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RISS 인기검색어
- 검색키워드
- 저자 : Yaeger, John William (검색결과 2 건)
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Congressional influence on National Defense University (Washington, D.C.)
Yaeger, John William The George Washington University 2005 해외박사(DDOD)
This study examines the influence Congressional interjections had on the development of National Defense University (NDU). Over the life of the University Congress intervened several times, affecting the historical development of NDU as a joint professional military education institution. The cumulative effect was a Congressionally mandated transformation reflected in the mission, curricula and students at the University. In chronological order, this study documents the Congressional interjections and the factors that made Congressional involvement necessary. The historical analysis ends with September 11, 2001. By that time, NDU had become a graduate-level, accredited, degree-granting institution with a mission of educating selected military and civilian officials in complex political, information, military and economic issues. Joint professional military education at NDU realized significant improvement as a result of Congressional interjections. The military Services, as well as the components of NDU, continuously demonstrated a reluctance to embrace change. In the face of this reluctance, Congressional involvement was necessary. Analysis of these interjections shows that each time Congress interposed, the University responded in ways that directly contributed to quality education. From students to faculty to infrastructure, every aspect of NDU was affected by Congressional interjections. This study finds that Congress had a profound influence on NDU.
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Innovations and outcomes in engineering education: Active learning in dynamics classes
Yaeger, Patricia Mary The Pennsylvania State University 2002 해외박사(DDOD)
In recent years, social and demographic forces, pressure from business and industry, shifting funding priorities among federal agencies, and a major overhaul of the engineering accreditation criteria have contributed to dramatic changes in engineering education. Faculty members at the Pennsylvania State University have made several fundamental changes in the way they teach engineering. The General Electric Fund provided support to transform basic engineering courses at Penn State. One of the revised courses, Engineering Mechanics (EMCH) 12, a second-year class on dynamics, was infused with hands-on, experimental, computer-based activities. The new course, called Interactive Dynamics, provided students with opportunities to apply theoretical information on dynamics principles to complex, unstructured problems. Students worked on problem-based activities in groups, modeling teamwork and technological workplace practices. This study examined the effects of Interactive Dynamics on two key outcomes: subject matter learning and teamwork skills development, using a pretest/posttest, non-equivalent control group, quasi-experimental design. The Interactive Dynamics sample consisted of 43 students; the comparison sample included 72 students enrolled in traditionally-taught lecture classes in dynamics. The design controlled for students' background characteristics including gender, parents' education, highest degree expected, semester standing, and grades in prerequisite courses. This investigation measured the effects of the course and four instructional practices—collaborative learning, instructor interaction and feedback, classroom climate, and clarity of assignments and organization—on subject matter learning and teamwork skills development. While students in Interactive Dynamics performed comparably to the comparison group in subject matter learning as measured by the posttest and the final examination, Interactive Dynamics students reported significantly higher teamwork skills as a result of taking the class (effect size <italic>d</italic> = 1.1). The instructional practices of Collaborative Learning and Instructor Interaction and Feedback were significantly and positively associated with the development of teamwork skills. While Interactive Dynamics activities were not associated with increased subject matter learning as measured by traditional tests, the additional time spent on activities did not interfere with subject matter learning; Interactive Dynamics students performed similarly to students in the traditional classes. Interactive Dynamics students, however, developed valuable workplace skills while learning dynamics.
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