bluuebunny/crossref_metadata_2025 huggingface dataset:
An Industry‐Based Engineering Management Master's Program for the Working Engineer
Authors: Chelst Kenneth R. , Falkenburg Donald R. , Nagle Dennis J.
Published: January 2013

The Engineering Management Master's Program is an educational partnership between Wayne State University and the Ford Motor Company that targets the working engineer on the path to technical leadership. The paper describes the educational model that drives the goals of the program. It expresses a set of underlying beliefs that guide educational design and implementation, and explains how these philosophies give life to courses and guide program implementation. Finally it presents a set of issues important in transferring the experience to other institutions.
An Evaluation of the Georgia Tech Summer Undergraduate Program of Research in Electrical Engineering for Minorities
Authors: Morley Rebecca L. , Havick John J. , May Gary S.
Published: January 2013

This paper describes and evaluates the effectiveness of a summer undergraduate research program designed to attract qualified minority students into graduate school in electrical engineering. This eight‐week program recruits students of at least junior‐level undergraduate standing on a nationwide basis and pairs them with faculty members and graduate student mentors to undertake research. The research activities are conducted in the School of Electrical and Computer Engineering and National Science Foundation Engineering (NSF) Research Center in Low‐Cost Electronic Packaging at the Georgia Institute of Technology. From 1992–1995, a total of 47 students participated in this program. Thirty‐six of these participants were interviewed by phone to obtain qualitative and quantitative information about the program's impact. The findings indicate that 92% of the program participants are either currently enrolled in a graduate program, plan to attend graduate school in the next two years, or have completed a graduate degree. In comparison to a control group of individuals drawn from the membership of the National Society of Black Engineers (NSBE) alumni, it is found that program participants are more likely to pursue advanced degrees and more likely than non‐participants to continue their studies in engineering. In addition, participants report higher starting salaries than non‐participants. Overall, attitudes toward the program are positive, and the data suggests that GT‐SUPREEM does have a significant impact on the student participants.
A Web‐Based Instructional Module for Teaching Middle School Students Engineering Design with Simple Machines*
Authors: McKenna Ann , Agogino Alice
Published: January 2013

The current work describes an instructional module that emphasizes integrative design using six simple machines: the lever, the wheel and axle, the pulley, the inclined plane, the screw, and the gear. The emphasis of this module is to have students investigate the underlying scientific and mathematical properties of the “machines,” and then integrate this knowledge to design creative solutions to problems. This simple machines module makes use of an original web‐based multimedia learning environment as well as off‐line, hands‐on building activities with the LEGOTM Technic I set. The current instructional module was used in a pilot study in an Introduction to Engineering class, and we include preliminary results from this study.
Polishing the Gem: A First‐Year Design Project
Authors: Petroski Henry
Published: January 2013

The improvement of the standard Gem paper clip is described as a design project suitable for first‐year engineering students.
Using an English Tutor in the Engineering Classroom
Authors: Weiss Peter T. , Scarola Lisa
Published: January 2013

In an attempt to improve the written communication skills of engineering students, a technical writing expert was engaged as a writing tutor. The tutor worked solely with the students in a required, four‐credit undergraduate water resources course. The tutor critiqued the students' grammar in laboratory reports and cover letters that were required as a part of project submittals. After making written comments on paper, the writing expert met with individual students to discuss writing improvements in detail. The engineering professor also commented on grammar, but it was the tutor who was responsible for ten percent of the grade on laboratory reports and projects. The results of the process, including a student survey, are discussed.
A Virtual Factory Teaching System in Support of Manufacturing Education
Authors: Dessouky Maged M. , Bailey Diane E. , Verma Sushil , Adiga Sadashiv , Bekey George A. , Kazlauskas Edward J.
Published: January 2013

To accommodate increasing product specialization, modern factories are increasingly becoming more flexible. Much of this flexibility is achieved by integrating the components of the manufacturing system (e.g., design, production, purchasing, etc). To be successful in this new manufacturing environment, an engineering college graduate must understand the total business process from design to production to delivery in order to develop a holistic view of manufacturing systems. Yet, traditional pedagogical tools are ill‐equipped to develop this holistic view in students. In this paper, we describe a Virtual Factory Teaching System, VFTS, now under development to provide a tool to illustrate the concepts of factory management and design in a realistic setting. The focus of this paper is to present our pedagogical approach of the VFTS, the development of the prototype, and its use in a senior‐level industrial engineering class.
Redesigning an Aerospace Engineering Curriculum for the Twenty‐First Century: Results of a Survey
Authors: Walker Bruce K. , Jeng San‐Mou , Orkwis Paul D. , Slater Gary L. , Khosla Prem K. , Simitses George J.
Published: January 2013

This paper describes the development and results of a mail survey to determine the views of industrial, government, and academic aerospace professionals on the required content of future aerospace engineering curricula and on the skills that will be needed by aerospace graduates in the early twenty‐first century. The survey is one step in an ongoing process by the Department of Aerospace Engineering and Engineering Mechanics at the University of Cincinnati (UC) to restructure its aerospace engineering curriculum. This paper discusses the development of the survey, its results, and the preliminary conclusions that have been drawn from the results. The survey included questions on such issues as introducing design experience to the students throughout the curriculum and presenting some topics using a more interdisciplinary approach than has traditionally been followed. While the survey was constructed primarily to gather information specific to the UC curriculum redesign effort, its results are relevant to other aerospace engineering programs considering or pursuing curricular redesign.
Regional Center for Workforce Education: A Technology Reinvestment Project: Providing Support for the Defense Manufacturer
Authors: Diehl Ann M. , Gratz Zandra S. , Seitelman Morton P.
Published: January 2013

In 1993, the Technology Reinvestment Project and SUNY Farmingdale established a Regional Center for Workforce Education (CWE). Using a team approach between the university and industry, the center developed and facilitated a statewide telecourse on ISO 9000. ISO 9000 certification, not yet embraced by many Long Island manufacturers, was considered a necessary component to forging new business in other than defense markets (e.g., international markets). An external evaluation was conducted to determine the efficacy of the telecourse, which was broadcast by the CWE to SUNY Farmingdale for twelve Long Island defense manufacturers as well as to eleven other locations for forty‐four additional companies throughout the State. A total of one hundred eighty‐nine manufacturing employees from fifty‐six different companies attended the telecourse. Data clearly supported the efficacy of the ISO 9000 telecourse in providing participants with the means to begin to integrate ISO standards with their current quality standards. A one year follow‐up study indicated participants had made progress toward achieving ISO or related certifications and further confirmed that CWE had positively impacted their journey toward certification and profitability.
Development of a Core Curriculum in Miniaturization Technologies
Authors: Friedrich Craig , Keynton Robert , Vasile Michael , Warrington Robert
Published: January 2013

As the development of micromechanical devices and systems advances, diversity among processes is increasing. To transfer these technologies from university laboratories to the industrial sector requires graduates with a knowledge of the advantages and limitations of the processes and the ability to synthesize system concepts that can be more easily manufactured. Six introductory courses were developed based on transferring micromanufacturing research results into the classroom, and tutorials in several key areas were developed for access via the World Wide Web and CD‐ROM. The courses were intended to provide an overview to baccalaureate graduates entering industry so they can determine if micromechanical technologies might be applicable in their respective companies. For students continuing with graduate studies, the courses were intended to provide a sufficient understanding in microtechnologies so they could adapt and integrate them into their research. Assessment of the courses was accomplished partly by standard student assessment instruments, but mostly by written feedback from students on how well the courses helped prepare them for graduate research and employment in a field utilizing micromanufacturing.
A New Senior Level Course in International Design
Authors: Herbeaux Jean‐Luc , Hight Timothy K. , Hattori Yoichi , Kubo Takeshi , Takahashi Alex
Published: January 2013

The internationalization of the design arena is incontestable. Although many engineering design educators support the idea of incorporating international design issues into engineering design courses, only a few engineering design programs appear to actually give proper consideration to these topics. We recently originated and developed a course entitled “International Design,” which we first team‐taught in the Spring of 1997 at the Kanazawa Institute of Technology in Ishikawa, Japan. The course, open to senior and graduate students of various engineering disciplines, featured lectures and a quarter long team design project. The philosophy and contents of the course are presented in this paper.
A Series‐Parallel Heat Exchanger Experiment
Authors: Flack Karen A. , Volino Ralph J.
Published: January 2013

An experimental apparatus has been designed to test the use of cross flow heat exchangers. Three identical fin‐tube type cross flow heat exchangers are mounted on a board instrumented with thermocouples, flow meters, and a pressure transducer. The apparatus can be set to test the performance of a solo heat exchanger, two or three heat exchangers in series or parallel, or combinations incorporating both series and parallel configurations. The apparatus is relatively simple, inexpensive, and versatile. It may be used in a variety of configurations for several types of student laboratories ranging from demonstrations to design projects. The use of an apparatus such as this gives students hands on experience with experimental procedures and helps them to gain a physical understanding of heat transfer phenomena.
Designing Sound Scoring Criteria for Assessing Student Performance
Authors: Trevisan Michael S. , Davis Denny C. , Calkins Dale E. , Gentili Kenneth L.
Published: January 2013

Assessment of student performance has become a fundamental aspect of teaching and learning and a key task for engineering educators under new ABET (Accreditation Board for Engineering and Technology) engineering accreditation requirements. Assessment of performance also provides new challenges for many faculty. The purpose of this paper is to fill a void in the literature and assist faculty to meet part of the performance assessment development challenge. Specifically, this paper focuses on a critical feature of performance assessment—the development of scoring criteria. Straightforward guidelines for designing scoring criteria are provided from recent project experiences of the authors. Sample scoring criteria are also provided along with a concrete project example illustrating the development process in an engineering education context.
“Engineering” Student Success: How Does it Happen and Who is Responsible?
Authors: Zinatelli Marna , Dubé Marc A.
Published: January 2013

Despite increasing interest in strategies for enhancing academic performance, several factors limit the ability of engineering students and professors to collaborate in improving the way students approach learning. Evidence indicates that it is worthwhile overcoming these limitations in order to facilitate change. There is a great deal of valuable information available about study skills training as well as evidence that this training results in better academic performance. Moreover, research on motivation suggests that professors can play a key role in helping students make improvements in their study behavior. This paper provides recommendations for helping students recognize the benefits of changing the way they study and for motivating them to participate in study skills training.
Using Design Projects for Program Assessment
Authors: Napper Stan A. , Hale Paul N.
Published: January 2013

Engineering education is undergoing an assessment of its own. Organizations responsible for engineering education are looking at themselves in an attempt to improve their total quality as well as the quality of the programs they assess. The reasons for these changes include issues relating to cost, efficiency and quality of engineering education programs, and the increased demand for accountability by constituencies (state legislatures, students, employers). The ability to work in a group and to acquire and assimilate new knowledge effectively is another key requirement of graduate engineers and is difficult to assess. This article describes the national and local forces for more definitive outcome assessment and how we have responded to those forces. The article in particular describes how we have used senior design projects as an important part of undergraduate program assessment.
University‐Based Engineering Research in the United States
Authors: Kannankutty Nirmala , Morgan Robert P. , Strickland Donald E.
Published: January 2013

This paper reports results from an NSF‐supported survey of a national probability sample of U.S. engineering faculty on the nature and organization of their research activities. We analyze how engineering faculty spend their time, the types of research faculty conduct, characteristics of that research, how that research has changed over time, and the involvement of students in engineering research, based upon the engineering discipline, institutional research intensiveness and age of the respondents. These data and results represent a perspective on university‐based engineering research activities from the point of view of active researchers across most of the engineering schools in the United States.
On the Measurement and Integration of Sustainability in Engineering Education
Authors: Vanderburg Willem H.
Published: January 2013

Frontier engineering methods for dealing with the social and environmental consequences of modern technology were compared to conventional engineering approaches to formulate the concept of preventive approaches for the engineering, management and regulation of technology. This framework was applied to measure the extent to which North American undergraduate education is preventively oriented. Two indices of professional education for sustainable development were used to show a vast potential for preventive approaches that could be developed to make engineering practice more sustainable. These indices can be used to measure ongoing progress. The broader implications for technological and economic development are briefly discussed.
Student‐based Assessment in a Multi‐disciplinary Problem‐based Learning Environment
Authors: Maskell Doug
Published: January 2013

Engineering education in Australia must respond to a changing environment so that the nation continues to produce engineering graduates able to contribute towards the development of society in the face of local, national and international pressures. To address these changes, engineering schools are introducing teaching initiatives aimed at developing a range of skills including people, problem‐solving and self‐directed learning skills. Many of these programs encourage student learning through active participation with the subject matter; however, they also place a considerable burden upon staff because of the assessment load required to ensure that students attain the required competencies. Student‐based assessment strategies are often proposed as techniques for enhancing student learning by transferring the ownership and some of the responsibility for the assessment process to the student body. This paper examines the literature relating to student‐based assessment and presents some assessment strategies suitable for a problem‐based learning course in embedded systems design.
Predicting Success in a Minority Engineering Program
Authors: Lam Paul C. , Doverspike Dennis , Mawasha Ruby P.
Published: January 2013

The purpose of this study was to investigate two frequently used selection variables, high school grade point average (GPA) and ACT composite test score, as predictors of success in the Increasing Diversity in Engineering Academics (IDEAs) minority engineering program (MEP) at The University of Akron. Data from 48 minority students who participated in the MEP were used in the analysis. The only significant predictor of graduation with an engineering degree was high school GPA. Both high school GPA and ACT scores were significantly correlated with undergraduate GPA. Although they could not be statistically analyzed, both the completion of the first calculus course and number of hours attending mandatory study halls were critical to success in the IDEAs program.
The Role of Undergraduate Honors Theses in a Computer Engineering Program
Authors: Ghosh Sumit
Published: January 2013

This paper is the result of a 7‐year long experiment that I had initiated in 1989 as an attempt to integrate the tradition of undergraduate honors research at Brown University with the emerging ABET requirement of engineering design in the computer engineering program. The paper presents the philosophical principles, the underlying assumptions and goals of the experiment, and the character of the experiences learned at the conclusion of the experiment. The experiment involves a total of 17 students between 1989 and 1995, all of whom successfully complete their honors thesis. Most of the theses have been published in refereed conferences and journals, reflecting the quality of the work and the fundamental nature of the concepts learned by the graduating seniors. The experiment demonstrates a feasible approach to achieving ABET's goal of developing student creativity within the framework of the current faculty reward structure. The students emerge as self‐confident and highly creative individuals, capable of critical, analytical thinking, and appreciative of the depth of knowledge. Key experiences that I had gained include the realization that every student, regardless of their prior grades in conventional courses, holds unlimited potential. This experiment witnesses the development of an amazingly sincere motivation and superior commitment when the advisor demonstrates genuine belief in students' capabilities and expresses gratitude to them for the value of their work and for the opportunity to collaborate. The significance of the experiment is reinforced by an independent 1993 survey of the Brown engineering alumni, who had graduated between 1983 and 1991.
Use of Objective‐Based Undergraduate Research Project Experience as a Graduate Student Recruitment Tool
Authors: Narayanan Ram M.
Published: January 2013

This paper describes experience in using hands‐on undergraduate research exposure as a tool to identify and recruit potentially successful graduate students. Undergraduate students with an interest in graduate education work toward a well‐defined goal under the guidance of the faculty member, typically supporting a senior graduate student on his/her thesis research. The quality of the undergraduate research is maintained by requiring that the results of the research be presented at a major technical conference. It is found that a large percentage of such undergraduate students ultimately enroll and succeed in graduate school.
First‐Year Integrated Curricula: Design Alternatives and Examples*
Authors: Al‐Holou Nizar , Bilgutay Nihat M. , Corleto Carlos , Demel John T. , Felder Richard , Frair Karen , Froyd Jeffrey E. , Hoit Marc , Morgan Jim , Wells David L.
Published: January 2013

The National Science Foundation has supported creation of eight engineering education coalitions: ECSEL, Synthesis, Gateway, SUCCEED, Foundation, Greenfield, Academy, and SCCME. One common area of work across the coalitions has been restructuring first‐year engineering curricula. Within some of the coalitions, schools have designed and implemented integrated first‐year curricula. The purpose of this paper is fourfold: 1) to review the different pilot projects that have been developed; 2) to abstract some design alternatives that can be explored by schools interested in developing an integrated first‐year curriculum; 3) to indicate some logistical challenges; and 4) to present brief descriptions of various curricula along with highlights of the assessment results that have been obtained.
Using Industrial Summer Intern Programs as a Tool for Engineering Education
Authors: Bayless David J.
Published: January 2013

Global competition and rapid changes in technology are creating a greater need for cooperation between academia and industry. One well‐established tool for promoting cooperation is the summer intern program. Unfortunately, there is limited literature regarding how these programs promote engineering education. This paper documents the objectives, methodology, and results of Project ProbeSM—a unique summer intern program offered by American Electric Power (AEP) to provide qualified engineering students with meaningful education and work experiences in electric power generation under the direct supervision of engineering faculty. This program attempts to foster cooperation between academia and the power industry, enhance the education of future engineers in areas of critical need to the industry, provide a breadth of “real‐life” experiences for the development of engineering faculty, and benefit the host corporation. It is hoped that Project Probe could serve as the basis for a viable model for development of similar programs.
Improving Engineering Education: A Research‐Based Framework For Teaching
Authors: Clough Michael P. , Kauffman Kenneth J.
Published: January 2013

Instructional methods suggested to improve engineering education often follow primarily from personal experience and disparate research findings. While acknowledging the value of anecdotal evidence and individual studies, we advocate treating teaching as an ongoing scholarly practice where existing and new research is organized into a robust framework that produces a total effect greater than the sum of the independent parts. This paper describes the major components in a research‐based framework for teaching and applies it to engineering education. While initially time intensive, this approach promotes an interplay of pedagogical decisions resulting in a synergism that best advances effective engineering education.
Bringing Adjunct Engineering Faculty into the Learning Community
Authors: Gosink Joan P. , Streveler Ruth A.
Published: January 2013

Adjunct faculty can offer enrichment to an engineering program by bringing practical experience and by introducing relevant industrial applications and problems to the classroom. The industrial perspective of adjunct faculty often manifests itself through an emphasis on communication and presentation skills, and concern for customer needs. Students observing these attributes come away with a better appreciation for the demands of the engineering workplace. Adjunct faculty members can also provide important linkages for developing industrial affiliate programs, co‐op activities, and employment opportunities for graduates.

Nevertheless, the position of adjunct faculty is tenuous, subject to shifting enrollments, negative student perception, and limited connectivity with the mainstream issues of the academic department. Adjunct faculty who teach in engineering programs will almost always come with excellent technical credentials, but they will have little or no teacher training or knowledge of learning principles and cognitive psychology. With limited time on campus, adjunct faculty have little opportunity to improve their teaching skills and methods, resulting in a “sink or swim” environment. At the Colorado School of Mines (CSM), we have evolved a regimen of strategies to ensure the quality of the educational program and to support the teaching effectiveness and professional commitment of adjunct faculty. These strategies have improved student and faculty satisfaction with adjunct faculty, and indeed have improved adjunct faculty self‐satisfaction. These strategies are described in the current paper.
Using Log Assignments to Foster Learning: Revisiting Writing across the Curriculum
Authors: Maharaj Sati , Banta Larry
Published: January 2013

During the past several years, the authors have conducted experiments in the use of writing to learn (WTL) techniques in sophomore‐level engineering mechanics courses at West Virginia University (WVU). The work was a collaborative effort between a doctoral candidate in the Curriculum and Instruction Department and an Associate Professor of Mechanical and Aerospace Engineering. This paper focuses on the effectiveness of several writing to learn strategies, assigned and completed in the Engineer's Log, which students identified as successful methods for learning. We present and discuss these strategies using sample log entries to illustrate their use and to suggest that expressive writing, or writing for the self, continues to prove itselfa successful technique for learning. Finally, we evaluate the data provided and discuss our results.
A Dramatic Method to Demonstrate Concurrent Engineering in the Classroom
Authors: Friel Terri
Published: January 2013

Conceptualizing concurrent engineering is an easy task for students, usually. However, they find it difficult to understand the forces preventing concurrent engineering from being supported. In fact, concurrent engineering can seem like common sense, until students experience this exercise. After the exercise, students often have a much greater appreciation for the difficulties and the degree of advantage posed by the use of concurrent engineering.
Student Focus Group Results on Student Team Performance Issues
Authors: Natishan M.E. , Schmidt L.C. , Mead P.
Published: January 2013

Use of project teams is increasing in the engineering environment due to their many benefits. These include increased creativity, productivity, and reduced time‐to‐market of engineering concepts. Good team skills are desired by engineering employers, prompting universities to focus on curriculum development with strong team utilization. While team projects significantly increase opportunities for team interaction, they rarely provide sufficient training to enable students to function most effectively in a team environment. In addition, there is lack of standardization in how teams are used, and inconsistency in team performance expectations and training. These concerns led to our current efforts to develop a standardized team‐training format for faculty and students. To provide the basis for development of team training materials, faculty interviews and student focus groups were conducted to assess perceptions of team project work and training as well as expectations and definitions of successful team performance. Results of student focus groups on team project class experiences are discussed.
E‐Mentoring: A Longitudinal Approach to Mentoring Relationships for Women Pursuing Technical Careers
Authors: Wadia‐Fascetti Sara , Leventman Paula G.
Published: January 2013

In recent years, the number of formal mentoring programs has increased dramatically. Mentoring programs that target individuals in underrepresented groups or groups of individuals who, statistically, are not likely to succeed are especially effective. These programs are effective because the mentors provide the protégés with a common community and help them anticipate future decisions. The purpose of this paper is to present an electronic mentoring (E‐Mentoring) program designed and established at Northeastern University to provide long‐term mentoring experiences for pre‐college and college female engineering students. Participants from four different age groups join E‐Mentor clubs and develop relationships through regular e‐mail communication. Networking socials, scheduled 3–4 times a year, provide the participants an opportunity to interact “face‐to‐face.” The E‐Mentoring program began as a pilot program in the Fall of 1996 within the Civil and Environmental Engineering Department and has grown to a college‐wide program with approximately 250 participants in the Spring of 1999.
Aptitude, Gender, and Computer Algebra Systems
Authors: Hornæs Hans P. , Røyrvik Ola
Published: January 2013

The answers to a nationwide questionnaire among college engineering students in Norway have resulted in a large database on attitudes towards use of computer algebra systems (CAS). These results have been used to investigate students' attitudes towards use of CAS correlated to academic standing and to gender. We found that strong students have a more positive attitude towards CAS than weak students, although both groups showed a majority of positive responses. The data also show a gender difference in attitude towards CAS, male students being more positive, although there was no noticeable gender difference in mathematics grade expectation. Another result of these studies is that students find use of CAS to be more appropriate in subjects like physics and engineering than in purely mathematical subjects
Achieving the Right Balance: Properly Integrating Mathematical Software Packages into Engineering Education
Authors: Whiteman Colonel Wayne E. , Nygren Colonel Kip P.
Published: January 2013

The art of engineering involves developing models of the world and acquiring information with which to design solutions to meet the needs of society. Historically, engineering educators have spent significant time applying mathematical techniques to analyze these models. Decades ago, the slide rule and electronic calculator transformed the way basic mathematical operations were performed. Today, the digital computer is similarly impacting the way more complex analytical techniques are applied. Specifically, mathematical software packages are introducing revolutionary changes to engineering problem solving and design. This paper considers the appropriate role of mathematical assistant software packages in engineering education. Recommendations to properly focus teaching effort within the classroom are provided.
Holistic Grading in Science and Engineering
Authors: Pappas Eric C. , Hendricks Robert W.
Published: January 2013

A description of holistic grading for oral and written individual and team‐prepared work in science and engineering courses, and guidelines for its implementation in the classroom are presented. Anecdotal evidence of the effectiveness of the methodology is reported.
Adapting Cooperative Learning to an Introductory Analysis Class
Authors: Boehm Robert F. , Gallavan Nancy P.
Published: January 2013

A description is given of an introductory analysis class offered in a “cooperative learning” format. The emphasis of the course was to develop analysis skills of the class members. Groups of three students spent most of the class time working problems collectively. Various aspects of arranging this type of course are summarized, including the steps to be taken prior to the beginning of the term, as well as those elements that were handled on a day‐to‐day basis.
Bringing the Classroom to Students Everywhere
Authors: Latchman Haniph A. , Latchman Sheryl M.
Published: January 2013

In this paper we present a technique for enabling students to benefit from the traditional classroom experience by joining classes live on the Internet or by taking lectures on demand asynchronously. The proposed “lectures on demand” paradigm is shown to be an effective component in the now well established framework of Asynchronous Learning Networks. Video and audio from traditional face‐to‐face lectures are synchronized with class materials such as PowerPoint® slides and provided as streaming multimedia content via the Internet. Some comments are given on the issues involved in using this methodology at the University of Florida to offer online courses towards MS and BS degrees.
Compassion Practicum: A Capstone Design Experience at the United States Military Academy
Authors: Catalano George D. , Wray Pat , Cornelio Stephanie
Published: January 2013

A partnership has been developed linking the United States Military Academy and Special People in the Northeast, a non‐profit agency for the mentally and physically handicapped children and adults based in Philadelphia. The present work documents a student design team's design and construction of a ticket‐tearing device for a young man in the advanced stages of cerebral palsy and concludes with an evaluation of the entire process.
Using Hands‐On Design Challenges in a Product Development Master's Degree Program
Authors: Frey Daniel D. , Smith Mark , Bellinger Scott
Published: January 2013

A design challenge has been developed as the first experience in a new Master's degree program in product development, offered by a consortium of schools: the Massachusetts Institute of Technology, the Rochester Institute of Technology, and the University of Detroit Mercy. The program admits experienced technical specialists who have been identified by their employers as future leaders of product development. The program begins with a brief, intense design challenge that exposes the students to a multi‐disciplinary problem and initiates reflection on systems architecture and organizational processes. The unique requirements of hands‐on design challenges for graduate education in product development are discussed from a constructionist viewpoint. Implementation details of the design challenge are presented and the results from the first two years are analyzed. Students in the program rate the design challenge as a very good introduction to the program and agree that the exercise provides material for discussion of system architecture and organizational processes.
Assessing K‐12 Pre‐Engineering Outreach Programs*
Authors: Poole Susan J. , DeGrazia Janet L. , Sullivan Jacquelyn F.
Published: January 2013

Motivated by a desire to excite K‐12 students about the joys of engineering and spark their interest in pre‐engineering subjects, the Integrated Teaching and Learning (ITL) Program at the University of Colorado at Boulder has developed a pre‐engineering outreach program targeted at K‐12 teachers and students. To supplement anecdotal success indicators, ITL developed several assessment tools to measure the impact of these programs. Assessment strategies consist of three key components: 1) assessment of workshop participant feedback (teachers and students), 2) assessment of long‐term outcomes (teachers), and 3) assessment tools developed for the teachers' classroom use (i.e., embedded assessment). This paper reviews the process used to develop the assessment plans and tools. Examples of the tools used to assess participant feedback and preliminary outcomes are provided.

Additionally, the process used to develop embedded assessment tools is described, including development of performance criteria and assessment tools that are linked to the learning goals, objectives, and K‐12 State educational standards.
Industrial Sponsored Design Projects Addressed by Student Design Teams*
Authors: Moore Dan , Berry Fred
Published: January 2013

We have developed and implemented a four‐quarter design sequence starting in the spring of the junior year. The first course focuses on having teams of students take an industrial based project from inception through a conceptual design process culminating in a final design specification. The senior year sequence is structured to have three‐five member teams function as a type of “engineering consultant firm” to address externally sponsored projects. The teams initially work with the sponsor to develop a “Product Design Specification (PDS)” as the foundation of the project. The teams then develop the conceptual design of the project during the fall quarter in order to get sponsor approval to move toward final implementation or prototype development during the winter and early spring teams. The course culminates with a day long symposium where each team makes formal presentations of their project and designs to the campus community, the sponsor representatives, and invited guests from the local community and potential industrial sponsors. The paper will present the specifics of the Junior and Senior level courses, brief overviews of the related Sophomore and Junior prerequisite courses, the method of obtaining the industrial sponsors, team formation process, sample projects, and assessment results from the first two offerings of the sequence.
Teaching Scientific Computing Through Projects*
Authors: Turner Peter R.
Published: January 2013

Traditional numerical methods courses face several difficulties. There is a performance problem for students who need to combine different skills. Students spend so much time mastering the details that they often miss the point as to why there is a need for scientific computing. Using projects drawn from practical situations, and a good high‐level package such as MATLAB**, can overcome much of this. The difficulty associated with learning scientific programming is greatly alleviated. This in turn frees time for studying more advanced methods. The need to combine ideas from different areas makes this an ideal candidate for both team‐teaching and student teamwork on the projects. In this paper, we discuss the use of this approach in a variety of scientific computing courses at different levels.
Hands‐On, Minds‐On Electric Power Education*
Authors: Starrett Shelli K. , Morcos M.M.
Published: January 2013

ABET Engineering Criteria 2000 has encouraged changes in engineering education. The deregulation of the electric power industry is also causing changes in the types of jobs power engineers take upon graduation. This paper describes efforts by power faculty at Kansas State University to provide students more hands‐on active learning experience with power systems and machinery. A summary of the power curriculum is provided. The courses affected include an energy conversion course required of all electrical engineering students, and a new power laboratory course required of students taking the electric power option. Examples of student assignments are provided. Observations and discussion of the in‐class experiences are provided. The paper describes work done and in progress to convert the traditional power courses into studio‐type courses in which instruction can flow from lecture to laboratory to computer demonstration formats with ease. Future plans for the project are also discussed.
Teaching Undergraduate Mechanics via Distance Learning: A New Experience
Authors: Thiagarajan Ganesh , Jacobs Carolyn
Published: January 2013

The use of distance learning via televised instruction in engineering education dates back to the late 1960's when several universities, including Stanford, began offering engineering graduate courses through this medium. Graduate courses are often relatively small in enrollment, are offered to mature learners, and are generally less sensitive to technical difficulties. Undergraduate education, especially at the sophomore level, is vastly different in this regard. The students are less mature and in many cases have had no introduction to engineering. However, recent technological developments have provided universities with tools to consider undergraduate distance learning seriously. This paper describes the experiences of teaching Statics, the first mechanics course, to two classrooms in the same university simultaneously without a television to view the instructor. This is the first time this has been attempted in the State of Louisiana. The description of the media, the delivery system as well as assessment and outcomes based on statistical analysis of data collected are presented and analyzed in this paper.
Using a Systematic Engineering Design Process to Conduct Undergraduate Engineering Management Capstone Projects
Authors: Farr John V. , Lee Marc A. , Metro Richard A. , Sutton James P.
Published: January 2013

This paper presents an overview and lessons learned during the evolution of our capstone design experience from case studies to relevant, connected problems. We present some of the pros and cons of conducting real world capstones at the undergraduate level, student's perceptions of the experience, and lessons learned that can reduce the overhead associated with incorporating a real world experience into an undergraduate Engineering Management program. We also discuss how a capstone can be used to effectively develop those non‐technical skills and close competency gaps identified by industry. Lastly, we present a life cycle framework for conducting capstones that we feel is important for ensuring a meaningful experience.
Integration of Engineering Education and Research: Perspectives from the NSF Civil and Mechanical Systems 1998 CAREER Workshop
Authors: Niemeier D. , Boulanger R.W. , Bayly P.V. , Schmid S.R. , Muraleetharan K.K. , Barros A.
Published: January 2013

In 1998 approximately 100 CAREER awardees, NSF staff, and invited speakers from government, industry, and universities assembled at an NSF sponsored two‐day workshop on the “Integration of Engineering Research and Education.” The workshop provided an opportunity for awardees to discuss effective teaching strategies, methods for evaluating educational activities and initiatives, and the linkages between institutional support and the long‐term success of new faculty members. In this educational brief, we discuss how educational practices, mentoring, industrial collaboration, and the role of the institution can affect the long‐term success in developing integrated research and education activities.
Integration of Non‐Destructive Testing In Concrete Education
Authors: Mirmiran Amir
Published: January 2013

With the growing rate of deterioration in the nation's infrastructure, the necessity for including non‐destructive testing (NDT) and field instrumentation in engineering curriculum has become more apparent than ever before. Implementation of a National Science Foundation project for enhancing concrete laboratory with NDT and instrumentation modules is discussed. The new laboratory significantly increased student's interest in, and learning from the course. A national survey of civil engineering programs showed that less than 1 out 12 schools include NDT methods in their labs.
Understanding the Role of Self‐Efficacy in Engineering Education
Authors: Ponton Michael K. , Edmister Julie Horine , Ukeiley Lawrence S. , Seiner John M.
Published: January 2013

The engineering professor's role is dualistic in the sense that not only must s/he create an academic environment conducive to the acquisition of course content but must also prepare students to become practicing professionals. This dualism requires that the professor both motivate good study habits as well as build within students the confidence that they have the requisite capability to perform actual engineering. Self‐efficacy, simply defined as one's self‐judgment concerning capability, has been shown to be an important mediating factor in cognitive motivation. This paper describes the motivating role of the professor, theories of motivation, the role of self‐efficacy in motivation, and guiding principles that can be used to enhance self‐efficacy in engineering students. These principles can serve as guidelines in designing instructional delivery strategies that motivate engineering students to engage in behaviors conducive to becoming value‐added practitioners.
Environmental Education Research: Implications for Engineering Education
Authors: Hyde R.A. , Karney B.W.
Published: January 2013

Most environmental education in engineering has pertained to the development of technical environmental engineering skills. However, at the post‐secondary level, the spectrum of environmental education approaches is broad, and no consensus exists on the necessary curricular mix for forming effective environmental professionals. This paper examines the tension between the environmental education goals of knowing and caring: learning to scientifically describe how environmental processes work, and learning to value and feel concern for the environment. Literature on the development of environmental sensitivity is explored for insights into how the environmental sensitivity of engineering students could be assessed and nurtured.
Manufacturing: A Strategic Opportunity for Engineering Education
Authors: Todd Robert H. , Red W. Edward , Magleby Spencer P. , Coe Steven
Published: January 2013

This paper examines the importance of the manufacturing enterprise and the need for manufacturing education. The objective is to present a case for the expansion of manufacturing‐related education as a strategic opportunity for engineering education. A brief history of engineering education is presented, as well as an exploration of the current ABET criteria for various engineering disciplines. Approaches for achieving manufacturing‐related education are presented noting that Mechanical Engineering and Industrial Engineering are often most closely associated with manufacturing. Surveys of industry reveal the need for manufacturing education and identify preferred approaches. If manufacturing is to be included as part of a mechanical engineering program, there are a number of possible approaches. Of all the new technologies that will impact engineering education, none is larger than the Internet. The number of manufacturing educational programs in the United States is growing substantially. New manufacturing programs are encouraged along with review of educational content in traditional engineering disciplines‐especially the related discipline of mechanical engineering. Analysis leads us to believe that manufacturing represents a strategic direction and opportunity for engineering education to pursue.