Inspiring engineering education: Service learning in manufacturing projects for ecological entities

The CDIO approach had been implemented in the CNC lathe retrofit manufacturing process to support learning in vocational schools, such as SMK and polytechnics. This research aims to evaluate the improvement of technology-based student competencies that are relevant to the needs of industry 4.0. The stages in this method are divided into three, namely the initial identification of the problem or project, designing the model and electrical sub-components and analyzing the improvement of process evaluation results. The implementation actively involves the collaboration of 4-6 students from various cross majors by appointing one student as a leader who is supervised by a lecturer as a project manager and an instructor as a project facilitator. Validation of the project takes place upon completion of the project activities, with student groups submitting a report detailing the project implementation design, logbook, and final deliverables. This documentation is comprehensively reviewed by the project manager, faculty team, and an interdisciplinary expert committee to assess the validation results of the activity, which will be integrated into the relevant course assessment. This evaluation and validation review relates to a 13-point institutionally developed instrument that is linear to the discipline-specific graduate outcomes. The results of the analysis show that the majority of respondents from students and lecturers agree that the CDIO approach strengthens the understanding of technical concepts and practical skills through structured learning stages, from designing to operating prototype products. In addition, it can also integrate through aspects of collaboration, problem solving, and innovation that support the needs of modern industry.•The implementation of CDIO (Conceive, Design, Implement, Operate) is essential in vocational faculty, vocational high schools (SMK), and polytechnics, particularly for CNC-based universal turn drill retrofit manufacturing projects, as this methodology promotes practice-oriented learning, industry relevance, and aligns with a 12-standard framework•Through a Likert scale-based data collection method, this study measured the level of understanding, technical skills, and user satisfaction with the concept of CNC retrofitting.•The success of this method is measured through several parameters, including increased student competence, active involvement in the project, and the final product produced with an average approval percentage score above 70 %.

This study aims to analyze the influence of visionary leadership based on integrity and professionalism on the quality of education in vocational high schools (SMK). The research method employed is quantitative, with data analysis techniques using Structural Equation Modeling-Partial Least Squares (SEM-PLS). The sample consists of 246 vocational school teachers selected through cluster sampling in Bireun Regency, Aceh. The results indicate that visionary leadership based on integrity and professionalism has a significant impact on the quality of education in vocational schools. The school quality variable is explained by the visionary leadership construct, which comprises the dimensions of integrity and professionalism, accounting for 82.5% of the variance. The study finds that visionary leadership grounded in integrity and professionalism has a significant positive impact on educational quality in vocational high schools, explaining 82.5% of the variation in school quality. Professionalism-based leadership was identified as having the strongest influence on school quality, followed by integrity-based leadership and general visionary leadership, all of which proved statistically significant. The implications of these findings suggest that schools should emphasize strengthening integrity and professionalism in the leadership of school principals to sustainably improve educational quality. Enhancing visionary leadership will better equip schools to face educational challenges in the era of globalization and technological disruption. This research uniquely focuses on visionary leadership in vocational education, emphasizing integrity and professionalism as critical components, unlike previous studies that often addressed general school environments without these specific leadership dimensions.

An expanding body of scholarship and other writing is emerging across may disciplines that views service learning as an effective, and perhaps core element of the higher education mission. James Applegate and Sherwyn Morreale, writing as disciplinary association officers of the National Communication Association, suggest that faculty, students and communities will continue to witness the proliferation of service learning initiatives as university service missions are recast with a new vision for community outreach that matches the expertise and values of the university with the needs of local, state, national, and international communities.1 It has not been clear to date how much of an impact service learning pedagogies have had among those who teach journalism and mass communication. The journalism and mass communication literature in this area is, in comparison to other disciplines, small. The study described below attempts to address this imbalance. Service learning has been defined by several scholars whose theoretical positions vary. Most acknowledge that the essence of service learning is in its ability to connect student involvement to community outlets.2 One of the more inclusive definitions of service learning is offered by the American Association of Higher Education: Service learning means a method under which students learn and develop a thoughtfully organized service that: is conducted in and meets the needs of a community and is coordinated with an institution of higher education and with the community; helps foster civic responsibility; is integrated into and embraces the academic curriculum of the students enrolled; and includes structured time for the students to reflect on the service experience.3 Although service learning can be categorized within the more general paradigm of experiential learning, its major distinction lies in the philosophical basis from which it springs-integrating a sense of civic responsibility into the academic environment in order to impart character development as part of the academic mission.4 For the democratic process to work, society needs active citizens with a sense of responsibility and involvement in the communities in which they live, not passive consumers. In fact, service learning has been posited as a way for the academy to acknowledge its commitment or renew its civic responsibility to the community it finds itself in. Studies that have assessed service learning experiences conclude that the outcomes have been positive for most involved: students, faculty, community and institution.5 Students are more motivated in their classwork, work harder and learn more; and many of the benefits acquired from their service learning experience are long term.6 Faculty find that student learning is enhanced and that there is an interaction between theory and practice and thought to action.7 Community organizations have also found student contributions valuable. Campus/community relationships are constructive, and connections are made that did not exist before.9 Researchers have studied particular class experience regarding the incorporation of service learning alongside more traditional classroom methods.10 With regard to the journalism/mass communication discipline, Cohen and Kinsey incorporated service learning projects into the Mass Communication and Society course and found that the greatest strength of this approach was in assisting students in placing classroom material into a meaningful context.11 They also found that both students and teachers observed the service learning projects they participated in were an effective use of academic time. Focusing on service-learning designated courses, Corbett and Kendall found that students enrolled in these courses believed that the service learning experiences heighten their sense of citizenship and assisted them in understanding basic concepts and theories of course content.12 Other researchers have looked at university-wide curricula and have determined that service learning components are found predominantly in education and social science courses. …

School culture and teacher competence play a crucial role in enhancing school productivity, particularly in Vocational High Schools (SMK) in Pidie District. This productivity is reflected in students' academic achievements and their readiness to enter the workforce. The study population consists of 436 teachers and school principals from 14 SMKs spread across various sub-districts. The sample was selected using the Proportionate Random Sampling technique, resulting in three representative schools: SMKN 1 Sigli, SMKN 2 Sigli, and SMKN 3 Sigli, with a total of 225 respondents, including teachers and school principals. Data analysis was conducted using simple linear regression and multiple regression tests to measure the relationship between school culture and teacher competence with school productivity. The regression analysis results indicate that school culture significantly influences school productivity, contributing 36.6% (R² = 0.366), while teacher competence contributes 16.9% (R² = 0.169). Simultaneously, these two factors account for 53.5% of school productivity, while 46.5% is influenced by other factors. These findings emphasize that a positive school culture and high teacher competence enhance academic achievement, learning effectiveness, and students' readiness for the workforce. Therefore, strengthening school culture, improving teacher competence, and fostering partnerships with industries are key strategies for enhancing the quality of education in vocational schools.

It is well established that university engineering students are capable of concrete contributions to sustainable development while improving their academic skills by undertaking service learning (SL) projects tailored for the content of the course. These SL projects can normally be classified as: 1) collaborations with a community group or non-profit organization to provide specific engineering design or construction around a community need, or 2) an internship-like experience with industry in which students provide solicited work for a client. The limitation of both of these approaches is that they do not prepare students to implement projects that are not prescribed. This paper presents the findings for a novel pedagogical exercise in which students were assigned SL projects in which they were to act as change agents for industry by implementing unsolicited energy conservation measures (ECMs) to improve the environmental performance of an organization. These ECMs focused on green information technology and systems (IT/S) SL projects, which were integrated into a 4 year mechanical engineering elective in engineering for sustainable development. The projects were broken into two components – a virtual and a real SL project. For the virtual component, the students used Appropedia.org, an appropriate technology wiki, to coordinate the five member teams and to develop and publish ECMs utilizing green IT/S. The ECMs created by students were constructed from templates, which had been developed by a multi-disciplinary team made up of representatives from economics, engineering, environmental studies, and management information systems. The ECMs were then open sourced and made available for any organization to use to economically and environmentally justify improvements in IT/S. For the second component, the student teams self-selected industry clients and obtained permission to perform IT/S energy audits of the organizations. After performing the audits, the teams selected among the ECMs developed by the class to make recommendations to the organizations. Preliminary results are presented and discussed and conclusions are drawn on the effectiveness of such hybridization projects to SL in engineering.

This study discusses the importance of principal management in efforts to improve the quality of education in vocational high schools, given the importance of the role of school principals where all policies are oriented towards improving the quality of education. Based on these objectives, a research design was then chosen using a quantitative design. The subject used in this study consisted of three groups, namely vice principals, education staff, and students. The instrument used was a questionnaire used to measure the managerial skills of school principals which consisted of three aspects including the innovator aspect consisting of four indicators, the motivator consisting of seven indicators, and the supervisor consisting of three indicators. The empirical methodology used in practical descriptive analysis represents trends and variations in data such as mean, median, and mode), which are very useful for explaining research data. Descriptive statistical analysis assisted by the SPSS program. The results of the study found that school principals had been able to improve the quality of education in vocational schools based on the innovator aspect with the highest average of 29.40 (Std. Dev 20.28), motivators with the highest average of 49.00 (Std. Dev 38.33), and supervisors with the highest average of 49.00 (Std. Dev 37.59).

© 2016 by the board of trustees of the university of ill inois As part of Fall Welcome Week, incoming freshmen at our Midwestern Jesuit university engage in a First-Year Summer Reading program. All new students read the same book and attend small group sessions to discuss their impressions. In the fall of 2013, I led one of these discussion sessions on Fr. Gregory Boyle’s 2011 memoir, Tattoos on the Heart, in which Boyle recounts his work with gang members in Los Angeles. During our discussion, a student pointed out a quote that she found interesting: Gregory writes that “Jesus was not ‘a man for others’; he was one with them” (188; emphasis mine). The student explained that this statement seemed to contrast with our university’s mission of preparing students to become “men and women for others.”1 As a group, we discussed the difference between the two prepositions, and I ended the session by encouraging the student to participate in the First-Year Summer Reading essay contest with a paper on exactly this topic. After leaving the discussion session, I kept thinking about the student’s observation. Our mission as a Jesuit university is admirable in many ways, pushing for academic rigor to educate the “whole person” and to serve those who are in need. Inspired by that incoming student, I started to think more about the for in our motto, which moves our campus community to invest an enormous amount of time and energy into service-learning projects every year. Where is the connection between feminism and service learning? In which ways can they profit from each other? How can we practice service learning at a religious institution that is often skeptical of feminism to bring the movement to our student body? How might this create a more effective form of service? For the purpose of this article, I define service learning as meaningful service in connection with learning, reflection, and civic responsibility toward the strengthening of communities and bringing about lasting social transformation. Jeff Claus and Curtis Ogden propose in their Introduction to Service Learning for Youth Empowerment and Social Change that “service learning can provide powerful opportunities for youth to reflect critically and constructively in their world and to develop skills for facilitating meaningful social change” (3). Ideally, service learning enhances students’ critical thinking skills, Feminist Service Learning: Teaching about Oppression to Work toward Social Change

Objective: The objective of this study is to assess the efficacy of personalized differentiated learning in enhancing the employability of students enrolled in the animation study program at vocational schools. Currently, the transmission of subject matter and animation program training in vocational schools is conducted in a traditional and uniform manner. All students in a class receive the same instruction without considering their individual learning styles, talents, and interests. However, animation companies require specific skills from their employees, leading to a disconnect between the skills possessed by vocational school graduates and the demands of the job market. The vocational school curriculum focuses on the application of theoretical knowledge to practical animation production, which necessitates access to computer facilities. To address these challenges, differentiated learning using a personalized approach is proposed as a solution to enhance the employability of vocational school students in the animation field. Method: To gather accurate and valid data for this study, the exposefacto quantitative method was utilized. This method ensured that the questions used and the descriptions of the material being taught were aligned with the objectives and content of the lesson (Patria et al., 2023). The research took place at SMKN 12 Surabaya, specifically targeting students enrolled in the animation study program. A sample size of 30 students from this program was included in the study. The main objective of the research was to evaluate how differentiated learning, implemented with a personalized approach, could enhance the employability of vocational high school students in the animation study program. In this particular research design, a non-experimental approach is employed to examine the causal relationship between two variables, one being the dependent variable and the other being the independent variable. To collect data, a survey method is utilized, involving the administration of specific questions. The researcher employs an analytical technique known as structural equation models (SEM) to assess the impact of the relationship between these variables. The participants in this study consist of students enrolled in the animation study program at SMKN 12 Surabaya. They are divided into two groups: a control class that follows a traditional teaching method and an experimental class that adopts a personalized approach to differentiated learning. The data is derived from the completion of questionnaires distributed among the students in both classes. Results: The percentage of students that are employable increased by 10.3% following the differentiation of learning methods with a personalized approach. When compared to the control class that only received the application of different learning that was not personalized, it increased by an average of 0.3%. It is possible to deduce that the utilization of personalized approaches in different educational methods is beneficial because it maximizes the students' employability. The results showed that the students who were taught with the differentiated approach had a higher percentage of employment than the controls. Additionally, students in the experimental group had a greater sense of motivation and participation in the educational process as a whole. Distinguished learning style with personalization is considered a method that can be employed to enhance the efficiency of learning in high schools that specialize in professions in order to create skills that are relevant to the industry. Conclusions: Drawing from the findings of the research, one can reasonably deduce that: (1) The employability of students in animation study programs in vocational schools is positively impacted by the adoption of a personalized learning approach, (2) The effectiveness of students' employability is greatly impacted by differentiated learning, and (3) The integration of personalized learning and differentiated instruction yields superior outcomes in equipping Animation Study Program students with the necessary employability skills.

The aim of this research is to identify the effect of the phenomenon of Phubbing on the organizational behavior of administrators working in vocational schools in the light of the variables of appreciation and Provision of Attention to Employees. The research community consisted of (45) administrators, who were selected in a stratified random manner. The descriptive survey method was used in the current research. To achieve the objectives of the research, a questionnaire was developed, and its validity and reliability were confirmed. The results showed that the effect of the phenomenon of Phubbing on the organizational behavior of administrators working in vocational education schools in the light of the variables of appreciation and concern for workers was medium. The results of the research also showed that there were statistically significant differences at the significance level (α ≤ 0.05) according to the gender variable in favor of the male category. And there were no statistically significant differences according to the educational qualification variable, and there were no statistically significant differences according to the years of experience variable. In light of these results, the research recommended that the administrations of vocational education schools attach great importance to organizational behavior And work on treating it and alleviating the obstacles it faces and trying to tackle the phenomenon of Phubbing, So that it works to stimulate conducting studies and research from time to time to find out the effects of this phenomenon on organizational behavior in various circumstances and organizational variables in the educational administrative environment.

Vocational High Schools have an important role in improving the quality of human resources to meet industrial needs. However, the current education system in Vocational Schools especially in Purwakarta, Subang, Karawang, Bekasi (PURWASUKASI) still has disadvantages compared to other countries. The government through the ministry of industry has started vocational education for Vocational Schools in Indonesia. Vocational education conducted to support the creation of qualified human resources that can meet the industrial needs related to labor. The implementation of information technology in the field of education is one of the ways to improve the quality of education, including education in vocational schools. E-learning implementation aims to improve the quality of education. E-learning is often used in the application of adaptive learning in the field of education. In this study, an e-learning system model has been created that has been developed to support industrial based adaptive learning for Vocational High Schools in PURWASUKASI. The system that has been developed has been tested from the functional side of the system and shows that the developed e-learning system is ready to use.

In this paper, we report on students’ self-assessment of the impact of engagement in various Service-Learning (SL) projects, specifically focused on relevant All India Council for Technical Education (AICTE) engineering education outcomes. We report on the self-assessment by undergraduate students who had and didn’t have projects. The assessment spans students across multiple years in the Masters of Technology Environmental Engineering (MTEE) program and covers a range of projects, including water quality assessment, water audits in institutions, and water policy formulation. Students who participated in the SL projects were surveyed on the impact of their participation in these projects on the achievement of selected AICTE engineering education outcomes. The results demonstrated that student self-assessment of the achievement of outcomes showed a significant increase in attainment levels, as well as in the number of students attaining higher levels through their participation in SL projects. This was the case for undergraduate students who participated in some SL projects and MTEE graduate students who were required to engage in the various real projects that the institution took on. The data broadly demonstrates that student’s own assessment of the enhancement of their achievement of AICTE learning outcomes affirms the relevance and value of service-learning and project-based learning. This is an additional study that shows the tremendous educational benefits of incorporating SL into engineering curricula.

Presence of emerging organic contaminants and solvents in schools using passive sampling

Service learning (SL) is a teaching and learning approach that couples service to a community partner with academic learning for students. Often the objectives of SL courses include academic or technical enhancement, civic engagement, and development of personal and interpersonal skills. A key component of SL is critical reflection, which is expected to help the students understand the significance of civic engagement as well as course contents. The civic engagement aspect of this educational approach aligns well with the service-oriented nature of the civil engineering profession. SL projects have been conducted in the Civil and Environmental Engineering Capstone Senior Design course at the University of Vermont since 2006. Students submit written semi-guided reflections on their experience at the conclusion of the course. The student reflections from 2011 through 2014 (n = 154 male and 61 female from a total of 50 different SL projects) were analyzed to assess if there is any difference in the attitude toward SL between male versus female students. The results of this analysis are presented here.

The purpose of this study was to investigate the development of critical thinking abilities in vocational and technical education secondary schools in Anambra State. A comprehensive literature review was conducted to identify the current state of critical thinking education in vocational and technical schools. One research question and one hypothesis in line with the research purpose guided this study. The research methods included surveys and interviews with teachers and students from selected schools in Anambra State. The population consists of 9,847 respondents, random sampling technique eas used to select 384 respondents. Instrument for data collection was questionnaire, the instrument was validated and reliability was tested ans retested. Data analysis revealed that the majority of vocational and technical education schools in Anambra State have a moderate level of critical thinking education. However, there are several challenges that hinder the full development of critical thinking abilities, such as lack of resources, inadequate training for teachers, and a curriculum that focuses more on practical skills rather than critical thinking. Based on these findings, recommendations are provided for improving critical thinking education in vocational and technical schools in Anambra State. These recommendations include incorporating critical thinking into the curriculum, providing training for teachers, and allocating more resources for critical thinking education. Overall, this study provides valuable insights into the current state of critical thinking education in vocational and technical schools in Anambra State and offers suggestions for improving its development.

Social entrepreneurship education is promising to foster entrepreneurial intentions and inspire vocational learners to tackle societal challenges by applying sustainable business models. Challenge-based Learning is an innovative approach for social entrepreneurship education as it encourages learning while working on real-world challenges addressing societal issues. Nevertheless, there is limited evidence for Challenge-based Learning in the context of vocational education and training. Therefore, this study aims to analyze the design of Challenge-based Learning courses for social entrepreneurship education in vocational education and evaluate their potential to contribute to changing entrepreneurial intentions. N = 44 vocational students in three Challenge-based Learning-oriented social entrepreneurship courses were surveyed using standardized scales in a longitudinal design. The data was analyzed using descriptive statistics, a mixed ANOVA, and hierarchical linear regressions. Differences in Challenge-based Learning implementation mainly concern the authenticity and complexity of the challenge as well as external stakeholder involvement. Differences in entrepreneurial intentions between courses were only significant after the course. Only participants in course 3 reported a statistically significant increase in entrepreneurial intentions. Beyond course membership, only previous entrepreneurial intentions explained incremental variance. To sum up, Challenge-based Learning shows potential to foster entrepreneurial intentions, but more research on the design of interventions and specific adaptations for the vocational education context is needed.