bluuebunny/crossref_metadata_2025_split huggingface dataset:
Concept Mapping as a Form of Student Assessment and Instruction in the Domain of Bioengineering
Authors: Walker Joan M. T. , King Paul H. 
Published: January 2013

AbstractThis paper describes two pilot studies investigating the use of concept mapping for assessing students' conceptual knowledge at a given point and over time. In Study 1, three groups constructed concept maps in response to the question, “What are the 10–20 most important concepts in biomedical engineering and how are they related?” Group differences were consistent with expert‐novice distinctions in structural knowledge: faculty generated dense networks of higher‐order principles and their applications while students generated fewer connections among concepts pertaining largely to domain content. Study 2 assessed students' conceptual understanding of the biomedical engineering design process in a yearlong design course at three different time points. Later maps contained a greater number of concepts, more precise vocabulary, and were more valid. These findings are discussed in terms of their implications for theories about the structure of knowledge and identification of the skills associated with a culture of practice.
Evaluating the Effectiveness of Computer Tutorials Versus Traditional Lecturing in Accounting Topics
Authors: Merino Donald N. , Abel Kate D. 
Published: January 2013

AbstractColleges and universities are continually making efforts to incorporate computers and technology into the varied aspects of their teaching environments. However, it is difficult to distinguish the effectiveness of these machine tutors from their human counterparts. There has been much debate about technology‐based instructional strategies in learning environments. This article addresses one issue of that debate—the effectiveness of teaching undergraduate engineering students using computer‐mediated tutorials versus traditional lecturing. Specifically, this research compared student test scores using computer‐mediated accounting tutorials alone with those of students who received traditional lectures and computer‐mediated tutorials on the same topic. Statistical analyses were performed to determine which was a better instructional method. Based on previous research by the authors and other published research, it was hypothesized that both methods would be satisfactory instructional tools and yield similar educational results. The results indicate that there was no statistically significant difference between the two methods. This was consistent with previous studies. This study concludes that computer‐mediated tutorials could be substituted for traditional lectures without impacting what a student learns—at least for teaching accounting fundamentals.
Design and Evaluation of Problem Solving Courseware Modules for Mechanics of Materials
Authors: Streif Paul S. , Naples Larisa M. 
Published: January 2013

AbstractProblem solving courseware modules have been developed for students of mechanics of materials. The modules offer students: a better grasp of fundamental principles, an intuitive sense of the meaning of key quantities, and fluency in using relations to solve problems. Students use modules independently and submit electronic log files to instructors who can monitor their progress. Field‐testing of the modules was conducted over a two‐year period at three distinct educational institutions, with 318 students. Courseware users scored as well as or outperformed their non‐using peers on nearly all objective measures of learning, with differences being statistically significant in some cases. Eighty‐eight percent of users found the courseware helpful for learning. After completing one required module, 48 percent of students continued using the courseware, voluntarily, as a reference guide to theory, as a coach for mastering and reviewing basic skills, and as a self‐diagnostic tool, to help with regular homework assignments.
The Relationship Between PDA Usage and Student Performance in an Introductory Engineering Course
Authors: Doolen Toni L. , Porter J. David , Hoag Jim 
Published: January 2013

AbstractThis research focuses on the development of a methodology to evaluate student attitudes towards technology in the classroom and the impact of this technology on student learning. A survey was developed and tested to evaluate the impact of introducing Personal Digital Assistants (PDAs) in a traditional college classroom setting. PDAs were introduced in an introductory course in the College of Engineering at Oregon State University. A reliable attitude assessment tool was developed as a result of this research. Initial results of this study also provide empirical data that engineering students respond favorably to the introduction of PDAs in a traditional classroom setting. Preliminary results also provide limited evidence that student attitudes may vary based on gender, age, and/or ethnicity. Standard student performance metrics (course assignment and exam scores) and student self‐evaluations were used to assess the impact on student learning and are discussed.
Formative and Summative Assessment of the IGERT Program in Optical Molecular Bio‐Engineering at UT Austin
Authors: RICHARDS‐KORTUM REBECCA , DAILEY MICHAEL , HARRIS CHARLOTTE 
Published: January 2013

AbstractRecent studies of graduate education in science and engineering recommend a new pathway for graduate education, emphasizing interdisciplinary interactions, to prepare a versatile workforce that will be able to contribute in a global environment. The National Science Foundation Integrative Graduate Education and Research Traineeship Program (NSF IGERT) has funded over 100 projects addressing this need. As these projects progress it is important to assess their successes, best practices and common difficulties. This paper describes one NSF IGERT project, “Graduate Training in Optical Molecular Bio‐Engineering,” at the University of Texas at Austin, the integrated approach used to carry out its assessment, and how results of the assessment have been used to help achieve the goals of the program. We find that the total number of interdisciplinary scholarly activities (presentations, publications, funded research proposals and patent applications) reported by IGERT faculty and students rose steadily throughout the period of the IGERT award.
Implementation of Interdisciplinary Group Learning and Peer Assessment in a Nanotechnology Engineering Course
Authors: HERSAM MARK C. , LUNA MELISSA , LIGHT GREGORY 
Published: January 2013

AbstractNanotechnology is an inherently interdisciplinary field that has generated significant scientific and engineering interest in recent years. In an effort to convey the excitement and opportunities surrounding this discipline to senior undergraduate students and junior graduate students, a nanotechnology engineering course has been developed in the Department of Materials Science and Engineering at Northwestern University over the past two years. This paper examines the unique challenges facing educators in this dynamic, emerging field and describes an approach for the design of a nanotechnology engineering course employing the non‐traditional pedagogical practices of collaborative group learning, interdisciplinary learning, problem‐based learning, and peer assessment. Utilizing the same nanotechnology course given the year before as a historical control, analysis of the difference between measures of student performance and student experience over the two years indicates that these practices are successful and provide an educationally informed template for other newly developed engineering courses.
The Impact of Group Size and Project Duration on Capstone Design
Authors: Griffin Paul M. , Griffin Susan O. , Llewellyn Donna C. 
Published: January 2013

AbstractThis paper discusses how group size and project duration impact capstone design in terms of learning objectives for the student, value to industry sponsors, and faculty resources. The analysis is based on survey results and an external faculty evaluation comparing a one‐semester offering with a two‐semester offering of capstone design in the School of Industrial and Systems Engineering at the Georgia Institute of Technology. In addition, we examine whether the stated learning objectives (technical writing skills, presentation skills, and technical analysis) for the course provide value to sponsors. Our findings suggest that the one‐semester offering was preferred by both students and industry sponsors and required fewer resources. We also found that although students prefer smaller group sizes, sponsors do not have a definitive preference. Finally, we found that although technical analysis is significantly correlated with dollar value to the sponsor, technical writing skills and presentation skills were not.
Giving Students Time for the Academic Resources that Work
Authors: Taraban Roman , Hayes Matthew W. , Anderson Edward E. , Sharma M. P. 
Published: January 2013

AbstractEngineering courses offer students multiple resources for learning; however, it is not clear how much time students devote to these resources or how effective they are for mastering the course material. We examined students' use of learning resources in introductory thermodynamics through the use of activity logs, and the relation of these self‐reports to objective measures of course performance. Self‐report data revealed that students generally favored some resources over others, that these resources were mutually supportive of instruction, and that measures of resource use were significantly correlated with each other and with academic performance. We suggest that knowledge of how students allocate time to course resources, and correlations between the use of these resources and course performance, could assist instructors in course and curriculum planning.
The Effect of an Entrepreneurship Program on GPA and Retention*
Authors: Ohland Matthew W. , Frillman Sharron A. , Zhang Guili , Brawner Catherine E. , Miller Thomas K. 
Published: January 2013

AbstractThere is a small but growing body of evidence that entrepreneurship programs add value to students, the degree programs in which they are housed, and the institutions that host them. The Engineering Entrepreneurs Program at North Carolina State University, a program in which undergraduate students participate in design teams formed around technology start‐up company themes, was started with funding from the NSF‐sponsored SUCCEED (Southeastern Universities and Colleges Coalition for Engineering Education) Coalition primarily to improve the confidence and retention of engineering students.Multiple assessment approaches including surveys, focus groups, interviews, longitudinal assessment of retention and academic performance, and anecdotal evidence triangulate on the success of this program at meeting its primary objectives and others. Particularly, the longitudinal study revealed that program participants had higher engineering retention rates (70 percent vs. 51 percent) and GPAs (3.08 vs. 2.83) than a matched set of non‐participants. The program and its rigorous assessment serve as models for the engineering entrepreneurship community.
Identifying Factors Influencing Engineering Student Graduation: A Longitudinal and Cross‐Institutional Study
Authors: Zhang Guili , Anderson Timothy J. , Ohland Matthew W. , Thorndyke Brian R. 
Published: January 2013

AbstractPre‐existing factors are quantitatively evaluated as to their impact on engineering student success. This study uses a database of all engineering students at nine institutions from 1987 through 2002 (a total of 87,167 engineering students) and focuses on graduation in any of the engineering disciplines. We report graduation rate as a function of years since matriculation, and determine the typical time‐to‐graduation. A multiple logistic regression model is fitted to each institution's data to explore the relationship between graduation and demographic and academic characteristics. A pooled model is fitted to six institutions where a complete data set was available. High school GPA, gender, ethnicity, quantitative SAT scores, verbal SAT scores, and citizenship had significant impact on graduation. While HSGPA, SATQ were significant for all models tested, the significance of other predictors varied among institutions. These studies add to the existing body of research about factors affecting the success of engineering students.
Self‐directed Learning Readiness Among Engineering Undergraduate Students
Authors: Litzinger Thomas A. , Wise John C. , Lee Sang Ha 
Published: January 2013

AbstractTwo studies related to readiness for self‐directed learning of engineering students were performed using the Self‐directed Learning Readiness Scale (SDLRS). A cross‐sectional study of students in the first through final years of study showed that their SDLRS scores are significantly correlated with academic year of study and with grade point average, but not with gender. However, neither academic year of study nor grade point average is a good predictor of SDLRS scores; together they account for less than 5 percent of the observed variance. A second study investigated the effect of a problem‐based learning experience on students' readiness for self‐directed learning. It showed that the average readiness for self‐directed learning increased significantly for students in the problem‐based learning courses. However, investigation of the changes for individual students revealed that only nine of eighteen students showed significant increases in their SDLRS scores, and two showed significant decreases. Potential underlying causes are explored.
Cooperative Education Work Assignments: The Role of Organizational and Individual Factors in Enhancing ABET Competencies and Co‐op Workplace Well‐Being
Authors: Parsons Charles K. , Caylor Evan , Simmons Harold S. 
Published: January 2013

AbstractIn this study, we examine the role of individual differences and early employment experiences on learning outcomes and subjective well‐being for first‐term cooperative education students. By tracking students through their first semester work assignment, we were able to follow student adjustment and demonstrate the linkages to important ABET learning outcomes. Data were collected during pre‐employment, mid‐semester, and post‐employment surveys. The results suggest that there are some early warning signs of lack of adjustment that are related to both motivational anxiety and lack of initial social contacts during socialization. However, mid‐semester reports of proactive behavior by the student had a significant impact on both learning outcomes and well‐being.
Development of a Survey to Assess K‐12 Teachers' Perceptions of Engineers and Familiarity with Teaching Design, Engineering, and Technology
Authors: Yaşar ŞEnay , Baker Dale , Robinson‐Kurpius Sharon , Krause Stephen , Roberts Chell 
Published: January 2013

AbstractThis paper describes the development of a survey instrument to assess K‐12 teachers' perceptions of engineering and their familiarity with teaching design, engineering, and technology (DET). Item development, field testing, and the factor analysis are described along with reliability and validity. Administration of the instrument revealed differences based on gender, grade level taught, and years of teaching experience. Female teachers rated the importance of DET higher than male teachers, elementary teachers were least likely to teach DET, and moderately experienced teachers were the most willing to learn more about DET. Barriers to infusing DET into the curriculum were time and administrative support. All teachers were unfamiliar with DET, lacked confidence in their ability to teach DET, and held stereotypes about the skills needed to be an engineer. Based on the findings, recommendations are made for professional development of K‐12 teachers and for the pre‐service teacher preparation curriculum.
Comparing Static Fading with Adaptive Fading to Independent Problem Solving: The Impact on the Achievement and Attitudes of High School Students Learning Electrical Circuit Analysis
Authors: Reisslein Jana , Reisslein Martin , Seeling Patrick 
Published: January 2013

AbstractThis study compared conventional static fading, where the problem solving responsibility of the learner increases at a fixed sequence, with a novel adaptive fading design in which the learner assumes more problem solving responsibility only if her or his previous solution attempt is successful. This study was conducted in the engineering knowledge domain of introductory electrical circuit analysis with high school students. A 2 (static or adaptive fading) X 2 (lower or higher academic ability) Analysis of Variance (ANOVA) yielded a significant main effect on retention and transfer performance: with adaptive fading the participants scored significantly higher on retention and transfer than with static fading, while not requiring more learning time or learning material.
The Analytic Assessment of Online Portfolios in Undergraduate Technical Communication: A Model
Authors: Johnson Carol Siri 
Published: January 2013

AbstractThis paper describes an innovative model for assessing the technical communication course by analytically scoring online portfolios, open to the internet, for ten separate (analytic) variables and one overall (holistic) score. The model is a statistically verifiable and sustainable method that strengthens the curriculum and fosters consensus within the teaching community. We achieved construct validity by redefining the elements of the course to incorporate communication in the digital age and then by creating new criteria for evaluation related to that construct. We achieved inter‐reader reliability by beginning each assessment with a calibrated reading and by adjudicating non‐adjacent scores. After using the model successfully for three semesters, we can see increased consistency in teaching among sections and semesters, more communication among instructors, and we are beginning a database with which we can test further change. The theory and method behind this model can be applied to other disciplines as well.
Simulation‐based Learning in Engineering Education: Performance and Transfer in Learning Project Management
Authors: Davidovitch L. , Parush A. , Shtub A. 
Published: January 2013

AbstractThis paper reports empirical findings on the impact of keeping and reviewing learning history in a dynamic and interactive simulation environment of engineering education. The simulator for engineering project management had two learning history keeping modes: automatic (simulator‐controlled) and manual (student‐controlled), and a version with no history keeping. A group of industrial engineering students performed four simulation‐runs divided into three identical simple scenarios (single project) and one complicated scenario (multi‐project). The performances of participants running the simulation with the manual history mode were significantly better than users running the simulation with the automatic history mode. Moreover, the effects of using the history mechanism with the ability to undo further enhanced the learning process. The findings imply that students' decision when to record the history during their engineering training process can have a particularly strong enhancing effect on learning. In addition, the simulator as educational innovation improves students learning and performance. The practical implications of using simulators in the field of engineering learning are discussed.
Effectiveness of Challenge‐Based Instruction in Biomechanics
Authors: Roselli Robert J. , Brophy Sean P. 
Published: January 2013

AbstractStudies were designed to determine the effectiveness of challenge‐based instruction (CBI) versus traditional lecture‐based instruction. Comparisons were made over a three‐year period between student performance on knowledge‐based questions in courses taught with taxonomy‐based and challenge‐based approaches to instruction. When performance on all questions was compared, CBI classes scored significantly better than control classes on 26 percent of the questions, while control classes outperformed CBI classes on eight percent of the questions, but there was no significant difference in overall performance. However, students in CBI classes performed significantly better than students in control classes on the more difficult questions (35 percent versus four percent). We attribute these differences to additional opportunities available in CBI classrooms for learners to examine their conceptual understanding. Student surveys indicate a slight preference for the challenge‐based approach. We believe that the challenge‐based approach is effective and has the potential to better prepare students for the workplace and for life‐long learning.
A Method for Identifying Variables for Predicting STEM Enrollment
Authors: Nicholls Gillian M. , Wolfe Harvey , Besterfield‐Sacre Mary , Shuman Larry J. , Larpkiattaworn Siripen 
Published: January 2013

AbstractThis research examines demographic, academic, attitudinal, and experiential data from the Cooperative Institutional Research Program (CIRP) for over 12,000 students at two universities to test a methodology for identifying variables showing significant differences between students intending to major in science, technology, engineering, or mathematics (STEM) versus non‐STEM subjects. The methodology utilizes basic statistical techniques to identify significant differences between STEM and non‐STEM students within seven population subgroups based upon school attended, race/ethnicity, and gender. The value of individual variables is assessed by how consistently significant differences are found across the subgroups.The variables found to be most valuable in identifying STEM students reflect both quantitative and qualitative measures. Quantitative measures of academic ability such as SAT mathematics score, high school grade point average, and to a lesser extent SAT verbal score are all indicators. Qualitative measures including self‐ratings of mathematical ability, computer skills, and academic ability are also good indicators.
Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving
Authors: Reisslein Jana , Sullivan Howard , Reisslein Martin 
Published: January 2013

AbstractThis study examined the effect of the pace of transitioning from worked examples to independent problem solving for students with three different levels of prior knowledge. Three paces of transitioning were examined: immediate transitioning, fast fading, and slow fading. The study was conducted with engineering college freshmen in the engineering knowledge domain of introductory electrical circuit analysis and found a significant interaction between the particpants' prior knowledge and the pace of transitioning to independent problem solving on retention posttest performance. The high prior knowledge participants achieved significantly higher retention scores under the fast and immediate transitioning than under the slow transitioning, whereas the low prior knowledge participants achieved significantly higher retention scores under the slow transitioning. The interaction result for retention indicates that by selectively employing slow fading for low prior knowledge learners and fast fading or immediate transitioning for high prior knowledge learners, significant improvements in learning may be achieved.