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Browsing by Author "Technology and Leadership Communication, School of Engineering"
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Item Characteristics of two outstanding elementary teachers of mathematics: Implications for teacher education(2021) Feikes, David; Walker, William S., III; Sorge, Brandon H.; Technology and Leadership Communication, School of EngineeringThis study identifies characteristics of two “outstanding” elementary teachers of mathematics who were different in style and who taught in different settings. The intent is to determine what characteristics make these different teachers outstanding in hopes of helping preservice teachers improve their teaching of mathematics. Preliminary findings indicate that both teachers were (1) focused on children’s learning of mathematics; (2) focused on the mathematical solution methods used by students; (3) believed that all of their students could learn mathematics; (4) were enthusiastic and dedicated to the profession of teaching; and (5) cared deeply about their students and emphasized the necessity of building relationships with them.Item Defining the Presence of Misrecognition in Multilingual Organizations: A Literature Review(IGI Global, 2022) Mires, Erin; Bergman, Matt; Green, Ehren R.; Rose, Kevin; Technology and Leadership Communication, School of EngineeringResearch indicates the multilingual aspects of organizations can create power divisions and rules that drive workplace practices. From an international human resources development perspective, language management is strategic and planned through the headquarters of the organization. Yet the rational ideas of organizational members are what are truly valued in multilingual workplaces. These rational ideas create power struggles and biases that are formed against individuals who possess certain linguistic capabilities, regardless of the individual’s other traits or accomplishments. These biases have been labeled the phenomenon of misrecognition. This literature review explores the presence of misrecognition in multilingual organizations. A need to determine how the phenomenon of misrecognition exists in multilingual organizations was discovered.Item Organizational Supports and Developing a Healthy Workforce: A Case Study of Wellness Factors and Leadership(IGI Global, 2022) McCart, Andrew; Bergman, Matt; Green, Ehren R.; Rose, Kevin; Technology and Leadership Communication, School of EngineeringThis case study seeks to understand workplace wellness activities in organizations in Southern Indiana and Greater Louisville. Utilizing the Center for Disease Control (CDC) Workplace Wellness Health Scorecard, a 125-question survey that covers a diverse set of workplace wellness initiatives, twenty-four organizations participated in the study, with one to four participants from each organization. This study looks at the question of context and how an organization’s supports impacts the health of their workforce. The results found that leveraging the knowledge of experts, implementing a variety of wellness programs, removing obstacles to wellness, and having a caring attitude toward employees lead to a higher score regarding organizational supports on the CDC Health Scorecard.Item Thinking Beyond the Service Course Model: Intentional Integration of Technical Communication Courses in a BME Undergraduate Curriculum(ASEE PEER, 2022-08-23) Stella, Julie; Higbee, Steven; Miller, Sharon; Technology and Leadership Communication, School of EngineeringContemporary engineers must be confident communicating technical and non-technical information to diverse audiences. Traditional curricula may rely on highly generalized communication courses, which are not targeted to the disciplinary content or communication needs of specific engineering fields. To better prepare engineering undergraduates, students may benefit from a curriculum that deconstructs boundaries between disciplinary content mastery and effective communication. Here we describe efforts to intentionally develop and pair technical communication courses with existing biomedical engineering (BME) laboratory courses. To achieve this, interdisciplinary faculty came together through a Community of Practice to design and implement a curriculum that maximizes the benefit of writing instruction through strategic timing and more field-specific relevance. Our work developed a strategically timed integrated curriculum wherein two one-credit technical communication courses replaced an existing 2-credit technical communication course requirement—in the new model, students take a one-credit technical communication course in their sophomore year and a one-credit technical communication course in their junior year. By integrating the courses earlier in the program, we highlight how BME sophomores are now able to apply writing skills immediately to classroom assignments and continually grow their communication skills over the course of the program. Additionally, the integrated curriculum limited the genres of writing to those commonly found in the BME field (industry and academia), with an emphasis on writing as both a process and a product. We will share the changes made within both the engineering and technical communication courses. Briefly, students completed culminating overlapping assignments that were drafted and polished in the TCM class then submitted for a technical grade to the BME course instructor. Throughout, our approach focused on building student-student, student-instructor, and instructor-instructor relationships. Classroom communities and student-student relationships were grown and nurtured through technical peer review, collaborative writing, and team membership (e.g., roles, relationships, management, leadership). In the faculty Community of Practice, key strategies included: 1) integrated, ongoing, and consistent assessment of written and oral communication student deliverables, and 2) a shared content-related vocabulary provided continuity and connections among technical skills and communication to augment the student experience. Here we describe efforts to intentionally develop and pair technical communication courses with existing biomedical engineering (BME) laboratory courses. To achieve this, interdisciplinary faculty came together through a Community of Practice to design and implement a curriculum that maximizes the benefit of writing instruction through strategic timing and more field-specific relevance.