bluuebunny/crossref_metadata_2025 huggingface dataset:
A Comparative Assessment of Students'Experiences in Two Instructional Formats of an Introductory Materials Science Course
Authors: Demetry Chrysanthe , Groccia James E.
Published: January 2013

An educational experiment at Worcester Polytechnic Institute is described in which the instruction of the Introduction to Materials Science course (ES2001) was modified to incorporate active and cooperative learning. The overall goal was simultaneously to enhance educational quality and faculty productivity. Aspects of the course modification included use of “active” rather than traditional lectures, assignment of students to cooperative learning teams, introduction of a “product dissection project,” and a “teacher as manager” approach to instruction, in which undergraduate Peer Learning Assistants and the graduate Teaching Assistant took on responsibilities as part of the instructional team. Data were gathered from 382 students in three traditional course offerings and two active/cooperative offerings, using various survey instruments to measure students' learning and performance, attitudes about learning, interest in materials science, and their satisfaction with the course.
Bridge Engineering for the Elementary Grades
Authors: Carroll Douglas R.
Published: January 2013

A one hour presentation was developed to get elementary school students interested in engineering. The presentation begins with the students building a six feet long, structurally sound bridge which they can crawl across. A pictorial presentation helps them learn to identify some of the different types of bridges: truss, stone arch, steel arch, concrete girder, cable‐stayed, and suspension. They are introduced to the fundamental engineering concepts of tension and compression. These concepts are reinforced by demonstrating that if a tension member is replaced with a chain then the bridge is still strong, but if a compression member is replaced with a chain the bridge will collapse. The presentation was integrated into the engineering curriculum by having senior design groups develop new bridge concepts and introduce new ideas into the presentation. This project provides a good senior design problem and helps keep the program fresh and interesting for the grade school children.
Integrated Teaching of Experimental and Communication Skills to Undergraduate Aerospace Engineering Students
Authors: Waitz Ian A. , Barrett Edward C.
Published: January 2013

The joint teaching of an undergraduate Experimental Projects Lab and a Communications Practicum is discussed. Written and oral assignments developed, shaped, and peer reviewed as part of the communications practicum, are used to satisfy the written and oral requirements for the experimental projects subject. The joint structure serves to educate students in a variety of aspects of professional practice including solving open‐ended problems, system‐level integration of disciplinary coursework, project development and planning, oral and written communication, peer review, and teamwork. The paper describes the unique features of this educational strategy, and represents a progress report following a three‐year experimental implementation of the new course format. Assessment of the effectiveness of the courses is presented based on student evaluations and comments from the instructors. A high level of satisfaction with this new model is expressed, suggesting that both the quality of the research performed and the students' ability to transmit an understanding of that research to others have been enhanced.
Universal Student Computer Access — Requiring Engineering Students to Own Computers
Authors: Crynes Billy L.
Published: January 2013

In 1992 only four engineering programs required student ownership of computers. Today that number is 14. However, a recent survey of United States engineering deans indicates in the next three years over 100 engineering programs may require student computer ownership in some form. Most faculty and administrators recognize that student computer ownership is simply the next step in the continuum of calculational power in engineering curricula having evolved from simple pencil and paper, then to slide rule, hand held calculators, and now computers. Everyone agrees that those who hire our graduates expect them to be fully comfortable and competent with the enhanced computational capabilities, modeling, simulation, word processing, spread sheeting, and other hardware and software tools available. However, the more exciting reason for ownership, and one that holds the greatest promise of drastically changing the teaching/learning enterprise, is that proper application of information technologies will permit us to change how students learn and to improve how faculty and student time is utilized.
The Non‐Use of Computers in Undergraduate Engineering Science Courses
Authors: Jones J. B.
Published: January 2013

Based on visits to twelve institutions spread across the United States, a survey was made of how engineering science courses have been influenced by the ready availability of computers. Although the sample was too small to support general conclusions, the findings were so consistent that they are presented as a possible stimulus to faculty members and others to make the same observations at other institutions. The survey supports the conclusion that computers are usually not used effectively in undergraduate engineering science courses. Often, they are not used at all. Problem‐solving approaches and calculation methods are little influenced by the availability of computers. Typically, faculty members reacted to this conclusion with disbelief and denial until they made their own observations. Speculation is offered on why faculty members do not use computers effectively in engineering science courses and why they initially deny the conclusion above. The challenge suggested for faculty members and industrial advisory board members is to make similar observations. The results may be eye‐opening.
The Effects of an Orientation Course on the Attitudes of Freshmen Engineering Students
Authors: Hatton Deborah M. , Wankat Phillip C. , Lebold William K.
Published: January 2013

Increasing the retention rate of beginning students in engineering is an important goal for engineering education. Our study examined the attitudes of freshmen in regard to the academic counseling they received. Orientation classes have been offered in groups of 40 to students on a voluntary basis, and surveys have been done to examine the effectiveness of these courses in increasing students' commitment to and positive perception of the University. A comparison of students enrolled in the orientation course and students in a control group found significant differences in the positive perception of academic counseling. Those students in the orientation course were more satisfied with the counseling they received than those without this course.
A Multimedia Application for Teaching Design for Manufacturing
Authors: Riggs Brian , Poli Corrado , Woolf Beverly
Published: January 2013

This paper describes the interactive multimedia injection molding tutor developed at the University of Massachusetts Amherst. The purpose of the tutor is to use visually stimulating animations in order to enable the user, a student or anyone not familiar with the process of injection molding, in understanding the relationship between part design and the ease or difficulty of producing the part. Preliminary evaluations indicate that the tutor can be successful in achieving these objectives.
Faculty Support for Minority Engineering Programs
Authors: Hackett Rachelle Kisst , Martin Gary R.
Published: January 2013

A survey was developed and mailed to a random sample of engineering professors at schools across the country with ABET‐accredited (Accreditation Board for Engineering and Technology) programs, asking them to assess the “value and appropriateness” of the existence of a formal, structured, general Minority Engineering Program in their School of Engineering, along with the following seven MEP‐specific components: MEP student associations, scholarships, study centers, summer bridge programs, special tutoring programs, career fairs, and awards banquets. On a scale of 1–10 (1 = Very low, should not exist at all; 10 = Very high, critical), the engineering professors tended to express general endorsement of MEP's considering the middle of the scale (5.5) represents a neutral position and the sample average was 6.51. However, there was considerable variability (SD=3.13). Greatest support was found for financial and academic forms of assistance, with less support given to clustering‐types of activities. In addition, attitudinal differences between types of institutions (public vs. private; research vs. non‐research), size, and location of schools were explored. State schools yielded higher scores than private; regionally, the Midwest was the highest and the East was the lowest; and in terms of size, we found that the larger the school, the higher the score. Finally, open‐ended comments were analyzed as a qualitative component to shed light on the numerical results.
Outcomes Assessment at WPI: A Pilot Accreditation Visit Under Engineering Criteria 2000
Authors: Schachterle Lance
Published: January 2013

Accreditation under Engineering Criteria 2000 (EC 2000) requires institutions 1) to define engineering unit and program missions in such a way that success of the mission goals may be measured; 2) to devise a curriculum that fulfills institutional, program, and EC 2000 goals for students and graduates; 3) to devise metrics that indicate when students meet these goals; and 4) to construct feedback mechanisms to ensure that the assessment of student outcomes metrics drive continuous improvement of the whole educational system. Worcester Polytechnic Institute (WPI) was one of the first two institutions to undergo accreditation under EC 2000 because of WPI's project‐based curriculum which provided some experience with each of the four EC 2000 requirements above. This article reviews how WPI prepared for the EC 2000 visit (which occurred in November 1996), discusses what strategies for conducting an EC 2000 visit worked well, and concludes with some short‐ and long‐term issues that all institutions must address to realize the full benefits of EC 2000.
Engineering Student Attitudes Assessment
Authors: Besterfield‐Sacre Mary , Atman Cynthia J. , Shuman Larry J.
Published: January 2013

ABET Engineering Criteria 2000 requires engineering faculty to not only develop methods and measures for evaluating their specific degree programs, but also to use the resultant information to improve the educational process. While this implies a need to measure students' acquisition of knowledge and skills, we propose that much can be learned by measuring student attitudes and their changes over the student's four years of study. To demonstrate this, we present a case study which illustrates the use of three different techniques for obtaining attitudinal measures—focus groups, open‐ended surveys and structured interviews, and closed‐form questionnaires. The advantages and disadvantages of each are discussed, and results are presented to illustrate their collective value as part of a comprehensive evaluation system.
Computerized Assessment Technique for Large Classes
Authors: Mehta Sudhir I. , Schlecht Nem W.
Published: January 2013

The primary purpose of classroom assessment is to determine how well students are learning on a continuous basis and to take necessary corrective action as soon as possible to improve their learning. This paper describes a computerized assessment technique that can be used effectively and easily in large classes. The technique allows instructors and students to monitor the learning process on a daily basis and to quickly point out the need for corrective action, if necessary. Students can view their performance and also the average class performance on the web. The graphical displays allow them to see the trend of their performance over several days. Several reports, automatically generated for instructors, allow them to determine promptly how well certain concepts or topics are learned by students. Use of special codes and optical scanning sheets minimize paper shuffling in large classes, and the computer program automatically grades and updates the database. The program is fairly general and has friendly interfaces; thus, it can be implemented for use by faculty at other universities. According to student response sheets, 80 to 97 percent of the students find different aspects of the technique to be effective in improving teaching‐learning in large classes.
Classroom Assessment
Authors: Shaeiwitz Joseph A.
Published: January 2013

Classroom assessment is conducted for the specific purpose of improving teaching and learning within a specific class. It completes a short‐term feedback loop in which the measure and feedback occur almost continuously. Curricula with strong assessment plans will contain classroom assessment components. Five examples of classroom assessment are discussed. It is seen that these methods can be used in conjunction with cooperative learning exercises and the development of higher‐level thinking skills. The result of using classroom assessment is improved teaching, improved learning, and a higher‐quality graduate.
Results of an Industry Survey on Manufacturing Engineering and Manufacturing Engineering Education
Authors: Mason Greg
Published: January 2013

A survey of 47 manufacturing companies in the Pacific Northwest was taken during the development of a new manufacturing engineering curriculum at Seattle University. The survey asked companies to comment on current and future manufacturing practices and on curriculum recommendations for a new manufacturing engineering program. The survey results indicate that manufacturing engineers need training in a broad range of topics including manufacturing processes, economics, resource management and computer networking.
Teaching Analysis of Structures Using a Small‐Scale Structural Behavior Laboratory
Authors: Kukreti Anant R.
Published: January 2013

In this paper development of the equipment and experiments for teaching behavior of structures to undergraduate Civil Engineering students is presented. A description of the laboratory and equipment used is presented, followed by a description of the experiments that are presently conducted. All experiments are done using small‐scale models that can prefabricated and assembled easily by the students. The role this laboratory can play in enhancing undergraduate and graduate curricula is also discussed.
Effectiveness of the Woodruff School Doctoral Teaching Intern Program
Authors: Norris Pamela M. , Palmer Sheila C.
Published: January 2013

This article discusses a unique teaching internship program that has been in place in the Woodruff School of Mechanical Engineering at Georgia Institute of Technology since 1990. The objective of the program is to provide doctoral students who are considering an academic career an opportunity to gain teaching experience under the tutelage of a faculty member. This article summarizes the major findings from student evaluations and from surveys of former student and faculty participants and discusses the apparent need and benefit of such a doctoral teaching intern program. Benefits and drawbacks of participation are discussed from the intern, faculty mentor, and student points of view. Conclusions are drawn about the overall effectiveness of the program and recommendations are made for implementing a successful teaching internship program.
Engineering Thinking and Rhetoric
Authors: Robinson John A.
Published: January 2013

Engineers seek optimal solutions to problems. The solution criteria are of ten of several different types, and there is no formal way to find the best trade‐offs. Nevertheless, engineers make judgments and provide explanations to justify their choices. The thinking which identifies a particular solution as optimal relies on deduction and analogy. The rhetoric which explains the choice of solution uses precedents in a similar way to legal argument. Therefore the formal study of analogical thinking has a role in engineering education, and descriptive case‐based examples are important to the student, not just as illustrations, but as source analogs for problem solving.
ASEE Student Chapters: Perspectives on and Preparation for Higher Education
Authors: Berger E.J. , Diefes H.A. , Hamaker K.H. , Jones J.D. , McComb S.A. , Mulkay E.L. , Oakes W.C.
Published: January 2013

The objective of this paper is to introduce an American Society for Engineering Education (ASEE) Student Chapter, highlighting the purpose of developing a student chapter and the activities one can provide. The Purdue University Student Chapter, formed in the spring of 1993 as the first student ASEE chapter, has a threefold mission in providing relevant information to graduate students, undergraduate students, and underrepresented groups. The principal goal is to encourage mentorship among undergraduate students, graduate students, and faculty. To accomplish this goal, the student chapter provides seminars and workshops to educate graduate students about the various aspects of an academic career. Similarly, a seminar series on graduate study in engineering has been developed to educate undergraduates about graduate school. The Purdue University Student Chapter of ASEE currently has a membership base of more than 60 graduate students. The initial success of the Purdue Chapter has helped encourage formation of six student chapters at other universities.
The Development of an Undergraduate Distance Learning Engineering Degree for Industry ‐ A University/Industry Collaboration
Authors: Bengiamin Nagy N. , Johnson Arnold , Zidon Margaret , Moen Donald , Ludlow Douglas K.
Published: January 2013

This paper documents the pioneering effort associated with the development of a Corporate Engineering Degree Program (CEDP) made available to industry personnel who desire to receive a traditional bachelor's degree via distance learning. This program, a model of a close university/industry collaboration, provides a broad vision for industry needs and makes a quality education available to adult learners. The paper explains the motivation in implementing the program, profiles students, faculty, and industry personnel, examines the challenges in implementing the program, and details accomplishments and continuing developments that have resulted since the program's inception in 1988. The paper also describes the dynamic processes of faculty enrichment and curricular development that resulted during the planning, implementation, and evolvement of the program, all of which have also had an impact on the traditional, on‐campus program and students at the University of North Dakota.
What We Know About Learning*
Authors: Simon Herbert A.
Published: January 2013

Traditionally, engineering research and teaching have been approached in very different ways. To prepare for research we undergo years of rigorous training, both in scientific knowledge and in methods of gaining new knowledge through experimentation and analysis. To prepare for teaching, we acquire the same knowledge, but, except for a stint as a teaching assistant, we receive almost no training in how to impart it to students.

Fortunately, there is now a well developed science of human learning which has strong implications for the ways in which our students should learn and we should teach. This paper comments on some of the things we know about human learning that can substantially improve our university instruction.
Supplemental Instruction Integrated Into an Introductory Engineering Course*
Authors: Webster Thomas J. , Dee Kay C.
Published: January 2013

In an effort to increase student comprehension of course material and to decrease engineering student attrition rate, Supplemental Instruction (SI) was integrated into a first‐year engineering course (Introduction to Engineering Analysis; IEA) during the Fall 1996 semester through the combined efforts of the Advising and Learning Assistance Center and the Core Engineering Department at Rensselaer Polytechnic Institute. SI is a voluntarily‐attended, interactive course review program that helps students master course material while they develop and integrate effective learning and study skill strategies. SI does not disrupt the normal lecture or recitation sections of a course. SI was successfully incorporated into IEA as indicated by two main results: 1) students who attended SI received higher course grades than did students who never attended SI and 2) students who attended SI were less likely to receive a final course grade of a D or F, and were thus less likely to withdraw from the engineering program. Since a majority (66%) of SI attendees was composed of at‐risk students (who received a letter grade of “C” on at least one of the four course examinations) and high‐risk students (who received a letter grade of “D” or “F” on at least one of the four course examinations), SI was helping those who had the most to gain from the experience. Furthermore, SI was embraced by the attendees, who rated the sessions 4.7 on a scale of 1 (not helpful) to 5 (very helpful) on SI end‐of‐the‐term evaluations. The logistics of implementing SI into an engineering course is presented.
Java Applets Enhance Learning in a Freshman ECE Course*
Authors: Graham Charles R. , Trick Timothy N.
Published: January 2013

The goals of our work have been to enhance the learning environment of our students and to increase the productivity of faculty by freeing them from the drudgery of grading homework and quizzes, as well as the time required to record and compute grades. We have achieved these goals by means of the highly interactive World Wide Web (WWW)‐based learning environment provided by MallardTM,1,2 and by the development of several Java applets3 within the Mallard environment to enhance the learning process. These Java applets are the subject of this paper. They include the ability to draw timing diagrams and graphs whose data points can be communicated to the server for grading. Java applets have also been written to simulate a simple microprocessor, and a whiteboard has been implemented as an applet for synchronous communication with on‐line tutors. We also present some interesting student survey results on Mallard and Web‐based instruction.
Interdisciplinary Teaching and Learning in a Semiconductor Processing Course*
Authors: Muscat Anthony J. , Allen Emily L. , Green Evan D. H. , Vanasupa Linda S.
Published: January 2013

An interdisciplinary course in semiconductor processing has been developed and successfully introduced into the chemical, materials, and electrical engineering curricula at San Jose State University. Student teams drawn from a range of engineering and scientific disciplines build microelectronic devices using a five‐mask PMOS metal gate process, and perform open‐ended experiments to improve this process. The team approach is set in the context of a start‐up company culture and professional work environment to give students the opportunity to be actively engaged in constructing their own knowledge base. The wide spectrum of fields and experiences that students bring to the course mirror the highly interdisciplinary nature of microelectronics device processing which requires knowledge of physics, chemistry, and chemical, materials, and electrical engineering. The results from student surveys for the past three years (1995–97) were used to assess the success of this approach and to deduce the most important features for effective teamwork in this context. The elements for good team function and a rich overall learning experience include 1) contributions from and respect for each team member; 2) diverse majors, GPA, and work experiences; and 3) demonstrable leadership from one or two team members.
Factors Related to Performance Ratings of Engineering Students in Cooperative Education Placements
Authors: Hackett Rachelle Kisst , Martin Gary R. , Rosselli David P.
Published: January 2013

The placement of post‐secondary students in cooperative education (co‐op) settings impacts students, employers, and academic institutions. Those responsible for securing such placements need information to guide them in maximizing the success of these assignments. The purpose of this study was to explore relationships between engineering students' performance in cooperative education placements and

student demographic factors

student academic factors

co‐op setting factors

prior work experience.

A survey was completed by 271 engineering students from nine U.S. engineering schools with formalized, structured cooperative education programs. Eight of the 14 predictor variables were related to performance ratings, although the statistically significant correlations were modest. The student's grade point average most highly correlated with performance in co‐op placements (r=0.34). Among the other relationships found were the positive correlation of performance with the percent of coursework completed prior to placement (r=0.26) and the length of the placement (r=0.31). No evidence was found to suggest that the size of the co‐op employer related to the student's performance. Coordinators of cooperative education may find these results useful to share with student advisees. However, due to the correlational nature of the study, readers are cautioned not to assume the findings reflect causal connections.
Life Cycle Analysis and Green Design: A Context for Teaching Design, Environment, and Ethics
Authors: Nair Indira
Published: January 2013

An exercise based on the concepts of green design and life cycle analysis is described. The details of the exercise and references are given to enable its use in classes. The problem provides a useful context in which to teach and discuss design, social relevance, and ethics, as well as to develop group and communication skills.
Strategies for Designing Engineering Courses*
Authors: Hagler Marion O. , Marcy William M.
Published: January 2013

Some principles that have guided the development of engineering courses in the past are identified and applied to the development of strategies for contemporary circumstances. Implications of current changes in constraints are explored for class meetings and for student work outside of class. The realization that two‐thirds of a typical university academic course, and most of the learning, occurs outside the class meeting times compels careful focus by faculty on the design of interactive learning experiences to help students learn proficiently outside the class room. Designing courses of study in which the learning activities outside, as well as inside, the class room form a coherent and effective whole can improve courses dramatically.
An Analysis of the Articles in the Journal of Engineering Education
Authors: Wankat Phillip C.
Published: January 2013

Twenty issues of the Journal of Engineering Education from 1993 through 1997 were analyzed. The most common keywords used were teaching, design, and computers. An average of 10.4 percent of the articles require discipline specific knowledge for complete understanding. Approximately 60 percent of the articles included a teaching component, and most of these articles included an assessment. Only 13.4 percent of the articles used an educational theory. Women comprised 22 percent of all authors, but only 15.3 percent of authors who had a degree in engineering, computer science or engineering technology were women. The average number of usable references per article was 15.2. The mean number of times a source was cited is one. Only 20 sources were cited five or more times. Twenty‐four authors or organizations were cited 10 or more times. Of the most‐cited authors 48 percent do not have a degree in engineering, computer science or engineering technology. The keyword and citation analyses showed that the Journal has great breadth of both content and sources for references. The mean number of times articles published in the Journal during 1993 and 1994 were later cited in the Journal was zero. The content of the Journal has become more professional and the quality has improved in the five years studied.
Outcomes Assessment and the Faculty Culture: Conflict or Congruence?
Authors: Tener Robert K.
Published: January 2013

The greatest challenge to developing an effective outcomes assessment system is the institutional culture of the faculty. This paper describes some characteristics of many engineering faculty cultures which create challenges and opportunities for those developing new outcomes assessment systems. Specific issues which the assessment team will face, and some approaches by which they can deal with the circumstances created by the faculty culture, are presented. By generating appropriate responses to the issues raised, the assessment team can develop specific, effective tactics for successfully developing and implementing an outcomes assessment system.
Developing A Motivational Freshman Course In Using The Principle Of Attached Learning*
Authors: Yokomoto Charles F. , Rizkalla Maher E. , O'Loughlin Carol L. , El‐Sharkawy Mohamed A. , Lamm Nancy P.
Published: January 2013

This paper describes the development of a new, team‐taught, interdisciplinary, design‐oriented, introduction to engineering course that plays a role in the retention efforts of the engineering programs at our university. While the primary purpose of the new course has not changed from its original purpose, i.e., to introduce students to engineering as a field of study, the goals have been expanded to include motivating experiences to increase student retention. We discuss the rationale for the new course, the topics selected for the syllabus, the “attached learning” strategy that was developed for the selection of course materials, the teaching strategies selected for the course, the results of the assessment of student satisfaction, and the impact of the course on the curriculum and on minority and under represented groups.
A Course in Technology and Society for Engineering Students
Authors: Dick Kris J. , Stimpson Brian
Published: January 2013

The exposure of engineering students to relationships between technology and society has become an accepted component of undergraduate engineering curricula in North America, yet how to present the subject in a way that is stimulating and relevant to engineering students remains a challenge. At the University of Manitoba, various approaches have been taken over several years. This paper outlines a course format and content which has been well received by students. The framework of the course encompasses three main principles. First, technology is presented as having three aspects—technical, cultural, and organizational. Second, the topic is treated within a time‐related context—past, present, and future. Past and present are illustrated by examples of technology, their societal impacts, and related cultural and ethical issues. The future is examined using a systems approach for understanding the long‐term consequences of human activities and by discussion of the role of technology in reaching global sustainability. Third, the course emphasizes active student involvement through individual and group research and writing, and group discussions and presentation.
Preparing Students for Engineering Design & Practice
Authors: Koehn Enno
Published: January 2013

In 1995, the American Society of Civil Engineers sponsored an Education Conference to recommend changes for the Civil Engineering educational program. In addition, various other studies, such as that conducted by the American Society for Engineering Education (ASEE), investigated methods to strengthen undergraduate education.

The present investigation of Lamar University students and alumni suggests that both practicing engineers and undergraduate/graduate students perceive that 2 design considerations or constraints presently have been and should be incorporated into the engineering design sequence at a high level. They include Engineering Codes and Standards, and Manufacturability (Constructability). In contrast, both students groups and practitioners rate two other design constraints: Social Ramifications, and Political Factors, at a relatively lower score. The foregoing design constraints are among those that have been adopted by the Accreditation Board for Engineering and Technology (ABET) as criteria that should be considered in the major design experience or course in order to satisfy the requirements of an accredited engineering degree.
Development of an Undergraduate Curriculum in Mechatronics Systems Engineering
Authors: Hsu Tai–Ran
Published: January 2013

This paper will share my experience with readers in developing and implementing a new mechatronics curriculum stem in an existing mechanical engineering program at the undergraduate level. Also included are the strategies in initiating, developing and implementing this curriculum stem.
Education in Engineering Management
Authors: Sun Hongyi , Yam Richard C. M. , Venuvinod Patri K.
Published: January 2013

Engineering Management programs/courses are a recent development in response to the demand from industry. This paper demonstrates that Engineering Management is an independent field of education. Background, contents, and courses of Engineering Management are reviewed, analyzed, and discussed. The Master of Science (MSc) program in Engineering Management at City University of Hong Kong is used as an example for the purpose of discussion. The information in this paper will be of use as a reference for developing/reforming courses and curricula in Engineering Management.
The Harvey Mudd Engineering Clinic Past, Present, Future
Authors: Bright Anthony , Phillips J.R.
Published: January 2013

“Am I describing an impossible dream? Can one structure an engineering education about practice‐oriented team experiences without depriving students of needed analytical skills and knowledge of the engineering sciences?” Nearly thirty‐five years ago, Harvey Mudd College began to practice this “impossible dream.” That was when the Engineering Clinic was first launched.

This paper describes how the Clinic program came into existence, including how faculty and administration were convinced to accept it. In addition, the response of the industrial community, both initially and over the years, is related.

The current Clinic operation is described. Assessment of the Clinic program includes a discussion of both its impact on student preparation for engineering practice and the value of the program to industry.
Reflective Analysis of Student Learning in a Sophomore Engineering Course
Authors: Wankat Phillip C.
Published: January 2013

Student learning in a specific sophomore engineering course was analyzed using a variety of learning theory explanations. Bimodal grade distributions were observed in most of the examinations. The following theories were applied to these results: knowledge structure, Piaget's concrete and formal operational stages, Myers‐Briggs intuitive versus sensing, Perry's model of college student development, and deep versus shallow approaches to learning. The deep versus shallow approach to learning theory appears to best explain the results. Problem solving approaches are reviewed in light of the results obtained. Suggestions for improving the course are made, and compared to the results obtained when the course was re‐taught. This analysis serves as both an example of application of learning theories and as a review of these theories.
Ethic of Care: Guiding Principles for Engineering Teaching & Practice
Authors: Pantazidou Marina , Nair Indira
Published: January 2013

Engineering draws guidance from many disciplines for its teaching and practice. The evolution of engineering as a response to societal and personal needs has created, together with technical challenges, ethical dimensions akin to more service‐oriented professions. Several frameworks of ethics have been suggested to incorporate and address these dimensions. In this paper, the ethic of care is singled out due to the natural analogy between engineering and care: they both respond to a need and are oriented towards action. The suitability of care to provide guiding principles is supported by highlighting the distinguishing features that make the ethic of care especially relevant to engineering. Finally, it is shown through examples that the benefits from applying principles of the ethic of care vary from helpful reminders to valuable insights and guidelines in teaching and practicing engineering.
Preparing for Program Accreditation Review Under ABET Engineering Criteria 2000: Creating a Database of Outcomes and Outcome Indicators for a Variety of Engineering Programs
Authors: Owen Christi , Scales Katherine , Leonard Michael
Published: January 2013

ABET Engineering Criteria 2000 require a selection of outcomes and outcome indicators for each educational objective adopted by an engineering program. This paper describes a database created using Microsoft Access 97 © linking choices of program outcomes and choices of program outcome indicators for all of the accredited engineering programs in an academic institution. With this database, benchmarking searches can be conducted by type of engineering program, by choice of outcome, or by choice of outcome indicator. Several example searches are presented using data describing the engineering programs at Clemson University. A web‐site address is given where copies of the Clemson database can be downloaded.
Teaching Mathematics from an Applications Perspective
Authors: Kumar Sameer , Jalkio Jeffrey A.
Published: January 2013

It is a widespread opinion among engineering faculty that undergraduates could be better prepared in mathematics when taking courses in their professional field of study. The lack of preparation in applying mathematical concepts may be due to the fact that examples from engineering disciplines are not widely used in mathematics courses. Most mathematics departments act as service departments to students majoring in various fields in addition to providing their own degree programs. As a result, it is not economically justifiable for them to custom tailor courses for customers from different disciplines. On the other hand, engineering has a distinct requirement of creatively applying mathematical concepts and principles to engineering problems studied in various courses. Some of the issues that must be addressed to ensure adequate preparation in the application of mathematics include: the mathematical competencies needed in engineering courses; which mathematics courses should cover such competencies; and what examples and problems related to students' major field should be developed and taught in these courses to enhance understanding and application of these concepts. The goal of this paper is not to resolve these issues, but rather to develop a conceptual framework for determining the answers using the Quality Function Deployment approach.
Cognitive Assessment of Students' Problem Solving and Program Development Skills
Authors: Deek Fadi P. , Hiltz Starr Roxanne , Kimmel Howard , Rotter Naomi
Published: January 2013

A cognitive assessment method for measuring students' problem solving and program development abilities, their skills, knowledge, perception, attitudes and motivation toward problem solving and programming is presented. This method takes into consideration the thinking skills required by students learning how to program, as well as specific knowledge related to program development. The goal is to teach students the skills necessary for formulating the problem; planning and designing the solution; implementing and testing the solution; and monitoring and evaluating the solution's progress. This paper discusses this alternative assessment method and the instruments created to evaluate students' work in an introductory course on problem solving and programming.
Selecting a Model for Freshman Engineering Design
Authors: Burton Julie D. , White Daniel M.
Published: January 2013

This paper describes a process undertaken at the University of Alaska Fairbanks to select a model for teaching freshman engineering design. The project identified and characterized methods in use for teaching freshman design, and selected method(s) appropriate for UAF with general recommendations for implementation. Background research included a needs and information survey of freshmen and senior engineers, and research on methods currently used to teach design at ABET accredited colleges and universities. Eight methods for teaching design to freshman engineering students were identified. A Weighted Factor Scoring Model was used to determine which methods of teaching design were most applicable to UAF. A reverse engineering model was selected and proposed for the new freshman engineering design course. The methodology, results, and other considerations are discussed.
Enabling Effective Engineering Teams: A Program for Teaching Interaction Skills*
Authors: Seat Elaine , Lord Susan M.
Published: January 2013

A program for teaching interaction skills to engineers and engineering students has been developed. Based on cognitive style theory, this customized program uses the typical engineer's problem solving strengths to teach skills of interviewing, questioning, exchanging ideas, and managing conflict. The goal of this program is to enable these problem solvers to apply their technical skills more effectively by improving interpersonal interactions. The modular nature of the training program makes it easily transportable, and all or part of it can be used in courses that require students to work in teams. This paper discusses what makes this training “a good fit” with engineering students, the background for its content, and the program's six modules. Personal experiences with teaching this material and recommendations for implementation are discussed. Similarities and differences between teaching the engineering professional and student, themes of student perceptions about the training, and future directions are also addressed.
Expanding Participation in Undergraduate Research Using the Affinity Group Model*
Authors: Gates Ann Q. , Teller Patricia J. , Bernat Andrew , Delgado Nelly , Della‐Piana Connie Kubo
Published: January 2013

The benefits of working in a research group are clear: students develop domain expertise, gain an understanding and appreciation of the research process and its practice, and acquire team, communication, problem‐solving, and higher‐level thinking skills. Students with this experience are better equipped to make informed judgements about technical matters and to communicate and work in teams to solve complex problems. Clearly, this type of research experience must be made available to a broader population. This paper discusses how the Systems and Software Engineering Affinity Research Group model provides a socialization mechanism and infrastructure that supports the development and management of large research groups that engage undergraduate and graduate students, who have a wide range of skill levels and experiences, in research and projects. This non‐hierarchical model, which is based on the cooperative paradigm, integrates students into small research groups and an encompassing large research group, and uses structured activities to develop their research, technical, communication, and group skills.
A Template for Organizing Efforts to Satisfy ABET EC 2000 Requirements
Authors: Awoniyi Samuel A.
Published: January 2013

This paper presents a template that departments may use to organize their efforts to satisfy ABET Engineering Criteria 2000 requirements. The template is based on the premise that each course in a BS curriculum should be designed to service well‐defined “Student Learning Tasks” that have been derived from program objectives. The template is such that, as a department creates files and documents to fill it, “Objectives of the Department” will derive from stakeholder demands; “Graduate Attributes” will derive from “Objectives of the Department”; a set of “Student Learning Tasks” will be associated with each “Graduate Attribute”; courses comprising the BS degree curriculum will cover all “Student Learning Tasks”; and a suitable scheme of assessment and self‐evaluation will connect all elements together for continuous improvement purposes. The template helps to clarify relations among EC 2000 components, and sifts content from format in doing so. Some information matrix formats are recommended, and the paper closes by indicating how program characteristics such as subject‐matter integration and cooperative learning may be defined using some of the matrices presented.
Educating Engineering Professors in Education
Authors: Wankat Phillip C.
Published: January 2013

Engineering graduates with Ph.D. degrees need to know how to teach for both academic and industrial careers. Ideally, education in pedagogy will occur during graduate school. Research has an appropriate role in universities, but we need to ensure that all engineering professors are “good enough” teachers. Students can learn how to teach through TA training, a course in educational methods in engineering, supervised internships, and a combination of these methods. An action plan to improve teaching is presented.
A Grading Method That Promotes Competency and Values Broadly Talented Students*
Authors: Everett Louis J. , Alexander Richard M. , Wienen Michael
Published: January 2013

This paper reports the results of a recent experiment in student performance evaluation. A criterion‐referenced, rather than the typical norm‐referenced scheme, was supplemented with a reward system designed to value students with a diverse set of academic talents. For example, the ability to solve “traditional looking” engineering analysis problems and the ability to thoroughly explain how phenomena occur (independent of the ability to work to a final “answer”) were equally valued. Value was measured by the course grade. The goals of the experiment were: (1) to ensure that all students who succeeded in the class possessed a baseline competence in the subject matter; (2) to value (in the form of high grades) a diverse set of talents; and (3) to encourage students to develop good learning habits. The experiment was implemented by teaching a sophomore core engineering course with a team of two faculty members and two graduate teaching assistants handling 187 students. One faculty member was responsible for the classroom teaching activities while the other focused exclusively on developing and implementing the evaluation instruments. The instruments consisted of four types of examinations, each designed for a specific purpose and administered at distinct times during the semester. Quantitative results, including associated statistical analyses, are given. We conclude that it is possible to establish criterion‐referenced schemes that value student skill diversity while encouraging good study and learning habits. The assessment instruments, however, are psychologically stressful to many students who are unaccustomed to them.
Simple Scripts to Produce Interactive Web‐Based Tests with Immediate Feedback: Software and Illustration
Authors: Jong Ing‐Chang , Muyshondt Arnoldo
Published: January 2013

Web publication is increasingly utilized in education. This paper is written to contribute a basic yet versatile software, with illustration, for creating interactive web‐based modules for tests with immediate feedback. Each module assists students in learning new material by offering “tips,” without providing answers right away, when wrong answers are chosen. The software is segmented into five program files, where the first two are subject specific while the other three are general. Being independent of web sites, the three general program files need no changes by users and are included, with ample comments, in the appendices. Beginning instructors can readily create web‐based modules by directly modifying the two subject specific program files.