Section 5: Trends and Issues in Various Settings

1. Rapid phototyping

Figure 2: Functional business card holder

Use: This functional business card holder was built as part of a ME 415W rapid prototyping assignment.

Dimensions: 5.5" x 4" by 2.5"

Approximate Build Time: 8 hours

Build Orientation: Bottom down, as shown

RP Machine: LOM 1015

CAD Software: Unknown

Notes:
The base of this object is solid, which made post-processing easier. If this part were to be built on the Genisys, the base should be hollowed out (performed in the CAD program) to minimize warpage.

This model was finished with several coats of polyurethane.

The business card holder pictured above is an example of rapid prototyping. Rapid prototyping is a method of electronically producing a model using special electronic machinery and materials to produce a replica of a proposed product. Rapid prototyping ensures product quality by enabling formative evaluation throughout the production process.

Using rapid prototyping in education
Rapid prototyping would be a very effective method for instruction in a math or science class. This process would allow students to produce a model of a geometric design or a science project and see the finished product. The students could evaluate the model throughout its phases of creation and determine if changes should be made in specific parts of the model. Students would have the opportunity to make necessary changes in progress rather than after the model is completed. This process would be an effective way for students to use analytical thinking and problem solving.

From a broader perspective, educators could use rapid prototyping to test curriculum programs such as C-Scope. They could produce a model, and test the model before they “sold” it to school districts. They could select a pilot school to test the program and offer feedback on the strengths and weaknesses of C-Scope. This would provide an opportunity to make the necessary changes at the point of design, rather than after the program has been distributed.

Rapid prototyping could also be applied in designing tutorial programs for students and for teachers.

2. Military education and training
If I would a consultant for the military, and they wanted to use technology where electronic access is not always available, there are a variety of methods that can be used for training purposes in diverse military environments.

In the classroom: I would suggest a blended-approach for training in order to provide students the benefit of more than one mode of instruction. I suggest an instructor-led training program that could offer a face-to-face experience for the learner and the teacher. This would allow the learner to ask questions about the instructional content and get quick and reliable feedback from a highly qualified Master Instructor. I also would suggest distance learning to allow service members to take a wide variety of courses which would be accessible anywhere, anytime. If electricity is available, one could participate in distance learning through the Internet or CD-ROMS. However, if there is no electricity a battery system could be used. This would enable access to a larger community of learners who could experience various levels of learning.

In garrison: I would suggest simulations. Simulations would provide a real-world experience but in a practice mode. Some require electricity, but not all do. I also would suggest role playing in order to teach decision making in complex scenarios.

In a deployed environment: I would suggest simple hands-on practical exercises that would help the learner train in scientific, technical, mechanical, or maintenance-and-repair skills. In some cases, when there is no electricity, simulations, tutorials, and distance learning could be accessed electronically if the computers had some form of battery back-up.

I believe any of these learning approaches could be used in the classroom, in garrison, or in a deployed environment. But I also think some type of battery system would enable electronic access for computer and Internet usage in some cases. Bluetooth technology might also be a consideration but it, too, could be limited in some geographical locations.

3. Radical educational change
Staff Development Introducing GSTE (Guidance System for Transforming Education) and SUTE (Step-Up-To-Excellence).

To introduce these two methodologies (GSTE and SUTE) to my colleagues, I would first ask them to share their ideas on how student academic needs have changed over the past several years. Then I would present at least two real life examples – one of each design. I would use Texas schools in my examples – such as Aldine ISD which I found online. I would include interesting details about the transformation of each school district and statistical information, if available, that supports improvements (such as test scores or academic improvement in sub populations). I would provide online photographs of each school district as well as photos of the employees/stakeholders who were involved in the various teams that participated in implementing the systemic change. I would play video clips of interviews from stakeholders expressing their positive feedback on the ecological systemic process. I would then address the fact that the needs of the 21st century learner are very different from the learners of the past, and that the current educational system is no longer adequate to meet these modern day academic needs. I then would proceed to define and describe GSTE and SUTE, but only briefly, hitting the highlights of each method. I would emphasize that the two systems share the common goal of student academic improvement – and as educators – that is what we all strive for. I would remind them that as we saw in the video presentation, ecological systemic methods are needed and they are doable. I would close by handing out an attractive, simple brochure that explains the two systemic methods in more detail, and encourage them to read the brochure and think about how a systemic approach could be used to improve our school district and student achievement.

4. University faculty development

BROWN UNIVERSITY:


The Dean of the College Office is listed under Administration and this is where faculty development links are located. This location describes faculty development as “a range of resources, grants, and awards designed to enhance Brown faculty’s teaching and advising experiences.” So “enhance” is the faculty development term. The services offered are partnerships with undergraduates in research studies, academic advisors to students, meals with their advisees (funded by the college!), and curricular development with awards.

Also:
The faculty sponsor students who apply for independent study projects. Formal proposals for independent studies for the fall semester are due in early April, and proposals for the spring semester are due in early November. Faculty sponsors must approve each proposal and be responsible for the scrutiny of the proposal, evaluation of the work done, and the assignment of a grade.

Faculty members also sponsor departmental independent studies involving a reading, research, or thesis project with a student who has selected that faculty member. The last day to register for departmental independent studies is the fourth week of classes. The faculty member provides guidelines and timelines to follow and the project is due at the end of the semester.

Henry Merrit Wriston Fellowship is awarded to faculty members who have achieved a record of excellence in teaching and scholarship. The winner is granted a one semester leave on special assignment with full compensation. Applications are due in January.

Romer Advising Prize is presented each year to two faculty members who have demonstrated extraordinary care in attending to the academic needs of undergraduate students. Each winner receives $5,000.00!!!

Wayland Collegium sponsors lunch talks by faculty on their research, sponsors grants for faculty study groups and seminars, and it promotes curricular innovations through a program of course development grants. Grant proposals are due the beginning of the first week of February.

DUKE UNIVERSITY SCHOOL OF MEDICINE


Faculty development is listed under “Office for Faculty Development” and describes this office as a resource to promote faculty success and well being by “offering tools needed to successfully navigate a career at Duke.”

One of the office links is an events calendar that shows dates for special seminars, grant writing workshops, professional development seminar series, networking events, institutional research on equity and diversity, and work/life balance needs of faculty.

Another link takes one to resources on mentoring, leadership, grant writing, diversity, and work/life balance.

New faculty orientation is provided face-to-face with online archives.

Research mentoring awards recognizes faculty members with excellence in research mentoring. Nomination deadline is February.

The Ruth and A. Morris Williams Faculty Research Prize recognizes groundbreaking research in basic or clinical science in alternate years. Application deadline: February.

The Leonard Palumbo Jr., M.D. Faculty Achievement Award recognizes a member of the School of Medicine faculty who “displays dedication to compassionate patient care and excellence in the teaching and mentoring of young physicians.” Nomination deadline is February.

The Leonard B. Tow Humanism in Medicine Award recognizes compassion and sensitivity in the delivery of healthcare. “This award is presented annually to a faculty member who demonstrates outstanding compassion in the delivery of care, respect for patients, their families, and healthcare colleagues, as well as demonstrated clinical excellence.” Nomination deadline is February.

THE UNIVERSITY OF TEXAS AT TYLER

Faculty development is listed in the Table of Contents in the University of Texas at Tyler Employee Handbook. It is listed under “Training”. Then from that page there is a link that takes one to “Employee Education and Training Policy”

Faculty members may participate in education and training programs as part of their duties with permission from their supervisors or they may be required to attend.

Only eligible employees may participate in training programs and the programs must meet specific guidelines. Some programs may merit reimbursement of expenses to the participating employee.

Training may include in-service training and education program training as well as out-of-agency staff development/training programs. Internships are authorized by the university and must be approved by the President.
All training is scheduled according to need and availability of staff.