bluuebunny/crossref_metadata_2025_split huggingface dataset:
First Year Civil and Environmental Engineering Design Experience
Authors: Safferman Steven I. , Zoghi Manoochehr , Farhey Daniel N. 
Published: January 2013

AbstractThe University of Dayton requires all first year engineering students to enroll in a design course that is composed of several standalone modules. Included in the first generation of this class was a module on civil and environmental engineering, the topic of this manuscript. The goals of this module were to define civil and environmental engineering, illustrate the interrelationship of all engineering disciplines, show the integration of technical and non‐technical issues, and introduce the design process. To achieve these goals, case studies and panel discussions were presented and a laboratory exercise conducted. The laboratory exercise consisted of two components. In the environmental engineering component, students designed a filtration/contact unit to treat polluted water. The civil engineering component required building a structure to hold the filtration unit. These exercises integrated technical and non‐technical issues. The technical components were the open‐ended design problem associated with cleaning polluted water and the construction of the process support structure and the non‐technical issues included related social considerations, teamwork, technical writing, ethics, and finance. Students' assessments of the module have revealed that the objectives of the module were largely achieved.
Statistical Evidence for Enhanced Learning of Content through Reflective Journal Writing
Authors: Burrows V. A. , McNeill B. , Hubele N. F. , Bellamy L. 
Published: January 2013

AbstractWe present statistical evidence that when students voluntarily write reflective “journal entry” essays on assigned reading, their performance on multiple‐choice quizzes on the reading is improved compared to students who do not complete such essays. A Smirnov non‐parametric test and a pair‐wise comparison analysis were used to establish the validity of the hypotheses.
Introducing Cooperative Learning through a Faculty Instructional Development Program
Authors: Mourtos Nikos J. , Allen Emily L. 
Published: January 2013

AbstractCooperative Learning was officially introduced in the College of Engineering at San Jose State University in 1995 with a two‐day workshop. The Faculty Instructional Development Program in the college maintains interest in the subjsect and provides support for instructors who use Cooperative Learning, through workshops and informal discussions (Conversations on Teaching). This paper discusses the effectiveness of the program in introducing, promoting, and implementing Cooperative Learning among the faculty and students in the college of engineering. A variety of performance criteria have been used in this assessment, some faculty‐centered and some student‐centered. The results indicate that although a relatively small percentage of faculty have chosen to adopt Cooperative Learning as a teaching tool in their courses, the impact on student attitudes and learning is significant, making the effort worthwhile.
A Curriculum to Enhance Environmental Literacy
Authors: Nair Indira , Jones Sharon , White Jennifer 
Published: January 2013

AbstractEnvironmental literacy is an important part of undergraduate education. Such literacy is optimally gained with an approach that weaves together the necessary disciplinary knowledge within a problem‐based context. This paper describes the result of efforts over a decade developing and teaching an environmental literacy course at the undergraduate level. The objective of the course is to enable students to make informed decisions in the context of environmental issues. In this paper, we describe the theoretical underpinnings of the course, provide a course description, and discuss a recent assessment of the effectiveness of the course in promoting environmental literacy. The material is currently being organized as a web‐based text.
Integrating the Boyer Report into Architectural Engineering Technology Education at the University of Hartford
Authors: Davis Daniel , Petry Elizabeth 
Published: January 2013

AbstractBuilding Community: A New Future for Architectural Education and Practice by Ernest L. Boyer and Lee D. Mitgang of the Carnegie Foundation for the Advancement of Teaching, 1996, was intended to be a “comprehensive study of education and practice for the 21st century.” It was commissioned by the five national architectural organizations that joined together with a common goal of seeing the need for an independent study of professional education and practice: the American Institute of Architects (AIA), the Association of Collegiate Schools of Architecture (ACSA), the American Institute of Architects Students (AIAS), the National Council of Architectural Registration Board (NCARB), and the National Architectural Accrediting Board, Inc. (NAAB). The Boyer report identified problems, opportunities, and challenges not only for the primary audience of architecture educators and practitioners but also others in higher education. Boyer and Mitgang challenged architects and educators to “a new vision.” This vision would connect architecture schools and the profession more effectively to the changing social context. The academy was challenged with providing A Connected Curriculum. Practicing architects were challenged with providing A Unified Profession. The Boyer report, “urged schools to prepare future architects for lives of civic engagement, of Service to the Nation” [1]. The authors of Building Community were optimistic that the challenges could be met and we have taken on this challenge.
Engineering Design Assessment Processes and Scoring Scales for Program Improvement and Accountability
Authors: DAVIS DENNY C. , GENTILI KENNETH L. , TREVISAN MICHAEL S. , CALKINS DALE E. 
Published: January 2013

AbstractAssessment of student achievement in engineering design is an important part of engineering education and vital to engineering program accreditation. Systematic assessment of design is challenging yet necessary for program improvement. Programs with design distributed across the curriculum and with significant numbers of transfer students face special challenges in assessing students' design capabilities and providing meaningful feedback to improve design education.This manuscript presents an assessment process that supports effective transfer of design credits, feedback for improvement of design education, and evaluation of program success in design education. Mid‐program and end‐of‐program assessment strategies are included. Design scoring standards are presented to establish a basis for making performance comparisons within and among programs.
A Collaborative Learning Methodology for Enhanced Comprehension using TEAMThink®
Authors: PANETTA KAREN , DORNBUSH CHARLES , LOOMIS CATHERINE 
Published: January 2013

AbstractThis paper discusses a teaching methodology to improve the retention of lecture material through peer collaboration among students. The methods introduced also help measure a student's comprehension of class material. In addition, the techniques allow the instructor to obtain continuous feedback on areas that students have difficulty grasping. The instructor can also observe students interpretation of concepts and their written communication skills.The entire process was conducted through the Internet using Athenium's TEAMThink® software. The TEAMThink® software is a professional product developed by Athenium and was developed primarily as a training tool for corporations. This is the first time an educational institution has used it as part of the curriculum. The experiences presented here were conducted on an Operating Systems course at Tufts University's Department of Electrical Engineering and Computer Science consisting of 36 seniors and 4 graduate students and a second year Introduction to Digital Logic Circuits course consisting of 100 undergraduate students. The TEAMThink® learning process features a quiz making and quiz taking game, where students collaborate in teams to create multiple‐choice quiz questions which challenge the learning of other students. The experiences reported in this paper discuss the benefits of this approach from the student and the instructor perspectives. The unexpected outcomes such as the feedback provided to the developers of the TEAMThink® software are also discussed.
Integrated Thermal‐Fluid Experiments in WPI's Discovery Classroom
Authors: OLINGER DAVID J. , HERMANSON JAMES C. 
Published: January 2013

AbstractAn integrated experimental‐analytical‐numerical approach to engineering education has been developed in introductory thermal‐fluid courses at Worcester Polytechnic Institute (WPI). Central to these innovations is a facility at WPI known as the Discovery Classroom. In this facility the traditional lecture hall has been redefined to combine a multi‐media classroom, an adjoining experimental laboratory, and computational facilities. This approach was designated as the DIANE philosophy:Daily Integration of Analytical, Numerical, and Experimental methods into engineering classes. In this approach, experimental apparatus are demonstrated directly in class during an engineering lecture. Real‐time quantitative data are acquired from the apparatus, and the data are immediately analyzed and compared to concurrently developed theory by the students in class. One objective of this approach is to help students better understand relationships between the physical experiments and theory.Three undergraduate engineering classes were re‐designed: fluid mechanics, heat transfer, and aerodynamics. Student surveys indicate that nearly 90% of 390 students preferred the re‐designed courses to traditional lecture‐oriented courses, while also believing that they gained a better understanding of engineering fundamentals.
Reversing the Lecture/Homework Paradigm Using eTEACH® Web‐based Streaming Video Software
Authors: Foertsch Julie , Moses Gregory , Strikwerda John , Litzkow Mike 
Published: January 2013

AbstractA new online streaming video and multi‐media application called eTEACH, http:eTEACH.engr.wisc.edu was used to reform a large, lecture‐based computer science course for engineering majors. In‐class lectures were replaced with videotaped lectures and other materials that students viewed on the Internet on their own schedule, making it possible to use the live class periods for small, team problem‐solving sessions facilitated by the professors and a teaching assistant. By using the eTEACH application to transform course lectures into “homework” and free up the face‐to‐face class time for working on problems that were similar to homework assignments, the professors effectively reversed the lecture and homework paradigm of a typical large lecture course. A thorough course evaluation over two semesters showed that students who took the online lecture version of the course gave significantly higher ratings to all aspects of the course, including lecture usefulness, professor responsiveness, the course overall, and the instructor. Although a few students missed having the opportunity to ask questions during lectures, about two‐thirds of the 531 students surveyed felt it was easier to take notes and understand the lectures presented via eTEACH than it would have been while attending the same lecture live, and 78% of students appreciated the ability to view and review course lectures on their own schedule.
Turning Students into Professionals: Types of Knowledge and ABET Engineering Criteria
Authors: Gorman Michael E. 
Published: January 2013

AbstractIn order to implement the Accreditation Board for Engineering and Technology (ABET) engineering criteria, it is important for engineering educators to understand different types of knowledge and how these types relate to the outcomes described in Criterion 3. This paper first provides a heuristic for framing a program's educational objectives by identifying exemplars of the types of engineers a program seeks to graduate. Three sections then follow, each addressing categories of knowledge: tacit knowledge, four types of knowledge that can either be tacit or explicit, and knowledge created and shared in teams. Examples of the relationship of traits of knowledge to the outcomes in Criterion 3 are provided. The paper concludes with a brief discussion of how these types of knowledge are imbued in engineering students at the University of Virginia, as well as suggestions for additional ways in which they could be infused into engineering curricula.
Motivating Students with Disabilities to Prepare for SEM Careers
Authors: Napper Stan A. , Hale Paul N. , Puckett Frank J. 
Published: January 2013

AbstractThe National Science Foundation funded the project Enabling SUCCESS (Enabling Students to Undertake the Challenge of Careers in Engineering and Science) at Louisiana Tech University beginning in 1996. The goals of this three‐year project were to: stimulate student interest in science, engineering, and mathematics (SEM); heighten the awareness among middle school students, their families, and their science teachers of the opportunities for persons with disabilities in these fields; and provide them with an understanding of the importance of career exploration and taking appropriate college preparatory courses in high school. The project at Louisiana Tech University built upon twenty years of experience in applying assistive technology to the needs of people with disabilities and a ten‐year history of national educational reform initiatives. The project staff included engineering and science professors, teacher educators, college students, practicing engineers and scientists with disabilities, and rehabilitation technology professionals. A unique feature of this project was its focus on middle school students (grades six through nine) with disabilities, their parents, and their teachers. Through on‐campus workshops and showcases, home science activities, and college student mentoring, the project sought to inform and motivate. This paper summarizes the major activities of the model project and the results of the three‐year effort.
A Survey of Faculty Teaching Practices and Involvement in Faculty Development Activities
Authors: Brawner Catherine E. , Felder Richard M. , Allen Rodney , Brent Rebecca 
Published: January 2013

AbstractAs part of its program assessment activities, the Southeastern University and College Coalition for Engineering Education (SUCCEED) conducted a faculty survey of teaching practices, involvement in faculty development programs, and perceptions of the importance of teaching in the faculty reward system. The survey was first administered late in 1997 and a modified version was administered late in 1999. This paper summarizes results from the 1999 survey that address the two questions: (1) to what extent do engineering faculty write instructional objectives and use active and team‐based learning?; and (2) how effective are faculty development programs at changing professors' teaching practices? The results indicate that well over half of the 1999 respondents were using the stated teaching methods, with most attributing their use of the methods to their participation in teaching workshops and seminars.
Science Fiction in the Engineering Classroom to Help Teach Basic Concepts and Promote the Profession
Authors: Segall Albert E. 
Published: January 2013

AbstractAlthough science fiction has appeared in science and physics education for many years, the genre has not been widely used to augment engineering education. Considering the potential for science fiction to help illustrate many common engineering concepts, while at the same time challenging the students to think about the many possibilities of design and technology, this exclusion represents a loss of a valuable resource. In order to begin utilizing this valuable resource, a new freshman‐level course was developed that uses science fiction films and literature to illustrate and teach basic engineering concepts. Central to the course delivery is “poking fun” at the disobedience of the laws of nature and misuse of engineering while at the same time teaching the correct behaviors. By illustrating basic engineering concepts in this fashion, students can hopefully develop lasting mental pictures of the way things function and the complexities of design. These images can in turn, help the students with core mechanics classes such as statics and dynamics, as well as help the creative design process. Moreover, by highlighting the valuable role engineering plays in transferring science theory to usable technology, the discussions may also help create a positive image of the profession that could aid recruitment and retention. Finally, the genre can also be used to illustrate the implications of technology and society, along with the many ethical considerations of engineering.
A Study of the Impact of Minority Engineering Programs at the FAMU‐FSU College of Engineering
Authors: Ohland Matthew W. , Zhang Guili 
Published: January 2013

AbstractThe Engineering Concepts Institute, and the rest of the comprehensive minority student development program that followed it, has served students of Florida A&M University matriculating to the Florida A&M University—Florida State University (FAMU‐FSU) College of Engineering. A significant relationship between participation in the programs under study and graduation/retention was identified with the Pearson Chi‐squared test, Cochran‐Mantel‐Haenszel statistics, as well as the Mantel‐Haenszel estimate. Students who participated in the program were estimated to have significantly higher odds of five‐year graduation and six‐year graduation than students who did not participate in the program. A comparison of high school GPAs identified a selection bias, and high school GPA was then used to control for this selection bias in a multiple logistic regression model. While multiple individual cohorts remain statistically significant, the aggregate of all cohorts lacks significance due to the small number of participants and the possible overly stringent penalty imposed by the addition of high school GPA. Nevertheless, the results continue to show the positive trend observed earlier—that Minority Engineering Program participants are 25 percent more likely to be retained and graduate in engineering than students who had similar high school GPA but did not participate in the program—it is expected that continuing longitudinal study will bear out this trend as statistically significant. Although the programs described in this paper have been discontinued as a result of personnel changes, the study of the program is still useful as a contribution to the body of evidence supporting the effectiveness of such programs.
The Relationship Between Department Rank and College Rank in Engineering Graduate Program Rankings Conducted by U.S. News and World Report
Authors: Vojak Bruce A. , Price Raymond L. , Carnahan James V. 
Published: January 2013

AbstractCollege rankings conducted by various popular magazines have generated both considerable interest and controversy. In this work, we present statistical analyses of thirteen years of U.S. News and World Report graduate program “reputation” rankings for engineering colleges and their constitutive departments, using them to reveal the relationship between department rank and college rank. Two important trends are substantiated in this study. First, we confirm statistically that some colleges with a relatively small number of top‐five ranked departments place higher in the college rankings than some colleges with a significant number of top‐five ranked departments. Second, we observe that college rank is much more closely related to department rank for some disciplines than others, providing additional resolution beyond our earlier work.
Delivering an Engineering Laboratory Course Using the Internet, the Post Office, and a Campus Visit
Authors: Alexander David G. , Smelser R. E. 
Published: January 2013

AbstractWe present the redesign of a sophomore‐level mechanics of materials engineering laboratory course for distance delivery. The distance laboratory course combined multi‐media computer experiments, portable hands‐on exercises, and place‐bound laboratory experiments. Class communication was accomplished through e‐mail, online discussion groups and telephone conversations. Preliminary assessment of this new model for providing hands‐on distance education gave valuable information that supports its effectiveness.
Retention 101: Where Robots Go … Students Follow
Authors: Pomalaza‐Ráez Carlos , Groff Brenda Henry 
Published: January 2013

AbstractAt Indiana University—Purdue University Fort Wayne we have developed ETCS 101—Introduction to Engineering, Technology, and Computer Science, a freshman success course for students in the School of Engineering, Technology, and Computer Science. The main objective of this course is to increase retention. The course aims to provide students with sufficient computer and personal development skills and to help them develop the right mental attitude conducive for academic success. Features of the course include projects of software and hardware nature, extensive use of the Internet and Web software tools, and a team‐teaching format. As the main project of this course, small teams of students design, build, program, and test an autonomous mobile robot using LEGO® parts, sensors, and the Robotic Command eXplorer (RCX) controller. This is a multidisciplinary, project‐driven learning process that encourages students to develop problem solving and teamwork skills and fosters their creativity and logic.
Engineering Accreditation and Standards for Technological Literacy
Authors: Gorham Douglas , Newberry Pam B. , Bickart Theodore A. 
Published: January 2013

AbstractThis article provides an overview of how the International Technology Education Association's Standards for Technological Literacy: Content for the Study of Technology and the Accreditation Board for Engineering and Technology's Engineering Criteria 2000's Criterion 3 Program Outcomes and Assessment focus on producing secondary school and engineering graduates with an enhanced level of technological literacy and competency. These documents, providing guidelines for pre‐college through undergraduate education, are intended to promote improvement in the quality and quantity of engineering students and to enhance the level of technological literacy of pre‐college teachers and their students.
Bioinformatics: A New Field in Engineering Education
Authors: Hughey Richard , Karplus Kevin 
Published: January 2013

AbstractBioinformatics is a new engineering field poorly served by traditional curricula. Bioinformatics concerns the use of computer and statistical methods to understand biological data, such as the voluminous data produced by high‐throughput biological experimentation. As the demand has outpaced the supply of bioinformaticians, the University of California, Santa Cruz, School of Engineering is establishing undergraduate and graduate degrees in bioinformatics. In this paper we explore the blend of mathematics, engineering, science, and bioinformatics topics and courses needed for an undergraduate degree in this new field.