The impact of group design projects in engineering on achievement goal orientations and academic outcomes

This study examined the impact of incorporating group design projects into a second-year engineering class on achievement goal orientations and two academic outcomes: concept inventory and final exam scores. In this study, two sections were taught using lecture format, but one section also completed three group design projects as part of their curriculum. The intervention of incorporating group design projects had a positive effect on mastery goals and a negative effect on performance-approach goals. The effect of the intervention on academic outcomes was mediated by mastery goals but not performance-approach or performance-avoidance goals. Implications and future directions are discussed.     

Effect of increasing duration of diabetes mellitus type 2 on glycated hemoglobin and insulin sensitivity

Non-insulin dependent diabetes mellitus (NIDDM) is the most rapidly growing chronic metabolic disorder in the world. With advancement in the age and duration of diabetes there is a gradual tendency for the level of blood sugar to rise along with a subsequent increase in the HbA1c as well as in the fasting insulin level. Whether this is an aging process or increased frequency of diabetes is still controversial. The correlation between glucose and insulin sensitivity is consistent with the idea that the degree of chronic hyperglycemia is a cause of excessive insulin resistance in type 2 diabetes, i.e. the insulin resistance which characterizes type 2 diabetes but not nondiabetic subjects matched for age, gender, family history and duration of diabetes. The study comprised a total of 76 subjects out of which 30 were normal, non-diabetic persons and the rest 46 were diabetics with different duration of time in years, after being diagnosed diabetic. Data was analyzed after dividing the subjects into four groups—Group 1 comprised of one year old diabetics, Group 2 was made up of those, who had diabetes, for the past 2–5 years, Group 3 included patients who were diabetic since more than 5 years and Group 4 included non-diabetics as the normal control group. The results obtained indicated that the HbA1c levels showed a significant increase with the duration of diabetes as well as the insulin level showed a significant correlation after adjustment for age, sex and duration of diabetes.     

Measurement of Attitudes of Rural Women Towards Self-Help Groups

Abstract

Self-help groups (SHGs) have emerged as an effective mechanism of empowerment and development of women as well as being on efficient mode of promoting group action and technology dissemination. Initiatives were undertaken at the Central Institute of Post-Harvest Engineering and Technology (CIPHET), Ludhiana to facilitate the formation of women's SHGs and to develop their capabilities through training programmes for harnessing the benefits of value addition and processing technologies for employment and income generation. The study attempts to assess the attitude changes in women about SHGs as a result of training. The evaluation of SHGs was conducted at attitude construct. A Likert Likert, R. 1932. A Technique for the Measurement of Attitudes. Archives of Psychology, 140: 44–53.  [Google Scholar]-type scale consisting of 26 items was developed, for which Cronbach's alpha coefficient of reliability was observed as 0.85. The survey instrument contained five sections; namely, socio-economic upliftment; education and training; marketing and entrepreneurship qualities; technology adoption and participatory research; and banking/credit aspects. The training group consisting of 30 participants of SHGs responded to five-section survey instrument. Significant t-test results for mean values of attitude of women before and after the training showed a significant change in attitude of women in all the five areas as a result of training. Positive orientation towards a task paves the way for success. The study exemplifies the impact of training in instilling positive orientation. For addressing the issues of rural poverty, enrichment of the system with social capital through empowerment and formation of women SHGs; provision of financial and credit support; creation of market-driven and decentralized extension system; use of media-mix for technology transfer and informal education at rural level; conduction of need-based training and strong political will need to be emphasized.     

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice

Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin &; Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.