bluuebunny/crossref_metadata_2025 huggingface dataset:
A Case Study in Creative Problem Solving in Engineering Design
Authors: Conwell James C. , Catalano George D. , Beard John E.
Published: January 2013

Abstract

The senior design sequence at Louisiana State University is a two semester, design, build and test experience. Groups of two, three or four students work together in a team setting to produce a functioning prototype which meets predetermined design goals. One particular project, which had as its goal the requirement to extend the reach of an occupant confined to a standard sized wheelchair, was used as a mechanism to integrate the development of critical and creative thinking skills necessary to solve technical problems into the undergraduate mechanical engineering curriculum. Special attention was paid to the nature of creativity and exercises were introduced in order to facilitate this historically neglected aspect of engineering education. The result of this effort was a unique wheelchair, which provides the occupant access to shelves located over their head or objects on the floor via an adjustable height seat.
The Synthesis of Computers, Communication and Engineering Education
Authors: Arden Bruce W.
Published: January 2013

The use of computers for simulation and modeling is already being added to science, analysis, and experimentation as a fourth basic component of engineering education. This inclusion is driven by engineering practice where computer use is pervasive for many purposes, including the use of complex design programs which have been created by specialists. The fact that such designers can support a large clientele by means of computer produced designs raises the question of how the larger number of future engineers, the users of such programs, should be educated. The educational challenge is to broadly educate these engineers in several aspects of engineering and computing without sacrificing the development of physical intuition and design judgment, which are the essence of engineering.
European Engineers: Unity of Diversity
Authors: Hernaut K.
Published: January 2013

One of the most important steps on Europe's way into the next century is the realization of the European Single Market. In order to become successful, companies will increasingly need mobile, flexible, responsible engineers, who are excellent in their fields, who think on a European scale and who can operate in a different Member State. Due to the differences in educational and professional systems in Europe the mobility of university graduates from one European country to another is rather low. In order to achieve a non‐restrictive labour market for Engineers throughout Europe a system of minimum standards for mutual recognition of university diplomas has been established. The European dimension in engineering education must be given increased attention.
Reform of the Aeronautics and Astronautics Curriculum at MIT
Authors: Crawley E.F. , Greitzer E.M. , Widnall S.E. , Hall S.R. , McManus H.L. , Hansman J.R. , Shea J.F. , Landahl M.
Published: January 2013

Over the course of two and one half years, the faculty of the Department of Aeronautics and Astronautics at MIT have thoroughly revised the undergraduate SB curriculum and created a new fifth year MEng program. The goal of the undergraduate program is a strong preparation in fundamentals taught in the context of aerospace systems. The curriculum exposes the students to the breadth of disciplines essential to modern engineering practice, with new emphasis on aerospace decision information and control. The fifth year MEng will be more structured than traditional research oriented Masters programs. It will be highly coordinated with the four year undergraduate program, and include a year long design project thesis.
Educating Electrical and Computer Engineers for the Global Renaissance
Authors: Trick Timothy N.
Published: January 2013

Integrated circuit technology is causing rapid change in governments and industry. Never before has so much information been available so quickly and easily. Globally governments and industries are in a period of rebirth‐a global renaissance. More than ever before engineers must be prepared for a period of rapid change. More and more powerful and complex hardware and software will be embedded in our systems. Electrical and computer engineers are developing these powerful technologies, and they must be prepared and encouraged to assume more leadership in industry, government, and the university.
Teaching Awareness of Problem‐Solving Skills to Engineering Freshmen
Authors: Ko Edmond I. , Hayes John R.
Published: January 2013

Carnegie Mellon recently introduced a new curriculum that requires each engineering freshmen to elect two introductory engineering courses in the first year. The goal is to expose students to engineering disciplines as well as to engineering methods early. As part of this curriculum, we developed an introductory chemical engineering course to teach problem‐solving skills explicitly within the context of material balances. By surveying students who had as well as students who had not taken the course, we found evidence that the new course was effective in increasing students' awareness of their problem‐solving strategies.
A New Mechanical Engineering Curriculum at the University of Tokyo
Authors: Latorre R. , Hatamura Y. , Ohashi H.
Published: January 2013

Abstract

A new Mechanical Engineering curriculum has been introduced at the University of Tokyo. It was developed in response to changes in Japan's industrial infrastructure, as well as to new developments in mechanical engineering. This paper summarizes these developments and presents the concept of the new mechanical engineering curriculum which allows an increased number of electives in comparison to the traditional, structured mechanical engineering degree program.
Writing Across the Chemical Engineering Curriculum at the University of North Dakota
Authors: Ludlow Douglas K. , Schulz Kirk H.
Published: January 2013

Abstract

In order to prepare engineering graduates with the written and oral communication skills needed in their professional careers a coordinated writing across the curriculum (WAC) program has developed in the chemical engineering department at the University of North Dakota. The students practice and develop their skills with writing assignments in both lecture and laboratory courses from the first‐year level through the fourth‐year capstone design course. The coordinated approach, especially in the four‐semester laboratory sequence, allows the students to develop their skills by building on communication experiences in previous courses. The WAC program at UND including writing and public speaking assignments is described.
A Keycard Reader Useful for Demonstrating Real Time, Serial Data Acquisition in an Introductory Computing Course
Authors: Weber Robert S.
Published: January 2013

Abstract

As the final exercise in our introductory course on computing the students are asked to fashion an electronic access system based on a keycard read by an inexpensive infrared switch connected to the handshaking lines of the serial port of a typical microcomputer. The exercise exposes the students to the rudiments of real time programming, human factors engineering, pattern recognition, error‐detecting and error‐correcting codes, and the design of a simple database.
An Engineering Design Curriculum for the Elementary Grades
Authors: Crawford Richard H. , Wood Kristin L. , Fowler Marilyn L. , Norrell Jeffery L.
Published: January 2013

Abstract

The United States has historically excelled in the design of products, processes and new technologies. Capitalizing on this historical strength to teach applied mathematics and science has many positive implications on education. First, engineering design can be used as a vehicle for addressing deficiencies in mathematics and science education. Second, as achievement in mathematics and science is enhanced, a greater number of students at an earlier age will be exposed to technical career opportunities. Third, enhancing elementary and secondary curricula with engineering design can attract underrepresented populations, such as minorities and females, to engineering as a profession. This paper describes a new and innovative engineering design curriculum, under development in the Austin Independent School District (AISD) in Austin, TX. The philosophic goals upon which the curriculum is based include: integrating the design problem‐solving process into elementary schools, demonstrating the relationship of technical concepts to daily life, availing teachers with instructional strategies for teaching applied (as opposed to purely theoretical) science and mathematics, and teaching teamwork skills that are so greatly needed in industry and everyday life. Based on these goals, kindergarten, first grade, and second grade engineering design lessons have been piloted in AISD, in conjunction with a University of Texas program for teacher enhancement and preparation.
Projection of Employment of Engineers 1990–2005
Authors: Kutscher Ronald E.
Published: January 2013

Abstract

In this article I describe the methods used by the Bureau of Labor Statistics to develop economic and employment projections ten to fifteen years ahead. Also, I discuss the results of the most recent projection of employment 1990–2005, with particular emphasis on the employment outlook for engineers. I close the article with an assessment of the sensitivity of future employment of engineers to changes in critical variables.
Adaptation of Total Quality Methods to the Administration of an Academic Engineering Department
Authors: Diller Kenneth R. , Barnes J. Wesley
Published: January 2013

Abstract

The Department of Mechanical Engineering at The University of Texas at Austin has pursued a rational and considered course of action for adapting the methods of Total Quality Management (TQM) for improving a broad range of our administrative processes. To initiate this effort, the academic, shop and research staff along with members of the faculty holding administrative responsibility participated in an in‐house six day series of training meetings on the tools of TQM. Topics of the training included team functioning principles, data acquisition and statistical analysis tools, process identification and evaluation, self assessment, and strategic planning techniques. Members of the staff and faculty took part in the training on an equal basis. Quality teams have been established to address processes selected from an extensive list of candidates. Most teams have members from both faculty and staff, plus a trained quality advisor. In addition, quality groups have formed spontaneously from functional working groups of staff following equipping with TQM tools. Initial results have been encouraging, with improved service to customers, reduction of cycle times, and improved interpersonal relations.
Mastery Quizzes as a Teaching Tool in the Mechanics Series
Authors: Ward R.L.
Published: January 2013

Abstract

Ohio Northern University (ONU) is a 2800 student, United Methodist Church related, undergraduate institution. In the Fall quarter of the 1988‐89 academic year, the Engineering College began using mastery quizzes in the “Mechanics Series” courses of Statics, Dynamics, and Mechanics of Materials 1. These three courses are typically taken during the sophomore year.

Mastery quizzes are used as a reinforcing tool. Three or four areas in each of these mechanics courses were identified as critical to the success of a student in future courses.

A set of mastery quizzes has been made for each of these critical areas. A student must complete one of the quizzes in each set with a perfect score to pass the course. The first quiz in each critical area is taken in class for a score, and if not completed perfectly, must be retaken outside class on a pass‐fail basis.

This analysis looked at the percent answered correctly by Ohio Northern students in the specific areas of statics, dynamics, and mechanics of materials on the Fundamentals Exam (F.E.) to determine whether the use of mastery quizzes improved scores in these three areas. Statistical analysis (Analysis of Variance‐ANOVA) was performed on the two sets of data. The three years from 1988‐90 were used to represent the F.E. pass rates without the use of mastery quizzes and 1991‐93 were used to represent the scores with the use of mastery quizzes. Mixed results were obtained from this analysis. It indicated that mastery quizzes improved the scores in the dynamics and mechanics areas, which seem to be the most difficult courses of the three for ONU students. There seems to be no improvement in the statics area.

It is felt that the reinforcing of concepts and problem solving by the repetitive taking of mastery quizzes is a help in the more difficult courses such as Dynamics and Mechanics of Materials.
A Practitioner‐Educator Partnership for Teaching Engineering Design
Authors: Knox Robert C. , Sabatini David A. , Sack Ronald L. , Haskins Robert D. , Roach Larry W. , Fairbairn Scott W.
Published: January 2013

Recently, the School of Civil Engineering and Environmental Science (CEES) at the University of Oklahoma instituted a “Programs Outcomes Assessment Plan” as mandated by the state regents for higher education. The assessment plan is designed to determine whether the existing CEES curriculum, teaching methods, and resources are achieving prescribed departmental goals. Within the plan, the senior level design course or capstone experience is to be used as one tool for assessing students. Development of the assessment plan coincided with a departmental decision to revamp and update the existing senior design course to more effectively convey the concept of design and to expose the students to professional practice. The restructured capstone course is now co‐taught by a local industrial entity (i.e., consulting firm) and the CEES faculty. This industry driven capstone course has provided invaluable feedback regarding curricular content and capabilities of departmental graduates. The capstone course serves as a microcosm of the four year curriculum. Experiences and outputs from the course can be used to provide immediate assessment information regarding outcomes of the curriculum and at the same time provide insights into curricular changes necessary to improve the educational experience of our students.
Unified Engineering: A Twenty Year Experiment in Sophomore Aerospace Education at MIT
Authors: Hollister Walter M. , Crawley Edward F. , Amir Amir R.
Published: January 2013

Unified Engineering is the two‐semester subject teaching the aerospace sophomore core curriculum at MIT. It contains material from four traditional single semester, single discipline courses. The paper summarizes the history of the course and presents its current structure including the teaching staff involved, textbooks used, and the overall organization. Some of Unified's unique features are the identification of linkages between disciplines, the encouragement of teamwork, emphasis on real‐world engineering, and support for the department's implicit curriculum. Students perceive Unified as a course that imposes a high workload, teaches them a very large amount of material, and encourages strong bonds with their classmates in the department. The interaction of senior faculty, junior faculty, graduate teaching fellows, and undergraduate teaching assistants, all in one course, provides educational benefits for the entire teaching staff.
Quality Improvement Partnerships with Industry Using Student Teams
Authors: Rust Jon P. , Hamouda Hechmi , Hewitt Elizabeth R. , Shelnutt James W. , Johnson Thomas
Published: January 2013

The 1993 Quality Challenge is a cooperative partnership between Milliken and Company, the National Science Foundation and three North Carolina Universities. The project goal was to activate a multidisciplinary team of students, faculty, and industry representatives in a real‐world quality improvement project. The 1993 project was an expanded follow‐up to the 1992 University Challenge Project, also sponsored by Milliken. Based upon past experience, project coordinators broke the 1993 project into three components: Preparation, Identification, and Action. Preparation included a preliminary course held in the Spring to teach students fundamental Total Quality Management tools, team building skills and communication skills needed in industry. A team of students was selected from the course to participate in the summer Identification and Action phases of the project. The Identification phase included introduction to project goals, team process training, specialized team formation and project focus. The Action phase of the project included process capability studies, shade variation studies, root cause trials and a statistical design of experiment on shade variables. The project resulted in many recommendations to improve the process and reduce shade variation. The overall project methodology and approach can be applied to industries other than textile manufacturing. Educational benefits for all participants included: team building and teamwork experience, enhancement of effective communication skills, experience in design of experiments, engineering design and practice, greater self confidence, and industrial experience with real‐world quality improvement opportunities.
Deming's Quality Principles Applied to a Large Lecture Course
Authors: Jensen Paul A. , Robinson Jennifer K.
Published: January 2013

The quality movement is prevalent in American industry.

Rarely has a management philosophy so entirely captured the imagination of corporate leaders and workers alike.

Throughout the nation, programs such as Total Quality Management (TQM) have transformed the ways manufacturing companies and service providers operate. The Malcolm Baldrige National Quality Award, given annually to the best companies in a number of categories, illustrates the importance of this movement at the highest government levels. The modern quality movement began in post World War II Japan based on principles developed by W. Edwards Deming an American consultant. Only in recent years has American industry, recognizing the necessity of improved quality for international competitiveness, adopted Deming's principles with enthusiasm. Reference 1 provides an enumeration and discussion of the principles.

University administrators are beginning to recognize that TQM may have a place in academia as illustrated in reference 2. Pressed by industry requirements for persons trained in quality improvement, faculty in business and engineering schools have begun to teach quality concepts and are considering using quality techniques in the design of curricula.

References 3 and 4 describe industry/university cooperation in this area. Less often individual courses are designed and operated using quality principles as illustrated in reference 5 and a number of papers at recent ASEE Conferences.

This paper describes an effort to apply Deming's principles in a specific educational context, particularly for a course having a large lecture section with teaching assistants leading discussion sections. There are a number of such courses in the Engineering College and throughout the University of Texas.
Spatial Ability, Student Gender, and Academic Performance
Authors: Peters Michael , Chisholm Peter , Laeng Bruno
Published: January 2013

Two groups of engineering students were tested for spatial ability (Mental Rotation Test = MRT). There were sex differences favouring males, similar to those seen in other academic programs. There were no significant sex differences in academic course performance, suggesting that differences in spatial ability as measured by the MRT do not have an impact on course performance. In addition, minimal experience with the mental rotation task produced large gains in performance and reduced the magnitude of sex differences. The results suggest that sweeping statements about the relation between differences in spatial ability and performance in science and mathematics subject areas, especially with reference to females, must be viewed with caution.
Bringing the Site into the Classroom: A Construction Engineering Laboratory
Authors: Shapira Aviad
Published: January 2013

Recognizing that civil engineering students, as part of their construction training, must have closer contact with the real‐world construction arena, a construction engineering laboratory has recently been set up at the Civil Engineering Department, Technion—Israel Institute of Technology. The laboratory is gradually being integrated into the curriculum of the Civil Engineering Department's Construction Engineering and Management Program. This paper describes the laboratory and its operation, and illustrates the laboratory's effectiveness in fulfilling its assigned role.
Programmable Calculators in Engineering Education—One Approach
Authors: Adams Bob , Fernand Jean Michel
Published: January 2013

Personal computing presents many opportunities to introduce real world problems into the classroom, but most classrooms lack PCs for each student. The programmable calculator offers a cheap, universally available tool, with the power of a PC, to exploit the opportunities of personal computing. Now the student can concentrate on how to apply new mathematical principles to real world applications. The programmable calculator has successfully been integrated into a linear algebra course at the University of Kansas. This has changed the course.
A Pre‐college Primer Course in Composites Engineering
Authors: Ayorinde Emmanual O. , Gibson Ronald F.
Published: January 2013

The authors developed and taught an introductory course in composites engineering to pre‐college students for six weekends. The course was designed to give the high‐school seniors an early introduction to this emerging and important area of technology. It was also intended to have students respond to such a specific subject matter, and promote their interest in Engineering and Materials Science. Class teaching, audiovisual aids, demonstrative and hands‐on laboratory experiences, and industrial‐type exhibitions were among the tools used to impart knowledge. Test results and student evaluation responses showed that this exercise, which is one of the first of its kind in composites engineering known to the authors, was quite successful. Observations are made about the entire process, and recommendations for future programs are offered.
A Center for Teaching Design in Electrical and Computer Engineering
Authors: ÖZtürk Hatice Ö. , Sutton John C. , Vandenbout David E. , Cavin Ralph K. , Brickley James J.
Published: January 2013

We describe a new approach which is currently being used in the Department of Electrical and Computer Engineering at North Carolina State University to provide engineering design education for our undergraduate students. We have formed an Undergraduate Design Center which closely interacts with local industry to attract real‐life design projects. Students work on these projects with faculty and industry mentors to fulfill the requirements of a one‐semester design course. The center makes use of a networked computer environment which facilitates preliminary design.
The Purdue‐Dow Styrene‐Butadiene Polymerization Simulation
Authors: Jayakumar S. , Squires R. G. , Reklaitis G. V. , Andersen P. K. , Dietrich B. K.
Published: January 2013

Abstract

An interactive computer module for the simulation of the Dow Chemical Company styrene‐butadiene polymerization process has been developed at Purdue University for use as a project in the senior laboratory course. After first viewing the process on video, the students must design experiments and choose process parameters such as flow rate, temperature and concentration to determine the characteristic constants of the underlying model. Realism is introduced into the assignment by incorporating budget and time constraints, and also statistical fluctuations in the simulation results. Student results are presented in both a written report and an oral presentation. Academic colleagues at other universities report success in using the Purdue‐Industry modules, not only in laboratory courses, but also in kinetics, reactor design and process control courses.
A Method for Instant Assessment and Active Learning
Authors: Mehta Sudhir I.
Published: January 2013

Abstract

A method that provides tremendous benefits to both instructors and students is described in this paper. The method is based on asking a multiple choice question after every 10 to 20 minutes of a lecture and getting responses from all the students. The students respond by raising a card which displays the letter corresponding to their choice of answer. The method is easy to implement in any traditional lecture setting. It provides instant assessment of student learning and lets an instructor take corrective measure, if necessary, in the same class period. The method allows all the students in a class to actively participate, evaluate their own performance, and reflect upon what they have learned. The method works well either in a small or a large class and it typically creates an atmosphere of fun and learning in the classroom.
Teaming in the Design Laboratory
Authors: Byrd Joseph S. , Hudgins Jerry L.
Published: January 2013

A sequence of senior design courses for electrical and computer engineering emphasizing the team concept is described. These courses build on the technical information and concepts developed in lower level required courses and add reality to the design process by using engineering teams. Each team in the class uses the same design specifications based on the IEEE Region 3 Student Hardware Design Contest. A discussion of grouping, managing, reporting, and evaluating teams for five successful semesters of this design experience is presented. Benefits of team‐structured design courses are presented and discussed.
A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods
Authors: Felder Richard M.
Published: January 2013

As part of an ongoing longitudinal study, the author taught five chemical engineering courses in consecutive semesters to a cohort of students, using cooperative learning and other instructional methods designed to address a broad spectrum of learning styles. This paper outlines the policies and procedures, assignments, and classroom activities in the experimental course sequence and describes the students' performance and attitudes as they progressed through the sequence. The results suggest that active and cooperative learning methods facilitate both learning and a variety of interpersonal and thinking skills, and that while these methods may initially provoke student resistance, the resistance can be overcome if the methods are implemented with care.
Engineering Freshman Enrollments: Critical and Non‐critical Factors
Authors: Heckel Richard W.
Published: January 2013

Freshman enrollment and bachelors degree data over the last three decades for all undergraduates as well as engineering students are analyzed and compared to variations in the numbers of high school graduates. Engineering enrollment data trends are shown to differ significantly from those of undergraduates as a whole and to exhibit little correlation with trends in high school graduation data. Freshman engineering enrollments show a very strong correlation with factors which might indicate to high school students the magnitude of their personal economic gain such as on‐campus industrial interviewing intensity, annual growth in starting salaries and starting salary levels relative to average salaries of all undergraduates. No correlation between engineering freshman enrollments and national economic conditions as measured by the Gross Domestic Product or unemployment was found. Implications of the correlation between freshman enrollments and perceived personal economic reward are considered in terms of strategies for recruiting freshmen, student performance in engineering curricula and trends for the future.
Women Faculty in Engineering: Changing the Academic Climate
Authors: Trautner Janice J. , Chou Karen C. , Yates Janet K. , Stalnaker Judith
Published: January 2013

This paper presents selected results from a unique conference “Facing Issues: Women Faculty in the Structural Engineering Professions,” with supporting documentation from literature. The conference was held in April, 1993 and was sponsored by the National Science Foundation, Division of Civil and Mechanical Systems. Gender‐specific issues that were of interest to the female faculty and professional engineers who attended the conference are reviewed and discussed. These issues are bias, lack of professionalism shown toward women faculty, isolation, visibility/invisibility, patronization, faculty spouse issues, and other women not acknowledging women engineers. Suggestions and recommendations on how to increase the number of women recruited and, more importantly, retained on engineering faculties are offered to women faculty, colleagues and supervisors of women faculty, university administrators, and funding agencies.
Computer‐Assisted Distance Learning, Part II: Examination Performance of Students On and Off Campus
Authors: Davis James L.
Published: January 2013

Technical Japanese courses taught to engineering students at the University of Wisconsin‐Madison were offered to professionals at corporations and government laboratories around the United States over a period of nine semesters via audiographic teleconferencing and interactive satellite broadcasts. Examination scores by students from three groups (campus, audiographics, satellite) were analyzed statistically on a semester‐by‐semester basis. In only two of the eight semesters in which a course was offered via audio‐graphics was there a discernible difference (at the 5% level) between the scores of the audiographics students and the scores of the campus students. In one instance the scores of the students on campus were higher; in the other instance the scores of the students at the remote sites were higher. Over the five semesters in which a course was offered via interactive satellite broadcasts there was no semester in which the difference in scores between the satellite group and the campus group was statistically significant (at the 5% level). The results of this study support the assertion that students at remote sites in a well‐planned distance education program can achieve a performance comparable to that of students who receive on‐site instruction.
Interactive Multimedia Courseware and the Hands‐on Learning Experience: An Assessment Study
Authors: Regan Melissa , Sheppard Sheri
Published: January 2013

An Experimental Bicycle Dissection Exercise was designed in which students perform an abbreviated and slightly altered version of the “Bicycle Dissection Exercise” offered in the Stanford course, “Mechanical Dissection.” Like the formal course version of the Exercise, student groups were supplied with a bicycle, tools, a manual, and an assigned set of questions; unlike the formal course Exercise, groups in the Experimental Exercise were also supplied with a multimedia stack that explained (through graphics, text, sound and movies) various aspects of the bicycle. This multimedia stack was created to enrich the dissection experience by providing information and background on the mechanics of bicycles. Three groups of students were videotaped performing this Experimental Bicycle Dissection Exercise. The videotapes were then evaluated by a multidisciplinary group of reviewers using a technique called Video Interaction Analysis (VIA). This paper presents a summary of the experimental assessment process and our findings regarding the educational value of the multimedia courseware in exercises with a hands‐on component.
The Future of Safety and Health in Engineering Education
Authors: Dembe Allard E.
Published: January 2013

Despite calls for the integration of safety into engineering curricula and the establishment of ABET requirements for safety‐related instruction, few engineering colleges have instituted formal course offerings focusing on safety and health. Impediments include the lack of room for additional coursework in the standard curriculum, the perceived unavailability of qualified faculty and instructional materials, and a widespread conviction among faculty and administrators that safety is not critical to an engineering education. Attempts to address this need by developing special instructional safety modules or enrolling students in full‐semester safety courses have met with limited success. An alternative approach is to use safety‐related examples and case studies to portray conventional engineering principles. Rather than separating safety instruction into a distinct course or modules, this approach would present safety principles as a fully‐integrated part of traditional engineering practice. To make this idea a reality, appropriate examples and cases will need to be developed and disseminated. In addition, industry involvement, government backing, and financial support is required.
Industrial Experience: Its Role in Faculty Commitment to Teaching
Authors: Fairweather James , Paulson Karen
Published: January 2013

Using national survey data for full‐time faculty in engineering and the natural sciences, this paper examines whether previous work experience in industry affects faculty attitudes and behaviors toward teaching and research. The results show that across type of institution and irrespective of seniority, faculty with industrial experience spend a greater percentage of their time on teaching above and beyond their work assignment, are more likely to teach undergraduates, are less likely to think about changing jobs to spend more time on research, and are less likely to believe that publishing should be the primary criterion in promotion and tenure decisions. These results suggest that efforts to enhance the value of teaching in engineering and the natural sciences cannot be addressed solely through efforts to reform the attitudes of existing faculty. Instead, adding experience in industry as an important criterion in hiring new faculty may be fundamental to changing the existing culture and to placing greater emphasis on teaching.
Outcomes Assessment in Engineering Education
Authors: Shaeiwitz Joseph A.
Published: January 2013

Outcomes assessment is a method for determining whether students have learned, have retained, and can apply what they have been taught. Assessment plans have three components: a statement of educational goals, multiple measures of achievement of the goals, and use of the resulting information to improve the education process. The results of outcomes assessment are part of a feedback loop in which faculty are provided with information that they can use to improve both their teaching and student learning. The experience of the Department of Chemical Engineering at West Virginia University is used as an example of how an assessment plan is developed and implemented. Examples of multiple measures of student learning outcomes and how the resulting information is used are presented. The resulting feedback loop allows for corrections to be made in specific classes if deficiencies are found, and indicates when remedial action should be taken to ensure that students do not graduate until a minimum level of competency is achieved.
Experimental Curriculum in Diagnostics and Control of Unsteady Flows
Authors: Komerath Narayananm.
Published: January 2013

To be a successful experimenter, the engineer must continually learn and integrate concepts and skills from various disciplines. Unconventional techniques are needed to overcome traditional obstacles and integrate such experimental learning into the crowded undergraduate curriculum, and to tie the curriculum to the leading edge of technology. This paper describes the experiments and learning methods of a Flow Imaging and Control Laboratory and the integration of its products into the fluid dynamics curriculum. Obstacles to laboratory development were circumvented by empowering students and applying an iterative approach both to the development of the program and to the methods of learning. New courses in diagnostics and control of fluid dynamics were developed and tested. A visual database has been established as a vehicle to continually integrate research advances into the curriculum. A mechanism for self‐sustainment and evolution of the curriculum has been devised. Learning fluid dynamics is improved by providing visual access to the dynamics of fluids, enhancing hands‐on participation, integrating flow control problems, and enabling resonance between research and undergraduate education.
Towards a Foundational Basis of Engineering Classifications
Authors: Harms Archie A.
Published: January 2013

Some historical, technological, and pedagogical considerations are introduced to suggest an objective basis for engineering disciplinary classifications. These considerations are then combined to form an overarching framework suggestive of an integrated organizational characterization for the continuing evolution of university engineering programs.
Collaborating with a Medical School to Assess Occupational Health and Safety Content in an Engineering Curriculum
Authors: McKnight Robert H. , Donnelly Carol , Cole Henry P. , Ross I. J. , Piercy Larry R.
Published: January 2013

A research center in the College of Medicine assisted the Biosystems and Agricultural Engineering Department in the assessment of occupational health and safety instruction in the undergraduate agricultural engineering curriculum. An interdisciplinary team developed a questionnaire to explore three facets of health and safety instruction: 1) content and placement in the curriculum, 2) reasons for teaching occupational health and safety, and 3) adequacy of teaching resources. The questionnaire was pilot tested using agricultural engineering faculty and technicians from a large land grant university. Responses to the questionnaire revealed strengths and weaknesses in the curriculum regarding occupational health and safety instruction. The questionnaire will be expanded and further tested with a broader subject base. This cooperative effort demonstrates that medical schools can be a valuable resource to engineering schools who are looking for ways to improve occupational health and safety instruction in their curricula.
A Review of Literature on Teaching Engineering Design Through Project‐Oriented Capstone Courses
Authors: Dutson Alan J. , Todd Robert H. , Magleby Spencer P. , Sorensen Carl D.
Published: January 2013

Teaching engineering design through senior project or capstone engineering courses has increased in recent years. The trend toward increasing the design component in engineering curricula is part of an effort to better prepare graduates for engineering practice. This paper describes the standard practices and current state of capstone design education throughout the country as revealed through a literature search of over 100 papers relating to engineering design courses. Major topics include the development of capstone design courses, course descriptions, project information, details of industrial involvement, and special aspects of team‐oriented design projects. An extensive list of references is provided.
Engaging Freshmen Through Advisor Seminars
Authors: Merritt Travis R. , Murman Earll M. , Friedman Donna L.
Published: January 2013

A little more than a decade ago, MIT initiated a program of Freshman Advisor Seminars (FAS) in response to the need for improved academic advising and intellectual diversity in the freshman year. FAS build on a “very small group” learning model by bringing eight advisees together with an advisor (normally a faculty member) and an upperclass associate advisor for a weekly, informal seminar on one of a wide variety of leader‐chosen topics. FAS have become the dominant mode of first year advising at MIT, with approximately 90% of the freshman class enrolled in 135 different seminars during the 1996‐97 Academic Year. This paper introduces the MIT FAS program, sets forth its origins and its goals, and presents a case study of its implementation within one MIT academic department. Some lessons learned are extracted from the study.
The Nuts and Bolts of Cooperative Learning in Engineering
Authors: Mourtos Nikos J.
Published: January 2013

A great number of engineering students work alone most of the time. This is in sharp contrast with industry where most of the work is performed in teams. The ability to work in a team effectively is not acquired automatically. It takes interpersonal and social skills which need to be developed and practiced. In addition, research shows that the student‐student interaction, often neglected in traditional ways of teaching, is a most effective way of learning. Thus, it is imperative that we encourage our students to work with each other in their efforts to achieve their educational goals. In this paper I discuss my experience with Cooperative Learning (CL) in a variety of engineering courses during the last four years. The discussion includes benefits and problems along with possible solutions. Lastly, I have made an effort to evaluate the impact of CL on student performance and attitude.
The Emerging Faculty as Team
Authors: Rudd Walter G. , Pancake Cherri M.
Published: January 2013

The Computer Science Department at Oregon State University is re‐examining faculty roles and the relationships between individual faculty members and the department and university. The result is a system for deciding upon faculty activities that makes more effective use of individual faculty members' talents and interests. The scheme aims to help faculty members enhance their own performance and progress in their careers while the overall performance of the department is increased. The primary features of the system are a revision and re‐allocation of long‐term individual responsibilities and a task‐oriented approach to schedule short‐term faculty activities. While the plan was implemented only recently, preliminary results are encouraging.
The Learning Factory—A New Approach to Integrating Design and Manufacturing into the Engineering Curriculum
Authors: Lamancusa John S. , Jorgensen Jens E. , Zayas‐Castro Jose L.
Published: January 2013

The Learning Factory is a new practice‐based curriculum and physical facilities for product realization. Its goal is to provide an improved educational experience that emphasizes the interdependency of manufacturing and design in a business environment. The Learning Factory is the product of the Manufacturing Engineering Education Partnership (MEEP). This partnership is a unique collaboration of three major universities with strong engineering programs (Penn State, University of Puerto Rico‐Mayaguez, University of Washington), a premier high‐technology government laboratory (Sandia National Laboratories), over 100 corporate partners covering a wide spectrum of U.S. Industries, and the federal government that provided funding for this project through the ARPA Technology Reinvestment Program. As a result of this initiative, over 14,000 square feet of Learning Factory facilities have been built or renovated across the partner schools. In the first two years of operation, the Learning Factories have served over 2600 students. Four new courses, and a revamped senior projects course which integrate manufacturing, design and business concerns and make use of these facilities have been instituted. These courses are an integral part of a new curriculum option in Product Realization. The courses were developed by a unique team approach and their materials are available electronically over the World Wide Web. Industry partners provide real‐world problems and are the customers for students in our senior capstone design courses. As of December 1996, over 200 interdisciplinary projects have been completed across the three schools. These projects involve teams of students from Industrial, Mechanical, Electrical, Chemical Engineering and Business. Forty‐three faculty members, across five time zones, are engaged in this effort.
Faculty Mentoring: A Unique Approach to Training Graduate Students How to Teach
Authors: Sherwood Juli L. , Petersen James N. , Grandzielwski Julie M.
Published: January 2013

A summary of the motivations and observations of a recent faculty mentoring project designed to provide a graduate student with practical teaching experience is provided. The motivation for the project, the approach taken, and the results of the project are described from the perspective of the faculty mentor, the student trainee, and the student being taught in the class.
Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering
Authors: Besterfield‐Sacre Mary , Atman Cynthia J. , Shuman Larry J.
Published: January 2013

Nationwide, less than half the freshman who start in engineering graduate in engineering, and at least half of this attrition occurs during the freshman year. Clearly, the freshman year is critical for both academic success and retention of engineering students. Such success depends not only on the knowledge and skills learned during this first year, but also on the attitudes individual students bring with them to college. Hence, if these attitudes can be measured before beginning college, we can develop more targeted programs for reducing attrition and improving academic success. Further, by measuring changes in student attitude over the course of the freshman year, we can develop better methods to evaluate engineering education programs.

To learn more about these attitudes and how they impact upon retention, we undertook a three‐year research effort. First we identified attitudes incoming students have about the field of engineering, their perceptions about the upcoming educational experience, and their confidence in their ability to succeed in engineering. These attitudes were then related to performance and retention in the freshman engineering program. To accomplish this, a closedform survey was developed, tested and administered to the 1993–94 and 1994–95 freshman engineering classes. This study demonstrated that student attitudes can provide an effective means for evaluating aspects of our freshman engineering program, particularly those relating to issues of attrition. Specifically, students who left the freshman engineering program in “good academic standing” had significantly different attitudes about engineering and themselves than those possessed by other comparison groups: students who stayed in engineering and students who left engineering in “poor academic standing.”

We developed regression models to predict attrition and performance in our freshman engineering program using quantified measures of student attitudes. Implementation of the models has allowed freshman advisors to better inform students of opportunities that engineering offers, to devise better programs of study that take advantage of students' varied interests, and to set retention goals that are more realistic.
Design and Computational Methods in Basic Mechanics Courses
Authors: Brinson L. Cate , Belytschko Ted , Moran Brian , Black Tom
Published: January 2013

This paper describes the changes incorporated in experimental versions of the two basic mechanics courses in the McCormick School of Engineering at Northwestern University to increase the design and computer content. These Statics and Strength of Materials classes include linear algebra, an introduction to matrix methods of structural analysis including truss elements in one and two dimensions, and the constant strain triangle. Design analysis projects are also added to the courses. We describe the new material, what has been eliminated, and our reasons for these choices. Examples of computer projects, students' reactions, and plans for the future are also summarized.