ENE Memo: March 18, 2013
From the Head: 3/18
In the afterglow of the reduced email traffic over the spring break, whether you were at Purdue or away, here are some tips for extending the break. These come from “The Upside of Downtime” by Jackie and John Coleman and were featured in a recent HBR Management Tip.
"It’s hard to carve out time to relax in a 24/7 world. But just as it's healthy to focus at work — ignoring Facebook and personal email — you must occasionally leave work behind. Here’s how:
Clearly schedule your time
Treat downtime like a work meeting: Schedule it. Book evenings off, one to two days a week free of work, and weeklong chunks of vacation every year on your calendar, and stick to them.
Shut off your devices
Leave your laptop at the office when you can. Carry a phone for work and one for personal use — leave the work phone in your bag when you come home or in the safe at your hotel when you're on vacation.
Signal to your mind that it's time to start work, leave work, or engage with family by using rituals to transition from one kind of activity to the next."
That said, welcome back to March and April madness as we race to get everything done by the end of the semester and the academic year.
Don't compromise yourself. You are all you've got. - Janis Joplin
- March 19: Faculty Candidate Seminar: Dr. Jenna Gorlewicz, Engineering Novel Teaching & Learning Technologies, 11:45am-12:45pm, ARMS 3041 Dunville Rm
- March 21: Faculty Candidate Seminar: Dr. Russell Korte, 1:30-2:30pm, ARMS 1028.
- March 21: ENE Research Seminar: Achievement Motivation: What Is It and How Can We Improve It?
- March 26: What's Coming, Whether We Like It or Not - Professor Dan Mote 3:30-4:30 pm, Kurz Atrium, Armstrong Hall
- March 27: Faculty Meeting (8:30-9:20)
- April 4: Increasing Diversity in Engineering - Maria Klawe, President, Harvey Mudd - 3:00-4:00 pm, Kurz Atrium, Armstrong Hall
- April 5: Faculty Excellence Awards
- April 8-9: Engineering Education Industrial Advisory Council (E2IAC) - Theme: ENE's Second Decade
- April 9: Engineering Engineering Education - Norm Augustine 10:30-11:30 am, Kurz Atrium, Armstrong Hall
- April 12: Seminar: Denise Wilson, Connection, Community, and Belonging in Engineering Education, 1:30-2:30, location TBA
- April 24: Faculty Meeting (8:30-9:20)
- May 8-9: ENE Advance (9-4) - ENE's Second Decade
- June 17 - July 11: STAR (Student Transition, Advising and Registration)
- Aug 14: ENE Faculty Advance
- Aug 19: Classes Begin
- Sept 27: 2nd Annual First-Year Engineering Friday
- Sept 28 Homecoming & Family Weekend
- TBD: ABET Site Visit (Mon + Tues; most likely in Oct)
- Nov 8: Engineering Education Industrial Advisory Council (E2IAC)
- Nov 9: ENE Friends at the Football
- Nov 14: 3rd Annual Interdisciplinary Engineering Colloquium
...to Johannes Strobel on
- a new publication: Strobel, J., Wang, J., Weber, N.R. & Dyehouse, M. (2013). The role of authenticity in design-based learning environments: The case of engineering education, Computers & Education, 64, 143-152. Special Issue honoring David Jonassen, and
- being invited to speak for the "Expertenforum" (translated: Forum of Experts) entitled "Natur, Technik und Interdisziplinarität - neue fachdidaktische Forschungsfelder" (translated: "Nature, Technology/Engineering and Interdisciplinarity - new domain-specific didactic research domains" with the presentation "The Concept of Engineering Education - Engineering as a Four-pronged Innovation in Pre-College Education". The Expertenforum was organized by VDI (Association of German Engineers), the largest technical-scientific association in Europe, for March 14, 2013.
News and Information: 3/18
Faculty Search Candidate Seminar: Jenna L. Gorlewicz
- Tuesday, March 19, 2013
- Talk: 11:45 a.m.-12:45 p.m
- Reception / Followon Discussion 12:45-1:30pm
- Dunville Conference Room (ARMS 3041)
Abstract: Engineering Novel Teaching and Learning Technologies
Touch is one of our richest sensory channels, and some of our earliest learning experiences occur through tangible interactions. Yet, haptic devices, devices that engage users through their sense of touch by force or tactile feedback, have had only minimal exposure in educational settings to date. In this talk, I present work which bridges the fields of haptics, engineering, and education to realize some of the potential benefits haptic devices may have in Science, Technology, Engineering, and Math (STEM) education. I present research efforts addressing the design, development, and assessment of two haptic devices in engineering and math education. The first is a force feedback device used in teaching a core mechanical engineering undergraduate course, and the other is a tactile (vibratory) touchscreen used in teaching graphical math concepts to visually impaired students. By designing low-cost, flexible interfaces, creating innovative curricula and teaching methods to accompany them, and leveraging the advantages of these new technologies to enhance their dissemination and adoption, novel haptic technologies like those described in this talk are poised to transform teaching and learning in and out of the classroom.
Jenna L. Gorlewicz received her B.S. in mechanical engineering from Southern Illinois University Edwardsville (Edwardsville, IL) in 2008, before pursuing her PhD in mechanical engineering at Vanderbilt, where she worked in the Medical and Electromechanical Design (MED) Laboratory. She has been a National Science Foundation Fellow and a Vanderbilt Educational Research fellow. Her research interests are in haptic devices, creating and evaluating novel learning technologies, and human-machine interaction.
Travel System (Concur) is LIVE
Effective Monday, March 18th we will no longer accept form 17s for Faculty, Staff, and Graduate Students (Employed by Purdue). Here are a couple items to note:
- If you started a trip on a Form 17, you can be reimbursed on a Form 25 or via Concur.
Please pick up your credit card in the ENE Business Office. Please see Chris Cowden.
- The Business Office will no longer prepay expenses for anyone that is eligible for a credit card.
- The Business Office can prepay expenses for undergraduates and Graduate Students not employed by Purdue.
Before booking any trips, users need to complete their profiles. I have added a QRC (Quick Reference Card) to this email to help you with this.
- Please note that your name in your profile needs to match your Government issued ID, because this is the name that will be used on your airline tickets.
- Please turn on e-receipts (in your Profile) if you are using the Purdue Visa Travel Card.
Remember that the Business Office is no longer approving prior to booking, so you are responsible for knowing that you have funding in your accounts and the charges are allowable.
- Remember to only use an US Air Carrier on any NSF funded grants (fund: 41010000)
- Please follow the College of Engineering naming convention for trips: ENE_First Initial Last Name_Destination_First Date of Travel (i.e. ENE_AJackson_Chicago_3/14/13).
- If your delegate enters your booking, you only have 24 hours to hit submit otherwise you will lose the reserved airfare.
- You only have 60 days from the return date of the trip to submit an expense report, otherwise this will become taxable income to you.
You can get started at http://www.purdue.edu/employeeportal/
Denise Wilson to Give Seminar on *Connection, Community, and Belonging in Engineering Education*: April 12, 1:30-2:30pm
Abstract: The success of any instructional style in promoting meaningful learning is critically dependent on the engagement of students in the course of instruction. As a result, ensuring student engagement is a central goal of effective pedagogy. Student engagement is influenced by both how students feel (affect) and how they learn (cognitive factors). Historically, engineering education research has emphasized making improvements in cognitive factors at the expense of the many affective factors that influence how well and how willing a student is to engage and to learn. Among the many forms of affect that influence a student's experience, belonging, sense of community, and other connections to community can have complex impacts, not all positive, on a student's ability to engage, achieve, and persist. In rigorous or difficult disciplines, which are plentiful in engineering, belonging and community can be especially important. In some cases, belonging more than achievement can motivate a student to continue in a chosen discipline. This seminar examines belonging and other connections to community from both (a) a basic research perspective in terms of how these affective states impact the academic experience and (b) from a practical perspective in terms of how educators and administrators alike can strengthen these connections in support of a more positive undergraduate career for engineering students. Results and practical implications are primarily drawn from a five year study on this topic funded by the National Science Foundation REESE program and inclusive of five very different institutions around the country.