bluuebunny/crossref_metadata_2025 huggingface dataset:
The Internationalization of an Undergraduate Program Using Reciprocal Distance Education*
Authors: Holland Nancy , de Velasco Guillermo Vasquez
Published: January 2013

The design and construction industries in the United States have become increasingly global and multidisciplinary over the last two decades. This emphasis will continue to expand even more rapidly in the near future. Undergraduate classes must be designed to reflect this tendency and introduce students to the tools and cultural diversity needed to compete in this environment in the future. This paper presents a model containing three distinct components for adding an international dimension to Architectural and Construction Science programs at Texas A&M University. The three components require varying degrees of commitment to an international dimension. The components are: 1) Insertion of an International Dimension at the Syllabus Level, 2) Integration of an International Dimension at the Curricular Level, and 3) Immersion in a Foreign Instructional Environment. The insertion and integrated components rely on the Internet and videoconferencing technology. These two components have come to be known as the “Reciprocal Distance Education Model.” The third component of the model is a blend of traditional study abroad programs with international internships and reciprocal student exchange programs.
Articulate Virtual Labs in Thermodynamics Education: A Multiple Case Study*
Authors: Baher Julie
Published: January 2013

This paper describes the use of CyclePad—an articulate virtual laboratory for creating and analyzing thermodynamics cycles—at three different types of educational institutions: a research university, an engineering technology program in a large state university, and a military academy. Case studies of each site were created based on classroom observations, student surveys, and interviews with faculty. In comparing these three institutions, we found that the context of the school and the ways in which professors chose to implement CyclePad led to different student experiences. Depending on the types of problems that students worked on, they found the software more or less helpful in increasing their understanding of thermodynamics. Students in the class that had the most constraints on its curriculum, where little change was possible, were less able to take full advantage of the software's capabilities.
Engineering Ph.D. Studies in Portugal: Process and Product
Authors: Seixas Paulo Castro
Published: January 2013

This brief research note is based on data that were gathered as part of the Human Capital and Mobility project “Postgraduate Education and Training in the European Community,” a research network directed by Robert Burgess of CEDAR—University of Warwick involving eight countries. The case study reported here focuses on the engineering doctorate in Portugal, with specific attention to the different paths taken by Ph.D. students, the research process context, supervision patterns, and present uses of an engineering Ph.D. degree in Portugal.
The Tren Urbano UPR/MIT Professional Development Program
Authors: González‐Quevedo Antonio A. , Mercado‐Sherman Lydia E. , Kruckemeyer Kenneth E. , Wilson Nigel H.M.
Published: January 2013

This paper describes an innovative professional development program conducted jointly by the University of Puerto Rico (UPR) and the Massachusetts Institute of Technology (MIT) focusing on a major infrastructure project—Tren Urbano—which is a heavy rail system under construction in San Juan. This program is unusual in several respects. First it is funded as an integral and essential part of the infrastructure project itself. Second it has been sustained over a six‐year period from the earliest stages of planning through the current state of construction. Furthermore the program is expected to continue through the start of revenue service in 2002. Finally the interdisciplinary, but tightly focused nature of the program provides a valuable opportunity for young professionals to see the important roles that different disciplines play in such major infrastructure projects. After a brief description of the Tren Urbano project itself, the paper explains the key elements of the program, provides an evaluation and discusses the necessary ingredients for replication elsewhere.
ECSEL/MIT Engineering Education Workshop '99: A Report with Recommendations
Authors: Bucciarelli L.L. , Einstein H.H. , Terenzini P.T. , Walser A.D.
Published: January 2013

In May, 1999, the NSF funded, Engineering Coalition of Schools for Excellence in Education and Leadership, (ECSEL) sponsored a workshop at MIT to: (i) describe and disseminate the principal results of the coalition's efforts over the past decade, (ii) bring together faculty, department chairs and deans from a wide variety of engineering schools to explore how the most significant barriers to reform of engineering education might be overcome, and (iii) to promote the development of effective policies for the future. Panel sessions and roundtables addressed many of the critical issues facing faculty and administrators seeking to renovate undergraduate engineering education. A wide range of experiences were described and proposals advanced. The authors summarize these discussions and put forward a set of recommendations founded upon the essential points made over the course of the two‐day workshop.
Environmental Modeling—A Project Driven, Team Approach to Theory and Application
Authors: Kolar Randall L. , Sabatini David A.
Published: January 2013

Environmental modeling is an important tool for understanding and managing complex environmental systems. Regardless of discipline, complete modeling includes a number of steps, ranging from conceptualization to application. However, modeling courses often focus on just one, or at most a few, of the steps and frequently are assignment‐driven. Moreover, they often present numerical procedures as recipes, without regard to theory or limitations and without regard to “real‐world” application. In this course, we unify the modeling sequence by exposing students to the full spectrum of modeling (mathematics, physics, and numerical methods) in the context of surfactant‐enhanced remediation of contaminated soils, a technology being developed at the University of Oklahoma. An innovative course structure is used that couples team learning with a project‐driven syllabus (also referred to as just‐in‐time learning) and combines mathematical and physical modeling via data from laboratory and field testing. Other thematic areas can easily be developed in the same framework. We believe the course pedagogy is highly portable and can serve as an example for any modeling course or for many other courses in an engineering curriculum.
Restructuring for Strategic Outcomes
Authors: Benedict B. A. , Napper S. A. , Guice L. K.
Published: January 2013

Restructuring in higher education is ultimately based on the need to continuously improve the learning experience for students and to prepare them for a constantly changing job market. Engineering programs are expected to prepare their graduates for success and leadership in business, industry, consulting, government, and education. Such preparation, of necessity, must display agility in responding to changing needs during times of uncertain and dwindling resources. For this reason, the College of Engineering and Science of Louisiana Tech University has been restructured to achieve significant improvement in accomplishing its objectives. This article describes the rationale and process of restructuring the college, aligning the budget according to the new structure, and developing a strategic plan in the context of an integrated structure and with the goal of achieving strategic outcomes. Early measurable successes in undergraduate curriculum reform, graduate curriculum, and research activity are reported.
Use of Distance Learning for Continuing Education of Engineers: Results of an Educational Needs Assessment
Authors: Rutz Eugene
Published: January 2013

A survey was mailed to practicing engineers to determine their interest in distance learning programs and their preferences concerning such programs. The survey included queries regarding availability of computer resources and access to the Internet, preferences for delivery technology, type of educational program of interest, subject areas of interest, and importance of various parameters associated with distance learning programs. Approximately 1,000 surveys were mailed with a response rate of about 15 percent. The survey clearly defined preferences of this population for computer‐based delivery technology and programs related to engineering management, computer science and engineering, and mechanical/manufacturing engineering. The information collected will be used to define the content areas, delivery technology, and pedagogical framework of future distance learning courses and programs.
The Development and Assessment of a Course for Enhancing the 3‐D Spatial Visualization Skills of First Year Engineering Students
Authors: Sorby Sheryl A. , Baartmans Beverly J.
Published: January 2013

In January 1993, we received NSF funding to develop a pre‐graphics course for freshman engineering majors who are weak in 3‐D spatial visualization skills. A text and computer lab exercises utilizing I‐DEAS software were written specifically for this course. The course is 3‐credits (quarter system) with two hours of lecture and two hours of computer lab each week. It was offered at Michigan Technological University (MTU) for the first time during the 1993 Fall term and has been offered each fall since that time. The objective of the course is to provide the prerequisite spatial skills needed by students to succeed in their subsequent engineering graphics courses. Assessment for the course has been continuous. Recently, a six‐year longitudinal study was conducted to determine the overall success of this project. This paper will describe the project and the assessment findings from the longitudinal study.
Developing Critical Writing Skills in Engineering and Technology Students
Authors: Boyd Greg , Hassett Marie F.
Published: January 2013

This study culminated in the development, refinement, and evaluation of a system of writing instruction that allows even instructors without great confidence in their own writing abilities to help students develop better, more effective writing skills and strategies. The system consists of two components and works backwards, starting with teaching students the assessment strategy (rubric) to be used in evaluating their work. Therefore, the first system component or rubric becomes a guide to teach students how to connect their ideas (sentence subjects) in sequence without ambiguity or implied connectivity. The second component of the system consists of written assignments initiated with “work orders” that state specifically what is expected of the student in each paragraph and includes formatting instructions. Finally, the system was designed for use in any technical curriculum by engineering and technology instructors and incorporates research findings and suggestions by four influential professional writing associations: 1) the college teachers of English for Science and Technology (EST), 2) the Conference on College Composition and Communication (CCCC) Committee on Assessment, 3) the National Council of Teachers of English (NCTE), and 4) Writing Across the Curriculum (WAC).
Integrating Ethics & Engineering: A Graduate Option in Systems Engineering, Ethics, and Technology Studies
Authors: Gorman Michael , Hertz Michael , Louis Garrick , Magpili Luna , Mauss Mark , Mehalik Matthew , Tuttle J.B.
Published: January 2013

This paper describes an engineering graduate option in Systems Engineering designed to overcome some of the effects of specialization and compartmentalization by building a link between technical and ethical training. Students in this option produce case studies that emphasize ethical issues in the design process. The goal of the program is to turn out ethical professionals who are able to reflect on the moral implications of technology. The proposed approach uses realistic or real‐hypothetical hybrid case studies as a type of vicarious mentoring, and, when supplemented with readings in ethical theory and codes, may serve as a starting point for a deeper understanding of behavioral dilemmas. The developers of this approach are a multi‐disciplinary team from the Engineering School and the Darden Graduate School of Business Administration at the University of Virginia. The paper describes how the graduate option is structured and provides data on student outcomes.
The View from the Top: Leaders' Perspectives on a Decade of Change in Engineering Education*
Authors: Bjorklund Stefani A. , Colbeck Carol L.
Published: January 2013

Researchers at The Pennsylvania State University's Center for the Study of Higher Education conducted 27 semi‐structured one‐hour interviews with the deans, chairs, faculty, industry leaders, and association officers who comprise the leadership of national engineering education societies and the Accreditation Board for Engineering and Technology. During the interviews, these leaders described what they believe are the two most significant changes in the in the field of engineering education during the last decade.

This article discusses the sources and pervasiveness of each change, how each change has influenced policy or practice in engineering education, and the best ways to encourage faculty involvement in the change.
Musical Instrument Engineering Program at Tufts University
Authors: Jones Jesse N. , Racz Livia , Rogers Chris
Published: January 2013

At Tufts University, we have initiated an engineering minor and concentration certificate program in Musical Instrument Engineering (MIE) as an exciting way to introduce and teach principles of mechanical engineering to undergraduate students. The goal of this program is to teach the fundamentals of engineering through the manufacture of musical instruments. As musical instruments are both familiar and complex, they provide non‐threatening and enjoyable focal points for engineering education. This interdisciplinary curriculum combines a variety of learning experiences, including lecturing, experimental analysis, and project development. In this paper we outline the minor and certificate programs, and assess the initial success of the Musical Instrument Engineering program through the response of faculty, administration, and students.
From the Earth to the Moon: A Freshman Seminar
Authors: Stengel Robert F.
Published: January 2013

The seminar course for first‐year undergraduate students, From the Earth to the Moon, deals with both technical and non‐technical aspects of space flight, with particular reference to lunar voyages. The goals of the course are to establish a framework for understanding technology and its applications, to present fundamental principles of science and program management, and to motivate students to learn more about the many facets of engineering. As such, the course introduces numerous issues of systems engineering in a broad context, presenting not only science, technology, and mathematics but also the reasons that these subjects are important. Typically, all of the students in the course have studied physics and/or calculus in high school, though half plan to major in the humanities. Thus, the course has dual roles in exposing liberal arts students to details of technology and engineering students to societal impacts of technology.
Hands‐On Laboratory Experiments in Flexible and Distance Learning
Authors: Gillet D. , Latchman H.A. , Salzmann Ch. , Crisalle O.D.
Published: January 2013

The advent of the Internet as a major communication channel has triggered a great deal of interest in real‐time services such as broadcast or interactive audio and video services. In this paper, a further step into the realm of real‐time services over the Internet is presented, namely, synchronous access to remote and distributed laboratory facilities. The proposed approach demonstrates the feasibility of using remote laboratory experiments to complement and enhance traditional as well as on‐line courses in control engineering education. The distributed laboratory effectively enables students to reinforce their learning through hands‐on studies carried out in a flexible environment.
An Outcomes Oriented Approach to Calculus Instruction
Authors: Goulet John
Published: January 2013

The specific outcomes of a course are important to the curricula in which it is required. A course in the freshman calculus sequence was developed and taught in an “outcomes” based manner. Fifteen specific goals were identified as comprising successful completion of the course. A grading scheme was developed to reflect the progress with weekly opportunities to pass goals. Reactions to the learning of both students and the instructor were collected. The relation of this approach to ABET Engineering Criteria 2000 are considered.
A Cure for Bioengineering? A New Undergraduate Core Curriculum
Authors: Desai Tejal A. , Magin Richard L.
Published: January 2013

Student interest, industry growth, and medical advances highlight a growing need for baccalaureate trained bioengineers. However, undergraduate bioengineering curricula have not kept pace with the recent rapid growth of biotechnology, bioinformatics, and cellular level bioengineering. It is the premise of this paper that a new baccalaureate core curriculum in cell and tissue engineering is needed to foster the full development of bioengineering as a core engineering discipline. Employment opportunities for baccalaureate Bioengineering graduates in the emerging biologically‐based engineering industry (e.g. bioinformatics, cell and tissue engineering, neural engineering) are increasing. We describe a new undergraduate B.S. bioengineering curriculum in cell and tissue engineering with an emphasis in interfacial molecular approaches. This curriculum is integrated with traditional bioengineering topics and has its technical emphasis in molecular biology, nanotechnology, and computational modeling. Thus, the future bioengineer can be expected to design, model, fabricate, and control living systems and their fundamental constituents at the same level of detail as an electrical engineer uses SPICE and CAD tools to develop a microelectronic or micro‐electro‐mechanical device. Such engineers would be expected to take their place in industry, graduate school, or medicine with a clear mastery of cell and tissue‐based bioengineering.
The United States Patent System: An Essential Role in Engineering Design Education
Authors: Garris Charles A.
Published: January 2013

The patent system has long been a neglected tool in the education of American engineers. Four propositions are presented which support the notion that an understanding of patents should be an integral part of the education of every engineer who practices in the United States. The essay lays a philosophical and historical foundation explaining the role of the patent system in a competitive free‐market society, and how it influences the behavior of those who seek to innovate. An upper‐level design course offered at The George Washington University, which heavily utilizes the patent literature and provides a foundation for understanding the role of patents in American industry, is discussed in detail. Ethical dilemmas facing engineers in the heat of competition are analyzed in the course, and the essay discusses some of these. This essay concludes with a discussion of why the role of patents in engineering education should increase in the twenty‐first century.
Case Learning Methodology in Operations Engineering
Authors: Kulonda Dennis J.
Published: January 2013

Teaching operations engineering to traditional and non‐traditional engineering students using case learning methods presents both instructional challenges and provides learning rewards when performed properly. Unfortunately, few engineering faculty have had exposure to this learning approach. However, the skills are learnable and the results satisfying to instructor and student alike. The purpose of this paper is to explore case learning methods and illustrate their appropriateness for a course in operations engineering.
Addressing Common Problems in Engineering Design Projects: A Project Management Approach
Authors: Moor S. Scott , Drake Bruce D.
Published: January 2013

In using projects to teach engineering design, the instructor faces the question of how to structure the process to insure an effective learning environment without compromising the independence and open‐ended nature of the student's experience. The instructor faces the problems of student time scallop (the tendency to increase effort exponentially as the final deadline approaches), of potential laggards in a group (students doing little work and getting credit for the group's results) and of students learning appropriate work documentation habits.

All of these problems are project management issues and project management tools can be used to solve them. This includes both the instructor's and the student's use of project management tools. In our process, students use three key techniques to address these issues: 1. a milestone schedule, 2. regular project review meetings and memos and 3. design memos which document each design task as the project progresses. Greatest success results when students utilize all three of these tasks.

Both students and instructors have experienced reduced time scallop. A memo portfolio provides a measure of individual student performance. Students turn in improved projects, learn some basic project management tools, and gain experience at regular documentation of their work.
The Effectiveness of the E‐Team Approach to Invention and Innovation*
Authors: Adams Stephanie G.
Published: January 2013

Within the last decade, teamwork has become a well‐known phenomenon in U.S. industry. Effective teamwork has led to an increase in productivity, a reduction in costs, a rise in employee involvement, and flattening of the organizational structure.1

This study examines students' attitudes and experiences towards working in teams, with particular attention paid to engineering students participating in entrepreneurial teams. The results of the study suggest that the students' attitudes and experiences were positive about working in teams. The majority of the students felt they were able to perform effectively in teams and thought that working in teams will be beneficial for preparing them for the workplace. Although students responded positively about their teamwork experience, only half of the students received team training. Some of the students felt indifferent about the usefulness of the team training sessions, which suggests that teamwork training needs to be improved.
Fostering Collaborative Education through Internet Technologies
Authors: Rojas Eddy M.
Published: January 2013

This paper focuses on the emerging opportunities available through the Internet to foster collaborative education efforts among institutions of higher education and industry partners. The integration of client‐server and peer‐to‐peer protocols into standard technological platforms can leverage the expertise found at different institutions in order to create a common knowledge‐base repository to unlock the creative potential of engineering educators. This paper introduces such a platform for the construction engineering and management domain called “Virtual Coach.” Descriptions of the major objectives for the platform are presented as well as explanations of the type of interactive exercises to be supported known as situational simulations.
Using Simulation to Teach Negotiation Processes to Environmental Engineers
Authors: Guikema Seth , Ortolano Leonard , Ohshita Stephanie B. , Collins Patti
Published: January 2013

This paper reports on a simulation exercise used to teach engineers about negotiation in the context of hazardous waste site cleanups. In contrast to traditional approaches, which emphasize technical aspects of hazardous waste management, our simulation approach emphasizes the influence that personality characteristics and negotiating styles have on outcomes in the site cleanup process. In addition to describing the site cleanup process and the simulation exercise, the paper discusses results of running the simulation in classes at Stanford University and the effectiveness of the simulation approach.
The UIUC Virtual Spectrometer: A Java‐Based Collaborative Learning Environment
Authors: Dorneich Michael C. , Jones Patricia M.
Published: January 2013

The development of the UIUC Virtual Spectrometer (UIUC‐VS), an interactive, Java‐based simulation and tutoring system, is discussed. The apprenticeship model of learning is utilized to create a learning environment for the study of a one‐dimensional proton nuclear magnetic resonance (NMR) experiment, with the goal of linking theoretical knowledge with practical operational experience. Active, exploratory, apprentice‐style learning is supported via modes of operation within the system. Students can flexibly choose to “observe the expert” perform and explain operational steps, or “act as an apprentice” and carry out the steps autonomously. Students can switch between modes at their discretion, giving them control of the level of system intervention. Students can also explore and reflect on an “information space” of objects, procedures, and related concepts. UIUC‐VS extends a previous tutorial application, LEMRS,1 using Java‐based, Web‐capable technologies to provide a basis for a shared simulation environment teaching NMR. As a computer‐supported collaborative learning environment, the system includes a method of asynchronous communication, where the student can post questions and comments to a “question board,” with the ability to capture the current state of the system via annotations on a screen capture. Formative evaluations involving undergraduate chemistry students were crucial to system redesign.
Introducing Engineering and Science Students to Entrepreneurship: Models and Influential Factors at Six American Universities
Authors: Standish‐Kuon Terri , Rice Mark P.
Published: January 2013

This paper reports on how traditional science and engineering students are being taught entrepreneurship at six American universities. Each participating institution follows one of three models, which differ with respect to location within the university, organizational structure and approach to attracting students. Teaching, new venture creation and, to a lesser degree, research are the most common goals driving the technological entrepreneurship initiatives at these universities. The most universal assets are internal champions and interest on the part of alumni and current students, while the lack of elective credits in the engineering curriculum is a common barrier.
Gender and Graduate School: Engineering Students Confront Life after the B. Eng.
Authors: Baker Sarah , Tancred Peta , Whitesides Sue
Published: January 2013

In an exploratory questionnaire study at McGill University, we examine the reasons given by top women and men engineering students for deciding whether or not to continue their studies. Women are significantly less likely than men to plan on graduate school; they encounter hurdles such as limited personalized information, difficulties in obtaining reference letters, a low level of encouragement, and the discomfort of the engineering academic environment. We conclude with seven specific recommendations designed to encourage women, in particular, and also men to pursue graduate work.
Use of Web‐Based Tools to Enhance Collaborative Learning
Authors: Rojas Eddy M.
Published: January 2013

This paper reports on the implementation of a collaborative learning environment in a graduate course in construction engineering and management at the Department of Civil, Structural, and Environmental Engineering at the University at Buffalo. This course, which was restructured in 1998, follows a model that could be called “Web‐plus” because it takes advantage of Web‐centric technologies plus other value‐added activities such as studio classes, student's presentations, teamwork, and peer‐evaluations to generate a collaborative learning environment following a holistic approach. The paper examines the concept of collaborative learning and how it can be applied in an engineering setting. The pedagogical motivations and cognitive goals behind the implementation of this Web‐centric educational model are also explored. A detailed course description is presented including an explanation of MAESTRO, a software tutorial application, a review of the use of virtual portfolios and student‐based assessment during formative evaluations. The paper also summarizes the lessons learned from the implementation of this Web‐centric educational model.
Web‐Based Readiness Assessment Quizzes
Authors: Marks Bradley P.
Published: January 2013

Student readiness to fully participate in designed educational activities is often impeded by a lack of individual preparation through assigned readings or study. However, student preparation is rarely treated as an integral part of course design. Consequently, web‐based readiness assessment quizzes were developed for three courses in biological/biosystems engineering, at the freshman and junior levels. The overall goal was to improve student preparatory reading by assessing lower‐level knowledge just prior to the class period when that knowledge is needed for higher‐level learning activities. In this way, a web‐based educational tool was utilized as an integral, rather than just supplemental, part of the course design. The quizzes were designed to simultaneously ensure/assess student preparation and guide the students toward the highest priority topics within a given unit. The quizzes were graded automatically with the results reported electronically to the instructor. Student likelihood to read assigned materials was significantly improved (P < 0.0001), based on ratings from students in three different courses over four years of using these quizzes.
Preparing for Accreditation Under EC 2000: An Experience Report
Authors: Soundarajan Neelam
Published: January 2013

Preparing for an accreditation evaluation under Engineering Criteria 2000 is a demanding task. For many programs, the most challenging requirements of the criteria have to do with establishing mechanisms to obtain input from various constituencies, formulating objectives on the basis of these inputs, formulating outcomes corresponding to each objective, establishing a range of assessment mechanisms to evaluate the program and outcomes, and establishing feedback mechanisms to use the results of the assessment to improve the program. This paper presents the experience of one program and some of the lessons learned.
Development of Online Ultrasound Instructional Module and Comparison to Traditional Teaching Methods
Authors: Nguyen Jimmy , Paschal Cynthia B.
Published: January 2013

A Web‐based teaching device was constructed to deliver information on fundamentals of ultrasound imaging to approximately one‐half the students in an undergraduate medical imaging course, while the remaining students were taught the same material via traditional lectures and typed notes. The students participating in this study were separated randomly but in such a manner that prior achievement was statistically equivalent for the two groups. After approximately two weeks of instruction, an ultrasound imaging exam was administered. Results indicated no statistically significant difference in scores on homework assigned during the instructional period between the traditional and online groups. Similarly, there was no statistically significant difference in the average exam scores of students in the two groups. The traditional group required significantly more time on learning activities than did the online group. These results indicated that level of understanding was not affected by use of the online device, while efficiency of learning improved dramatically. Reasons reported by the students for the improved efficiency of the online method included flexibility in time usage and ability to cater to the individual, which came with the added responsibility of self‐discipline. The traditional teaching method, meanwhile, allowed interaction with and instant feedback from a professor and other students. In this study we have demonstrated that the nature of an online device yields a higher level of efficiency than traditional lectures, despite the inherent drawbacks of the approach. The effectiveness of this device could potentially be improved by implementing enhancements to increase the level of interaction for the user and to help with discipline and time management.
Implementation and Evaluation of a Multi‐course Case Study for Framing Laboratory Exercises
Authors: Bisantz Ann M. , Paquet Victor L.
Published: January 2013

This paper describes the implementation and evaluation of a set of design‐oriented laboratory exercises for two undergraduate Human Factors and Ergonomics (HFE) courses, which draw from a case study model. The case material, based on the automotive manufacturing industry, includes the description of the overall manufacturing system, seven multi‐period laboratories across the two courses, and computer modules intended to support the design and analysis activities in the laboratories. Over the duration of the project, the courses have been taught using the modified laboratories. Evaluations, including student surveys, grade comparisons, and comparison of test question answers, have been conducted to compare student performance before and after the implementation of the proposed laboratories. Results from completed evaluations are discussed.
Feeling is Believing: Using a Force‐Feedback Joystick to Teach Dynamic Systems
Authors: Okamura Allison M. , Richard Christopher , Cutkosky Mark. R.
Published: January 2013

As an innovative approach to providing physical demonstrations in the engineering classroom, we present the haptic paddle: a low‐cost, single‐axis force‐feedback joystick. Using the paddle in the laboratory component of an undergraduate course on dynamic systems, students not only learned to model and analyze dynamic systems, but they also felt the effects of phenomena such as viscous damping, stiffness, and inertia. By interacting with virtual environments using their sense of touch, students improved their understanding of dynamic systems, modeling and control. In addition, the paddles added entertainment and excitement to the course. In this paper, we describe the purpose and design of the haptic paddle, show examples of how the paddle was integrated into the course, and present the results of preliminary student evaluations.
Laptops in the Classroom: Do They Make a Difference?
Authors: Kolar R. L. , Sabatini D. A. , Fink L. D.
Published: January 2013

In 1996 the College of Engineering at the University of Oklahoma started to require all incoming students to have a laptop computer equipped with a wireless Internet card. Because of a pilot study and a voluntary phase‐in over the first two years, two groups of students moved through the curriculum—those with and those without laptops. During 1998 and 1999, when these students entered their junior year, we offered two sections of a third‐year water resources course: one for students who owned laptops and one “traditional” section for those who did not own laptops. We assessed student performance to evaluate if the laptops helped improve student learning. Although not a perfectly controlled experiment (i.e., the student groups were different), the two sections were uniform in terms of course content and assignments. Because of their inherently large standard deviations, class metrics (grades) are not conclusive, but they do indicate that the laptop students performed slightly better than the non‐laptop students, even though their composite grade point average entering the course was lower. Evaluations do clearly show that, when the technology is used properly and when class time is not spent resolving technical problems, the laptop students had a more positive learning experience.
The Use of Groupware for Collaboration in Distributed Student Engineering Design Teams
Authors: Kirschman Jill S. , Greenstein Joel S.
Published: January 2013

An experiment was conducted in which teams of geographically distributed students used groupware tools to complete three tasks typically performed by the members of an engineering design team: generating ideas, co‐editing reports, and negotiating agreements. Four groupware‐supported team meeting formats using various combinations of audio, video, file‐transfer, and application‐sharing support were compared against each other and against a conventional face‐to‐face meeting. The results, measured as task completion time, quality of task outcome, and subjective user satisfaction, suggest that limitations of the hardware, software, and network bandwidth available at the time the study was conducted diminished any potential benefits of video connectivity and application sharing for distributed collaboration; however, audio connectivity was observed to be of great utility. The teams that used audio communication and file transfer alone between geographically distributed members achieved task completion times and task outcome qualities that were not significantly different from those of the teams working together in the same room.
A Study of the Effect of Graded Homework in a Preparatory Math Course for Electrical Engineers
Authors: Trussell H. J. , Dietz E. J.
Published: January 2013

Many person‐hours are required to grade homework assignments in large engineering classes. An experiment was conducted to determine whether this effort is beneficial to the students as measured by their test performance. Two sections of the same course were taught by the same instructor. One section was assigned homework that was graded; the other section was assigned the same homework but it was not graded. The experiment was repeated in a second semester. In the first semester, the section with the graded homework had significantly higher test scores than the section without graded homework. In the second semester, the two sections did not differ significantly in their test scores. Possible reasons for this difference are discussed.
Special Considerations When Using Statistical Analysis in Engineering Education Assessment and Evaluation
Authors: Larpkiataworn Siripen , Muogboh Obinna , Besterfield‐Sacre Mary , Shuman Larry J. , Wolfe Harvey
Published: January 2013

Two special considerations are discussed which frequently arise when conducting statistical analyses for the assessment and evaluation of engineering education programs. The first concerns the multiple comparison problem and Type I errors, specifically when should the significance level be adjusted and which adjustment procedure is most appropriate? Three scenarios are presented to illustrate three different applications of the classical Bonferroni procedure, one of the most extensively used adjustment procedures. A scenario is also presented for when an adjustment is not necessary. The second consideration is: when evaluating a predictive model should a tree diagram be used as an alternative to a classification table? For example, how does one assess a model's predictions when certain of its “recommendations” are not followed? For this type of case, a classification table may yield incomplete information. The use of a tree diagram to present more information on model performance is discussed.
A Look at the Past and Present of General Engineering and Engineering Science Programs
Authors: Newberry Byron , Farison James
Published: January 2013

In this article we discuss engineering programs named Engineering (sometimes referred to as General Engineering) and Engineering Science. Our purpose is to explore the role such non‐specialized programs have played, and currently play, in the overall scheme of engineering education. There are currently forty‐eight programs offered at U.S. institutions with EAC/ABET accreditation under the name Engineering or Engineering Science. Such programs are typically characterized by a general or interdisciplinary nature, and as such do not have to satisfy any discipline‐specific EAC/ABET program criteria beyond the basic criteria. Our analysis of Engineering and Engineering Science programs consists of two parts. First, we explore the historical trends in the evolution of such programs. Then we examine their uses, their current status, and their prospects for the future.
Comparison of Two Quantitative Methods of Determining Rater Bias
Authors: WOODS R.C. , CHAN K.L.
Published: January 2013

Two methods of detecting and quantifying rater bias, i.e., bias introduced by persons assessing projects, have recently been independently proposed. In this paper, the data used to demonstrate and introduce each method are analysed using the other method so that a meaningful comparison between the two methods may be made. It is found that the two methods are not exactly equivalent although the results from both are broadly similar.
Lin2k: A Novel Web‐Based Collaborative Tool‐Application to Engineering Education
Authors: HADJILEONTIADOU SOFIA J. , SAKONIDIS HARALAMBOS N. , BALAFOUTAS GEORGE J.
Published: January 2013

In this paper we present the educational process of Lin2k, a Web‐based tool, which supports distant asynchronous, written, peer‐collaboration in a case study. The tool constitutes an open learning environment that endows engineering students with collaborative competencies, necessary for their successful shift to professional practice. Students are engaged in a process of experiential learning of collaboration while, in parallel, we follow up their interactions and collect communication data of interest. Lin2k collaboration evaluating and adaptive feedback mechanisms are aimed at equipping students with the necessary conceptual knowledge that underlies collaborative activity. Lin2k experimental uses in the Civil Engineering Department of Aristotle University of Thessaloniki, Greece, proved the efficacy of its pedagogy. The Lin2k educational process serves as a prototype that may contribute to the revision of engineering curricula so as to face the challenges that the new technologies impose, along with the necessity of relating academic to professional life.
Use of Subject‐specific FE Exam Results in Outcomes Assessment
Authors: NIRMALAKHANDAN N. , DANIEL D. , WHITE K.
Published: January 2013

Engineering programs seeking accreditation are required by the Accreditation Board for Engineering and Technology (ABET) to document their continuous program improvement efforts and their outcomes. In this paper, we propose the subject‐specific results of the Fundamentals of Engineering (FE) Examination as one of the metrics suitable for assessing the outcomes of such efforts in individual courses. Statistical approaches appropriate for analyzing the FE Exam results and some caveats about their use are discussed. The application of this approach in the hydraulic engineering area of our program is illustrated.
Supporting Mechanical Reasoning with a Representationally‐Rich Learning Environment
Authors: McKenna Ann F. , Agogino Alice M.
Published: January 2013

A learning environment to support mechanical reasoning and understanding of simple machines for middle school and high school students is presented, along with results of an evaluation of its effectiveness in student learning. Based on recommendations from literature on instructional frameworks and cognitive aspects of mechanical reasoning, SIMALE (the Simple Machines Learning Environment) was designed to support reflection, collaboration, and presentation of concepts from multiple perspectives. SIMALE was implemented with a diverse population of middle and high school students with three treatment variations: (1) environment with focus on Lego exercises to engage in hands‐on physical activities, (2) environment with focus on a Web‐based computer module, and (3) environment with both the computer module and Lego exercises. Analyses of results show significant increases in post‐test performance for all treatment variations within SIMALE. The results also revealed unexpected dramatic results in equalizing post‐test scores along ethnic and gender dimensions, in spite of large population differences in pre‐test scores.
Effects of Faculty Interaction and Feedback on Gains in Student Skills*
Authors: Bjorklund Stefani A. , Parente John M. , Sathianathan Dhushy
Published: January 2013

Previous research has identified several variables that affect students' course satisfaction and gains in learning outcomes. The purpose of this article is to provide the reader with insights about the relationships between faculty‐student interaction and students' perceptions of selected skills and attitudes. This study specifically examined the relationships between engineering faculty teaching practices, classroom climate, and students' perceptions of their gains in communication skills, problem‐solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. Data were gathered from more than 1,500 students taking the first‐year design course offered at 19 campuses of the Penn State system over a period of two years. The results suggest that faculty interacting with and providing constructive feedback to students were significantly and positively related to students' self‐reported gains in several design and professional skills. These relationships remained after controlling for student demographic characteristics and campus location. Recommendations regarding specific teaching practices are provided.
Developing Criteria for an On‐Line Learning Environment: From the Student and Faculty Perspectives*
Authors: Cohen Maxine S. , Ellis Timothy J.
Published: January 2013

The research literature abounds with articles about distance learning from the perspectives of students, faculty, and administrators. Most of these articles discuss the details of transitioning to on‐line learning environments. Research is beginning to pay attention to quality issues in distance learning. This article discusses a three‐phase developmental study conducted in a graduate school. Students were asked to brainstorm and develop a set of quality indicators. These indicators were ranked by a second group of students. Then the indicators were given to a group of faculty for another ranking. In this study it was shown that there was a very great agreement on the relative importance of the various potential indicators of quality in courses delivered via an on‐line medium.
The Impact of Cooperative Education on Academic Performance and Compensation of Engineering Majors
Authors: Blair Benjamin F. , Millea Meghan , Hammer Joshua
Published: January 2013

Several engineering programs around the country either require or encourage a cooperative education experience as part of their curriculum. In this paper, we examine the effects of cooperative education on grade point average, length of time in school, and starting salary. Statistical analyses show that cooperative education programs have significant effects on all three dimensions. These results are useful not only to students deciding whether to participate in cooperative education programs, but also to administrators in determining the role of cooperative education in the engineering curriculum.