bluuebunny/crossref_metadata_2025_split huggingface dataset:
Integrating Professional Experience in Geotechnical Class Designs
Authors: Gunaratne Manjriker 
Published: January 2013

AbstractA significant proportion of younger engineering educators engaged in teaching design oriented courses have little or no industrial experience. Thus, directions for merging professional experience with engineering science in class designs have become a chief concern in engineering educational forums. As one way to address this issue, students in a geotechnical course having both engineering science and design content presented their design projects to an audience of practicing geotechnical engineers. The results of this trial clearly revealed specific areas of a student design where professional judgment based on firsthand experience or other exposure is essential. The experiment also furnished an opportunity for industrial representatives to view the university's geotechnical curriculum and its preparation of students as future engineers. Above all, a dramatic improvement was noticed in the students' motivation to accomplish the class design projects in a successful and timely manner.
Undergraduate Interdisciplinary Controls Laboratory
Authors: Johnson Stanley H. , Luyben William L. , Talhelm Donald L. 
Published: January 2013

AbstractAn interdisciplinary controls laboratory has been developed at Lehigh University for teaching system dynamics and controls to senior undergraduate students from the various departments in the engineering college. A team effort was successful in planning, designing, funding, and constructing the experiments. After students learn control theory in courses offered in the individual departments, they jointly conduct experiments on realistic processes and devices that represent common control problems in the three engineering disciplines: chemical, electrical and mechanical. The students sare grouped into interdisciplinary teams to encourage cross‐fertilization. The laboratory has been operational for three years, and the response from the students has been very positive.
Mathematical and Scientific Foundations for an Integrative Engineering Curriculum
Authors: Carr Robin , Thomas D. H. , Venkataraman T. S. , Smith Allan L. , Gealt Michael A. , Quinn R. , Tanyel M. 
Published: January 2013

AbstractAll fields of engineering, whether chemical, civil, electrical, materials, mechanical, etc., encompass a common body of essential mathematics and science. In the freshman year of Drexels E4 program, this common mathematical and scientific foundation is cultivated in the Mathematical and Scientific Foundations of Engineering I, II and III (MSFE I, MSFE II, MSFE III). In an integrated fashion, MSFE I presents the essential calculus, physics and engineering mechanics vital to the freshman engineering student. In the first two quarters, MSFE II presents chemistry with clearly defined engineering applications and significance: in the third quarter, MSFE II presents living systems with the same thrust. Also in the third quarter, MSFE III presents basic circuits and circuit elements, and a brief introduction to electromagnetic theory.
A Longitudinal Study of Engineering Student Performance and Retention. III. Gender Differences in Student Performance and Attitudes
Authors: Felder Richard M. , Felder Gary N. , Mauney Meredith , Hamrin Charles E. , Dietz E. Jacquelin 
Published: January 2013

AbstractIn a continuing study under way at North Carolina State University, a cohort of students took five chemical engineering courses taught by the same instructor in five consecutive semesters. This report examines gender differences in the students' academic performance, persistence in chemical engineering, and attitudes toward their education and themselves. The women in the study on average entered chemical engineering with credentials equal to or better than those of the men, but exhibited an erosion relative to the men in both academic performance and confidence as they progressed through the curriculum. Possible causes of the observed disparities are suggested and remedial measures are proposed.
A Survey of Capstone Engineering Courses in North America
Authors: Todd Robert H. , Magleby Spencer P. , Sorensen Carl D. , Swan Bret R. , Anthony David K. 
Published: January 2013

AbstractSenior project or Capstone‐type courses have existed at engineering schools for many years. Capstone courses provide student engineers the opportunity to solve real‐world engineering projects, and have been highly regarded as important learning activities. A survey of Capstone courses in engineering departments throughout North America was conducted in order to understand current practices in Capstone education. This study was conducted for presentation at the 1994 Advances in Capstone Education Conference, held at Brigham Young University, which brought together engineering educators interested in improving Capstone experiences. This conference was sponsored by ASEE, ASME, SME, and NSF. Response to the study was very high, with 360 departments from 173 schools responding to the survey. Survey results were categorized into five major areas of interest: Profile of the Respondents, Course Description Information, Faculty Involvement in Capstone Education, Project Information, and Industrial Involvement in Capstone Education. Graphs provide the results of responses to survey questions.
Professional Preparation: A Course That Successfully Teaches Needed Skills Using Different Pedagogical Techniques
Authors: Lonsdale Edward M. , Mylrea Kenneth C. , Ostheimer Martha W. 
Published: January 2013

AbstractTo bridge a gap we perceive to exist between the traditionally educated engineer, who is skilled primarily in high tech, and the broader trained engineer being called for by industry, we have developed a senior level course entitled Professional Preparation. This course is built around a group design project, but also includes exposure to a wide variety of needed skills such as problem solving, creative thinking, ethics, writing to learn, producing documentation and making oral and written reports. Student and employer reaction to the course is uniformly enthusiastic. Data collected from a survey of over 400 of our graduates shows a marked difference in their perception of the importance of and their educational preparation in specific skills with additional differences between those who took this course and those who did not.
Integrating Design Across the Engineering Curriculum: A Report From the Trenches
Authors: Wilczynski V. , Douglas S. M. 
Published: January 2013

AbstractThe emphasis from ABET to integrate the design experience across the curriculum has initiated a call for action to engineering departments across the country. This challenges engineering educators to include design in a wide variety of engineering courses and to prevent this emphasis from foreshadowing the subject material of each course. A comprehensive approach is needed where the design work is not a separate entity, but rather is an additional tool which can be used to teach the fundamentals of engineering. This paper reports on the advances of one institution in responding to the call to integrate design across the engineering curriculum. The U.S. Coast Guard Academy (USCGA) has established a design philosophy that treats design education as a developmental process to be practiced during each of the four undergraduate years. To put that philosophy into practice, the USCGA has restructured the engineering curriculum to ensure that students experience design content in their courses each year. This viewpoint of design as a developmental process is consistent with the broad educational objectives of the institution. This paper presents examples of design work from courses in each year of the students' education to illustrate the variety of design problems used to incorporate design across the curriculum. The experiences at the U. S. Coast Guard Academy have been positive and indicate the design across the curriculum initiative can be implemented without drastically impacting faculty workload.
A Product and Process Engineering Laboratory for Freshmen
Authors: Beaudoin Diane L. , Llis David F. O. 
Published: January 2013

AbstractIn a new Product and Process Engineering Laboratory, teams of two or three freshman engineering students explore six engineered products or processes by playing the successive roles of user, assembler, and engineering analyst. This format provides a hands‐on, collaborative learning environment to improve students' manipulative, problem‐solving, and creative thinking skills. The lab also endows freshmen with a desired, early identity as engineers. Student responses to the first two offerings of the laboratory have been positive.
Effective Transfer of Computer Graphics to Video Format
Authors: Ribando Robert J. , Snyder Dianne M. , Cahen George L. 
Published: January 2013

AbstractA course in computational fluid dynamics provides nearly unlimited opportunities for intensive use of computer graphics. Possibilities include in‐class demonstrations of fundamental numerical principles and of various applications by the instructor, as well as use by students in homework assignments. In addition, graphical material on videotape is readily available from government and other laboratories. In this paper we report on the delivery of such a computer graphics‐enhanced course live over television to students at multiple remote sites. Steps taken to enhance the presentation of computer graphics on television and to ease use by individual students at many widely scattered sites are reviewed in detail.
National Aerospace Design Competitions: Industry/University Partnerships
Authors: Newberry Conrad F. , Rutherford John W. , Gouhin Patrick J. 
Published: January 2013

AbstractThis paper describes the growth of the individual and team national undergraduate and graduate AIAA/Industry design competitions. These design competitions have been developed primarily to enhance the university capstone design education experience of both undergraduate and graduate aerospace engineering programs. The competitions represent an Industry/University partnership to improve the design capability of individuals, corporations and the nation at large. The AIAA serves as the facilitator in this process. The student design teams respond to RFPs developed by AIAA Technical Committees. The competitions are funded by interested corporations. The AIAA design competition model or template could easily be implemented by any professional engineering society to nurture and encourage student capstone design efforts in that society's discipline. Students, corporations, the AIAA and the nation benefit from these competitions which enhance the competitiveness of all of the participants and thereby the competitiveness of the national community. The paper also includes an assessment of these competitions and some thought about their future direction.
Teaching Statistical Experimental Design Using a Laboratory Experiment
Authors: Ludlow Douglas K. , Schulz Kirk H. , Erjavec John 
Published: January 2013

AbstractAn experimental project introduces the concepts of statistical experimental design to undergraduates in a laboratory setting. A safe, inexpensive and easily operable experiment uses a gas chromatograph to give quantitative results and to allow students to concentrate on applying statistical skills without being impeded by complex equipment or experimental methods. One of the unique aspects of the experiment is a trade‐off between the two most significant variables, forcing students to compromise in the selection of optimum conditions. Such compromises are typical in many real‐world industrial situations. The experiment has been used for several years in the undergraduate chemical engineering laboratories at the University of North Dakota. Keywords: Statistics, Experimental Design, Laboratory.
An Experiment in Integration: Calculus and Physics for Freshmen
Authors: Hundhausen Joan R. , Yeatts Richard 
Published: January 2013

AbstractThis paper describes an experimental course integrating calculus and physics for freshmen, conducted with partial support of an NSF Curriculum Development Grant. A primary goal of the Project was to provide a better foundation for higher‐level engineering/science courses by enabling students to transfer and apply fundamental knowledge; applications and mathematical modeling were emphasized. A weekly Laboratory/Workshop, which proved to be highly motivational for students, was featured. Having team‐ taught the course three years in succession, the authors have much to share regarding the actual implementation of the course and its special challenges, student preparation and receptivity, and choice of materials. Assessment data indicate that the performance and retention of participating students in the next Physics course were significantly improved, but long‐term effects are difficult to track and measure.
Promoting Active Learning with Cases and Instructional Modules
Authors: Richards Larry G. , Gorman Michael , Scherer William T. , Landel Robert D. 
Published: January 2013

AbstractIn this paper, we propose the use of cases and instructional modules to teach invention, engineering design, and elements of technology management. One way to learn is to study and reflect upon the experience of others. Such experience may be captured in a case. Cases promote active learning by requiring students to assume the roles of participants in the decision making process. Cases are also a vehicle for raising business issues and human resources concerns not usually considered in traditional engineering courses. Real world design and engineering involves risk and uncertainty, tradeoffs and priorities, ethical issues, human elements, and impact assessment. Cases expose students to open ended, ill defined problems whose solution often depends on making assessments, judgments, and decisions about the technical competencies of the organization.
The Evolution of the Engineering Community: Pressures, Opportunities, and Challenges
Authors: Haddad Jerrier A. 
Published: January 2013

AbstractThe practice of engineering is undergoing significant changes due not only to the inexorable progress of technology but also to the changes being wrought in business practice the world over. The manufacturing sector is showing decline in numbers of engineers, and the service sector is growing. The advent of the truly global economy augers still further change. Perhaps the most pervasive changes are due to the digital revolution along with the molecular biology revolution. Inevitably the engineering disciplines will find new branches and engineering education will find new paths to follow as a result.
Incidental Writing in the Engineering Classroom
Authors: Hawkins Susan , Coney Mary B. , Bystrom Karl‐Erik 
Published: January 2013

AbstractCurrently, most of the writing that students do in engineering classes is formal writing, such as laboratory or design reports, produced at the end of the design process. Although appropriate for communicating the results of this process, formal writing tends to be less effective at helping students master the design concepts presented in the class. A potentially more beneficial form of writing is “incidental writing,” informal writing that students do throughout the course of the design process. Students enrolled in an engineering class developed under an NSF‐funded program at the University of Washington kept journals throughout the class. Analysis of the journals indicated that incidental writing enables students to communicate with instructors, and improves not only the students' writing skills and comprehension of class material, but also their problem‐solving abilities and ability to monitor their thinking and learning strategies.
Using Academic Integrity to Teach Engineering Ethics
Authors: Vesilind P. Aarne 
Published: January 2013

AbstractEthics can be taught by using case studies to which students can relate. Since all students appreciate and understand problems of academic dishonesty, the nature of ethical problems in academics can be used to illustrate ethical problems encountered in professional engineering. If students can be sensitized to the value of ethical behavior while in school, they will carry this understanding over to their profession. The purpose of this paper is to suggest that academic integrity can be used to introduce the basic concepts of professional engineering ethics. A videotape and instructor's manual using this pedagogical technique is described.
Introducing Cooperative Learning into a Dynamics Lecture Class
Authors: Howell K. C. 
Published: January 2013

AbstractNumerous references have suggested that cooperative learning can significantly increase student understanding. Yet, structuring a lecture class to be given over totally to cooperative learning groups is overwhelming to most instructors and many remain unconvinced of its value. In this department, a limited experiment has served to introduce cooperative learning to the students as well as the instructor. Through a series of cooperative problem solving exercises, “lecture” classes become more active learning environments.
Flight Test Engineering—An Integrated Design/Laboratory Course
Authors: Abbitt J. , Carroll B. , Fearn R. , Rivers R. 
Published: January 2013

AbstractRecognizing the need for more design opportunities as well as practical field experience in the undergraduate curriculum, the Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida has introduced a course entitled “Flight Test Engineering.” Students are organized into teams which conduct a series of four flight test experiments including one involving an original design project. The course promotes interdisciplinary interaction in our curriculum and is supported by a variety of other courses in our department by contributions of assistance in data analysis, equipment calibration, wind‐tunnel testing of equipment mounts, software development, and systems integration. As part of their original design project, students generate written technical documents and drawings and present oral reports to the Federal Aviation Administration to receive approval for installation of their equipment in the aircraft.
Defining “Engineer:” How To Do It and Why It Matters
Authors: Davis Michael 
Published: January 2013

AbstractControversy concerning whether “software engineers” are, or should be, engineers provides an opportunity to think about how to define “engineer” and what effect different definitions may have on our understanding of engineering. The standard definitions of engineering are shown to generate more confusion than insight. Engineering should be defined historically, as an occupation, and ethically, as a profession. An engineer is a member of the engineering profession, that is, a member both of an occupation that is engineering by “birth,” “adoption,” or “marriage” and of the profession committed to engineering's code of ethics. Today, few “software engineers” satisfy either of these conditions. It is an open question whether they should.
Change in Engineering Education: One Myth, Two Scenarios, and Three Foci
Authors: Goldberg David E. 
Published: January 2013

AbstractChange is coming to engineering education, but many reform efforts have proceeded without explicitly examining the prime movers of change, the forces that resist change, or the facets or foci of the system that are most in need of change. This essay frames the current debate by seeing change as motivated by external competitive and technological forces. Resistance to change is viewed as being reinforced by the fundamental myth of engineering education that asserts the supremacy of basic research over all other engineering academic activities. After providing evidence that the myth resulted largely from an overestimation of the role of science and an underestimation of the role of engineering in World War II, the essay considers needed organizational, integrative, and programmatic changes. Among these are the creation of student‐faculty teams responsible for delivering a quality education, bottom‐up alliances with industrial clients, and a number of proposals aimed at helping the profession explore its human, philosophical, and historical underpinnings. The essay concludes by warning that times of great change risk making matters worse through the unintended consequences of reform. A principled methodology of reform is suggested that advocates distributed and competitive implementation together with a special appreciation for knowledge that is difficult to articulate.
Methodology for Improving Quality of Instruction
Authors: Houshmand Ali A. , Papadakis Constantine N. , McDonough James F. , Fowler Thaddeus W. , Markle Glenn 
Published: January 2013

AbstractThis paper describes a Teaching Effectiveness Improvement Program based on a multidisciplinary approach and the use of Total Quality Management (TQM) principles. The success of the program underscored the value of cross‐functional teams for teaching effectiveness improvement programs. In the case study discussed in this paper, the College of Education, the College of Engineering, the University administration and students participated extensively in framing the requirements and the structure of the program. The program was implemented in the College of Engineering at the University of Cincinnati to improve teaching effectiveness over the last three years. The Plan, Do, Study, Act (PDSA) cycle was used as a framework for improving teaching. The Student evaluations of faculty were used to measure the effectiveness of this program and the results are very promising.
An Analysis of Male/Female Academic Performance for Engineering Students at The Royal Military College of Canada
Authors: Dececchi T. , Timperon M.E. , Dececchi B. B. 
Published: January 2013

AbstractThis paper describes a method for measuring the effects of academic and living conditions on the academic performance of female cadets in engineering at the Royal Military College of Canada (RMC). For the purposes of this paper systemic harassment is defined as policies, practices, procedures, actions or inactions, that appear neutral but have an adverse impact on an identifiable group. Two different measures of academic performance are used in this paper, the average grade of cadets, and the retention rate of cadets in engineering programmes. Both measures indicate that female cadets, particularly those studying engineering at the college, are adversely affected by the systemic discrimination that exists there. The paper also describes the educational system as it existed at RMC during the period of the study, discusses the perceptions of the affected group as reported elsewhere, and provides a model for analyzing the results.
Lessons From Using TQM in the Classroom
Authors: Stedinger Jery R. 
Published: January 2013

AbstractThis paper describes efforts to apply Total Quality Management (TQM) concepts and the ideas of customer focus, data‐based decision making, and continuous improvement to instruction in a 100‐student, junior‐level probability and statistics course. By adopting a customer focus and establishing a dialogue with the students in the course, it became clear that lectures, handouts, and homework assignments could be more effective. Things often went wrong because students and the instructor had different expectations about what was or should be happening. This experience suggests that establishing a dialogue with students, building a teacher‐student partnership for learning, and addressing differences in expectations and objectives are crucial to the development of an effective learning environment in engineering classrooms.