bluuebunny/crossref_metadata_2025 huggingface dataset:
Gender and Ethnicity Differences in Freshmen Engineering Student Attitudes: A Cross‐Institutional Study*
Authors: Besterfield‐Sacre Mary , Moreno Magaly , Shuman Larry J. , Atman Cynthia J.
Published: January 2013

We examine the attitudes of entering freshman engineering students and how they change over the course of the first year at 17 institutions. In addition to better understanding these attitudes and the changes that occur, we explore how these changes potentially affect such issues as “first term probation” and attrition from engineering programs. Particular attention is directed at isolating differences due to gender and ethnicity. Thirteen different student attitudes were captured using the Pittsburgh Freshman Engineering Attitude Survey© (PFEAS) at the beginning of the first semester (pre) and at either the end of the first semester or first academic year (post).

Definite gender differences were found on the pre‐survey for five of the attitude measures. For all but one of these measures, female engineering students' initial attitudes were more negative than those of male students. Across the sample of institutions, female students consistently began their engineering studies with a lower confidence in background knowledge about engineering, their abilities to succeed in engineering, and their perceptions of how engineers contribute to society than did their male counterparts. However, those same female students were more comfortable with their study habits than were the male students. The post questionnaire data indicated that differences for three of these five attitude measures persisted. Most important, female engineering students continued to maintain a lower confidence in their abilities to succeed in engineering as compared to male engineering students. When the PFEAS data were mapped into EC 2000 outcomes, comparable cross‐institutional gender differences were observed that paralleled those found for the attitudinal measures.

Because the number of minority students was relatively small, significant cross‐institutional differences between each minority cohort studied (African American, Asian Pacific, and Hispanic) and the majority cohort, similar cross‐institutional patterns could not be observed. However, possible trends were found between African American and majority students' attitudes for certain measures, while other attitudinal measures were found to be significant when Hispanic students were compared to majority students. Significant attitudinal differences between Asian Pacific and majority students were similar to those found between female and male engineering students.

By knowing how attitudinal measures differ among gender and ethnic cohorts, and understanding how those differences relate to attrition from engineering programs, we can then developed more informed programmatic initiatives that can impact these attitude in a positive manner. As a result, we may be able to reduce engineering attrition, especially by underrepresented student cohorts.
Virtual Circuit Laboratory*
Authors: Hodge Hess , Hinton H. Scott , Lightner Michael
Published: January 2013

We present the rationale, implementation and performance features of a virtual lab environment for an electronic circuits course. The primary purpose of the tool is to aid the student in learning debugging techniques by providing an environment that emulates some of the failure modes of a real lab. The tool is implemented as a Java application.

Index Terms—Introductory circuits, technology‐enhanced learning environments, and virtual laboratories.
The Learning Mechanism of the Interactive Multimedia Intelligent Tutoring System (IMITS)*
Authors: Butz Brian P.
Published: January 2013

The Interactive Multimedia Intelligent Tutoring System (IMITS) project integrates interactive multimedia with expert system technology. A test bed that uses material from introductory electrical circuits courses, IMITS demonstrates that these two complementary technologies may be combined successfully to form a framework useful for any educational material. IMITS combines several commercially available packages and establishes dynamic communications among these packages. This paper describes one aspect of IMITS: the learning mechanism that is controlled by the expert system and that attempts to assist the student learn the material and concepts presented.
A New Model for ASEE Student Chapters
Authors: Visco Donald P. , Cartwright Alexander N.
Published: January 2013

The American Society for Engineering Education (ASEE) seeks to increase the number of ASEE student chapters. However, about half of the student chapters formed over the past decade have failed to sustain enrollment and activity and are currently inactive. Recent research suggests that sustainability is based on the number of students available to a given chapter. Since the current model of ASEE student chapters is oriented towards graduate students entering academia, schools that do not place many students in faculty positions upon graduation should have different goals for their ASEE student chapters. Thus, we propose a new, more‐inclusive model for ASEE student chapters.
Who Are You?
Authors: Wong Kevin B. , Davila Lilian P.
Published: January 2013

During the first mid‐term examination (which occurred three to four weeks after the start of instruction), students from six lower division undergraduate courses at a major public university were asked if they could recall the name of their instructor. The 95 percent who were able to correctly write the first or last name of their instructor also scored significantly (P = 0.003) better on the examination than those who could not. The most widely reported methods for learning the instructor's name were the first lecture (52 percent), the syllabus (26 percent), and the university catalog (12 percent). Students were also asked if they thought that the professor knew the student's name. Four percent of the respondents reported that they thought the instructor knew their name, 89 percent replied that they did not think so, and six percent were not sure.
Exploring the Gender Gap in Engineering: A Re‐Specification and Test of the Hypothesis of Cumulative Advantages and Disadvantages
Authors: Haines Valerie A. , Wallace Jean E. , Cannon M. Elizabeth
Published: January 2013

Researchers using the hypothesis of cumulative advantages and disadvantages argue that the accumulation of small advantages for men and small disadvantages for women contributes to the gender gap in engineering. This paper uses data from a 1998 survey of engineering undergraduates to test a re‐specification of this hypothesis that treats the gender distribution of advantages and disadvantages as an empirical question. We considered four sets of factors that have been shown to promote choice of an engineering major, persistence in engineering, and progress in engineering: family background, high school participation in mathematics and science, university participation in engineering, and integration into engineering. We found gender differences for each set of factors. We also found that men and women accumulate different advantages and disadvantages as they move through the education pipeline. By demonstrating that the accumulation of advantages and disadvantages is gendered, these results highlight the importance of examining the impact of micro‐inequities on the persistence and progress of men and women in engineering.
A Message from Recent Engineering Graduates in the Workplace: Results of a Survey on Technical Communication Skills
Authors: Sageev Pneena , Romanowski Carol J.
Published: January 2013

Survey results reveal the impact of engineers' communication skills in adjusting to jobs and achieving career goals. A direct correlation emerges between the amount of technical communication (TC) instruction and career advancement. Former students then spell out recommendations for providing relevant TC instruction within the engineering curriculum.
e‐Lab: An Electronic Classroom for Real‐Time Distance Delivery of a Laboratory Course
Authors: Gurocak Hakan
Published: January 2013

The Internet continues to demonstrate its versatility as a learning tool in the realm of higher education. As courses in everything from art history to engineering are offered on the Internet, we are experiencing a transition from traditional textbook and lecture teaching method to the virtual classroom. Yet, effective distance delivery of engineering laboratory courses remains a challenging problem.

This paper introduces a new approach to deliver a senior‐level laboratory course at a distance in real‐time. The enabling technology is the combination of an interactive TV system and the Internet. The paper presents details of the laboratory setup and five sessions. Data collected for the past two years are analyzed statistically to assess student learning and achievement of learning objectives of each laboratory. Results of the analysis as well as surveys indicate that the e‐Lab created an effective learning environment.
The Effects of Personality Type on Engineering Student Performance and Attitudes
Authors: Felder R.M. , Felder G.N. , Dietz E.J.
Published: January 2013

The Myers‐Briggs Type Indicator® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit all of them.
Integrating the Use of Commercial Simulators into Lecture Courses
Authors: Wankat Phillip C.
Published: January 2013

Since commercial simulators are commonly used in the practice of engineering, we need to ensure they are included in engineering education. Computer laboratory sections were added to a “lecture” course to teach the use of a simulator and to give the students practice in solving realistic problems. By thinking about the computer lab as a problem‐based learning environment, minimal lecture time was necessary to train the students on the simulator. Examples of instructions, problem statements and results from a student survey are presented.
Gender‐Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community
Authors: Chesler Naomi C. , Chesler Mark A.
Published: January 2013

Improved mentoring of women graduate students and young faculty is one strategy for increasing the presence, retention and advancement of women scholars in engineering. We explore the sociological literature on interpersonally‐ and institutionally‐generated gender roles and dynamics that make the construction and maintenance of mentoring relationships especially difficult for women in male‐dominated fields. In addition, we review non‐traditional strategies including peer‐, multiple‐ and collective mentorships that are likely to be more successful for most women (and many men). Finally, organizational change strategies designed to provide a more egalitarian and cooperative atmosphere in engineering programs and departments are presented. These ideas represent a social contract for a caring community more supportive of all members' personal and professional growth and success.
Encouraging Students to Adopt Software Engineering Methodologies: The Influence of Structured Group Labs on Beliefs and Attitudes
Authors: Landry Jeffrey P. , Pardue J. Harold , Doran Michael V. , Daigle Roy J.
Published: January 2013

This study proposes that structured labs using groups can help foster individual student acceptance of software engineering methodologies. The technology acceptance model (TAM) is employed in an empirical test using students in freshman and sophomore‐level programming courses. Our findings suggest that a structured group lab experience does influence a student's belief system regarding the usefulness of a software engineering methodology, leading to an individual decision to accept and use the methodology on a voluntary basis. On average, the software engineering methodology was accepted by the students sampled. We recommend that structured group labs be designed to use peer groups, reinforce successful results, and use an iterative process design with phase‐by‐phase deliverables.
The Alumni Survey as an Effective Assessment Tool for Small Engineering Programs
Authors: Puerzer Richardx J. , Rooney David M.
Published: January 2013

An alumni survey can be crafted which will evaluate even a small engineering program's success in imparting the abilities enumerated in the Engineering Criteria 2000 (EC 2000) guidelines. The core of the survey consists in its analysis of alumni ranking of both the importance of, and preparation in, the eleven key desired outcomes. Its originality lies in its establishing certain threshold percentages in the difference in perception of importance and preparation which indicate a level of under‐preparedness demanding immediate attention, so that the survey can function as an objective assessment tool. The responses of specific aggregates can also be analyzed in this manner, providing insight on the different perspectives of alumni by degree program, career path, and other demographic groupings.
Nurturing Faculty‐Student Dialogue, Deep Learning and Creativity through Journal Writing Exercises
Authors: Korgel Brian A.
Published: January 2013

One of the most difficult endeavors in the engineering curriculum is encouraging students to develop creative, independent thought and a deep level of understanding. To achieve these results, we incorporate journal writing exercises into the curriculum of a core chemical engineering course, ChE 363 (Unit Operations II: Separations) at the University of Texas at Austin. Students receive weekly prompts to develop analogies or thought experiments to describe fundamental concepts prior to discussion in lecture. This motivates students to learn material independently and deeply as they are required to link concepts to common life experiences. The instructor identifies three to five of the most creative and accurate analogies and presents them to the class. The class votes for the “best” one, which earns the student extra credit. The journal writing exercises promote dialogue between the instructor and the students, generating in‐class discussions that often extend well beyond the scope of the journal prompt.
Impact of Undergraduate Research Experience in Engineering
Authors: ZYDNEY ANDREW L. , BENNETT JOAN S. , SHAHID ABDUS , BAUER KAREN W.
Published: January 2013

A survey of alumni from the College of Engineering at the University of Delaware was conducted to assess the impact of the undergraduate research experience. Students who had participated in undergraduate research were matched with a comparable group of alumni who had no research experience.

Alumni were unaware that their responses would be used to assess the impact of undergraduate research. Respondents who had participated in research indicated that this experience was “very” or “extremely” important, with a greater perceived benefit for students who had participated in research for a longer time. Alumni with research experience were more likely to pursue graduate degrees, and they reported greater enhancement of important cognitive and personal skills. In addition, respondents who had been involved in research were much more likely to have reported that they had a faculty member play an important role in their career choice.
An Interactive, Video‐Teleconferenced, Graduate Course in Biomedical Engineering
Authors: WEBSTER THOMAS J. , HABERSTROH KAREN M.
Published: January 2013

A two‐semester, video‐teleconferenced (2‐way video/audio) course entitled Principles of Biomedical Engineering I and II was offered from 1999 to 2001 for graduate students enrolled at Purdue University (PU; West Lafayette, IN) and Indiana University/Purdue University at Indianapolis (IUPUI; Indianapolis, IN). Results of the study provided evidence that during the control (i.e., traditional lecture) distance learning environment, on‐campus students consistently received statistically significant higher final course grades than off‐campus students. In contrast, upon implementation of interactive distance learning methods, the on‐ and off‐campus students received similar (not statistically different) final grades. In this manner, the study demonstrated that effective use of video‐teleconferencing occurs when students at remote‐sites actively participate in the learning experience rather than passively observe the lectures on a television monitor (as occurs during traditional distance learning lectures).
A Seminar for Real‐time Interactive Simulation of Engineering Projects: An Innovative Use of Video‐conferencing and IT‐based Educational Tools
Authors: BOURGAULT MARIO , LAGACEA DENIS
Published: January 2013

Graduate‐level programs in project management continue to attract many engineers looking for tools and methods to help them deal with the complexity of their activities. In order to meet this demand, many universities are experimenting with new teaching methods, based on information and communications technologies. This article presents a teaching approach which consists in recreating the organizational context in which engineers generally have to manage their projects. In practical terms, it is a full‐day seminar that involves simulating a project from its launch until product delivery. Like most real projects, the activity takes place at more than one location simultaneously and relies on the intensive use of communications technologies, including video‐conferencing, to coordinate the work teams. Although the primary client base is graduate students, this method is just as relevant for professional engineers and undergraduate students. Over 400 participants have taken part in this seminar to date.
Pedagogy of an Aircraft Studio
Authors: THOMPSON BRIAN E.
Published: January 2013

A studio was developed to teach engineering design and prepare students for emerging environments in the aircraft industry. Emphasis is placed on synthesis, in general, and specifically, on rigorous solution of open‐ended engineering problems. Key elements are the design, engineering, testing, and fabrication of an aircraft that provides common focus and interdependency, the structure of teams and phases that allows cycling of leadership responsibilities, an open‐ended grading system that reflects the nature of design, and open‐ended laboratory work that provides the reality check. The central focus of the Aircraft Studio, which has been the RP‐3 two‐seat aerobatic sailplane that made its maiden flight in December 1999, has facilitated pragmatic, relevant, “just‐in‐time” education without abandoning the principles of engineering science.
Engineering Online: Assessing Innovative Education
Authors: Haag Susan , Palais Joseph C.
Published: January 2013

This paper presents research on student performance outcomes, satisfaction, and retention rates in a fiber optics course at Arizona State University. Although the course typically has been taught by conventional methods for over 20 years, the instructor offered alternative delivery methods, such as the Web, during the Fall 2000 semester. This course was also unique in that it was comprised of diverse groups such as undergraduates and graduates and on‐ and off‐campus students. Although online students were significantly more satisfied with the course, performance outcomes and retention rates were favorable overall. It is likely that course options and convenience aided in student outcomes and course retention.
Faculty Perspectives Regarding the Undergraduate Research Experience in Science and Engineering
Authors: Zydney Andrew L. , Bennett Joan S. , Shahid Abdus , Bauer KarenW.
Published: January 2013

This study examined the perceptions of 155 science and engineering faculty at a mid‐size university with a very extensive undergraduate research program. The faculty thought the undergraduate research experience provided important educational benefits to the students, in good agreement with results from a recent alumni survey. The faculty who supervised undergraduates for a longer period of time and who modified their research program to accommodate undergraduates perceived a greater enhancement of important cognitive and personal skills. Undergraduate research was also believed to provide important mentoring and teaching experience for graduate students who worked with undergraduate research assistants.
Adventure Engineering: A Design Centered, Inquiry Based Approach to Middle Grade Science and Mathematics Education
Authors: Mooney Michael A. , Laubach Timothy A.
Published: January 2013

Adventure Engineering (AE) is a middle grade science and mathematics outreach initiative that entails the development and implementation of single day to four‐week adventure‐driven, engineering‐based curricula for grade 5 through 9 science and/or mathematics classes. The curricula is inquiry‐based and open‐ended; activities are designed to facilitate the learning and application of concepts identified in national mathematics and science standards, and to immerse students in the engineering design experience. This paper reports the findings from the development and implementation of AE curricula in six different middle grade subjects in urban and suburban schools. Rigorous assessment revealed that the AE curricula have successfully improved mathematics and science content knowledge. Student attitudes towards mathematics and science, and in limited cases engineering, also improved. This paper also presents the results of a survey of urban and suburban student attitudes towards mathematics, science and engineering.
Socially‐Relevant Design: The TOYtech Project at Smith College
Authors: Mikic Borjana , Grasso Domenico
Published: January 2013

As issues of professional and ethical responsibility are receiving greater emphasis in engineering programs, the view of engineering as a profession in service to humanity is becoming more widespread. One approach to fostering this perspective among engineering students is the inclusion of socially relevant design projects throughout the curriculum. In this paper we present an example of one such project used in the introduction to engineering course at Smith College (the largest women's college in the U.S.) in which students are challenged to design toys that introduce children to the principles that underlie technology (TOYtech, or Teaching Our Youth Technology). Based on student surveys, we found that the majority of the course learning objectives were achieved through the implementation of the project, with students emphasizing that the project taught them about the importance of working well in teams and of considering the societal impact of engineering practice. In addition, we present our findings regarding the psychological type distribution of our inaugural class of first‐year engineering students and compare these to national values for female engineering students as a whole. These preliminary Myers‐Briggs Type Indicator (MBTI) data suggest that our students are particularly responsive to the ethic of social responsibility in engineering, and that they are strong communicators in addition to possessing a well‐organized, practical approach to problem solving.
Interdisciplinary Collaborative Learning in Mechatronics at Bucknell University
Authors: Shooter Steven , Mcneill Mark
Published: January 2013

Examination of the “cone of learning” shows an increase in retention when students are actively engaged in the learning process. Mechatronics is loosely defined as the application of mechanical engineering, electrical engineering, and computer intelligence to the design of products or systems. By its nature, mechatronics is an activity‐oriented course. The course content also provides an opportunity to employ interdisciplinary collaborative learning with active learning techniques. The mechatronics course at Bucknell consists of mechanical and electrical engineering students at the senior and graduate levels. The students engage in a variety of activities in teams comprised of members from each of these groups. In addition to team laboratory exercises and homework assignments, the students work in interdisciplinary groups to process their efforts. That is, they engage in meaningful discussion among themselves concerning their activities and the implications of the various results. The students also act as teachers by preparing lectures and exercises on topics from their discipline to the students in the cross discipline. Specifically, the electrical engineers teach the mechanical engineers microcontrollers, and the mechanical engineers teach the electrical engineers mechanisms. This paper describes the learning techniques employed in this course, as well as the interpretation of the results from the students. It also discusses the relationship of the course outcomes to Criterion 3 of the engineering accreditation criteria promulgated by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET).
Validity, Reliability and the Assessment of Engineering Education
Authors: Moskal Barbara M. , Leydens Jon A. , Pavelich Michael J.
Published: January 2013

Educational measurement represents a field of study that has been intensely researched and that provides a framework for designing assessment programs. The purpose of this paper is to clarify two key measurement concepts, validity and reliability, and to illustrate how these concepts can be used to improve assessment efforts in engineering education.
A Crash Course for Preparing Students for a First Course in Computing: Did it Work?
Authors: Christensen Ken , Rundus Dewey , Fujinoki Hiroshi , Davis Darrel
Published: January 2013

To improve the performance of students in a required core course in computing, we added a voluntary “boot camp” crash course in the first week of the semester. The boot camp students did remarkably better in the course. Using collected data from two semesters (252 students of which 73 voluntarily enrolled in boot camp), we used observational study with matched sampling to evaluate the effectiveness of the boot camp. We were able to show, with a high degree of confidence, that the boot camp had a direct benefit on freshman and sophomore students and/or students with a higher than average external load.
Course Assessment Plan: A Tool for Integrated Curriculum Management
Authors: Bailey Margaret , Floersheim R. Bruce , Ressler Stephen J.
Published: January 2013

As we enter the 21st Century in engineering education, a common desire exists to improve curriculum structure, integration and assessment. Much has been written and discussed concerning the process for assessing and/or revising a program curriculum. Studies are beginning to show the positive effects of well‐integrated curricula where assessment methods are applied consistently. There has also been much written to support individual course assessment and revision. What is missing in many instances is a credible link between program‐level curriculum management and course assessment. At the United States Military Academy (USMA) at West Point, an integrating tool within the academy's assessment model, called a Course Assessment Plan, has been developed and refined. The course assessment process and the resulting written documentation provide an essential link between a program curriculum and its constituent courses. The plan's process, content, and an example outcome are the major focus of this paper.
The Engage Program: Implementing and Assessing a New First Year Experience at the University of Tennessee
Authors: Parsons J. Roger , Seat J. Elaine , Bennett Richard M. , Forrester John H. , Gilliam Fred T. , Klukken P. Gary , Pionke Christopher D. , Raman D. Raj , Scott Tom H. , Schleter William R. , Weber Fred E. , Yoder Daniel C.
Published: January 2013

The Engage initiative at the University of Tennessee addresses the needs of entering engineering students through a new first year curriculum. The program integrates the engineering subject matter of the freshman year, teaches problem solving and design by application, and seeks to address the increased retention and graduation of engineering students. Noteworthy curriculum features of the Engage program include a hands‐on laboratory where students do physical homework to practice the concepts introduced in lectures, placing all freshman engineering students in a year‐long team design curriculum, and a team training course where engineering upperclassmen are trained in team facilitation techniques and placed as facilitators with the freshman design teams.

The Engage program was piloted during the 1997–98 academic year with 60 students. In 1998–99, the program was scaled up to 150 students, and fully implemented with the entire freshman class of 465 students during the 1999–2000 academic year. Engage students have shown a significant increase in academic performance compared to students following a more traditional curriculum. Graduation statistics show the positive long‐term results of this effort.
Environmentally Smart Engineering Education: A Brief on a Paradigm in Progress
Authors: Splitt Frank G.
Published: January 2013

Sustainable development has become the dominant economic, environmental, and social issue of the 21st century, yet its broad infusion within engineering education programs remains a challenge. This paper discusses the importance of environment and sustainable development considerations, the need for their widespread inclusion in engineering education, and the impediments to change. The roles of ABET and others in the evolution of these considerations in engineering education are presented; however, it is through the ABET engineering criteria that broad adoption of environment related considerations in engineering education will most likely occur. An effort to achieve this aim is described.
Designing and Teaching Courses to Satisfy the ABET Engineering Criteria
Authors: Felder Richard M. , Brent Rebecca
Published: January 2013

Since the new ABET accreditation system was first introduced to American engineering education in the middle 1990s as Engineering Criteria 2000, most discussion in the literature has focused on how to assess Outcomes 3a‐3k and relatively little has concerned how to equip students with the skills and attitudes specified in those outcomes. This paper seeks to fill this gap. Its goals are to (1) overview the accreditation process and clarify the confusing array of terms associated with it (objectives, outcomes, outcome indicators, etc.); (2) provide guidance on the formulation of course learning objectives and assessment methods that address Outcomes 3a‐3k; (3) identify and describe instructional techniques that should effectively prepare students to achieve those outcomes by the time they graduate; and (4) propose a strategy for integrating program‐level and course‐level activities when designing an instructional program to meet the requirements of the ABET engineering criteria.
Efficacy of Using a Single, Non‐Technical Variable to Predict the Academic Success of Freshmen Engineering Students
Authors: Lackey Laura W. , Lackey W. Jack , Grady Helen M. , Davis Marjorie T.
Published: January 2013

This paper evaluates the efficacy of using freshman student scores from one non‐technical assignment to predict academic success as measured by cumulative grade point average after completion of the first two semesters enrolled at the Mercer University School of Engineering. The predictor assignment is keeping a dialectic course notebook and corresponds to the student's attitude, persistence, and organizational skills rather than math and science preparedness. Statistical analysis, at the 99 percent confidence level, indicated that there was a strong relationship between the student notebook scores and grade point average. Although there was scatter in the data, this one variable does provide insight into student success in the Mercer University Engineering program.
An Assessment of In‐Person and Remotely Operated Laboratories
Authors: Ogot Madara , Elliott Gregory , Glumac Nick
Published: January 2013

Increasingly mechanical engineering departments are beginning to incorporate remotely operated laboratories into their laboratory curriculums. Yet very few studies exist detailing the extent to which this new medium for laboratory delivery fulfills the educational goals of traditional in‐person laboratories. This paper describes a comparison of educational outcomes between in‐person and remotely operated laboratories in the mechanical engineering curriculum. The study carried out in the 2001 Fall semester was performed using a remotely operated and an in‐person jet thrust laboratory. The laboratories illustrate the fundamentals of compressible fluid mechanics as part of an undergraduate mechanical engineering curriculum. The results from this study indicated no significant difference in the educational outcomes between students who performed the in‐person or the remote experiment.
Student Performance and Acceptance of Instructional Technology: Comparing Technology‐Enhanced and Traditional Instruction for a Course in Statics
Authors: Rutz Eugene , Eckart Roy , E. Wade James , Maltbie Cathy , Rafter Catherine , Elkins Virginia
Published: January 2013

The College of Engineering at the University of Cincinnati has evaluated the use of instructional technologies to improve the learning process for students in fundamental engineering science courses. The goal of this effort was to both retain more students in engineering programs and improve student performance through appropriate use of technology. Four modes of instruction were used to teach an engineering fundamentals course in statics. A traditional instructor‐led course, a Web‐assisted course, a streaming media course, and an interactive video course were all presented using a common syllabus, homework, tests, and grading regimen. Evaluations of final course grades indicate that use of instructional technology improved student performance when compared with traditional teaching methods. Student satisfaction with technology varied considerably with the Web‐assisted format having the highest student approval rating of the technologies. The results indicate that time on task and interest in content can be improved through the appropriate use of technology.
The Challenge to Change: On Realizing the New Paradigm for Engineering Education
Authors: G. Splitt Frank
Published: January 2013

The new paradigm for engineering education goes beyond the need to keep students at the cutting edge of technology and calls for a better balance in the various areas of engineering school scholarship. There is considerable concern that perpetuation of the old paradigm by engineering schools will all but assure minor roles for engineers in the future as well as difficulty in adapting to the exigencies of the fast‐paced global marketplace. However, the transition from the old to the new paradigm will not be easy since many of our research‐intensive universities are faced with financial pressures while the wherewithal to make the change rests mostly with those who oppose the change in the first place. This situation, coupled with the fact that there is no “one‐size‐fits‐all” transition paradigm, represents the challenge to change. Still, a number of engineering schools have made significant changes and have developed innovative approaches in their undergraduate programs. Taken together, the proven methodologies and knowledge gained should make it possible for most engineering schools to devise revitalization programs that fit the context of their institution, its student body, faculty, and objectives. This paper argues for a study to assess the impact of the tools and methodologies developed by pace‐setting engineering schools and the NSF Engineering Education Coalitions to lay the foundation for future reform initiatives.
An Analysis of B.S.E.E. Degree Completion Time at Ohio University
Authors: Giesey Jeffrey J. , Manhire Brian
Published: January 2013

In response to a state mandate to consider time‐to‐degree, a transcript analysis was performed on BSEE graduates at Ohio University to determine the time it took them to obtain their degree. It was found that the average student took 5.15 years and 15.6 quarters to graduate. Major causes of students taking more than four years were failing, withdrawing from, and repeating courses, enrolling in an insufficient number of hours per quarter, and taking free electives. Also, it was found that hours lost when transferring institutions and changing majors, taking English as a second language (ESL) courses, and stopping out delayed some students. Students in the top quartile of GPA finished significantly sooner than other students while students with non‐ESL remedial courses and students who participated in cooperative education were not delayed. Implications of these findings for Ohio University and other programs are discussed.
How Genre Choices Effect Learning in a Digital Environment
Authors: HAILEY CHRISTINE E. , HAILEY DAVID E.
Published: January 2013

A growing body of research supports the claim that media choices make little difference in a student's ability to learn material. This paper defines the term, “genre,” relative to instructional materials and presents quantitative studies, conducted between 1994 and 2000 that indicate genre choices may impact learning. Media choices matter to the extent they permit or preclude appropriate genres. To effectively design digital instructional material, we submit that educators should begin by identify the critical genres and select appropriate media to deliver them.
Stereotype Threat and Women's Performance in Engineering
Authors: BELL AMY E. , SPENCER STEVEN J. , ISERMAN EMMA , LOGEL CHRISTINE E.R.
Published: January 2013

Recent research has demonstrated that stereotype threat—the concern that others will judge one negatively due to a stereotype that exists about one's group—interferes with women's performance on standardized math and engineering exams. In the current research we find that when a shortened version of the Fundamental of Engineering Exam is described as a test that is diagnostic of ability (i.e., when stereotype threat is high) women perform worse than men on the test. When stereotype threat is reduced, however (by characterizing the test as non‐diagnostic or as not producing gender differences), women do just as well as men. The implication of these results for improving the engineering education environment is discussed.
The Academic Bookshelf
Authors: ROVER DIANE T.
Published: January 2013

Learner‐Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning: by Mary E. Huba and Jann E. Freed
The Effect of a First‐Year Integrated Engineering Curriculum on Graduation Rates and Student Satisfaction: A Longitudinal Study
Authors: OLDS BARBARA M. , MILLER RONALD L.
Published: January 2013

This paper reports on the long‐term results of a two‐year experiment conducted in the 1994–1995 and 1995–1996 academic years in which a group of “average” engineering students was recruited for a first‐year program that integrated curricula and fostered a learning community. Students who participated in the Connections program graduated at a significantly higher rate than their peers and reflected retrospectively that the program had a strong positive effect on their college careers.
Qualitative Methods Used in the Assessment of Engineering Education
Authors: LEYDENS JON A. , MOSKAL BARBARA M. , PAVELICH MICHAEL J.
Published: January 2013

This article clarifies key concepts that undergird qualitative research, which is being used increasingly as engineering educators improve classrooms, programs, and institutions. The paper compares quantitative and qualitative research, describes some qualitative data collection strategies used in engineering education, addresses methods for establishing trustworthiness, and discusses strategies for analyzing qualitative data. Also included are illustrative examples of recent engineering education research that features qualitative data analysis and mixed‐method (quantitative and qualitative) approaches.
Using a Nationwide Internet‐Based Bridge Design Contest as a Vehicle for Engineering Outreach
Authors: Ressler Stephen J. , Ressler Eugene K.
Published: January 2013

The West Point Bridge Design Contest is a nationwide competition intended to increase middle school and high school students' interest in engineering. Unique among national engineering competitions, it entails no cost to participants, is entirely Internet‐based, and is achievable by any student with a Web‐enabled computer. By leveraging information technology, a project team of just three people has provided an engaging engineering design experience to over 30,000 students in the past two years. The project receives financial and promotional support from the American Society of Civil Engineers and private industry. Feedback from contestants and teachers indicates that students' interest in engineering is positively affected by their participation in the contest.
Foundational Aspects of Student‐Controlled Learning: A Paradigm for Design, Development, and Assessment Appropriate for Web‐Based Instruction
Authors: Dearholt Donald W. , Alt Kerry J. , Halpin Regina F. , Oliver Richard L.
Published: January 2013

This paper presents a strategy for the design and organization of materials for Web‐based instruction (WBI) founded upon cognitive modeling for the identification and organization of the major concepts in the domain of interest, based upon the Pathfinder paradigm. The original purpose of the Pathfinder paradigm was to model aspects of human semantic (associative) memory. A brief introduction to the Pathfinder paradigm is presented, and the rationale for its use in WBI is discussed. The development of this paradigm for WBI, in the context of eliciting and representing knowledge from domain experts, and its use in a pilot study is described. The domain used for the pilot study was the A* search algorithm, embedded within an introductory course in artificial intelligence. Assessment of the paradigm is also discussed, and preliminary methods are applied to the pilot study.
Relationships Between Engineering Student and Faculty Demographics and Stakeholders Working to Affect Change*
Authors: Johnson Michelle J. , Sheppard Sheri D.
Published: January 2013

Recent data suggest that the United States is unable to meet the demand for individuals well prepared to contribute to science, mathematics, and engineering with their native workforce. Low participation rates of females and underrepresented minorities in these fields are major factors contributing to this situation. This study tracks the progress of the high school class of 1990 through the engineering pipeline and beyond, specifically focusing on the progress of female and underrepresented minority students within the class. Points along the pipeline where the participation rates of students dropped significantly are identified as critical decision points and factors contributing to students leaving at these decision points are discussed. Key stakeholder groups working with underrepresented minority and female students at these critical decision points are identified. The intent of this paper is to create a synthesized, national picture of the student and faculty who make up engineering schools in the United States, and of the stakeholder groups actively working to change this picture.
Integrated Virtual Learning System for Programmable Logic Controller*
Authors: Hsieh Sheng‐Jen (Tony) , Yeehsieh Patricia
Published: January 2013

A integrated virtual learning system is being researched and developed to teach students about programmable logic controllers (PLCs). This system, called the Virtual PLC, incorporates intelligent tutoring system, simulation, and animation technologies. This article describes the development and evaluation of modules on PLC timer and counter instructions. These modules were first developed using an intelligent tutoring system (ITS) authoring tool and animation tools. After the concept was proved positively, a Web‐based ITS was developed to incorporate both modules. The authoring tool‐based ITS timer modules were evaluated with 90 undergraduate manufacturing engineering students in 2002. The Web‐based ITS timer and counter modules were evaluated by 38 undergraduate students in 2003. In both cases, students made statistically significant learning gains as a result of taking the modules, and rated the modules positively in terms of ease of use and understanding, clear objectives, amount of interaction, ability to motivate, relevance, and pace.
Comparison of Student Learning in Physical and Simulated Unit Operations Experiments
Authors: Wiesner Theodore F. , Lan William
Published: January 2013

Industries are tending toward computer‐based simulation, monitoring, and control of processes. This trend suggests an opportunity to modernize engineering laboratory pedagogy to include computer experiments as well as tactile experiments. However, few studies report the impact of simulations upon student learning in engineering laboratories.

We evaluated the impact of computer‐simulated experiments upon student learning in a senior unit operations laboratory. We compared data on control and test groups from three sources: 1) a comprehensive exam over the course; 2) a questionnaire answered by students regarding how well the areas of ABET Engineering Criterion 3 (a‐k) were met; and 3) oral presentations given by the students. Our results indicate that student learning is not adversely affected by introducing computer‐based experiments. We therefore conclude that, while the tactile laboratory should remain in the engineering curriculum, the pedagogy can reflect the increasing use of information technology in the manufacturing industries without compromising student learning.
Does Active Learning Work? A Review of the Research
Authors: Prince Michael
Published: January 2013

This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem‐based learning.
The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth
Authors: Felder Richard M. , Brent Rebecca
Published: January 2013

As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high‐level tasks; (4) a student‐centered instructional environment; and (5) respect for students at all levels of development.