bluuebunny/crossref_metadata_2025_split huggingface dataset:
Student Perceptions of Internet‐Based Learning Tools in Environmental Engineering Education
Authors: Paterson Kurtis G. 
Published: January 2013

AbstractThe Internet provides an excellent framework for learning, communication, information exchange, and collaboration in engineering education. This existing electronic infrastructure was integrated into an undergraduate environmental engineering course in atmospheric physics and chemistry to foster discussion of course topics, peer evaluation, and collaborative learning. Four major Internet‐based learning tools were utilized to accomplish these objectives: 1) electronic copies of partial notes allowed students to remain engaged during class, 2) an electronic bulletin board enabled interactive discussion and peer evaluation of work, 3) multimedia assignments required students to retrieve information and direct their learning, 4) publicly accessible and peer‐reviewed Internet‐based term project reports provided motivation for quality and creative work. Student response to these new approaches was overwhelmingly positive, although preferences vary with learning style. While students assess many Internet‐based learning approaches as useful, conventional educational approaches are still viewed as important components to successful learning.
EC 2000: The Georgia Tech Experience
Authors: Lohmann Jack R. 
Published: January 2013

AbstractEngineering Criteria 2000 (EC 2000) is changing dramatically the manner in which engineering programs assess their curricula, interact with their constituents, and seek ABET accreditation. The College of Engineering at Georgia Tech served as a pilot program for the new engineering accreditation criteria. This paper shares some of Georgia Tech's experiences in preparing for EC 2000, some observations about the accreditation process, and offers seven suggestions for those preparing for an EC 2000 visit.
The Use of Focus Groups for Minority Engineering Program Assessment
Authors: Aken Eileen M. Van , Watford Bevlee , Medina‐Borja Alexandra 
Published: January 2013

AbstractTo increase the attraction and retention of minority engineering students, many higher‐education institutions have implemented programs to help address academic and social pressures these students face. A key question for administrators of such programs is their actual impact on the targeted students. Since these programs seek to improve retention rates by positively improving students' experience with their institutional environment, it becomes crucial to assess students' perceptions of their college experience. The purpose of this paper is to demonstrate how focus groups can be used for educational program assessment, in particular minority engineering programs. An evaluative study of minority engineering programs at a state university is used to illustrate this methodology. In this paper, we describe how the study was designed and conducted, the resources required, the types of results obtained from the study, and the follow‐up strategies.
Four Strategies to Integrate Assessment into the Engineering Educational Environment*
Authors: McGourty Jack 
Published: January 2013

AbstractIntegrating a process of assessment and continuous improvement into academic programs has become a major goal of every engineering educational institution in the United States. This paper draws upon extensive experience in the development and implementation of comprehensive educational assessment and continuous improvement programs in several universities associated with the National Science Foundation's Gateway Coalition for Undergraduate Engineering Education. Through a systems approach, this paper describes four integrated strategies designed to imbed assessment and continuous improvement in the educational environment.
Teaching in Real‐time Wireless Classrooms*
Authors: Griffioen James , Seales W. Brent , Lumpp James E. 
Published: January 2013

AbstractThis paper describes the educational opportunities and challenges of teaching in a real‐time wireless classroom (WC) environment. The WC environment allows instructors to replace the conventional blackboard and chalk classroom with a collaborative, networked, portable classroom environment. WCs provide a wide variety of new instructional possibilities, including collaborative presentations and whiteboard interaction, live audio and video, animated examples, independent and instructor‐directed web surfing, and other powerful multimedia methods. However, making effective use of these real‐time interactive capabilities is not straightforward, and there are many challenges involved with teaching in such an environment. This paper describes our practical experiences teaching with WCs the past year. We discuss the costs and effort needed to prepare course materials for a WC and report on recent experiments that integrate the WC environment with a distance learning effort.
Multimedia Collaborative Content Creation (mc3): The MSU Lecture Online System*
Authors: Kortemeyer Gerd , Bauer Wolfgang 
Published: January 2013

AbstractPutting lecture material on‐line is a time‐consuming undertaking. Before communicating any subject matter, faculty must invest time and effort in dealing with computer‐related administrative overhead. Also, in traditional lecture preparations, faculty can profit from years of previously prepared written material, while for on‐line classes, they often unnecessarily re‐create learning modules that already exist on‐line. Lecture Online is a means for faculty to develop modular on‐line resources collaboratively and share them with each other. The Learning Online Network, which is currently under development, implements a distributed server network with a strong emphasis on cross‐institutional collaborations with intellectual property rights management and optional usage‐based royalty mechanisms.
Computerized Course Planning for ISE Undergraduates
Authors: Francis Richard L. 
Published: January 2013

AbstractWe describe the development and successful implementation of a spreadsheet used to help undergraduates in the Department of Industrial and Systems Engineering at the University of Florida plan their courses until graduation. The sheet is similar to a table with rows for courses, and columns for terms. For each course, the user enters a one in the cell for the term to take the course. The sheet computes various things, checks that all corequisites and prerequisites are satisfied, and that each course is chosen. In addition, various documentation is provided.
A Quality Based Assessment Process for Student Work Products
Authors: McNeill Barry , Bellamy Lynn , Burrows Veronica 
Published: January 2013

AbstractTraditional grading of student work has several inherent problems including a granularity in grades which is too fine, passive student involvement, and a questionable connection between the grade and the learning objectives. We have developed and refined a quality based assessment process that addresses some of these problems. The quality assessment process has three, closely integrated aspects: 1) a three level assessment outcome (Meets Expectations, Exceeds Expectations, Needs Improvement), 2) the use of checklists to define expectations, and 3) the active involvement of students. The three levels of assessment are based on a three level customer needs model developed by Kano. In the context of the Kano model, faculty are viewed as customers and student work is the product. Three part checklists consistent with this model are used; these checklists facilitate the assessment of technical correctness, other course standards, student readiness, as well as the level and quality of the effort. The students are expected to use the checklists to determine how to Meet or Exceed Expectations on the assignment.
Teaching Real‐World Issues through Case Studies*
Authors: Raju P.K. , Sankar Chetan S. 
Published: January 2013

AbstractEngineering students are expected to be not only technically proficient, but, also to exhibit a sound awareness of real‐world issues such as marketing, finance, communications, and interpersonal relations. We found that this is best learned by participating in a case study method of instruction. This paper describes the results of a research undertaken by the authors to develop a teaching methodology to bring real‐world issues into engineering classrooms. It describes the steps taken in developing an engineering‐management case study, administering this case study in a classroom, and results of evaluating the effectiveness of this method of instruction. In particular, it focuses on the students' and professional engineers' perceptions on the utility of the case study method of instruction in engineering classes. The results of the research lead to recommendations to funding agencies and educators on the need to develop interdisciplinary technical case studies so that the innovations happening in the engineering world can be communicated to the students in the classrooms.
Speech: An Enhancement to (Technical) Writing
Authors: Piirto John 
Published: January 2013

AbstractIndustry today wants engineers who are not only technically proficient, but who also can speak and write well. The problem is that engineering students do not get many opportunities to practice these skills in their crowded curricula. The educational strategy in the following article suggests that incorporating a formal or semiformal speech into a (technical) writing assignment can improve a student's speaking and writing proficiency.
Enterprise Systems: Challenges and Opportunities for Information Systems Education
Authors: Chandra Charu , Kumar Sameer 
Published: January 2013

AbstractThis paper presents a perspective on “learning” in managing information, applied to enterprise systems. As its name suggests, an enterprise system encompasses a total view of allparts(functions, sub‐systems) of the completewhole(organization, system). This approach of designing solutions for system component within the overall framework of the total system offers unique challenges and opportunities for designing, developing and implementing information systems. To meet its mandate, information systems education should offer a multidisciplinary learning environment especially in engineering and sciences curriculum where it is not adequately emphasized. A framework that is designed to deliver a comprehensive learning environment for the entire academic community has been proposed.
The Effects of a First‐Year Engineering Design Course on Student Intellectual Development as Measured by the Perry Scheme
Authors: Marra Rose M. , Palmer Betsy , Litzinger Thomas A. 
Published: January 2013

AbstractIn response to the demand for enhanced design, problem‐solving, and team skills in engineering graduates, Penn State has instituted a number ofteam‐based, project‐learning courses, including one taken by nearly every first‐year engineering student. To determine the impact of these experiences on our students we have begun a cross‐sectional and longitudinal study of their intellectual development based upon the Perry model. In this paper, we describe the research methodology and results for the initial group of first‐year students interviewed. The results of the study include the effects on intellectual development of the first‐year design course, gender, honors status, and the students' academic ability as indicated by SAT scores and grade point average. Design experience was positively related to enhanced intellectual development. Honors status, gender, and academic ability were not significantly related to Perry rating. We discuss the implications of these findings for instruction and curricular reform.
WWW‐Based Water Quality Modeling Systems to Enhance Student Learning
Authors: Mohtar Rabi H. , Engel Bernard A. 
Published: January 2013

AbstractThis paper focuses on how student understanding of complex environmental systems can be improved by developing interactive, WWW‐accessible water quality modeling systems and supporting multimedia educational materials that provide experiential learning opportunities. Students dynamically utilize online models and obtain immediate graphical responses to questions of interest. Presented herein is a description of WWW‐based environmental simulation capabilities and multimedia educational materials that improve student understanding of environmental systems, particularly water quality. The material includes case studies to be applied to science and engineering higher education. Case studies give students experience in modeling real life systems and expose them to environmental issues and water quality protection measures. An evaluation of the educational tool was conducted and showed that the tool is an effective way to provide education concerning complex environmental systems.
Delivery and Assessment of Senior Capstone Design via Distance Education
Authors: Sternberg Steven P.K. , Johnson Arnold , Moen Don , Hoover John 
Published: January 2013

AbstractThe University of North Dakota (UND) School of Engineering and Mines (SEM) Departments of Chemical, Electrical, and Mechanical Engineering offer a unique capstone design course. The course is offered to distance education students at their industrial work sites using company‐based projects and industry mentors. Each department offers this course as partial fulfillment of an ABET‐accredited Bachelor of Science degree.
Accounting for Individual Effort in Cooperative Learning Teams
Authors: Kaufman Deborah B. , Felder Richard M. , Fuller Hugh 
Published: January 2013

AbstractAn “autorating” (peer rating) system designed to account for individual performance in team projects was used in two sophomore‐level chemical engineering courses in which the students did their homework in cooperative learning teams. Team members confidentially rated how well they and each of their teammates fulfilled their responsibilities, the ratings were converted to individual weighting factors, and individual project grades were computed as the product of the team project grade and the weighting factor. Correlations were computed between ratings and grades, self‐ratings and ratings from teammates, and ratings received and given by men and women and by ethnic minorities and non‐minorities. Incidences of “hitchhikers” (students whose performance was considered less than satisfactory by their teammates), “tutors” (students who received top ratings from all of their teammates), dysfunctional teams, and teams agreeing on a common rating were also determined. The results suggest that the autorating system works exceptionally well as a rule, and the benefits it provides more than compensate for the relatively infrequent problems that may occur in its use.
Integrated Curricula: Purpose and Design
Authors: Everett Louis J. , Imbrie P.K. , Morgan Jim 
Published: January 2013

AbstractThis paper has two objectives: 1) to define, describe, and discuss integrated programs and their advantages with regard to student and faculty outcomes, as well as student retention; and 2) to describe a design process used to successfully develop and deploy an integrated first year curriculum. This paper details the results of the design process and the content of the first year integrated program implemented by the College of Engineering at Texas A&M University. The curriculum integrates the first year components of calculus, chemistry, engineering graphics, English, physics, and problem solving.
An Algorithm for High Technology Engineering and Management Education
Authors: Markham Stephen K. , Baumer David L. , Aiman‐Smith Lynda , Kingon Angus I. , Zapata Michael 
Published: January 2013

AbstractWe present the Technology, Education, and Commercialization (TEC) Algorithm: complete sets of information and decision analysis tools used in an experiential learning process to find, assess, and commercialize technologies. The TEC educational process prepares graduate engineering and management students for the challenges they encounter when managing technology commercialization in high technology startups. Emphasis is placed on high‐technology startups as a pedagogical tool to teach the entire business and technical development process to students. The process is equally applicable for corporate ventures and individuals interested in championing new ideas.
Two Way Integration of Engineering Education through a Design Project
Authors: Giralt Francesc , Herrero Joan , Grau Francesc Xavier , Alabart Joan Ramon , Medir Magda 
Published: January 2013

AbstractHorizontal and vertical integration of engineering education is achieved through an early‐design project where students get acquainted with Total Quality Management (TQM) principles and design processes from year‐one of their University education. The project is embedded in the undergraduate chemical engineering curriculum as an activity that involves horizontally several first‐year subjects and vertically a fourth‐year Project Management Practice course and a related Project Management subject. An assessment of the integrated design project indicates that effective teaching and learning spreads through the curriculum, with fourth‐year students acting as project managers and experiencing engineering practice. These management and leadership training processes include a shared responsibility in the organization and in the development of the project, which are key factors for the success of the integrated activity. They are also a first step towards the ETSEQ goal of becoming a sustainable student‐centered educational system.
Dynamics of Peer Education in Cooperative Learning Workgroups
Authors: Haller Cynthia R. , Gallagher Victoria J. , Weldon Tracey L. , Felder Richard M. 
Published: January 2013

AbstractMany recent studies demonstrate that cooperative learning provides a variety of educational advantages over more traditional instructional models, both in general and specifically in engineering education. Little is known, however, about the interactional dynamics among students in engineering work groups. To explore these dynamics and their implications for engineering education, we analyzed work sessions of student groups in a sophomore‐level chemical engineering course at North Carolina State University. Using conversation analysis as a methodology for understanding how students taught and learned from one another, we found that group members generally engaged in two types of teaching‐learning interactions. In the first type, transfer‐of‐knowledge (TK) sequences, they took on distinct teacher and pupil roles, and in the second, collaborative sequences (CS), they worked together with no clear role differentiation. The interactional problems that occurred during the work sessions were associated primarily with TK sequences, and had to do with students who either habitually assumed the pupil's role (constant pupils) or habitually discouraged others' contributions (blockers). Our findings suggest that professors can facilitate student group interactions by introducing students to the two modes of teaching interaction so group members can effectively manage exchanges of knowledge, and also by helping students distribute tasks in a way that minimizes role imbalances.
Women's Perceptions of the Climate in Engineering Technology Programs
Authors: Gallaher Janna , Pearson Frances 
Published: January 2013

AbstractA review of the literature shows that women learn and behave in ways that differ from the norm in engineering, science, and mathematics, but no research has been done specifically on women in engineering technology. In order to determine whether there is a difference between what women in engineering technology perceive as important to them and what exists in their academic programs, we conducted a survey of 100 female students from 2‐year and 4‐year schools throughout the country. Specifically, we were interested in their perceptions of competition and challenge, faculty support, recognition of their abilities, peer support, and inclusion in the program. The results showed significant differences between what was important to them and what they perceive exists in the program in all areas except competition and challenge. Differences were also found based upon demographic variables.
The “Dark” and “Light” of Teaching Development in an Engineering Course
Authors: Broekmann I.A. , Cornish L.A. 
Published: January 2013

AbstractThe changes in a second year metallurgy course over six years in a context of radical change are described. The authors embed the descriptions of change in a paradigm of reflective practice and draw from Activity Theory to provide a theoretical position for such reflection on teaching. The paper represents an attempt to improve teaching practice in a context of changing student and societal needs. We hope that by making public our reflections about the process of development and subjecting them to criticism from colleagues, we can contribute to creative responsiveness in the challenge facing faculty in times of transition.
Evaluation of Instructional Design of Computer‐Based Teaching Modules for a Manufacturing Processes Laboratory
Authors: Hailey Christine E. , Hailey David E. 
Published: January 2013

AbstractStudies concerning student preferences and student learning as a function of the instructional design and delivery of a computer‐based teaching (CBT) module are presented. The studies were conducted in conjunction with the development of twenty‐one CBT modules for an Introduction to Manufacturing Processes laboratory that emphasized metal removal. Study results indicate there is no statistically relevant difference in learning between students using material presented with traditional multimedia (35 mm slides and cassette tapes) and the identical material presented with digital multimedia. Engineering students' preferences for interface design and audio‐visual information presentation are also presented. The most important result is that learning outcomes of a reader‐driven CBT module were found to be statistically lower than those associated with author‐driven CBT module, especially for average and below‐average students. These results suggest that if students must absolutely understand material, e.g., laboratory safety, the CBT should be author‐driven. Based on these results, we speculate that average and below average engineering students are more linear learners. A hybrid scheme, where information presentation transitions from an author‐driven to a reader‐driven environment may help weaker students develop better non‐linear, open‐ended problem solving skills.
An Innovation‐Based Fluid Mechanics Design and Fabrication Laboratory
Authors: Wicker Ryan B. , Quintana Rolando 
Published: January 2013

AbstractAs part of a four‐week fluid mechanics laboratory, Mechanical Engineering students were challenged to design and manufacture the least restrictive flow nozzle for a standard test condition within several design constraints. The Nozzle Design Challenge (NDC) combined analysis, design, manufacturing, and experimentation. The positive student responses to the NDC were overwhelming. Formal evaluation of the NDC included the measured nozzle flow rates and the amount of time spent in the laboratory. The highest flow rate nozzle allowed substantially more flow than the nozzle with a 1‐inch diameter hole used for demonstration. Every group spent more time in the laboratory than was scheduled, which may indicate high levels of motivation for the project. The examination scores covering the principles learned in this laboratory were compared to the previous semester's students who did not perform the innovation‐based design and fabrication project. After blocking out the effects of GPA, the results indicate that the students who undertook the design experience performed significantly better on the examination.