Evolution of the Design Engineering Mentorship Program

Bubbar, Kush; Dimopolous, Alexandros; Gaetz, Roslyn; Wild, Peter; McWilliam, Michael

doi:10.24908/pceea.v0i0.6462

Cited by 6 publications

(6 citation statements)

References 13 publications

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“…A licensed PCC [16] (Professional Certified Coach) facilitates this workshop. Further details of this workshop are found in both Bubbar et al [17] and Dimopoulos et al [18].…”

Section: Coaching and Facilitationmentioning

confidence: 99%

An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

Bubbar

Dimopoulos

Korpan

et al. 2017

PCEEA

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“…A licensed PCC [16] (Professional Certified Coach) facilitates this workshop. Further details of this workshop are found in both Bubbar et al [17] and Dimopoulos et al [18].…”

Section: Coaching and Facilitationmentioning

confidence: 99%

An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

Bubbar

Dimopoulos

Korpan

et al. 2017

PCEEA

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“…These teachers and school professional staff may not understand the industrial expectations that potential employers demand in the business environment. As a result, many employers complain that graduates at school level do not understand how to apply textbook knowledge and theories in the workplace and industrial scenarios (Bubbar, Dimopolous, Gaetz, Wild, & McWilliam, 2017). Therefore, attracting teachers and school professional staff with professional and industrial experience highly increase the teaching and learning experiences for both in-service teachers and students in the contemporary classroom environment.…”

Section: Purpose Of This Studymentioning

confidence: 99%

The Relationship between Teachers and School Professional Staff’s Retention and Managerial Styles

Santos

2020

Journal of Education and e-Learning Research

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The retention of teachers and school professional staff is a challenge for the development and management of schools, particularly for international schools with difficulties in recruiting qualified teachers and school professional staff from overseas. However, only a few research projects have focused on how administrative styles influence the turnover of international school teachers and school professional staff. The researcher collected data from two semi-structured interview sessions with 51 international school teachers who have taught at an international school for more than a decade in one of two metropolitan districts in mainland China. This project aims, through the lens of Social Cognitive Career Theory, to understand why international school teachers and school professional staff decide to stay in a particular international school for their teaching career development. The participants indicated "acknowledgement from upper leadership", "classroom/workplace authorities", and "well-established facilities" to explain their current occupation as experienced international school teachers. The findings also outline potential solutions which could control the high turnover rate in international schools and local schools in the East Asian regions.

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“…Our work considers a similar implementation as Avila-Merino [26] but with the variation that our MTME cohort not only attend a hackathon, but one that is custom designed by our instructional team to support our students in achieving the learning objectives outlined in Section 1. This hackathon, labelled as "the CRAM", is supported throughout the entire event by our instructional team whom play the role of a coach and thus, implement an andragogy based teaching approach as suggested by Neck et al [27] and previously implemented in an engineering context by Bubbar et al [28][29][30].…”

Section: Emergence Of Hackathonsmentioning

confidence: 99%

Promoting Entrepreneurial Practice by Cramming a Product Development Project Over a Weekend

Bubbar

Shukla

2019

PCEEA

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As the definition of the engineering profession continues to witness a disruptive transformation in the labour market, engineering schools are beginning to recognize the need to facilitate a new approach to education. Such a disruption has lead to the explosion of entrepreneurship education within the boarders of engineering schools in attempt to generate the talent and skills of the future engineer. There is however a gap – engineering schools were never designed to deliver entrepreneurship education. Success in this endeavour relies on a new approach to teaching; one that is founded in a group-based, experiential learning environment. At the University of New Brunswick, entrepreneurship education is a core element offered to all our engineering students. The following article proposes the CRAM – a two day hackathon designed to introduce students to a cohesion of contemporary entrepreneurship practices to accelerate group formation and acquire entrepreneurship skill sets using an inductive teaching approach. The delivery of the CRAM is discussed in detail, along with feedback from the student participants.

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Evolution of the Design Engineering Mentorship Program

Abstract: -The

Cited by 6 publications

References 13 publications

An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

The Relationship between Teachers and School Professional Staff’s Retention and Managerial Styles

Promoting Entrepreneurial Practice by Cramming a Product Development Project Over a Weekend

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