---------- Forwarded Message ---------- Subject: Journal of SMET Education: Vol. 2, No. 1&2 Date: Fri, 26 Oct 2001 09:01:24 -0500 From: Chetan Sankar sankacs@MAIL.AUBURN.EDU To: ISWORLD@LISTSERV.HEANET.IE

Apologies for Cross-Postings. Please distribute to interested colleagues and relevant lists. **************************************************************************** ********* CONTENTS OF VOLUME 2, NUMBERS 1&2 OF THE JOURNAL OF SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY (SMET) EDUCATION: INNOVATIONS AND RESEARCH **************************************************************************** ********** IF YOU HAVE NOT RECEIVED A FREE SAMPLE COPY IN THE PAST AND WOULD LIKE TO RECEIVE ONE, PLEASE WRITE OR SEND EMAIL MESSAGE TO THE EDITOR-IN-CHIEF: Chetan S. Sankar, Dept. of Management, Auburn University, AL 36849 (Sankar@business.auburn.edu) or

P.K. Raju, Dept. of Mechanical Engg., Auburn University, AL 36849 (pkraju@eng.auburn.edu). **************************************************************************** **********

Dear Colleague:

We are delighted to inform you that the 2(1&2) issue of the Journal of SMET Education: Innovations and Research is now available. The Journal of SMET (Science, Mathematics, Engineering, and Technology) Education: Innovations and Research publishes peer-reviewed:(a) real-world case studies and other innovations in education, (b) research articles from educational research that informs the readers on teaching and learning endeavors in SMET, and (c) articles that discuss recent developments that impact SMET education in such areas as policy and industry needs. Please look at the website www.jsmet.org for further information.

In the first article, Norman Fortenberry, James Powlik and Maricel Quintana-Baker describe how SMET education has become more broad-based than in the past. They argue for more emphasis on SMET education at K-12 and undergraduate level. They propose six areas that would benefit from the National Science Foundation's attention in the next decade and beyond.

Kevin Dahm and James Newell describe how a sophomore class developed an economic design for a baseball stadium. The course improved the public speaking skills of the students, gave them experience with open-ended design problems, and developed their teamwork skills. They report that this project was a highly successful vehicle for students of all engineering disciplines.

William Call presents a transmission-line fault location case study that is targeted at two-year technical college students. This case study received excellent reviews for its ability to develop successful technical problem-solving skills in students. The instructor's guide shows clearly how electrical engineering principles can be applied to solve a real-world problem.

In the next article, Elizabeth Mathias describes how creating and implementing CD-based simulations of real-world problems can develop a workforce's capabilities. The project describes methods through which new workers can develop the skills and knowledge they need to become creative and responsible problem solvers. This project brought together faculty teams at five community colleges to collaborate with the Johns Hopkins research team.

Teresa Larkin-Hein describes the approach followed at American University, where writing was incorporated into the curriculum for non-physics majors. The students had to write a paper that was presented at a conference specifically held for this course and had to follow rigorous steps for acceptance and presentation of the materials. At the conclusion of the conference, the students were able to link the active process of writing to sound, scientific content. In addition, these activities allowed students to demonstrate a deeper understanding of a topic or set of topics using their individual learning styles.

Scott Danielson and Sudhir Mehta show how to use pedagogy-based resource materials for statics instruction. The authors report that the benefits of these materials include encouraging students to take ownership of their learning, helping instructors focus on critical content, and turning classroom lectures into engaging discussions.

The innovative experiments reported by the authors of this issue provide us with an information base that we can learn from and improve upon to excel in our profession. Please send in your innovative articles and instructional materials. We look forward to hearing what you have to say.

These features make the journal different from other academic journals and provide strong value-added content for you and your students. This journal currently reaches 5,500 subscribers worldwide. We are constantly striving to improve the journal, and as part of our quest we will introduce a new section in the next issue entitled, "SMET People in the News" to showcase the accomplishments of our journal subscribers. This will be an on-going feature of the journal and will include a photograph of the individual, along with a brief summary of his or her accomplishment. If you are already a subscriber of the journal, please share your accomplishments with other SMET professionals by sending us the information immediately. If you have not yet subscribed, we urge you to do so at once and become active in the SMET professional world.

We look forward to hearing from you.

Sincerely,

Chetan S. Sankar, P.K. Raju, Editors-in-Chief

***************************************************************** For copies of the above articles, please check for the Journal of SMET Education: Innovations and Research in your institution's library.

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______________________________ Dr. Chetan S. Sankar Thomas Walter Professor Department of Management 415 W. Magnolia, Suite 401 Auburn University, AL 36849 sankar@business.auburn.edu (334) 844-6504 (334) 844-5159 (fax), URL: www.jsmet.org

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