bluuebunny/crossref_metadata_2025 huggingface dataset:
Integrating Experiential Learning Into Business Courses: Using Learning Journals To Create Living Case Studies
Authors: McHann James C. , Frost Laura A.
Published: February 2016

Research demonstrates that the capacity to implement strategy and to execute plans drives business success (Hrebiniak, 2007) and that businesses’ inability to succeed by executing effectively arises from the ubiquitous incapacity of business professionals to overcome the gap between what they know and what they are actually able to do, whether personally or professionally (Pfeffer & Sutton, 2000). Research and experience also demonstrates that the capacity to execute is not primarily about operational or tactical skills.  Rather, it is more a “discipline to learn” (Bossidy, Charan & Burck, 2002; i.e., the capacity to execute is primarily a discipline of continuously learning to acquire, to interpret, and especially to apply information (Garvin, 2000) in a never-ending spiral of improvement. Business professionals must possess this capacity in order to succeed over the long-term. The purpose of business education is to prepare professionals for successful performance in businesses.  However, unlike the preparation of medical doctors and many other professionals, the education in most business schools remains more theoretical than experiential in the andragogy employed. Even the typical case study, like many instructional techniques used in business schools, is still relatively “theoretical” in that it is not a business experience in which the student is personally involved. This paper introduces an instructional method, the journal entry assignment, to help address the challenge of creating a more experiential education and preparation for business. This assignment enables students to “learn by doing” and, in effect, it creates a “living case study” experience for students.
How Remote Response Devices Enable Student Learning: A Four-Year Analysis
Authors: Anderson William A. , Noland Thomas G.
Published: February 2016

The use of Personal Response Systems (PRS) / Classroom Performance Systems (CPS) has expanded considerably since introduction in the early 2000s.  Much of the exploration of the technology has focused on methodology, student participation, and student perception.  This paper examines actual testing results over nine semesters to provide some insights to the impact of the technology on student grades.
Using Dynamic Value Stream Mapping And Lean Accounting Box Scores To Support Lean Implementation
Authors: Woehrle Stephen L. , Abou-Shady Louay
Published: February 2016

Lean has proven to be an effective management philosophy for improving businesses in a competitive market by eliminating waste and improving operations.  An impact of implementing lean projects is the rapid reduction in inventory levels, which gives management the false impression that profits are decreasing while workers on the shop floor observe improvements in operations and increased floor space. This paper explores the literature on lean manufacturing, value stream mapping (VSM), Simulation and lean accounting in order to incorporate and integrate them for the purpose of solving the dilemma between lean implementation benefits and financial and accounting reporting methods.
Topics In Finance Part IV - Valuation
Authors: Laux Judy
Published: February 2016

This article looks at security valuation from the perspective of the financial manager, accenting the relationships to stockholder wealth maximization (SWM), risk and return, and potential agency problems.  It also covers some of the pertinent literature related to how investors and creditors price the stocks and bonds of corporations.
Differentiating Bullish From Bearish Factors In The Arbitrage Pricing Theory
Authors: Cheng Joseph M.
Published: February 2016

This is a teaching note on a proposed approach that will correct a common flaw in the way the return-generating process within the APT framework is illustrated in textbooks.  The problem can be resolved by dichotomizing the risk factors into two kinds.  Based on this approach, the author eliminated the main source of confusion and developed an alternative way to teaching this important financial theory in a comprehensive and intuitive manner.
Instructional Experiment Of Practical Competencies-Oriented Teaching Materials In Technical Universities
Authors: Chen Su-Chang
Published: February 2016

This study aims to conduct experimental instruction on the human resource management unit of business management in practical competencies-oriented business program developed by Chen (2005). This study is based on the quasi-experiment method and the subjects are two classes of students in a four-year technical university who have completed the two-credit “Management” class in the previous semester. Experimental results showed that the teaching materials and supplementary cases can enhance students’ learning achievement; however, problem-solving attitude is not significantly improved.
Business Education Innovation: How Common Exams Can Improve University Teaching
Authors: Unger Darian
Published: February 2016

Although there is significant research on improving college-level teaching practices, most literature in the field assumes an incentive for improvement.  The research presented in this paper addresses the issue of poor incentives for improving university-level teaching.  Specifically, it proposes instructor-designed common examinations as an incentive for teaching improvement and uses empirical data from business school student tests to illustrate the utility of such assessments.  Results were drawn from almost 250 college students who had different professors for the same course.  Comparing the data from a common assessment revealed important differences about what students learn and created opportunities and incentives to improve teaching practices in a way few other methods can.
Technology: The Problem Or The Solution To Childhood Obesity
Authors: Silverstone Susan , Teatum Jim
Published: February 2016

One-third of the population of US children is considered obese and two-thirds of the adult population falls into the same category. These figures have tripled over the last 30 years. This demonstrates that the existing strategies to combat obesity do not work and it is time to look for alternatives. The recommendation is to turn the problem into a solution - give children an activity they WANT TO DO, NOT HAVE TO DO. Today’s younger generation is “hard wired to technology”, so take advantage of this fact. Several entrepreneurs have developed new technologies that combine physical activity, technology, and learning that “appeal” to this Generation Z and they are demonstrating promising results. In this paper, we have included details of the childhood obesity epidemic, the problem, costs and consequences, and have provided a new successful avenue to pursue. Results to date are positive and encouraging. We have identified a new strategy which, in a limited time, has been embraced by children, incorporates new technology, and has the potential for huge benefits for those who choose.
The Impact Of International Financial Reporting Standards On Accounting Curriculum In The United States
Authors: Yallapragadarry JeRamMohan R. , Toma Alfred G. , Roe C. William
Published: February 2016

According to the time line presently specified by the Securities and Exchange Commission (SEC), business firms in the United States (US) should switch from the existing US accounting reporting guidelines of the Generally Accepted Accounting Principles (GAAP) to International Financial Reporting Standards (IFRS) by the year 2014.  The US business school graduates and accounting professionals have less than four years to understand the differences between the two accounting systems, and to learn how to implement the new International Accounting Standards.  But many of the business schools in the US are not yet ready to include the new IFRS standards in their accounting curriculum. In many schools, administrators do not have any understanding of how to incorporate the new standards in their curriculum. Many European countries shifted to IFRS as early as 2005.  They are ahead of the US in teaching IFRS to their students. The main problems in incorporating IFRS in the curriculum include lack of good textbooks and providing training for professors to learn IFRS procedures so that they can teach them to their students. This paper makes an effort in presenting the historical background of IFRS, and the impact of the adapting of IFRS on US business schools.
“Bridging” Engineering & Art: An Outreach Approach For Middle And High School Students
Authors: Asiabanpour Bahram , DesChamps-Benke Nicole , Wilson Thomas , Loerwald Matthew , Gourgey Hannah
Published: February 2016

In this paper describes a novel outreach approach to high school and middle school students to familiarize them with engineering functions and methods. In this approach students participated in a seven-day summer research camp and learned many engineering skills and tools such as CAD solid modeling, finite element analysis, rapid prototyping, mechanical tests, team working, and communication skills under a project-based bridge design research project. The project choice was intended to integrate principles of artistic design, creative use of public spaces, as well as principles of engineering design. End of the program survey results showed a good understanding about the engineering skills and functions and a high degree of satisfaction among participants.
Bandpass Sampling – An Opportunity To Stress The Importance Of In-Depth Understanding
Authors: Stern Harold P. E.
Published: February 2016

Many bandpass signals can be sampled at rates lower than the Nyquist rate, allowing significant practical advantages. Illustrating this phenomenon after discussing (and proving) Shannon’s sampling theorem provides a valuable opportunity for an instructor to reinforce the principle that innovation is possible when students strive to have a complete understanding of physical processes and mathematical models.
Case Study Of Manor New Tech High School: Promising Practices In STEM Education For Comprehensive High Schools
Authors: Gourgey Hannah , Asiabanpour Bahram , Fenimore Carol
Published: February 2016

The following paper culminates a year of research conducted by researchers at E3 Alliance and Texas State University and sponsored by the National Science Foundation.  The following reports on promising practices observed and reported at Manor New Tech High School (MNTH), a Texas Science Technology Engineering Mathematics (T-STEM) high school in Manor Independent School District (ISD) that opened in August 2007.  MNTH follows several high school redesign principles such as small learning communities and rigorous coursework with real-world applications, and is focused on Science, Technology, Engineering, and Mathematics (STEM).  Through a case study analysis based on teacher surveys, interviews, and site visits, the researchers identify practices that potentially apply to comprehensive high schools committed to improving student outcomes in STEM fields.
Application Of Statistics In Engineering Technology Programs
Authors: Zhan Wei , Fink Rainer , Fang Alex
Published: February 2016

Statistics is a critical tool for robustness analysis, measurement system error analysis, test data analysis, probabilistic risk assessment, and many other fields in the engineering world. Traditionally, however, statistics is not extensively used in undergraduate engineering technology (ET) programs, resulting in a major disconnect from industry expectations. The research question: How to effectively integrate statistics into the curricula of ET programs, is in the foundation of this paper. Based on the best practices identified in the literature, a unique “learning-by-using” approach was deployed for the Electronics Engineering Technology Program at Texas A&M University. Simple statistical concepts such as standard deviation of measurements, signal to noise ratio, and Six Sigma were introduced to students in different courses. Design of experiments (DOE), regression, and the Monte Carlo method were illustrated with practical examples before the students applied the newly understood tools to specific problems faced in their engineering projects. Industry standard software was used to conduct statistical analysis on real results from lab exercises. The result from a pilot project at Texas A&M University indicates a significant increase in using statistics tools in course projects by students.  Data from student surveys in selected classes indicate that students gained more confidence in statistics.   These preliminary results show that the new approach is very effective in applying statistics to engineering technology programs.
A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development
Authors: Chin Jessica , Zeid Abe , Duggan Claire , Kamarthi Sagar
Published: February 2016

Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach.
Connecting Incoming Freshmen With Engineering Through Hands-On Projects
Authors: Cui Suxia , Wang Younhui , Yang Yonggao , Nave Felecia M. , Harris Kendall T.
Published: February 2016

Engineering programs suffer a high attrition rate, which causes the nation to graduate much less engineers. A survey of the literature reveals that the high attrition rate is due mainly to the fact that the first year of an engineering program is all fundamental theory and students don't see the connection to their future engineering careers. To address this problem, educators in the Roy G. Perry College of Engineering at Prairie View A&M University launched a five-week summer camp entitled “College of Engineering Enhancement Institute (CE2I)” aimed at improving the performance of incoming freshmen in mathematics by one level and a smoother transition between high school and college. Each department in the college participated by introducing their individual curriculum through hands-on projects designed by faculty members. Computer Engineering, Computer Science and Computer Engineering Technology programs implemented multimedia projects to tie the incoming freshman to their selected majors. Results show that the camp met the expectations and successfully points the directions for our future engineering education practices.
Characteristics, Similarities, And Differences Among Four-Year Cooperative Engineering Programs In The United States
Authors: Egbert Robert I. , Stone Lorene H. , Adams David L.
Published: February 2016

Four-year cooperative engineering programs are becoming more common in the United States. Cooperative engineering programs typically involve a “parent” institution with an established engineering program and one or more “satellite” institutions which typically have few or no engineering programs and are located in an area where there are few, if any, other local opportunities for students to study engineering. In spite of an extensive literature search, the investigators were not able to find much information on these types of programs. Thus, in an effort to learn more about the characteristics of such cooperative programs, Program Directors from universities involved in four-year cooperative engineering programs were asked about the nature of their programs. The purpose of the research project was to learn about the different approaches used in developing and administering cooperative engineering programs, and to understand the strength and weaknesses of the different approaches. A web-based survey, consisting of 26 open-ended questions, was sent to Program Directors from eleven universities; seven responded to all or a portion the survey questions. The survey requested information on majors offered, enrollment, ABET accreditation, age and geographic distribution of students, administrative policies, tuition practices, and other such characteristics of each program. The findings show that most of these cooperative programs have been in existence less than ten years. All are ABET accredited or plan to seek ABET accreditation. Most of the programs offer majors only in Civil, Electrical, and/or Mechanical Engineering. Administrative structures and procedures were similar among all the programs with only minor differences. Although four-year cooperative engineering programs are a relatively new phenomena in engineering education, the number of such programs appears to be increasing. The investigators expected to find that the majority of students in these programs were non-traditional, part-time students, who were geographically bound to the area served by the cooperative engineering program. However, the survey results revealed that the majority of students in these programs are full- time, traditional students, who live within 100 miles of the institution housing the program. The students apparently choose these programs to avoid the costs of room and board at the program’s parent campus. The findings of this survey are believed to be the first such survey done on four-year cooperative engineering programs in the U.S. The results of this research may be helpful to universities planning to start a cooperative engineering program.
Effects Of Numeric Representation Of Women On Interest In Engineering As A Career
Authors: Creamer Elizabeth G.
Published: February 2016

Little is known about how the presence of women influences undergraduates’ experiences in engineering. This paper presents results from a mixed methods, multivariate, and multi- institutional study to determine the impact of the numeric representation of women on the intent to be employed in engineering following graduation. Results from the analysis of both quantitative and the qualitative data suggests that numbers matter because it contributes to the perception that women have the skills, abilities, and interests to succeed in engineering.
Development And Evaluation Of An Undergraduate Multidisciplinary Project Activity In Engineering And Design
Authors: Smith David R. , Cole Joanne
Published: February 2016

The School of Engineering and Design Multidisciplinary Project (MDP) at Brunel University is a one week long project based activity involving first year undergraduate students from across the School subject areas of Electronic and Computer Engineering, Mechanical Engineering, Civil Engineering and Design. This paper describes the main aims of the MDP and gives an overview of how it has developed over the last four years to become a key part of the engineering undergraduate programme at Brunel University. The paper then presents an in-depth evaluation of the MDP, following the collection of 114 survey responses from students across all four subject areas and all four academic years that have participated in the activity, to assess the impact of the MDP on the student learning experience throughout the period of undergraduate study. The paper also discusses feedback about the MDP obtained from the relevant professional bodies that accredit Brunel University undergraduate engineering programmes, and representatives from the Brunel Placement and Careers Centre, to assess their opinions of the usefulness of the project activity in developing key transferable skills and enhancing the employability of Brunel graduates. The findings of this study will ensure the continued success of the MDP in future academic years and also provide a case study of a large scale multidisciplinary group project teaching activity that may prove useful to those considering or currently developing such activities at other higher education institutions.
Improvement Of Confidence And Motivation Using Online Metacognition Tool
Authors: Mazumder Quamrul H. , Finney Mary Jo
Published: February 2016

The use of technology such as laptop computers in the classroom has long been recognized as destructive behavior since it diverts a student’s attention from course topics. However, it is conceivable that every student will be using some form of technology in the near future. Determining the effects of interactive software on students’ learning outcomes can have a profound effect on engineering education. The ultimate aim of this research is to transform students into active learners who are able to better comprehend, are less distracted, and can achieve higher academic performance. In this study, first year engineering students used online metacognition software while interactively participating in the classroom. Both qualitative and quantitative methods using the pre- and post-test experimental designs as well as a debriefing questionnaire were utilized. The academic achievement of students’ through the integration of interactive technology was the output variable, while the input variables were divided into four categories: students’ understanding of the concepts, confidence level, apprehension level, and motivation. In addition, this study also examined the amount of class participation to measure students’ communication apprehension and its correlation to academic performance. In order to improve students' learning outcomes using metacognitive strategies, it was discovered that the use of interactive technology followed by group discussions and class assignments greatly enhanced students' comprehension of scientific facts and their ability to explain them. In addition, the current study showed that engineering students' communication apprehension was also reduced resulting in improvement in confidence and motivation towards academic success.
Application Of Wikis With Scaffolding Structure In Laboratory Reporting
Authors: Ge Changfeng
Published: February 2016

This work demonstrates how a Wiki can be mapped into different learning stages during group- based lab reporting via an adequate scaffolding structure. The scaffolding structure of the Wiki- based group report is comprised of six constructs in sequence: Appendix, Methods, Results, Analysis, Introduction and Conclusion. The scaffolding structure was developed with the intention of integrating a cooperative learning element into the Wiki’s collaborative learning platform. A case study based on a Mechanical Engineering Technology (MET) lab was presented in the study to describe in detail how the group lab report was developed with the Dashboard Wiki. The Wiki compiled data from 42 group reports and student feedback. Lab observations were collected to determine if the Wiki with scaffolding structure, as an instructional tool, had a positive impact on student learning.
Project Lead The Way Students More Prepared For Higher Education
Authors: Van Overschelde James P.
Published: February 2016

Project Lead the Way (PLTW) is a hands-on, project-based engineering curriculum for high school and middle school students, which has quadrupled annual enrollment in Texas in five years to over 23,000 students. The diversity of students participating has also increased dramatically. Using six years of longitudinally-linked student data, the academic outcomes of cohorts of PLTW students were compared to matched cohorts of non-PLTW students. Matching was based on Grade 8 state math assessment scores and demographic and program participation variables. Findings show that PLTW students scored significantly higher on the state’s Grade 11 mathematics assessment, a higher percentage met the college-ready criterion, a higher percentage enrolled in Texas higher education institutions, and the non-college-bound PLTW students earned higher wages.
Problem Solving And Creativity And Design: What Influence Do They Have On Girls’ Interest In STEM Subject Areas?
Authors: Cooper Robyn , Heaverlo Carol
Published: February 2016

For girls there is a distinct loss in interest, lack of confidence, and decline in positive attitudes toward STEM subject areas that begins early on in their academic experience and increases with age. According to the National Academy of Engineering, students need to begin associating the possibilities in STEM fields with the need for creativity and real world problem solving skills. Recent research has focused on the necessity of emphasizing the use of creativity and design in attracting girls to STEM academic and career fields. Many extra and after school activities (e.g., State Science Fair, math club, environmental club), provide girls with experiential learning that incorporates problem solving and/or creativity and design skills as well as providing investigative opportunities into academic areas that may not be part of the regular school day. Through hierarchical regression analyses, this study examined the extent to which middle and high school girls’ (n = 915) age, and interest and confidence in a) problem solving and b) creativity and design predicted their interest in four STEM subject areas. A follow up analysis identified the extracurricular activities in which girls with higher interests in problem solving and creativity and design were involved. Results revealed that interest in problem solving was a positive predictor for interest in all four STEM subject areas; whereas, interest in creativity and design was a positive predictor for interest in computers and engineering, but a negative predictor for interest in science.
Rutgers University Research Experience For Teachers In Engineering: Preliminary Findings
Authors: Laffey Evelyn H. , Cook-Chennault Kimberly , Hirsch Linda S.
Published: February 2016

In addressing the nation’s need for a more technologically-literate society, the Rutgers University Research Experience for Teachers in Engineering (RU RET-E) is designed to: (1) engage middle and high school math and science teachers in innovative “green” engineering research during the summer, and (2) support teachers in integrating their research experiences into their academic year, precollege classrooms. The current paper addresses the following two questions: (1) To what extent did RU RET-E impact participants? and (2) To what extent did participants implement resulting lesson plans? During the 2011 summer, seventeen math and science teachers (RU RET-E Fellows) engaged in “green” research alongside faculty and graduate students. Teachers were required to apply to the program in pairs as one math and one science teacher from the same school. The rationale was that the team would develop interdisciplinary lessons and that teachers would have a colleague at their school who shared the same experience as supports during the school year. The paper provides an overview of the summer experiences and the academic year follow-up activities. Data from the pre- and post-surveys and follow-up questionnaire about lesson implementation are presented. Preliminary data evidences that RU RET-E was successful in enhancing teachers’ understanding of engineering and supporting them as they designed lessons for their precollege classrooms. Most notably, teachers’ confidence in their ability to define engineering, describe what engineers do, generate challenging problems for advanced students and integrate engineering into their curriculum increased significantly.
Women Studies In Engineering Education: Content Analysis In Three Referred Journals
Authors: Chou Pao-Nan
Published: February 2016

Little is known about the research characteristics of past women studies in engineering education. In order to add knowledge base about the advanced development of women studies in current engineering education research, the purpose of the study is to investigate research characteristics of past women studies published in three referred engineering education journals from 2000 to 2009 and to propose specific research patterns for engineering educators. This study adopts a four-stage model of content analysis to analyze the collected data. The model contains four major research procedures, including sampling, conceptualization, operationalization, and coding verification. The findings show that the research patterns of past women studies are: (1) The number of annual publication for women studies is limited; (2) Few scholars from South America and Asia-Pacific engage in women studies; (3) Mixed-methods methodology is the less used research design in women studies; (4) Female engineering faculty and K-12 female students are not focuses for engineering educators; (5) Researchers tend to focus on general engineering; and (6) The current trend of research topic centers on female college engineering students’ learning experiences. The research patterns serve as research guidelines for engineering educators who try to explore women issues in engineering education. It is expected that future studies may fill the identified research gaps. Additional in-depth discussion of women studies may be increased as a result of this research.
Enhancing Critical Thinking Across The Undergraduate Experience: An Exemplar From Engineering
Authors: Ralston Patricia A. , Bays Cathy L.
Published: February 2016

Faculty in a large, urban school of engineering designed a longitudinal study to assess the critical thinking skills of undergraduate students as they progressed through the engineering program. The Paul-Elder critical thinking framework was used to design course assignments and develop a holistic assessment rubric. The curriculum was re-designed to include deliberate teaching of critical thinking and assessment in at least one key course for every student each year of their undergraduate curriculum. The critical thinking scores for seniors using the holistic rubric were significantly higher than their baseline critical thinking scores as freshmen (p = .004). This case-study can serve as an exemplar for other units, departments, or programs to model or replicate.
An Engineering Learning Community To Promote Retention And Graduation Of At-Risk Engineering Students
Authors: Ricks Kenneth G. , Richardson James A. , Stern Harold P. , Taylor Robert P. , Taylor Ryan A.
Published: February 2016

Retention and graduation rates for engineering disciplines are significantly lower than desired, and research literature offers many possible causes. Engineering learning communities provide the opportunity to study relationships among specific causes and to develop and evaluate activities designed to lessen their impact. This paper details an engineering learning community created to combat three common threats to academic success of engineering students: financial difficulties, math deficiencies, and the lack of a supportive engineering culture. The project tracks participants in the learning community from first year through graduation to assess the effectiveness of its activities in improving retention and graduation rates. Scholarships were made available to address the financial difficulties; tutors, mentors, study groups, and a “freshman-to-sophomore bridge” summer program were provided to address math deficiencies; cohort engineering courses, active learning techniques, required group meetings, required group study sessions, dedicated study space, and dedicated faculty advisors were used to promote a sense of community. Quantitative retention and graduation rates for the cohort are compared to other engineering groups at the same institution. Qualitative results collected via student surveys and interviews, and lessons learned by project administrators are also presented. Retention and graduation rates of the cohort are better than those of comparable groups at the same institution. Graduation rates based upon freshman math placement are also higher than comparable groups.
Comparing Career Awareness Opportunities Of Academically At-Risk And Non At-Risk Freshman Engineering Students
Authors: Ernst Jeremy V. , Bowen Bradley
Published: February 2016

This study explored how freshman engineering students utilized career awareness developmental opportunities prior to entry into post-secondary academics. Specifically, the study delved into separations and distinctions among students at-risk of non-continuation due to matriculation concerns and students non at-risk. Founded on the amended arrangement of Nasta’s (2007) Career Exploration Survey-Revised instrument, singular factors were studied through hypotheses targeting career awareness behaviors among at-risk and non at-risk subgroups. The results show there are possible contradictions to commonly accepted beliefs about career awareness between at-risk and non at-risk students. Several deductions, considerations, and implications are highlighted based upon the findings of the study.
Mixing Problem Based Learning And Conventional Teaching Methods In An Analog Electronics Course
Authors: Podges J. M. , Kommers P.A.M. Kommers , Winnips K. Winnips , Van Joolingen W.R van Joolingen
Published: February 2016

This study, undertaken at the Walter Sisulu University of Technology (WSU) in South Africa, describes how problem-based learning (PBL) affects the first year ‘analog electronics course’, when PBL and the lecturing mode is compared. Problems were designed to match real-life situations. Data between the experimental group and the control group that related to attitudinal effect; the amount of reflection and learning outcome effects, were compared. A strong correlation was found between the students’ attitudes and project marks for those who used the problem-based learning method. It was found that students who followed the PBL method learned to do research, learned better how to work in groups and developed greater confidence. Also what they learned was more of a practical value and they had more positive attitudes and reflected more, but there were no significant improvements in their learning. This research is in response to the real need to address gaps between employer expectations and higher education outcomes in South Africa.
Analysis Of Question Papers In Engineering Courses With Respect To Hots (Higher Order Thinking Skills)
Authors: Narayanan Sowmya , Adithan M.
Published: February 2016

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom’s Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom’s Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students.
A Solder Based Self Assembly Project In An Introductory IC Fabrication Course
Authors: Rao Madhav , Lusth John C , Burkett Susan L
Published: February 2016

Integrated circuit (IC) fabrication principles is an elective course in a senior undergraduate and early graduate student’s curriculum. Over the years, the semiconductor industry relies heavily on students with developed expertise in the area of fabrication techniques, learned in an IC fabrication theory and laboratory course. The theory course gives importance to the physics of manufacturing techniques and is often attached to a subsequent semester laboratory curriculum. The pre-requisite requirement of the theory component for a laboratory course requires students to enroll for two courses in separate semesters and is not an option for all students. Hence, an innovative student project is intended in the theory curriculum to give hands-on experience on the processes. The IC fabrication course is usually associated with high enrollment of students, leading to fewer laboratory experiments. The physics of IC fabrication techniques is important, but few students may perceive the theory as important with no laboratory experience. To improve the course and give students hands-on practice with existing state-of-the-art processing facilities, a tailored project was added to the syllabus. A solder-based self assembly (SBSA) project was introduced in the curriculum for the first time at the University of Alabama in Fall 2011. The student projects were designed in a way to provide an alternative to conventional time-intensive, high cost, and highly tool dependent IC fabrication lab experiments. SBSA forms three dimensional (3D) structures when applied to two dimensional (2D) patterns. The schedule was designed to accommodate theory classes aligned with the fabrication steps and completed by students. The project involved a brainstorming session, a design stage to develop 2D patterns using AutoCAD software, a deposition process, a lithography step, a dip soldering step, a reflow process, scanning electron microscope (SEM) imaging, and a final project presentation. Other processes required to complete the project were performed by the instructor. In general, students showed interest in working in teams, completing the project, and recommended to continuing the SBSA project in future IC fabrication course work. The SBSA project is cost effective and less tool dependent for incorporation in a semester long course. In addition, the project is time effective from both student and instructor perspectives.
Developing An Engineering Identity In Early Childhood
Authors: Pantoya Michelle , Hunt Emily , Aguirre-Munoz Zenaida
Published: February 2016

This project describes a strategy to introduce young children to engineering in a way that develops their engineering identity. The targeted age group is 3-7 year old students because they rarely experience purposeful engineering instruction. The curriculum was designed around an engineering storybook and included interactive academic discussions as well as a creative drawing activity. Results provide evidence that students developed an engineering identity based on their illustrations of themselves working as engineers. These findings lend support to the use of engineering-centered books to improve the impact of instructional strategies that emphasize the engineering design cycle. We show how both the curricular materials and the activities can work together to develop an engineering identity in this age group.
Investigating The Extent That An Integrative Learning Module Broadens The Perception Of First-Year Students About The Engineering Profession
Authors: Foutz Tim , Singer Kerri Patrick , Navarro Maria , Thompson Sidney
Published: February 2016

Engineers today need both engineering knowledge and social science knowledge to solve complex problems. However, most people have a traditional view of engineering as a field dominated by math and science foci, with little social consequence. This study examined and compared perceptions about engineering from Freshmen taking three different First Year introductory courses. Researchers used data from students’ responses in the Draw-an-Engineer-Test, an engineering problem analysis assessment, and interviews. The Treatment Group were students in an introductory engineering course in which they received instruction using an integrative learning module entitled, the “Water Module”, based on interdisciplinary learning theory. Control Group 1 were students in a “Traditional Engineering” course, and Control Group 2 were students taking a “Non-Engineering” course. Results indicate that students in the Treatment Group developed a better understanding of engineering and its social impact on society versus the two Control Groups. We suggest that integrative and interdisciplinary learning modules are effective for broadening students’ perspectives on engineering and its role in society.
A Systematic Approach To Teaching Critical Thinking Skills To Electrical And Computer Engineering Undergraduates
Authors: Conn Welch Karla Conn Welch , Hieb Jeffrey , Graham James
Published: February 2016

Coursework that instills patterns of rigorous logical thought has long been a hallmark of the engineering curriculum.  However, today’s engineering students are expected to exhibit a wider range of thinking capabilities both to satisfy ABET requirements and to prepare the students to become successful practitioners.  This paper presents the initial results from a systematic effort to incorporate broader critical thinking instruction and assessment into electrical and computer engineering education as part of a university-wide quality enhancement program.  All incoming freshmen are given explicit and implicit instruction in critical thinking in ENGR 100: Introduction to Engineering and other engineering fundamentals courses, using the Paul-Elder framework of critical thinking to define and operationalize critical thinking.  This critical thinking foundation is reinforced later in the disciplinary courses so that students integrate critical thinking with the basic principles and practices of engineering.  In the Electrical and Computer Engineering (ECE) program, at the sophomore level, students use critical thinking skills which were developed during their engineering fundamentals courses, to analyze requirements and constraints which would apply in real-world design projects.  At the junior level, similar use of critical thinking is applied in an introductory computing methods course; and at the senior level, critical thinking skills are again strengthened and assessed in the capstone design course and in the professional issues and current topics seminar.  The latter course emphasizes understanding of professional ethics and current topics in electrical and computer engineering.  Initial data from this pilot implementation indicates statistically significant improvement in critical thinking skills in ECE students who have progressed through this sequence, and as a side benefit, it appears that writing skills also improve.
An Empirical Investigation Into The Administrative Procedures Taken In Response To The Detection Of Medical Errors Within Acute Care Hospitals In Pennsylvania
Authors: Law Monica L.
Published: February 2016

This researcher investigates the procedures taken by healthcare administrators within Pennsylvania acute care hospitals with respect to the detection of medical errors in order to provide corrective measures. In response to structured interview questions, the overwhelming majority of research participants stated that the procedures for corrective actions focused upon various training interventions as deemed appropriate by management. However, scholarly literature states that the majority of medical errors do not occur due to the lack of competence, skills, or knowledge of healthcare professionals. Thus, using training interventions to solve non-training problems may not prove effective. The outcome of the study has lead to several important implications for the healthcare industry. Lastly, further research was suggested as it relates to patient safety and the reduction of medical errors.
Post-Traumatic Stress Disorder And Coping Among Career Professional Firefighters
Authors: Nydegger Rudy , Nydegger Liesl , Basile Frank
Published: February 2016

This study explores the relationship between years of service for professional firefighters and the prevalence of post-traumatic stress disorder (PTSD).  Further, the study examines the specific coping mechanisms that the firefighters use to deal with the stress of their jobs.  In order to assess the presence of PTSD symptoms, the Post-Traumatic Stress Disorder Checklist—Civilian Version (PCL—CV) was employed, and the Brief COPE Survey was also used to assess the different types of coping strategies that were reported by firefighters.  The subjects were 91 paid, career firefighters from two different communities in Upstate New York.  Results clearly showed that firefighters who have more years of service also demonstrated a higher frequency of symptoms suggestive of PTSD.  Further, results of the Brief COPE survey demonstrated that firefighters who have more years on the job tend to utilize more negative and inefficient coping approaches.  The implications of these results and suggestions for helping fire departments deal with these issues are discussed.
Productive Efficiency And Optimal Firm Size: The Case Of US Health Services Industry
Authors: Ajuzie Emmanuel , Bouras Adam , Edoho Felix , Bouras David , Kaliba Aloyce , Ike Roberto , Dutta Abhirjun
Published: February 2016

This paper examines the link between firm size and productive efficiency. In so doing, it attempts to determine optimal firm sizes in terms of market capitalization and total asset thereby allowing firms to achieve higher level of productive efficiency. The results indicate that the optimal firm size in terms of market capitalization is $13.1 billion. In terms of total asset, the optimal firm size is $10.3 billion. The results also suggest that there is a threshold above which an increase in firm size adversely affects the level of productive efficiency. The results have important implications for managerial policies regarding firm restructuring. To achieve higher productive efficiency, smaller firms have to pursue expansion strategies through mergers and acquisitions. Larger firms, on the other hand, have to pursue divestment strategies to reduce the size of their assets, particularly by refocusing on core competencies.