bluuebunny/crossref_metadata_2025_split huggingface dataset:
Industrial Sponsored Design Projects Addressed by Student Design Teams*
Authors: Moore Dan , Berry Fred 
Published: January 2013

AbstractWe have developed and implemented a four‐quarter design sequence starting in the spring of the junior year. The first course focuses on having teams of students take an industrial based project from inception through a conceptual design process culminating in a final design specification. The senior year sequence is structured to have three‐five member teams function as a type of “engineering consultant firm” to address externally sponsored projects. The teams initially work with the sponsor to develop a “Product Design Specification (PDS)” as the foundation of the project. The teams then develop the conceptual design of the project during the fall quarter in order to get sponsor approval to move toward final implementation or prototype development during the winter and early spring teams. The course culminates with a day long symposium where each team makes formal presentations of their project and designs to the campus community, the sponsor representatives, and invited guests from the local community and potential industrial sponsors. The paper will present the specifics of the Junior and Senior level courses, brief overviews of the related Sophomore and Junior prerequisite courses, the method of obtaining the industrial sponsors, team formation process, sample projects, and assessment results from the first two offerings of the sequence.
Teaching Scientific Computing Through Projects*
Authors: Turner Peter R. 
Published: January 2013

AbstractTraditional numerical methods courses face several difficulties. There is a performance problem for students who need to combine different skills. Students spend so much time mastering the details that they often miss the point as to why there is a need for scientific computing. Using projects drawn from practical situations, and a good high‐level package such as MATLAB**, can overcome much of this. The difficulty associated with learning scientific programming is greatly alleviated. This in turn frees time for studying more advanced methods. The need to combine ideas from different areas makes this an ideal candidate for both team‐teaching and student teamwork on the projects. In this paper, we discuss the use of this approach in a variety of scientific computing courses at different levels.
Hands‐On, Minds‐On Electric Power Education*
Authors: Starrett Shelli K. , Morcos M.M. 
Published: January 2013

AbstractABET Engineering Criteria 2000 has encouraged changes in engineering education. The deregulation of the electric power industry is also causing changes in the types of jobs power engineers take upon graduation. This paper describes efforts by power faculty at Kansas State University to provide students more hands‐on active learning experience with power systems and machinery. A summary of the power curriculum is provided. The courses affected include an energy conversion course required of all electrical engineering students, and a new power laboratory course required of students taking the electric power option. Examples of student assignments are provided. Observations and discussion of the in‐class experiences are provided. The paper describes work done and in progress to convert the traditional power courses into studio‐type courses in which instruction can flow from lecture to laboratory to computer demonstration formats with ease. Future plans for the project are also discussed.
Teaching Undergraduate Mechanics via Distance Learning: A New Experience
Authors: Thiagarajan Ganesh , Jacobs Carolyn 
Published: January 2013

AbstractThe use of distance learning via televised instruction in engineering education dates back to the late 1960's when several universities, including Stanford, began offering engineering graduate courses through this medium. Graduate courses are often relatively small in enrollment, are offered to mature learners, and are generally less sensitive to technical difficulties. Undergraduate education, especially at the sophomore level, is vastly different in this regard. The students are less mature and in many cases have had no introduction to engineering. However, recent technological developments have provided universities with tools to consider undergraduate distance learning seriously. This paper describes the experiences of teaching Statics, the first mechanics course, to two classrooms in the same university simultaneously without a television to view the instructor. This is the first time this has been attempted in the State of Louisiana. The description of the media, the delivery system as well as assessment and outcomes based on statistical analysis of data collected are presented and analyzed in this paper.
Using a Systematic Engineering Design Process to Conduct Undergraduate Engineering Management Capstone Projects
Authors: Farr John V. , Lee Marc A. , Metro Richard A. , Sutton James P. 
Published: January 2013

AbstractThis paper presents an overview and lessons learned during the evolution of our capstone design experience from case studies to relevant, connected problems. We present some of the pros and cons of conducting real world capstones at the undergraduate level, student's perceptions of the experience, and lessons learned that can reduce the overhead associated with incorporating a real world experience into an undergraduate Engineering Management program. We also discuss how a capstone can be used to effectively develop those non‐technical skills and close competency gaps identified by industry. Lastly, we present a life cycle framework for conducting capstones that we feel is important for ensuring a meaningful experience.
Integration of Engineering Education and Research: Perspectives from the NSF Civil and Mechanical Systems 1998 CAREER Workshop
Authors: Niemeier D. , Boulanger R.W. , Bayly P.V. , Schmid S.R. , Muraleetharan K.K. , Barros A. 
Published: January 2013

AbstractIn 1998 approximately 100 CAREER awardees, NSF staff, and invited speakers from government, industry, and universities assembled at an NSF sponsored two‐day workshop on the “Integration of Engineering Research and Education.” The workshop provided an opportunity for awardees to discuss effective teaching strategies, methods for evaluating educational activities and initiatives, and the linkages between institutional support and the long‐term success of new faculty members. In this educational brief, we discuss how educational practices, mentoring, industrial collaboration, and the role of the institution can affect the long‐term success in developing integrated research and education activities.
Integration of Non‐Destructive Testing In Concrete Education
Authors: Mirmiran Amir 
Published: January 2013

AbstractWith the growing rate of deterioration in the nation's infrastructure, the necessity for including non‐destructive testing (NDT) and field instrumentation in engineering curriculum has become more apparent than ever before. Implementation of a National Science Foundation project for enhancing concrete laboratory with NDT and instrumentation modules is discussed. The new laboratory significantly increased student's interest in, and learning from the course. A national survey of civil engineering programs showed that less than 1 out 12 schools include NDT methods in their labs.
Understanding the Role of Self‐Efficacy in Engineering Education
Authors: Ponton Michael K. , Edmister Julie Horine , Ukeiley Lawrence S. , Seiner John M. 
Published: January 2013

AbstractThe engineering professor's role is dualistic in the sense that not only must s/he create an academic environment conducive to the acquisition of course content but must also prepare students to become practicing professionals. This dualism requires that the professor both motivate good study habits as well as build within students the confidence that they have the requisite capability to perform actual engineering. Self‐efficacy, simply defined as one's self‐judgment concerning capability, has been shown to be an important mediating factor in cognitive motivation. This paper describes the motivating role of the professor, theories of motivation, the role of self‐efficacy in motivation, and guiding principles that can be used to enhance self‐efficacy in engineering students. These principles can serve as guidelines in designing instructional delivery strategies that motivate engineering students to engage in behaviors conducive to becoming value‐added practitioners.
Environmental Education Research: Implications for Engineering Education
Authors: Hyde R.A. , Karney B.W. 
Published: January 2013

AbstractMost environmental education in engineering has pertained to the development of technical environmental engineering skills. However, at the post‐secondary level, the spectrum of environmental education approaches is broad, and no consensus exists on the necessary curricular mix for forming effective environmental professionals. This paper examines the tension between the environmental education goals of knowing and caring: learning to scientifically describe how environmental processes work, and learning to value and feel concern for the environment. Literature on the development of environmental sensitivity is explored for insights into how the environmental sensitivity of engineering students could be assessed and nurtured.
Manufacturing: A Strategic Opportunity for Engineering Education
Authors: Todd Robert H. , Red W. Edward , Magleby Spencer P. , Coe Steven 
Published: January 2013

AbstractThis paper examines the importance of the manufacturing enterprise and the need for manufacturing education. The objective is to present a case for the expansion of manufacturing‐related education as a strategic opportunity for engineering education. A brief history of engineering education is presented, as well as an exploration of the current ABET criteria for various engineering disciplines. Approaches for achieving manufacturing‐related education are presented noting that Mechanical Engineering and Industrial Engineering are often most closely associated with manufacturing. Surveys of industry reveal the need for manufacturing education and identify preferred approaches. If manufacturing is to be included as part of a mechanical engineering program, there are a number of possible approaches. Of all the new technologies that will impact engineering education, none is larger than the Internet. The number of manufacturing educational programs in the United States is growing substantially. New manufacturing programs are encouraged along with review of educational content in traditional engineering disciplines‐especially the related discipline of mechanical engineering. Analysis leads us to believe that manufacturing represents a strategic direction and opportunity for engineering education to pursue.
Gender and Ethnicity Differences in Freshmen Engineering Student Attitudes: A Cross‐Institutional Study*
Authors: Besterfield‐Sacre Mary , Moreno Magaly , Shuman Larry J. , Atman Cynthia J. 
Published: January 2013

AbstractWe examine the attitudes of entering freshman engineering students and how they change over the course of the first year at 17 institutions. In addition to better understanding these attitudes and the changes that occur, we explore how these changes potentially affect such issues as “first term probation” and attrition from engineering programs. Particular attention is directed at isolating differences due to gender and ethnicity. Thirteen different student attitudes were captured using the Pittsburgh Freshman Engineering Attitude Survey© (PFEAS) at the beginning of the first semester (pre) and at either the end of the first semester or first academic year (post).Definite gender differences were found on the pre‐survey for five of the attitude measures. For all but one of these measures, female engineering students' initial attitudes were more negative than those of male students. Across the sample of institutions, female students consistently began their engineering studies with a lower confidence in background knowledge about engineering, their abilities to succeed in engineering, and their perceptions of how engineers contribute to society than did their male counterparts. However, those same female students were more comfortable with their study habits than were the male students. The post questionnaire data indicated that differences for three of these five attitude measures persisted. Most important, female engineering students continued to maintain a lower confidence in their abilities to succeed in engineering as compared to male engineering students. When the PFEAS data were mapped into EC 2000 outcomes, comparable cross‐institutional gender differences were observed that paralleled those found for the attitudinal measures.Because the number of minority students was relatively small, significant cross‐institutional differences between each minority cohort studied (African American, Asian Pacific, and Hispanic) and the majority cohort, similar cross‐institutional patterns could not be observed. However, possible trends were found between African American and majority students' attitudes for certain measures, while other attitudinal measures were found to be significant when Hispanic students were compared to majority students. Significant attitudinal differences between Asian Pacific and majority students were similar to those found between female and male engineering students.By knowing how attitudinal measures differ among gender and ethnic cohorts, and understanding how those differences relate to attrition from engineering programs, we can then developed more informed programmatic initiatives that can impact these attitude in a positive manner. As a result, we may be able to reduce engineering attrition, especially by underrepresented student cohorts.
Virtual Circuit Laboratory*
Authors: Hodge Hess , Hinton H. Scott , Lightner Michael 
Published: January 2013

AbstractWe present the rationale, implementation and performance features of a virtual lab environment for an electronic circuits course. The primary purpose of the tool is to aid the student in learning debugging techniques by providing an environment that emulates some of the failure modes of a real lab. The tool is implemented as a Java application.Index Terms—Introductory circuits, technology‐enhanced learning environments, and virtual laboratories.
The Learning Mechanism of the Interactive Multimedia Intelligent Tutoring System (IMITS)*
Authors: Butz Brian P. 
Published: January 2013

AbstractThe Interactive Multimedia Intelligent Tutoring System (IMITS) project integrates interactive multimedia with expert system technology. A test bed that uses material from introductory electrical circuits courses, IMITS demonstrates that these two complementary technologies may be combined successfully to form a framework useful for any educational material. IMITS combines several commercially available packages and establishes dynamic communications among these packages. This paper describes one aspect of IMITS: the learning mechanism that is controlled by the expert system and that attempts to assist the student learn the material and concepts presented.
A New Model for ASEE Student Chapters
Authors: Visco Donald P. , Cartwright Alexander N. 
Published: January 2013

AbstractThe American Society for Engineering Education (ASEE) seeks to increase the number of ASEE student chapters. However, about half of the student chapters formed over the past decade have failed to sustain enrollment and activity and are currently inactive. Recent research suggests that sustainability is based on the number of students available to a given chapter. Since the current model of ASEE student chapters is oriented towards graduate students entering academia, schools that do not place many students in faculty positions upon graduation should have different goals for their ASEE student chapters. Thus, we propose a new, more‐inclusive model for ASEE student chapters.
Who Are You?
Authors: Wong Kevin B. , Davila Lilian P. 
Published: January 2013

AbstractDuring the first mid‐term examination (which occurred three to four weeks after the start of instruction), students from six lower division undergraduate courses at a major public university were asked if they could recall the name of their instructor. The 95 percent who were able to correctly write the first or last name of their instructor also scored significantly (P = 0.003) better on the examination than those who could not. The most widely reported methods for learning the instructor's name were the first lecture (52 percent), the syllabus (26 percent), and the university catalog (12 percent). Students were also asked if they thought that the professor knew the student's name. Four percent of the respondents reported that they thought the instructor knew their name, 89 percent replied that they did not think so, and six percent were not sure.
Exploring the Gender Gap in Engineering: A Re‐Specification and Test of the Hypothesis of Cumulative Advantages and Disadvantages
Authors: Haines Valerie A. , Wallace Jean E. , Cannon M. Elizabeth 
Published: January 2013

AbstractResearchers using the hypothesis of cumulative advantages and disadvantages argue that the accumulation of small advantages for men and small disadvantages for women contributes to the gender gap in engineering. This paper uses data from a 1998 survey of engineering undergraduates to test a re‐specification of this hypothesis that treats the gender distribution of advantages and disadvantages as an empirical question. We considered four sets of factors that have been shown to promote choice of an engineering major, persistence in engineering, and progress in engineering: family background, high school participation in mathematics and science, university participation in engineering, and integration into engineering. We found gender differences for each set of factors. We also found that men and women accumulate different advantages and disadvantages as they move through the education pipeline. By demonstrating that the accumulation of advantages and disadvantages is gendered, these results highlight the importance of examining the impact of micro‐inequities on the persistence and progress of men and women in engineering.
A Message from Recent Engineering Graduates in the Workplace: Results of a Survey on Technical Communication Skills
Authors: Sageev Pneena , Romanowski Carol J. 
Published: January 2013

AbstractSurvey results reveal the impact of engineers' communication skills in adjusting to jobs and achieving career goals. A direct correlation emerges between the amount of technical communication (TC) instruction and career advancement. Former students then spell out recommendations for providing relevant TC instruction within the engineering curriculum.
e‐Lab: An Electronic Classroom for Real‐Time Distance Delivery of a Laboratory Course
Authors: Gurocak Hakan 
Published: January 2013

AbstractThe Internet continues to demonstrate its versatility as a learning tool in the realm of higher education. As courses in everything from art history to engineering are offered on the Internet, we are experiencing a transition from traditional textbook and lecture teaching method to the virtual classroom. Yet, effective distance delivery of engineering laboratory courses remains a challenging problem.This paper introduces a new approach to deliver a senior‐level laboratory course at a distance in real‐time. The enabling technology is the combination of an interactive TV system and the Internet. The paper presents details of the laboratory setup and five sessions. Data collected for the past two years are analyzed statistically to assess student learning and achievement of learning objectives of each laboratory. Results of the analysis as well as surveys indicate that the e‐Lab created an effective learning environment.
The Effects of Personality Type on Engineering Student Performance and Attitudes
Authors: Felder R.M. , Felder G.N. , Dietz E.J. 
Published: January 2013

AbstractThe Myers‐Briggs Type Indicator® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit all of them.
Integrating the Use of Commercial Simulators into Lecture Courses
Authors: Wankat Phillip C. 
Published: January 2013

AbstractSince commercial simulators are commonly used in the practice of engineering, we need to ensure they are included in engineering education. Computer laboratory sections were added to a “lecture” course to teach the use of a simulator and to give the students practice in solving realistic problems. By thinking about the computer lab as a problem‐based learning environment, minimal lecture time was necessary to train the students on the simulator. Examples of instructions, problem statements and results from a student survey are presented.
Gender‐Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community
Authors: Chesler Naomi C. , Chesler Mark A. 
Published: January 2013

AbstractImproved mentoring of women graduate students and young faculty is one strategy for increasing the presence, retention and advancement of women scholars in engineering. We explore the sociological literature on interpersonally‐ and institutionally‐generated gender roles and dynamics that make the construction and maintenance of mentoring relationships especially difficult for women in male‐dominated fields. In addition, we review non‐traditional strategies including peer‐, multiple‐ and collective mentorships that are likely to be more successful for most women (and many men). Finally, organizational change strategies designed to provide a more egalitarian and cooperative atmosphere in engineering programs and departments are presented. These ideas represent a social contract for a caring community more supportive of all members' personal and professional growth and success.
Encouraging Students to Adopt Software Engineering Methodologies: The Influence of Structured Group Labs on Beliefs and Attitudes
Authors: Landry Jeffrey P. , Pardue J. Harold , Doran Michael V. , Daigle Roy J. 
Published: January 2013

AbstractThis study proposes that structured labs using groups can help foster individual student acceptance of software engineering methodologies. The technology acceptance model (TAM) is employed in an empirical test using students in freshman and sophomore‐level programming courses. Our findings suggest that a structured group lab experience does influence a student's belief system regarding the usefulness of a software engineering methodology, leading to an individual decision to accept and use the methodology on a voluntary basis. On average, the software engineering methodology was accepted by the students sampled. We recommend that structured group labs be designed to use peer groups, reinforce successful results, and use an iterative process design with phase‐by‐phase deliverables.