bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Alumni Survey as an Effective Assessment Tool for Small Engineering Programs
Authors: Puerzer Richardx J. , Rooney David M. 
Published: January 2013

AbstractAn alumni survey can be crafted which will evaluate even a small engineering program's success in imparting the abilities enumerated in the Engineering Criteria 2000 (EC 2000) guidelines. The core of the survey consists in its analysis of alumni ranking of both the importance of, and preparation in, the eleven key desired outcomes. Its originality lies in its establishing certain threshold percentages in the difference in perception of importance and preparation which indicate a level of under‐preparedness demanding immediate attention, so that the survey can function as an objective assessment tool. The responses of specific aggregates can also be analyzed in this manner, providing insight on the different perspectives of alumni by degree program, career path, and other demographic groupings.
Nurturing Faculty‐Student Dialogue, Deep Learning and Creativity through Journal Writing Exercises
Authors: Korgel Brian A. 
Published: January 2013

AbstractOne of the most difficult endeavors in the engineering curriculum is encouraging students to develop creative, independent thought and a deep level of understanding. To achieve these results, we incorporate journal writing exercises into the curriculum of a core chemical engineering course, ChE 363 (Unit Operations II: Separations) at the University of Texas at Austin. Students receive weekly prompts to develop analogies or thought experiments to describe fundamental concepts prior to discussion in lecture. This motivates students to learn material independently and deeply as they are required to link concepts to common life experiences. The instructor identifies three to five of the most creative and accurate analogies and presents them to the class. The class votes for the “best” one, which earns the student extra credit. The journal writing exercises promote dialogue between the instructor and the students, generating in‐class discussions that often extend well beyond the scope of the journal prompt.
Impact of Undergraduate Research Experience in Engineering
Authors: ZYDNEY ANDREW L. , BENNETT JOAN S. , SHAHID ABDUS , BAUER KAREN W. 
Published: January 2013

AbstractA survey of alumni from the College of Engineering at the University of Delaware was conducted to assess the impact of the undergraduate research experience. Students who had participated in undergraduate research were matched with a comparable group of alumni who had no research experience.Alumni were unaware that their responses would be used to assess the impact of undergraduate research. Respondents who had participated in research indicated that this experience was “very” or “extremely” important, with a greater perceived benefit for students who had participated in research for a longer time. Alumni with research experience were more likely to pursue graduate degrees, and they reported greater enhancement of important cognitive and personal skills. In addition, respondents who had been involved in research were much more likely to have reported that they had a faculty member play an important role in their career choice.
An Interactive, Video‐Teleconferenced, Graduate Course in Biomedical Engineering
Authors: WEBSTER THOMAS J. , HABERSTROH KAREN M. 
Published: January 2013

AbstractA two‐semester, video‐teleconferenced (2‐way video/audio) course entitled Principles of Biomedical Engineering I and II was offered from 1999 to 2001 for graduate students enrolled at Purdue University (PU; West Lafayette, IN) and Indiana University/Purdue University at Indianapolis (IUPUI; Indianapolis, IN). Results of the study provided evidence that during the control (i.e., traditional lecture) distance learning environment, on‐campus students consistently received statistically significant higher final course grades than off‐campus students. In contrast, upon implementation of interactive distance learning methods, the on‐ and off‐campus students received similar (not statistically different) final grades. In this manner, the study demonstrated that effective use of video‐teleconferencing occurs when students at remote‐sites actively participate in the learning experience rather than passively observe the lectures on a television monitor (as occurs during traditional distance learning lectures).
A Seminar for Real‐time Interactive Simulation of Engineering Projects: An Innovative Use of Video‐conferencing and IT‐based Educational Tools
Authors: BOURGAULT MARIO , LAGACEA DENIS 
Published: January 2013

AbstractGraduate‐level programs in project management continue to attract many engineers looking for tools and methods to help them deal with the complexity of their activities. In order to meet this demand, many universities are experimenting with new teaching methods, based on information and communications technologies. This article presents a teaching approach which consists in recreating the organizational context in which engineers generally have to manage their projects. In practical terms, it is a full‐day seminar that involves simulating a project from its launch until product delivery. Like most real projects, the activity takes place at more than one location simultaneously and relies on the intensive use of communications technologies, including video‐conferencing, to coordinate the work teams. Although the primary client base is graduate students, this method is just as relevant for professional engineers and undergraduate students. Over 400 participants have taken part in this seminar to date.
Pedagogy of an Aircraft Studio
Authors: THOMPSON BRIAN E. 
Published: January 2013

AbstractA studio was developed to teach engineering design and prepare students for emerging environments in the aircraft industry. Emphasis is placed on synthesis, in general, and specifically, on rigorous solution of open‐ended engineering problems. Key elements are the design, engineering, testing, and fabrication of an aircraft that provides common focus and interdependency, the structure of teams and phases that allows cycling of leadership responsibilities, an open‐ended grading system that reflects the nature of design, and open‐ended laboratory work that provides the reality check. The central focus of the Aircraft Studio, which has been the RP‐3 two‐seat aerobatic sailplane that made its maiden flight in December 1999, has facilitated pragmatic, relevant, “just‐in‐time” education without abandoning the principles of engineering science.
Engineering Online: Assessing Innovative Education
Authors: Haag Susan , Palais Joseph C. 
Published: January 2013

AbstractThis paper presents research on student performance outcomes, satisfaction, and retention rates in a fiber optics course at Arizona State University. Although the course typically has been taught by conventional methods for over 20 years, the instructor offered alternative delivery methods, such as the Web, during the Fall 2000 semester. This course was also unique in that it was comprised of diverse groups such as undergraduates and graduates and on‐ and off‐campus students. Although online students were significantly more satisfied with the course, performance outcomes and retention rates were favorable overall. It is likely that course options and convenience aided in student outcomes and course retention.
Faculty Perspectives Regarding the Undergraduate Research Experience in Science and Engineering
Authors: Zydney Andrew L. , Bennett Joan S. , Shahid Abdus , Bauer KarenW. 
Published: January 2013

AbstractThis study examined the perceptions of 155 science and engineering faculty at a mid‐size university with a very extensive undergraduate research program. The faculty thought the undergraduate research experience provided important educational benefits to the students, in good agreement with results from a recent alumni survey. The faculty who supervised undergraduates for a longer period of time and who modified their research program to accommodate undergraduates perceived a greater enhancement of important cognitive and personal skills. Undergraduate research was also believed to provide important mentoring and teaching experience for graduate students who worked with undergraduate research assistants.
Adventure Engineering: A Design Centered, Inquiry Based Approach to Middle Grade Science and Mathematics Education
Authors: Mooney Michael A. , Laubach Timothy A. 
Published: January 2013

AbstractAdventure Engineering (AE) is a middle grade science and mathematics outreach initiative that entails the development and implementation of single day to four‐week adventure‐driven, engineering‐based curricula for grade 5 through 9 science and/or mathematics classes. The curricula is inquiry‐based and open‐ended; activities are designed to facilitate the learning and application of concepts identified in national mathematics and science standards, and to immerse students in the engineering design experience. This paper reports the findings from the development and implementation of AE curricula in six different middle grade subjects in urban and suburban schools. Rigorous assessment revealed that the AE curricula have successfully improved mathematics and science content knowledge. Student attitudes towards mathematics and science, and in limited cases engineering, also improved. This paper also presents the results of a survey of urban and suburban student attitudes towards mathematics, science and engineering.
Socially‐Relevant Design: The TOYtech Project at Smith College
Authors: Mikic Borjana , Grasso Domenico 
Published: January 2013

AbstractAs issues of professional and ethical responsibility are receiving greater emphasis in engineering programs, the view of engineering as a profession in service to humanity is becoming more widespread. One approach to fostering this perspective among engineering students is the inclusion of socially relevant design projects throughout the curriculum. In this paper we present an example of one such project used in the introduction to engineering course at Smith College (the largest women's college in the U.S.) in which students are challenged to design toys that introduce children to the principles that underlie technology (TOYtech, or Teaching Our Youth Technology). Based on student surveys, we found that the majority of the course learning objectives were achieved through the implementation of the project, with students emphasizing that the project taught them about the importance of working well in teams and of considering the societal impact of engineering practice. In addition, we present our findings regarding the psychological type distribution of our inaugural class of first‐year engineering students and compare these to national values for female engineering students as a whole. These preliminary Myers‐Briggs Type Indicator (MBTI) data suggest that our students are particularly responsive to the ethic of social responsibility in engineering, and that they are strong communicators in addition to possessing a well‐organized, practical approach to problem solving.
Interdisciplinary Collaborative Learning in Mechatronics at Bucknell University
Authors: Shooter Steven , Mcneill Mark 
Published: January 2013

AbstractExamination of the “cone of learning” shows an increase in retention when students are actively engaged in the learning process. Mechatronics is loosely defined as the application of mechanical engineering, electrical engineering, and computer intelligence to the design of products or systems. By its nature, mechatronics is an activity‐oriented course. The course content also provides an opportunity to employ interdisciplinary collaborative learning with active learning techniques. The mechatronics course at Bucknell consists of mechanical and electrical engineering students at the senior and graduate levels. The students engage in a variety of activities in teams comprised of members from each of these groups. In addition to team laboratory exercises and homework assignments, the students work in interdisciplinary groups to process their efforts. That is, they engage in meaningful discussion among themselves concerning their activities and the implications of the various results. The students also act as teachers by preparing lectures and exercises on topics from their discipline to the students in the cross discipline. Specifically, the electrical engineers teach the mechanical engineers microcontrollers, and the mechanical engineers teach the electrical engineers mechanisms. This paper describes the learning techniques employed in this course, as well as the interpretation of the results from the students. It also discusses the relationship of the course outcomes to Criterion 3 of the engineering accreditation criteria promulgated by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET).
Validity, Reliability and the Assessment of Engineering Education
Authors: Moskal Barbara M. , Leydens Jon A. , Pavelich Michael J. 
Published: January 2013

AbstractEducational measurement represents a field of study that has been intensely researched and that provides a framework for designing assessment programs. The purpose of this paper is to clarify two key measurement concepts, validity and reliability, and to illustrate how these concepts can be used to improve assessment efforts in engineering education.
A Crash Course for Preparing Students for a First Course in Computing: Did it Work?
Authors: Christensen Ken , Rundus Dewey , Fujinoki Hiroshi , Davis Darrel 
Published: January 2013

AbstractTo improve the performance of students in a required core course in computing, we added a voluntary “boot camp” crash course in the first week of the semester. The boot camp students did remarkably better in the course. Using collected data from two semesters (252 students of which 73 voluntarily enrolled in boot camp), we used observational study with matched sampling to evaluate the effectiveness of the boot camp. We were able to show, with a high degree of confidence, that the boot camp had a direct benefit on freshman and sophomore students and/or students with a higher than average external load.
Course Assessment Plan: A Tool for Integrated Curriculum Management
Authors: Bailey Margaret , Floersheim R. Bruce , Ressler Stephen J. 
Published: January 2013

AbstractAs we enter the 21st Century in engineering education, a common desire exists to improve curriculum structure, integration and assessment. Much has been written and discussed concerning the process for assessing and/or revising a program curriculum. Studies are beginning to show the positive effects of well‐integrated curricula where assessment methods are applied consistently. There has also been much written to support individual course assessment and revision. What is missing in many instances is a credible link between program‐level curriculum management and course assessment. At the United States Military Academy (USMA) at West Point, an integrating tool within the academy's assessment model, called a Course Assessment Plan, has been developed and refined. The course assessment process and the resulting written documentation provide an essential link between a program curriculum and its constituent courses. The plan's process, content, and an example outcome are the major focus of this paper.
The Engage Program: Implementing and Assessing a New First Year Experience at the University of Tennessee
Authors: Parsons J. Roger , Seat J. Elaine , Bennett Richard M. , Forrester John H. , Gilliam Fred T. , Klukken P. Gary , Pionke Christopher D. , Raman D. Raj , Scott Tom H. , Schleter William R. , Weber Fred E. , Yoder Daniel C. 
Published: January 2013

AbstractThe Engage initiative at the University of Tennessee addresses the needs of entering engineering students through a new first year curriculum. The program integrates the engineering subject matter of the freshman year, teaches problem solving and design by application, and seeks to address the increased retention and graduation of engineering students. Noteworthy curriculum features of the Engage program include a hands‐on laboratory where students do physical homework to practice the concepts introduced in lectures, placing all freshman engineering students in a year‐long team design curriculum, and a team training course where engineering upperclassmen are trained in team facilitation techniques and placed as facilitators with the freshman design teams.The Engage program was piloted during the 1997–98 academic year with 60 students. In 1998–99, the program was scaled up to 150 students, and fully implemented with the entire freshman class of 465 students during the 1999–2000 academic year. Engage students have shown a significant increase in academic performance compared to students following a more traditional curriculum. Graduation statistics show the positive long‐term results of this effort.
Environmentally Smart Engineering Education: A Brief on a Paradigm in Progress
Authors: Splitt Frank G. 
Published: January 2013

AbstractSustainable development has become the dominant economic, environmental, and social issue of the 21st century, yet its broad infusion within engineering education programs remains a challenge. This paper discusses the importance of environment and sustainable development considerations, the need for their widespread inclusion in engineering education, and the impediments to change. The roles of ABET and others in the evolution of these considerations in engineering education are presented; however, it is through the ABET engineering criteria that broad adoption of environment related considerations in engineering education will most likely occur. An effort to achieve this aim is described.
Designing and Teaching Courses to Satisfy the ABET Engineering Criteria
Authors: Felder Richard M. , Brent Rebecca 
Published: January 2013

AbstractSince the new ABET accreditation system was first introduced to American engineering education in the middle 1990s as Engineering Criteria 2000, most discussion in the literature has focused on how to assess Outcomes 3a‐3k and relatively little has concerned how to equip students with the skills and attitudes specified in those outcomes. This paper seeks to fill this gap. Its goals are to (1) overview the accreditation process and clarify the confusing array of terms associated with it (objectives, outcomes, outcome indicators, etc.); (2) provide guidance on the formulation of course learning objectives and assessment methods that address Outcomes 3a‐3k; (3) identify and describe instructional techniques that should effectively prepare students to achieve those outcomes by the time they graduate; and (4) propose a strategy for integrating program‐level and course‐level activities when designing an instructional program to meet the requirements of the ABET engineering criteria.
Efficacy of Using a Single, Non‐Technical Variable to Predict the Academic Success of Freshmen Engineering Students
Authors: Lackey Laura W. , Lackey W. Jack , Grady Helen M. , Davis Marjorie T. 
Published: January 2013

AbstractThis paper evaluates the efficacy of using freshman student scores from one non‐technical assignment to predict academic success as measured by cumulative grade point average after completion of the first two semesters enrolled at the Mercer University School of Engineering. The predictor assignment is keeping a dialectic course notebook and corresponds to the student's attitude, persistence, and organizational skills rather than math and science preparedness. Statistical analysis, at the 99 percent confidence level, indicated that there was a strong relationship between the student notebook scores and grade point average. Although there was scatter in the data, this one variable does provide insight into student success in the Mercer University Engineering program.
An Assessment of In‐Person and Remotely Operated Laboratories
Authors: Ogot Madara , Elliott Gregory , Glumac Nick 
Published: January 2013

AbstractIncreasingly mechanical engineering departments are beginning to incorporate remotely operated laboratories into their laboratory curriculums. Yet very few studies exist detailing the extent to which this new medium for laboratory delivery fulfills the educational goals of traditional in‐person laboratories. This paper describes a comparison of educational outcomes between in‐person and remotely operated laboratories in the mechanical engineering curriculum. The study carried out in the 2001 Fall semester was performed using a remotely operated and an in‐person jet thrust laboratory. The laboratories illustrate the fundamentals of compressible fluid mechanics as part of an undergraduate mechanical engineering curriculum. The results from this study indicated no significant difference in the educational outcomes between students who performed the in‐person or the remote experiment.
Student Performance and Acceptance of Instructional Technology: Comparing Technology‐Enhanced and Traditional Instruction for a Course in Statics
Authors: Rutz Eugene , Eckart Roy , E. Wade James , Maltbie Cathy , Rafter Catherine , Elkins Virginia 
Published: January 2013

AbstractThe College of Engineering at the University of Cincinnati has evaluated the use of instructional technologies to improve the learning process for students in fundamental engineering science courses. The goal of this effort was to both retain more students in engineering programs and improve student performance through appropriate use of technology. Four modes of instruction were used to teach an engineering fundamentals course in statics. A traditional instructor‐led course, a Web‐assisted course, a streaming media course, and an interactive video course were all presented using a common syllabus, homework, tests, and grading regimen. Evaluations of final course grades indicate that use of instructional technology improved student performance when compared with traditional teaching methods. Student satisfaction with technology varied considerably with the Web‐assisted format having the highest student approval rating of the technologies. The results indicate that time on task and interest in content can be improved through the appropriate use of technology.
The Challenge to Change: On Realizing the New Paradigm for Engineering Education
Authors: G. Splitt Frank 
Published: January 2013

AbstractThe new paradigm for engineering education goes beyond the need to keep students at the cutting edge of technology and calls for a better balance in the various areas of engineering school scholarship. There is considerable concern that perpetuation of the old paradigm by engineering schools will all but assure minor roles for engineers in the future as well as difficulty in adapting to the exigencies of the fast‐paced global marketplace. However, the transition from the old to the new paradigm will not be easy since many of our research‐intensive universities are faced with financial pressures while the wherewithal to make the change rests mostly with those who oppose the change in the first place. This situation, coupled with the fact that there is no “one‐size‐fits‐all” transition paradigm, represents the challenge to change. Still, a number of engineering schools have made significant changes and have developed innovative approaches in their undergraduate programs. Taken together, the proven methodologies and knowledge gained should make it possible for most engineering schools to devise revitalization programs that fit the context of their institution, its student body, faculty, and objectives. This paper argues for a study to assess the impact of the tools and methodologies developed by pace‐setting engineering schools and the NSF Engineering Education Coalitions to lay the foundation for future reform initiatives.