bluuebunny/crossref_metadata_2025 huggingface dataset:
A Teaching Workshop for Engineering Faculty
Authors: Womack Kevin C. , Anderson Loren R. , Smith Matthew W. , Gorder Kyle A.
Published: January 2013

A quality engineering education is of utmost importance to undergraduate students seeking an engineering degree. Providing a quality education to these students is the responsibility of engineering faculty. The Department of Civil and Environmental Engineering at Utah State University (USU), in cooperation with the officers of the student chapter of the American Society of Civil Engineers (ASCE), has developed a series of six lessons focusing on teaching skills and faculty performance in the classroom. This series of lessons, known as the “Undergraduate Teaching Workshop”, is an effort to improve the teaching of the department faculty, and thereby the undergraduate education of its students.

The lessons that make up this workshop range from student concerns to the use of learning resources and equipment. This paper discusses the workshop format and the experience we had with the workshop as it was conducted within our department.
“Engineering Graduate Teaching Assistant Instructional Programs: Training Tomorrow's Faculty Members”
Authors: Torvi David A.
Published: January 2013

Although there has been increased interest in graduate teaching assistant (GTA) training programs recently, few examples of programs specifically for engineering GTA's are found in the technical literature. A survey of engineering schools in Western Canada and the Pacific Northwest region of the United States has been conducted to determine the extent of instructional programs. The results of this survey and the literature indicate that there are large differences in the amount of training that GTA's in different engineering schools receive. While some are involved in extensive training programs, many receive little or no instruction in teaching, and/or inadequate feedback to help improve their teaching skills. These findings are discussed, along with details of innovative instructional programs found in the literature, and suggestions for improving the state of engineering GTA instruction.
A Longitudinal Study of Engineering Student Performance and Retention II. Rural/Urban Student Differences
Authors: Felder Richard M. , Mohr Phyllis H. , Dietz E. Jacquelin , Baker‐Ward Lynne
Published: January 2013

Abstract

A cohort of chemical engineering students has been taught in an experimental sequence of five chemical engineering courses, beginning with the introductory course in the Fall 1990 semester. Differences in academic performance have been observed between students from rural and small town backgrounds (“rural students,” N=55) and students from urban and suburban backgrounds (“urban students,” N=65), with the urban students doing better on almost every measure investigated. In the introductory course, 80% of the urban students and 55% of the rural students passed with a grade of C or better, with average grades of 2.63 for the urban students and 1.80 for the rural students (A=4.0). The urban group continued to earn higher grades in subsequent chemical engineering courses. After four years, 79% of the urban students and 64% of the rural students had graduated or were still enrolled in chemical engineering; the others had either transferred out of engineering or were no longer attending the university. This paper presents data on the students' home and school backgrounds and speculates on possible causes of observed performance differences between the two populations.
Professional Practice: A Topic for Engineering Research and Instruction
Authors: Aldridge M. Dayne
Published: January 2013

Abstract

Professional practice is considered as a much broader topic for inclusion in engineering curricula than traditionally associated with engineering design. Practicing engineers require a working knowledge of several non‐engineering disciplines and must interact with people of a variety of backgrounds within a variety of organizational contexts. Engineers must develop the skills of problem solving and decision making for circumstances much broader than generally used in the engineering class room. Professional engineering practice in this broad context can be the subject of legitimate research and instruction. Case research methods are applicable to the exploratory study of engineering practice and the development of a knowledge base important to designing engineering curricula. Case instruction provides one method of dealing with topics at the boundaries of the engineering disciplines and in developing decision making skills that are fundamental to engineering practice. It is concluded that the engineering education community should explore new frameworks for research, instruction and the associated scholarship that address professional practice issues.
Hands‐On Aeronautics for Middle School Students
Authors: POLS Y. D. , ROGERS C. B. , MIAOULIS I. N.
Published: January 2013

Abstract

Engineering can be very appealing and intriguing to middle school students. Stressing the applications of science often elicits participation of students who have not shown interest in the more theoretical aspects of science. We propose a curriculum to help in teaching aerodynamics to middle school students beginning with physical experiments, then demonstrating the principles learned using a wind tunnel, and finishing with a design competition. The students who have experienced this curriculum have demonstrated enthusiastic response through learning the material and avidly participating in the final design competition.
Virtual Engineering Laboratories: Design and Experiments
Authors: Mosterman Pieter J. , Dorlandt Marcel A.M. , Campbell J. Olin , Burow Craig , Bouw René , Brodersen Arthur J. , Bourne John R.
Published: January 2013

Abstract

This paper describes the creation and testing of computer‐simulated laboratories for use in undergraduate engineering education. The design and implementation of a ‘virtual laboratory’ that closely mimics the capabilities of a physical laboratory is explained. Experiments that compare time and learning gains of students using physical and virtual laboratories are discussed. Experimental results indicate that students who use the virtual laboratory prior to a physical laboratory are able to complete the physical laboratory in a much shorter time, require less assistance, and also report that they are very satisfied with their laboratory experience.
Virtual Reality: Potential for Research in Engineering Education
Authors: Ross William A. , Aukstakalnis Steven
Published: January 2013

Abstract

Computer systems have recently been developed which enable the prototyping of 3D CAD models as though the designed objects were actually real. The systems incorporate the use of display devices which are worn on the user's head, instrumented gloves which provide tactile feedback and enable the intuitive manipulation of virtual objects, and 3D acoustic displays. For its first major objective, this paper describes such systems, reviews a number of current applications developed for use within the engineering and design community, and suggests future applications. The techniques described should also be applicable to educational research in engineering. The second major objective of this paper is to propose research and instructional adaptations of virtual reality for students involved in engineering design, analysis, and evaluation activities. Additionally, because of the unique “immersive” nature of virtual reality, the potential exists for incorporating transparent data acquisition systems to track and analyze the design process as well as student performance. The potential for enabling research through the development of new and unique instructional methods in engineering education is virtually unlimited.
Disciplinary Patterns in Degrees, Faculty and Research Funding
Authors: Heckel Richard W.
Published: January 2013

The variations in numbers of faculty, degrees (BS, MS and PhD) and research funding over the last quarter century for eleven engineering disciplines are compared to each other and to engineering as a whole. The engineering disciplines considered are aerospace, bioengineering, chemical, civil, computer, electrical, industrial, materials, mechanical, nuclear and petroleum. Emphasis is given to the cycle experienced by engineering BS degrees during this period. The variation in the mix of BS degrees in individual disciplines which has occurred over the past two decades is analyzed. Emphasis is also given to the rapid growth in graduate programs, especially doctoral, during the last decade. It is shown that essentially all disciplines have contributed significantly to the growth of engineering graduate programs. Research funding is analyzed in terms of total funding, funding per faculty member and funding per doctoral degree; actual and constant (noninflated) dollars are considered. Research funding growth in disciplines generally has kept pace with engineering as a whole. The effect of rapid graduate degree growth on funding available for research support is analyzed for individual disciplines; many disciplines are shown to exhibit degree growth extensive enough to cause declines in constant dollar funding per doctoral degree.
Encouraging Graduate Study in Engineering
Authors: Compton W. Dale
Published: January 2013

Abstract

This study was undertaken to provide information on the factors that most influence students to undertake graduate studies in engineering following their baccalaureate degrees. Several hundred engineering deans were asked to send a questionnaire to the three departments in his/her college that had been most successful in encouraging their undergraduates in proceeding to graduate school. Responses indicated that student participation in semester research, student participation in summer research, and mentoring by faculty are the most significant in encouraging students to proceed with graduate studies. These conclusions were confirmed by a survey of newly entering engineering graduate students. Fifty percent of student respondents indicated that they had been involved in some form of research as undergraduates and eighty percent of this group identified that this experience had been important to them in deciding to choose graduate study. It is concluded that the inclusion of undergraduate students in research programs can be very important in influencing their career choices and in enhancing their likelihood of proceeding with graduate studies.
Philosophical Foundations of Biological Engineering
Authors: Johnson Arthur T. , Phillips Winfred M.
Published: January 2013

Biological engineers apply engineering methods to biological systems. There is a current interest in revising or establishing new biological engineering curriculums and courses. This paper gives a philosophy from which biological engineering curriculums can emerge. Biological engineering should have the conceptual framework of a broad, fundamental, and integrative discipline. Biological engineers should be capable of synthesizing their creations from many disparate sources and of communicating with practitioners from many distinct disciplines. Hierarchical competencies are given to distinguish all college graduates, all engineering graduates, and all biological engineering graduates. Basic engineering concepts and basic biology concepts are sometimes conflicting, but must nevertheless be incorporated in undergraduate courses. Specific required courses will vary from university to university, but all biological engineering curriculums must include courses on engineering topics, life sciences topics, and courses that integrate the two. Issues of interfaces between biological engineers and biologists, and with potential employers are also considered. This paper was intended to guide the establishment of new or revised biological engineering programs.
On Effective Methods to Teach Mechanical Design
Authors: Harris T. A. , Jacobs H. R.
Published: January 2013

The Mechanical Engineering Department of the Pennsylvania State University has created a “real world” approach to the teaching of mechanical design. This paper describes the efforts to restructure the teaching methods and integrate more effectively the knowledge of the design of machine elements through an open‐ended case study approach. It is a “just‐in‐time” learning method which uses the text book as a reference and prepares the students for their “capstone” design course, The “capstone” design course also has been redesigned to emphasize teamwork, scheduling, communication, ethics, and economics as well as application of analysis and prototype construction.
Enhancing Engineering Students' Communication Skills Through Multimedia Instruction
Authors: Vest David , Palmquist Michael , Zimmerman Donald
Published: January 2013

After discussing the communication requirements in the engineering work place and what universities have done to prepare students for this environement, this article describes a project aimed at developing multimedia, interactive courseware for use by engineering students and faculty. This courseware is being designed to maximize student exposure to pragmatic communication processes and problem‐solving without requiring engineering faculty to diminish the technical content of their courses. The article discusses design criteria, implementation issues, evaluation processes, and the time table for project completion.
Measuring the Retention Strategies of a Minority Engineering Program: A Service Quality Perspective
Authors: Hermond Douglas
Published: January 2013

Minority Engineering Programs (MEPs) use several strategies designed to retain underrepresented minorities in engineering disciplines. It is necessary to evaluate MEPs to determine which strategies contribute to the effective recruitment and retention of minorities in engineering disciplines. One method of measuring program effectiveness is to solicit the opinion of minority students about program effectiveness since they use the MEP services. This article discusses the development and administration of an instrument to assess the quality of service minority engineering freshmen received from an MEP. The results indicate that students were generally satisfied with the quality of service they received from the seven retention strategies the institution employed. These results lend further credibility to the best practices used by MEPs and is an additional piece of the evaluation puzzle that provides empirical evidence to support the effectiveness of MEP retention strategies.
Chaos, Engineering, and Engineering Education
Authors: Catalano George D.
Published: January 2013

A comparison is made between a deterministic scientific paradigm and one that is chaos‐based. Possible implications of the incorporation of the chaos‐based paradigm into the engineering profession as well as into engineering education are discussed.
Building a World View: A Course in Environmental Literacy for Undergraduates
Authors: Nix Stephan J. , Hirtzel Cynthia S.
Published: January 2013

This paper presents a description and discussion of a course developed and implemented with an explicit objective of fostering technical literacy, on the subject of the environment, in non‐engineering students. The course, entitled “Energy, Environment and Ecology”, was an introductory‐level course designed for a diverse audience of non‐engineers. The course provides an exploration and investigation of some of the fundamental ways in which our sources of energy, our environment and ecological systems are related and interrelated. On a broader scale, we believe that this course presents one example of the ways in which engineering colleges and their faculty can help to raise the technical literacy of all students and contribute to the centrality and quality of the universities of which they are a part.
Writing‐Across‐the‐Curriculum in an Engineering Program
Authors: Manuel‐Dupont Sonia
Published: January 2013

This article describes a Writing‐Across‐the‐Curriculum (WAC) approach to technical communication in the Civil and Environmental Engineering program at Utah State University. First, a brief survey of other WAC programs utilizing a general education approach, a multi‐year sequence approach, and an intensive single‐course approach are reviewed. Objectives, staffing, funding and continuity issues associated with starting and maintaining these WAC programs are examined. Then USU's WAC program is profiled. USU has a set of linked engineering and writing courses, taught over the course of two quarters, by permanent faculty in Engineering and English. The goals, course objectives, and procedures for the Professional Writing/Introduction to Environmental Engineering component and the Scientific Writing/Fluid Mechanics component are given in detail.
Engineering Ethics: What? Why? How? And When?
Authors: Harris Charles Edwin , Davis Michael , Pritchard Michael S. , Rabins Michael J.
Published: January 2013

Engineering ethics is professional ethics, as opposed to personal morality. It sets the standards for professional practice, and is only learned in a professional school or in professional practice. It is an essential part of professional education because it helps students deal with issues they will face in professional practice. The best way to teach engineering ethics is by using cases—not just the disaster cases that make the news, but the kinds of cases that an engineer is more likely to encounter. Many cases are available, and there are methods for analyzing them. Engineering ethics can be taught in a free‐standing course, but there are strong arguments for introducing ethics in technical courses as well. Engineering is something that engineers do, and what they do has profound effects on others. If the subject of professional ethics is how members of a profession should, or should not, affect others in the course of practicing their profession, then engineering ethics is an essential aspect of engineering itself and education in professional responsibilities should be part of professional education in engineering, just as it is in law and medicine. Probably few engineering educators would disagree with these claims; their implementation in engineering education is another matter. We want to discuss the introduction of engineering ethics into engineering education in terms of four questions: What is engineering ethics? Why should it be emphasized in engineering education? How should it be taught? and When should it appear in the student's education?
Developing Business Awareness and Team Skills: The Use of a Computerized Business Game
Authors: Chapman Graham M. , Martin John
Published: January 2013

Engineering graduates are expected to be not only technically proficient, but also to exhibit a sound commercial awareness and the ability to participate effectively as part of an integrated management team. This paper examines the way these important interpersonal skills can be developed with the use of a computerized business game. In particular it will focus on the way participation, as a team member, in the business game can facilitate the development of these vitally important personal skills.
Student Learning and Gender
Authors: Tonso Karen L.
Published: January 2013

Using a qualitative research design and an anthropological theory of learning, I studied a sophomore design class to investigate how teams of women and men student engineers acquired and shared scientific and technical knowledge while developing solutions to real‐world problems for government and industry clients. The course provided a forum where women and men students not only learned technical information critical to their project, but also learned how to function as engineers on a team. The design class improved some women students' experiences, but these opportunities did not exist for all women in the class or in all settings on the campus. In spite of its notable successes, some facets of the organization of the course, its implementation by the faculty, and students' beliefs that their work was “basically useless” detracted from collaborative aims. These findings suggest classroom practices to create and maintain an environment where all students can participate and learn.
Poetry in Engineering Education
Authors: Millan Harriet Levin
Published: January 2013

An important element of integrating disciplines and enhancing creativity in Drexel University's engineering curriculum is an assignment which combines poetry and engineering. For this assignment, students choose an artifact, research it, create a one‐page annotated visual explaining how it works, and then write an original poem about it. Although the poetry instruction, based on a transactional model, takes place in the Humanities classroom, student poems become a component of a concurrent engineering assignment and are read aloud in an engineering lecture, attended by humanities faculty, designated as the “Poetry Reading.” Short in length and having a distinct design on the page, poetry is a particularly suitable literary medium for engineering students to explore. Students relinquish stereotypes about engineers when they see their engineering professor endorse poetry. They also begin to broaden their educational and professional goals.
Engineering Curriculum Reform at Aalborg University
Authors: Luxhøsj James T , Hansen Poul H.K.
Published: January 2013

Aalborg University in the north Jutland region of Denmark was chartered in 1974 and represents an innovative educational experiment with project‐based teaching concepts. The University opened with approximately 900 students and currently enrolls an estimated 10,000. This paper examines how project‐based teaching at Aalborg University has led to major engineering curriculum reforms. The Danish education initiatives are also compared to recent National Science Foundation efforts to integrate the teaching of design and economics in the United States.
SpaceStation©—Computer Simulation Tool Demonstrating Biological Systems
Authors: Pitts Marvin J. , Davis Denny C.
Published: January 2013

A computer‐based SpaceStation© simulation program written to introduce first‐year college students to concepts in biological systems engineering was tested in two freshman engineering courses. The program modeled the interactions among a human crew, fish, microbes, and plants in a closed environment with fixed amounts of oxygen, carbon dioxide, and water. Students were asked to rebalance the system after a significant percentage of the crew left or entered the station. The experience gained through working with the simulation helped the students discuss interactions within the system. The simulation and related discussion about the project were well‐received by students. Presentations made by the students demonstrated creative involvement, awareness of interactions in biological systems, and increased awareness of the profession. The simulation developed only introductory levels of design skill in the students.
Student Cooperative Learning Workshops Go Mainstream: UMR's Excel Program
Authors: Haynes W. Lance , Riordan Catherine A.
Published: January 2013

We offer cooperative learning workshops to all students enrolled in our largest lower division math and science courses where failure rates are high. Participation in the workshops is related to retention and higher academic achievement among engineering students of various abilities. In the tradition of workshops developed for disadvantaged students in mathematics, science, and engineering, our students meet outside of class in structured group meetings. Our contributions to this tradition include application to a broader range of courses, the inclusion of all types of students, and enhanced training of workshop facilitators in small group communication methods and modern leadership techniques. Our approach is readily adaptable to most institutions.
A Learning Experience: The Technology Innovation Program
Authors: Jackson Barrie , Gordon John R. M. , Chisholm James D.
Published: January 2013

The Technology Innovation Program (TIP) is a cooperative educational venture between the Department of Chemical Engineering and the School of Business at Queen's University at Kingston, Canada. First incorporated into the curriculum of senior year business and chemical engineering students in the 1994–1995 school year, TIP provides an invaluable opportunity for these students to work together in multi‐disciplinary teams on real projects for industry clients. An academically rigorous exercise, TIP uses non‐traditional instructional means such as problem‐based learning, multi‐disciplinary teams, and self‐directed project work to create a learning environment paralleling that of the professional engineer or business person. Although it is still evolving, the Technology Innovation Program provides a model for other educational ventures seeking to bridge engineering and business, and to establish valuable links between the university and industry, while simultaneously easing the graduating student's transition into the workplace.
Advanced Engineering Communication: An Integrated Writing and Communication Program for Materials Engineers
Authors: Hendricks Robert W. , Pappas Eric C.
Published: January 2013

This paper describes the disciplinary program for writing and communications developed by the Materials Science and Engineering (MSE) Department at Virginia Polytechnic Institute and State University, which has been integrated into eight required core courses spread across our student's three years of study. Preliminary quantitative assessment of the program indicates positive acceptance by the students and faculty, significant improvement in the quality of writing over three semesters, and significant differences in both the quality and style of writing between senior engineering students who have not participated in our program and our MSE students. We have found a positive correlation between four different indices designed to measure a student's self‐assessment of communication skills and a student's grade point average (GPA). Surprisingly, there is no correlation between either student's grades on papers and projects, or our measure of their improvement in communication skills, and their GPA's. This result has important implications for the design and implementation of writing‐within‐the‐discipline programs such as the one described here.
The Heroic Engineer
Authors: Broome Taft H. , Peirce Jeff
Published: January 2013

This paper is about the adjustment between real life and the growing knowledge of life. Real life refers here to the life of the good person and good citizen of a free society. The growing knowledge of life refers mainly to formal engineering education, but also to such informal mentoring as may be witnessed in engineering practice. What character traits in engineers compel them to care about others and enable them to live principled lives? How can engineering faculty help engineering students develop these traits? Our response to the first question relies on the scholarly viewpoint that immaturity in adults is a national problem for U.S. Americans. Our response to the second question relies on Joseph Campbell's antidote for immaturity in adults—the mythic hero's journey. Cases are studied wherein engineering teachers help engineering students achieve heroism: inwardly, by telling them stories of heroism in the practice of engineering; outwardly, by conditioning their learning experiences for heroism.
Quality Improvement in a College of Engineering Instructional Program
Authors: Benefield Larry D. , Trentham Landa L. , Khodadadi Karen , Walker William F.
Published: January 2013

This paper summarizes one institution's efforts to develop an ongoing strategy for gathering and analyzing data from constituents for use in appraisal and improvement efforts in its instructional programs. Although a large number of different constituents were identified, for logistical reasons it was decided to focus on five groups: undergraduate students, graduate students, faculty, alumni and industry. The primary emphasis of this paper is on the results from the alumni and industry surveys. Demographics of these two groups are given and the influence of these characteristics on responses to survey questions is noted. Comparisons drawn among the two groups show that alumni and industry responses are virtually identical on the importance of specific attributes associated with newly graduated engineers. A short discussion is also given which compares the responses of all five constituent groups on certain instructional program attributes.
Combining Kolb Learning Styles and Writing to Learn in Engineering Classes
Authors: Sharp Julie E. , Harb John N. , Terry Ronald E.
Published: January 2013

This article combines Writing Across the Curriculum (WAC) assignments and the learning styles theory of David Kolb to enhance learning through writing in engineering education. Writing assignments are categorized by their appeal to each of four types of learners: divergers (Type 1), assimilators (Type 2), convergers (Type 3), and assimilators (Type 4). Specific WAC assignments are related to educational objectives in each of the four basic quadrants of the Kolb Learning Cycle, and examples are provided. Our purpose is to describe the Kolb Learning Cycle as a guide to using specific WAC writing assignments in engineering classes and to encourage a diversity of teaching styles.
The Role of Spatial Reasoning in Engineering and the Design of Spatial Instruction
Authors: Hsi Sherry , Linn Marcia C. , Bell John E.
Published: January 2013

Many believe that spatial reasoning and visualization contribute to success in engineering. To investigate this view, we a) studied how students in engineering and engineers in professional practice solved spatial reasoning problems, b) designed and implemented spatial strategy instruction, and c) characterized the impact of spatial instruction on engineering course performance. In the span of 4 years, over 500 students have used our spatial strategy instruction that includes hands‐on activities, innovative computer courseware, and problem‐solving assessments. We studied 153 students in an introductory engineering course. Overall, students made significant progress in spatial reasoning. In addition, gender differences in the ability to generate orthographic projections on the pre‐test disappeared on the post‐test. Spatial reasoning ability was a significant predictor of overall course grade, and strong spatial skills were necessary for success on the course exams. Spatial strategy instruction helps students build a repertoire of approaches for engineering problem solving and contributes to confidence in engineering, especially for women. We recommend starting instruction on spatial strategies used by practicing engineers in introductory engineering courses and building on these skills throughout the curriculum.
A New Graduate Educational Program in Electronic Packaging and Reliability (EPAR)
Authors: Joshi Yogendra , Barker Donald B. , Ojalvo Morris S.
Published: January 2013

A new specialization, at the graduate level, in Electronic Packaging and Reliability (EPAR) at the University of Maryland is described. This program was initiated to meet the growing industrial need for interdisciplinary expertise in the area of electronic packaging. Currently, a framework of appropriate coursework, examinations, and research projects leading to M.S. and Ph.D. degrees is in place. In order to meet the coursework requirements for these degrees, new introductory and specialized courses have been developed at three levels. The first level core courses serve as the entry points into the graduate program. More focused courses are offered at the second and third levels. Students in the EPAR program are generally required to take half of the academic credits from these courses and the other half as traditional engineering core courses in mechanics, vibrations, reliability, thermal engineering, and computer aided design. In order to respond effectively to the evolving nature of the field, the EPAR courses are kept current by strong industrial participation. Many of the specialized graduate courses include guest lectures by industrial experts. In addition to the full semester graduate courses, a number of shorter educational modules have also been developed for use in a just‐in‐time fashion in existing traditional courses and curricula. Currently, approximately twenty students are enrolled in the EPAR program.
A Comparative Evaluation of World Wide Web‐Based and Classroom Teaching
Authors: Wallace David R. , Mutooni Philip
Published: January 2013

This paper investigates the hypothesis that the World Wide Web (WWW) presents a new opportunity to interactively present and disseminate curricula. The WWW appears to have the flexibility needed to let students order the material and choose the presentation format that best suit their preference. The objective of this paper is twofold: to develop a general web‐lecture structure that provides such flexibility, and to compare its efficacy with a classroom style lecture. The average grade performance of the students receiving web instruction was higher than for those receiving traditional classroom instruction. An achieved significance level of 0.063 provides reasonably strong evidence to reject the hypothesis that the two groups performed equally. Analysis of web‐lecture use patterns revealed that the web‐group students spent roughly the same amount of time on‐line as the classroom group spent in lecture.

However, the web group typically covered the materials in three short 30 minute sessions as opposed to one 90 minute lecture. Different students in the web group showed different preferences for either video or text‐with‐image presentation of materials. In a focus group, web students indicated that they valued the ability to pace their learning and review materials as needed. The positive results of this preliminary study raise the question of how teaching could change to exploit information technology and provide more effective and economical engineering education. Primary learning might take place individually through a medium such as the WWW, thus liberating classroom time for experiential activities.
Taking Another Look at Educating African American Engineers: The Importance of Undergraduate Retention
Authors: Reichert Monty , Absher Martha
Published: January 2013

In this paper we identify the engineering schools that either graduate large classes of African Americans or that retain relatively high percentages of African American students in engineering; point out that modest improvements in student retention would significantly affect the total number of bachelors degrees earned annually by African Americans in engineering; examine the measures implemented by some schools that are particularly effective at retaining African Americans in engineering; and present our views on the future of diversity efforts in engineering. The message we wish to emphasize is that at the very least colleges and universities should endeavor to retain those under represented minority undergraduates who have decided to pursue an engineering education. Frequently used abbreviations EWC — Engineering Workforce Commission, HBCU — historically black college or university, MEP — minority engineering program, MES — minority engineering society, MRR — minority retention rate, NACME — National Action Council for Minorities in Engineering, TWI — traditionally white institution
Faculty Perceptions of Academe's Evaluation System
Authors: Lee Jo Ann , Castella Dawn M. , Middleton Silvia G.
Published: January 2013

This study examined faculty views of the academe's reward system. The study sought to investigate faculty perceptions of the current evaluation system and “how it should be.” Five hundred six engineering faculty at seven universities responded to a questionnaire regarding the methods used to evaluate teaching, the amount of emphasis placed on research, service and teaching and the flexibility of the present system. The results indicate that faculty perceive discrepancies between the current system and what they prefer. They tend to favor a more flexible system that rewards not only research but also teaching and service activities. Open‐ended comments focused on including broader measures of research activities in the evaluation process and improving the quality of teaching. It is hoped that these findings can serve as a model for many institutions considering changes in the faculty reward system.
Classroom Captioning for Deaf and Hard of Hearing Students
Authors: Hood Michael S. , Wood Terry L. , Jones James D.
Published: January 2013

The objective of this paper is to introduce the engineering community to classroom captioning for deaf and hard of hearing students. This technology enables an in‐class stenographer to transcribe instantaneously classroom discussions into full‐length text using an electronic stenowriter, a laptop computer, and real‐time captioning software. Four years of personal experience has demonstrated that classroom captioning enables students to grasp effectively both verbal and visual modes of a lecture near‐simultaneously. This capability can position deaf and hard of hearing students on a near‐equal playing field with hearing students in the classroom. The ongoing success of classroom captioning can be demonstrated by the phenomenal growth of this program at Purdue University, which started in Fall of 1992 with a single deaf engineering graduate student and stenographer for one course. Over the past three years, Purdue has provided services for an average of 10–20 deaf and hard of hearing students per year utilizing two stenographers in 45–55 courses each year.
Hands‐on Demonstrations: An Alternative to Full Scale Lab Experiments
Authors: Kresta Suzanne M.
Published: January 2013

Short demonstrations of basic fluid mechanics principles were developed for use in 50 minute seminar sessions, led by graduate student TA's. These have provided structured training for our TA's, lightened the load on our undergraduate lab facilities, and provided our students with visual, active learning opportunities. The demonstrations and handouts were developed by an undergraduate student as a summer project, and expanded on by successive TA's. The response from the students is best illustrated by the increase in seminar attendance from 30% to over 80%.
Teaching Engineering Ethics: Assessment of Its Influence on Moral Reasoning Skills
Authors: Self Donnie J. , Ellison Elizabeth M.
Published: January 2013

As a result of increased concerns regarding ethical issues in engineering, this project assessed the influence on moral reasoning skills of teaching students a course specifically addressing the ethical and social issues in engineering. The Defining Issues Test (DIT), which is based on cognitive moral development theory, was used as the instrument of assessment. Students were pretested, taught a course on engineering ethics, and posttested at the end of the semester. In the Fall of 1995, a total of 301 students participated in the study with 162 students completing the DIT at both the pretest and posttest. In the Spring of 1996, a total of 263 students participated in the study with 155 students completing the DIT at both the pretest and posttest. Analysis of the data revealed a statistically significant increase in the moral reasoning skills of the students for both semesters. Statistical analysis revealed a significant correlation between the change in moral reasoning scores and age in the Spring semester with younger students showing more change but not in the Fall semester. There was no significant relationship between the moral reasoning scores and gender at either the pretest or the posttest, nor in the rate of change by gender. This study demonstrates that the teaching of ethics in engineering can be rigorously measured, tested and analyzed and that it can have a significant positive influence on the moral reasoning skills of the students. However, these findings need to be replicated by other studies in different settings.
Teaching Mechanical Design to a Large Class: A Report From Taiwan
Authors: Hsu Yeh‐Liang
Published: January 2013

A widespread problem in mechanical design courses in Taiwan results from the constraints imposed by manpower, facilities, and/or budget on mechanical design projects in the current large‐class setting. This paper presents a course model dealing with this problem. The goal is to provide students the tools and environment to experience design. This model was quite successful when implemented in the Department of Mechanical Engineering, Yuan‐Ze University, Taiwan, where I teach a junior‐level mechanical design course having more than one hundred students in two sections.
The Impact of a Discipline‐Based Introduction to Engineering Course on Improving Retention
Authors: Hoit Marc , Ohland Matthew
Published: January 2013

An Introduction to Engineering course at the University of Florida was converted from a lecture‐based offering to a laboratory format in a project sponsored by the Southeastern University and College Coalition for Engineering Education (SUCCEED) (NSF Cooperative Agreement No. EID‐9109853). The revised course rotates student groups through laboratories in each of the undergraduate engineering disciplines. Majors and non‐majors receive a grade for this one credit course which meets three hours per week. The laboratories employ active learning and a smaller class size to achieve two objectives: 1) to better inform students about the nature of engineering and its specific disciplines and 2) to improve the retention of these students in engineering. The achievement of the first objective has been shown in our earlier work.1,2 This paper focuses on the achievement of the latter objective, which is shown by a longitudinal study to be dramatically improved. The magnitude (a 17% improvement in retention for the general population and greater for women and minorities) is surprising for a single course, but reasons are suggested which might explain such a large effect.
Verbal Protocol Analysis as a Method to Document Engineering Student Design Processes
Authors: Atman Cynthia J. , Bursic Karen M.
Published: January 2013

Undergraduate engineering programs have faced numerous challenges in recent years. One of these challenges is to improve the way open‐ended design is taught. Although changes are underway in schools throughout the United States, not enough evaluation has been done to determine the impact of these changes. In this paper we describe a research tool that can also be used to assess student learning: verbal protocol analysis. In particular, this tool can be used to document the processes that engineering students use to solve open‐ended engineering design problems. The objective of this paper is to demonstrate the use of verbal protocol analysis as a method to assess student design processes. We also discuss the research questions that can be addressed by verbal protocol analysis and the opportunity to include this type of study as part of an engineering program evaluation.
Assessing Teaming Skills Acquisition on Undergraduate Project Teams
Authors: Lewis Philip , Aldridge Dayne , Swamidass Paul M.
Published: January 2013

Much of what students learn about teaming is procedural or practical knowledge, acquired through direct experience on teams that promote good team processes and self reflection. Assessment of teaming competence should follow a simple, three‐step model where 1) goals are stated, 2) the “essential ingredients” thought to promote those goals are identified and assessed, and 3) the impact of the teaming experience on students is measured. By examining the links between teaming ingredients and their impact on students, a feedback loop is established that should help faculty learn more about the “art” of teaching teaming skills and thereby help faculty engage in continuous improvement of their instructional efforts. Various assessment methods and strategies are illustrated. The issue of promoting multidisciplinary teaming competence is discussed, and the desirability of a progressive sequence of student teaming experiences advocated.
Developing and Assessing Statewide Competencies for Engineering Design
Authors: Trevisan Michael S. , Davis Denny C. , Crain Richard W. , Calkins Dale E. , Gentili Kenneth L.
Published: January 2013

An assessment system was developed and piloted in Washington state to evaluate the engineering design competence of community college transfer students and continuing students at Washington State University (WSU) and the University of Washington (UW). A multiple measured approach was employed consisting of a multiple‐choice assessment, a team design performance assessment, and an essay, each administered to junior level students at WSU and UW. These assessments covered important design and design‐related outcomes valued by the engineering community in Washington and expected of junior level engineering students. Scoring criteria were developed by engineering faculty for the team design and essay components. The assessment results provide faculty and other decision makers at community colleges and four‐year institutions with data they need to determine the extent to which students are meeting design competency expectations. Moreover, the approach described in this paper illustrates how institutions can productively address the ABET Engineering Criteria 2000 requirements by developing the assessment support that engineering educators need to make informed programmatic decisions and achieve continuous quality improvement.
Graduate Engineering Education of Underrepresented Populations
Authors: Reichert Monty , Absher Martha
Published: January 2013

Of all segments of science and engineering graduate education, the disparity between minority groups is the greatest, and the participation of nonresident aliens is the highest, in engineering. This paper examines the graduate degrees awarded in engineering from the perspective of representation within the US population, the US engineering schools that grant significant numbers of graduate degrees to underrepresented minorities, and the measures implemented by some of these schools that are particularly effective at granting graduate degrees to underrepresented minorities. In addition, we recommend initial steps that an engineering school might make to increase underrepresented minorities' graduate student participation. Although the specifics can vary from institution to institution, the net result should be the same: a sincere commitment to bring underrepresented minority students into the mainstream of the academic enterprise.
From the Students' Point of View: Experiences in a Freshman Engineering Design Course
Authors: Courter Sandra Shaw , Millar Susan B. , Lyons Lyman
Published: January 2013

We evaluated the pilot semester of a freshman introduction to engineering course in order to provide an understanding of the students' experience in the course and identify aspects of this experience that could lead to improved student retention in engineering. The course concentrates on having students work in teams to identify customer needs, find solutions, and design and build a final product. We used qualitative research methods for data collection and analysis that included interviewing students using a set of open‐ended questions, thus allowing them to introduce issues and describe their experiences. Our analysis indicated that students experienced engineering in a supportive, team‐oriented environment that provided a context for making informed career decisions. The students' experiences indicate that courses such as this one can help students face the challenges they encounter in beginning their engineering education.