Training the next generation of creative, innovative and adaptive scientists and engineers: The NSF Engineering Research Center for Biorenewable Chemicals (CBiRC) Research Experience for Undergraduates

Haen, Karri M.; Raman, D. Raj; Polush, Elena Y.; Kemis, Mari

doi:10.1016/j.ece.2012.09.001

Cited by 10 publications

(7 citation statements)

References 16 publications

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“…The US National Science Foundation (NSF) Center for Biorenewable Chemicals, a third‐generation Engineering Research Center (ERC) established at Iowa State University in 2008, is currently a partnership between eight United States and four foreign institutions [29]. The ERC's mission is based on research and education principles that seek to transform the existing petroleum‐based chemical industry into an industry based on renewables [30]. It offers courses for school teachers, through undergraduate and graduate education.…”

Section: Some Approaches To Industrial Biotechnology and Engineering mentioning

confidence: 99%

Education and training for industrial biotechnology and engineering biology

Delebecque¹,

Philp

2018

Eng. biol.

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Section: Some Approaches To Industrial Biotechnology and Engineering mentioning

confidence: 99%

Education and training for industrial biotechnology and engineering biology

Delebecque¹,

Philp

2018

Eng. biol.

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“…They also experience increased cognitive, higher-order thinking, and problem-solving skills (Bauer and Bennett 2003;Sadler et al 2010;Seymour et al 2004;Zydney et al 2002); communication skills (Bauer and Bennett 2003;Seymour et al 2004;Zydney et al 2002); confidence (Russell 2004;Sadler et al 2010;Seymour et al 2004); ability to apply a range of research skills to scientific problems (Haen et al 2012); ability to understand scientific findings (Bauer and Bennett 2003;Zydney et al 2002); content knowledge and familiarity with important literature (Russell 2004;Sadler et al 2010;Zydney et al 2002); and understanding of the nature of science (Sadler et al 2010). Some studies have also shown that students who participate in undergraduate research are able to clarify their career goals (Bauer and Bennett 2003;Haen et al 2012;Sadler et al 2010;Seymour et al 2004;Zydney et al 2002) or increase their interest in pursuing careers in science, engineering, and research (Russell 2004;Sadler et al 2010).…”

Section: Reu Background Informationmentioning

confidence: 99%

Key actions of successful summer research mentors

et al. 2015

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Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of this study was to explore how hypothesized ''key actions'' of mentors correlated with student perceptions of mentoring and of overall program quality, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. Students who participated in 11 REU programs at a large Midwestern US university in summer 2012 were surveyed in spring 2013 about their experiences in the program and with their primary research mentor. Results suggest that the key factors hypothesized to be associated with good mentoring correlated with students' ratings of their relationship with their mentor, students' overall program ratings, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. The six ''key actions'' hypothesized to be associated with good mentoring were significantly correlated with student experience in an REU program. Although none of the six actions is particularly complex, taking these actions is crucial and non-trivial. Prospective REU mentors could be informed about these key actions during mentor training activities. Future research could examine these six dimensions across postsecondary institutions and in mentoring relationships outside of REU programs.

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“…Such activities are fundamental entities to a company's efficiency, safety and reliability of production. The skills and knowledge from adequately trained maintenance personnel are valued in industry where diagnostic and modern maintenance strategies are employed (Haen et al, 2012).…”

Section: Irish Educational System For Maintenance Personnelmentioning

confidence: 99%

“…The importance of maintenance personnel training as a means to optimising production facilities has been highlighted in previous literature such as Mobley (2008), Mobley (2004), Mobley (2001), Desphande (2002), Carnero (2005), Hung et al (2003), Alsyouf (2009), Swanson (2001, Martorell et al (1995) and Haen et al (2012). Haritos and Macchiarella (2005) describes how the use of augmented reality (AR) systems can keep aircraft maintenance technician training up to date with the latest technologies.…”

Section: Introductionmentioning

confidence: 99%

A critical analysis of maintenance training regimes for an industrialised economy

Chaplin

Hardiman

Naughton

2014

IJEME

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As a management paradigm, it is accepted that maintenance management is less well developed than other management activities. One of the reasons for this underdevelopment can be traced to the way maintenance personnel are trained during their vocational, undergraduate and initial professional development phases. Historical records for all vocational training and all current undergraduate courses in Ireland that include a maintenance training element were reviewed. This course of research aims to discover the reasons why such training is poorly resourced, especially in an era where access to statistical modelling and predictive maintenance tools is commonplace. Ireland provides an interesting locus for the research as Ireland has a rich manufacturing topography. The research has shown that despite a well-funded third level and further education sector, Ireland still suffers from poor levels of maintenance personnel training. This research will be of interest to senior managers concerned with enterprise optimisation.

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Training the next generation of creative, innovative and adaptive scientists and engineers: The NSF Engineering Research Center for Biorenewable Chemicals (CBiRC) Research Experience for Undergraduates

Cited by 10 publications

References 16 publications

Education and training for industrial biotechnology and engineering biology

Education and training for industrial biotechnology and engineering biology

Key actions of successful summer research mentors

A critical analysis of maintenance training regimes for an industrialised economy

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