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1.
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.  相似文献   

2.
Structured collaborative learning activities undertaken in two graduate level classes are described. Student and instructor perspectives on these activities are explored based on data collected through interviews, open-ended evaluation instruments, and journals. Four perspectives on collaborative learning emerged from the data: (1) student expectations; (2) instructor tolerance for ambiguity and flexibility; (3) student reliance on authority; and, (4) evaluation of student learning. Suggestions for implementing collaborative groups in graduate courses are presented.Julie A. Hughes Caplow is an Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. She received her Ph.D. from the University of Iowa in Higher Education Administration. Her areas of interest include postsecondary instructional strategies, faculty beliefs about teaching and knowledge, and postsecondary curricula. CarolAnne M. Kardash is an Associate Professor of Educational and Counseling Psychology at the University of Missouri-Columbia. She received her Ph.D. from Arizona State University in Educational Psychology. Her areas of interest include text processing, reading comprehension, and instructional and learning strategies.  相似文献   

3.
Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum  相似文献   

4.
An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.Dorene Doerre Ross is Professor of Education and Coordinator of Elementary Teacher Education Programs at the University of Florida. She earned her doctorate from the University of Virginia. Dr. Ross conducts research in the areas of diversity and elementary teacher education. Elizabeth Bondy is Associate Professor of Education at the University of Florida. She earned her Ph.D. in Curriculum and Instruction at the University of Florida. Dr. Bondy teaches and conducts research in the area of elementary teacher education. Lynn Hartle is Assistant Professor of Education at the University of Florida. She earned her doctorate from Pennsylvania State University. Dr. Hartle conducts research in early childhood education with a particular interest in playgrounds. Linda Leonard Lamme is Professor of Education at the University of Florida. Her Ph.D. is from Syracuse University. Her areas of interest include children's literature and language arts, as well as teacher education in those fields. Rodman Webb is Professor of Education and teaches courses in educational foundations and qualitative research methods at the University of Florida. He earned a doctorate in the Sociology of Education from Rutgers University. His research interests include democratic management, institutional change, and the micro-politics of schools.  相似文献   

5.
This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses. Findings also revealed that educators were concerned about the lack of access for African American students to AP courses. Further, issues of belonging and operational citizenship within the school environment were raised. Recommendations for pedagogical techniques are presented as well as suggestions for future research. Jocelyn D. Taliaferro is an Assistant Professor in the Department of Social Work at North Carolina State University. Dr. Taliaferro earned her BA degree in Psychology with minors in African American Studies and English from University of Delaware and her MSW from Howard University in Washington, D.C. She returned to University of Delaware to earn her PhD in Urban Affairs and Public Policy. Dr. Taliaferro’s teaching and research interests include African American student achievement, social policy, community development, and family support. Jessica T. DeCuir-Gunby is an Assistant Professor of Educational Psychology in the Department of Curriculum & Instruction at North Carolina State University, CB#7801, Raleigh, NC, 27695, USA. Dr. DeCuir-Gunby earned her BS degree with a double major in Psychology and Spanish from Louisiana State University. She earned both her MA and PhD degrees in Educational Psychology at the University of Georgia. Dr. DeCuir-Gunby’s research and theoretical interests include race and racial identity development in education, Critical Race Theory, mixed methods research, and emotions.  相似文献   

6.
The authors investigated student and faculty perceptions of academic challenge at their institution, based on early administrations of the National Survey of Student Engagement (NSSE). This analysis revealed that the NSSE did not fully capture many meanings of academic challenge held by these faculty and students. This study led to a proposal for the development of an internal assessment approach using a modification of the NSSE and other scale items on academic challenge and student engagement. The authors discuss several implications of this study for academic scholarship and for institutional policy concerning the assessment of academic challenge.All authors except Jim Purcell are at Georgia College and State University. Stephen L. Payne received his Ph.D. in Management from Arizona State University. He is an Associate Professor of Management and has broad research interests in areas related to ethics and education. Karynne L. M. Kleine is an Associate Professor of Middle Grades Education and has an Ed.D. from the University of Maine in science studies. Her interests are intellectual development for teacher preparation and the history and philosophy of science education. Jim Purcell received his Ed.D. from the University of Alabama, is currently the Executive Director of State System Research for the Oklahoma State Regents for Higher Education, and concentrates on issues of student retention and graduation. Ginger Rudesal Carter is an Associate Professor of Mass Communication with a Ph.D. from the University of Southern Mississippi. Her interests include research on oral history, the media, and issues relating to the student press.  相似文献   

7.
Multicultural education has transformed higher education both in terms of research and in terms of student experiences. Given the complexity of our institutions, the overall effects of these transformations are mixed. Building on the successes and strengths of multicultural education as it is currently incorporated in institutions and programs will involve better understanding how it is perceived, positively and negatively, by those who are experiencing it first hand. In this article we seek to contribute to this reflection through a discussion of a survey of students’ perceptions of multiculturalism in a large first-year program in a research university. Patrick Bruch is Associate Professor of Writing Studies in the College of Education and Human Development at the University of Minnesota, Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University. His teaching and research focus on struggles for equality within and through higher education. Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor to the Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University of Minnesota. Her research interests are related to student development and the access and retention of student populations that traditionally have been underserved in postsecondary educational institutions. Kwabena Siaka is a doctoral candidate in the Department of Educational Policy and Administration at the University of Minnesota.  相似文献   

8.
Colleges and universities are adopting learning communities to increase student learning and build cohesion. As learning communities grow in popularity, institutions need to invest in faculty development (Oates, 2001) and understand faculty experiences (Mullen, 2001). The University of Hartford created a program that prepared faculty for collaborative teaching in first-year learning communities. Faculty learned to engage in collaborative behaviors, to think outside disciplinary borders, and to employ a specific template as a heuristic for course development. Results of focus group research about the faculty experience and the impact of the experience on their pedagogy are summarized.Catherine B. Stevenson, whose M.A. and Ph.D. are from New York University, is currently an Associate Professor of English and Drama and Academic Dean of International and Honors Programs. She and her coauthors are affiliated with the University of Hartford, West Hartford, CT. Her special interests include nineteenth and twentieth century literature, curriculum reform, pedagogy, and international education. Robert L. Duran, Professor in the School of Communication, who earned his M.A. at West Virginia University and Ph.D. at Bowling Green State University, is a specialist in program evaluation, evaluation research, and research methods. Karen A. Barrett, Associate Dean of Undergraduate Studies, has an M.S. from the State University of New York at Buffalo. Her special interests include interdisciplinary general education curriculum, higher education administration, and diagnostic hematology and microbiology. Guy C. Colarulli, earned an M.A. at the University of Connecticut and a Ph.D. at The American University. He is the Associate Provost and Dean of Undergraduate Studies, whose special interests include Higher Education Administration, First-Year Experience, as well as American Government, and Politics  相似文献   

9.
This research examines the effect of two testing strategies on academic achievement and summative evaluations in an introductory statistics course. In 2001, 63 students underwent an hourly midterm format; and in 2002, 68 students underwent a bi-weekly exam format. Other than the exam format, the class lectures and labs were identical in terms of content, structure, pace, and the cumulative final exam. Findings from the regression analyses show that students in the bi-weekly format performed better than the students in the hourly midterm format. On average, students who took the bi-weekly exams performed about 10 percentage points higher (one letter grade) on the exams during the semester and about 15 percentage points higher on the cumulative final exam compared to their peers who took hourly midterms. The benefits of the bi-weekly format were significantly greater among female students than male students. Finally, students in the bi-weekly format were less likely to drop the class and evaluated the class far more favorably. Carrie B. Myers is an Assistant Professor of Adult and Higher Education at Montana State University. She received her Ph.D. in Higher Education Administration from Washington State University. Her research focuses on student and faculty development and assessment and evaluation. Scott M. Myers is an Associate Professor of Sociology at Montana State University. His areas of research are family demography and education. He received a Ph.D. in Sociology and a Ph.D. in Demography from the Pennsylvania State University.  相似文献   

10.
This study used empirical data to investigate College of Education faculty’s perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales (importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty’s beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty’s beliefs about the importance of teaching diversity and their teaching practices.Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the Ohio State University. She teaches undergraduate and graduate courses on Diversity/Multicultural Education, Instructional and Management Practices and Techniques for Teaching Foreign Languages. Her research areas are foreign language acquisition, teacher education, and diversity issues. She is also involved in international education. Xin Liang is an Assistant professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ph.D. from the University of North Dakota. She teaches research methods, statistics, classroom assessment and program evaluation. Her research interests are school effectiveness, research methods and evaluation. Suzanne Mac Donald is an Associate Professor in the Department of Educational Foundations and Leadership, The University of Akron and has received her Ed.D. from the University of Hawaii. Suzanne Mac Donald’s specialty is Social Foundations of Education with emphasis in Educational Anthropology. She teaches social foundations, diversity issues, and qualitative research. Her research interests currently focus on teacher education and its role in addressing urban and cultural/multicultural issues in schooling, and in the context of international knowledge dissemination of pedagogy.  相似文献   

11.
This article explores how two African American professors both “outsiders” to the inner workings of the academy created a support system, which began nearly 10 years ago as a part of their formal advisee/advisor relationship. When they began their relationship one was a junior African-American female faculty member (promoted to associate professor in 2004) and one was an African-American female doctoral student (currently a tenure track professor). Utilizing elements of scholarly personal narrative and case study methods they reveal the process they engaged in over a nine-year period, which resulted in their retention and success in the academy. Sharon Fries-Britt and Bridget Turner Kelly received their Ph.D.’s from The University of Maryland. Dr. Kelly is an Assistant Professor of Education, Integrated Professional Studies, The University of Vermont, Burlington, VT, USA. Her research centers on marginalized students and faculty in higher education, namely women and people of color. Dr. Fries-Britt is an Associate Professor at the University of Maryland. Her work focuses on the experiences of high achieving Black collegians and their success and retention in higher education. She is also interested in patterns of success for Black faculty and administrators in higher education.  相似文献   

12.
Suggestions for general education reforms have advocated smaller classes and greater participation by senior faculty. This is not feasible given the reward structure and extensive use of teaching assistants at research universities. Realistic reform efforts must account for the reward structure and focus on training programs for teaching assistants.She obtained her Ph.D. (1987) in Higher Education Administration, and her M.S. (1982) in Counseling and Human Development, both from the University of Iowa.  相似文献   

13.
We describe pedagogical strategies for infusing a multicultural perspective into courses across a variety of disciplines; these methods have proven effective with students who are predominantly Anglo and oriented toward careers in the human services. The strategies include personalizing information through vicarious learning and case studies; inculcating critical thinking skills; simulations; literary analysis; and cooperative learning in large classes. Changes were documented in student attitudes, emotions, knowledge, professional skills, and the classroom environment. We review lessons learned about the process of curriculum revision, especially the importance of faculty support systems and impediments to implementation.All of the authors are faculty members in the Department of Human Development and Family Studies at Colorado State University; Drs. MacPhee, Oltjenbruns, and Kreutzer are Associate Professors and Dr. Fritz is a Professor. Each of the authors is a trainer for the multicultural infusion project. David MacPhee holds a Ph.D. in developmental psychology from the University of North Carolina-Chapel Hill. His primary research interests include primary prevention for at-risk youth and families, and multicultural and gender issues. Kevin Oltjenbruns completed her doctoral degree in educational and psychological studies at the University of Colorado. The principle focus of her work has been on grief and loss, career development, and student retention. As Associate Dean of the College of Applied Human Sciences, she spearheaded the multicultural infusion project described in this article. Janet Fritz's graduate work was completed at Cornell University. Her research interests include cognitive development, children's self-worth, stress and coping, and cross-cultural variations in socialization. Jill Kreutzer earned her Ph.D. in education from Colorado State University. She is interested in adolescent development, especially resilience among at-risk youth, and career development.Portions of this work were presented at the 5th Annual National Conference on Racial & Ethnic Relations in American Higher Education (June, 1992).Requests for curriculum and training materials should be directed to the Dean's Office, College of Applied Human Sciences.  相似文献   

14.
In the two decades since Audre Lorde (1984) pointed out that we have no patterns for relating across our differences as equals (p. 115), struggles to transform higher education have come to focus on communication about and across differences. Despite these efforts, conversations in higher education about group difference and equity too often exacerbate feelings of cynicism and disenfranchisement. In this article we discuss research into the actual discourses at work in communication about the cultural politics of institutional practices. We report on an analysis of qualitative data, using this data to help clarify the challenges of relating across differences as equals.Patrick Bruch is Assistant Professor of Writing Studies in the General College at the University of Minnesota, Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University. His teaching and research focus on struggles for equality within and through higher education. He thanks Mark Pedelty for helpful feedback on an earlier draft of this article. Rashné Jehangir received her B.A. in Psychology from Lawrence University and her M.A. in Counseling and Student Personnel Psychology from the University of Minnesota. She currently serves as an Associate Counselor Advocate for first-generation, low-income students in the TRIO Student Support Services program in the General College, University of Minnesota. Her current publications focus on cooperative learning, learning communities, and social justice and access policy to higher education. Dana Britt Lundell is Director of the Center for Research on Developmental Education and Urban Literacy (CRDEUL) in the General College at the University of Minnesota, Twin Cities. She received her M.A. in English and Ph.D. in Curriculum and Instruction from the University of Minnesota. She is Co-Editor of the CRDEUL monograph and 2004 President of the Minnesota Association for Developmental Education (MNADE). Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor to the Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota. Her research interests are related to student development and the access and retention of student populations that traditionally have been underserved in postsecondary educational institutions. Karen L. Miksch is an Assistant Professor at the University of Minnesota, General College. She received her J.D. from the University of California, Hastings College of the Law. Affirmative action programs designed to recruit, admit, and retain a diverse student body, as well as access to college preparatory programs, are two ongoing areas of her research. All correspondence should be addressed to Patrick L. Bruch, General College, University of Minnesota, 128 Pleasant St. SE, Minneapolis, Minnesota 55455  相似文献   

15.
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.  相似文献   

16.
Student complaints to legislators led to 20 states mandating higher educational institutions develop policy on oral English language proficiency of instructors. These mandates directed public institutions to certify oral English language proficiency of international teaching assistants. Universities responded to these mandates by developing policy requiring formal evaluation of international teaching assistants and provision for remediation of those whose skills were deficient. Demographic factors which led to these mandates are number of non-resident aliens and number of students in higher education institutions in the state. Institutional factors leading to policy were graduate enrollment and degree granting status of institutions.Clayton F. Thomas obtained his Ph.D. from the University of Iowa. He is a Professor of Educational Administration and Foundations at Illinois State University and is affiliated with the Center for Higher Education. Patricia K. Monoson obtained her Ph.D. from the University of Illinois. She is an Associate Professor of Speech Pathology at Illinois State University and is affiliated with the Center for Higher Education.  相似文献   

17.
We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive processing and in the other to study for a test that required surface-level cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.Margaret E. Ross is an Associate Professor of Educational Measurement and Statistics at Auburn University. She earned her Ph.D. in Educational Psychology from the University of Kansas. Her research interests include the role assessment plays in influencing student learning strategies, assessment issues and policy, and educational program evaluation. Samuel B. Green is a Professor in the Educational Psychology Department at Arizona State University. He holds a Ph.D. in Measurement and Individual Differences Psychology from the University of Georgia. His research focuses on statistical procedures. Jill Salisbury-Glennon is an Associate Professor teaching Educational Psychology courses at Auburn University. She earned her Ph.D. in Educational Psychology from Pennsylvania. Research interests include college student self-regulation, metacognition, and motivation. Nona Tollefson recently passed away. She was a Professor of Psychology and Research in Education at the University of Kansas and held a Ph.D. from Purdue University. Her research focused on student assessment  相似文献   

18.
This paper focuses on five types of power and seven self-development strategies that can have an impact on the performance and productivity of African American female faculty members.Theresa Bey is a faculty associate at the University of Georgia, College of Education, Program for School Improvement. She has taught instructional supervision and leadership in staff development, and is a 1995 Senior Fulbright Scholar appointment in Cyprus. She received her B.A. in Business Education from Montclair State College; her M.A. in School-Community Relations from Glassboro State College; and, her Ph.D. (1979) in Educational Administration and Supervision from the University of Illinois, Urbana-Champaign. Her primary areas of interest include teacher education, mentoring, supervisory support, and international education.  相似文献   

19.
This article focuses on the ways that three feminist theories—liberal feminism, cultural feminism, and feminist poststructuralism—might be used to craft parental leave policies. After examining each theory in detail, the article concludes by offering one example of an ideal parental leave policy that combines the best features of each theory to produce a policy that is responsive to faculty needs and works to change gender roles. Often faculty and administrators implement policies without truly thinking through the theories that underpin the policies. This article provides the tools to help create theoretically informed policy. Margaret W. Sallee received her M.A. in Higher Education and Student Affairs from The Ohio State University and is currently a Ph.D. student and Research Assistant in the Center for Higher Education Policy Analysis at the University of Southern California. Her research focuses on faculty work lives and the influence of gender on graduate student socialization.  相似文献   

20.
Student interviews provide valuable input into peer evaluation of teaching. Both the University of Georgia and Stanford University have explored ways of using student interviews to tap into student perspectives. The approaches taken by the two schools are compared in this paper. Similarities and differences are identified and discussed. In addition, the aspects of teaching that are best reflected upon by peers versus students are enumerated.Sheri D. Sheppard, an associate professor, has been at Stanford University in the Design Division of Mechanical Engineering since 1986. In addition to teaching both undergraduate and graduate design classes, she does experimental and analytical research on weld fatigue and impact failures, fracture mechanics, and applied finite element analysis. She is also a co-principal investigator with Professor Larry Leifer on a multi-university NSF funded project to critically review undergraduate engineering curricula. Before coming to Stanford, Dr. Sheppard completed her graduate studies at the University of Michigan and held several research and consultancy positions in the automotive industry. Larry Leifer received his Ph.D. in Biomedical Engineering, his M.S. in Product Design and his B.S. in Mechanical Engineering at Stanford University. He studied human information processing and biomedical engineering in laboratories in the U.S. and Europe before joining Stanford's mechanical engineering department faculty in 1976. Currently he is a professor in the design division where he teaches courses in engineering design based on industry-funded projects and distributed design teams. He studies and promotes this pedagogy through leadership in an NSF funded coalition of engineering schools which are revising undergraduate engineering curricula. Relatedly, he has developed the Smart Product Design laboratory and taught its curriculum for 10 years. As founding director of the Stanford Center for Design Research, he does design theoretic studies and objective evaluation of structured design methodology. Seeking to disseminate assistive devices for physically limited individuals, he co-founded the Tolfa Corporation (1989) and Independence Works, Inc. (1992), a product development enterprise that uses the Internet World Wide Web to bridge the technology transfer gap between research laboratories and disabled consumer markets. J. Edward Carryer is an Acting Assistant Professor in the Design Division of Mechanical Engineering at Stanford University. In addition to teaching both undergraduate and graduate courses in mechatronics, he is active in the organization of workshops on Mechatronics Education and the development of both graduate and undergraduate Mechatronics curricula. Before coming to Stanford in 1992, Dr. Carryer held positions in the automotive industry and as a consultant on mechatronic systems, including Chief Engineer at Creative Applications Engineering Inc. There his work involved projects on medical instruments, electronic engine controls and human environmental control systems. Dr. Carryer's graduate work was done at the University of Wisconsin, Madison and Stanford University.  相似文献   

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