bluuebunny/crossref_metadata_2025 huggingface dataset:
Kirkpatrick's Level 1 Evaluation of the Implementation of a Computer‐Aided Process Design Tool in a Senior‐Level Engineering Course
Authors: Diefes‐Dux Heidi A. , Samant Charuta , Johnson Tristan E. , O'Connor Debra
Published: January 2013

Computer simulation tools are frequently used in engineering design work, and undergraduates are often trained to use these tools as they learn to design systems. The use of new tools in the learning environment should be evaluated to assure that the students are able to use the tools effectively. This study details and demonstrates the use of a Kirkpatrick's Level 1 Evaluation to assess the effectiveness of an instructional environment in which students learn to use a computer simulation tool to perform engineering design work. Specifically, an evaluation was conducted to look at student perceptions of FOODS‐LIB—a steady‐state food process design tool, its user's manual learning modules, and the implementation of FOODS‐LIB in a senior level design course. This evaluation was triangulated with an instructor's assessment of student products generated as the students used the learning modules and designed an ice cream manufacturing process using FOODS‐LIB.
Effect of Guided Research Experience on Product Design Performance
Authors: Okudan Gül E. , Osif Bonnie
Published: January 2013

Designing, generally, requires a team effort. Consequently, several variables affecting team performance have been studied, such as team composition, female/male ratio in the organization, and teamwork skills training. This study furthers this effort by investigating the effect of guided external research during the concept generation phase of the design process. The premise of the study is that as resources increase in number and complexity, and time constraints pressure an overcrowded curriculum, professors are challenged to find new methods to train students in the skills needed for the constantly changing workplace.

One technique to address this issue, a creative collaboration and its impact on design team performance, is discussed in the paper. First, the approach for incorporating guided research into curriculum is explained, and then the results of the study are presented, which indicate that a higher design performance can be achieved when guided research is added to design teaching.
Influence of African American Engineering Student Perceptions of Campus Climate on Graduation Rates
Authors: Brown A. Ramona , Morning Carole , Watkins Charles
Published: January 2013

African American undergraduate engineering student perceptions of institutional and personal/social campus climate factors were investigated to determine how these perceptions influence academic performance and institutional graduation rates. Data collection was accomplished through use of a quantitative and qualitative survey instrument administered to a national sample of subjects. The research discovered wide variation in individual institutional African American graduation rates and differences in rates among groups of institutions categorized by their academic selectivity or their designation as a Historically Black College and University. Students at institutions in the higher of the academic selectivity categories had higher graduation rates. However, students enrolled in the Historically Black Colleges and Universities category had more favorable perceptions of their college experience and had higher grades than students attending other institutions. After controlling for institution category, higher graduation rates were associated with students' lower perceptions of racism and discrimination and with students' greater institutional commitment.
Student Assessment Precision in Mechanical Engineering Courses
Authors: Green Sheldon I.
Published: January 2013

Student performance on mid‐term quizzes and final examinations was compared for several core undergraduate courses. A statistical comparison of the grades of students on these two tests showed only a modest correlation between grades. The modest correlation may be attributed to several factors: inaccurate grading of examinations, differences in the material tested on the mid‐terms and finals, and sampling error due to the small numbers of questions on examinations. Evidence is presented that sampling error is the primary source of the low correlations. In practice, the modest correlations of mid‐term quiz and final examination grades imply that the grades assigned to students are some aggregate of a true measure of the ability of students and randomness. The randomness arises because the instructor selects a particular subset of the course material for examination, not complete coverage of the course by question of all levels of difficulty.
Effects of Behavioral Anchors on Peer Evaluation Reliability
Authors: Ohland Matthew W. , Layton Richard A. , Loughry Misty L. , Yuhasz Amy G.
Published: January 2013

This paper presents comparisons of three peer evaluation instruments tested among students in undergraduate engineering classes: a single‐item instrument without behavioral anchors, a ten‐item instrument, and a single‐item behaviorally anchored instrument. Studies using the instruments in undergraduate engineering classes over four years show that the use of behavioral anchors significantly improves the inter‐rater reliability of the single‐item instrument. The inter‐rater reliability (based on four raters) of the behaviorally anchored instrument was 0.78, which was not significantly higher than that of the ten‐item instrument (0.74), but it was substantially more parsimonious. The results of this study add to the body of knowledge on evaluating students' performance in teams. This is critical since the ability to function in multidisciplinary teams is a required student learning outcome of engineering programs.
A Comparison of Group Processes, Performance, and Satisfaction in Face‐to‐Face Versus Computer‐Mediated Engineering Student Design Teams
Authors: Whitman Lawrence E. , Malzahn Don E. , Chaparro Barbara S. , Russell Mark , Langrall Rebecca , Mohler Beth A.
Published: January 2013

Industry often requires engineers to work in teams. Therefore, many university engineering courses require students to work in groups to complete a design project. Due to the increasingly global nature of engineering, opportunities for students to navigate the issues of distance, time, culture, language, and multiple perspectives associated with virtual teams are becoming particularly desirable. To understand students' experience with virtual teams in a graduate course on principles of lean manufacturing, a group of researchers at a midwestern university compared the project performance, selected group processes, and satisfaction of students randomly assigned to face‐to‐face and computer‐mediated communication design teams. Students in both the face‐to‐face and computer‐mediated communication design teams performed equally well on the final project, and reported similar patterns in group processes with a few exceptions. Students in face‐to‐face design teams were more satisfied with the group experience than those in the computer‐mediated communication design teams; however, all reported an overall positive experience.
Experiences with Formative Assessment in Engineering Classrooms
Authors: Roselli Robert J. , Brophy Sean P.
Published: January 2013

Assessment in many engineering courses is mostly summative in nature. We have introduced an electronic Classroom Communication System (CCS) into undergraduate engineering courses to provide students with formative assessment on a regular basis. Experiences with the system are presented, including both student and instructor evaluations. Students like it because it is anonymous and lets them know in a timely manner when they have difficulty understanding new concepts. The system also helps inform the instructor about student comprehension of various concepts, well in advance of an examination, resulting in better retention of fundamental concepts. The system can help an instructor adjust the pace of the course to match the aptitude of the students. Therefore, instructors might reduce the variance in students' conceptual understanding of fundamental concepts early in the course, allowing for more uniform coverage of advanced topics later in the course.
Using Online Nominal Group Technique to Implement Knowledge Transfer
Authors: Tseng Kuo‐Hung , Lou Shi‐Jer , Diez C. Ray , Yang Hung‐Jen
Published: January 2013

Presented in this study is an online Nominal Group Technique (NGT) platform for implementing knowledge transfer. A platform was developed to record the experimental experiences of thirteen Information Technology (IT) experts from academia and industry. We found that an online NGT platform could provide formal activities for promoting knowledge transfer in pursuit of consensus at a distance. Internalization of knowledge resulted from the review and rethinking process when applied to solution priorities. The results of this study have implications for users to initiate knowledge transfer at a distance for students conducting a capstone project with industry, for industry/academia research projects, and on industry projects between faculty and industry personnel. The processes of providing knowledge creation, interaction, and internalization were shown to lead to knowledge transfer for consensus building. The implementation efficiency was mainly contributed to by platform recognition, an important outcome when constructing information platforms for transferring knowledge among industry engineers, engineering students, and engineering educators.
First Steps in Understanding Engineering Students' Growth of Conceptual and Procedural Knowledge in an Interactive Learning Context
Authors: Taraban Roman , Anderson Edward E. , DeFinis Alli , Brown Ashlee G. , Weigold Arne , Sharma M.P.
Published: January 2013

The development of procedural knowledge in students, i.e., the ability to effectively solve domain problems, is the goal of many instructional initiatives in engineering education. The present study examined learning in a rich learning environment in which students read text, listened to narrations, interacted with simulations, and solved problems using instructional software for thermodynamics. Twenty‐three engineering and science majors who had not taken a thermodynamics course provided verbal protocol data as they used this software. The data were analyzed for cognitive processes. There were three major findings: (1) students expressed significantly more cognitive activity on computer screens requiring interaction compared to text‐based screens; (2) there were striking individual differences in the extent to which students employed the materials; and (3) verbalizations revealed that students applied predominantly lower‐level cognitive processes when engaging these materials, and they failed to connect the conceptual and procedural knowledge in ways that would lead to deeper understanding. The results provide a baseline for additional studies of more advanced students in order to gain insight into how students develop skill in engineering.
Faculty and Student Attitudes Toward Community Service: A Comparative Analysis
Authors: Bauer E. Heidi , Moskal Barbara , Gosink Joan , Lucena Juan , Muñoz David
Published: January 2013

The Humanitarian Engineering initiative, sponsored by the William and Flora Hewlett Foundation, at the Colorado School of Mines, is creating a program that will support engineering students in understanding their responsibility for solving community development problems that exist throughout the world. As part of this effort, data has been collected on faculty and student attitudes using the ‘Community Service Attitudes Scale,” developed and validated by Shiarella, McCarthy, and Tucker. During the fall 2004, 78 students and 34 faculty members responded to this instrument. Statistically significant differences were found between the attitudes of students and faculty, males and females, and among different age groupings with respect to service activities. A general finding was that faculty displayed better attitudes toward community service than the students.
A Strategic Analysis of Korean Engineering Education Based on Two Satisfaction Scores
Authors: Lee Seung Yong , Yoon Jae Yong , Kim Tae Hyun , Sohn So Young
Published: January 2013

Student avoidance of science and engineering fields is a significant problem that can hinder national competitiveness. In this study, a structural equation model is used to propose two scores to measure student satisfaction with Korean engineering education: the P‐score, a measure of the students' satisfaction with aspects of their personalities, and the M‐score, a measure of the students' satisfaction with aspects of their majors. Using these two scores to assess the students' satisfaction with engineering education in Korea, several strategic approaches to improve student satisfaction with Korean engineering education are proposed.
New Practices for Administering and Analyzing the Results of Concept Inventories
Authors: Steif Paul S. , Hansen Mary A.
Published: January 2013

Concept inventories can be refined and honed into informative assessment tools to serve instruction. The present paper suggests new practices for administering and analyzing the results of concept inventories. Web‐based administration enables broader participation across universities and colleges, and ensures the retention of the full set of data necessary to conduct other analyses. Issues related to the provision of meaningful concept level information are addressed, as are the benefits of making direct comparisons with other measures of performance. The value of administering inventories as pre‐tests is examined, and the potential for offering misconception diagnosis based on inventories is explored.
Understanding Our Students: A Longitudinal‐Study of Success and Failure in Engineering With Implications for Increased Retention
Authors: Bernold Leonhard E. , Spurlin Joni E. , Anson Chris M.
Published: January 2013

In spite of considerable research about the poor retention rate of undergraduate engineering students, we still have an inadequate understanding of the factors that affect students' decisions to remain in engineering programs and their ability to perform well enough to be retained. Although continued study is needed of external factors such as curricular requirements, admissions criteria, and test scores, we also need to know much more about the relationships between curricular experiences and students' learning styles, habits, and attitudes. The work presented in this paper was designed to enhance educators' understanding of the factors that underlie the concern about student retention in engineering. By observing 1,000 engineering students during their first three years in college, the research team generated a large database on the students' academic and non‐academic characteristics as well as their successes and failures. The traits discovered not only support many findings from previous studies but also reveal some new relationships that could prove essential to designing an educational environment that will prepare engineers for success in the future.
Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies
Authors: Prince Michael J. , Felder Richard M. , Brent Rebecca
Published: January 2013

Academicians have been arguing for decades about whether or not faculty research supports undergraduate instruction. Those who say it does—a group that includes most administrators and faculty members—cite many ways in which research can enrich teaching, while those on the other side cite numerous studies that have consistently failed to show a measurable linkage between the two activities. This article proposes that the two sides are debating different propositions: whether research can support teaching in principle and whether it has been shown to do so in practice. The article reviews the literature on the current state of the research‐teaching nexus and then examines three specific strategies for integrating teaching and scholarship: bringing research into the classroom, involving undergraduates in research projects, and broadening the definition of scholarship beyond frontier disciplinary research. Finally, ways are suggested to better realize the potential synergies between faculty research and undergraduate education.
Considering Context: A Study of First‐Year Engineering Students
Authors: Kilgore Deborah , Atman Cynthia J. , Yasuhara Ken , Barker Theresa J. , Morozov Andrew
Published: January 2013

High‐quality engineering design requires an understanding of how the resulting engineered artifact interacts with society, the natural environment, and other aspects of context. This study examines how first‐year engineering undergraduates approached two engineering design tasks. We focused on how much students considered contextual factors during problem‐scoping, a critical part of the design process. As part of a larger, longitudinal study, we collected data from 160 students at four U.S. institutions. Students varied in their consideration of each design task's context, and women's responses were more likely to be context‐oriented than men's. Overall, context‐orientation was positively correlated between the two design tasks, despite differences in data collection and analysis. Having found that beginning engineering students, particularly women, are sensitive to important contextual factors, we suggest that efforts to broaden participation in engineering should consider legitimizing and fostering context‐oriented approaches to engineering earlier in the curriculum.
2006 Bernard M. Gordon Prize Lecture*: The Learning Factory: Industry‐Partnered Active Learning
Authors: Lamancusa John S. , Zayas Jose L. , Soyster Allen L. , Morell Lueny , Jorgensen Jens
Published: January 2013

On February 21, 2006, the National Academy of Engineering recognized the achievements of the Learning Factory with the Bernard M. Gordon Prize for Innovation in Engineering and Technology Education. The co‐founders were commended “for creating the Learning Factory, where multidisciplinary student teams develop engineering leadership skills by working with industry to solve real‐world problems.” This paper describes the origins, motivation, philosophy, and implementation of the Learning Factory.

The specific innovations of the Learning Factory partnership were: active learning facilities, called Learning Factories, that provide experiential reinforcement of engineering science, and a realization of its limitations; strong collaborations with industry through advisory boards, engineers in the classroom, and industry‐sponsored capstone design projects; practice‐based engineering courses integrating analytical and theoretical knowledge with manufacturing, design, business concepts, and professional skills; and dissemination to other academic institutions (domestic and international), government and industry.
A Theme‐Based Seminar on Environmental Sustainability Improves Participant Satisfaction in an Undergraduate Summer Research Program
Authors: Grimberg Stefan J. , Langen Tom A. , Compeau Larry D. , Powers Susan E.
Published: January 2013

We analyzed seven years of pre‐program and post‐program survey data to evaluate the Clarkson University Research Experience for Undergraduates (REU) Site Program in Environmental Science and Engineering, and evaluated whether our program was successful at meeting the intended outcome of increasing participants' likelihood of attending graduate school and pursuing a career in science or engineering research or education. We also evaluated how participant satisfaction in the program changed with the addition of a weekly seminar on environmental sustainability that was intended to improve participants' understanding of the societal value of their research projects. Participant satisfaction in the Clarkson REU Program was high, and increased after the addition of the sustainability seminar. Participants' intention to attend graduate or professional school increased after participating in the program, but their intention to pursue a career in science or engineering research declined. Over 60 percent of participants eventually attended graduate or professional school.
Characteristics of Successful Cross‐disciplinary Engineering Education Collaborations
Authors: Borrego Maura , Newswander Lynita K.
Published: January 2013

This article employs theory to demonstrate the characteristics of successful cross‐disciplinary engineering education collaborations. Specifically, we analyzed data from interviews with 24 recent Journal of Engineering Education authors from engineer‐nonengineer teams. Theoretical frameworks from education and psychology are used to ground the results and contribute to broader research on collaboration across technology and social science disciplines. The data suggest that the way an individual understands and appreciates the nature of knowledge affects the way he or she collaborates with colleagues in different academic disciplines, especially when the disciplines are fundamentally different. Although the literature criticizes engineers for not understanding or respecting other viewpoints, we found that nine engineers and eight nonengineers articulated awareness of their collaborators' perspectives, worked to integrate these into the research, and noted increased satisfaction and quality of work as a result. Recommendations for fostering this type of interdisciplinary integration in engineering education are offered along with suggestions for future research.
Providing a Voice: Qualitative Investigation of the Impact of a First‐Year Engineering Experience on Students' Efficacy Beliefs
Authors: Hutchison‐Green Mica A. , Follman Deborah K. , Bodner George M.
Published: January 2013

This qualitative study explored the engineering self‐efficacy beliefs held by students enrolled in their first engineering course at Purdue University. Findings from the thematic analysis of one‐on‐one interviews with 12 students enrolled in the course are presented. Results demonstrate the susceptibility of first‐year engineering students' self‐efficacy beliefs to the influence of performance comparisons based on the speed with which students were able to perform various tasks, the degree of contribution they were able to achieve when working with others, how much material they had mastered, and their grades. Gender differences were also identified in the way in which men and women were influenced by these experiences. Descriptions of how students made performance comparisons, including the logical progression from a specific experience through the modification of confidence in success, are offered.
Assessing the Impact of Engineering Undergraduate Work Experience: Factoring in Pre‐work Academic Performance
Authors: Schuurman Mieke K. , Pangborn Robert N. , McClintic Rick D.
Published: January 2013

This paper examines how undergraduate work experiences affect engineering graduates' post‐graduation starting salary, their cumulative grade point average upon graduation, and their likelihood of receiving a job offer prior to graduation. This study contributes to the field of undergraduate work experiences uniquely by taking into account academic performance prior to work experience, including the exact number of work experiences, and examining how gender interacts with work experience to affect the measured outcomes. The results show that more experience results in a higher post‐graduation starting salary and an increased likelihood of a job offer prior to graduation. Increases in cumulative GPA upon graduation were only marginal. Furthermore, undergraduate work experience affected female and male students as well as students from different majors similarly.
Looking Beyond Content: Skill Development for Engineers
Authors: Redish Edward F. , Smith Karl A.
Published: January 2013

Current concerns over reforming engineering education have focused attention on helping students develop skills and an adaptive expertise. Phenomenological guidelines for instruction along these lines can be understood as arising out of an emerging theory of thinking and learning built on results in the neural, cognitive, and behavioral sciences. We outline this framework and consider some of its implications, such as developing a more detailed understanding of the specific skill of using mathematics in modeling physical situations. This approach provides theoretical underpinnings for some best‐practice instructional methods designed to help students develop this skill and provides guidance for further research in the area.
Ethics Teaching in Undergraduate Engineering Education
Authors: Colby Anne , Sullivan William M.
Published: January 2013

This paper asks how undergraduate engineering education supports students' ethical development, broadly defined, in a diverse sample of U.S. engineering schools and offers an analysis of the strengths and weaknesses of those efforts. The paper draws on observational case studies that were based on site visits to undergraduate mechanical and electrical engineering programs at seven universities or engineering schools in the U.S. It begins by proposing professional codes of ethics in engineering as a useful framework for thinking about the goals for student learning in the area of ethics and professional responsibility. The paper then discusses how and to what degree these goals are being addressed in the case study schools, with additional context provided through reference to published research in the field. The paper concludes with recommendations for strengthening the teaching of engineering ethics and professional responsibility.
Advancing Engineering Education in P‐12 Classrooms
Authors: Brophy Sean , Klein Stacy , Portsmore Merredith , Rogers Chris
Published: January 2013

Engineering as a profession faces the challenge of making the use of technology ubiquitous and transparent in society while at the same time raising young learners' interest and understanding of how technology works. Educational efforts in science, technology, engineering, and mathematics (i.e., STEM disciplines) continue to grow in pre‐kindergarten through 12th grade (P‐12) as part of addressing this challenge. This article explores how engineering education can support acquisition of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to accomplish real world problem solving through design, troubleshooting, and analysis activities. We present several promising instructional models for teaching engineering in P‐12 classrooms as examples of how engineering can be integrated into the curriculum. While the introduction of engineering education into P‐12 classrooms presents a number of opportunities for STEM learning, it also raises issues regarding teacher knowledge and professional development, and institutional challenges such as curricular standards and high‐stakes assessments. These issues are considered briefly with respect to providing direction for future research and development on engineering in P‐12.
Utilizing Instructional Consultations to Enhance the Teaching Performance of Engineering Faculty
Authors: Finelli Cynthia J. , Ott Molly , Gottfried Amy C. , Hershock Chad , O'Neal Christopher , Kaplan Matthew
Published: January 2013

Although many kinds of data can be used to guide instructional consultations, research comparing the efficacy of such data is scant, especially in engineering. In this study, multiple modes of assessment were used to evaluate the impact of consultations informed by different kinds of data. This study illuminates two key aspects of instructional consultations: (1) their efficacy varies depending on the kind of data used to guide them, with student feedback from a Small Group Instructional Diagnosis (SGID) having the largest positive impact, and (2) the instructional consultant plays a key role in helping both interpret the available data and identify strategies for improvement. These findings suggest three implications for practice: (1) whenever possible, SGID‐based consultations should be offered systematically and proactively for engineering faculty, (2) data for other kinds of consultations should be tailored to the needs of the individual instructor, and (3) instructional consultants should be available to collaborate with faculty to enhance their teaching, thereby building an engineering culture that actively supports teaching and learning.
Competencies Beyond Countries: The Re‐Organization of Engineering Education in the United States, Europe, and Latin America
Authors: Lucena Juan , Downey Gary , Jesiek Brent , Elber Sharon
Published: January 2013

For over two centuries, the competencies that engineers have been expected to gain from engineering education have been associated with countries. Increased mobility in the workplace is generating pressure to expand competencies beyond countries. A key indicator of changing expectations is found in efforts by engineering education organizations to extend themselves beyond countries. This article compares the transformation of engineering education organizations in the United States with those in Europe and Latin America. In the U.S., organizations are attempting to expand directly from the country to the globe, relying upon prior acceptance of a redefinition of required competencies. In Europe, the redefinition of engineering competencies is taking longer to develop as participating organizations have worked first to define a new regional identity in terms of continental mobility and economic competitiveness. Finally, in Latin America, the redefinition of competencies awaits a resolution of a competition between alternative models of the region. This study of the expected competencies of engineers contributes to the research area of engineering epistemologies. Overall, the contemporary re‐definition of competencies in engineering education is not a universal phenomenon but depends upon success in defining identities that extend beyond the country.
Is Modeling of Freshman Engineering Success Different from Modeling of Non‐Engineering Success?
Authors: Veenstra Cindy P. , Dey Eric L. , Herrin Gary D.
Published: January 2013

The engineering community has recognized the need for a higher retention rate in freshman engineering. If we are to increase the freshman retention rate, we need to better understand the characteristics of academic success for engineering students. One approach is to compare academic performance of engineering students to that of non‐engineering students. This study explores the differences in predicting academic success (defined as the first year GPA) for freshman engineering students compared to three non‐engineering student sectors (Pre‐Med, STEM, and non‐STEM disciplines) within a university. Academic success is predicted with pre‐college variables from the UCLA/CIRP survey using factor analysis and regression analysis. Except for the factor related to the high school GPA and rank, the predictors for each student sector were discipline specific. Predictors unique to the engineering sector included the factors related to quantitative skills (ACT Math and Science test scores and placement test scores) and confidence in quantitative skills.
Teaching Communication in Capstone Design: The Role of the Instructor in Situated Learning
Authors: Paretti Marie C.
Published: January 2013

Calls for engineers to communicate more effectively are ubiquitous, and engineering education literature includes numerous examples of assignments and courses that integrate writing and speaking with technical content. However, little of this literature examines in detail how engineering students develop communication skills and how those learning mechanisms influence classroom practice. To address this gap, this article synthesizes research on communication learning in college from the fields of composition and technical communication and illustrates its relevance to the engineering classroom with a case study of a capstone design course. The principles of situated learning and activity theory, in particular, provide strong evidence that the ways in which course instructors and students interact around communication tasks play a significant role in helping students develop transferable communication skills.
Using Writing Assignments to Improve Self‐Assessment and Communication Skills in an Engineering Statics Course
Authors: Hanson James H. , Williams Julia M.
Published: January 2013

This study explores the use of writing as a tool for metacognition in the engineering classroom. We used the “explain‐a‐problem” type of assignment in the Engineering Statics course for four terms. The objectives associated with the assignments were grouped under student self‐assessment, student communication, and administration. Performance on each of four grading criteria for each assignment was tracked throughout the terms. The data indicate that explain‐a‐problem does help students achieve the self‐assessment and communication objectives, although the impact on overall course performance was not as significant as hoped. The assignment evolved to the point that the administrative objectives were also met.
Biases in Interpersonal Communication: How Engineering Students Perceive Gender Typical Speech Acts in Teamwork
Authors: Wolfe Joanna , Powell Elizabeth
Published: January 2013

This research investigates differences in how engineering and non‐engineering men and women perceive common speech acts in team settings. Participants completed surveys asking them to rate the speakers of three male typical and three female typical speech acts. Male engineering students were significantly harsher than other groups on female typical speech acts in which the speaker conceded weaknesses, even if this concession was for strategic purposes such as trying to help another teammate “save face.” This bias against female typical speech was consistent regardless of the speaker's gender, suggesting that students were reacting to speech patterns rather than to biological gender. These findings provide hope that women may be able to help manage perceptions of their everyday team interactions by avoiding statements that imply weaknesses, even if such speech is normal in other situations.
The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches
Authors: McKenna Ann F. , Yalvac Bugrahan , Light Gregory J.
Published: January 2013

Over the last several years, engineering faculty and learning scientists from four universities worked in collaboration to develop educational materials to improve the quality of faculty teaching and student learning. Guided by the How People Learn (HPL) framework, engineering faculty worked in collaboration with learning scientists to develop learner‐centered, student‐focused instructional methods. In consultation with learning scientists, engineering faculty carried out educational inquiry in their classrooms aimed at investigating student learning and enhancing instruction. In this paper we discuss the extent to which faculty engaged in these collaborative endeavors and how their teaching approaches differed as a result of their level of engagement. Study findings reveal the role that collaborative reflection plays in shaping teaching approaches. Results from this study provide insights for researchers and other practitioners in engineering and higher education interested in implementing engineering faculty development programs to optimize the impact on teaching.
Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice
Authors: Moreno Roxana , Reisslein Martin , Ozogul Gamze
Published: January 2013

How can we help college students develop problem‐solving skills in engineering? To answer this question, we asked a group of engineering freshmen to learn about electrical circuit analysis with an instructional program that presented different problem‐solving practice and feedback methods. Three findings are of interest. First, students who practiced by solving all problem steps and those who practiced by solving a gradually increasing number of steps starting with the first step first (forward‐fading practice) produced higher near‐transfer scores than those who were asked to solve a gradually increasing number of steps but starting with the last step first (backward‐fading practice). Second, students who received feedback immediately after attempting each problem‐solving step outperformed those who received total feedback on near transfer. Finally, students who learned with backward‐fading practice produced higher near‐ and far‐transfer scores when feedback included the solution of a similar worked‐out problem. The theoretical and practical implications for engineering education are discussed.
Career and Mentor Satisfaction among Canadian Engineers: Are there Differences based on Gender and Company‐Specific Undergraduate Work Experiences?
Authors: Ingram Sandra , Bruning Sue , Mikawoz Irene
Published: January 2013

In 2005, an in‐depth study was undertaken to collect quantitative and qualitative data on the career attitudes of Canadian engineers in the province of Manitoba. This paper examines the quantitative data on the relationships between prior undergraduate work experiences with their current employers and male and female respondents' career and mentor satisfaction. The results suggest that undergraduate work experience programs may play a role in enhancing engineers' perceptions of their recognized authority/expertise within their field. Results also show that prior work experience with current employers is related to satisfaction with mentors. Furthermore, a significant interaction effect was found for both prior work experience and gender as they relate to mentor satisfaction. Female engineers with prior work experience were the most satisfied with their mentors, while those without prior work experience were the least satisfied. Findings point to the value of company‐specific undergraduate work experience as a socialization tool and the role it plays in nurturing long‐term career development, particularly for young women engineers.
The Relationships between Students' Conceptions of Learning Engineering and their Preferences for Classroom and Laboratory Learning Environments
Authors: Lin Chia‐Ching , Tsai Chin‐Chung
Published: January 2013

This study developed a survey entitled Conceptions of Learning Engineering (CLE), to elicit undergraduate engineering students' conceptions of learning engineering. The reliability and validity of the CLE survey were confirmed through a factor analysis of 321 responses of undergraduate students majoring in electrical engineering. A series of ANOVA analyses revealed that students who preferred a classroom setting tended to conceptualize learning engineering as “testing” and “calculating and practicing,” whereas students who preferred a laboratory setting expressed conceptions of learning engineering as “increasing one's knowledge,” “applying,” “understanding,” and “seeing in a new way.” A further analysis of student essays suggested that learning environments which are student‐centered, peer‐interactive, and teacher‐facilitated help engineering students develop more fruitful conceptions of learning engineering.
Widening the Net: National Estimates of Gender Disparities in Engineering
Authors: Cohen Clemencia Cosentino de , Deterding Nicole
Published: January 2013

This paper explores the causes behind the severe under‐representation of women in engineering. Based on national data on undergraduate engineering programs, this study presents cross‐sectional estimates of male and female student retention. Contrary to widespread beliefs, the study found that overall and in most disciplines there is no differential attrition by gender. Instead, results suggest that gender disparities in engineering are largely driven by inadequate enrollment (not inadequate retention) of women. The paper concludes that outreach—within institutions of higher education, across institutions (into two‐year colleges, middle and high schools), and into K‐12 curricular reform—are needed to address what is, at its very core, a recruitment problem.
An Engineering Major Does Not (Necessarily) an Engineer Make: Career Decision Making Among Undergraduate Engineering Majors
Authors: Lichtenstein Gary , Loshbaugh Heidi G. , Claar Brittany , Chen Helen L. , Jackson Kristyn , Sheppard Sheri D.
Published: January 2013

This study uses a mixed‐methods design to investigate students' career decision making at two U.S. undergraduate institutions. The research question was, “To what extent do students who complete undergraduate programs in engineering intend to pursue engineering careers?” We surveyed senior engineering majors about their post‐graduate intentions, and later interviewed a subset of the seniors about their career intentions. Only 42 percent of students surveyed reported that they definitely intended to pursue a career in engineering, 44 percent were unsure, and 14 percent were definitely not pursuing engineering. We observed significant institutional differences. Interview data reveal the quixotic nature of many students' decisions about their careers; strikingly, students were vacillating between multiple post‐graduate options late into the senior year, even into summer. Implications are discussed for further research and ways engineering departments can influence students' career decisions.
Innovations in Composition Programs that Educate Engineers: Drivers, Opportunities, and Challenges
Authors: Leydens Jon A. , Schneider Jen
Published: January 2013

Recent developments in engineering education have shaped the nature of composition programs at institutions or programs that emphasize engineering and science. Among these developments are revised accreditation guidelines and a curricular debate with a long history. Such developments highlight collaborative opportunities between technical and humanities/social sciences faculty. This multi‐case study investigates how composition programs have responded to such drivers, opportunities, and challenges. The study draws from historical, observation, document, and interview data, and particularly interviews with composition program administrators at six institutions with significant technical emphases. Findings indicate shifts in historical emphasis on culture and utility, and three contemporary responses. Reductions, transformations, and innovations are occurring in first‐year communication courses. Also, multimodal communications, including written, oral, and visual components, are being integrated across multiple instructional contexts. Finally, strong cross‐curricular communication programs are emerging in which composition faculty partner with technical faculty. Implications of these findings are discussed.
A Research Synthesis of the Effectiveness, Replicability, and Generality of the VaNTH Challenge‐based Instructional Modules in Bioengineering
Authors: Cordray David S. , Harris Thomas R. , Klein Stacy
Published: January 2013

Background

Between 2000 and 2006 the Vanderbilt, Northwestern, Texas and Harvard/MIT Engineering Research Center (VaNTH/ERC) developed, tested, and implemented a set of educational innovations based largely on the ideas presented in the bookHow People Learn(HPL) and an instructional design known as the the STAR Legacy Cycle. The motivation for this study was to synthesize the results of this work. Published and unpublished experimental and quasi‐experimental assessments were included in this synthesis.

Purpose(Hypothesis)

The fundamental hypotheses tested were whether a set of modules involving challenge‐based instruction and other course innovations, often involving advanced computer‐based technologies, improved student performance in a variety of educational settings and student populations, and whether improvements could be achieved by instructors other than the developers of the innovations.

Design/Method

Meta‐analysis of effects from thirty‐three separate modules in five courses in bioengineering domains was undertaken, along with three case studies.

Results

Results from the experimental (randomized) and stronger‐quasi experimental studies revealed a weighted effect size of 0.655 (p< 0.001). Studies using randomized designs produced smaller effects, and studies using measures of transfer and adaptive expertise to index outcomes produced larger effects. Analyses also revealed that the results can be replicated by instructors other than the developers of the modules, in a variety of student populations and educational settings, and at other institutions.

Conclusions

Overall, the challenge‐based modules and other innovations have moderate overall effects on improved student performance. They can be implemented successively by other instructors in a variety of educational settings and student populations.
Measuring the Impact of an Individual Course on Students' Success
Authors: Mesa Vilma , Jaquette Ozan , Finelli Cynthia J.
Published: January 2013

Background

At the University of Michigan, qualified first‐year students who place out of the first‐semester calculus course may enroll in either the regular second‐semester calculus course or Applied Honors Calculus II. Students who enroll in Applied Honors Calculus II show higher academic performance than students enrolling in the Regular Calculus II.

Purpose (Hypothesis)

The study addressed the question: does enrollment in Applied Honors Calculus II have a positive causal impact on subsequent academic performance for engineering students at the University of Michigan?

Design/Method

We acquired seven years of institutional data for engineering students who entered the University of Michigan from 1996 through 2003 and who qualified to enroll in Applied Honors Calculus II. Using regression analyses, we tested a causal model of impact of Applied Honors Calculus II on four measures of subsequent academic performance: grade in Physics II and average grade in all subsequent physics, mathematics, and engineering courses.

Results

After controlling for students' personal characteristics and prior academic achievement, the impact of Applied Honors Calculus II on students' academic performance was not statistically significant. In particular Advanced Placement scores accounted for the higher performance observed in Applied Honors Calculus II students.

Conclusions

We recommend including Advanced Placement scores in models that predict academic performance. Future research should also include measures of socioeconomic status (SES) and explore interactions between SES and academic background. Finally, in evaluations of specific curricula, the treatment effect—measured as treatment group mean minus control group mean, after controlling for covariates—is unlikely to be large if the control group receives high quality instruction.