Relevant bibliographies by topics / Student and professional designer

Contents

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

Academic literature on the topic 'Student and professional designer'

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

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Journal articles on the topic "Student and professional designer"

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Ульянова, Nataliya Ulyanova, and Романова. "Development of students-designers’ professional competence." Socio-Humanitarian Research and Technology 2, no. 1 (2013): 0. http://dx.doi.org/10.12737/287.

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Design has become today a fashionable profession as a lineage of creative persons made it attractive, showed possibilities of designers in the life organization and cultural development. The graphic art knowledge can promote not only to cultural space understanding, but also introduction of methods of figurative modeling, planning and rationalization in the sphere of graphic designer profession activity.
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Diachenko, Alla, Oksana Pasko, Bohdan Cherniavskyi, Olena Chrnieha, and Oleksandra Kyrylova. "Current trends of professional training of ethnodesign specialists in artistic HEIs." LAPLAGE EM REVISTA 7, Extra-C (2021): 327–38. http://dx.doi.org/10.24115/s2446-622020217extra-c1017p.327-338.

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The purpose of this study: analysis of the essential characteristics of ethnic design to formulate a holistic concept of assessing the practical aspects of professional training in ethno-design and the formation of proposals for improving the design of education in art HEIs. Research methods: analysis of scientific literature, content analysis, comparative analysis, sociological survey, system analysis and synthesis, generalization and abstraction. The main competencies of the portrait of a student-ethno-designer are determined, which characterize his ability to analyze the issues of philosophy and history of ethnos, ethnoculture, applied art, based on which to form the worldview of an ethnodesigner and ethnic identification. It is proved that the Ukrainian education system is not ready for high-quality training of ethno-designers, as the relevant direction of cultural and educational policy is not provided at the state level, which indicates the lack of ethno-design training courses in art HEIs.
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Palmer, Stuart R. "Student Responses to Activities Designed to Develop Generic Professional Skills." Journal of Professional Issues in Engineering Education and Practice 126, no. 4 (2000): 180–85. http://dx.doi.org/10.1061/(asce)1052-3928(2000)126:4(180).

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Papworth, Lee. "Intensive Student Support Coordination." Journal of the Australian and New Zealand Student Services Association 28, no. 2 (October) (2020): 102–7. http://dx.doi.org/10.30688/janzssa.2020.09.

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This pilot project funded by the Student Services and Amenities Fee tested an approach for coordinated support to students with complex, multiple social, health, academic and behavioural needs. Strategies have been designed for effective student participation and access to appropriate services. It was concluded that when working in partnership with students, wraparound support from academic and professional staff increases positive student experiences and outcomes.
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Kumalasari, Latifah Diah, and Ajib Susanto. "Recommendation System of Information Technology Jobs using Collaborative Filtering Method Based on LinkedIn Skills Endorsement." SISFORMA 6, no. 2 (2020): 63. http://dx.doi.org/10.24167/sisforma.v6i2.2240.

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Students who are graduated from Informatics Engineering have wide employment opportunities in the information technology work field, such as database administrator, data scientist, UI designer, IT project manager, network engineer, system analyst, software engineer and UX designer. Each job in Information Technology field has different skill requirement for the interest of work field. Therefore, IT skill classification is needed to find out the suitable career recommendation for Informatics Engineering students. Data from IT professionals which are obtained from LinkedIn account of IT professionals will be processed as reference for students. Data are processed using K-Means Clustering algorithm to find out how is feasible IT professionals data are used as a reference. Then, Collaborative Filtering method by the K-NN algorithm is used to determine classification based on the proximity between student skills and information technology job field. The output is recommendation of information technology job field which are generated from calculate of IT student skills. Result has been tested by testing one of user that has been labeled software engineer produce a recommendation output as a software engineer.
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Ford, Linda. "Executive Perspectives." Leading Edge 39, no. 8 (2020): 540. http://dx.doi.org/10.1190/tle39080540.1.

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SEG's student programs are designed to encourage students to pursue careers in applied geophysics, provide them with hands-on experience using geophysical technologies, develop leadership potential, and expose them to a wide array of career opportunities. Our programs seek to connect students to a professional network beyond their universities and to engage them on regional and global levels, encouraging them to transition into professional members after graduation. Student engagement is a strategic function of a professional society. Our vision for SEG student programs is to provide opportunities that engage students in experiences and training that help make them resilient and ready for a career in the wider world of applied geophysics. Critical funding from the SEG Foundation, totaling more than US$750,000 annually, supports student programs as an investment in SEG's future.
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Portnova, T. V. "CONTENTS AND MAIN PRINCIPLES OF THE PROGRAM "MODERN SPATIAL AND PLASTIC ART" IN PROFESSIONAL EDUCATION OF THE STUDENT-DESIGNER." Journal of scientific articles Health and Education millennium 19, no. 11 (2017): 291–96. http://dx.doi.org/10.26787/nydha-2226-7425-2017-19-11-291-296.

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Naseman, Ryan, and Robert J. Weber. "Making the Most of a Professional Meeting." Hospital Pharmacy 48, no. 7 (2013): 603–6. http://dx.doi.org/10.1310/hpj4807-603.

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The Director's Forum series is designed to guide pharmacy leaders in establishing patient-centered services in hospitals and health systems. During the early winter months, pharmacists will converge upon a major city and participate in the Midyear Clinical Meeting (“Midyear”) of the American Society of Health-System Pharmacists. This meeting involves almost 21,000 students, residents, and new and seasoned professionals catching up with colleagues and classmates, networking for better practice solutions, and presenting their organization's successes. In this era of fiscal restraint, many hospitals are reducing travel expenses and limiting the participation of their staff in professional meetings. In the past, professional meetings may have been seen as a boondoggle, but they can benefit individuals at all stages of their career (student, mid-level, and late careers). Students can make vital career decisions through information received at professional meetings, mid-level career individuals will gain valuable ideas for practice model enhancement, and late career individuals can provide mentoring for younger and mid-level career professionals. If properly managed, attendance at a professional meeting can have very positive benefits on the career growth of pharmacy staff and help in the pharmacy department's development of effective patient-centered services.
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Feekery, Angela Joy, Katherine Chisholm, Carla Jeffrey, and Fiona Diesch. "Enhancing students’ professional information literacy." Journal of Information Literacy 15, no. 2 (2021): 150. http://dx.doi.org/10.11645/15.2.2856.

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Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.
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Chatterjee, Avik, Thomas N. Rusher, Julia Nugent, et al. "Making an IMPACT: The Story of a Medical Student-Designed, Peer-Led Healthy Eating and Physical Activity Curriculum." Journal of Biomedical Education 2015 (August 5, 2015): 1–5. http://dx.doi.org/10.1155/2015/358021.

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Despite the importance of healthful dietary choices in combating the childhood obesity epidemic, neither primary and secondary schools nor medical schools provide adequate nutrition education. In 2005, two medical students at the University of North Carolina started the Improving Meals and Physical Activity in Children and Teens (IMPACT) program, which utilized a peer-educator model to engage medical students and high school students in teaching 4th graders about healthy eating and physical activity. Over the years, medical student leaders of IMPACT continued the program, orienting the curriculum around the 5-2-1-0 Let’s Go campaign, aligning the IMPACT curriculum with North Carolina state curricular objectives for 4th graders and engaging and training teams of health professional students to deliver the program. The IMPACT project demonstrates how medical and other health professional students can successfully promote nutrition and physical activity education for themselves and for children through community-based initiatives. Ongoing efforts are aimed at increasing family participation in the curriculum to maximize changes in eating and physical activity of IMPACT participants and ensuring sustainability of the organization by engaging health professional student participants in continuing to improve the program.
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Dissertations / Theses on the topic "Student and professional designer"

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Abdullah, Zaleha. "Collision of two communities : developing higher education student teachers' creativity in design through a social networking collaboration with professional designers." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12238/.

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This study examines the activity of an online community in developing design creativity. This involved undergraduate Malaysian university students and their tutor from the School of Education, and professional designers in a private online community using the social network site - Facebook - to improve interface design (websites or interactive courseware). Two research processes adapted from different communities - the creative industries and the higher education communities - were applied in the collaboration. Each community embraces distinctive methods, objectives, instruments, rules and roles in producing design. Contradictions and tensions resulting from incorporating these two communities were analysed. In addition, the effect of social interactions on students’ performance, awareness, and perspectives were also investigated. A qualitative approach was utilized and data consisted of online semi-structured questionnaires, face-to-face interviews, field documentation on Facebook, and Facebook chat. The process of analysis is divided into two parts: initial analysis and substantive analysis of four case studies. Thematic (Braun and Clarke, 2006) and comprehensive data treatment (Silverman, 2010) approaches were used to analyse the initial data. Activity systems analysis (Engeström, 1999) was employed in the substantive analysis to explore the contradictions within the collaboration. The results indicate that contradictions occurred due to the new practice introduced by the community of practitioners (the designers). The collision of new practice positioned students in a disequilibrium stage but managed to also improve students’ design outcomes and promote awareness of the importance of producing purposeful design. However it also revealed the importance of both cognitive and emotional support during the process as the harsh nature of the feedback from designers could potentially hinder creativity. The findings of this study contribute to our understanding that the social-cultural process of creativity can be nurtured within higher education through the use of social network sites such as Facebook. It concludes that more research exploring online social interactions between a learning community and a community of practitioners is required in order to better understand the benefits it has to offer for creativity development.
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Sun, Ying. "Generating implications for design in practice: How different stimuli are retrieved and transformed to generate ideas." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33981.

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Design idea generation is a significant part of a designer’s work and most frequently associated with creative problem solving. However, an outstanding challenge in design is translating empirical findings into ideas or knowledge that inform design, also known as generating implications for design. Though great efforts have been made to bridge this gap, there is still no overall consensus on how best to incorporate fieldwork data into the design idea generation process. The generation of design ideas is a process that is rooted in individual knowledge and is often considered a precedent-based type of reasoning, where knowledge is continuously transformed to produce new knowledge and this creative leap across the divide is very difficult. And it is believed that designers could potentially benefit from external stimuli that would provide a starting point or trigger and make the ideas generation more efficient. Most researchers have examined when and what type of stimuli designers used to support design idea generation. Nevertheless, it is still not clear how the different types of stimuli are retrieved and transformed during idea generation phases, and the knowledge transformation during this phases need to be clarified. In order to resolve this issue I conduct an open-ended semi-structured qualitative interview to learn about student and professional designers’ knowledge on how they select stimuli and transform it into design ideas, then compare with professor’s opinions. The interview would be conducted in terms of one-on-one face to face or online interview depending on the availability and accessibility of the interview respondents which would be audio recorded. Knowing more about how different designers, especially professional designers, to retrieve and transform preferred stimuli into ideas, and the design thinking involved in the process, is a significant step towards investigating the influence of stimuli during idea generation. Ultimately, I intend to build a general mechanism for designers to conduct an appropriate selection of functionally useful stimuli to transfer empirical findings to knowledge that inform design. The results try to help professional designers get more scientific structure, give student designers Visual Knowledge Media more practical guidance, but also help design education refine design idea generation methods and improve resulting techniques to discover a dynamic balance among theory and practice.
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Patterson, Liliann. "Influencer| The principal's role in promoting a professional development environment that increases and sustains student achievement." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599228.

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<p> This study explored the relation between two elementary school principals' behaviors and the professional development provided to educators in two schools undergoing pedagogical and cultural changes designed to increase student achievement. The researcher observed the schools' dynamics regarding professional development and any other professional and pedagogical discourse done for the purpose of collaborating and developing a structure in which data analysis, lesson planning and design, and other types of professional development are practiced. A qualitative method was used for this study and was based on a simple descriptive study using a multisite case study. Daniels (2009) conducted a research study on three schools in one school district. This study was an attempt to embody a similar study in two elementary schools (a K&ndash;3 school and a 4&ndash;8 school) in one district, though a different district from Daniels's study. The population in this study consisted of educators from two school sites located in a small, rural, and agricultural community that serve students in Grades K&ndash;8. The data collection demonstrated it is crucial to have a strong and competent principal who promotes and supports the change process in an effective and systematic manner. Additional results indicated that the use of strategic professional development fosters collegial teamwork whereby educators share their knowledge and guarantee continuous structural improvement that leads to increased student achievement.</p>
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Fields, Justin R. "Implementing the Transforming School Counseling Initiative into practice the experience of TSCI-trained professional school counselors /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1196284456.

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Tanner, Marilee Rose. "What is the Impact of a New Initiative Designed to Stimulate Culturally Responsive Practices in a High Performing Suburban School?" Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563831319342741.

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Bowers, Jonathan Robert. "Supporting Teacher and Student Competency with Scientific Practices Through Lesson Study." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1558446612124409.

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Strohmyer, Daniel. "Student Perceptions of Flipped Learning in a High School Math Classroom." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2178.

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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students' perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students' ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners.
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Marshall-Stuart, Debra-Dreana. "Blended Learning as an Instructional Strategy to Improve Academic Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5501.

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Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and performance in a blended learning environment. Data collection involved semistructured interviews with 6 teachers from the study site. Lean coding analysis yielded 4 themes: student engagement, student success, pedagogical and technological challenges, and teacher professional development. Findings were used to create a teacher professional development program for local stakeholders with an emphasis on pedagogical best practices and processes for creating and sustaining an effective blended learning environment. Findings may be used to improve student engagement and academic success at the study site.
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Slapak-Barski, Judith. "Faculty and Student Perceptions of Teaching Presence in Distance Education Courses: A Mixed Methods Examination." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/120.

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This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore’s transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students and instructors. In Moore’s TD theory, as the amount of dialogue increases, TD decreases. Establishing TP in online education can minimize the isolation effect and reduce TD in many ways. The purpose of this study was to describe and compare student and faculty perceptions of TP in synchronous and asynchronous distance education courses at the college or university level. A mixed-method methodology was employed using a scale measuring TP for the quantitative strand and student and faculty focus groups for the qualitative strand.
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Sharick, Sara. "Case Study on How High School Teachers Incorporate Technology in the Classroom to Meet 21st Century Student Learning Needs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2887.

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Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and acceptance of technology in the classroom and how teachers incorporate technology to meet the 21st century learning skills requirements. This qualitative case study used Bandura's social cognitive theory and the Partnership for 21st Century Learning Framework. The purposeful sample included 6 participants teaching in Grades 9-12. Data were gathered using a selection survey, interviews, and course documents. The data analysis included the organization of participant responses and development of 6 primary themes. The results indicated that a high level of technology self-efficacy drove these teachers' integration of technology into student-centered activities that built 21st century learning skills. The results also showed a lack of effective professional development provided to teachers that focused on incorporating technology into the curriculum. These findings are significant for educators to understand how to meet the learning needs of their students. Implications for positive change include providing educators with knowledge and understanding of the importance to design professional development opportunities for teachers that not only teach how to use the technologies available to them but to also teach how to effectively incorporate that technology into the learning process.
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Books on the topic "Student and professional designer"

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1976-, Phillips Bryan, and Rehmani Asif, eds. Professional Microsoft SharePoint designer 2007. Wiley Pub., 2008.

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Windischman, Woody. Professional Microsoft Office SharePoint Designer 2007. John Wiley & Sons, Ltd., 2009.

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Melby, Pete. Simplified irrigation design: Professional designer and installer version. 2nd ed. Van Nostrand Reinhold, 1995.

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Davis, Bonnie K. Phlebotomy: From student to professional. 3rd ed. Delmar Cengage Learning, 2011.

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Ryzhikov, Sergey. Course work in professional educational institutions SPO. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967870.

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In the educational-methodical manual describes the technology of coursework, practical recommendations for their design and protection.&#x0D; Meets the requirements of Federal state educational standards of secondary professional education of the last generation. &#x0D; Aimed at students and teachers of professional educational organizations. Designed for institutions of secondary professional education, conducting training for UGS 38.02.00 "Economics and management": 38.02.01 specialties "Economics and accounting (on branches)", 38.02.02 "Insurance business (on branches)", 38.02.03 "Operating activities in logistics", 38.02.04 "Commerce (on branches)", 38.02.06 "Finance", 38.02.07 "Banking"; by UGS 43.02.00 "Service and tourism": 43.02.10 specialties "Tourism", 43.02.11 "Hotel service"; by UGS 46.02.00 "History and archaeology": 46.02.01 a speciality "Documentary maintenance of management and archival studies".
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A, Kottler Jeffrey, ed. The emerging professional counselor: Student dreams to professional realities. 2nd ed. American Counseling Association, 2005.

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Hazler, Richard J. The emerging professional counselor: Student dreams to professional realities. American Counseling Association, 1994.

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Fifty professional scenes for student actors. Meriwether Pub., 1997.

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Quinn, Eimear Mary. Professional vocational education: The student perspective. The Author], 1997.

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Abrandt, Dahlgren Madeleine, Dahlgren Lars Owe 1946-, Petocz Peter, and SpringerLink (Online service), eds. From Expert Student to Novice Professional. Springer Science+Business Media B.V., 2011.

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Book chapters on the topic "Student and professional designer"

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Hooton, Nur Kurtoglu. "The Design of Post-Observation Feedback and Its Impact on Student Teachers." In Professional Encounters in TESOL. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230594173_2.

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Anto, Arkato Gendole, and Fer Coenders. "Teacher Learning in Collaborative Professional Development: Changes in Teacher and Student Practices." In Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20062-6_13.

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Ambrose, James. "The Professional Designer." In Teacher’s Manual for Building Construction and Design. Springer US, 1992. http://dx.doi.org/10.1007/978-1-4615-3526-3_5.

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De Costa, Peter I. "Designer Student Immigration and the Designer Student Immigrant Complex at Oak." In The Power of Identity and Ideology in Language Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30211-9_5.

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Wragg, Nicole, and Carolyn Barnes. "Group Work and the Externally-Oriented Capstone." In Collaboration and Student Engagement in Design Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch014.

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Professional learning, where students gain skills and attributes relevant to their future work, is currently emphasised in tertiary education. Group work is promoted here for preparing students to work with clients and colleagues. We report on two capstone projects undertaken for external clients by teams of design students. In discussing the curricula and pedagogy of professional design education, the chapter addresses the value of group projects in developing graduates' work-readiness and insight into professional practice. Variances in approach, knowledge and perspective between colleagues, combined with differing needs and expectations across the designer-client-end-user divide, make goal setting and project resolution challenging in design. Project work approached from an expanded sense of the group and which delivers implementable proposals for clients provides graduating students with authentic learning around the demands of practice, stressing collaborative problem-solving based on knowledge of the design context and the wider relational systems surrounding industry practice.
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McCartney, Melissa L., and Holly A. Rick. "The Adult Student/Consumer Model." In Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6762-3.ch015.

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In past generations, a bachelor's degree or professional training was enough to prove that an individual was qualified for a job. However, in today's workforce, professionals are continually enhancing their skills through alternate credentials. Adult student/consumers seek alternatives to traditional degrees. This chapter explores the history of adult learners and the economic environments that have shaped their purchasing decisions for continuing education and adult learners' appetites for academic micro-credentials.
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Thompson, James. "Identity Transformation through Collaboration." In Collaboration and Student Engagement in Design Education. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0726-0.ch015.

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Presenting narratives of three recent graduates of a U.S. Master of Architecture program, this study employs an interpretative-narrative approach to access and evoke the role that collaboration plays in the process of ‘becoming a design professional'. Whereas ontological learning has been recognized as fundamental to life-long learning and development, research has yet to explore themes of self-authorship in relation to collaborative design experiences. In representing authentic voices of learners, the research presented in this chapter contributes to a deeper understanding of the ways in which aspiring design professionals make sense of their transformation from academic to professional selves. This will ultimately inform how design educators value and structure team-based design projects by providing a more holistic understanding of the role such projects might play in shaping individuals' identities.
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Zygouris-Coe, Vassiliki I. "Promoting Collaborative Learning in Online Teacher Education." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch065.

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Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.
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Covington, Azure C., Ayana Allen, and Chance W. Lewis. "Culturally Sustaining Pedagogy and Hip-Hop Based Education." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch049.

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Culturally sustaining pedagogy (CSP) (Paris &amp; Alim, 2014) presents a new lens by which culturally relevant pedagogy can evolve with the ever-evolving youth culture of today. The evolution of hip-hop culture serves as an example of CSP that can be used to increase student engagement and academic achievement through the use of hip-hop based education (HHBE). However, current HHBE research fails to address the professional development needs of those who do not identify with hip-hop culture but want to implement hip-hop pedagogy into their instructional practice. This chapter presents a professional development design for hip-hop based education that is to serve as the beginning of teacher knowledge construction in frameworks of CSP for increased student engagement and academic achievement.
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

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Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the time Derek Bok—as well disposed to the Kennedy School as Conant was to Education and Pusey to Divinity—became president in 1971, this new boy on the Harvard professional school block was well situated to capitalize on his good favor. The Graduate School of Arts and Sciences remained, as in the past, rich in renown, poor in fund-raising and administrative autonomy. Between 1952 and 1962, fewer than 5 percent of GSAS alumni donated a total of about $60,000; during the early sixties giving went down to $3,000 a year. Its dean had little or no budgetary or curricular control; its faculty, curriculum, and student admissions were in the hands of the departments. In 1954 Overseer/Judge Charles Wyzanski grandly proposed that admissions to the Graduate School be sharply cut back. The reduction, he thought, would free up the faculty for more creative thought, improve undergraduate education, and upgrade the level of the graduate student body. But the post–Korean War expansion of American higher education led to boom years for the Graduate School. In 1961, 190 male and 60 female Woodrow Wilson Foundation Fellows, more than a quarter of the national total, chose to go to Harvard or Radcliffe; 80 of 172 National Science Foundation grantees wanted to go to Harvard. A 1969 rating of the nation’s graduate programs gave Harvard Chemistry a perfect 5, Mathematics 4.9, Physics, Biochemistry, Molecular Biology, History, and Classics 4.8, Art History and Sociology 4.7, English and Spanish 4.6, Philosophy and Government 4.5. Impressive enough, all in all, to sustain the faculty’s elevated impression of itself. But in the late sixties the Graduate School bubble deflated. Government aid, foundation fellowships, and college jobs declined; student disaffection grew.
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Conference papers on the topic "Student and professional designer"

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Leong, Alan, and Robert P. Smith. "An Observational Study of Design Team Process: A Comparison of Student and Professional Engineers." In ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/dtm-3892.

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Abstract Fifteen groups composed of engineering students and professionals were videotaped while performing a simulated design task. Using interaction analysis, it was found that professional teams were more likely to engage in management activities, outline an overall design philosophy, and not overlook detailed specifications. Professional teams also adhered tentatively to the early design artifacts; early design attempts were viewed as experiments for acquiring more information about the design space. Student teams were much more likely to engage in a generate and test pattern throughout their design process, making incremental improvements to their current artifact. Although the number of groups was small, these patterns were strong and the differences were statistically significant. It is suggested that these differences are useful for guiding how engineers are educated and for understanding whether students should be used as experimental subjects in engineering design research.
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Choate, Rober, and Kevin Schmaltz. "Improving Student Design Skills Through Successive Design and Build Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14734.

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Mechanical Engineering students at Western Kentucky University (WKU) are given instruction and must demonstrate their abilities to execute design projects during each of their four years of study. The features and goals of these projects are governed by a Professional Plan, which assures that graduates of the program have experienced key areas of the engineering profession and shown the ability to perform in an acceptable professional manner. The Engineering Design component of the Professional Plan is the focal point of the professional experiences. For students to be able to execute a structured approach to solving problems with an appreciation for the art of engineering, they must experience meaningful projects that expand and challenge their capabilities. WKU ME freshmen individually create physical devices with little engineering science, developing a sense of the manufacturing skills required for realistic designs. Sophomore students execute a team design project with more technical expectations, and also individually complete a design and build project that continues from their freshman project. As juniors, the team design experience is extended to an external audience with greater technical rigor, and additionally student teams implement the ASME Student Design Competition (ASME SDC) as their design and build project. The goal is for seniors to be prepared to implement an industry-based design and build project subject to realistic constraints and customer needs. The implementation of the Engineering Design Component has evolved over the past four years guided by ongoing assessment of both course outcomes and program outcomes, internal and external evaluations of the design project outcomes, and the maturing status of the program facilities and curriculum. One strength of the Professional Plan framework is the ability to build upon previous coursework, assess student progress, and adjust course activities based on prior assessment results to assure that graduates are capable of practicing as engineers. This paper will detail a sustainable model for implementing the design process across the curriculum, with the basis for selecting projects, managing the efforts of student teams, and providing effective feedback. In addition to the engineering design component, the use of professional communications and professional tools are also structured within the design projects.
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Choate, Robert, and Kevin Schmaltz. "The ASME Student Design Contest as a Transitional Design Experience." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81337.

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Teams of Mechanical Engineering students at Western Kentucky University (WKU) participate in the ASME Student Design Contest (SDC) as a component of a Junior Design course. The required course activities include a design review, a mock contest at WKU, and project documentation. Students are also given the option of attending the Regional Conference SDC. Over the past two years, every team has participated at the Regional SDC, with 19 of 27 students attending. Both the 2004 and 2005 WKU teams won the regional competition. The Junior Design course uses the SDC as an intermediate component of a Professional Plan developed and implemented by the WKU ME faculty to assure that program graduates have experienced key areas of the engineering profession and demonstrated the ability to perform in a professional manner. The Professional Component consists of Engineering Design, Professional Communications, Professional Tools, and Ethics. Students receive instruction and practice in all four areas at least once per academic year. With the Engineering Design sequence, freshmen individually build an artifact, sophomores function in design teams, and juniors extend the design experience to an external audience. Technical rigor and faculty expectations obviously rise at each level. The goal is for seniors to be prepared to implement an industry-based project subject to realistic constraints and customer needs. As one of the two design projects in the Junior Design course, the SDC provides a structured design experience with an external flavor. Student teams must demonstrate both problem solving under constraints as well as creativity. To reinforce the economic aspects of design, teams are given a budget, and must fund over expenditures themselves. In addition to the design component of the SDC, the project also includes Professional Communications in the form of design reviews and design notebooks, and Professional Tools such as software for communication, CAD and analytical calculations. The 2005 class has been effective producing rapid prototype components of their designs from CAD models. The Junior Design implementation of the SDC has evolved over the past three years guided by ongoing assessment of both the course and the Professional Component program outcomes. The milestones and associated requirements in the ASME SDC project provides a definitive set of deliverables throughout the progression of the semester long experience. Individual and team performance can be monitored and evaluated with timely feedback, and course outcomes map well into program level assessment. This is a strength of the Professional Component framework that allows for building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that graduating ME students are capable of practicing as engineers.
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Schmaltz, Kevin, Christopher Moore, and Joel Lenoir. "Professional Tools Instruction Within an Overall ME Design Curriculum." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11150.

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The Mechanical Engineering faculty at Western Kentucky University have developed and implemented a Professional Plan to assure that graduates of the program have experienced key areas of the engineering profession and demonstrated their abilities to perform in a professional manner. The Professional Components within the plan include Engineering Design, Professional Communications, Professional Tools and Engineering Ethics; students receive instruction in at least one course per academic year and are expected to develop within each component. This paper will detail the Professional Tools component, which provides students with computational design tools and prototype realization skills supporting the Engineering Design demands placed on them. Computational tools include software for traditional communication and data processing, solid modeling and analysis, engineering computation and project management. Prototype realization skills encompass the typical metal machining operations necessary to create a functioning reciprocating air-powered engine and activities required for electro-mechanical device construction and testing. Higher level prototyping skills, such as rapid prototyping and CNC machining, are presented to students who can choose to become proficient with these activities or can engage other trained students to assist with their design project needs. The foundation of the four-year Professional Plan is centered on engineering design and problem solving. By exposing freshmen to hands-on projects, sophomores to design-analyze-and-build internal projects, and juniors to team-based prototype realization and external projects, a meaningful senior capstone design sequence involving external customers can validate and refine professional competencies of graduates, rather than introducing students to project activities. Professional tools instruction is interwoven with the other Professional Component instruction. While prototyping training is structured to provide a safe and efficient environment for the students at all times, computational tools are sometimes introduced as required for a project, and at other times well before needed for projects. Refinement to the Professional Plan has been guided by ongoing assessment, which is performed at course level at the end of a semester, and through program outcome assessment reviewed on an annual basis. The paper will detail the Western Kentucky University Professional Tools component of the overall Professional Plan, which provides a framework developing necessary student competencies, building upon previous coursework, assessing student progress, and adjusting course coverage based on prior assessments to assure that departing graduates will be capable of immediately contribute in their professional careers.
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Tan, Grace, and Anne Therese Venables. "Impact of a cross-institutional assessment designed to shape future IT professionals." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2169.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] IT graduates need a suite of technical competencies and soft skills married with an understanding of the social and business contexts of the systems that they build. To instill in students an awareness of current IT industry practice coupled with the broader impact of their discipline in society, academics from Xxxx University and Yyyy University initiated an across-institutional collaboration. The initiative resulted in a common formative assessment task undertaken by teams of students enrolled in each institution’s professional development units. An initial survey of students was undertaken prior to the assessment task. The survey queried students’ perceptions of a broad range of professional attitudes and skill sets needed by IT professionals when compared to non-skilled workers. Upon the completion of the assessment task, students were surveyed again. This paper reports on the surveys’ results noting changes in student perceptions of the importance of personal skills, technical competencies, professional and team working skills, workplace knowledge, and cultural awareness for their future professional lives.
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Thom, Jacob, Bridger Armstrong, Robin Chow, et al. "Design and Fabrication of a Formula SAE Undertray." In SAE Student/Young Professional Technical Paper Competition. SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2596.

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Vemula, Sai Deepika, B. Suman Naidu, Bassetti Chandrasheker, Krishna Mylapalli, Prithviraj Mondal, and Lasheer Shareef Md. "Topology Optimized Design Methodology to Suit Additive Manufacturing Process." In SAE Student/Young Professional Technical Paper Competition. SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2597.

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Anselma, Pier Giuseppe, and Giovanni Belingardi. "Next Generation HEV Powertrain Design Tools: Roadmap and Challenges." In SAE Student/Young Professional Technical Paper Competition. SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2602.

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Westmoreland, Sophoria N., and Linda C. Schmidt. "Revealing Insights From Professional Design Documentation." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35644.

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In this work, the researchers explore how a professional engineering designer documents thoughts during the design process. This research will increase understanding of design thinking, improve the effectiveness of the design profession, and create tools for design education. Analyzing professional design behavior is traditionally done using timed design activities that are audio and video recorded to collect design data. The methodology used here is to analyze a set of handwritten design journals used for one long-term project. A comprehensive cognitive coding scheme is applied that has been verified by applying it to the data set and refined through iteration. The coding scheme has also been validated by producing comparative results to similar design studies found in the literature such as Atman, Suwa, and Jain. The results found that the professional was very detailed, spent a considerable amount of time on project management and that students are recording in the design journal for different reasons and at different times during the design process than the professional.
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Lumkes, John H. "The Integration of Student Design Competitions and Academic Curricula." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15127.

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This paper discusses various aspects and models of how student design competitions can be integrated into a typical undergraduate curriculum. University models range from no involvement—where the professional society chapter or even a separate group of students operate autonomously—to models where the competition activities are intimately integrated with the capstone senior design requirements. Each model exhibits different strengths and weakness, these being examined in terms of student experiences and feedback, ABET criteria, benefits to the university, and cost to the university. A case study demonstrates the potential for integration and the perspectives of students, advisors, and organizers are considered.
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Reports on the topic "Student and professional designer"

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Morris, Kristen Deanne. Exploring Designer�s Perceptions of Professional Facilitation in a User-Centered Design Scenario. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.9550.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Manikowske, Linda, Nancy Lyons, Melody LeHew, and Shubhapriya Bennur. Does an Online Professional Master's Program Meet Student Expectations? Iowa State University, Digital Repository, 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-83.

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Noon, Virginia M., and Vera Bruce Ashley. Industry Connections: Linking Design Professionals to Fashion Students Using Real Time Technology. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-771.

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Barton, Hope, Carlette Washington-Hoagland, Dottie Persson, et al. Phase II University of Iowa Libraries Graduate and Professional Student Study. University of Iowa, 1999. http://dx.doi.org/10.17077/3ziu-kve4.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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