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Lifelong Learning

Lifelong Learning

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Lifelong Learning

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  1. Lifelong Learning

  2. Objectives • Understand why lifelong learning is important

  3. Importance • Keeping your job • Enhancing your career options • Licensing • Upward job mobility • Personal satisfaction • Others?

  4. Types • Graduate school • Professional Development Hours • Company required (or company offered) • Continued Service • On your own

  5. Graduate School • Online or traditional or in-between • In your field, related to your field, other • Project-based or thesis based • Company pays/helps or on-your-own

  6. Graduate School • Complete before you leave • Good relationship w/ your advisor • Perseverence

  7. Professional Development Hours • PE (36 hours in a 3-year period) • Review “commonly asked questions: http://www.op.nysed.gov/prof/pels/peceques.htm • Example of companies that offer PDF credits: • http://www.idpnewyork.com/about.php • https://www.halfmoonseminars.org/

  8. Homework • Have you thought about graduate school? • If not, why not? If yes, what programs have you researched? • Research the GRE and prepare a one-page summary description. • Research 3 graduate program from 3 different schools that you think you might be interested in. • Provide a detailed description of each program. • Summarize the admittance requirements and provide a discussion as to whether you currently meet them. • What could you do now to improve your odds for gaining admittance to the programs you are interested in?

  9. Lifelong Learning (10-12 minutes) • Graduate school program options for engineering technology graduates • Graduate school-thesis or project? • Graduate school-online programs versus conventional programs • Continuing education requirements (PE) • Companies that provide continuous education (Not Assigned) • Salary data: (high school, associate, bachelor’s, master’s. PhD) • Importance of lifelong learning (Not Assigned) • Assessing “lifelong learning” (Not Assigned) • Learning via the scientific method (Not Assigned)

  10. The Impossible Challenge:Spring 2014 “….and eventually I want to put these animals out in herds on the beaches, so they will live their own lives”—Theo Janson • Build a “model” of a “Strandbeest” and explain how it works (presentation due April 21/22nd) • 50% of grade based on “completion” and 50% of grade based on voting (#1-50, #2-45, #3-40) • Starting References: • http://en.wikipedia.org/wiki/Theo_Jansen • http://www.youtube.com/watch?v=MYGJ9jrbpvg • http://www.ted.com/speakers/theo_jansen • http://www.mekanizmalar.com/theo_jansen.html • http://www.mechanicalspider.com/comparison.html

  11. The Impossible Challenge:Spring 2013 • Build a “model” of the stangenkunst (&/or jerker line) system and explain how it works (presentation due April 9th) • Grade based on voting (#1-100, #2-95, #3-90 & #4-90) • Starting References: • http://www.lowtechmagazine.com/2013/01/mechanical-transmission-of-power-stangenkunst.html • http://www.lowtechmagazine.com/2013/02/the-mechanical-transmission-of-power-jerker-line-systems.html

  12. The Impossible Challenge: Not Assigned Spring 2012 • Build a model of the Antikythera mechanism and explain how it works • Starting References: • http://en.wikipedia.org/wiki/Antikythera_mechanism • http://www.antikythera-mechanism.gr/project/overview • http://www.antikythera-mechanism.gr/system/files/0608_Nature.pdf • http://www.antikythera-mechanism.gr/system/files/0608_Nature-Supplementary.pdf