bluuebunny/crossref_metadata_2025 huggingface dataset:
Formative and Summative Assessment of the IGERT Program in Optical Molecular Bio‐Engineering at UT Austin
Authors: RICHARDS‐KORTUM REBECCA , DAILEY MICHAEL , HARRIS CHARLOTTE
Published: January 2013

Recent studies of graduate education in science and engineering recommend a new pathway for graduate education, emphasizing interdisciplinary interactions, to prepare a versatile workforce that will be able to contribute in a global environment. The National Science Foundation Integrative Graduate Education and Research Traineeship Program (NSF IGERT) has funded over 100 projects addressing this need. As these projects progress it is important to assess their successes, best practices and common difficulties. This paper describes one NSF IGERT project, “Graduate Training in Optical Molecular Bio‐Engineering,” at the University of Texas at Austin, the integrated approach used to carry out its assessment, and how results of the assessment have been used to help achieve the goals of the program. We find that the total number of interdisciplinary scholarly activities (presentations, publications, funded research proposals and patent applications) reported by IGERT faculty and students rose steadily throughout the period of the IGERT award.
Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course
Authors: HERSAM MARK C. , LUNA MELISSA , LIGHT GREGORY
Published: January 2013

Nanotechnology is an inherently interdisciplinary field that has generated significant scientific and engineering interest in recent years. In an effort to convey the excitement and opportunities surrounding this discipline to senior undergraduate students and junior graduate students, a nanotechnology engineering course has been developed in the Department of Materials Science and Engineering at Northwestern University over the past two years. This paper examines the unique challenges facing educators in this dynamic, emerging field and describes an approach for the design of a nanotechnology engineering course employing the non‐traditional pedagogical practices of collaborative group learning, interdisciplinary learning, problem‐based learning, and peer assessment. Utilizing the same nanotechnology course given the year before as a historical control, analysis of the difference between measures of student performance and student experience over the two years indicates that these practices are successful and provide an educationally informed template for other newly developed engineering courses.
The Impact of Group Size and Project Duration on Capstone Design
Authors: Griffin Paul M. , Griffin Susan O. , Llewellyn Donna C.
Published: January 2013

This paper discusses how group size and project duration impact capstone design in terms of learning objectives for the student, value to industry sponsors, and faculty resources. The analysis is based on survey results and an external faculty evaluation comparing a one‐semester offering with a two‐semester offering of capstone design in the School of Industrial and Systems Engineering at the Georgia Institute of Technology. In addition, we examine whether the stated learning objectives (technical writing skills, presentation skills, and technical analysis) for the course provide value to sponsors. Our findings suggest that the one‐semester offering was preferred by both students and industry sponsors and required fewer resources. We also found that although students prefer smaller group sizes, sponsors do not have a definitive preference. Finally, we found that although technical analysis is significantly correlated with dollar value to the sponsor, technical writing skills and presentation skills were not.
Giving Students Time for the Academic Resources that Work
Authors: Taraban Roman , Hayes Matthew W. , Anderson Edward E. , Sharma M. P.
Published: January 2013

Engineering courses offer students multiple resources for learning; however, it is not clear how much time students devote to these resources or how effective they are for mastering the course material. We examined students' use of learning resources in introductory thermodynamics through the use of activity logs, and the relation of these self‐reports to objective measures of course performance. Self‐report data revealed that students generally favored some resources over others, that these resources were mutually supportive of instruction, and that measures of resource use were significantly correlated with each other and with academic performance. We suggest that knowledge of how students allocate time to course resources, and correlations between the use of these resources and course performance, could assist instructors in course and curriculum planning.
The Effect of an Entrepreneurship Program on GPA and Retention*
Authors: Ohland Matthew W. , Frillman Sharron A. , Zhang Guili , Brawner Catherine E. , Miller Thomas K.
Published: January 2013

There is a small but growing body of evidence that entrepreneurship programs add value to students, the degree programs in which they are housed, and the institutions that host them. The Engineering Entrepreneurs Program at North Carolina State University, a program in which undergraduate students participate in design teams formed around technology start‐up company themes, was started with funding from the NSF‐sponsored SUCCEED (Southeastern Universities and Colleges Coalition for Engineering Education) Coalition primarily to improve the confidence and retention of engineering students.

Multiple assessment approaches including surveys, focus groups, interviews, longitudinal assessment of retention and academic performance, and anecdotal evidence triangulate on the success of this program at meeting its primary objectives and others. Particularly, the longitudinal study revealed that program participants had higher engineering retention rates (70 percent vs. 51 percent) and GPAs (3.08 vs. 2.83) than a matched set of non‐participants. The program and its rigorous assessment serve as models for the engineering entrepreneurship community.
Identifying Factors Influencing Engineering Student Graduation: A Longitudinal and Cross‐Institutional Study
Authors: Zhang Guili , Anderson Timothy J. , Ohland Matthew W. , Thorndyke Brian R.
Published: January 2013

Pre‐existing factors are quantitatively evaluated as to their impact on engineering student success. This study uses a database of all engineering students at nine institutions from 1987 through 2002 (a total of 87,167 engineering students) and focuses on graduation in any of the engineering disciplines. We report graduation rate as a function of years since matriculation, and determine the typical time‐to‐graduation. A multiple logistic regression model is fitted to each institution's data to explore the relationship between graduation and demographic and academic characteristics. A pooled model is fitted to six institutions where a complete data set was available. High school GPA, gender, ethnicity, quantitative SAT scores, verbal SAT scores, and citizenship had significant impact on graduation. While HSGPA, SATQ were significant for all models tested, the significance of other predictors varied among institutions. These studies add to the existing body of research about factors affecting the success of engineering students.
Self‐directed Learning Readiness Among Engineering Undergraduate Students
Authors: Litzinger Thomas A. , Wise John C. , Lee Sang Ha
Published: January 2013

Two studies related to readiness for self‐directed learning of engineering students were performed using the Self‐directed Learning Readiness Scale (SDLRS). A cross‐sectional study of students in the first through final years of study showed that their SDLRS scores are significantly correlated with academic year of study and with grade point average, but not with gender. However, neither academic year of study nor grade point average is a good predictor of SDLRS scores; together they account for less than 5 percent of the observed variance. A second study investigated the effect of a problem‐based learning experience on students' readiness for self‐directed learning. It showed that the average readiness for self‐directed learning increased significantly for students in the problem‐based learning courses. However, investigation of the changes for individual students revealed that only nine of eighteen students showed significant increases in their SDLRS scores, and two showed significant decreases. Potential underlying causes are explored.
Cooperative Education Work Assignments: The Role of Organizational and Individual Factors in Enhancing ABET Competencies and Co‐op Workplace Well‐Being
Authors: Parsons Charles K. , Caylor Evan , Simmons Harold S.
Published: January 2013

In this study, we examine the role of individual differences and early employment experiences on learning outcomes and subjective well‐being for first‐term cooperative education students. By tracking students through their first semester work assignment, we were able to follow student adjustment and demonstrate the linkages to important ABET learning outcomes. Data were collected during pre‐employment, mid‐semester, and post‐employment surveys. The results suggest that there are some early warning signs of lack of adjustment that are related to both motivational anxiety and lack of initial social contacts during socialization. However, mid‐semester reports of proactive behavior by the student had a significant impact on both learning outcomes and well‐being.
Development of a Survey to Assess K‐12 Teachers' Perceptions of Engineers and Familiarity with Teaching Design, Engineering, and Technology
Authors: Yaşar ŞEnay , Baker Dale , Robinson‐Kurpius Sharon , Krause Stephen , Roberts Chell
Published: January 2013

This paper describes the development of a survey instrument to assess K‐12 teachers' perceptions of engineering and their familiarity with teaching design, engineering, and technology (DET). Item development, field testing, and the factor analysis are described along with reliability and validity. Administration of the instrument revealed differences based on gender, grade level taught, and years of teaching experience. Female teachers rated the importance of DET higher than male teachers, elementary teachers were least likely to teach DET, and moderately experienced teachers were the most willing to learn more about DET. Barriers to infusing DET into the curriculum were time and administrative support. All teachers were unfamiliar with DET, lacked confidence in their ability to teach DET, and held stereotypes about the skills needed to be an engineer. Based on the findings, recommendations are made for professional development of K‐12 teachers and for the pre‐service teacher preparation curriculum.
Comparing Static Fading with Adaptive Fading to Independent Problem Solving: The Impact on the Achievement and Attitudes of High School Students Learning Electrical Circuit Analysis
Authors: Reisslein Jana , Reisslein Martin , Seeling Patrick
Published: January 2013

This study compared conventional static fading, where the problem solving responsibility of the learner increases at a fixed sequence, with a novel adaptive fading design in which the learner assumes more problem solving responsibility only if her or his previous solution attempt is successful. This study was conducted in the engineering knowledge domain of introductory electrical circuit analysis with high school students. A 2 (static or adaptive fading) X 2 (lower or higher academic ability) Analysis of Variance (ANOVA) yielded a significant main effect on retention and transfer performance: with adaptive fading the participants scored significantly higher on retention and transfer than with static fading, while not requiring more learning time or learning material.
The Analytic Assessment of Online Portfolios in Undergraduate Technical Communication: A Model
Authors: Johnson Carol Siri
Published: January 2013

This paper describes an innovative model for assessing the technical communication course by analytically scoring online portfolios, open to the internet, for ten separate (analytic) variables and one overall (holistic) score. The model is a statistically verifiable and sustainable method that strengthens the curriculum and fosters consensus within the teaching community. We achieved construct validity by redefining the elements of the course to incorporate communication in the digital age and then by creating new criteria for evaluation related to that construct. We achieved inter‐reader reliability by beginning each assessment with a calibrated reading and by adjudicating non‐adjacent scores. After using the model successfully for three semesters, we can see increased consistency in teaching among sections and semesters, more communication among instructors, and we are beginning a database with which we can test further change. The theory and method behind this model can be applied to other disciplines as well.
Simulation‐based Learning in Engineering Education: Performance and Transfer in Learning Project Management
Authors: Davidovitch L. , Parush A. , Shtub A.
Published: January 2013

This paper reports empirical findings on the impact of keeping and reviewing learning history in a dynamic and interactive simulation environment of engineering education. The simulator for engineering project management had two learning history keeping modes: automatic (simulator‐controlled) and manual (student‐controlled), and a version with no history keeping. A group of industrial engineering students performed four simulation‐runs divided into three identical simple scenarios (single project) and one complicated scenario (multi‐project). The performances of participants running the simulation with the manual history mode were significantly better than users running the simulation with the automatic history mode. Moreover, the effects of using the history mechanism with the ability to undo further enhanced the learning process. The findings imply that students' decision when to record the history during their engineering training process can have a particularly strong enhancing effect on learning. In addition, the simulator as educational innovation improves students learning and performance. The practical implications of using simulators in the field of engineering learning are discussed.
Effectiveness of Challenge‐Based Instruction in Biomechanics
Authors: Roselli Robert J. , Brophy Sean P.
Published: January 2013

Studies were designed to determine the effectiveness of challenge‐based instruction (CBI) versus traditional lecture‐based instruction. Comparisons were made over a three‐year period between student performance on knowledge‐based questions in courses taught with taxonomy‐based and challenge‐based approaches to instruction. When performance on all questions was compared, CBI classes scored significantly better than control classes on 26 percent of the questions, while control classes outperformed CBI classes on eight percent of the questions, but there was no significant difference in overall performance. However, students in CBI classes performed significantly better than students in control classes on the more difficult questions (35 percent versus four percent). We attribute these differences to additional opportunities available in CBI classrooms for learners to examine their conceptual understanding. Student surveys indicate a slight preference for the challenge‐based approach. We believe that the challenge‐based approach is effective and has the potential to better prepare students for the workplace and for life‐long learning.
A Method for Identifying Variables for Predicting STEM Enrollment
Authors: Nicholls Gillian M. , Wolfe Harvey , Besterfield‐Sacre Mary , Shuman Larry J. , Larpkiattaworn Siripen
Published: January 2013

This research examines demographic, academic, attitudinal, and experiential data from the Cooperative Institutional Research Program (CIRP) for over 12,000 students at two universities to test a methodology for identifying variables showing significant differences between students intending to major in science, technology, engineering, or mathematics (STEM) versus non‐STEM subjects. The methodology utilizes basic statistical techniques to identify significant differences between STEM and non‐STEM students within seven population subgroups based upon school attended, race/ethnicity, and gender. The value of individual variables is assessed by how consistently significant differences are found across the subgroups.

The variables found to be most valuable in identifying STEM students reflect both quantitative and qualitative measures. Quantitative measures of academic ability such as SAT mathematics score, high school grade point average, and to a lesser extent SAT verbal score are all indicators. Qualitative measures including self‐ratings of mathematical ability, computer skills, and academic ability are also good indicators.
Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving
Authors: Reisslein Jana , Sullivan Howard , Reisslein Martin
Published: January 2013

This study examined the effect of the pace of transitioning from worked examples to independent problem solving for students with three different levels of prior knowledge. Three paces of transitioning were examined: immediate transitioning, fast fading, and slow fading. The study was conducted with engineering college freshmen in the engineering knowledge domain of introductory electrical circuit analysis and found a significant interaction between the particpants' prior knowledge and the pace of transitioning to independent problem solving on retention posttest performance. The high prior knowledge participants achieved significantly higher retention scores under the fast and immediate transitioning than under the slow transitioning, whereas the low prior knowledge participants achieved significantly higher retention scores under the slow transitioning. The interaction result for retention indicates that by selectively employing slow fading for low prior knowledge learners and fast fading or immediate transitioning for high prior knowledge learners, significant improvements in learning may be achieved.
Conceptual Difficulties Experienced by Trained Engineers Learning Educational Research Methods
Authors: Borrego Maura
Published: January 2013

This paper describes conceptual difficulties that may be experienced by engineering faculty as they become engineering education researchers. Observation, survey, and assessment data collected at the 2005 NSF‐funded Rigorous Research in Engineering Education workshop were systematically analyzed to uncover the five difficulties encountered by engineering faculty learning to design rigorous education studies: (1) framing research questions with broad appeal, (2) grounding research in a theoretical framework, (3) fully considering operationalization and measurement of constructs, (4) appreciating qualitative or mixed‐methods approaches, and (5) pursuing interdisciplinary collaboration. The first four can be understood in terms of disciplinary consensus; they represent explicit steps in education research that are implicit in technical engineering research because there is greater consensus of methods and standards. This work better frames the issue of rigor in engineering education research by clarifying the fundamental differences that prevent application of traditional engineering standards of rigor directly to engineering education research.
“I Wish that I Belonged More in this Whole Engineering Group:” Achieving Individual Diversity
Authors: Foor Cynthia E. , Walden Susan E. , Trytten Deborah A.
Published: January 2013

Engineers need a breadth of experience to enrich the gene pool of ideas from which elegant engineering solutions can be drawn, called “individual diversity.” While performing large ethnographic research studies where hundreds of engineering students were interviewed, we interviewed Inez, a student that epitomizes individual diversity. Inez is unlike most engineers: she is female, multi‐minority, and from a socio‐economically disadvantaged background. Inez's story is told here using “ethnography of the particular,” where the story of a single individual is explored. Inez has persevered through challenges posed by her lack of familiarity with the culture of engineering, her weak high school preparation, and her feelings of being an outsider in engineering. Inez's story demonstrates that the playing field in engineering is still not level, particularly for socio‐economically disadvantaged students. Her story provides a poignant example of the impact of five of Conefrey's cultural myths of science.
K‐12 Outreach: Identifying the Broader Impacts of Four Outreach Projects
Authors: Moskal Barbara M. , Skokan Catherine , Kosbar Laura , Dean Agata , Westland Caron , Barker Heidi , Nguyen Que N. , Tafoya Jennifer
Published: January 2013

Over the last four years, a series of outreach programs have been offered through the Colorado School of Mines to middle school teachers from eleven school districts in the State of Colorado in the United States. Each of these programs is designed to illustrate through hands‐on activities the application of mathematics to science and engineering. Each also has an academic year follow‐up such that a faculty member, an expert teacher, or a graduate student assists the teachers in the classroom. An expected outcome of this effort is the improvement of instruction in mathematics and science in the participating middle schools; an unexpected outcome has been the impact of these projects on the culture of the participating schools, both middle schools and university. Based on our assessment efforts, this article describes the qualitative and quantitative outcomes of this sequence of projects on middle school students, teachers, graduate students, professors, and college curriculum.
Technical Coordination in Engineering Practice
Authors: Trevelyan James
Published: January 2013

An empirical ethnographic survey of engineers using interviews and field observations in Australia provides evidence that coordinating technical work of other people by gaining their willing cooperation is a major aspect of engineering practice. Technical coordination in the context of this study means working with and influencing other people so they conscientiously perform necessary work to a mutually agreed schedule. While coordination seems to be non‐technical, analysis provides evidence supporting the critical importance of technical expertise. Coordination usually involves one‐on‐one relationships with superiors, clients, peers, subordinates, and outsiders. Coordinating the work of other people seems to be important from the start of an engineering career.

Engineering education only provides limited informal coordination skill development and current accreditation criteria may not reflect this aspect of engineering. This paper suggests ways in which students can learn coordination, and describes some of the author's experiences in applying this research.
A Knowledge Modeling Approach to Evaluating Student Essays in Engineering Courses
Authors: Carpenter Sandra L. , Delugach Harry S. , Etzkorn Letha H. , Farrington Phillip A. , Fortune Julie L. , Utley Dawn R. , Virani Shamsnaz S.
Published: January 2013

Automatically grading essay questions can have advantages for instructors in higher education. Understanding and specifying how grading is done manually, so that there is potential to do it automatically, is a labor‐intensive effort in knowledge elicitation, acquisition, and representation. This paper describes how an interdisciplinary team used conceptual graphs to formally specify the model for a good essay response, and then how that expert model was used as the standard by which the student responses were judged. The methodology is then described for creating the expert model for student responses. These were compared using two different approaches. It was found that most students included the most important concepts, but those student answers that were more complete (i.e., also including concepts of lesser importance) received higher grades. The approaches are then evaluated in terms of reliability and validity, and finally, suggestions are made for future work.
Development of a Work Sampling Methodology for Behavioral Observations: Application to Teamwork
Authors: Besterfield‐Sacre Mary , Shuman Larry J. , Wolfe Harvey , Clark Renee M. , Yildirim Pinar
Published: January 2013

Engineering programs must assess students' abilities to master “criteria 3 a‐k.” Skills such as teamwork, problem solving, design, and ethical understanding entail learning various processes; hence, assessing these outcomes is better accomplished by focusing on the process rather than the result. Methods for observing students' performance, such as 100 percent behavioral observation, are ideal but expensive.

We extend work sampling, an economic industry‐based alternative, to observe cognitive and behavioral processes. Specifically, we describe a work sampling methodology to assess students engaged in teamwork. We then determine attributes of teamwork, establish target time proportions using 100 percent observation, and statistically compare the targets to proportions obtained from work sampling intervals to determine the effective interval. The robustness of work sampling is tested in four learning environments. Results indicate that sampling provides a statistically valid alternative for assessing teamwork. However, when observing design and ethical understanding processes, additional research is needed to make work sampling viable.
Development of an Instrument to Measure Perspectives of Engineering Education Among College Students
Authors: Li Qing , McCoach D. Betsy , Swaminathan Hariharan , Tang Jiong
Published: January 2013

The number of engineering students has been declining for decades and attracting qualified students has become an urgent task for engineering schools in The United States. Perspectives students hold towards engineering play an important role in their college major selection. An effective standardized instrument measuring general perspectives about engineering among college students is designed in this project and survey development, instrument administration, and factor analysis are presented. The statistical analysis reveals that college students in general agree that engineering is beneficial to the society; however, they tend to believe that it takes too much effort to gain an engineering degree and that engineering is a demanding career. Further, they are neutral about the personal benefits of pursuing a degree in engineering, and finally, they do not feel that studying engineering or making engineering as their profession is particularly interesting. These findings provide a good explanation to the declining enrollment and increasing dropout rates in engineering schools in the United States.
Coefficient Alpha: An Engineer's Interpretation of Test Reliability
Authors: Allen Kirk , Reed‐Rhoads Teri , Terry Robert A. , Murphy Teri J. , Stone Andrea D.
Published: January 2013

Reliability is a fundamental concept of test construction. The most common measure of reliability, coefficient alpha, is frequently used without an understanding of its behavior. This article contributes to the understanding of test reliability by demonstrating that questions which lower reliability are inconsistent with the bulk of the test, being prone to test‐taking tricks and guessing. These qualitative characteristics, obtained from focus groups, provide possible causes of lower reliability such as poorly written questions (e.g., the correct answer looks different from the incorrect answers), questions where students must guess (e.g., the topic is too advanced), and questions where recalling a definition is crucial. Quantitative findings confirm that questions lower reliability when students who answer correctly have lower overall scores than students who answer incorrectly. This phenomenon is quantified by the “gap” between these students' overall scores, which is shown to be highly correlated with other item metrics. An increasing number of concept inventory tests are being developed to assess student learning in engineering. Scores and student comments from the Statistics Concept Inventory are used to make these judgments.
“What's to keep you from dropping out?” Student Immigration into and within Engineering
Authors: Walden Susan E. , Foor Cindy
Published: January 2013

Nearly one‐half of the industrial engineering undergraduate interviewees in an investigation of their degree program indicated they previously had been enrolled in another major. Understanding why these students chose to remain in or enter a science, technology, engineering and math (STEM) major when their previous choice lost its appeal is an important piece of the STEM participation puzzle. Our data indicate effective formal and informal recruiting, contact with dynamic individuals who conveyed commitment to and excitement about the department and program, and a department that welcomed immigrants and promoted a clear, relevant image of its discipline's identity, influenced student decisions to relocate within STEM rather than attrite. The high proportion of females within the immigrant students is one factor contributing to the department's attainment of sex parity. Our students' stories offer lessons to other departments for attracting and retaining students who enter the higher education STEM pipeline.
Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?
Authors: Chubin Daryl , Donaldson Krista , Olds Barbara , Fleming Lorraine
Published: January 2013

U.S. engineering education needs to evolve if the country is to maintain its preeminence in science, technology, engineering, and mathematics fields. This paper, building on both national engineering student data and findings from the Academic Pathways Study, conjectures and reports on analyses of what matters to future generations of engineers. The paper compares the current generation of college students, Generation Net, with previous generations, explores motivations and choices along the engineering pathway (pre‐college to the workforce), examines students' knowledge and skills relative to faculty practices, and concludes with three scenarios of engineering education and the workforce, including the consequences of stasis or change.
Learning Conceptual Knowledge in the Engineering Sciences: Overview and Future Research Directions
Authors: Streveler Ruth A. , Litzinger Thomas A. , Miller Ronald L. , Steif Paul S.
Published: January 2013

Learning conceptual knowledge in engineering science is a critical element in the development of competence and expertise in engineering. To date, however, research on conceptual learning in engineering science has been limited. Therefore, this article draws heavily on fundamental research by cognitive psychologists and applied research by science educators to provide a background on fundamental issues in the field and methods for assessing conceptual knowledge. Some of the most common conceptual difficulties from three domains: mechanics, thermal science and direct current electricity, are discussed to provide concrete examples of what students find difficult to learn. The article concludes with a discussion of possible sources of these difficulties, implications for instruction, and suggestions for future research.
The Relations of Ethnicity to Female Engineering Students' Educational Experiences and College and Career Plans in an Ethnically Diverse Learning Environment
Authors: Trenor Julie Martin , Yu Shirley L. , Waight Consuelo L. , Zerda Katherine S. , Sha Ting‐Ling
Published: January 2013

This paper describes a mixed‐methods study employing a social cognitive theoretical framework that emphasizes the interplay of person factors, environment, and behavior to explore the educational experiences of female students in an ethnically diverse learning environment. Specifically, we investigate the relations of ethnicity to female students' perceptions and experiences related to engineering, as well as their selection of and persistence in undergraduate engineering majors. An ethnically diverse sample of female engineering undergraduates at an urban research university completed an online survey and participated in semi‐structured interviews. Results revealed that participants of all ethnicities perceived strong institutional and peer supports in this diverse learning environment. Additionally, differences in participants' perceived barriers for achieving engineering educational and career plans were found based on ethnicity and parental level of education.
Student Thinking about Static Equilibrium: Insights from Written Explanations to a Concept Question
Authors: Newcomer Jeffrey L. , Steif Paul S.
Published: January 2013

Students' thinking during an assessment task was monitored by analyzing their explanations of answers to a multiple‐choice question about the equilibrium of bodies under given loads. Based on coding by independent raters, we found that nearly all students explained answers by appealing to force and/or moment summation; they differed principally on whether they applied both force and moment equilibrium and did so consistently. Correlations between answer selection and explanation as found from coding suggested that a reasonable guess as to a student's thinking can be made based on the answer choice alone. By the final exam, some students improved in their ability to consistently apply both principles or at least to apply them when needed. Many other students apparently learned to apply one of the principles consistently, although they came to ignore the other principle, even if they had acknowledged it at the start of the course.
Development of a Fast Remedial Course to Improve the Spatial Abilities of Engineering Students
Authors: Martín‐Dorta Norena , Saorín José Luis , Contero Manuel
Published: January 2013

This paper presents the results of a pilot study designed to evaluate the feasibility of launching a fast remedial course based on 3D CAD modeling for improving spatial abilities of engineering students. The study was carried out with civil engineering students at the University of La Laguna (Spain) during the 2006–2007 academic year. The main requirements in the design of the course were: short and intensive (12 hours worth of work during 3 weeks), attractive for the students, and use of free 3D CAD modeling software. The chosen software was Google SketchUp. Exercises based on practice with this modeling tool had a measurable and positive impact on students' spatial ability, measured by both MRT and DAT:SR tests. The results are then compared to our previous studies at La Laguna University based on classic pencil and paper exercises, multimedia Web‐based applications, and exercises using a sketch‐based modeling application.
Quantitative, Qualitative, and Mixed Research Methods in Engineering Education
Authors: Borrego Maura , Douglas Elliot P. , Amelink Catherine T.
Published: January 2013

The purpose of this research review is to open dialog about quantitative, qualitative, and mixed research methods in engineering education research. Our position is that no particular method is privileged over any other. Rather, the choice must be driven by the research questions. For each approach we offer a definition, aims, appropriate research questions, evaluation criteria, and examples from the Journal of Engineering Education. Then, we present empirical results from a prestigious international conference on engineering education research. Participants expressed disappointment in the low representation of qualitative studies; nonetheless, there appeared to be a strong preference for quantitative methods, particularly classroom‐based experiments. Given the wide variety of issues still to be explored within engineering education, we expect that quantitative, qualitative, and mixed approaches will be essential in the future. We encourage readers to further investigate alternate research methods by accessing some of our sources and collaborating across education/social science and engineering disciplinary boundaries.
The Four‐Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty‐first Century Engineer
Authors: Vanasupa Linda , Stolk Jonathan , Herter Roberta J.
Published: January 2013

The twenty‐first century challenges engineering educators to design learning experiences to strategically and holistically target students' development, including cognitive, psychomotor, social and affective domains. We propose a guide for the design process. The Four‐Domain Development Diagram (4DDD) is a synthesis of learning theory and empirical data. This guide maps the relationships among the major factors that influence learning and presents them in the form of a causal loop diagram, a tool used by systems dynamicists to show how changes in important factors affect other factors within the system. In this paper, we present the theoretical and empirical basis of the 4DDD. We also describe how the 4DDD can be used as a design guide for instructional changes that promote more effective learning experiences for the broader cognitive, social, affective, and psychomotor development required of today's engineering graduate.
An Investigation of the Presence and Development of Social Capital in an Electrical Engineering Laboratory
Authors: Brown Shane , Flick Larry , Fiez Terri
Published: January 2013

Social capital consists of resources embedded in social networks that are purposefully mobilized through personal interactions. This project examined the factors that affected the development of social capital in an electrical and computer engineering laboratory. Data were collected through participant observation over the course of a term, interviews with students, and a survey. Interview and observational data were analyzed to determine themes or patterns in behaviors and actions that indicated the presence of social capital and affected the development of social capital in this setting. The open‐ended nature of the laboratory assignments and the complexity of a learning tool called TekBot™ required students to access information. The lack of relevant information from the teaching assistants, internet, and laboratory assignment handouts required students to mobilize information from each other to succeed. Multiple methods of data collection validate the result that specific factors encouraged the development of social capital in this laboratory.
Improvements in Spatial Ability as a Result of Targeted Training and Computer‐Aided Design Software Use: Analyses of Object Geometries and Rotation Types
Authors: Onyancha Richard M. , Derov Matthew , Kinsey Brad L.
Published: January 2013

Spatial ability, which affects retention and achievement in engineering and science disciplines, has been shown to improve through training and simply from enrollment in a Computer‐Aided Design (CAD) course. However, detailed analyses of the specific object geometries and rotation types that cause difficulty for students on standardized spatial ability tests or which ones improve based on training has not been performed. This information may assist in determining the optimal training methods to improve the spatial ability skills of students and thus provide the most significant benefits for the training time committed. In this paper, scores from a standardized spatial ability test, which was administered before and after training and/or enrollment in a CAD course, are compared. The results show that the targeted training produced a significant improvement in the spatial ability test scores of students and that these improvements occur across all object geometries and rotation types.
A Survey of Industry Advisory Board Operation and Effectiveness in Engineering Education
Authors: Genheimer Dr. Stephen R. , Shehab Dr. Randa L.
Published: January 2013

Voluntary boards composed primarily of industry practitioners who give aid and advice are almost universal in engineering education programs, though there has been little published research on this subject. Based on a survey of 90 engineering school directors and advisory board members, this research characterizes the operation, makeup, and effectiveness of advisory boards. The study shows that effective boards have a clear understanding of their role and limitations in influencing curriculum, encourage engagement with students, have formal procedures for involvement in ABET accreditation, and are well coordinated with the larger educational institution. Boards can be effective with or without involvement in fundraising, but it is essential that fundraising expectations be clearly understood and agreed upon by the school and the board. Boards composed largely of members with close ties to the institution, generally alumni, will be more engaged as advocates of the program and will contribute more financially.
Measuring Leadership in Self‐Managed Teams Using the Competing Values Framework
Authors: Zafft Carmen R. , Adams Stephanie G. , Matkin Gina S.
Published: January 2013

This study demonstrates how the application of the Competing Values Framework (CVF) to self‐managed teams (SMTs) assist engineering educators to understand how to measure leadership within this context and facilitate an increased awareness of the students in a team, which will consequently increase effectiveness. Specifically, we analyzed data from the Managerial Behavior Instrument, completed by 81 engineering students who participated in self‐managed teams for one semester. The instrument measured the use of the four leadership profiles of the Competing Values Framework which then allowed the researcher to determine the presence of high or low behavioral complexity. Behavioral complexity determines the team's ability to utilize multiple leadership roles and subsequent effectiveness. The findings indicate that behavioral complexity does have a significant effect on performance but does not have a significant effect on the attitudes of team members. Overall, teams with high behavioral complexity earned a higher grade on their final team project than teams with low behavioral complexity. This study is significant for engineering education because it provides a theory and framework for understanding leadership in teams. By exploring the relationship between leadership in SMTs and effectiveness, educators and industry can better understand the type of leadership roles necessary for achieving a highly effective team. As a result, instructors can design their teamwork curricula and teamwork training based on the leadership strengths and skills of students which will then prepare students for industry upon graduation.
Applying Kolb's Experiential Learning Cycle for Laboratory Education
Authors: Abdulwahed Mahmoud , Nagy Zoltan K
Published: January 2013

This paper describes a model for laboratory education based on Kolb's experiential learning theory. The method is implemented using modern teaching technologies and a combination of remote, virtual, and hands‐on laboratory sessions and have been applied to the teaching of the undergraduate process control laboratory at the Chemical Engineering Department at Loughborough University, United Kingdom. An argument that poor learning in the laboratory is due to insufficient activation of the prehension dimension of Kolb's cycle was suggested and verified, providing a pedagogical explanation. The quantitative analysis showed significant enhancement of the learning outcomes of the experimental group compared with the control group. Apart from the hands‐on session, the proposed model involves additional activities, such as pre‐ and post‐lab tests and virtual laboratory sessions, which are associated with Kolb's cycle to facilitate constructivist learning. The paper provides the first laboratory education model that builds thoroughly on Kolb's experiential learning theory.
Exploring STEM Career Options through Collaborative High School Seminars
Authors: Cantrell Pamela , Ewing‐Taylor Jacque
Published: January 2013

The K‐12 Engineering Education Programs (KEEP) Seminar Series for high school juniors and seniors began in 2003 as a collaborative program sponsored by the College of Education, College of Engineering, and the Raggio Research Center for Science, Technology, Engineering, and Mathematics (STEM) Education at the University of Nevada, Reno. It ran for five years and attracted 130 students to weekly sessions for eight weeks each year where they engaged with presenters from the STEM fields. The goal was to provide students with opportunities to observe research presentations by scientists and engineers in a wide array of specialties in order to understand how the STEM disciplines are integrated and to understand the possibilities for their future career paths. A descriptive study found that females were more stable in their career choices over the eight‐week seminar series, and seniors were better able to learn new STEM content and make connections between high school courses and the seminar presentations than were juniors.
Study of Usage Patterns and Learning Gains in a Web‐based Interactive Static Course
Authors: Steif Paul S. , Dollár Anna
Published: January 2013

Background

Courseware for engineering education can feature many discrete interactive learning elements, and typically student usage is not compelled. To take advantage of such courseware, self‐regulation of learning may be necessary. Evaluation of courseware should consider actual usage, learning gains, and indications of learning self‐regulation.

Purpose (Hypothesis)

The research question focuses on how students' interactions with the courseware affect their learning gains. The hypothesis tested is that learning gains from online courseware increase with usage, and particularly with usage that suggests learning self‐regulation.

Design/Method

Students in a lecture‐based statics course were assigned to study previously developed courseware as part of homework assignments. Learning gains were deduced from pre‐ and post‐ paper and pencil diagnostic quizzes, and from the first class exam. Credit was based on quiz scores, rather than courseware usage. Usage of interactive elements of the courseware was inferred from log files of students' interactions with the courseware, and patterns suggesting learning self‐regulation were identified.

Results

High, statistically significant learning gains were found. Substantial usage was evident, with core learning activities initiated by, on average, three‐quarters of students. Learning gains and performance on the relevant class exam appeared to be more closely correlated with usage that indicated self‐regulation of learning rather than with total usage of the courseware.

Conclusions

Methods of assessing courseware should go beyond courseware features, learning gains, and student self‐reports of effectiveness to include monitoring of actual usage and analyses relating usage to learning. Self‐regulation of learning is likely to be critical to successful usage of courseware, and courseware should be designed to encourage it.