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This course workbook is designed to help students understand the principles of active learning, student assessment, and team training used in Arizona State University's core engineering curriculum. Eight sections focus on: (1) active learning, teaching and learning styles, and cooperative learning; (2) student assessment, levels of learning, and degrees of internalization, (3) a guide to self-evaluation and the documentation of educational states; (4) the use of teams; (5) team dynamics and effectiveness; (6) communication skills and teamwork; (7) tools for effective team decision-making; and (8) competency matrices for student self-evaluation. (MDM)

This report reviews the need for teaming skills in the engineering workplace and discusses why these same skills can contribute to improving the educational process. It also includes a team training workbook and a facilitator's guide that contain exercises and ideas to help develop effective teams. The report examines the evolution of teams in industry and how Arizona State University is redesigning its core engineering curriculum to reflect the increased use of teams. The team training and facilitator workbooks each contain three sections which focus on: (1) techniques for making teams out of groups; (2) the results of team versus individual decision-making; and (3) team-building exercises. Appendixes contain tools for team decision making and a reading and video resource list. (MDM)

This document consists of a workshop presentation on curriculum development, design, specification, and assessment in the engineering classroom. Ten sessions focus on: (1) the format and purpose of the workshop, which is designed to help instructors develop an understanding of the basic principles of curriculum and instruction and the ability to apply these principles to the development, design, specification, and assessment of a curriculum or course; (2) cognitive aspects of learning science; (3) the state of instruction in the engineering sciences and definitions of learning; (4) the elements of learning systems, learning styles, and taxonomies of learning; (5) educational states evaluation exercises; (6) educational goals and competencies; (7) past, present, and future classroom structures; (8) the classification of outcomes and competencies, as well as curriculum and course design; (9) the transformation of goals and outcomes into competencies; and (10) sequencing competencies. An appendix contains outlines of various cognitive models. A supplementary volume contains sample competency matrices, a guide to self-evaluation and documentation of educational states, a guide to the documentation of technical work, learning structures for students, excerpts from "Cognitive Aspects of Learning Science" (Jose Mestre), a collection of information on change in education, and four papers on intellectual development and student assessment. (MDM)

This document consists of a workshop presentation on the development of a new engineering science core curriculum at Arizona State University (ASU). Part 1 presents an overview of the project, which was designed to return a true commonality to the engineering science core and increase understanding of fundamental concepts by reinserting design education into the undergraduate curriculum. Part 2 outlines the four core courses (conservation principles, properties of matter, engineering systems, and conservation principles for continuous media), while part 3 makes comparisons with traditional courses. Part 4 examines learning structures and experiences, while part 5 outlines the implementation of the core courses in chemical engineering at ASU. Part 6 addresses student competencies and levels of learning, while part 7 presents condensed versions of Langford and McNeill's taxonomies of learning. Parts 8, 9, and 10 provide course objectives, daily assignments, and competency matrices for core courses on conservation principles, properties of matter, and engineering systems. (MDM)

This document consists of a workshop presentation on active learning in the engineering classroom. Eight sessions focus on: (1) the format and purpose of the workshop, which is designed to help instructors use active learning principles in the classroom; (2) the state of instruction in the engineering sciences; (3) the stages of knowledge and learning and the use of competency matrices in student evaluation; (4) the essential elements of active learning, including positive interdependence, individual accountability, group processing, and face-to-face interaction; (5) a proposed learning culture and the effectiveness of various learning and teaching styles; (6) the roles of team leaders, facilitators, and members in team-based active learning; (7) the structure and design of active learning exercises and homework problems; and (8) student evaluation. An appendix contains notes on change in the learning environment, the process of change, and levels of learning. (MDM)

Integrated Pest Management (IPM), a decision-making approach to pest control, is designed to help individuals decide if pest suppression treatments are necessary, when they should be initiated, where they should be applied, and what strategy/mix of tatics to use. IPM combines a variety of approaches with which to manage pests, including human behavior changes, habitat modification, physical controls, biological control agents, and least toxic chemical controls. Using these techniques, an IPM program maintains the size of a pest population at or below an acceptable level. In addition, the amount of toxic material put into the environment is kept as small as possible. This module contains basic information/materials necessary to begin an IPM program on cockroach control that best suits the needs/resources of each specific teaching situation. Materials provided include: an introduction; teaching suggestions; eight lesson plans (focusing on basic concepts of habitat, environment, food/waste management, and pests); take-home booklet depicting steps in controlling cockroaches in a home kitchen; script for a filmstrip/sound cassette package; set of 16 posters leading through a step-by-step explanation of how to make a room less attractive to cockroaches; glossary; and bibliography. Although designed for elementary students, posters and filmstrip program may be useful/valuable for adults. (JN)

Integrated Pest Management (IPM), a decision-making approach to pest control, is designed to help individuals decide if pest suppression treatments are necessary, when they should be initiated, where they should be applied, and what strategy and mix of tactics to use. IPM combines a variety of approaches with which to manage pests. These include human behavior changes, habitat modification, physical controls, biological control agents, and least-toxic chemical controls. Using these techniques, an IPM program maintains the size of a pest population at or below an acceptable level. In addition, the amount of toxic material put into the environment is kept as small as possible. This packet of materials graphically teaches K-6 students the basics of an IPM mouse control program. The packet consists of a bulletin board (which students help assemble), an informative (and entertaining) take-home booklet, and several reinforcing activities. Designed to fit easily into any teacher's schedule, the materials can be presented as a separate program or as a supplement to studies in language arts, science, or health. (JN)

These readings provide basic background information on urban integrated pest management and the development of Integrated Pest Management (IPM) programs for the control of rodents, cockroaches, and head lice. IPM is a decision-making process for deciding if pest supprssion treatments are needed, when they should be initiated, where they should be applied, and what strategy and mix of tactics to use. IPM combines a variety of approaches (tools) with which to manage pests. These include human behavior changes, habitat modification, physical controls, biological control agents, and least-toxic chemical controls. Using these techniques, an IPM program maintains the size of a pest population at or below an acceptable level. In addition, the amount of toxic material put into the environment is kept as small as possible. Included in the readings are scientific discussions of IPM as well as graphic handouts that can be reproduced and distributed. A bibliography suggesting more in-depth information and instruction in urban IPM is also included. (JN)

Integrated Pest Management (IPM) is a decision-making approach to pest control that has been used successfully on farms, city parks, offices, homes, and schools. IPM programs help individuals decide when treatments are necessary, where treatment would be most helpful, and what combinations of tactics would be most effective, safe, and inexpensive to adequately suppress the pests. The basic strategy of IPM involves modifying the environment so it is not capable of supporting a large pest population. This guide is designed for use by school system administrators in setting up an IPM program to control cockroaches throughout the school system. The program operates within the school hierarchy using four primary workgroups: pest control service operators; school principals; maintenance service personnel; and food service personnel. The first part of the guide, presenting the basics of a school IPM program, includes sections on: program initiation; five basic components of a cockroach control program; workshop composition/responsibilities; recordkeeping forms; and details of program components. The second part provides more detailed descriptions of the program's components and a brief discussion of basic cockroach biology and behavior. The final part describes elementary-level teaching packets available to school systems interested in including alternative pest management techniques in their curricula. (JN)