bluuebunny/crossref_metadata_2025 huggingface dataset:
Teaching in Real‐time Wireless Classrooms*
Authors: Griffioen James , Seales W. Brent , Lumpp James E.
Published: January 2013

This paper describes the educational opportunities and challenges of teaching in a real‐time wireless classroom (WC) environment. The WC environment allows instructors to replace the conventional blackboard and chalk classroom with a collaborative, networked, portable classroom environment. WCs provide a wide variety of new instructional possibilities, including collaborative presentations and whiteboard interaction, live audio and video, animated examples, independent and instructor‐directed web surfing, and other powerful multimedia methods. However, making effective use of these real‐time interactive capabilities is not straightforward, and there are many challenges involved with teaching in such an environment. This paper describes our practical experiences teaching with WCs the past year. We discuss the costs and effort needed to prepare course materials for a WC and report on recent experiments that integrate the WC environment with a distance learning effort.
Multimedia Collaborative Content Creation (mc3): The MSU Lecture Online System*
Authors: Kortemeyer Gerd , Bauer Wolfgang
Published: January 2013

Putting lecture material on‐line is a time‐consuming undertaking. Before communicating any subject matter, faculty must invest time and effort in dealing with computer‐related administrative overhead. Also, in traditional lecture preparations, faculty can profit from years of previously prepared written material, while for on‐line classes, they often unnecessarily re‐create learning modules that already exist on‐line. Lecture Online is a means for faculty to develop modular on‐line resources collaboratively and share them with each other. The Learning Online Network, which is currently under development, implements a distributed server network with a strong emphasis on cross‐institutional collaborations with intellectual property rights management and optional usage‐based royalty mechanisms.
Computerized Course Planning for ISE Undergraduates
Authors: Francis Richard L.
Published: January 2013

We describe the development and successful implementation of a spreadsheet used to help undergraduates in the Department of Industrial and Systems Engineering at the University of Florida plan their courses until graduation. The sheet is similar to a table with rows for courses, and columns for terms. For each course, the user enters a one in the cell for the term to take the course. The sheet computes various things, checks that all corequisites and prerequisites are satisfied, and that each course is chosen. In addition, various documentation is provided.
A Quality Based Assessment Process for Student Work Products
Authors: McNeill Barry , Bellamy Lynn , Burrows Veronica
Published: January 2013

Traditional grading of student work has several inherent problems including a granularity in grades which is too fine, passive student involvement, and a questionable connection between the grade and the learning objectives. We have developed and refined a quality based assessment process that addresses some of these problems. The quality assessment process has three, closely integrated aspects: 1) a three level assessment outcome (Meets Expectations, Exceeds Expectations, Needs Improvement), 2) the use of checklists to define expectations, and 3) the active involvement of students. The three levels of assessment are based on a three level customer needs model developed by Kano. In the context of the Kano model, faculty are viewed as customers and student work is the product. Three part checklists consistent with this model are used; these checklists facilitate the assessment of technical correctness, other course standards, student readiness, as well as the level and quality of the effort. The students are expected to use the checklists to determine how to Meet or Exceed Expectations on the assignment.
Teaching Real‐World Issues through Case Studies*
Authors: Raju P.K. , Sankar Chetan S.
Published: January 2013

Engineering students are expected to be not only technically proficient, but, also to exhibit a sound awareness of real‐world issues such as marketing, finance, communications, and interpersonal relations. We found that this is best learned by participating in a case study method of instruction. This paper describes the results of a research undertaken by the authors to develop a teaching methodology to bring real‐world issues into engineering classrooms. It describes the steps taken in developing an engineering‐management case study, administering this case study in a classroom, and results of evaluating the effectiveness of this method of instruction. In particular, it focuses on the students' and professional engineers' perceptions on the utility of the case study method of instruction in engineering classes. The results of the research lead to recommendations to funding agencies and educators on the need to develop interdisciplinary technical case studies so that the innovations happening in the engineering world can be communicated to the students in the classrooms.
Speech: An Enhancement to (Technical) Writing
Authors: Piirto John
Published: January 2013

Industry today wants engineers who are not only technically proficient, but who also can speak and write well. The problem is that engineering students do not get many opportunities to practice these skills in their crowded curricula. The educational strategy in the following article suggests that incorporating a formal or semiformal speech into a (technical) writing assignment can improve a student's speaking and writing proficiency.
Enterprise Systems: Challenges and Opportunities for Information Systems Education
Authors: Chandra Charu , Kumar Sameer
Published: January 2013

This paper presents a perspective on “learning” in managing information, applied to enterprise systems. As its name suggests, an enterprise system encompasses a total view of allparts(functions, sub‐systems) of the completewhole(organization, system). This approach of designing solutions for system component within the overall framework of the total system offers unique challenges and opportunities for designing, developing and implementing information systems. To meet its mandate, information systems education should offer a multidisciplinary learning environment especially in engineering and sciences curriculum where it is not adequately emphasized. A framework that is designed to deliver a comprehensive learning environment for the entire academic community has been proposed.
The Effects of a First‐Year Engineering Design Course on Student Intellectual Development as Measured by the Perry Scheme
Authors: Marra Rose M. , Palmer Betsy , Litzinger Thomas A.
Published: January 2013

In response to the demand for enhanced design, problem‐solving, and team skills in engineering graduates, Penn State has instituted a number ofteam‐based, project‐learning courses, including one taken by nearly every first‐year engineering student. To determine the impact of these experiences on our students we have begun a cross‐sectional and longitudinal study of their intellectual development based upon the Perry model. In this paper, we describe the research methodology and results for the initial group of first‐year students interviewed. The results of the study include the effects on intellectual development of the first‐year design course, gender, honors status, and the students' academic ability as indicated by SAT scores and grade point average. Design experience was positively related to enhanced intellectual development. Honors status, gender, and academic ability were not significantly related to Perry rating. We discuss the implications of these findings for instruction and curricular reform.
WWW‐Based Water Quality Modeling Systems to Enhance Student Learning
Authors: Mohtar Rabi H. , Engel Bernard A.
Published: January 2013

This paper focuses on how student understanding of complex environmental systems can be improved by developing interactive, WWW‐accessible water quality modeling systems and supporting multimedia educational materials that provide experiential learning opportunities. Students dynamically utilize online models and obtain immediate graphical responses to questions of interest. Presented herein is a description of WWW‐based environmental simulation capabilities and multimedia educational materials that improve student understanding of environmental systems, particularly water quality. The material includes case studies to be applied to science and engineering higher education. Case studies give students experience in modeling real life systems and expose them to environmental issues and water quality protection measures. An evaluation of the educational tool was conducted and showed that the tool is an effective way to provide education concerning complex environmental systems.
Delivery and Assessment of Senior Capstone Design via Distance Education
Authors: Sternberg Steven P.K. , Johnson Arnold , Moen Don , Hoover John
Published: January 2013

The University of North Dakota (UND) School of Engineering and Mines (SEM) Departments of Chemical, Electrical, and Mechanical Engineering offer a unique capstone design course. The course is offered to distance education students at their industrial work sites using company‐based projects and industry mentors. Each department offers this course as partial fulfillment of an ABET‐accredited Bachelor of Science degree.
Accounting for Individual Effort in Cooperative Learning Teams
Authors: Kaufman Deborah B. , Felder Richard M. , Fuller Hugh
Published: January 2013

An “autorating” (peer rating) system designed to account for individual performance in team projects was used in two sophomore‐level chemical engineering courses in which the students did their homework in cooperative learning teams. Team members confidentially rated how well they and each of their teammates fulfilled their responsibilities, the ratings were converted to individual weighting factors, and individual project grades were computed as the product of the team project grade and the weighting factor. Correlations were computed between ratings and grades, self‐ratings and ratings from teammates, and ratings received and given by men and women and by ethnic minorities and non‐minorities. Incidences of “hitchhikers” (students whose performance was considered less than satisfactory by their teammates), “tutors” (students who received top ratings from all of their teammates), dysfunctional teams, and teams agreeing on a common rating were also determined. The results suggest that the autorating system works exceptionally well as a rule, and the benefits it provides more than compensate for the relatively infrequent problems that may occur in its use.
Integrated Curricula: Purpose and Design
Authors: Everett Louis J. , Imbrie P.K. , Morgan Jim
Published: January 2013

This paper has two objectives: 1) to define, describe, and discuss integrated programs and their advantages with regard to student and faculty outcomes, as well as student retention; and 2) to describe a design process used to successfully develop and deploy an integrated first year curriculum. This paper details the results of the design process and the content of the first year integrated program implemented by the College of Engineering at Texas A&M University. The curriculum integrates the first year components of calculus, chemistry, engineering graphics, English, physics, and problem solving.
An Algorithm for High Technology Engineering and Management Education
Authors: Markham Stephen K. , Baumer David L. , Aiman‐Smith Lynda , Kingon Angus I. , Zapata Michael
Published: January 2013

We present the Technology, Education, and Commercialization (TEC) Algorithm: complete sets of information and decision analysis tools used in an experiential learning process to find, assess, and commercialize technologies. The TEC educational process prepares graduate engineering and management students for the challenges they encounter when managing technology commercialization in high technology startups. Emphasis is placed on high‐technology startups as a pedagogical tool to teach the entire business and technical development process to students. The process is equally applicable for corporate ventures and individuals interested in championing new ideas.
Two Way Integration of Engineering Education through a Design Project
Authors: Giralt Francesc , Herrero Joan , Grau Francesc Xavier , Alabart Joan Ramon , Medir Magda
Published: January 2013

Horizontal and vertical integration of engineering education is achieved through an early‐design project where students get acquainted with Total Quality Management (TQM) principles and design processes from year‐one of their University education. The project is embedded in the undergraduate chemical engineering curriculum as an activity that involves horizontally several first‐year subjects and vertically a fourth‐year Project Management Practice course and a related Project Management subject. An assessment of the integrated design project indicates that effective teaching and learning spreads through the curriculum, with fourth‐year students acting as project managers and experiencing engineering practice. These management and leadership training processes include a shared responsibility in the organization and in the development of the project, which are key factors for the success of the integrated activity. They are also a first step towards the ETSEQ goal of becoming a sustainable student‐centered educational system.
Dynamics of Peer Education in Cooperative Learning Workgroups
Authors: Haller Cynthia R. , Gallagher Victoria J. , Weldon Tracey L. , Felder Richard M.
Published: January 2013

Many recent studies demonstrate that cooperative learning provides a variety of educational advantages over more traditional instructional models, both in general and specifically in engineering education. Little is known, however, about the interactional dynamics among students in engineering work groups. To explore these dynamics and their implications for engineering education, we analyzed work sessions of student groups in a sophomore‐level chemical engineering course at North Carolina State University. Using conversation analysis as a methodology for understanding how students taught and learned from one another, we found that group members generally engaged in two types of teaching‐learning interactions. In the first type, transfer‐of‐knowledge (TK) sequences, they took on distinct teacher and pupil roles, and in the second, collaborative sequences (CS), they worked together with no clear role differentiation. The interactional problems that occurred during the work sessions were associated primarily with TK sequences, and had to do with students who either habitually assumed the pupil's role (constant pupils) or habitually discouraged others' contributions (blockers). Our findings suggest that professors can facilitate student group interactions by introducing students to the two modes of teaching interaction so group members can effectively manage exchanges of knowledge, and also by helping students distribute tasks in a way that minimizes role imbalances.
Women's Perceptions of the Climate in Engineering Technology Programs
Authors: Gallaher Janna , Pearson Frances
Published: January 2013

A review of the literature shows that women learn and behave in ways that differ from the norm in engineering, science, and mathematics, but no research has been done specifically on women in engineering technology. In order to determine whether there is a difference between what women in engineering technology perceive as important to them and what exists in their academic programs, we conducted a survey of 100 female students from 2‐year and 4‐year schools throughout the country. Specifically, we were interested in their perceptions of competition and challenge, faculty support, recognition of their abilities, peer support, and inclusion in the program. The results showed significant differences between what was important to them and what they perceive exists in the program in all areas except competition and challenge. Differences were also found based upon demographic variables.
The “Dark” and “Light” of Teaching Development in an Engineering Course
Authors: Broekmann I.A. , Cornish L.A.
Published: January 2013

The changes in a second year metallurgy course over six years in a context of radical change are described. The authors embed the descriptions of change in a paradigm of reflective practice and draw from Activity Theory to provide a theoretical position for such reflection on teaching. The paper represents an attempt to improve teaching practice in a context of changing student and societal needs. We hope that by making public our reflections about the process of development and subjecting them to criticism from colleagues, we can contribute to creative responsiveness in the challenge facing faculty in times of transition.
Evaluation of Instructional Design of Computer‐Based Teaching Modules for a Manufacturing Processes Laboratory
Authors: Hailey Christine E. , Hailey David E.
Published: January 2013

Studies concerning student preferences and student learning as a function of the instructional design and delivery of a computer‐based teaching (CBT) module are presented. The studies were conducted in conjunction with the development of twenty‐one CBT modules for an Introduction to Manufacturing Processes laboratory that emphasized metal removal. Study results indicate there is no statistically relevant difference in learning between students using material presented with traditional multimedia (35 mm slides and cassette tapes) and the identical material presented with digital multimedia. Engineering students' preferences for interface design and audio‐visual information presentation are also presented. The most important result is that learning outcomes of a reader‐driven CBT module were found to be statistically lower than those associated with author‐driven CBT module, especially for average and below‐average students. These results suggest that if students must absolutely understand material, e.g., laboratory safety, the CBT should be author‐driven. Based on these results, we speculate that average and below average engineering students are more linear learners. A hybrid scheme, where information presentation transitions from an author‐driven to a reader‐driven environment may help weaker students develop better non‐linear, open‐ended problem solving skills.
An Innovation‐Based Fluid Mechanics Design and Fabrication Laboratory
Authors: Wicker Ryan B. , Quintana Rolando
Published: January 2013

As part of a four‐week fluid mechanics laboratory, Mechanical Engineering students were challenged to design and manufacture the least restrictive flow nozzle for a standard test condition within several design constraints. The Nozzle Design Challenge (NDC) combined analysis, design, manufacturing, and experimentation. The positive student responses to the NDC were overwhelming. Formal evaluation of the NDC included the measured nozzle flow rates and the amount of time spent in the laboratory. The highest flow rate nozzle allowed substantially more flow than the nozzle with a 1‐inch diameter hole used for demonstration. Every group spent more time in the laboratory than was scheduled, which may indicate high levels of motivation for the project. The examination scores covering the principles learned in this laboratory were compared to the previous semester's students who did not perform the innovation‐based design and fabrication project. After blocking out the effects of GPA, the results indicate that the students who undertook the design experience performed significantly better on the examination.
Refocusing Our Efforts: Assessing Non‐Technical Competency Gaps
Authors: Meier Ronald L. , Williams Michael R. , Humphreys Michael A.
Published: January 2013

This study reports the findings of a National Science Foundation‐funded study* focused on providing solutions to the identified needs for curricular change in Advanced Technological Education programs. The purpose of this study was to explore the extent of competency gaps in science, mathematics, engineering, and technology (SMET) education graduates as perceived by business and industry leaders. Due to the nature of the research questions investigated in this study, the methodology was divided into three phases. Phase one employed a widely accepted multi‐step, scale development procedure to determine the domain of the subject matter. Phase two validated survey items. Phase three comprised two parts; part one prioritized SMET competency gaps. Part two utilized Hoshin quality analysis techniques to group, identify, and sequence thematic content areas for curricular development. This study found that SMET programs must extend the boundaries of their traditional curricula to include competencies such as: customer expectations and satisfaction, commitment to doing one's best, listening skills, sharing information and cooperating with co‐workers, team working skills, adapting to changing work environments, customer orientation and focus, and ethical decision making and behavior.
R3 + D3 = A Learning Tool for Science and Engineering
Authors: Prussia Stanley E. , Birmingham Deirdre M.
Published: January 2013

The public benefits from a basic understanding not just of science but of engineering. However, people understand the scientific method better than the engineering approach, although they sense that the two are different. Simple memory tools could help teachers and students not only understand but remember and appreciate the different uses of the two approaches in understanding our world and in changing it. Checkland's concise description of the scientific method using three key words of reduce, repeat, and refute is proposed as a tool for remembering key components of the scientific method. A similar memory tool for the engineering approach could help teachers and students understand and remember the basic differences between and the appropriate uses of the two approaches. A three‐word memory tool is proposed: determine, develop, and deploy. Our purpose is to elicit reaction to the conceptual learning tools proposed.
Preparing Students for Careers in Material Handling
Authors: Bullington Stanley F. , Malmborg Charles J. , Heragu Sunderesh S.
Published: January 2013

This report summarizes the proceedings of a roundtable discussion of materials handling educational issues by a panel consisting of practitioners in the materials handling industry. The objective of the discussion was to: (i) understand how practitioners apply their engineering expertise to industrial problems, (ii) identify critical skills and attributes required of practicing materials handling engineers, and (iii) determine how ties between universities and the practicing community could be strengthened to prepare material handling students for successful careers in the material handling industry. The discussion was centered around five issues related to the above objectives. The panel felt that a vast majority of the materials handling problems faced by practitioners fall in the operational analysis category. Simulation modeling, group problem solving, project management and simple operational analysis based on fundamental mechanical and electrical engineering principles appear to be the primary analytic methods used for problem solving. Graduating engineers entering the materials handling field must possess strong communication, interpersonal and analytical skills, be able to organize and lead a project successfully, and exhibit a high degree of creativity. Because the role of a materials handling engineer will often be that of an internal consultant, they must be able to lead and work effectively in multi‐disciplinary teams. Increased automation on the shop‐floor and globalization of the business world demand that the engineer have a strong multi‐disciplinary background. Materials handling students in the nation's universities must be familiar with various equipment types including their functionality, applications, strengths and weaknesses, have a firm grasp of the analytical and simulation based problem solving tools, and be able to take the “big picture,” systems approach in problem solving. Classroom instruction must include project and case based learning and coverage of theoretical topics. While the former is important for students to be able to solve practical problems, the latter is valuable for imparting analytical skills and creativity. Increased collaboration between the industry and universities will help prepare successful materials handling engineers.
An Evidence‐Based Strategy for Problem Solving
Authors: Woods Donald R.
Published: January 2013

Over 150 published basic strategies for problem solving are documented and compared. “Nested” strategies are described. Research is summarized of the cognitive and attitudinal processing used when we solve problems. The connection between past problems that have been solved successfully, the subject knowledge, the current problem to be solved, and the problem solving process is described. “Problems” are distinguished from “exercises.” Based on the research evidence, eleven criteria are posed for the creation of an evidence‐based strategy. A resulting strategy is described. Suggestions are given about how to overcome the propensity to use the strategy as a series of linear, sequential steps. Evidence is summarized of the use and effectiveness of the proposed evidence‐based strategy. Most successful problem solvers use a “strategy.” In this paper, we survey published strategies, consider the research evidence about the appropriateness of using and teaching via strategies, summarize pertinent research evidence about the problem solving process and apply criteria to devise an evidence‐based strategy for problem solving.
The Theme Course: Connecting the Plant Trip to the Text Book
Authors: Young V.L. , Stuart B.J.
Published: January 2013

A plant trip provides subjects for team projects and lecture examples in a sophomore chemical engineering course, thus becoming a unifying “theme” for the course. The “theme” structure is intended to improve student mastery of course material by helping students relate different course topics to one another via real equipment and processes. Here, performance in a subsequent junior chemical engineering course by students from the “theme course” is compared with performance by students who took the sophomore course in a traditional lecture‐homework‐exam format. Theme course graduates claim better retention of concepts from the sophomore course, though their scores on exam questions testing their knowledge, comprehension, and application of these concepts did not differ significantly from that of students from the traditional course. Theme course graduates did earn higher grades in the junior course, due to better performance on exam questions requiring higher level skills such as analysis, synthesis, and evaluation. Students were enthusiastic about the course structure, and expressed excitement about learning from “real life.” Thus the “theme” structure results in early student success in the skills necessary for engineering design, and generates student enthusiasm for engineering.
Writing in Engineering Courses
Authors: Wheeler Edward , McDonald Robert L.
Published: January 2013

By incorporating writing in engineering courses, we can move toward several important educational goals. Writing allows students to develop and use critical thinking skills. It enhances active learning and addresses the needs of students with different learning styles. It is a uniquely powerful tool for assessing student understanding. Writing becomes particularly useful in engineering education when demonstrated as a process. Similarities between the writing and design processes can be used to highlight the fact that there is often no single “correct” solution in either and that feedback and revision are often crucial to both. Finally, the status of our profession is enhanced when engineering graduates can communicate effectively. This paper provides specific examples of how we have employed writing in our courses over the last three years and how it has served to enhance outcomes in these courses.
Quality Assurance in Engineering Education: A Comparison of EC‐2000 and ISO‐9000
Authors: Sarin Sanjiv
Published: January 2013

This paper explores similarities and differences between the new ABET accreditation criteria (EC‐2000) and a well‐established quality assurance standard in industry (ISO‐9000 series). The premise of the paper is that an appreciation of EC‐2000 as a tool for quality assurance will lead to greater faculty interest and participation in accreditation‐related activities. Some suggestions are also provided for effective implementation of EC‐2000.
Educational Innovations in Multimedia Systems*
Authors: Burleson Wayne , Ganz Aura , Harris Ian
Published: January 2013

Multimedia systems have emerged as one of the fastest growing segments of computing systems and thus need to be well integrated into a computer engineering curriculum. Fortunately the teaching and learning of multimedia systems can be aided with novel instructional techniques based on multimedia. The Multimedia Curriculum project at the University of Massachusetts Amherst is developing a unified set of instructional materials on the engineering techniques used in the design and test of hardware, software and networks for multimedia. This large project includes three facets: 1) multimedia instructional modules using web‐linked Digital Video Disks, 2) multimedia communication utilities to facilitate student interaction, and 3) multimedia component design projects. In this paper, we explain our approach to using multimedia as both content and instructional technology and briefly present preliminary results in each of the three facets.
Improving First‐Year Engineering Education*
Authors: Pendergrass N.A. , Kowalczyk Robert E. , Dowd John P. , Laoulache Raymond N. , Nelles William , Golen James A. , Fowler Emily
Published: January 2013

In September of 1998, the College of Engineering at the University of Massachusetts Dartmouth (UMD) piloted an innovative, integrated, first‐year curriculum. It dramatically changed 31 credits across two semesters. The program was modeled after several previous successful undergraduate experiments at other universities such as those in the NSF Foundation Coalition and at Rensselaer Polytechnic Institute. The new program at UMD included

This paper describes the new curriculum, some of the practical considerations in its design, and the way it has functioned. Significant improvements demonstrated after one year of operation include

integrating the introductory sequences in physics, calculus, chemistry, English and engineering

teaching and using teamwork among students and faculty

using a specially designed technology oriented classroom

using active and cooperative learning methods

encouraging formation of a community of students by block‐scheduling classes and grouping students in the dorms

using rigorous assessment to evaluate performance.

the attrition rate of first‐year engineering students more than halved

the percentage of students passing two semesters of physics on schedule nearly doubled

the percentage of students passing calculus on schedule increased by 40%

the performance of students on common final exams in both physics and calculus significantly increased.
Developing a Participatory Textbook for the Internet*
Authors: Larson Timothy R.
Published: January 2013

This paper summarizes the design and development of a participatory calculus textbook offered as a subscription site on the Internet. The project contains nearly 19,000 HTML files presenting the complete single and multivariable calculus curriculum in addition to a wealth of supplemental content. As an interactive multimedia textbook, it integrates text, graphics, animation, simulation, and live mathematics. The text also features collaborative environments similar to the familiar online chat and news. We call the convergence of interactive multimedia course materials with context‐sensitive collaborative environments a participatory document. The structure of this project represents over four years of design research while implementation represents several person‐years. Hundreds of students have used the text and based partly on their feedback, we are now preparing a number of additional projects. We present the principles developed in designing, implementing, and hosting participatory textbooks and show the applicability to a wide range of disciplines.
Assessing the Process Maturity Utilized in Software Engineering Team Project Courses*
Authors: Collofello James S. , Ng Chi Heng
Published: January 2013

Many computer science departments offer an introductory software engineering course, which normally provides an introduction to software engineering topics in conjunction with a semester long team project. To ensure students acquire the correct lessons from this project experience, it is essential that the teams utilize well‐defined software development processes similar to those practiced by leading software development organizations. Since its inception, the Software Engineering Institute Capability Maturity Model (CMM) has served as a guide for organizations seeking to improve their development practices, through a self‐assessment questionnaire. In an effort to assess the maturity of development practices utilized in software engineering courses, an “academic” version of the CMM questionnaire was developed. This questionnaire was distributed to a sample of software engineering instructors in an effort to assess the maturity of academic software engineering course projects. The questionnaire and the survey results are presented and discussed.
Progressing from Small Group Work to Cooperative Learning: A Case Study from Computer Science*
Authors: Trytten Deborah A.
Published: January 2013

Although the industrial partners of academe are unanimous in their desire to hire engineering graduates who are experienced in working productively in small groups, implementing small group work in a computer science class can be difficult. The obvious assignment, a group programming project, proved to be a poor choice when implemented in my computer graphics class. An examination of the literature in this area shows that a group programming project has many features in common with a group term paper, the assignment that has been uniquely identified as the worst choice for small group work. Fortunately, there are better choices for cooperative learning in computer science. Assignments with “the three S's“: Same problem, Specific choice, and Simultaneous reporting of group choices, work well. This was implemented in my class by having students work multiple choice quizzes designed to require high level learning skills. Quizzes were first worked by individuals, then by small groups. The small group answers are then compared and discussed in class. This generates the type of interaction between the professor and students which creates positive cooperative learning experiences. Promising results have been seen with this method, from both the student and the professor's perspective.
Essential Non‐Technical Skills for Teaming
Authors: Downing Craig G.
Published: January 2013

The world of engineering is once again changing. Engineering education is changing from the narrow engineering science curriculum of the 1950s to a broader industry‐driven curriculum. Today's employers are seeking engineering graduates with advanced communication skills and the ability to work effectively in team‐based environments. Unfortunately, a large number of undergraduate engineering programs are not sufficiently providing students the skills necessary to succeed in the workplace of the future. In this paper 20 non‐technical skills, 10 curricular changes, and seven post‐graduate training methods were presented to Southern Illinois University at Carbondale College of Engineering graduates to evaluate. These graduates functioned both in team‐based and traditional work environments. Results indicated listening as the most important non‐technical skill; inclusion of real‐world applications as the most important curricular addition, and mentoring as the preferred post‐graduate method of learning nontechnical skills. The findings support further research for implementing changes in undergraduate engineering education to integrate and support development of non‐technical skills throughout undergraduate studies. These changes will in turn increase the production of well‐rounded and flexible graduates that are “workforce‐ready.“
Teaching Why Accuracy and Clarity are Ethics Issues
Authors: Goddard Donald L.
Published: January 2013

The teaching of ethics in engineering is a topic of much concern in engineering education. The purpose of this paper is to present an innovation in teaching ethics combined with accuracy of computation and clarity of documentation in a design setting.
Do Online Students Perform as Well as Lecture Students?
Authors: Dutton John , Dutton Marilyn , Perry Jo
Published: January 2013

This paper reports research on whether online delivery performs as well as traditional lecture delivery for a computer science course at North Carolina State University. The comparisons made are for two large sections of the course for which almost the only difference was that one section attended on‐campus lectures and the other did not. Where significant differences in outcomes appear for students who completed the course, they favor the online students. However, online students who started the course were less likely to complete it.
Teaching vs. Preaching: EC2000 and the Engineering Ethics Dilemma
Authors: Pfatteicher Sarah K.A.
Published: January 2013

The recently revised accreditation criteria issued by ABET have stirred renewed discussion of how and why to teach engineering ethics. This paper suggests that demonstrating students “understand ethics” need not (indeed, should not) imply that we assess whether our students “behave ethically,” either before or after graduation. Suggestions are provided for an approach focused on teaching ethics rather than preaching ethics, potential counter‐arguments are considered, and references to key resources in the engineering ethics literature are included.
A Web‐Based Instructional Module for Research and Learning in Design and Analysis of Enterprise Systems
Authors: Chandra Charu , Kumar Sameer
Published: January 2013

This paper describes an instructional module designed to create a repository for introducing students and industry practitioners to enterprise systems. A web‐based design was used to make the module scalable, utilizing Internet capabilities and adapting a systemic approach to disseminate information on research projects. Important characteristics of a web site for organizing information are described. A generic web design problem is outlined and a case study on supply chain management is illustrated. Uses of the module on curricula that satisfy cognitive goals of enterprise system education are discussed. The module offers extensibility to incorporate live applications through the web site.
Integrated Learning: Paradigm for a Unified Approach
Authors: Schneck Daniel J.
Published: January 2013

All of reality derives from disturbances to equilibrated states (controlled systems). This realization allows one to develop a generic feedback/feedforward control model as a paradigm for all of the laws of physics. The model is formulated from seven fundamental axioms, upon which are based seven corresponding theorems— among them, the one that defines Potential Energy as the source for all of reality. The output—Kinetic Energy—of the model is experienced (feedback signals which are in the form of dimensions of perception: including time, length, mass, temperature and electric charge) by an observer (frame‐of‐reference) along a doubly‐infinite continuum that is arbitrarily divided into seven scales of perception. These range from sub‐nuclear to super‐cosmic. Adding to scale‐of‐perception and frame‐of‐reference the concept of resolution—which includes considerations of structure, order, and relation—completes the tripartite set of elements that are the foundations of knowledge. A minimum‐energy principle (controlling system) is introduced to close the loop in the control model. Operationally, this constraint is manifest as “control signals” that attenuate the randomness of transitions among quasi‐equilibrated states, forcing such perceived transitions to proceed along optimized paths (“reference signals” in the control model).
A Report on Mudd Design Workshop II: “Designing Design Education for the 21st Century”
Authors: Dym Clive L. , Sheppard Sheri D. , Wesner John W.
Published: January 2013

This paper reports on a workshop on design education held at Harvey Mudd College (HMC) in May 1999. Mudd Design Workshop II was intended to provide a forum that would bring together design educators, design researchers, and designers from industry, in order to focus exclusively on the teaching of design in engineering education for the next century. Sessions were devoted to (1) design projects in both cornerstone and capstone courses, and metrics for selecting projects; (2) discipline‐based and cross‐disciplinary design courses; and (3) pedagogy, technology, and assessment in design education. Major emergent themes included the desirability of design throughout the curriculum, focuses on coaching and on learning, roles of projects and interactive learning, and the need to better address the interactions of grading and learning. Participants' specific commitments to future actions are also given.
Use of “Studio” Methods in the Introductory Engineering Design Curriculum
Authors: Little Patrick , Cardenas Mary
Published: January 2013

A number of themes, including interest in first year design courses, commitment to active learning approaches, and desires for changes in course structures and costs have come together in a variety of teaching approaches. Some of these approaches have been referred to as using “studio” methods, although the particular pedagogy appears to vary greatly. In this paper, some of these experiments are briefly reviewed and placed in a larger context of studio education in other disciplines. The paper seeks to differentiate studio education from other active learning approaches. An introductory engineering design course was taught using an architecture studio model for two semesters. The experiment demonstrated that the studio method can be very effective in teaching design concepts, but because students are likely to be unfamiliar with this approach, care must be taken to reassure students regarding grades and expectations.
The Effects of Physical Environment on Engineering Team Performance: A Case Study
Authors: Grulke Eric A. , Beert Dan C. , Lane Derek R.
Published: January 2013

The effects of physical environment on the performance of student teams were evaluated in a timed case study. Six teams worked on an intensive three‐hour problem‐solving event as part of their term project. Successful completion of the project depended on using engineering skills to solve an open‐ended technical problem and produce a one‐page memo defining the solution. The skills needed for this exercise included searching electronic databases for relevant information, analyzing journal publications, developing a kinetic model, applying the model to the problem, making team decisions, and communicating the results in a written product.

Three teams performed the exercise in a technology‐training classroom (treatment group), newly constructed and flexibly furnished to accommodate interaction and electronic communication. The remaining three teams (control group) were to find any available space within the Engineering complex. The technology classroom featured flexible, team‐friendly furnishing, and laptop computers with wireless Ethernet connections, giving the students access to Internet database resources and nearby printers. None of the teams selecting their own space chose to work in a traditional classroom. Rather, they all migrated to space that could be used for group discussion, and left these areas to get access to other resources. All groups performed well as teams, probably due to the team training that had been provided to the class prior to the exercise. The three treatment teams in the technology classroom scored significantly better on technical content and communicating their work product in memo form than the control group.
After So Much Effort: Is Faculty Using Cooperative Learning in the Classroom?
Authors: Morell Lueny , Buxeda Rosa , Orengo Moisés , Sánchez Ailén
Published: January 2013

Cooperative learning (CL) has been lauded over the years as one of the most successful teaching/learning strategies employed by professors of science, mathematics, engineering and technology (SMET) in institutions of higher education throughout Puerto Rico. The goal of the research project presented here was to examine the effectiveness of CL as perceived by SMET faculty who use it in the classroom at member institutions of the Puerto Rico Louis Stokes Alliance for Minority Participation (PR‐LSAMP). As a long‐term goal, PR‐LSAMP researchers desired to use the findings to understand and address the training needs of their SMET faculty. Data was gathered on faculty members' use of CL and their perceptions of the effect of CL strategies on student performance and attitudes. Principal survey results showed that over 60% of faculty felt confident in their knowledge of CL theory and role assignment, although somewhat less confident in conflict resolution, grading activities and individual accountability. Fifty percent (50%) reported using the strategy very often or often (primarily for the exploration and learning of new concepts, in team projects and presentations, and in quizzes). Forty‐one percent (41%) described their experience in implementing CL as excellent or very good. In addition, faculty perceived more positive than negative changes in student performance and attitudes. Based on study results, researchers concluded that the success of cooperative learning in PR‐LSAMP institutions signals the beginning of a paradigm shift in the islands' educational system. In addition, results of the study were subsequently used to develop a cadre of SMET faculty to train their peers in various areas of cooperative learning.
Center for Engineering Education: Colorado School of Mines
Authors: Streveler Ruth A. , Moskal Barbara M. , Miller Ronald L. , Pavelich Michael J.
Published: January 2013

Faculty at the Colorado School of Mines have become increasing interested in engineering education research. In response to this interest, the Center for Engineering Education (CEE) was created in January 2000. CEE's activities are organized around Ernest Boyer's model of four types of scholarship: the scholarships of discovery, integration, application, and teaching. In addition to conducting research in engineering education, CEE also disseminates the results of that research through courses and seminars for faculty, graduate students, and the K‐12 community.
Interdisciplinary Research Project Involving Physics and Electrical Engineering Students
Authors: O'Connor Terry , Sibray Holly , Forinash Kyle
Published: January 2013

This paper reports on an ongoing collaborative effort between the physics department at Indiana University Southeast and the Electrical Engineering Technology department of Purdue University located on the IUS campus. The project involved students in an electronics course who built circuits for use with an ultra low frequency antenna. The antenna was built by students in a physics laboratory course to detect naturally occurring signals with frequencies under 100 Hz.