatives of the immediate contexts of the social interactions involved. Associated with the main findings were three major variables: (1) The classroom teacher variable (philosophy and educational beliefs, task-structure and computer management); (2) the software variable (sociocultural appropriateness, developmentally appropriateness, content, design, and programmed task-structure); and (3) the child variable (computer competency and attitude towards computer, social goals, social skills, and personal relationship with collaborators). By identifying the imperatives of sociocultural traits of collaborative social interactions of children, and factors that may facilitate or inhibit these interactions, sociologists, social anthropologists, educationists, linguists, and early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive sociocultural-appropriate prosocial interaction among indigenous and non-indigenous children whilst engaged at the computer.
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Chiou, Richard Y., Radian Belu, and Tzu-Liang (Bill) Tseng. "Infusion of Green Energy Manufacturing Into Engineering and Technology Curricula." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65637.

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This paper discusses a joint educational effort that incorporates sustainability in engineering and technology curricula at Drexel University (DU) and University of Texas at El Paso (UTEP). A critical component of a national “green industries/green jobs” effort is to motivate our citizenry to become proficient in STEM and associated manufacturing fields and societies, thus ensuring we have a 21st century workforce. Sustainable engineering is about design that recognizes the constraints applied by natural resources and the environmental system. The needs for engineering students and practicing engineers to understand sustainability concepts and concerns have been noted by many educators, scientists or engineers, and it is the philosophy of the authors that all engineering students need to become versed in sustainability ideas. This paper describes key factors in enhancing the ability of future engineering graduates to better contribute to a more sustainable future, preserving natural resources and advancing technological and societal development. Two approaches are used to incorporate sustainability into the undergraduate engineering and technology curricula that can be adopted or adapted by science and engineering faculty for this purpose. The two approaches described in the paper include: (1) redesigning existing courses through development of new materials that meet the objectives of the original courses and (2) developing upper division elective courses that address specific topics related to sustainability, such as green manufacturing, clean energy, and life-cycle assessment. The efforts presented in the paper also include an increase in social responsibility, development of innovative thinking skills, better understanding of sustainability issues, and increasing students’ interests in the engineering and technology programs. Projects, included in the senior courses or in the senior design project course sequence have been also part of them.
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Belu, Radian, Richard Chiou, and Tzu-Liang (Bill) Tseng. "Sustainable and Renewable Energy Undergraduate Research." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38362.

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Energy is a continuous driving force for the social and technological prospective developments and a vital and essential ingredient for all human transactions. The world is facing an energy “crisis”, due to limited fossil fuel resources, growing energy demand and population. All these facts led to and increased interests in renewable energy sources and green manufacturing. Equipping engineering students with the skills and knowledge required to be successful global engineers in the 21st century is one of the primary objectives of academic educators. Enabling students to practice self-directed learning, find design solutions that are sustainable, and helping them recognize that they are part of a global community are just of few of our educational goals. Project-based learning provides the contextual environment making learning exciting and relevant, providing opportunities to explore technical problems from systems-level perspectives, with an appreciation for the inter-connectedness of science principles. The quest for knowledge is the driving force behind education no matter what field is being studied. This means a lot of reading from textbooks, completion of assignments, exams, lectures but quite little of this work involves original research. Active research experience is one of the most effective ways to attract and retain talented undergraduates in science and engineering. At our institutions, we are regularly modifying curriculum content to embrace sustainability and green energy concepts in learning outcomes. However this crosses over between a numbers of multi-disciplinary, multidimensional study areas that include philosophy and ethics. Consequently a major challenge for us is to encourage engineering students whose primary focus is purely technical to include sustainability and renewable energy topics in their designs. To join into this effort of equipping the future engineers and technologists with renewable energy background, we developed a set of project-based courses related to these topics and include them also in our senior project design course sequence. The main objectives of these curricula changes are to provide students with theoretical and practical knowledge reinforced by hands-on experience. These projects are also good examples of multi-disciplinary cooperation of different engineering disciplines as well as providing valuable hands-on and research experience. This paper presents the changes in the course structure, sample of projects, student survey of the course, as well as plans and expectations for future success. We are also discussing here the project team structure, plan and management, component selection, system simulation, and experimental result.
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Fauzi, Restu, and Dyah Kumalasari. "Education of National Characters Based on Local Cultural Values in History Learning Through Traditional Philosophy of Minangkabau." In Proceedings of the 2nd International Conference on Social Science and Character Educations (ICoSSCE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.012.

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