Advanced Technological Education Research Articles

Patient Safety Competence Among Diploma III Nursing Student In Jakarta, Indonesia; A Cross-Sectional Survey

Nursing students frequently made errors or near-misses due to non-compliance with patient safety protocols, including authenticating medication administration rights, verifying patient identification, and reviewing allergy status. This study was conducted using cross-sectional design at nursing Academy in Jakarta. The inclusion criteria were nursing diploma student at grade 3, nursing students who had not passed any patient safety training courses, those who passed the credit of “Fundamentals of Nursing and Management Patient Safety”, and those who started learning in the clinical setting. The Health Professional Education in Patient Safety Survey (H-PEPSS) was designed by Agency for Healthcare Research and Quality to evaluate recently students' levels of clinical safety. A descriptive statistic was used to analyze data using mean, standard deviation. A simple linear regression was done to determine the relationship between gender, age, and religion with patient safety competence. About 55% student have moderate level of competence, 28% good, and 20% excellent. There was no significant difference on patient safety competence among nursing students in 8 nursing colleges in Jakarta (p>0.05). Gender was associated contributed significantly to the variance in patient safety competence with R square was 28.8%. The study suggests nursing institutions should develop new approaches to improve patient safety competence and culture among students, preparing them for advanced technology education in healthcare institutions.

Advanced Technological Education (NSF)

Advanced Technological Education (NSF)

Graduate student experiences of engineering education research in Canada

ABSTRACT In Canada, formal structures for advancing engineering education research (EER), including graduate programmes, funding, and career pathways, are uncommon. However, an active informal EER community exists. Using the Identity Trajectory Framework, we designed an exploratory basic interpretive qualitative study to learn how 21 graduate students experienced EER in Canada. EER’s dualist internal identity and lack of external identity, credibility, and structural support create a feedback loop of uncertainties for graduate students trying to navigate EER. This inhibits the healthy development of EER as an academic discipline, and thereby, the healthy development of EER graduate students. If we want to successfully support graduate students in developing their identity as EER researchers, we need institutional structures. Understanding how graduate students experience EER in Canada is important to understand how to build capacity here and in other locales where the field is newly developing.

Impact of Hypermedia-Based Reading on Professional Writing; An Experimental Study Based on ‘Sri Lanka Sunday Observer’ E-Paper

The application of hypermedia-based learning with electronic newspaper; refers to facilitate the learning with graphics, images, animation, sound and hypertext shows a major role in the performance of the students. This research was conducted to find the relationship between the hypermedia-based newspaper reading under the business English in the Higher National Diploma in Accountancy syllabus with learning strategies: tasks and activities in newspaper corner with poster method and the performance in the professional writing in HNDA course of Sri Lanka Institute of Advanced Technological Education as there were no any previous research studies done in the academic field. Ninety students from HNDA – A were taken as an experimental group and ninety students from HNDA- B were taken as a controlled group. A pre-test was conducted for the groups to find the previous knowledge of the students in the professional writing proficiency and the mean differences were found to be negligible for the groups. Later, the experimental group was used to pursue hypermedia-based newspaper (Sri Lanka Sunday Observer) reading on the strategies; tasks and activities in newspaper corner with poster method for six months with sixty hours learning while the controlled group was taught without the use of hypermedia-based newspaper reading. After six months a post-test was conducted for the groups. When it was conducted the mean was slightly improved for the group – B, and the mean was considerably improved for the group – A. Thus, the research findings imply that hyper-media newspaper reading improves professional writing of the learners.

Research on project-based teaching model in the context of deep integration of industry and education

In the context of globalization and the knowledge economy, the quality of higher education is crucial for a country's competitiveness. This research focuses on the implementation pathway of project-based learning in the context of deep integration between industry and academia, aiming to explore its effectiveness. By conducting literature reviews, case studies, and empirical research, a model of project-based learning with deep industry-academia involvement is constructed and its feasibility is validated. The results indicate that this model significantly enhances students' practical skills, innovation capabilities, and teamwork skills, bridging the gap between education and practice. Furthermore, the deep collaboration between academia and industry optimizes the allocation and sharing of educational resources, cultivating engineering talents with international perspectives and innovative spirits. This research provides important insights for universities to implement project-based learning in the context of industry-academia integration, and holds theoretical and practical significance for advancing engineering education reform and improving the quality of talent cultivation.

Research on the Academic Growth and Engineering Ability Cultivation of Students in Private Universities Based on the Concept of “CDIO-F”

The CDIO concept is an advanced engineering education concept. Private universities are an important component of higher education in China, and academic growth and engineering ability are key indicators for cultivating engineering college students. However, in private universities, the academic growth and engineering ability cultivation of engineering students cannot fully meet the needs of society. Therefore, the cultivation of students’ academic growth and engineering ability has become an urgent issue to be solved. On the basis of the CDIO concept, the paper adds a feedback link and proposes a CDIO-F engineering education model. By demonstrating the compatibility of the CDIO-F concept with students’ academic growth and engineering ability cultivation, a CDIO-F based model for private university students’ academic growth and engineering ability cultivation is established. This provides new ideas for the cultivation of engineering majors in private universities.

Exploring NSF-Funded Evaluators’ and Principal Investigators’ Definitions and Measurement of Diversity, Equity, and Inclusion

More evaluators have anchored their work in equity-focused, culturally responsive, and social justice ideals. Although we have a sense of approaches that guide evaluators as to how they should attend to culture, diversity, equity, and inclusion (DEI), we have not yet established an empirical understanding of how evaluators measure DEI. In this article, we report an examination of how evaluators and principal investigators (PIs) funded by the National Science Foundation's Advanced Technological Education (ATE) program define and measure DEI within their projects. Evaluators gathered the most evidence related to diversity and less evidence related to equity and inclusion. On average, PIs’ projects engaged in activities designed to increase DEI, with the highest focus on diversity. We believe there continues to be room for improvement and implore the movement of engagement with these important topics from the margins to the center of our field's education, theory, and practice.

Frontiers in Education (FIE) at 50: Advancing Computing and Engineering Education

This Special Issue is a product of the collaboration between the Frontiers in Education (FIE) Conference and the IEEE Transactions on Education (IEEE ToE) Journal, both known for producing high-impact, peer-reviewed scholarly publications. FIE was founded in 1971 by the IEEE Education Society, joined by the ASEE Educational Research and Methods (ERM) division in 1973, and supported by the IEEE Computer Society since 1995. From its inception, FIE has been a vibrant hub for international computing and engineering educators and professionals to exchange ideas, network, and communicate quality research.

Advancing engineering education: Using the three‐phase methodology to teach IoT

AbstractThe multidisciplinary aspect of Internet of Things (IoT) requires teaching approaches that can support this characteristic. Research has shown that inductive teaching methods can contribute to deeper learning. The development of the three‐phase methodology (TpM), an approach that guides the many disciplines involved in the creation of IoT solutions, precipitated the development of strategies for its implementation. To test these strategies, we propose a new learning environment that uses the TpM in a postgraduate course in IoT where students are introduced to the concepts required to design, build, and test IoT solutions. The adoption of the TpM combined with extensive experimentation can produce a learning environment that encourages students’ active participation in the activities and facilitate the retention of the concepts learned. To evaluate the effectiveness of the proposed approach, we compared the results of an earlier edition of the course (2019), when the approach was not used, to two more recent ones (2020 and 2021) when it was. The same syllabus and rubrics were used in all three editions of the course. The final group projects’ grades and satisfaction surveys were used to evaluate the students’ performance and motivation. Findings indicate that the 2020 and 2021 classes performed better than the 2019's, as their final group project grades were considerably higher, indicating that the approach has an impact on the development of students’ transversal skills. The proposed learning environment encourages active participation in the activities and facilitates the retention of the concepts learned.

Sustainable Recovery: Back to (Large) In-Person Meetings

The Offshore Technology Conference (OTC) was held in Houston in May with nearly 25,000 visitors and participants after other successful conferences in the past 6 months including ADIPEC in Abu Dhabi and IPTC in Riyadh, Saudi Arabia. While the OTC participation was significantly below its historical levels, the number of abstracts submitted, the quality of the presentations, the participation in sessions, and booth traffic were outstanding. I was invited to give a keynote speech on perspectives on the energy transition, and I also coauthored three technical papers, which I always enjoy. OTC provides an annual opportunity to recognize individuals and organizations in the offshore industry. My congratulations go to industry veteran Drew Michel (formerly with Shell) for his leadership in the development of remotely operated vehicles (ROVs) and the founding of the Marine Advanced Technology Education ROV competition; Shell for the development of its deepest and most complex deepwater project (Appomattox), which saw the deployment of innovative emissions-reduction technologies; and Roland Moreau (former SPE Technical Director for HSES) for his outstanding contribution in the improvement of safety performance measurements and practices. OTC is also an opportunity to recognize emerging leaders who are making key contributions to the offshore industry. I was impressed by the diversity of award recipients this year, a clear indication of the progress made by the industry in this area, although much remains to be accomplished. In a series on leadership, the consulting firm McKinsey said its report, “Diversity Wins. How Inclusion Matters,” has been following the trajectory of hundreds of companies in the past decade. The series shows that companies with more than 30% women on their executive teams are significantly more likely to outperform those with between 10 and 30% women, and these companies in turn are more likely to outperform those with fewer or no women executives. As a result, there is a substantial performance differential of 48% between the most and least gender-diverse companies. An important element in diversity and inclusion is ensuring equal compensation practices. Recently, Schlumberger released an analysis of its salaries across geographies and functions which showed a global pay gap of 2.68% in favor of men. The SPE Diversity and Inclusion (D&I) committee’s vision, established in 2020, is to advance SPE’s commitment to diversity and inclusion within the oil and gas community through collaboration and education. Thanks to the great efforts of SPE volunteers, several D&I section committees have been created around the world, greatly contributing to enhancing the image of our industry. I encourage our members to support them and create other committees.

Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices.

Universal Design for Learning (UDL) provides a flexible framework for supporting a wide variety of learners. We report here on a conference that presented the UDL framework as a way to increase success of deaf and hard-of-hearing (deaf/hh) students in introductory biology courses. The Opening the Pathway conference was an NSF Advanced Technological Education project focusing on raising awareness about careers in biotechnology and student success in introductory biology, a key gateway course for careers in biotechnology. The participants were professionals who work with deaf/hh students at pivotal points in students’ educational pathways for raising awareness of biotechnology career options, including community college faculty, high school faculty at schools for the deaf, and American Sign Language (ASL) interpreters. The conference goal was to provide an effective, meaningful professional development experience in biology instruction. The conference explicitly addressed the role of a UDL approach in building accessible, inclusive, productive learning environments, particularly for deaf/hh students, and demonstrated how to make effective pedagogical practices, specifically case-based learning, inclusive and UDL-aligned in an introductory biology context. We describe the conference, conference outcomes for participants, and in particular the application of the UDL framework to create an inclusive experience.

Quantum technician skills and competencies for the emerging Quantum 2.0 industry

Quantum-based technologies have been instrumental in the development of a whole range of devices that are used these days (such as lasers, transistors, LiDAR, GPS, MRI, and many more). These technologies that emanated from the Quantum 1.0 Revolution have become ubiquitous in modern civilization over the past 50 years. The product commercialization and mass production were enabled by scientists, researchers, engineers, and most importantly, by the skilled technological workforce. This workforce played a critical support role in transforming inventions into high-volume, marketable products. We are currently at the heart of the Second Quantum Revolution, which is fueled by the research in quantum computing, quantum communication, quantum cryptography, and quantum sensing. The scientific progress that is currently taking place in these areas is going to fundamentally change the way we sense the world around us, approach our security, and process critical information. Governments and private entities across the world have recognized the strategic importance of quantum research-enabled technologies and have invested a significant amount of money to support graduate programs and research institutions where scientists, engineers, and other professionals are earning advanced degrees and immediately being engaged in active Quantum 2.0 research. To the best of our knowledge, and despite considerable investment in quantum research, no active efforts or programs exist that would train a quantum technological workforce at the technician level to support Quantum 2.0. The quantum industry, on the other side, has clearly identified the need for highly skilled quantum technicians that are able to support the commercialization of the new products and inventions. The lack of a trained quantum technician workforce is a major shortcoming that may have a profound negative impact on the long-term prospects and sustainability of the emerging quantum industry. The EdQuantum project, funded through the National Science Foundation (NSF) Advanced Technological Education (ATE) program, is an effort to close this shortcoming and propose a well-defined curriculum through which the incumbent photonic and laser technicians in the United States will be upskilled with the new skills and competencies from quantum research-enabled technologies. This paper presents the results of the first phase of the EdQuantum project—the quantum industry survey. Over the last few months, we sought input from the quantum industry as to what skills and competencies should a future quantum technician possess to support its emerging needs. The results collected during the survey are presented in this paper along with their impact on the proposed educational curriculum. This paper also elaborates on the alignment of the proposed curriculum with a few ongoing initiatives in the skilled technical workforce education (such as NSB Vision 2030, Convergence Accelerators Initiative, and Skilled Technical Workforce Initiative).

Barriers to collecting student participation and completion data for a national STEM education grant program in the United States: a multiple case study

BackgroundBillions of dollars are spent annually on grant-funded STEM (science, technology, engineering, and mathematics) education programs. These programs help students stay on track toward STEM careers when standard educational practices do not adequately prepare them for these careers. It is important to know that reliable and accurate student participation and completion data are being collected about these programs. This multiple case study investigates how student data are collected and reported for a national STEM education program in the United States, the National Science Foundation (NSF) Advanced Technological Education (ATE) program. Our overall aim is to provide insights to funding agencies, STEM education faculty, and others who are interested in addressing issues related to the collection and reporting of student participation and completion data within their own contexts. Emphasis is placed on the barriers encountered in collecting participation and completion data, particularly with regard to unduplicated participation counts and marketable credential data. The ATE program was selected for this study because there is already a mechanism (known as the ATE Survey) in place for annually collecting systematic data across all projects within the program.ResultsA multiple case study, including interviews of primary investigators, allowed for in-depth analysis of the ATE Survey’s point-in-time data on project-level participation in various activities, and for identification of the following barriers to tracking student-level data: lack of time and help to gather these data, lack of a consistent system for tracking students across different institutions, and a perceived lack of guidance from the funding agency about what data to track. We also saw that different data are needed from different projects to determine a project’s true impact. Defining “success” the same way across all projects is inadequate.ConclusionsAlthough, due to the limited sample size, these findings cannot be generalized to the larger ATE population, they provide specific insights into the various barriers that projects encounter in collecting participation and completion data.

Invited Letter: Welcome to the Journal of Advanced Technological Education

Invited Letter: Welcome to the Journal of Advanced Technological Education

In-Depth Reform and Practice of Theory-Practice Integration in Core Curriculum of Electrical Majors in New Engineering and Technical Disciplines

By studying the international mainstream advanced engineering education concepts and modes for the undergraduate training of top talents, this article explores and proposes a research teaching reform that integrates theory and practice in the core course of electrical majors. Relying on the course of "Analog Electronic Technology Fundamentals", a research-based project-driven class teaching integrated with training and competition was carried out. Through 7 rounds of teaching for 5 years, positive results have been achieved, verifying its radiation and promotion effects in terms of teaching mode and implementation measures.

A Comparison of Waterproof Motor Housings for Student Robotics Teams

Professionals and students alike create high-performance Remotely Operated Vehicles (ROV)s to complete a multitude of tasks underwater. The student ROV competition created by Marine Advanced Technology Education (MATE) simulates the tasks faced by the modern professional underwater robotics industry. Students often design their ROVs with techniques used by the professional underwater robotics industry. Unlike professionals, students do not have many resources comparing manufacturable ROV components that fit within their design restrictions. Without information about components that they choose to use on their ROVs, students might miss an opportunity to implement a better alternative technology. Such is the case with older Shaft Sealed Housings (SSH) and less common Magnetically Coupled Housings (MCH). In this paper, essential aspects of both alternative designs for waterproof motor housings are tested to determine overall performance. The waterproofness of each housing is tested experimentally over long periods of time in an environment simulating the most extreme depths experienced at the MATE ROV Competition. Maximum static torque is measured on a torque sensor. Cost and manufacturability of each housing are recorded in tables. Ultimately, student robotics teams are left to determine which motor housing best fits their design requirements, based on the data discovered and presented in this paper.

Future agro-industrial technologies and food security in advanced engineering education

The article is devoted to some aspects of creating technologies and equipment for the future agro-industrial complex of Russia. The focus is on the dependence of the solution to the issues of the accelerated development of the agro-industrial complex on the intellectualization of the educational process in higher education. The range of issues discussed includes: the role of fundamental science in the development of the country's agro-industrial complex; a new paradigm of scientific activity; close relationship of agricultural scientists and scientists of the food and processing sectors of the agro-industrial complex; quality of engineering education; the concept of advanced education and its fundamental orientation towards the future; the transition from the sum of scattered special knowledge to a system of knowledge in the form of a set of textbooks in special disciplines; description of a set of 19 books "Engineering of food technology". Particular attention is paid to the relationship between the future of the agro-industrial complex and the system of advanced engineering education. What does it take to achieve the goals of advanced engineering education? First, to expand the vector of work of professors, teachers and students from the transfer and assimilation of pragmatic knowledge to the formulation and solution of the problems of the agro-industrial complex. Secondly, to widely introduce methods of self-education based on information and telecommunication technologies, which is especially important for Russia, which has a huge territory. Third, to implement the ideas of advanced education in order to prepare students for the perception of the agro-industrial complex of the future. Therefore, the intellectualization of the educational process should be considered as a problem of today and a key to the country's food security.

Preface

Good morning, Ladies and Gentlemen, Dear Colleagues,It gives me great pleasure to extend to you all a very warm welcome on behalf of Politeknik Negeri Malang and to say how grateful I am to all guests and presenters of The Second Annual Technology, Applied Science and Engineering Conference (ATASEC 2020) and 11th Joint National Seminar on Engineering 2020.I also would like to convey my special appreciation to Mr. Indrazno and Mr. Rosa Andrie, as the chairman of the conference and all committees, which comes from a combination of all engineering majors in Politeknik Negeri Malang, who are responsible for the implementation of these conference.We are very grateful to be able to continue to hold this conference at the second time, despite of the limitations due to Covid19 pandemic. Our plan was, to welcome all participants of conference to visit our beautiful city Malang, However, even though we cannot meet face to face we can still carry out this conference virtually with enthusiasm and joy.The ATASEC 2020 has a theme “Welcoming Industry 4.0 through Advanced Technology, Science and Vocational Engineering Education”. As for SNGBR 2020 theme “Implementasi Penelitian Terapan Multidisipliner Bidang Rekayasa melalui Kolaborasi Pendidikan Tinggi Vokasi dengan Industri”. These theme will be a media for sharing knowledge from researchers and industry from all fields of advanced technology and science.These conferences will be attended by 5 distinguish keynote speakers:1. Prof. Nobuo Funabiki, from Dept. of Electrical and Communication Engineering, Okayama University, Japan.2. Prof. Madya Dr. Rosli bin Omar, from Dept. of Electonic Engineering, Universiti Tun Hussein Onn Malaysia, (UTHM), Malaysia.3. Dr. Eng. Anggit Murdani, ST., M.Eng., Vice Director on Student Affair and a senior lecturer in Machine engineering department, Politeknik Negeri Malang.4. Ir. Anang Yahmadi, MengSc, Executive Vice Director, Divisi Perencanaan Pengadaan Strategis, PT. Perusahaan Listrik Negara (National Electrical Company), Indonesia.5. And Mr. Nana Sutiksna, Practician QA/QC from Oil and Gas Industry.Please accept my high appreciation to all 5 keynote speakers for joining here with us today.Ladies and Gentlemen,Such a conference is an extraordinary opportunity, as a good time to share knowledge from a variety of affiliates and also a variety of concentrations in the scope of the field of Advanced Technology, Science and Vocational Engineering Education.Thank you also to all experts, researchers, lecturers who come to share their knowledge today.I am sure you that we will have fruitful and rewarding exchanges today. I wish you all a very success with this important conference and I look forward to learning about the outcome.So, let me now open these conferences officially by wishing you a delightful and vibrant day.BISMILLAH HIRROHMAN NIROHIM.Thank you.Malang, August 5th 2020Director of State Polytechnic of MalangDrs. Awan Setiawan, MMT., M.M.List of committee, Conference Documentations, photos are available in the pdf.

Methodology of Improving the Professional Activity of the Future Teacher of Technology on the Basis of Modern Educational Technologies

The following article deals with the role of modern pedagogical technologies in the educational process, the creation of innovative activities of future teachers of Technology on the basis of pedagogical technologies, and the ways to increase creativity as well. Definitions of foreign and domestic scientists on pedagogical technologies are comparatively analyzed in the research work. The main purpose of the research is completely to get rid of the learning process from a homogeneous system, to provide the process with technology, that is, to design lessons on the basis of modern technologies, to predict the expected outcome, to increase time productivity, to determine the level of knowledge, skills and abilities. The main task of research work is to train future teachers of Technology education using modern information technologies and their experience in the educational process, to improve their professional skills constantly, to master effective innovative methods and put them into practice. Based on the advanced technology education model, it is planned to develop students' creative skills by organizing new pedagogical games, using visual methods to explain practical topics, creating problem situations, organizing discussions, sharing students' ideas, developing creative activity, forming independent thinking. The main novelty of the research is the pedagogical technology of teaching processes, organized in two traditional and non-traditional forms, and experimental work. The results of experimental work were analyzed using mathematical-statistical methods, which is one of the research methods of pedagogy. As a result, it has been proved on the basis of statistical analysis that the efficiency of students' mastering of the course has increased.

ADVANCING ENGINEERING EDUCATION TOWARDS DESIGN FOR SUSTAINABLE DEVELOPMENT AT THE UNIVERSITY OF MANITOBA: INITIAL ASSESSMENT

This study is part of an on-going project designed by the NSERC Chair in Design Engineering for Sustainable Development and Enhanced Design Integration at the Price Faculty of Engineering, University of Manitoba. In this paper, findings on how educators are advancing engineering education towards design for sustainable development at the University of Manitoba is presented. A faculty-wide-survey and a follow-up one-on-one conversation were used to gather information from educators on incorporating sustainable development design fundamentals, which were framed around the United Nations Sustainable Development Goals (UN-SDGs) in their undergraduate courses. The findings showed that the level of engagement with the current call to shift from the existing “traditional engineering systems” to one of sustainability is still in early stages. Educators who are actively engaging with the subject matter indicated that the level of difficulty of incorporating sustainable development design fundamentals into their courses depends on the nature of the course. Courses that are designed to address environmental and/or societal issues were perceived by educators as a natural fit. For technical courses, educators were intentional about integrating sustainable development design fundamentals. Yet, educators expressed difficulties due to lack of resources addressing sustainable development concepts relevant to the specific subject areas or lack of means to assess students’ work with respect to social equity and environmental stewardship. Consequently, there is a natural tendency towards the economic viability of designs with less emphasis on social equity and environmental stewardship. Also, educators suggested the need for capacity building to help better understand this paradigm shift and equip them to advance engineering education towards sustainable development. Based on the findings, the Chair organized a capacity-building workshop for educators on “Technological Stewardship” facilitated by the Engineering Change Lab to assess the opportunities of the engineering community and view their practice through this lens. The authors of this paper participated in the workshop and they have shared their gained perspectives on the subject.