bluuebunny/crossref_metadata_2025_split huggingface dataset:
Strategies for Designing Engineering Courses*
Authors: Hagler Marion O. , Marcy William M. 
Published: January 2013

AbstractSome 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

AbstractTwenty 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

AbstractThe 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

AbstractThis 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

AbstractThe 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

AbstractIn 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.
Education in Engineering Management
Authors: Sun Hongyi , Yam Richard C. M. , Venuvinod Patri K. 
Published: January 2013

AbstractEngineering 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

Abstract“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

AbstractStudent 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

AbstractEngineering 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

AbstractABET 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

AbstractIt 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

AbstractA 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

AbstractThis 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

AbstractA 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

AbstractThe 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

AbstractThis 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

AbstractEngineering 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

AbstractThis 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

AbstractWeb 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.
Teamwork across Disciplinary Borders: A Bridge between College and the Work Place
Authors: Bhavnani Sushil H. , Aldridge M. Dayne 
Published: January 2013

AbstractLearning the language of the work place in one's chosen field of expertise often goes beyond a well‐defined technical curriculum, to encompass skills such as inter‐personal relationships, crisis management, and objectivity. Success on the job necessitates the mastery of these other skills almost as much as the acquisition of core technical knowledge. An inter‐disciplinary teaming course has been developed to allow students to realize the need for these skills and attempt to impart some of them in a structured environment.
Airplanes for Everyone: A General Education Course for Non‐Engineers
Authors: Eberhardt Scott 
Published: January 2013

AbstractThe Department of Aeronautics and Astronautics, at the University of Washington, has introduced a new course to non‐engineering students. This course is distinguished by the fact that it is specifically designed for non‐engineering/science students. The course, called AA101: Air and Space Vehicles, fulfills a “natural world” graduation requirement for University undergraduates. This course has proven so popular that after the first offering it has filled the auditorium and all lab sections every quarter. It is now being offered three quarters a year.AA101 includes hands‐on learning, multi‐media presentations, and classroom demonstrations. Lab sections each week demonstrate principles learned in class and are usually centered about a fun activity. Examples include learning to fly with Microsoft Flight Simulator, building a rubber powered balsa airplane, and launching water rockets. In several of these activities, teamwork is stressed.A conscious decision in the creation of the course was to eliminate analysis in order to attract the broadest audience. Graduates of AA101 are thus familiar with the concepts but cannot apply analytical tools to aerospace engineering.