bluuebunny/crossref_metadata_2025 huggingface dataset:
Technological Literacy Classes: The State of the Art
Authors: Byars Nan A.
Published: January 2013

This paper presents information about technological literacy classes (TLCs) for liberal arts majors, emphasizing an engineering‐based approach with a strong hands‐on component. Engineering‐based TLCs can increase technological literacy for liberal arts students and benefit engineering and engineering technology (ET) programs at the same time. The central goal of this paper is to provide resources for engineering and ET faculty interested in developing TLCs, including a summary of successful teaching strategies, an annotated bibliography, and a discussion of differing approaches to technological literacy. The paper proposes a working definition for technological literacy (drawing on “cultural literacy” (Hirsch)). A survey of technological literacy covers C. P. Snow's The Two Cultures, the New Liberal Arts (NLA) Program, and the Science/Technology/Society (STS) movement. The paper suggests formation of an ASEE group to specifically address technological literacy as a liberal art.
National Trends in Assessing Student Learning
Authors: Ewell Peter T.
Published: January 2013

The assessment provisions of ABET Engineering Criteria 2000 are part of a larger trend toward emphasizing student learning outcomes in higher education, undertaken both to demonstrate accountability and to improve instruction. This article examines specific national trends that are shaping the development of assessment programs in all disciplines, and briefly reviews major changes in assessment methods which have also occurred in the past two decades. Building on these discussions, the article concludes with a number of experience‐based “points of attack” helpful to those charged with implementing assessment programs at the school or college level.
The Use of Student Portfolios in Engineering Instruction
Authors: Christy Ann D. , Lima Marybeth
Published: January 2013

Student portfolios are listed as a possible means of assessment under the basic level accreditation criteria for ABET “Engineering Criteria 2000.” Efforts to initiate student portfolios in engineering instruction have been reported anecdotally in the literature, but a formal study on student portfolios in engineering has not been presented. We assigned student portfolios to freshmen and seniors taking biological engineering core courses containing a significant design component, and evaluated their effectiveness based on exit surveys, course evaluations, and instructor reflection. Portfolios were used to initiate student‐centered learning, and to address the assessment issues raised by ABET. Results showed that 78% of seniors and 80% of freshmen believed that the use of student portfolios enhanced their learning. Among the freshmen, 69% of those students who were identified as sensing types by the Myers‐Briggs Type Indicator found portfolios useful, while 87% of the intuitive types found them useful. In this paper, the methodologies for using portfolios are detailed, the results of applying the portfolio method are presented, and implications and recommendations are discussed.
Bridging Diverse Institutions, Multiple Engineering Departments, and Industry: A Case Study in Assessment Planning
Authors: McMartin Flora , Duzer Eric Van , Agogino Alice
Published: January 2013

As ABET and regional accreditation agencies focus their attention on student learning, effective planning processes and practices become critical to the departments and colleges that must initiate them. The lessons learned from the Synthesis Coalition's experience can be applied at the departmental level to meet the requirements of these agencies. The planning strategy focused on a collaborative process that involved all stakeholders: faculty, administrators, students, and industry representatives. The stakeholders validated and prioritized the Coalition's original goals and identified a specific set of abilities, criteria, and activities associated with them. (The goals included, to facilitate: communication, teamwork, hands‐on facility with hardware, awareness of the social implications of engineering, modern industry practices, multi‐disciplinary design, and open‐ended problem solving.) The Coalition's industrial board provided written scenarios of “day in the life” challenges engineers face to help ensure that the values and goals the Coalition planned to assess matched those that industry felt were important. Next, course documents were analyzed to identify a set of assignments to use for developing authentic, performance‐based assessment tools. This approach assured that by participating in the Synthesis Coalition assessment project, each campus prepared a core group of faculty to assess (and train other faculty to assess) student learning and ultimately document evidence of student learning for ABET accreditation.
An Assessment Matrix for Evaluating Engineering Programs
Authors: Olds Barbara M. , Miller Ronald L.
Published: January 2013

In this paper we describe the use of an assessment matrix to help faculty develop an assessment plan for their engineering program. Use of the matrix assures that each of the key steps in an effective assessment plan is addressed: setting goals and objectives; selecting performance criteria; planning an implementation strategy; choosing appropriate measures; setting a timeline; and providing timely feedback. The matrix has been used successfully to provide an assessment framework for engineering curricula, individual courses, and educational research projects.
Preparing for Program Accreditation Review Under ABET Engineering Criteria 2000: Choosing Outcome Indicators
Authors: Scales Katherine , Owen Christi , Shiohare Subodh , Leonard Michael
Published: January 2013

This paper examines a variety of outcome indicators that might be used by an engineering program in meeting the assessment requirements of ABET Engineering Criteria 2000. Several categories of indicator are identified and key characteristics of these means of assessment are discussed. Also noted are some of the engineering applications of outcome indicators documented on the World Wide Web. Finally, the results of a recent telephone/fax survey on the use of outcome indicators in engineering program assessment are summarized.
Engineering Design in Industry: Teaching Students and Faculty to Apply Engineering Science in Design
Authors: Dunn‐Rankin Derek , Bobrow James E. , Mease Kenneth D. , McCarthy J. Michael
Published: January 2013

In a typical engineering curriculum students and faculty rarely have the opportunity to take a real problem, extract its essence, apply an analysis, and then make design decisions based on this analysis. This extractive link between fundamentals and design is particularly critical to a smooth transition from engineering study at the university to engineering practice in industry. Historically, universities have taken the responsibility for rigorous theoretical and technical training in subjects that include the basic sciences and fundamentals of engineering, while industry has been responsible for making engineering graduates contributors to specific tasks important to the company and its core competency. In this division of training, however, no one teaches students how to apply fundamental engineering principles to practical problems. To make matters worse, faculty often ignore engineering relevance of basic theory and the students then reject these fundamentals; in both cases engineering performance suffers. One solution to this missing bridge is being developed in the Mechanical and Aerospace Engineering Department at the University of California, Irvine (UCI) in the form of the “Engineering Design in Industry” program.
Women and Men Engineering Students: Anticipation of Family and Work Roles
Authors: Hawks Brenda K. , Spade Joan Z.
Published: January 2013

The underrepresentation of women in engineering typically is explained by gender differences in occupational interests, attitudes, or abilities. This paper examines the gender differences hypothesis as well as anticipated role conflicts of women and men students. We explore the academic, career, and family attitudes and expectations of women and men majoring in engineering. Men and women are remarkably similar in their abilities, academic experiences, and career influences. Women, however, are more likely to anticipate that lack of confidence in their own abilities and conflicts between work and family responsibilities will be barriers to success in their careers. These differences, along with several differences in orientations toward family roles, suggest that a role conflict argument better accounts for the disparity in the career development of men and women engineers. Suggestions for addressing these role conflicts before women begin working as engineers are provided.
An Approach to the Application of Statistical Quality Control Techniques in Engineering Courses
Authors: Karapetrovic Stanislav , Rajamani Divakar
Published: January 2013

This paper presents an approach to monitoring, controlling and improving the teaching process and learning outcomes in engineering courses using Statistical Quality Control (SQC). The ABET 2000 criteria and their impact on the control and improvement of teaching and learning is discussed, followed by a brief illustration of the university system that these criteria foster. It is argued that in meeting ABET 2000 goals, an engineering faculty can apply the same principles and techniques they have taught for decades; namely systems engineering and quality control. Subsequently, an SQC approach for engineering courses and their common constituents: lectures, laboratories and tutorials, is suggested. Four illustrative case studies of undergraduate mechanical and industrial engineering courses are presented.
An Analysis of the Value of the FE Examination for the Assessment of Student Learning in Engineering and Science Topics
Authors: Watson John L.
Published: January 2013

This paper presents the results of a project, which investigated the potential of fully using previously unreleased data from the nationally normed Fundamentals of Engineering (FE) examination to assess learning in key engineering and science topics. In the past, very limited information was released by the National Council of Examiners for Engineers and Surveyors (NCEES) for the eight hour FE examination, which is composed of 150–200 questions in ten morning and five afternoon topics. For the purposes of this project the NCEES agreed to release information to the University of Missouri‐Rolla (UMR) to permit the value of the FE data in describing UMR student learning in key engineering and science topics to be assessed.

The analysis of the FE data was undertaken in the period 1993–1996 for students in twelve engineering disciplines at UMR. The overall conclusion of the project is that the enhanced level of data released from the FE by NCEES is of value to individual programs, schools and institutions in assessing student learning and in identifying areas of concern. However, the overall value of this information is compromised by variable student motivation and the confidentiality of the questions used in the exam. Other conclusions are that UMR student scores are below faculty expectations, that the FE exam is not equally applicable to all engineering disciplines, and that the academic level of the exam may be lower than faculty thought.
Pedagogical Changes in the Delivery of the First‐Course in Computer Science: Problem Solving, Then Programming
Authors: Deek FadiP. , Kimmel Howard , McHugh James A.
Published: January 2013

A teaching reform initiative, started in the spring semester of 1993 at the New Jersey Institute of Technology (NJIT), is described. The program seeks to increase student success in a freshman computer science course, and ultimately in the entire NJIT curriculum. The traditional teaching methods where the teacher presided over a lecture session supplying facts and figures, providing ideas, and presenting problems and their solutions, has been altered. The new learning environment described in this paper aims to create an all‐inclusive setting inviting the students to make the transformation from passive learners to active participants. Rather than merely listening to lectures, students formulate problems and devise their own approaches to answering questions and finding solutions. Such a teaching/learning methodology requires instructional redesign and role redefinition. The presentation of class material is reordered as the teacher and students cross each other's confines becoming a more cohesive entity.
A Model for Peer and Student Involvement in Formative Course Assessment*
Authors: Sheppard Sheri , Johnson Michelle , Leifer Larry
Published: January 2013

This paper discusses a protocol and rationale for peer and student involvement in the assessment of courses in Mechanical Engineering at Stanford University. The protocol is based upon elements of good teaching practice, and on standards for peer review as used in journal publication. It has been “prototyped” in nine engineering courses over the past two years and has generally been found to be a good mechanism for near real‐time monitoring that creates constructive feedback for teaching and learning quality control. Major features of this ongoing project will be summarized, including faculty attitudes and required time commitment.
Developing a Comprehensive Assessment Program for Engineering Education*
Authors: McGourty Jack , Sebastian Catherine , Swart William
Published: January 2013

This paper provides an overview of one institution's efforts to establish a comprehensive assessment program for continuous improvement of engineering education. A five step systematic process to develop an integrated assessment program from identifying educational objectives to applying measurement methods is explained in detail. Activities to encourage faculty participation and commitment are outlined. Four integrated assessment processes used by both faculty and students to assess and provide performance feedback are described. The focus of these assessment methods is on the measurement, development, and improvement of student learning outcomes aligned with ABET Engineering Criteria 2000. Preliminary results and lessons learned from the overall experience are highlighted.
A Six‐Year Longitudinal Study of Undergraduate Women in Engineering and Science*
Authors: Brainard Suzanne G. , Carlin Linda
Published: January 2013

In 1991, the Women in Engineering (WIE) Initiative at the University of Washington was funded by the Alfred P. Sloan Foundation to conduct a longitudinal study of undergraduate women pursuing degrees in science or engineering. Cohorts of approximately 100 students have been added to the study each year, for a current total of 672 participants. The objectives are: (a) to determine an accurate measure of retention by tracking individual students through their science and engineering academic careers; (b) to examine factors affecting retention of women in science and engineering; and (c) to evaluate the effectiveness of WIE's programs targeted at increasing enrollment and retention of women in science and engineering. These programs include interventions primarily during the freshman and sophomore years, which are critical attrition points. The results of this study are reported annually to the Dean of Engineering and related departments for consideration in policy formulation. Annual results of the study have shown consistent patterns of persistence factors and barriers for these high‐achieving women; most notably a significant drop in academic self‐confidence during their freshman year in college. In addition, individual tracking of these women has shown a retention that is much higher than the estimated national average for engineering and science students.
Using Networked Tools to Promote Student Success in Large Classes*
Authors: Kashy Edwin , Thoennessen Michael , Tsai Yihjia , Davis Nancy E. , Wolfe Sherryl L.
Published: January 2013

A two‐year project to study and assess the use of technology to enhance student learning and performance is described. Networked systems have been employed to generate personalized assignments and to provide instant feedback and on‐line assistance to students. Traditional recitation sections have been eliminated and their role filled by networked assistance and by a centralized learning center where the Socratic method was used to promote understanding. Participatory exercises and quizzes during lecture sessions were used to foster a more active learning environment. This approach, which incorporates a considerable use of asynchronous learning network technology, can significantly improve student achievement in large classes.
A New “Contact‐Based” First Year Engineering Course*
Authors: Porter Richard L. , Fuller Hugh
Published: January 2013

A new first year, engineering orientation course has been put in place at NCSU. The course stresses integration with other first year courses, writing, team building, critical thinking, disciplinary thinking, and has a strong problem‐solving component. Students were randomly selected to participate in the course. Students' attitudes about engineering and the first year experience were assessed using an instrument developed at the University of Pittsburgh and compared with the normal introduction to engineering course. Students in this course were more positive about their learning experience in the first semester, reported a higher satisfaction with all their courses, and were less likely to think that the first year courses were designed to “weed” students out of the program.
Assessment of the Impact of Freshman Engineering Courses*
Authors: Budny Dan , LeBold William , Bjedov Goranka
Published: January 2013

This study evaluates whether Purdue University's freshman engineering courses supply entering students with the necessary foundation to persist in engineering because of the skills they acquire in these courses. To measure this, we evaluate longitudinal data on retention and graduation rates of students that start in the standard first semester courses, start in the off‐sequence semester, or participate in our tutorial program. The study is based on historical data for the 28‐year period from 1966 through 1993.
Innovations in Large‐Scale Supported Distance Teaching: Transformation for the Internet, Not Just Translation
Authors: Petre Marian , Carswell Linda , Price Blaine , Thomas Pete
Published: January 2013

This paper reports on large‐scale trials of Internet‐based university‐level distance teaching. The use of technology, and more specifically the Internet, has been an important advance for distance education. However, simply translating material from familiar media into electronic form is rarely productive—and is certainly inadequate for supported distance education, which aims to engage the student in a “community of learning.” The value Internet technology brings to distance education lies not in direct translation from other media but in transformation of support mechanisms to exploit its potential range. The paper addresses how instruction and support functions can be served and potentially enhanced by an Internet‐based structure. It considers which changes in culture help to preserve or improve teaching quality while adapting to screen‐based and often asynchronous interactions. It discusses our trials of mechanisms for interactions among students and tutors; assignment marking using an electronic marking tool; electronic assignment handling; synchronous and asynchronous Internet‐based problem sessions; and automatic student registration. The paper summarizes qualitative and quantitative findings of an extensive evaluation involving several hundred students over three courses and considering learning, student experience, assignment marking, problem sessions, scalability, and integration into existing administrative structures. It highlights both costs and gains of using the Internet to transform the distance learning environment for those associated with it: students, tutors, administrators, and institutions.
Using Technology to Deliver Distance Education in Computer Science*
Authors: Boulet Marie‐Michèle , Boudreault Serge
Published: January 2013

During the past few years, four distance education courses in computer science were designed, developed, and delivered at Université Laval. These courses make use of thirteen 30‐minute television programs that form an integral part of the teaching and learning content. Each television program was rigorously designed for its role in the corresponding course. One of these courses is discussed in this paper. Data taken from distance and on‐campus students are used to address the following question: Does delivery mode (full television‐based distance education, partial television‐based distance education, in‐class education) affect learning? The main result of this study is that there was no significant difference in effectiveness of the distance learning approach compared to more traditional approaches.
A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally‐Taught Students
Authors: Felder Richard M. , Felder Gary N. , Dietz E. Jacquelin
Published: January 2013

In a longitudinal study at North Carolina State University, a cohort of students took five chemical engineering courses taught by the same instructor in five consecutive semesters. The courses made extensive use of active and cooperative learning and a variety of other techniques designed to address a broad spectrum of learning styles. Previous reports on the study summarized the instructional methods used in the experimental course sequence, described the performance of the cohort in the introductory chemical engineering course, and examined performance and attitude differences between students from rural and urban backgrounds and between male and female students.1–4 This paper compares outcomes for the experimental cohort with outcomes for students in a traditionally‐taught comparison group. The experimental group outperformed the comparison group on a number of measures, including retention and graduation in chemical engineering, and many more of the graduates in this group chose to pursue advanced study in the field. Since the experimental instructional model did not require small classes (the smallest of the experimental classes had 90 students) or specially equipped classrooms, it should be adaptable to any engineering curriculum at any institution.
The Multimedia Finite Element Modeling and Analysis Tutor
Authors: Milton‐Benoit John , Grosse Ian R. , Poli Corrado , Woolf Beverly Park
Published: January 2013

This prototype interactive software system can help teach upper level undergraduate and graduate students in mechanical engineering fundamental concepts and offer guidelines for finite element modeling and analysis (herein referred to as FEA). In lieu of a mathematical treatment of the subject commonly found in textbooks, this FEA tutoring system employs rich animations for conveying highly visual concepts and offers the user a set of experiential modules for exploratory learning. The system has been developed initially for the domain of linear structural analysis, but it can be expanded to include other engineering analysis domains, such as vibration, heat transfer, and nonlinear finite element analysis. Initial formative testing of the tutor on junior mechanical engineering students indicates that a 45‐minute session with the tutor was at least as effective as a one‐hour introductory lecture by an FEA expeI.
Computation and Experimentation on the Web with Application to Internal Combustion Engines
Authors: Kirkpatrick Allan , Willson Bryan
Published: January 2013

The internal combustion (IC) engine is a complex engineering system with rich thermal/fluid science applications. We have developed Web‐based software written in Java to introduce thermodynamics, fluid mechanics, and heat transfer applications typical of IC engines. In addition, an “on‐line” engine research facility has been constructed to allow engine experimentation over the laboratory Internet using Web browsers. We include a discussion of pedagogical guidelines to be considered for effective on‐line experiments. The engine hardware and architecture of the data acquisition/control/ communication systems are described.
Retraining Laid‐off Engineers and Scientists Using an Integrated Curriculum: The Project INTENT Experience
Authors: Sehitoglu Hasan , Saint Prem K.
Published: January 2013

This paper describes the certificate program in Integrated Environmental Training for Defense Industry Engineers and Scientists (Project INTENT), which was funded through the Technology Reinvestment Project Manufacturing Education and Training Program and was cosponsored by California State University‐Fullerton. The main objective of the program was to retrain laid‐off Southern California aerospace/defense professionals for dual‐use capacity employment in manufacturing businesses, with an emphasis on the ever‐ changing environmental health and safety laws and regulations. The program was designed for one year and repeated three times from 1994 to 1996. The project helped participants gain new technical knowledge as well as career oriented skills for use in defense and civilian industries.
Multidisciplinary Subsurface Remediation Courses: Fundamentals, Experiments, and Design Projects
Authors: Gierke John S. , Mayer Alex S. , Shonnard David R.
Published: January 2013

Subsurface pollution is an important issue from both economic and environmental perspectives, and the education of professionals with technical backgrounds for addressing this issue is an area of national need. In situ remediation of subsurface pollution is a challenging scientific and engineering problem that is well suited to multidisciplinary problem‐solving approaches. Quantitative design guidance, appropriate textbook instruction, and hands‐on experimental activities are not currently available at most academic institutions. We developed and implemented a set of two courses, one stressing fundamentals in conjunction with design issues, and the other focussing on engineering design aspects of several innovative subsurface remediation technologies. Course materials were derived from our combined multidisciplinary research experiences, coupling physical, chemical, geological, and biological approaches to remediate subsurface pollution. We equipped a laboratory to conduct remediation experiments on a range of scales. These experiments demonstrate fundamental soil and groundwater transport processes, provide design parameters, and yield data for comparing remediation technologies and testing mathematical models. In addition to course evaluations, the project was reviewed and improved by an external curriculum advisory committee.
Optical Science and Engineering Curriculum at NJIT
Authors: Barat Robert , Federici John , Johnson Anthony , Grebel Haim , Chang Timothy
Published: January 2013

Applied optics is an enabling technology for engineers and scientists, while becoming more widespread as an interdisciplinary tool for teaching, research, and industry. New Jersey Institute of Technology (NJIT) currently offers its Optical Science and Engineering (OPSE) curriculum created by an interdisciplinary team of research faculty with a Combined Research‐Curriculum Development (CRCD) grant from the National Science Foundation. The OPSE teaching laboratory is also open to precollege students and high school science teachers through out*reach programs. Composed of two upper level undergraduate courses and one graduate level course, the OPSE curriculum teaches fundamental and applied optics to an interdisciplinary student audience. The courses combine lecture and experiments in which students are challenged to learn and apply optics within their own fields as well as others. These courses form a unified sequence with their own, stand‐alone designation (OPSE) within the NJIT registration scheme. They are often taken as technical electives, though the undergraduate pair is required for Applied Physics and Engineering Science students minoring in optics. Enrollment is distributed among Applied Physics, Electrical and Computer Engineering, Chemical Engineering, Computer and Information Science, Mechanical Engineering, and Biology majors. The OPSE curriculum continues to receive excellent support from local industry as well as the NJIT community. Laboratory manuals, course notes, and outlines are distributed on the Internet at www.njit.eduDirectoryCentersOPSE.
Development of a CD‐ROM in Thin Film Technologies: Design, Usability Assessment, and Challenges
Authors: Babu S. V. , Suni I.I. , Rasmussen D.H.
Published: January 2013

This paper describes our educational experiences along with those of the students who participated in the implementation and assessment of our National Science Foundation (NSF) Combined Research‐Curriculum Development (CRCD) project entitled “Thin film technologies: combined research and curriculum development.” The objective of the project was “the presentation, evaluation and dissemination of the themes” underlying thin film technologies “utilizing menu‐driven, easily accessible, self‐contained, interactive learning modules delivered in a CD‐ROM format.” The design methodologies chosen and the challenges faced in creating the CD‐ROM are described briefly along with some typical screen images seen by the user. The results of a series of assessments of some sections of the hypermedia product by a group of students are also presented. A correlation was found between the improvement in their performance on a 10 question pre‐ and post‐CD‐ROM study quiz and Kolb learning style preferences as well as their self‐reported ability in physics and three‐dimensional visualization. Student performance on questions related to numerical problem solving could be improved by employing a navigational strategy of adaptive computer control rather than complete user control. This strategy largely preserved navigational control for the students but required them to pass a quiz at the end of a section of material.
The Teaching and Learning of High Performance Computing
Authors: Long Lyle N. , Morris Philip J. , Morooney Kevin , Kellogg Steve
Published: January 2013

Under the sponsorship of the National Science Foundation's (NSF) Combined Research‐Curriculum Development (CRCD) program a new curriculum in high performance computing has been introduced at Penn State. Also, a new graduate minor in high performance computing has been established. The minor will be available to students in all colleges including Engineering, Science, Earth and Mineral Sciences, Arts and Architecture, and Business. Several new courses have been developed at both the senior undergraduate and graduate levels. This curriculum development activity has also had an impact on other courses in engineering and science. In this paper we describe some of the innovative features of the new courses including the development of web‐based materials, the use of high‐technology classrooms, and the use of computational laboratory instruction in the course work. Two different configurations of Unix‐based classrooms have been set up and their system administration, hardware, and software are described. Both faculty and research staff have been involved in the development of coursework and facilities. The importance and benefits of such collaborations are discussed. We have also conducted assessment activities, some of which are described.
Ecology and Engineering: Changing Paradigms
Authors: Wiedenhoeft Ronald V.
Published: January 2013

Human activities, particularly in industrialized countries, are placing heavy burdens on the carrying capacity of the Earth and hence challenging engineers to consider new paradigms. Since Sustainable Development has become a standard against which engineering projects are increasingly measured, mission statements and learning goals for academic engineering programs are being modified to reflect growing ecological awareness. Faculty members in liberal arts departments of engineering schools are contributing by developing courses that link ecology with engineering. As part of re‐examining the undergraduate curriculum at Colorado School of Mines (CSM), faculty members in the Division of Liberal Arts and International Studies (LAIS) have developed a new core course called “Nature and Human Values.” Changing paradigms would require that engineers be educated to question the sustainability of current patterns of production and consumption and to consider which practices need to be changed. This paper considers principles leading to courses intended to foster new ecological paradigms among engineers.
Elements of an Optimal Capstone Design Experience
Authors: Marin John A. , Armstrong James E. , Kays James L.
Published: January 2013

This paper presents and assesses a framework for an engineering capstone design program. We explain how student preparation, project selection, and instructor mentorship are the three key elements that must be addressed before the capstone experience is ready for the students. Next, we describe a way to administer and execute the capstone design experience including design workshops and lead engineers. We describe the importance of assessing the capstone design experience and report recent assessment results of our framework. We comment specifically on what students thought were the most important aspects of their experience in engineering capstone design and provide quantitative insight into what parts of the framework are most important.
Tools of the Future
Authors: Goldin Daniel S.
Published: January 2013

The challenges that face NASA as we move into the next millennium are the same challenges that industries all over the country face: cost, cycle time, safety, and quality products. In trying to meet challenges, we will rely more than ever on advanced technologies both to decide what we will do and how we will do it. Furthermore, our decisions must be based on total life cycle cost. The approach NASA is taking to meet these challenges is through the development of an Intelligent Synthesis Environment that integrates advanced computing and human interaction with the computing environment; virtual presence and product development; knowledge‐based engineering and computational intelligence; and advanced analysis and design methods to create a seamless environment enabling new levels of distributed collaborative teaming. This represents a fundamental change in the culture of engineering. It cannot be done by anyone alone, but requires the combined effort of government, industry and universities.
Industry Expectations of New Engineers: A Survey to Assist Curriculum Designers
Authors: Lang James D. , Cruse Susan , McVey Francis D. , McMasters John
Published: January 2013

In an era of unprecedented technological advancement, engineering practice continues to evolve but engineering education has not changed appreciably since the 1950s. This schism has prompted industry, government, and other key constituents to question the relevancy and efficacy of current programs. The Accreditation Board for Engineering and Technology (ABET) Engineering Criteria 2000, which will be fully implemented in 2001, emphasizes outcomes over process, and provides an opportunity for stakeholders to help universities define educational goals and objectives and design a curriculum to meet the desired outcomes.1 While the need for curriculum reform has been acknowledged, the “industry position” was amorphous and anecdotal and therefore difficult to address. Qualitative methodologies such as formal surveys and structured interviews can be used to capture and quantify industry expectations of the needed attributes (i.e., knowledge, skills, and experience) for entry level engineering employees. Such instruments can provide key data useful in determining objectives and designing curricula to attain those objectives. This paper presents results of a formal survey of fifteen aerospace and defense companies concerning the perceived importance of 172 attributes related to the eleven ABET Program Outcomes and Assessment categories. The survey, resulting database, and preliminary analyses are available in hard copy and electronic form. This is the first formal survey and database resulting from efforts of the Industry‐University‐Government Roundtable for Enhancing Engineering Education (IUGREEE) to initiate a continuing, evolving process to provide curriculum designers with important information from industry.
Four Effective Writing Strategies for Engineering Classes
Authors: Sharp Julie E. , Olds Barbara M. , Miller Ronald L. , Dyrud Marilyn A.
Published: January 2013

This article, written by three technical communication professors and one chemical engineering professor representing three different universities, presents four proven strategies for including effective writing assignments in engineering classes. The strategies include using writing assignments to analyze job‐related Web searches and engineering job preparation, using peer editing to revise assignments, using journals to learn to write and write to learn, and using paper airplanes to teach how to write instructions.
Transformation: From Teacher‐Centered to Student‐Centered Engineering Education
Authors: Catalano George D. , Catalano Karen
Published: January 2013

We compare and contrast teacher‐centered and student‐centered paradigms of engineering education. We identify the following seven roles for teachers wishing to adopt a student‐centered paradigm: 1) model thinking/processing skills, 2) identify students' cognitive development, 3) develop questions that facilitate exploration/growth, 4) introduce visual tools to aid establishing connections, 5) provide group learning settings, 6) use analogies and metaphors, and 7) provide a “no‐risk” student feedback channel for information. Several case studies for different subjects and from different institutions are presented. Our results indicate a student‐centered model is most effective when coupled with academic depth and experience in the subject matter.
The NSF Foundation Coalition: The First Five Years
Authors: Cordes David , Evans Don , Frair Karen , Froyd Jeff
Published: January 2013

The Foundation Coalition was funded in 1993 as the fifth coalition in the National Science Foundation's Engineering Education Coalitions Program. The member institutions—Arizona State University, Maricopa Community College District, Rose‐Hulman Institute of Technology, Texas A&M University, Texas A&M University ‐ Kingsville, Texas Woman's University, and the University of Alabama—have developed improved curricula and learning environment models that are based on four primary thrusts: integration of subject matter within the curriculum, cooperative and active learning, technology‐enabled learning, and continuous improvement through assessment and evaluation. This paper discusses the first five years of Coalition activities and major accomplishments to date.
Learning Engineering: Design, Languages, and Experiences*
Authors: Dym Clive L.
Published: January 2013

This paper reviews current concerns about engineering education. Paying special attention to the role of design, constructs and themes are offered as enabling perceptions of how students can learn engineering. The constructs view the curriculum as a sum of skills to be mastered and experiences in which to be involved. The themes capture three attitudinal paradigm shifts: changing the balance between design and analysis; more explicitly recognizing that many languages are used in engineering; and considering whether the BS degree in engineering might be uncoupled from its role as the entry‐level certification for the profession.
Multidisciplinary Project: A Tool for Learning the Subject
Authors: Jahanian S. , Matthews James M.
Published: January 2013

In recent years, with the national trend toward business downsizing, job market needs have changed. Small companies are becoming the primary employers of engineers and technologists, who must assume multidisciplinary roles. Multidisciplinary projects can provide students with valuable preparation for this requirement. The objectives of the work described in this paper are: 1) help technology students develop, to some extent, the abilities of engineering students, 2) to enhance technology students' interest in a multidisciplinary curriculum. To help achieve these objectives, students at Temple University were given an electromechanical project to design a model of a smart conveyor belt system that could recognize the size of different blocks. Statistical analysis of a confidential student survey showed that a significant number of students positively rated the benefits of working on the project. Survey performance indices included pedagogy, interactions with Electrical Engineering students and faculty, and obtaining hands‐on experience. Project students scored statistically higher on a theory test, and 34% of the students were motivated to complete a minor in electromechanical engineering technology because of the interdisciplinary project.
Engineering Education in Finland
Authors: King Joe
Published: January 2013

The Finnish education system differs considerably from that of the United States. Starting at age seven, Finnish students are legally required to complete nine years of formal education. They then have the option of either entering the workforce or attending a vocational school, a polytechnic, or a university. This paper describes the path a Finn takes to acquire a degree in engineering. It describes Finland's goal of using engineering education to help adapt itself to survival in a technology‐based 21st century. The paper's main focus is on the Bachelor's degree; however, it also describes the Master's and Doctorate degrees.
Portfolio Assessment in Aerodynamics
Authors: Mourtos Nikos J.
Published: January 2013

A new way of assessing student learning in an aerodynamics course through the use of portfolios is presented. The approach is portable to any engineering course, with a few modifications depending on content.

The main idea is to allow students more responsibility for their own learning. Instead of having everyone in the class perform identical activities (homework, experiments, projects, tests, etc.), a cadre of assignments is made available to them. Students choose and perform (within reason) the ones that suit them better in terms of their own strengths and learning styles. The ultimate goal is for each student to demonstrate a minimum level of competence in analytical, computational, experimental, design, communication, and team skills, while pursuing excellence in at least one from the first four categories.

The paper describes the various assignments and options the students have for achieving the learning objectives of the course. It also discusses my observations on the effects of this approach to student learning, the impact on faculty time, and the response from the students. The results from the first two offerings of the course with portfolios show promise for improving student motivation and learning.
The Verification of an Analytical Solution: An Important Engineering Lesson
Authors: Ribando Robert J. , Weeller Edward A.
Published: January 2013

Too often, as long as they “match the answer book,” results based on analytical methods are not subjected to much scrutiny. In contrast, computational results and those based on physical measurements are nearly always met with skepticism. Here we show an example from radiation heat transfer in which an exact analytical solution, when reduced to numbers in the generally‐practiced manner, gives a patently wrong answer. Efforts to verify a new computational algorithm brought this long‐standing error to light.
Student Perceptions of Internet‐Based Learning Tools in Environmental Engineering Education
Authors: Paterson Kurtis G.
Published: January 2013

The Internet provides an excellent framework for learning, communication, information exchange, and collaboration in engineering education. This existing electronic infrastructure was integrated into an undergraduate environmental engineering course in atmospheric physics and chemistry to foster discussion of course topics, peer evaluation, and collaborative learning. Four major Internet‐based learning tools were utilized to accomplish these objectives: 1) electronic copies of partial notes allowed students to remain engaged during class, 2) an electronic bulletin board enabled interactive discussion and peer evaluation of work, 3) multimedia assignments required students to retrieve information and direct their learning, 4) publicly accessible and peer‐reviewed Internet‐based term project reports provided motivation for quality and creative work. Student response to these new approaches was overwhelmingly positive, although preferences vary with learning style. While students assess many Internet‐based learning approaches as useful, conventional educational approaches are still viewed as important components to successful learning.
EC 2000: The Georgia Tech Experience
Authors: Lohmann Jack R.
Published: January 2013

Engineering Criteria 2000 (EC 2000) is changing dramatically the manner in which engineering programs assess their curricula, interact with their constituents, and seek ABET accreditation. The College of Engineering at Georgia Tech served as a pilot program for the new engineering accreditation criteria. This paper shares some of Georgia Tech's experiences in preparing for EC 2000, some observations about the accreditation process, and offers seven suggestions for those preparing for an EC 2000 visit.
The Use of Focus Groups for Minority Engineering Program Assessment
Authors: Aken Eileen M. Van , Watford Bevlee , Medina‐Borja Alexandra
Published: January 2013

To increase the attraction and retention of minority engineering students, many higher‐education institutions have implemented programs to help address academic and social pressures these students face. A key question for administrators of such programs is their actual impact on the targeted students. Since these programs seek to improve retention rates by positively improving students' experience with their institutional environment, it becomes crucial to assess students' perceptions of their college experience. The purpose of this paper is to demonstrate how focus groups can be used for educational program assessment, in particular minority engineering programs. An evaluative study of minority engineering programs at a state university is used to illustrate this methodology. In this paper, we describe how the study was designed and conducted, the resources required, the types of results obtained from the study, and the follow‐up strategies.
Four Strategies to Integrate Assessment into the Engineering Educational Environment*
Authors: McGourty Jack
Published: January 2013

Integrating a process of assessment and continuous improvement into academic programs has become a major goal of every engineering educational institution in the United States. This paper draws upon extensive experience in the development and implementation of comprehensive educational assessment and continuous improvement programs in several universities associated with the National Science Foundation's Gateway Coalition for Undergraduate Engineering Education. Through a systems approach, this paper describes four integrated strategies designed to imbed assessment and continuous improvement in the educational environment.