bluuebunny/crossref_metadata_2025_split huggingface dataset:
Classroom Captioning for Deaf and Hard of Hearing Students
Authors: Hood Michael S. , Wood Terry L. , Jones James D. 
Published: January 2013

AbstractThe objective of this paper is to introduce the engineering community to classroom captioning for deaf and hard of hearing students. This technology enables an in‐class stenographer to transcribe instantaneously classroom discussions into full‐length text using an electronic stenowriter, a laptop computer, and real‐time captioning software. Four years of personal experience has demonstrated that classroom captioning enables students to grasp effectively both verbal and visual modes of a lecture near‐simultaneously. This capability can position deaf and hard of hearing students on a near‐equal playing field with hearing students in the classroom. The ongoing success of classroom captioning can be demonstrated by the phenomenal growth of this program at Purdue University, which started in Fall of 1992 with a single deaf engineering graduate student and stenographer for one course. Over the past three years, Purdue has provided services for an average of 10–20 deaf and hard of hearing students per year utilizing two stenographers in 45–55 courses each year.
Hands‐on Demonstrations: An Alternative to Full Scale Lab Experiments
Authors: Kresta Suzanne M. 
Published: January 2013

AbstractShort demonstrations of basic fluid mechanics principles were developed for use in 50 minute seminar sessions, led by graduate student TA's. These have provided structured training for our TA's, lightened the load on our undergraduate lab facilities, and provided our students with visual, active learning opportunities. The demonstrations and handouts were developed by an undergraduate student as a summer project, and expanded on by successive TA's. The response from the students is best illustrated by the increase in seminar attendance from 30% to over 80%.
Teaching Engineering Ethics: Assessment of Its Influence on Moral Reasoning Skills
Authors: Self Donnie J. , Ellison Elizabeth M. 
Published: January 2013

AbstractAs a result of increased concerns regarding ethical issues in engineering, this project assessed the influence on moral reasoning skills of teaching students a course specifically addressing the ethical and social issues in engineering. The Defining Issues Test (DIT), which is based on cognitive moral development theory, was used as the instrument of assessment. Students were pretested, taught a course on engineering ethics, and posttested at the end of the semester. In the Fall of 1995, a total of 301 students participated in the study with 162 students completing the DIT at both the pretest and posttest. In the Spring of 1996, a total of 263 students participated in the study with 155 students completing the DIT at both the pretest and posttest. Analysis of the data revealed a statistically significant increase in the moral reasoning skills of the students for both semesters. Statistical analysis revealed a significant correlation between the change in moral reasoning scores and age in the Spring semester with younger students showing more change but not in the Fall semester. There was no significant relationship between the moral reasoning scores and gender at either the pretest or the posttest, nor in the rate of change by gender. This study demonstrates that the teaching of ethics in engineering can be rigorously measured, tested and analyzed and that it can have a significant positive influence on the moral reasoning skills of the students. However, these findings need to be replicated by other studies in different settings.
Teaching Mechanical Design to a Large Class: A Report From Taiwan
Authors: Hsu Yeh‐Liang 
Published: January 2013

AbstractA widespread problem in mechanical design courses in Taiwan results from the constraints imposed by manpower, facilities, and/or budget on mechanical design projects in the current large‐class setting. This paper presents a course model dealing with this problem. The goal is to provide students the tools and environment to experience design. This model was quite successful when implemented in the Department of Mechanical Engineering, Yuan‐Ze University, Taiwan, where I teach a junior‐level mechanical design course having more than one hundred students in two sections.
The Impact of a Discipline‐Based Introduction to Engineering Course on Improving Retention
Authors: Hoit Marc , Ohland Matthew 
Published: January 2013

AbstractAn Introduction to Engineering course at the University of Florida was converted from a lecture‐based offering to a laboratory format in a project sponsored by the Southeastern University and College Coalition for Engineering Education (SUCCEED) (NSF Cooperative Agreement No. EID‐9109853). The revised course rotates student groups through laboratories in each of the undergraduate engineering disciplines. Majors and non‐majors receive a grade for this one credit course which meets three hours per week. The laboratories employ active learning and a smaller class size to achieve two objectives: 1) to better inform students about the nature of engineering and its specific disciplines and 2) to improve the retention of these students in engineering. The achievement of the first objective has been shown in our earlier work.1,2 This paper focuses on the achievement of the latter objective, which is shown by a longitudinal study to be dramatically improved. The magnitude (a 17% improvement in retention for the general population and greater for women and minorities) is surprising for a single course, but reasons are suggested which might explain such a large effect.
Verbal Protocol Analysis as a Method to Document Engineering Student Design Processes
Authors: Atman Cynthia J. , Bursic Karen M. 
Published: January 2013

AbstractUndergraduate engineering programs have faced numerous challenges in recent years. One of these challenges is to improve the way open‐ended design is taught. Although changes are underway in schools throughout the United States, not enough evaluation has been done to determine the impact of these changes. In this paper we describe a research tool that can also be used to assess student learning: verbal protocol analysis. In particular, this tool can be used to document the processes that engineering students use to solve open‐ended engineering design problems. The objective of this paper is to demonstrate the use of verbal protocol analysis as a method to assess student design processes. We also discuss the research questions that can be addressed by verbal protocol analysis and the opportunity to include this type of study as part of an engineering program evaluation.
Assessing Teaming Skills Acquisition on Undergraduate Project Teams
Authors: Lewis Philip , Aldridge Dayne , Swamidass Paul M. 
Published: January 2013

AbstractMuch of what students learn about teaming is procedural or practical knowledge, acquired through direct experience on teams that promote good team processes and self reflection. Assessment of teaming competence should follow a simple, three‐step model where 1) goals are stated, 2) the “essential ingredients” thought to promote those goals are identified and assessed, and 3) the impact of the teaming experience on students is measured. By examining the links between teaming ingredients and their impact on students, a feedback loop is established that should help faculty learn more about the “art” of teaching teaming skills and thereby help faculty engage in continuous improvement of their instructional efforts. Various assessment methods and strategies are illustrated. The issue of promoting multidisciplinary teaming competence is discussed, and the desirability of a progressive sequence of student teaming experiences advocated.
Developing and Assessing Statewide Competencies for Engineering Design
Authors: Trevisan Michael S. , Davis Denny C. , Crain Richard W. , Calkins Dale E. , Gentili Kenneth L. 
Published: January 2013

AbstractAn assessment system was developed and piloted in Washington state to evaluate the engineering design competence of community college transfer students and continuing students at Washington State University (WSU) and the University of Washington (UW). A multiple measured approach was employed consisting of a multiple‐choice assessment, a team design performance assessment, and an essay, each administered to junior level students at WSU and UW. These assessments covered important design and design‐related outcomes valued by the engineering community in Washington and expected of junior level engineering students. Scoring criteria were developed by engineering faculty for the team design and essay components. The assessment results provide faculty and other decision makers at community colleges and four‐year institutions with data they need to determine the extent to which students are meeting design competency expectations. Moreover, the approach described in this paper illustrates how institutions can productively address the ABET Engineering Criteria 2000 requirements by developing the assessment support that engineering educators need to make informed programmatic decisions and achieve continuous quality improvement.
Graduate Engineering Education of Underrepresented Populations
Authors: Reichert Monty , Absher Martha 
Published: January 2013

AbstractOf all segments of science and engineering graduate education, the disparity between minority groups is the greatest, and the participation of nonresident aliens is the highest, in engineering. This paper examines the graduate degrees awarded in engineering from the perspective of representation within the US population, the US engineering schools that grant significant numbers of graduate degrees to underrepresented minorities, and the measures implemented by some of these schools that are particularly effective at granting graduate degrees to underrepresented minorities. In addition, we recommend initial steps that an engineering school might make to increase underrepresented minorities' graduate student participation. Although the specifics can vary from institution to institution, the net result should be the same: a sincere commitment to bring underrepresented minority students into the mainstream of the academic enterprise.
From the Students' Point of View: Experiences in a Freshman Engineering Design Course
Authors: Courter Sandra Shaw , Millar Susan B. , Lyons Lyman 
Published: January 2013

AbstractWe evaluated the pilot semester of a freshman introduction to engineering course in order to provide an understanding of the students' experience in the course and identify aspects of this experience that could lead to improved student retention in engineering. The course concentrates on having students work in teams to identify customer needs, find solutions, and design and build a final product. We used qualitative research methods for data collection and analysis that included interviewing students using a set of open‐ended questions, thus allowing them to introduce issues and describe their experiences. Our analysis indicated that students experienced engineering in a supportive, team‐oriented environment that provided a context for making informed career decisions. The students' experiences indicate that courses such as this one can help students face the challenges they encounter in beginning their engineering education.
An Industry‐Based Engineering Management Master's Program for the Working Engineer
Authors: Chelst Kenneth R. , Falkenburg Donald R. , Nagle Dennis J. 
Published: January 2013

AbstractThe Engineering Management Master's Program is an educational partnership between Wayne State University and the Ford Motor Company that targets the working engineer on the path to technical leadership. The paper describes the educational model that drives the goals of the program. It expresses a set of underlying beliefs that guide educational design and implementation, and explains how these philosophies give life to courses and guide program implementation. Finally it presents a set of issues important in transferring the experience to other institutions.
An Evaluation of the Georgia Tech Summer Undergraduate Program of Research in Electrical Engineering for Minorities
Authors: Morley Rebecca L. , Havick John J. , May Gary S. 
Published: January 2013

AbstractThis paper describes and evaluates the effectiveness of a summer undergraduate research program designed to attract qualified minority students into graduate school in electrical engineering. This eight‐week program recruits students of at least junior‐level undergraduate standing on a nationwide basis and pairs them with faculty members and graduate student mentors to undertake research. The research activities are conducted in the School of Electrical and Computer Engineering and National Science Foundation Engineering (NSF) Research Center in Low‐Cost Electronic Packaging at the Georgia Institute of Technology. From 1992–1995, a total of 47 students participated in this program. Thirty‐six of these participants were interviewed by phone to obtain qualitative and quantitative information about the program's impact. The findings indicate that 92% of the program participants are either currently enrolled in a graduate program, plan to attend graduate school in the next two years, or have completed a graduate degree. In comparison to a control group of individuals drawn from the membership of the National Society of Black Engineers (NSBE) alumni, it is found that program participants are more likely to pursue advanced degrees and more likely than non‐participants to continue their studies in engineering. In addition, participants report higher starting salaries than non‐participants. Overall, attitudes toward the program are positive, and the data suggests that GT‐SUPREEM does have a significant impact on the student participants.
A Web‐Based Instructional Module for Teaching Middle School Students Engineering Design with Simple Machines*
Authors: McKenna Ann , Agogino Alice 
Published: January 2013

AbstractThe current work describes an instructional module that emphasizes integrative design using six simple machines: the lever, the wheel and axle, the pulley, the inclined plane, the screw, and the gear. The emphasis of this module is to have students investigate the underlying scientific and mathematical properties of the “machines,” and then integrate this knowledge to design creative solutions to problems. This simple machines module makes use of an original web‐based multimedia learning environment as well as off‐line, hands‐on building activities with the LEGOTM Technic I set. The current instructional module was used in a pilot study in an Introduction to Engineering class, and we include preliminary results from this study.
Using an English Tutor in the Engineering Classroom
Authors: Weiss Peter T. , Scarola Lisa 
Published: January 2013

AbstractIn an attempt to improve the written communication skills of engineering students, a technical writing expert was engaged as a writing tutor. The tutor worked solely with the students in a required, four‐credit undergraduate water resources course. The tutor critiqued the students' grammar in laboratory reports and cover letters that were required as a part of project submittals. After making written comments on paper, the writing expert met with individual students to discuss writing improvements in detail. The engineering professor also commented on grammar, but it was the tutor who was responsible for ten percent of the grade on laboratory reports and projects. The results of the process, including a student survey, are discussed.
A Virtual Factory Teaching System in Support of Manufacturing Education
Authors: Dessouky Maged M. , Bailey Diane E. , Verma Sushil , Adiga Sadashiv , Bekey George A. , Kazlauskas Edward J. 
Published: January 2013

AbstractTo accommodate increasing product specialization, modern factories are increasingly becoming more flexible. Much of this flexibility is achieved by integrating the components of the manufacturing system (e.g., design, production, purchasing, etc). To be successful in this new manufacturing environment, an engineering college graduate must understand the total business process from design to production to delivery in order to develop a holistic view of manufacturing systems. Yet, traditional pedagogical tools are ill‐equipped to develop this holistic view in students. In this paper, we describe a Virtual Factory Teaching System, VFTS, now under development to provide a tool to illustrate the concepts of factory management and design in a realistic setting. The focus of this paper is to present our pedagogical approach of the VFTS, the development of the prototype, and its use in a senior‐level industrial engineering class.
Redesigning an Aerospace Engineering Curriculum for the Twenty‐First Century: Results of a Survey
Authors: Walker Bruce K. , Jeng San‐Mou , Orkwis Paul D. , Slater Gary L. , Khosla Prem K. , Simitses George J. 
Published: January 2013

AbstractThis paper describes the development and results of a mail survey to determine the views of industrial, government, and academic aerospace professionals on the required content of future aerospace engineering curricula and on the skills that will be needed by aerospace graduates in the early twenty‐first century. The survey is one step in an ongoing process by the Department of Aerospace Engineering and Engineering Mechanics at the University of Cincinnati (UC) to restructure its aerospace engineering curriculum. This paper discusses the development of the survey, its results, and the preliminary conclusions that have been drawn from the results. The survey included questions on such issues as introducing design experience to the students throughout the curriculum and presenting some topics using a more interdisciplinary approach than has traditionally been followed. While the survey was constructed primarily to gather information specific to the UC curriculum redesign effort, its results are relevant to other aerospace engineering programs considering or pursuing curricular redesign.
Regional Center for Workforce Education: A Technology Reinvestment Project: Providing Support for the Defense Manufacturer
Authors: Diehl Ann M. , Gratz Zandra S. , Seitelman Morton P. 
Published: January 2013

AbstractIn 1993, the Technology Reinvestment Project and SUNY Farmingdale established a Regional Center for Workforce Education (CWE). Using a team approach between the university and industry, the center developed and facilitated a statewide telecourse on ISO 9000. ISO 9000 certification, not yet embraced by many Long Island manufacturers, was considered a necessary component to forging new business in other than defense markets (e.g., international markets). An external evaluation was conducted to determine the efficacy of the telecourse, which was broadcast by the CWE to SUNY Farmingdale for twelve Long Island defense manufacturers as well as to eleven other locations for forty‐four additional companies throughout the State. A total of one hundred eighty‐nine manufacturing employees from fifty‐six different companies attended the telecourse. Data clearly supported the efficacy of the ISO 9000 telecourse in providing participants with the means to begin to integrate ISO standards with their current quality standards. A one year follow‐up study indicated participants had made progress toward achieving ISO or related certifications and further confirmed that CWE had positively impacted their journey toward certification and profitability.
Development of a Core Curriculum in Miniaturization Technologies
Authors: Friedrich Craig , Keynton Robert , Vasile Michael , Warrington Robert 
Published: January 2013

AbstractAs the development of micromechanical devices and systems advances, diversity among processes is increasing. To transfer these technologies from university laboratories to the industrial sector requires graduates with a knowledge of the advantages and limitations of the processes and the ability to synthesize system concepts that can be more easily manufactured. Six introductory courses were developed based on transferring micromanufacturing research results into the classroom, and tutorials in several key areas were developed for access via the World Wide Web and CD‐ROM. The courses were intended to provide an overview to baccalaureate graduates entering industry so they can determine if micromechanical technologies might be applicable in their respective companies. For students continuing with graduate studies, the courses were intended to provide a sufficient understanding in microtechnologies so they could adapt and integrate them into their research. Assessment of the courses was accomplished partly by standard student assessment instruments, but mostly by written feedback from students on how well the courses helped prepare them for graduate research and employment in a field utilizing micromanufacturing.
A New Senior Level Course in International Design
Authors: Herbeaux Jean‐Luc , Hight Timothy K. , Hattori Yoichi , Kubo Takeshi , Takahashi Alex 
Published: January 2013

AbstractThe internationalization of the design arena is incontestable. Although many engineering design educators support the idea of incorporating international design issues into engineering design courses, only a few engineering design programs appear to actually give proper consideration to these topics. We recently originated and developed a course entitled “International Design,” which we first team‐taught in the Spring of 1997 at the Kanazawa Institute of Technology in Ishikawa, Japan. The course, open to senior and graduate students of various engineering disciplines, featured lectures and a quarter long team design project. The philosophy and contents of the course are presented in this paper.
A Series‐Parallel Heat Exchanger Experiment
Authors: Flack Karen A. , Volino Ralph J. 
Published: January 2013

AbstractAn experimental apparatus has been designed to test the use of cross flow heat exchangers. Three identical fin‐tube type cross flow heat exchangers are mounted on a board instrumented with thermocouples, flow meters, and a pressure transducer. The apparatus can be set to test the performance of a solo heat exchanger, two or three heat exchangers in series or parallel, or combinations incorporating both series and parallel configurations. The apparatus is relatively simple, inexpensive, and versatile. It may be used in a variety of configurations for several types of student laboratories ranging from demonstrations to design projects. The use of an apparatus such as this gives students hands on experience with experimental procedures and helps them to gain a physical understanding of heat transfer phenomena.
Designing Sound Scoring Criteria for Assessing Student Performance
Authors: Trevisan Michael S. , Davis Denny C. , Calkins Dale E. , Gentili Kenneth L. 
Published: January 2013

AbstractAssessment of student performance has become a fundamental aspect of teaching and learning and a key task for engineering educators under new ABET (Accreditation Board for Engineering and Technology) engineering accreditation requirements. Assessment of performance also provides new challenges for many faculty. The purpose of this paper is to fill a void in the literature and assist faculty to meet part of the performance assessment development challenge. Specifically, this paper focuses on a critical feature of performance assessment—the development of scoring criteria. Straightforward guidelines for designing scoring criteria are provided from recent project experiences of the authors. Sample scoring criteria are also provided along with a concrete project example illustrating the development process in an engineering education context.