bluuebunny/crossref_metadata_2025_split huggingface dataset:
Teaching Teachers to Teach Engineering—T4E
Authors: Conley Christopher H. , Ressler Stephen J. , Lenox Thomas A. , Samples Jerry W. 
Published: January 2013

AbstractThe essence of a teacher‐training program that has proven to be successful with faculty from around the nation, and the world, is presented. T4 E is a week‐long short course run at the United States Military Academy at West Point, NY. The goal of this short course is to provide participants with a solid foundation of effective teaching skills that they can subsequently build upon as they continue to teach. The focus of T4 E is on well organized classes presented in a clear and logical fashion that promotes the active participation of students.
Perspectives on an Internet‐Based Synchronous Distance Learning Experience
Authors: Williamson Christopher , Bernhard Jennifer T. , Chamberlin Kent 
Published: January 2013

AbstractThis paper examines the distance learning process by providing an informed student's perspective as well as the instructor's perspective on an Internet‐based synchronous distance learning experience. Throughout the semester, the student maintained a class‐by‐class journal on his experiences and reactions to the Internet‐based course. This journal served as a crucial resource in the subsequent evaluation of the virtual classroom experience. The analysis provided in this paper, informed by current research on traditional and distance education, suggests that community, interaction, pedagogy, attention, and feedback play important roles in the success of an Internet‐based learning experience. Specific comments by the course instructor, as well as survey results from both students and other instructors for a number of synchronous Internet‐based courses, are also presented. This data further illuminates the student synchronous distance education experience and contributes additional insight into the delivery method and its ongoing evolution. The unique observations and conclusions provided here are useful for both instructors and students interested in participating in synchronous as well as asynchronous computermediated education.
Effectiveness of an Internet‐Based Graduate Engineering Management Course
Authors: Evans Rosemarie M. , Murray Susan L. , Daily Madison , Hall Richard 
Published: January 2013

AbstractThis research provides engineering educators analytical evidence as to the effectiveness of Internet‐based course instruction. The research examined the University of Missouri‐Rolla's Internet‐based Advanced Production and Operations Management course, with a focus on determining the effectiveness of the Internet‐based education tools used. Over 100 students in five Internet‐based classes and one traditional, in‐class control group were given three sets of surveys, learning style assessments, a course pre‐test, and a course final examination. Multiple conclusions were drawn from this study based on analyses of the data collected. First, the Internet‐based students performed equally as well as the control group as measured by the difference between pre‐test and post‐test scores. Second, the Internet‐based students were found to have had exaggerated time requirement expectations for taking a course in the Internet environment. Third, the students rated the effectiveness and satisfaction positively for the Internet classroom format. Initially, the Internet‐based students were skeptical of electronic lectures but their experiences were positive.
Sooner City—Design Across the Curriculum
Authors: Kolar Randall L. , Muraleetharan Kanthasamy K. , Mooney Michael A. , Vieux Baxter E. 
Published: January 2013

AbstractThe School of Civil Engineering and Environmental Science (CEES) at the University of Oklahoma (OU) has been developing a curriculum reform project entitled Sooner City since Spring 1997; it was implemented in Fall 1998. For the project, incoming freshman are given a plat of land that is turned into a blueprint for critical infrastructure segments of the city. Design tasks include all facets of the traditional civil engineering program, ranging from sewer and water infrastructure to steel buildings. The project is unique in that it threads a common, four‐year design theme throughout the curriculum, yet does so in a flexible, cost‐effective manner; it unifies the curriculum and allows material learned in early courses to carry forward; and it provides a natural forum for incorporating other pedagogical reform initiatives, such as just‐in‐time learning, collaborative learning, and active learning with in‐class use of laptops. A primary goal is to produce graduates who consistently think at a higher level, and who are thus capable of handling open‐ended design projects that require creativity, self‐analysis, and awareness of economic, social, and political issues. The extent to which the Sooner City project meets this goal is being assessed through formative and summative evaluations by an external reviewer.
Teamed Internships in Environmental Engineering and Technology: A Project Report
Authors: Croissant Jennifer L. , Ogden Kimberly , Ogden Gregory 
Published: January 2013

AbstractThis paper is a summary report of the “Teamed Internships Program” (TIP), an Advanced Technological Education (ATE) grant through the National Science Foundation (NSF). This three‐year project created internships encompassing regional industries, federal research facilities, and two‐ and four‐year educational institutions. The project cultivated teamwork and communication skills for environmental technician and engineering students, developed instructional materials, and provided valuable contacts with industry. To foster faculty and teacher enhancement and student interest in environmental science and technology, insights from the program were incorporated into instructional materials and educational modules for dissemination to local secondary schools.
Collaborative Learning in the Classroom: A Writing Across the Curriculum Approach
Authors: Randolph Gary B. 
Published: January 2013

AbstractThe principles of “Writing Across the Curriculum” (WAC) has the potential to help educators more fully engage the learning styles of all students and achieve higher levels of learning according to the Bloom taxonomy. WAC exercises were built into an information systems class to create a fully collaborative learning approach. Students worked as a team on in‐class exercises, edited each other's work, and even collaborated on examinations. Students indicated that they learned more in this format. They also said that even examinations were learning experiences, incorporating brainstorming and discussion.
Ethics Exercises for Civil, Environmental, and Geological Engineers
Authors: Santi Paul M. 
Published: January 2013

AbstractThe practices of civil, environmental, and geological engineering share many common ethical dilemmas. These fields typically require extensive interaction with clients and regulatory agencies, while dealing with unpredictable earth materials for design and uncertain design parameters. Consequently, a capstone design course must address not only technical issues, but also a wide range of ethical and behavioral issues. This study presents a series of exercises used in the classroom to teach these issues through dealing with “gray” ethical areas, concepts of advocacy and the use of compromise, relating specific stories to global concepts, proper behavior in the corporate environment, and the influence of corporate culture on ethical decisions. The exercises were designed to incorporate a variety of active learning styles, including individual and group writing, group short answer, group design, and role playing as an individual and as part of a team. Only a small commitment of class time is required to complete these exercises, roughly six lecture periods and one laboratory period.
EC2000 and Measurement: How Much Precision is Enough?
Authors: Rogers Gloria M. 
Published: January 2013

AbstractAs engineering faculty engage in the process of developing assessment plans to implement continuous quality improvement and satisfy the requirement of Engineering Criteria 2000 (EC2000), there is a concern about what measures are adequate to provide evidence that an engineering program is meeting its stated objectives. Some engineering programs are looking at using course grades as evidence that students are meeting the learning outcomes mandated by Criterion 3 of EC2000. After all, if there is a course in engineering design, why shouldn't grades be used to demonstrate that students are acquiring the skills necessary to meet the required outcome? The question remains as to whether or not course grades are adequate and/or efficient as a means to evaluate program effectiveness. This paper will define what is meant by educational inputs, processes, outputs, and outcomes in order to clarify the focus of the new “outcomes assessment” model of engineering education accreditation. A framework will be presented to clarify the meaning and scope of assessment activities needed to meet the information needs of academic programs and institutions. Models for course assessment and program assessment will be presented and the similarities and differences discussed.
A Review of Literature on Effectiveness of Use of Information Technology in Education
Authors: Kadiyala Madhavi , Crynes Billy L. 
Published: January 2013

AbstractMany engineering educators and administrators hope that new learning technologies can help relieve the accreditation and other curricular pressures without loss of learning nor added costs. With so much promise from use of new technologies, we conducted an extensive review of studies seeking evidence of this promise. Over 2,200 studies were reviewed (directly or indirectly) and about 760, which met our criteria, were used. Our review provides convincing evidence that information technologies can enhance learning when pedagogy is sound, and when there is good match of technology, techniques and objectives.
Impact of Holistic and Learning‐Oriented Teaching on Academic Success
Authors: Bernold L.E. , Bingham W.L , McDonald P.H. , Attia T.M. 
Published: January 2013

AbstractThe influence of the preferred learning styles and psychological types on academic performance have been assessed for engineering students. The subjects of the experiments were different groups of students taking the first and the second courses in the civil engineering department. A holistic teaching/learning approach was designed based on the fact that people have different psychological characters and learn in different ways. During the course, many teaching/learning techniques were introduced to foster the learning process for different learning styles and psychological types. The study explores the implications of the learning styles and the psychological temperaments on the academic performance for experimental and control groups. The Learning Type Measure (LTM) and the Myers Briggs Type Indicator (MBTI) instruments were used to assess the psychological profiles and the learning preferences of the students. The paper will discuss the result of a comparison of the final grades of two groups of engineering students taught using two different instructional formats. As will be shown, the holistic teaching and learning environment helped those engineering students that are traditionally less successful.
Applying James Stice's Strategy to Teach Design to Sophomore Mechanical Engineering Undergraduates
Authors: Tsang Edmund 
Published: January 2013

AbstractThe James Stice strategies for teaching problem‐solving and improving student learning have been adopted in the development of a sophomore‐level “Materials, Manufacturing & Design” course. The curriculum, the assessment method, and the results of student evaluation over a three‐year period are described. Correlation between assessments by two faculty members (in the form of design project written‐report and oral‐presentation grades) and students self‐assessment (in the form of a retrospective survey employing a Likert‐type scale and student written comments) show that the Stice strategies are successful in teaching engineering design to sophomores.
Introducing Middle School Students to Engineering Principles Using Educational Bridge Design Software
Authors: Symans Michael D. 
Published: January 2013

AbstractIn an effort to motivate middle school students to consider future careers in engineering, an educational outreach program was developed and implemented during National Engineers Week. The outreach program concentrated on bridge engineering and was presented within one day to the entire eighth grade student population of the local public school system. The program began with a presentation on careers in engineering with a particular emphasis placed on bridge engineering. Fundamental engineering concepts used in bridge design were then explained. The students used these concepts to design a single‐span truss bridge using an educational bridge design software program. Finally, a bridge design competition was held in which the students attempted to optimize the design of their bridge.
Technology in Engineering Education: What Do the Faculty Know and Want?
Authors: Chen John C. , Ellis Mike , Lockhart Jason , Hamoush Sameer , Brawner Catherine E. , Tront Joseph G. 
Published: January 2013

AbstractThere currently exists a great interest in integrating technology into the engineering curriculum. The Southeastern University and College Coalition for Engineering Education (SUCCEED) has identified this topic to be one of four “focus areas” for the coalition, and is committed to supporting the effective use of technology in enhancing the learning and teaching environment. We report here the results of a survey of engineering faculty at the coalition universities to identify the training needs and present levels of experience with various technologies. The most surprising finding is that, despite the wide differences in the Coalition's colleges of engineering, the survey results are similar for all campuses. This implies that the results may be widely applicable to other universities. Generally, we found that the faculty's interest in receiving training in a specific technology is highly correlated with a low skill level for that topic, as expected. Of the ten potential workshop topics, those in highest demand include:
presenting lectures or demonstrations from a computer
creating, editing and incorporating multimedia into course materials
creating Web pages for a course
developing multimedia courseware
developing a course delivered entirely via the World Wide Web
developing Java applets to enhance courses
holding electronic help‐sessions.
Quality Planning in Engineering Education: Analysis of Alternative Implementations of a New First‐Year Curriculum at Texas A&M University
Authors: Fournier‐Bonilla Sheila D. , Watson Karan L. , Malavé César 
Published: January 2013

AbstractIn general terms, traditional strategic planning may be described as a mechanism for generating a set of targets and approaches for achieving the established purpose of an organization. For it to be effective, a strategic plan must serve as the basis for creating a set of well‐defined operations that align with the organizational goals and strategies. Because the task of generating an effective plan requires knowledge, time, patience, and persistence, not all organizations are prepared to devote the time and energy that is required to produce a meaningful plan. It is the intent of this paper to describe an approach to quality planning which was used to make major curricular changes in the first‐year engineering education program at Texas A&M University. The planners' intention in this instance was to apply quality function deployment matrices, systems engineering concepts, quality management principles, and multi‐attribute utility analysis to the evaluation of curriculum alternatives in an effort to make the planning process less complex and more systematic.
Multi‐University Design Projects
Authors: Kumar Vijay , Kinzel Gary , Wei Stan , Bengu Golgen , Zhou Jack 
Published: January 2013

AbstractWe describe a multi‐university design project in which teams of students across different campuses collaborate on a design and manufacturing project. We show how such projects sensitize students to issues in concurrent engineering and train them in interpersonal skills, communications, and system integration. We believe that this approach allows us to simulate real‐world conditions by imposing realistic boundary conditions on the student teams.
Integrating Writing Instruction into Engineering Courses: A Writing Center Model
Authors: Walker Kristin 
Published: January 2013

AbstractEngineering students often have difficulty learning how to write laboratory reports in their field. To assist students with this learning process and teach them writing strategies that will prove helpful in the workplace, a writing center was established in the Electrical and Computer Engineering (ECE) Department at the University of South Carolina. There, consultants trained in technical writing work closely with ECE faculty members and teaching assistants to create a supportive network for students as they draft reports, including discussions during recitation periods, team consultations, and individual consultations. This paper presents a theoretical framework for the writing center program, as well as specific writing strategies that have proven helpful. Assessment methods and feedback from faculty and students about the success of the program are presented as well.
The Classroom of the Future: An Internet‐Delivered National Course on Thermal Management of Electronics
Authors: Bhavnani Sushil H. , Bar‐Cohen Avram , Joshi Yogendra K. 
Published: January 2013

AbstractTeaching inter‐disciplinary material poses special challenges due to the diversity of student backgrounds. This problem is compounded if the material being taught is intended for both undergraduate and graduate students. Mechanical Engineering faculty members from three universities have come together to address this problem using a layered, multimedia delivery mechanism via the Internet. This has resulted in the first‐ever, live, full‐duplex, Internet course taught at any of the three partner universities: Auburn University, the University of Maryland, and the University of Minnesota. With the addition of colleagues from industrial sites such as Philips in the Netherlands and three other universities in Japan, Singapore, and Australia, the next offering will expand to become an international course. The authors hope to illustrate that a course delivered over the Internet adds significantly to the learning process in a cost‐effective manner.
Enabling Engineering Performance Skills: A Program to Teach Communication, Leadership, and Teamwork*
Authors: Seat Elaine , Parsons J. Roger , Poppen William A. 
Published: January 2013

AbstractA minor in Engineering Communication and Performance is being created at the University of Tennessee in conjunction with the engage Freshman Engineering Program. This minor provides engineering undergraduate students with formal training and a credential in complementary performance skills necessary for success in today's workplace. This interdisciplinary program is designed to improve the ability of engineering graduates to work on teams, to be effective communicators, to be socially adept, and to be prepared for leadership roles.Five courses compose the minor. Three of these courses are new and custom‐prepared for engineering students, while the other two may be selected from a limited list of courses that provide in‐depth training on supervision, cultural diversity, and interpersonal interaction. This multi‐disciplinary program takes a novel approach in the subject matter presentation and in the method of coaching students to use these skills. In the custom courses, students receive instruction and are placed in mini‐practicums. To complete the minor, students participate in a full practicum in a social service setting.This paper discusses assessment; course development; program basis and development; strategies for implementation of this new program; integration between engineering, counseling psychology, and human services; and student, faculty, and industry response to the program. The collaboration makes this program transportable to other institutions as it is dependent on having institution expertise in the disciplines of counseling and human services rather than having engineering educators with expertise in these fields. Our experience with establishing this collaboration will also be discussed.
Components of an American Indian Computer Science Transfer Degree Program*
Authors: Cleave N. Van 
Published: January 2013

AbstractFrom 1995 to 1997, a culturally relevant transfer degree program was developed at a tribally controlled Community College in Minnesota. Broad traditional values held in common by most indigenous peoples formed the backbone of the project. These values led to the formulation of several significant components of culturally sensitive programs, which were enhanced by classroom practices adopted and distilled during more than two decades of teaching from middle school to the graduate level. Many of these coincided with and reinforced traditional American Indian values. In addition, practical lessons were learned while creating this new model of education. Our conclusion: the core of minority‐centered education should be good teaching strategies applied to a specific population but applicable to and effective for all students.
Learners as Knowledge Workers—Some Implications*
Authors: Broberg Anders 
Published: January 2013

AbstractTraditionally, behavioristic models have been used for the design of interactive learning environments. In contrast, this paper proposes a pedagogical model based on social constructionism and phenomenology which we believe is more adequate when, for instance, information seeking and WWW become natural components in the learning situation. In this model, learners are seen as persons who continuously alter their conceptions and ideas by working with data, information, and knowledge, i.e. learners as knowledge workers. The most important point in viewing learners as knowledge workers is exactly that the learners change their understanding by working with the information, and that they do that with the help of cognitive tools. I see it as a necessity that the learning environment consists of tools that support them in their learning processes: tools for constructing, processing and observing information, data, and knowledge. Equally important in this new kind of learning situation are tools to establish and maintain focus, manage information overload, to bridge distances in the learning situation, and to communicate.