bluuebunny/crossref_metadata_2025 huggingface dataset:
The Instructional Benefits from Faculty Participation in Industrial Outreach
Authors: McKinnis David R. , McNamara Kevin T. , Kuczek Thomas , Salvendy Gavriel
Published: January 2013

During the past twenty years, universities have significantly expanded their community service and outreach roles, including the addition of industrial outreach programs. This development has caused a need for an increased understanding of the nature and results of faculty participation in industrial outreach. This study of nineteen university‐based outreach programs and 107 participating faculty found that participating faculty perceive positive impacts and outcomes for the educational and research missions of the university from their industrial outreach. Although positive perceptions and outcomes were identified, the faculty participating in this study identified barriers that must be addressed to expand the participation of faculty in industrial outreach.
The New Mechanical Engineering Curriculum at the University of Michigan
Authors: Tryggvason Gretar , Thouless Michael , Dutta Deba , Ceccio Steven L. , Tilbury Dawn M.
Published: January 2013

This paper describes the new undergraduate program in the Department of Mechanical Engineering and Applied Mechanics at the University of Michigan, Ann Arbor. The restructuring of the program was initiated by a comprehensive review in 1992 that included surveys of alumni, students, and industrial representatives, as well as faculty assessment of current trends and future needs. The program is intended to address the changing backgrounds of incoming students, to prepare the students for new and diverse challenges in the workplace, and to provide a structure for the curriculum to evolve with changing technology. The new curriculum consists of three integrated courses in Design and Manufacturing, two Laboratory courses, and several redesigned courses in the Engineering Sciences. The redesigned program provides students with extensive hands‐on experience, a comprehensive experience in teamwork and technical communication, and the opportunity to exercise and develop their creativity.
The Editor's Page
Authors: Prados John W.
Published: January 2013

In this issue we are pleased to feature twelve papers based on those presented at the annual Frontiers in Education Conference in October 2000 (FIE'00) and nine presented at the annual meeting of the National Collegiate Inventors and Innovators Alliance (NCIIA) in March 2001. These papers were selected by the reviewers for the respective conferences for their quality and significance. Comments on the papers and the conferences themselves are presented by Jim Roberts, Program Chair for the 2000 FIE Conference, and Phil Weilerstein, Director of NCIIA.
Confidence Scores Measure (and Enhance?) Student Perceptions of Their Work*
Authors: Petr David W.
Published: January 2013

The important skill of building confidence in one's analysis through sanity‐ and cross‐checking is often poorly acquired by engineering students. An introductory circuit analysis class presents an ideal opportunity in which to emphasize and measure this skill, since problems can typically be worked with a number of different methods or worked “backwards” to provide cross‐checks. This paper reports on a two‐semester experiment in which students were required to provide a confidence rating for all exam and quiz answers. The structure allowed for expressing positive confidence (confidence that an answer is correct), negative confidence (confidence that an answer is incorrect), and neutral confidence. A confidence score that measured how well the students evaluated the correctness or incorrectness of their answers was combined with a traditional problem score to form the exam score. We present numerical results of this experiment, which yield potentially valuable conclusions regarding students' perceptions of the correctness of their answers.
Teaching with ALN Technology: Benefits and Costs*
Authors: Kashy Deborah A. , Albertelli Guy , Kashy Edwin , Thoennessen Michael
Published: January 2013

The implementation of Asynchronous Learning Network (ALN) technology in a large on‐campus course over several years is reviewed, and recent data concerning both educational and cost effectiveness are presented. Even with higher course standards for success, student performance on examinations has improved, a larger fraction of students achieve the goals of the class, and the proportion of students who excel has increased. Female students benefit even more than their male counterparts. The level of communication and interaction among students has also increased dramatically, with mostly positive (but some negative) effects. Data concerning cost effectiveness indicate that the technology can reduce costs, but perhaps more importantly, it can increase the quality of education without increasing costs.
Do Non‐Computer Science Students Need to Program?*
Authors: Urban‐Lurain Mark , Weinshank Donald J.
Published: January 2013

Should non‐CS majors learn to program? While the 1999 National Academy of Sciences report “Being Fluent with Information Technology”1 advocates teaching programming as part of the CS‐0 experience, we challenge the assumptions upon which this recommendation rests. Our extensive review of the NECC and SIGCSE conference proceedings from 1979 to 1998 clearly shows a decline in the number of articles in which programming is taught in CS‐0 courses. Furthermore, based upon learning theory literature, we argue that conceptual understanding of computing can be acquired without learning to program. Finally, we describe our criterion‐referenced, mastery‐model course that currently enrolls approximately 2000 students per semester for a computing future that is constantly changing. Interpretation of the loadings of the discriminant analysis functions provides evidence that the students are developing conceptual understanding, rather than simply acquiring discrete skills.
Teaching Invention, Innovation, and Entrepreneurship in Engineering*
Authors: Wang Eric L. , Kleppe John A.
Published: January 2013

A special capstone course for senior electrical and mechanical engineering students has been developed at the University of Nevada, Reno. The class also includes MBA students from the College of Business Administration. All phases of new product development including innovation, patent law, product liability, business, sales, marketing and venture capital are covered. This paper presents a brief description of the course and the assessment results. The assessment results indicate that the learning objectives are being met and that students strongly feel that invention and entrepreneurship should be part of the engineering curriculum.
Creating a Truly Multidisciplinary Entrepreneurial Educational Environment*
Authors: Ochs John B. , Watkins Todd A. , Boothe Berrisford W.
Published: January 2013

In our age of technological growth and change, the role of the engineer has evolved from lone specialist to team player, from internally focused to globally aware, from reactionary to entrepreneur. The entrepreneur has created much of our social wealth. The characteristics of the entrepreneur transcend academic disciplines, and social as well as economic status. To foster these characteristics among its students, Lehigh University is developing a multidisciplinary educational environment where entrepreneurial spirit can flourish. Lehigh's academic programs in Integrated Product Development (IPD), Integrated Business and Engineering (IBE), and Integrated Design Arts (IDA) integrate across Engineering, Business and Design Arts through sponsored projects and entrepreneurial teams, or E‐Teams, consisting of students, faculty advisors, staff support and company mentors. Project sponsors include the full range from student entrepreneurs and other start‐up companies, to established small, medium and large corporations. The multi‐level approach to curricular integration includes pre‐college outreach, freshman projects, curricula support, capstone projects and graduate projects. The educational environment includes a Campus Center; an entire building designed to support students project teams. This paper will discuss the design and implementation of these programs, our assessment and evaluation methods, lessons learned and future plans for improving this environment.
Early Experiences in Cross‐Disciplinary Education in Biomedical Technology Innovation at Stanford University*
Authors: Miller Sandra J. , Doshi Rajiv , Milroy J. Craig , Yock Paul G.
Published: January 2013

This paper describes two new educational programs at Stanford that address some of the unique issues in teaching medical technology innovation and design. The first is a team‐based medical device design and prototyping course that is based on clinical immersion and “hands‐on” device prototyping. Medical device innovation at Stanford is further encouraged by means of a series of university‐wide competitions, called Invention Challenges, to invent solutions to defined clinical problems with the potential for real‐world impact.
A Venture Capital Fund for Undergraduate Engineering Students at Rowan University*
Authors: Marchese Anthony J. , Schmalzel John L. , Mandayam Shreekanth A. , Chen John C.
Published: January 2013

All engineering students at Rowan University are required to take the eight‐semester Engineering Clinic sequence wherein multidisciplinary student teams engage in semester‐long design projects. In addition to projects that are funded by local industry, faculty research grants or departmental budgets, a Venture Capital Fund has been created, which is specifically ear‐marked for the development of original student inventions. Funding of up to $2,500 per student team per semester is competitively awarded based on student‐generated proposals to the Venture Capital Fund, which has been created through a series of grants from the National Collegiate Inventors and Innovators Alliance (NCIIA). To qualify for funding, a multidisciplinary student team must propose, plan and implement an original, semester‐long product development enterprise. To date, 11 projects have been funded through the Venture Capital Fund. This paper describes the results of several student entrepreneurial projects and compares the results of student surveys to assess the effectiveness of entrepreneurial projects in satisfying the technical objectives of the Engineering Clinic. The results suggest that students engaged in entrepreneurial projects devote more hours per week on their projects, have more “ownership” in their projects and have a better understanding of the technical aspects and societal impact of their projects than their counterparts who are engaged in the more traditional engineering design projects.
Entrepreneurship in a Graduate Engineering Program*
Authors: Mendelson Mel I.
Published: January 2013

The paper will describe three courses that emphasize the entrepreneurship of new, joint projects between engineering and business students. The courses were co‐taught among engineering, business and applied psychology. The graduate student teams developed a marketing plan, conceived a design, built a prototype, and wrote a business plan. The teams were formed into companies with roles and responsibilities, had a budget, and were given the ability to fire “free‐loaders.” The teams were expected to develop innovative, high risk, high reward products. The students learned to take risks, accept failure, be creative, and work in a self‐directed team. A stress‐free classroom environment fostered creativity.
Brass Rings or Brass Buttons in Engineering Design*
Authors: Mickle Marlin H. , Lovell Michael
Published: January 2013

The purpose of this paper is to point out two distinct selections for student design projects. The main decision maker is assumed to be the faculty advisor for the projects, although the students would be expected to have input. The brass ring project involves some aspect of cutting edge technology. The brass button project is one that satisfies the typical criteria of a thoroughly designed, fabricated, and documented “component.” Both types of projects have great value for the students although one is obviously more visible outside the academic community. These two philosophical approaches in engineering design projects reflect the distinction between entrepreneurial and traditional engineering education. As we move from the concept of engineers working for large companies to engineers starting companies, this distinction becomes more important. The primary example base is drawn from electrical and mechanical engineering due to our experiences. While two philosophical approaches are indicated, there are ultimately numerous methodologies and end points possible as a result of diversions along the way.
Creation of an Entrepreneurial University Culture, The University of Arkansas as a Case Study*
Authors: Vickers Ken , Salamo Greg , Loewer Otto , Ahlen John
Published: January 2013

Many universities successfully accomplish their primary mission of teaching and/or research, and yet have not established or nurtured a tradition of new venture creation based on those teaching and research successes. This lack of entrepreneurial tradition (or culture) means not only that there are few local new venture firms to act as role models for potential entrepreneurs in the academic community, but also that many community members with exciting new concepts never even consider that their concepts could result in a commercialized product. In order to establish such a culture of new venture creation within a university, decisions must be made to either spend limited resources to nurture early “model ventures,” or to spend the resources to create an infrastructure that will nurture many new ventures. As a result of such decisions being made and implemented over the last decade at the University of Arkansas (in partnership with governmental and private entities), the University is on the edge of becoming a center of entrepreneurial activity in the state of Arkansas. This paper will discuss the decisions that have been implemented at the University of Arkansas as a case study in establishing an entrepreneurial culture at a land grant institution of higher education.
Toying with a Capstone Design Course
Authors: Latcha Michael , Oakley Barbara
Published: January 2013

Oakland University has pioneered a unique approach to capstone design projects. Multidisciplinary student groups invent a new electrical, mechanical, or electromechanical game or toy, design it, and build a working prototype. The prototype is then delivered to an internationally‐known toy and game agency. The best of the prototypes are then presented by the agency to major national and international game and toy companies. If the toy or game is selected for production, the possibility exists for significant financial benefit both for the school and the students.

Real world considerations such as creativity, project feasibility, and costs (particularly in mass quantity), all factor into the ultimate student goal, which is to have their project selected by the agents. The burden of devising the projects is largely removed from the professor and copying from earlier projects is virtually impossible. Design of a good game or toy is often much more difficult than it appears—projects invariably knit together the many engineering skills a student has acquired through the course of obtaining a bachelor's degree as well as from the rest of their life experiences. Ultimately, the engineering school also benefits from these projects through the possibility of substantial publicity, either with local display of student projects, or through press coverage surrounding a successful project picked up by a major international toy company.
The First Telecommunications Engineering Program in the United States
Authors: Burnham Gerald O. , Cantrell Cyrus D. , Farago Andras , Fumagalli Andrea , Kiasaleh Kamran , Osborne William P. , Prakash Ravi
Published: January 2013

In the summer of 1998, the Erik Jonsson School of Engineering and computer Science (the Jonsson School) at The University of Texas at Dallas (UTD) obtained approval from the Texas Higher Education Coordinating Board to offer BS and MS degrees in Telecommunications Engineering (TE). These are the first TE degree programs in the United States and the BS program received ABET accreditation for classes to begin in the fall of 1999.

This paper discusses the need for such a program at UTD from the perspective of industry as well as the academic justification for a separate degree. The implementation of the program as a combination of Electrical Engineering and Computer Science is addressed as well as the tradeoffs necessary in combining these curricula. Many of the issues are similar to the ones addressed in a Computer Engineering program. However, the resulting tradeoffs are different in the case of a Telecommunications Engineering program.
New Curriculum Reforms in a Geological Engineering Program
Authors: Lee James K. W. , Hanes John A. , Remenda Victoria H.
Published: January 2013

Recent curriculum revisions to the geological engineering program at Queen's University at Kingston in Canada have led to a more streamlined program incorporating modern engineering education practices. Following a carefully designed program philosophy, the emphasis in the core curriculum changes through the entire four‐year program in three progressive stages, from the acquisition of knowledge, to integration and analysis, and finally to synthesis and design. This is reflected in an increased concentration of mathematics and basic science courses in first and second year, engineering science courses in third year, and engineering design courses (capstone courses) in fourth year. Two tools which concisely illustrate the course curriculum and curriculum content are: (1) the flow sheet, which can contain a wealth of information, such as showing linkages between courses (e.g. how upper‐level courses can build on lower‐level courses through course prerequisites), the timing of various courses, courses taught within the home department (vs. other departments), and courses taught by professional engineers; and (2) the ternary phase diagram, which is a quantitative method of displaying engineering content within individual courses or an entire program and can clearly show patterns and trends in curriculum content with time. Such tools are useful for academic engineering programs which may have to undergo an accreditation review and are readily adapted to any other engineering fields of study. Other engineering elements woven throughout the program include strong interactions with professional engineering faculty, the use of student teams, enhanced communication skills, and exposure to important aspects of professional engineering practice such as engineering ethics and law. To ensure that the curriculum is kept current and relevant, formative evaluation instruments such as questionnaires are used in all years of study, and are also sent to recent graduates of the program. External reviews of the revised program have been positive, indicating that the program goals are being achieved.
Influence of True/False Tests and First Language on Engineering Students' Test Scores
Authors: Lackey Laura W. , Lackey W. Jack
Published: January 2013

True/false and open‐ended test scores were compared for an undergraduate engineering course. There was good correlation between the scores indicating that the use of true/false test items did not alter ranking of students regardless of whether or not their first language was English. Use of a mix of test item types is recommended since this permits testing over a greater fraction of the course content, encourages students to study, and is an efficient use of instructor time.
A Web‐based and Group Learning Environment for Introductory Environmental Engineering
Authors: Masten Susan J. , Chen Kuan‐Chung , Graulau Jaime , Kari Subhash L. , Lee Kyung‐Hyuk
Published: January 2013

The use of computer‐based technology is becoming more prevalent in the classroom. As a part of an educational research project sponsored by the GE Foundation, strategies for augmenting a course, Introduction to Environmental Engineering (CE 280), were investigated including cross‐disciplinary experiences in teamwork, design, and the use of advanced teaching technologies such as the web. Interactive tools to assist student learning were developed and refined. Efforts have focused on developing an extensive website, web‐based quizzes and homework assignments, and tutorials. Base groups were used to provide both intellectual and emotional support to students. This paper summarizes the development of this course and the impact of rapid feedback on the progression of student understanding.
The Effectiveness of Learning Simulations for Electronic Laboratories
Authors: Campbell J. Olin , Bourne John R. , Mosterman Pieter J. , Brodersen Arthur J.
Published: January 2013

This work investigates the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students. Experiment 1 was a formative evaluation of an Electronic Laboratory Simulator (ELS), as an optional add‐on to physical labs for 120 subjects at four universities. All subjects received the same treatment: their normal classes and physical labs, with optional use of simulated labs. Subjects took written tests specific to the lab's content, before and after using each simulated lab. Only subjects who took both pre‐ and post‐tests were included. Pre‐ and post‐test comparisons indicated significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs. As the treatment included other learning opportunities in addition to simulated labs, the results were not attributed to the simulations, but provided initial indications and qualitative data on subjects' experiences. These helped to improve the labs and the implementation strategies. Experiment 2 used 40 college sophomores in a beginning electronic circuits lab. Physical lab subjects received seven physical labs. Combined lab subjects received a combination of seven simulated labs and two physical labs. The latter repeated two of the simulated labs to provide physical lab practice. Both treatments used the same assignments. Learner outcome measures were: (a) time required to complete a new criterion physical lab; (b) score on written lab and theory tests over all the labs; and (c) comments on the lab experience. The group that used combined simulated and physical labs performed significantly better on the written tests than the group using entirely physical labs. Both groups were equivalent in time to complete the criterion physical lab. Comments about the simulated labs were generally positive, and also provided specific suggestions for changes.
Use of Student Management Teams (SMTs) as a Course Evaluation Tool
Authors: Buch Neeraj
Published: January 2013

The purpose of a management team is to provide continuous feedback to the instructor on two major issues: instructor performance and course structure and content. Successful student management team projects at the University of Wisconsin, University of Colorado and University of Minnesota have demonstrated that team members working together for the good of the class can accomplish a great deal. In the Michigan State University pilot project, the student management teams operated during a 15‐week course on construction materials. This is a 4‐credit required junior level course for all Civil Engineering majors and has both a classroom and a laboratory component. The average class size is thirty‐five students. The team met every week for about thirty to forty‐five minutes over the course of the semester. Their principal assignment was to improve the quality of the course by collecting data through classroom assessment techniques and regular group discussions with the instructor. It was clear from the formative surveys that 85% and 88% of the students were comfortable (level of understanding between 4–5) with the material “uncovered” in the Portland cement concrete (PCC) and hot mix asphalt concrete (HMAC) modules respectively. This paper discusses the concept of management teams along with other details in developing the management teams and results from the pilot study.
Time‐Tested Survival Skills for a Publish or Perish Environment
Authors: Reichert W. Monty , Daniels‐Race Theda , Dowell Earl H.
Published: January 2013

There are several time‐tested survival skills to consider when plotting a course to tenure in a “publish or perish” environment. These are: choosing an institution that matches your expectations, abilities, and goals; knowing what to expect (and avoid) once a position is accepted; and using best practices when preparing grant proposals and publishing research results.
An Interactive Database Supporting Virtual Fieldwork in an Environmental Engineering Design Project
Authors: HARMON THOMAS C. , BURKS GLENN A. , GIRON JONATHAN J. , WONG WILSON , CHUNG GREG K.W.K. , BAKER EVA L.
Published: January 2013

This work presents an interactive simulation software package for delivering an environmental engineering design project. The primary goal of the effort is to supplement theory‐based course content with a complex and relevant design project, and to do so without increasing student course loads or placing excessive time demands on instructors. An additional goal for research‐based instructors is to provide an efficient mechanism for infusing current research findings and experimental techniques into the curriculum. The software that administers the design project is called Interactive Site Investigation Software (ISIS). This paper summarizes the rationale for the development of ISIS, outlines the instructor‐generated input required by ISIS, and details current ISIS features. These features allow students to drill boreholes, collect core samples, construct wells, collect groundwater samples, submit samples for laboratory analysis, and execute hydraulic and transport experiments at a virtual hazardous waste site. Initial feedback on the usability and usefulness of ISIS was generally positive, and the automated data requisition and dispensation substantially reduced the project's administrative demands on the instructor. Common student complaints pertained to controlled access to the software in the face of deadline pressure, uncertain expectations regarding their work product, and the need for real‐time advice.
Engineering Entrepreneurship: An Example of A Paradigm Shift in Engineering Education
Authors: CREED CHRISTOPHER J. , SUUBERG ERIC M. , CRAWFORD GREGORY P.
Published: January 2013

This paper describes a course on technology‐based entrepreneurship. Brown University's Division of Engineering has created a two‐semester course sequence designed to introduce students to entrepreneurship through a unique merger of classroom learning and industry participation. The course is open to advanced undergraduates from all engineering disciplines, and emphasis is placed upon recruiting almost half of the student participants from outside of engineering in order to develop “team building” skills. Local “parent companies” provide seed ideas or concepts to student groups who use skills learned in the classroom (both in this course as well as other courses) to develop and refine the parent company's idea and turn it into a viable simulated spin‐off business or new start‐up. Managers from the parent companies serve in an evolving role over the two‐semester sequence beginning as a “board of directors” for the spin‐off and eventually evolving into a potential source of start‐up capital (or possibly a customer for the products of the company). The faculty carefully manage the student‐company interface. Deliverables at the end of the two‐semester sequence include a business plan and a prototype product.
Project ExCEL: Web‐based Scanning Electron Microscopy for K‐12 Education
Authors: CHUMBLEY L.S. , HARGRAVE C.P. , CONSTANT K. , HAND B. , ANDRE T. , THOMPSON E.A.
Published: January 2013

Project ExCEL (Extended Classroom for Enhanced Learning) brings the capabilities of scanning electron microscopy (SEM) into classrooms. University and industry personnel, working together, have developed a web‐based interface to allow schools to control a modern SEM. The interface allows a user control of the operating parameters of the microscope, stage movement, and chemical analysis. Such total control is not available on any other system. Since Iowa State University (ISU) pioneered the idea of remote SEM for education, researchers have learned that providing teachers access to sophisticated equipment does not ensure that it will be used. Teachers are busy, and structured curriculums are not conducive for incorporating the SEM into classes. A lack of teacher knowledge of SEMs also discourages their use. To overcome these problems, College of Engineering and College of Education faculty are working together to train future teachers in the SEM. The web‐based SEM is being used in education courses, and selected students (who receive additional training) prepare lesson plans and present their work to the class. In‐service teachers receive instruction in the web‐based SEM through workshops. By using this integrated approach, all science teachers in Iowa will eventually gain the confidence to use the SEM in their classrooms.
Using Quality Function Deployment to Select the Courses and Topics that Enhance Program Effectiveness
Authors: KAUFFMANN PAUL , FERNANDEZ ABEL , KEATING CHARLES , JACOBS DERYA , UNAL RESIT
Published: January 2013

Decision science methods can be effective tools for enhancing organizational participation during strategic and complex decision processes. This involvement promotes development of group consensus for issues as difficult as relating organizational goals and the best methods to achieve them. In an academic context, such a process supports and enhances collegial participation. This paper describes an application of Quality Function Deployment (QFD) decision model to prioritize both courses and course content based on degree of impact on program objectives. The model was developed to quantify curricular decisions involved in restructuring a Masters of Engineering Management degree program. QFD supports selection of the courses and the curricular content that has the highest impact on program goals. The model provides a practical and quantitative methodology for developing faculty consensus in the selection of curricular topics based on a strategic program focus.
Teaching Multi‐Disciplinary Design: Solar Car Design
Authors: CARROLL DOUGLAS R. , HIRTZ PAUL D.
Published: January 2013

Multi‐disciplinary design can be taught in a very general way focusing on methods and procedures that work for any multi‐disciplinary design project or in a very specific way focusing on a specific multi‐disciplinary design project. The general approach teaches students the principles of how to approach any multi‐disciplinary design project but often lacks meaningful examples of how the principles are applied. Focusing on a specific multi‐disciplinary design project gives the students a meaningful example of how to apply design principles but they may have difficulty generalizing what they have learned and how it can be applied to other projects. To get a good background in engineering design, engineering students should have educational experiences that are both general and specific. This paper describes a course developed at the University of Missouri‐Rolla (UMR) to teach multi‐disciplinary design by focusing on the design of a solar racing car. The purpose of the course is to teach the aspects of a multi‐disciplinary design project utilizing a specific example for student comprehension.
Undergraduate Learning Portfolios for Institutional Assessment
Authors: HEINRICHER ARTHUR C. , MILLER JUDITH E. , SCHACHTERLE LANCE , KILDAHL NICHOLAS K. , BLUEMEL VAN , CRAWFORD VALERIE
Published: January 2013

Our objectives were to develop a model of student portfolios that simultaneously promotes student learning, provides useful outcomes assessment data, and is logistically feasible. From our pilot test of three portfolio models, we conclude that requiring students in selected courses to complete portfolio entries solves most of the logistics problems associated with a large‐scale portfolio plan. Such entries can promote learning by providing a focus for career and educational planning discussions between students and faculty academic advisors. Course faculty are probably in the best position to use the outcomes assessment data obtained from the entries.
Outcomes Assessment of Engineering Writing at the University of Washington
Authors: Plumb Carolyn , Scott Cathie
Published: January 2013

Effective writing skills are crucial for engineers, and engineering programs have always struggled with how to prepare their students for the writing they will do as professionals. Now, programs must also show the Accreditation Board for Engineering and Technology (ABET) that they have clear educational outcomes for engineering communication and have a process for assessing student performance on those outcomes. At the University of Washington, we have spent the last five years developing an outcomes‐based assessment program for engineering writing. In spring 2001, the first round of writing assessment was completed. The assessment indicated that most of our students are competent in the outcomes we have developed. It also uncovered several weak areas, particularly in regard to working with sources and to adequately stating and supporting the purpose of the writing. We will be addressing these areas with additional instruction in the stand‐alone technical writing courses taken by engineering students. The process described in this paper could be helpful for other engineering programs preparing for ABET accreditation visits.
Efficacy of Interactive Internet‐Based Education in Structural Timber Design
Authors: Henson Aaron B. , Fridley Kenneth J. , Pollock David G. , Brahler C. Jayne
Published: January 2013

While traditional teaching methods (e.g., real‐time, synchronous lectures) have proven effective for training future engineers, the Internet provides an avenue to reinforce the material and augment student learning, comprehension, and retention of material. This paper presents the integration and assessment of a library of interactive instructional modules specifically for a senior‐level undergraduate elective course in civil engineering. An ongoing, comprehensive assessment process was implemented in the fall 1999 semester. The results of this quantitative assessment indicate that the use of well designed and pedagogically sound Internet‐based supplemental modules provide students with a better understanding of course material. However, when Internet‐based content does not promote critical thinking, little increase in the student performance and understanding of the material is realized. Interactive Web‐based instruction should not be viewed as a “replacement” to traditional instruction, but rather a tool that provides a broader and more dynamic environment for students with a variety of learning styles.
Building Bridges to Material Properties in General Chemistry Laboratories: A Model for Integration Across Disciplines
Authors: Demetry Chrysanthe , Gurland Suzanne T. , Kildahl Nicholas
Published: January 2013

Many engineering students enter and exit general chemistry courses with little appreciation of chemistry's relevance to other fields. At WPI many of these students go on to take introductory materials science and arrive with poor attitudes about chemistry and little retention of key concepts, but then become more engaged as they discover connections to engineering applications. Consequently, instructors in chemistry and mechanical engineering collaborated to augment general chemistry laboratories with explicit “bridges” to material properties and applications. Evaluation results showed that while students' attitudes toward chemistry were unaffected by bridging, particular aspects of the students' lab experience were enhanced to a statistically significant degree. Similar cross‐disciplinary collaborations might be considered elsewhere as a means of helping students find meaning and integrate subject matter, in a manner that is more feasible than large‐scale course or curriculum restructuring.
Improving the Effectiveness of Introductory Physics Service Courses: Bridging to Engineering Courses
Authors: Pierson Stephen W. , Gurland Suzanne T. , Crawford Valerie
Published: January 2013

A simple model to help students see the connections between a physics course and their engineering major is described.

Bridging“had positive effects on performance, attitude, and motivation, as measured by grade analyses, surveys, and student and faculty comments. In addition to the improved performance, enrollment in the physics course was also found to increase considerably during the two years of the bridging. The bridging model can be applied to a variety of courses and suggested components are discussed here.
A Survey of Computational Paradigms in Undergraduate Mechanical Engineering Education
Authors: Hodge B. K. , Steele W. G.
Published: January 2013

Undergraduate mechanical engineering programs in the United States were surveyed to determine the usage of structured programming languages (such as C or FORTRAN) versus the use of computational software systems (such as Matlab or Mathcad). A survey form was e‐mailed to all mechanical engineering programs. The survey form was used to determine the following: (1) programming courses required, (2) use of structured programming in mechanical engineering curricula, (3) use of computational systems in mechanical engineering curricula, (4) junior‐level analysis courses required, and (5) computer ownership requirements. Seventy‐four responses, representing a good cross section (size, research mission, and geographical location) of mechanical engineering programs were received. The survey showed that about three‐fourths required at least one course in a structured programming language but that only about one‐third of the programs requiring a formal programming course used structured programming in two or more required courses. More than three‐fourths of all programs used computational systems such as Matlab or Mathcad, and about the same number required a junior‐level analysis course. Thirteen of the seventy‐four mechanical engineering programs that responded to the survey required students to own computers.
Are Undergraduate Engineering Students at Greater Risk for Heart Disease than Other Undergraduate Students?
Authors: Foster Christopher , Spencer Leslie
Published: January 2013

Sixty Rowan University undergraduate engineering students completed a screening for serum cholesterol and blood pressure and a written survey of their health habits, depression and stress levels. These data were compared to a similar study conducted at Rowan University of 226 undergraduate students from all majors. Engineering students demonstrated slightly higher risk levels in cholesterol and lower levels in blood pressure, compared to the general student population. Among the engineering students, thirty six percent had elevated cholesterol levels (above 200 mg/dL) and 16 percent had elevated systolic and/or diastolic blood pressure levels (above 140/90). Incidence of Type A personality traits (a measure of stress) was found in 21 percent of the population. Women reported having more stress than did men. Students majoring in electrical and computer engineering reported having the highest stress levels when compared to other engineering majors. A regression analysis identified depression, cigarette smoking, diet, stress, Type A personality and a heredity of high blood pressure as the best predictors of high serum cholesterol among subjects. Engineering educators are encouraged to address these prevalent and potentially performance‐impairing health risks among their students.
Some Comments on the Robustness of Student t Procedures
Authors: Tebbs Joshua M. , Bower Keith M.
Published: January 2013

Many business and engineering courses stress the use of confidence interval and hypothesis testing procedures based on the Student t distribution. However, students are often unaware of the underlying assumptions that govern these procedures and of the consequences of misapplying them. In this exegetic account, we discuss the concept of robustness by exploring violations of the Student t assumptions and the effects of those violations on the resulting inferences. We also discuss the use of randomization methods as possible alternative methods. Our goal is to familiarize readers with the underpinnings of the t procedures, to summarize their use in practice, and to offer words of caution as to when they should not be used.
Faculty Use and Impressions of Courseware Management Tools: A National Survey
Authors: Clair SeanSt. , Baker NelsonC.
Published: January 2013

Technology in the classroom is changing the way faculties instruct and students learn. Understanding how faculty members perceive and use technology for learning is important for improving the educational process because instructor perceptions can potentially be a hindrance to the use and implementation of technology. This paper describes the results of a survey that investigated faculty Internet usage for instructional purposes as well as their perceptions of courseware management and Web‐publishing tools. The survey targeted a random sample of engineering faculty at ABET‐accredited universities. The survey results show that while many faculty members are using both Web‐publishing tools and courseware management tools for delivering educational content, they use these tools for only a small subset of pedagogical activities.
Speaking and Writing Proficiency of International Graduate Students in Elective, Mentoring Environments
Authors: Watkins Steve , Green Randy
Published: January 2013

Technical communication skills are critical for non‐native speakers who must study and interact in English‐only professional settings. Often, formal instruction to pass admission thresholds and other minimum requirements are not sufficient to attain proficiency. This paper describes elective, long‐term programs that provide systematic opportunities for both speaking and writing development. These programs are tailored to international students through the key features of individualized activities, applied task‐oriented practice, and social interaction. The elective programs attract and retain participants with interest and need for high‐level language proficiency. Program evaluations show that participating graduate students give primary credit for their growing fluency to individualized practice and to sustained interaction with native speakers.
Concept Mapping as a Form of Student Assessment and Instruction in the Domain of Bioengineering
Authors: Walker Joan M. T. , King Paul H.
Published: January 2013

This paper describes two pilot studies investigating the use of concept mapping for assessing students' conceptual knowledge at a given point and over time. In Study 1, three groups constructed concept maps in response to the question, “What are the 10–20 most important concepts in biomedical engineering and how are they related?” Group differences were consistent with expert‐novice distinctions in structural knowledge: faculty generated dense networks of higher‐order principles and their applications while students generated fewer connections among concepts pertaining largely to domain content. Study 2 assessed students' conceptual understanding of the biomedical engineering design process in a yearlong design course at three different time points. Later maps contained a greater number of concepts, more precise vocabulary, and were more valid. These findings are discussed in terms of their implications for theories about the structure of knowledge and identification of the skills associated with a culture of practice.
Evaluating the Effectiveness of Computer Tutorials Versus Traditional Lecturing in Accounting Topics
Authors: Merino Donald N. , Abel Kate D.
Published: January 2013

Colleges and universities are continually making efforts to incorporate computers and technology into the varied aspects of their teaching environments. However, it is difficult to distinguish the effectiveness of these machine tutors from their human counterparts. There has been much debate about technology‐based instructional strategies in learning environments. This article addresses one issue of that debate—the effectiveness of teaching undergraduate engineering students using computer‐mediated tutorials versus traditional lecturing. Specifically, this research compared student test scores using computer‐mediated accounting tutorials alone with those of students who received traditional lectures and computer‐mediated tutorials on the same topic. Statistical analyses were performed to determine which was a better instructional method. Based on previous research by the authors and other published research, it was hypothesized that both methods would be satisfactory instructional tools and yield similar educational results. The results indicate that there was no statistically significant difference between the two methods. This was consistent with previous studies. This study concludes that computer‐mediated tutorials could be substituted for traditional lectures without impacting what a student learns—at least for teaching accounting fundamentals.
Design and Evaluation of Problem Solving Courseware Modules for Mechanics of Materials
Authors: Streif Paul S. , Naples Larisa M.
Published: January 2013

Problem solving courseware modules have been developed for students of mechanics of materials. The modules offer students: a better grasp of fundamental principles, an intuitive sense of the meaning of key quantities, and fluency in using relations to solve problems. Students use modules independently and submit electronic log files to instructors who can monitor their progress. Field‐testing of the modules was conducted over a two‐year period at three distinct educational institutions, with 318 students. Courseware users scored as well as or outperformed their non‐using peers on nearly all objective measures of learning, with differences being statistically significant in some cases. Eighty‐eight percent of users found the courseware helpful for learning. After completing one required module, 48 percent of students continued using the courseware, voluntarily, as a reference guide to theory, as a coach for mastering and reviewing basic skills, and as a self‐diagnostic tool, to help with regular homework assignments.
The Relationship Between PDA Usage and Student Performance in an Introductory Engineering Course
Authors: Doolen Toni L. , Porter J. David , Hoag Jim
Published: January 2013

This research focuses on the development of a methodology to evaluate student attitudes towards technology in the classroom and the impact of this technology on student learning. A survey was developed and tested to evaluate the impact of introducing Personal Digital Assistants (PDAs) in a traditional college classroom setting. PDAs were introduced in an introductory course in the College of Engineering at Oregon State University. A reliable attitude assessment tool was developed as a result of this research. Initial results of this study also provide empirical data that engineering students respond favorably to the introduction of PDAs in a traditional classroom setting. Preliminary results also provide limited evidence that student attitudes may vary based on gender, age, and/or ethnicity. Standard student performance metrics (course assignment and exam scores) and student self‐evaluations were used to assess the impact on student learning and are discussed.