We will now introduce the Distortion Team, including what they did for the project and other various tidbits.

Student teams follow the steps of the engineering design process to meet the challenge of getting their entire class from one location on the playground to the sidewalk without touching the ground between. The class develops a well thought-out plan while following the steps of the engineering design process. Then, they test their solution by going outside and trying it out. Through the post-activity assessment, they compare their problem-solving experience to real life engineering challenges, such as creating new forms of transportation or new product invention.

This paper will provide readers with insight into "Team Building and Decision-Making" curriculum methods and strategies utilized in leadership for our administrators. The content is based on "The Five Dysfunctions of a Team: A Leadership Fable" by Lencioni (2002). The writer is working on developing a unique cascade of activities designed to reduce team dysfunctions through trust and skill building.

A short biography of the four elec 301 students who created the iris recognition modules.

Provides students opportunities to meet senior executives of private and public institutions, and to discuss key management issues from the perspective of top management. Students prepare detailed briefings identifying and analyzing important management issues facing these organizations. Seminar concludes with a one-week field trip to New York City.

This course will begin with an introduction that will help further the distinction between leadership and management, followed by an introduction to major theories and models of leadership. Next, the student will be introduced to the process of decision-making, followed by the processes of leading independently. The final unit will focus on managing groups and teams. Upon successful completion of the course, the student will be able to: distinguish the concept of leadership from the concept of management; compare and contrast the major theories of leadership; analyze the decision-making process and change management; assess the skills necessary to exert power and influence in a non-authoritative leadership role; evaluate the qualities necessary to effectively manage or lead in a team/group environment. (Business Administration 401)

This module reviews styles of conflict behavior and explains a mode of negotiation that can meet multiple needs.

Learn more about the inventions and the design process and take a role in a team activity.

Download the supporting PDF file for this episode http://bit.ly/ieDVEh from the Learning to Teach Online project website.

While developing effective teamwork and collaboration skills are considered important to the learning process, many students find group work challenging and difficult. In this episode we explore how Internet technologies can improve the collaborative process within online teamwork, and offer some useful strategies for facilitation and assessment.

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Students apply what they have learned about the engineering design process to a real-life problem that affects them and/or their school. They chose a problem as a group, and then follow the engineering design process to come up with and test their design solution. This activity teaches students how to use the engineering design process while improving something in the school environment that matters to them. By performing each step of the design process, students can experience what it is like to be an engineer.

This course introduces Entrepreneurship and Business Planning. Upon successful completion of this course, students will be able to: analyze the entrepreneurial process through which business ideas are evaluated; identify the characteristics of successful entrepreneurs; demonstrate an awareness of strategies supporting entrepreneurship; distinguish between business ideas and opportunities; write a formalized business plan; write a marketing plan; examine their personal entrepreneurial potentials; know how to finance their business ventures; demonstrate an understanding of team-building dynamics. (Business Administration 305)

When teaching larger classes, an online environment can provide many opportunities for increased student engagement, group work and self testing. In this case study Professor Alan Crosky, from the University of New South Wales, explains how he uses a blended learning approach in his Engineering Materials and Chemistry course with 700 first year students. He highlights the importance of providing student orientation and support when first introducing an online component, and discusses the benefits of integrating online tutorials and resources, group work, peer assessment and self-testing into the course.

Download the supporting PDF file for this episode http://bit.ly/lMjbGt from the Learning to Teach Online project website.

What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.