Progress 10/01/03 to 09/30/09
Outputs
OUTPUTS: This project was terminated effective 10/1/08. The overall goal of this project was to investigate the perceived effectiveness of innovative technologies to enhance teaching and learning. One significant aspect of this project was to develop and implement a series of instructional activities to improve the basic knowledge level of students entering technical systems management undergraduate level classes. These instructional activities provided students opportunities to learn the fundamental knowledge as they start and progress through the classes. These instructional activities were primarily web-based and offered as supplemental instructional activities that did not require formal instructional time. The activities were self-paced and student-centered. These activities included instructional topics such as tool and components identification, safety practices, fundamental scientific principles and applications of instructional practices. All activities are completed outside of the formal class and laboratory teaching times. The primary goal of these activities was to provide an opportunity for those students who do not have the expected entry level of fundamental knowledge to develop a baseline of competence. Course outcomes assessment forms indicated that the majority of students found the instructional activities to be helpful and enhanced their learning experience. An additional outcome was the enhancement of the technical systems management class and curriculum. The curriculum options were expanded from three options to five. New options were developed related to renewable energies and construction management. Another aspect of this project was to develop an outcomes assessment program for the undergraduate and graduate Agricultural and Biological Engineering and the undergraduate Technical Systems Management education programs in the department of Agricultural and Biological Engineering. Two data collection survey instruments were developed and are systematically being used to collect data relative to program outcomes assessment. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: Nothing significant to report during this reporting period. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The impacts of this project have been: 1. The implementation and improvement of instructional activities at both the undergraduate technical systems management education. 2. The development and utilization of student surveys to assess the relative perceptions of effectiveness of the education program in Agricultural and Biological Engineering and Technical Systems Management. 3. The improvement existing educational programs and development of three new undergraduate courses. 4. Two new curriculum options have been developed and existing courses have been enhanced as a result of this investigation. 5. Undergraduate student enrollments in selected technical systems management classes have increased as an outcome of this project. 6. A regularly scheduled series of educational seminars have been conducted for faculty and graduate students.
Publications
- No publications reported this period
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Progress 01/01/08 to 12/31/08
Outputs
OUTPUTS: The overall goal of this project is to investigate the perceived effectiveness of innovative technologies to enhance teaching and learning. One significant aspect of this project was to present an assessment of a series of instructional activities that were developed and implemented to improve the basic knowledge level of students entering technical systems management undergraduate level classes. Many of the students enrolling in the technical systems management classes do not have the same level of fundamental understanding of the basic principles and knowledge level in technical systems management. A series of instructional activities were developed to provide students opportunities to learn the fundamental knowledge as they start and progress through the classes. These instructional activities were primarily web-based and offered as supplemental instructional activities that did not require formal instructional time. The activities were self-paced and student-centered. These activities included instructional topics such as tool and components identification, safety practices, fundamental scientific principles, and application of instructional practices. All activities are completed outside of the formal class and laboratory teaching times. The primary goal of these activities was to provide an opportunity for those students who do not have the expected entry level of fundamental knowledge to develop a baseline of competence. An additional outcome has been the enhancement of the technical systems management class and curriculum. Course instructional activities have been enhanced based upon this project. New curriculum options are being developed as an outcome of this project. Another aspect of this project was to develop an outcome assessment program for the undergraduate and graduate Agricultural and Biological Engineering programs and the undergraduate Technical Systems Management education programs in the Department of Agricultural and Biological Engineering. A series of meetings and seminars were conducted in order to develop the plan. A series of survey instruments were developed and administered to collect data relative to program outcomes assessment. The data have been compiled and are being used to assess the relative program effectiveness. PARTICIPANTS: Not relevant to this project. TARGET AUDIENCES: Not relevant to this project. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The expected impact of this project has been the implementation and improvement of instructional activities at both the undergraduate and graduate levels for technical systems management education. Another impact has been the development and utilization of student surveys to assess the relative perceptions of effectiveness of the education program in Agricultural and Biological Engineering and Technical Systems Management. The data collected has been used to improve existing educational programs and to develop three new undergraduate courses. This project has provided research to enhance the technical systems management curriculum and instructional activities. New curriculum options have been developed and existing courses have been enhanced as a result of this investigation. Undergraduate student enrollments in selected technical systems management classes have increased as an outcome of this project.
Publications
- Harper, J. and Buriak, P. 2008. Strategies for technical systems management education. ASABE Annual International Meeting, Providence, Rhode Island. Paper number 084982.
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Progress 01/01/07 to 12/31/07
Outputs
The overall goal of this project is to investigate the perceived effectiveness of innovative technologies to enhance teaching and learning. One significant aspect of this project was to present an assessment of a series of instructional activities that were developed and implemented to improve the basic knowledge level of students entering technical systems management undergraduate level classes. Many of the students enrolling in the technical systems management classes do not have the same level of fundamental understanding of the basic principles and knowledge level in technical systems management. A series of instructional activities were developed to provide students opportunities to learn the fundamental knowledge as they start and progress through the classes. These instructional activities were primarily web-based and offered as supplemental instructional activities that did not require formal instructional time. The activities were self-paced and
student-centered. These activities included instructional topics such as tool and components identification, safety practices, fundamental scientific principles and applications of instructional practices. All activities are completed outside of the formal class and laboratory teaching times. The primary goal of these activities was to provide an opportunity for those students who do not have the expected entry level of fundamental knowledge to develop a baseline of competence. Another outcome from this project has been the development of a web-based instructional component for a graduate education program in Technical Systems Management. The proposed degree program will be delivered utilizing some of the innovative instructional strategies and techniques investigated during the course of this research project. An additional outcome has been the enhancement of the technical systems management class and curriculum. Course instructional activities have been enhanced based upon this
project. New curriculum options are being developed as an outcome of this project.
Impacts
The expected impact of this project will be the implementation and improvement of web-based instructional activities at both the undergraduate and graduate levels. Another anticipated impact will be the further utilization of innovative web-based instructional activities for public school and general public audiences for food sciences and technical system management instruction. This project has provided research to enhance the technical systems management curriculum and instructional activities. New curriculum options have been developed and existing courses have been enhanced as a result of this investigation. Undergraduate student enrollments in selected technical systems management classes have increased as an outcome of this project.
Publications
- Harper, J. and Buriak, P. 2007. Technical systems management curriculum modeling. 2007 ASABE Annual International Meeting, Minneapolis, MN.
- Harper, J., and Harper, M. 2007. Karting engineering educational opportunities in Illinois and Indiana. Proceedings of the Spring 2007 American Society of Engineering Educators Illinois-Indiana Section Conference, Indianapolis, IN.
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Progress 01/01/06 to 12/31/06
Outputs
The overall goal of this project is to investigate the perceived effectiveness of innovative technologies to enhance teaching and learning. One significant aspect of this project was to present an assessment of a series of instructional activities that were developed and implemented to improve the basic knowledge level of students entering technical systems management undergraduate level classes. Many of the students enrolling in the technical systems management classes do not have the same level of fundamental understanding of the basic principles and knowledge level in technical systems management. A series of instructional activities were developed to provide students opportunities to learn the fundamental knowledge as they start and progress through the classes. These instructional activities were primarily web-based and offered supplemental instructional activities that did not require formal instructional time. The activities were self-paced and
student-centered. These activities included instructional topics such as tool and component identification, safety practices, fundamental scientific principles and applications of instructional practices. All activities are completed outside of the formal class and laboratory teaching times. The primary goal of these activities was to provide an opportunity for those students who do not have the expected entry level of fundamental knowledge to develop a baseline of competence. This project also initiated the assessment and evaluation of the off-campus, on-line based master's level instructional program in agricultural education. A series of student and instructor surveys have been developed and data are being collected at the end of this project year. The purpose is to ascertain the perceived effectiveness of the on-line instructional programs. This project has fostered the submission of two educational grants to implement on-line instructional programs for food science instruction
for the general public. The purpose of these projects is to provide formal instructional activities that are web-based and provide up-to-date food safety and nutritional information. Another outcome from this project has been the development of a web-based instructional component for a graduate education program in Technical Systems Management. The proposed degree program will be delivered utilizing some of the innovative instructional strategies and techniques investigated during the course of this research project.
Impacts
The expected impact of this project will be the implementation and improvement of web-based instructional activities at both the undergraduate and graduate levels. Another anticipated impact will be the further utilization of innovative web-based instructional activities for public schools and general public audiences for food sciences and technical system management instruction.
Publications
- Buriak, P., Harper, J., Bhalerao, K. and Rodrigues, L. 2006. Teaching to learning: Shifting the model. 2006 ASABE Annual International Meeting, Portland, OR.
- Harper, J. and Buriak, P. 2006. Instructional activities designed to improve basic knowledge for technical systems management classes. 2006 ASABE Annual International Meeting, Portland, OR.
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Progress 01/01/05 to 12/31/05
Outputs
One of the overal objectives of this project was to assess instructional activities designed to improve teaching and learning utilizing innovative technology based instructional strategies. An outcome of this objective was to present a series of instructional activities that have been developed and implemented to improve the basic knowledge level of students entering technical systems management undergraduate level classes. Many of the students enrolling in the technical systems management classes do not have the same level of fundamental understanding of the basic principles and operations. A series of instructional activities was developed to provide students the opportunity to learn the fundamental knowledge as they start the classes. These instructional activities were primarily web-based and offered as optional activities that do not require formal instructional time. The activities are self-paced and student-centered. These activities include instructional
topics such as tool and components identification, safety practices, fundamental scientific principles and applications of instructional practices. Students have the option to complete these activities, however all students are quizzed on the subject matter. All activities are completed outside of the formal class and laboratory teaching times. The primary goal of these activities is provide an opportunity for those students who do not have the expected entry level of fundamental knowledge to develop a baseline of competence. Another objective of this project was to explore strategies to improve distance learning and outreach teaching effectiveness. The outcomes related to this objective were to implement an instructional model that was developed and implemented to provide distance education classes based upon the principles of experiential learning. A series of undergraduate and graduate level classes have been offered as web-based distance education. These classes were developed
based upon a conceptual model of experiential teaching and learning that is considered to be student-centered and provide an active learning environment. The classes were developed as a formal program of agricultural education to be delivered off-campus. However, many of the strategies developed have been incorporated in on-campus classes. Over the past four years five different classes have been developed and delivered utilizing the experiential learning models and strategies. This project described the development of the instructional models, the evolution of the methods of instructional delivery and the relative successes of the instructional activities.
Impacts
The impact of this study has been the improvement of student learning and achievement in technical systems management undergraduate classes. The academic improvment was enhanced by the utilization of innovative technology-based intstructional activiites which allowed students to be able to study indepently and work at their own pace. Technologies were developed and implemented to allow students to direct their own learning. A second impact of this project was the development and implementation of effective distance teaching and learning strategies based upon experiential teaching and learning conceptual models. Distance education delivery models for graduate education classes were applied and evaluated relative to student learning for web-based instruction. The findings of this project indicate that experiential learning models are effective for enhancing web-based teaching and learning.
Publications
- Harper, J. 2006. Instructional activities designed to improve basic knowledge for technical systems management classes. NCATA Journal (Under Review).
- Harper, J. 2006. Experiential learning as a model for distance education. Journal of Experiential Learning (Under Review).
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Progress 01/01/04 to 12/31/04
Outputs
The overall goal of this project is to investigate the perceived effectiveness of innovative technologies to enhance teaching and learning. The first phase of this project was to collect baseline data for identifying effective strategies. A frame was established to assess the perceptions of teachers concerning the instructional technologies that were being utilized. A second aspect of the project was to explore the use of student-based information and scientific data collection strategies using portable electronic sensor data collection systems. These systems utilize handheld instrumentation and computer-based data analysis systems that allow students to be able to collect data in a student-based experiential learning environment. The preliminary findings indicate that student-based scientific data collection systems are viable and can enhance learning of science concepts and problem-solving skills. Another aspect of this project was to initiate the investigation of
utilizing effective strategies for web-based instructional activities. Two initial projects have been implemented to determine the extent that public school teachers can develop and implement web-based instruction. The overall goal of these activities is to determine the opportunities for teachers to be able to share interactive instructional lessons through web-based technologies. The preliminary findings of these projects seem to indicate that limited teacher resources for instructional materials development are primary concerns for implementing such a system.
Impacts
The expected impact of this study will be to provide strategies for teachers in rural schools to be able to use innovative technologies effectively in educational settings.
Publications
- No publications reported this period
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Progress 01/01/03 to 12/31/03
Outputs
This project has started in August of 2003. The nature of this project is to investigate the use of innovative instructional technologies in public schools in rural areas. The first phase of this project is underway to establish a baseline frame for the investigation. Criteria are being determined for selecting appropriate rural schools for use in the study.
Impacts
The expected impact of this study will be to provide strategies for teachers in rural schools to be able to use innovative technologies effectively in educational settings.
Publications
- No publications reported this period
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