Sybillyn Jennings

CATIE: A Blended Approach to Situated Professional Development

The Capital Area Technology and Inquiry in Education program (CATIE) is a content-focused, inquiry-based professional development program developed by the Center for Initiatives in Pre-College Education (CIPCE) to assist K-6 teachers in the technology integration process. To address concerns of sustainability and cost-effectiveness, this situated model combined online and face-to-face professional development approaches to encourage thought-provoking experiences that inspire new pedagogies. CATIE united efforts with the Online Learning Forum (OLF) to offer blended mentoring experiences situated in and around the classroom context with a special focus on mathematics instruction. CATIE, formerly a high-resource model, transitioned into a multi-dimensional experience in an effort to sustain technology-rich learning communities and provide quality professional development resources for classroom instruction. This article explores the dimensions of CATIE, the transition to a blended model, and the contributions of this situated model to technology integration professional development.

Multimedia tools for use in materials handling classes

Materials handling is a vital function in a manufacturing or distribution system. Efficient handling of material allows such systems to operate at high levels of productivity. US companies invest over US

What Young Adolescents Think about Engineering: Immediate and Longer Lasting Impressions of a Video Intervention.

60 billion annually in materials handling technology. It is therefore extremely important for universities to prepare materials handling engineers who understand the principles of materials handling, as well as the design, implementation, operation and control of materials handling systems so that they can ensure the cost-effectiveness of this investment. This paper pertains to development of an interactive, multimedia-based system for use in materials handling classes. Modules in the system introduce students to: the 10 principles of materials handling; and two major equipment categories—conveyors and automated storage and retrieval systems. They illustrate industrial applications of material handling equipment and teach the problem-solving process through a case study and an extensive series of models, algorithms, problems and solutions. The modules have been formally evaluated and results are summarized. They are being distributed at a nominal cost to US and international universities. The module described in this paper on the ‘10 principles of materials handling’ was selected as a finalist for the 2002 PREMIER Award for Excellence in Engineering Education Courseware.

Using Electronic Interviews to Explore Student Understanding

To explore young adolescents’ interest in engineering as a future career, we examined the influence of gender and grade level on participants’ (N = 197, aged 10–13) views of engineering. One group (107 students) viewed a brief engineering video and wrote why they felt the same or different about engineering following the video. Qualitative analyses revealed that some reported viewing engineering differently and more positively, although most did not want to be an engineer. Girls, more than boys, noted that engineers helped people. Six months after the video intervention, participants completed quantitative measures about engineering. Quantitative analyses comparing responses of participants who had seen the video, with those who had not, revealed that the video dispelled some stereotyped beliefs, but not others, with grade-level and gender effects. The findings highlight the importance of listening to adolescents’ views about engineering as a field and as a future career.

A multimedia educational tool integrating materials handling technology, analysis and design using a virtual distribution center

This paper reports on methods used to probe student understandings of optical fibers and total internal reflection (TIR). The study was conducted as part of the expansion and improvement of web‐based materials for an innovative introductory physics course. Initially, we conducted face‐to‐face Piaget‐style interviews with a convenience sample. Our next step was to interview students taking the course at Rensselaer. Physical limitations necessitated that this be done from a distance, so we conducted “e‐interviews” using a Chat Room. In this paper we focus on the e‐interview experience, discussing similarities to and differences from the traditional face‐to‐face approach. In the process, we address how each method informs us about students’ activation of prior experiences in making sense of unfamiliar phenomena (e.g., “transfer of learning”).

Student Descriptions of Refraction and Optical Fibers

Recognising the learning styles of todays upper level engineering undergraduates, a multimedia educational tool is developed to supplement traditional instruction in courses related to Materials Handling (MH) and facility design. The CD-ROM based system teaches design and analysis principles by integrating model-based tools with visual representations of materials handling technology using interactive play spaces, video animations, voiceovers and text to provide context for design decision making. Students must address five design challenges presented in the context of a teen fashion retailers national distribution centre including selection and configuration of conveyor systems, design of an Automated Storage and Retrieval (AS/R) system, design of workstations for order consolidation and assembly, design and configuration of a pallet load unitisation system and design of a storage and retrieval area. This study describes the major elements of this unique instructional system and reports on the results of student evaluations.

Adolescents' theories about the development of their relationships with parents.

This paper reports our research into how students describe and think about optical fibers and the physical phenomena of refraction and total internal reflection (TIR) basic to their operation. The study was conducted as part of the improvement and expansion of web‐based materials for an innovative Rensselaer introductory physics course that examines the physics underlying information technology. As we developed the prototype module, we examined students’ understanding of the phenomena of refraction, TIR, and optical fibers through the use of clinical interviews. As students discussed refraction and tried to explain how optical fibers work, several patterns emerged. Our analysis of these patterns drives our assessment of the effectiveness of the revised materials in facilitating students’ transfer of learning, as well as the development of a multiple‐choice diagnostic tool.