bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally‐Taught Students
Authors: Felder Richard M. , Felder Gary N. , Dietz E. Jacquelin 
Published: January 2013

AbstractIn a longitudinal study at North Carolina State University, a cohort of students took five chemical engineering courses taught by the same instructor in five consecutive semesters. The courses made extensive use of active and cooperative learning and a variety of other techniques designed to address a broad spectrum of learning styles. Previous reports on the study summarized the instructional methods used in the experimental course sequence, described the performance of the cohort in the introductory chemical engineering course, and examined performance and attitude differences between students from rural and urban backgrounds and between male and female students.1–4 This paper compares outcomes for the experimental cohort with outcomes for students in a traditionally‐taught comparison group. The experimental group outperformed the comparison group on a number of measures, including retention and graduation in chemical engineering, and many more of the graduates in this group chose to pursue advanced study in the field. Since the experimental instructional model did not require small classes (the smallest of the experimental classes had 90 students) or specially equipped classrooms, it should be adaptable to any engineering curriculum at any institution.
The Multimedia Finite Element Modeling and Analysis Tutor
Authors: Milton‐Benoit John , Grosse Ian R. , Poli Corrado , Woolf Beverly Park 
Published: January 2013

AbstractThis prototype interactive software system can help teach upper level undergraduate and graduate students in mechanical engineering fundamental concepts and offer guidelines for finite element modeling and analysis (herein referred to as FEA). In lieu of a mathematical treatment of the subject commonly found in textbooks, this FEA tutoring system employs rich animations for conveying highly visual concepts and offers the user a set of experiential modules for exploratory learning. The system has been developed initially for the domain of linear structural analysis, but it can be expanded to include other engineering analysis domains, such as vibration, heat transfer, and nonlinear finite element analysis. Initial formative testing of the tutor on junior mechanical engineering students indicates that a 45‐minute session with the tutor was at least as effective as a one‐hour introductory lecture by an FEA expeI.
Computation and Experimentation on the Web with Application to Internal Combustion Engines
Authors: Kirkpatrick Allan , Willson Bryan 
Published: January 2013

AbstractThe internal combustion (IC) engine is a complex engineering system with rich thermal/fluid science applications. We have developed Web‐based software written in Java to introduce thermodynamics, fluid mechanics, and heat transfer applications typical of IC engines. In addition, an “on‐line” engine research facility has been constructed to allow engine experimentation over the laboratory Internet using Web browsers. We include a discussion of pedagogical guidelines to be considered for effective on‐line experiments. The engine hardware and architecture of the data acquisition/control/ communication systems are described.
Retraining Laid‐off Engineers and Scientists Using an Integrated Curriculum: The Project INTENT Experience
Authors: Sehitoglu Hasan , Saint Prem K. 
Published: January 2013

AbstractThis paper describes the certificate program in Integrated Environmental Training for Defense Industry Engineers and Scientists (Project INTENT), which was funded through the Technology Reinvestment Project Manufacturing Education and Training Program and was cosponsored by California State University‐Fullerton. The main objective of the program was to retrain laid‐off Southern California aerospace/defense professionals for dual‐use capacity employment in manufacturing businesses, with an emphasis on the ever‐ changing environmental health and safety laws and regulations. The program was designed for one year and repeated three times from 1994 to 1996. The project helped participants gain new technical knowledge as well as career oriented skills for use in defense and civilian industries.
Multidisciplinary Subsurface Remediation Courses: Fundamentals, Experiments, and Design Projects
Authors: Gierke John S. , Mayer Alex S. , Shonnard David R. 
Published: January 2013

AbstractSubsurface pollution is an important issue from both economic and environmental perspectives, and the education of professionals with technical backgrounds for addressing this issue is an area of national need. In situ remediation of subsurface pollution is a challenging scientific and engineering problem that is well suited to multidisciplinary problem‐solving approaches. Quantitative design guidance, appropriate textbook instruction, and hands‐on experimental activities are not currently available at most academic institutions. We developed and implemented a set of two courses, one stressing fundamentals in conjunction with design issues, and the other focussing on engineering design aspects of several innovative subsurface remediation technologies. Course materials were derived from our combined multidisciplinary research experiences, coupling physical, chemical, geological, and biological approaches to remediate subsurface pollution. We equipped a laboratory to conduct remediation experiments on a range of scales. These experiments demonstrate fundamental soil and groundwater transport processes, provide design parameters, and yield data for comparing remediation technologies and testing mathematical models. In addition to course evaluations, the project was reviewed and improved by an external curriculum advisory committee.
Optical Science and Engineering Curriculum at NJIT
Authors: Barat Robert , Federici John , Johnson Anthony , Grebel Haim , Chang Timothy 
Published: January 2013

AbstractApplied optics is an enabling technology for engineers and scientists, while becoming more widespread as an interdisciplinary tool for teaching, research, and industry. New Jersey Institute of Technology (NJIT) currently offers its Optical Science and Engineering (OPSE) curriculum created by an interdisciplinary team of research faculty with a Combined Research‐Curriculum Development (CRCD) grant from the National Science Foundation. The OPSE teaching laboratory is also open to precollege students and high school science teachers through out*reach programs. Composed of two upper level undergraduate courses and one graduate level course, the OPSE curriculum teaches fundamental and applied optics to an interdisciplinary student audience. The courses combine lecture and experiments in which students are challenged to learn and apply optics within their own fields as well as others. These courses form a unified sequence with their own, stand‐alone designation (OPSE) within the NJIT registration scheme. They are often taken as technical electives, though the undergraduate pair is required for Applied Physics and Engineering Science students minoring in optics. Enrollment is distributed among Applied Physics, Electrical and Computer Engineering, Chemical Engineering, Computer and Information Science, Mechanical Engineering, and Biology majors. The OPSE curriculum continues to receive excellent support from local industry as well as the NJIT community. Laboratory manuals, course notes, and outlines are distributed on the Internet at www.njit.eduDirectoryCentersOPSE.
Development of a CD‐ROM in Thin Film Technologies: Design, Usability Assessment, and Challenges
Authors: Babu S. V. , Suni I.I. , Rasmussen D.H. 
Published: January 2013

AbstractThis paper describes our educational experiences along with those of the students who participated in the implementation and assessment of our National Science Foundation (NSF) Combined Research‐Curriculum Development (CRCD) project entitled “Thin film technologies: combined research and curriculum development.” The objective of the project was “the presentation, evaluation and dissemination of the themes” underlying thin film technologies “utilizing menu‐driven, easily accessible, self‐contained, interactive learning modules delivered in a CD‐ROM format.” The design methodologies chosen and the challenges faced in creating the CD‐ROM are described briefly along with some typical screen images seen by the user. The results of a series of assessments of some sections of the hypermedia product by a group of students are also presented. A correlation was found between the improvement in their performance on a 10 question pre‐ and post‐CD‐ROM study quiz and Kolb learning style preferences as well as their self‐reported ability in physics and three‐dimensional visualization. Student performance on questions related to numerical problem solving could be improved by employing a navigational strategy of adaptive computer control rather than complete user control. This strategy largely preserved navigational control for the students but required them to pass a quiz at the end of a section of material.
The Teaching and Learning of High Performance Computing
Authors: Long Lyle N. , Morris Philip J. , Morooney Kevin , Kellogg Steve 
Published: January 2013

AbstractUnder the sponsorship of the National Science Foundation's (NSF) Combined Research‐Curriculum Development (CRCD) program a new curriculum in high performance computing has been introduced at Penn State. Also, a new graduate minor in high performance computing has been established. The minor will be available to students in all colleges including Engineering, Science, Earth and Mineral Sciences, Arts and Architecture, and Business. Several new courses have been developed at both the senior undergraduate and graduate levels. This curriculum development activity has also had an impact on other courses in engineering and science. In this paper we describe some of the innovative features of the new courses including the development of web‐based materials, the use of high‐technology classrooms, and the use of computational laboratory instruction in the course work. Two different configurations of Unix‐based classrooms have been set up and their system administration, hardware, and software are described. Both faculty and research staff have been involved in the development of coursework and facilities. The importance and benefits of such collaborations are discussed. We have also conducted assessment activities, some of which are described.
Ecology and Engineering: Changing Paradigms
Authors: Wiedenhoeft Ronald V. 
Published: January 2013

AbstractHuman activities, particularly in industrialized countries, are placing heavy burdens on the carrying capacity of the Earth and hence challenging engineers to consider new paradigms. Since Sustainable Development has become a standard against which engineering projects are increasingly measured, mission statements and learning goals for academic engineering programs are being modified to reflect growing ecological awareness. Faculty members in liberal arts departments of engineering schools are contributing by developing courses that link ecology with engineering. As part of re‐examining the undergraduate curriculum at Colorado School of Mines (CSM), faculty members in the Division of Liberal Arts and International Studies (LAIS) have developed a new core course called “Nature and Human Values.” Changing paradigms would require that engineers be educated to question the sustainability of current patterns of production and consumption and to consider which practices need to be changed. This paper considers principles leading to courses intended to foster new ecological paradigms among engineers.
Elements of an Optimal Capstone Design Experience
Authors: Marin John A. , Armstrong James E. , Kays James L. 
Published: January 2013

AbstractThis paper presents and assesses a framework for an engineering capstone design program. We explain how student preparation, project selection, and instructor mentorship are the three key elements that must be addressed before the capstone experience is ready for the students. Next, we describe a way to administer and execute the capstone design experience including design workshops and lead engineers. We describe the importance of assessing the capstone design experience and report recent assessment results of our framework. We comment specifically on what students thought were the most important aspects of their experience in engineering capstone design and provide quantitative insight into what parts of the framework are most important.
Tools of the Future
Authors: Goldin Daniel S. 
Published: January 2013

AbstractThe challenges that face NASA as we move into the next millennium are the same challenges that industries all over the country face: cost, cycle time, safety, and quality products. In trying to meet challenges, we will rely more than ever on advanced technologies both to decide what we will do and how we will do it. Furthermore, our decisions must be based on total life cycle cost. The approach NASA is taking to meet these challenges is through the development of an Intelligent Synthesis Environment that integrates advanced computing and human interaction with the computing environment; virtual presence and product development; knowledge‐based engineering and computational intelligence; and advanced analysis and design methods to create a seamless environment enabling new levels of distributed collaborative teaming. This represents a fundamental change in the culture of engineering. It cannot be done by anyone alone, but requires the combined effort of government, industry and universities.
Industry Expectations of New Engineers: A Survey to Assist Curriculum Designers
Authors: Lang James D. , Cruse Susan , McVey Francis D. , McMasters John 
Published: January 2013

AbstractIn an era of unprecedented technological advancement, engineering practice continues to evolve but engineering education has not changed appreciably since the 1950s. This schism has prompted industry, government, and other key constituents to question the relevancy and efficacy of current programs. The Accreditation Board for Engineering and Technology (ABET) Engineering Criteria 2000, which will be fully implemented in 2001, emphasizes outcomes over process, and provides an opportunity for stakeholders to help universities define educational goals and objectives and design a curriculum to meet the desired outcomes.1 While the need for curriculum reform has been acknowledged, the “industry position” was amorphous and anecdotal and therefore difficult to address. Qualitative methodologies such as formal surveys and structured interviews can be used to capture and quantify industry expectations of the needed attributes (i.e., knowledge, skills, and experience) for entry level engineering employees. Such instruments can provide key data useful in determining objectives and designing curricula to attain those objectives. This paper presents results of a formal survey of fifteen aerospace and defense companies concerning the perceived importance of 172 attributes related to the eleven ABET Program Outcomes and Assessment categories. The survey, resulting database, and preliminary analyses are available in hard copy and electronic form. This is the first formal survey and database resulting from efforts of the Industry‐University‐Government Roundtable for Enhancing Engineering Education (IUGREEE) to initiate a continuing, evolving process to provide curriculum designers with important information from industry.
Four Effective Writing Strategies for Engineering Classes
Authors: Sharp Julie E. , Olds Barbara M. , Miller Ronald L. , Dyrud Marilyn A. 
Published: January 2013

AbstractThis article, written by three technical communication professors and one chemical engineering professor representing three different universities, presents four proven strategies for including effective writing assignments in engineering classes. The strategies include using writing assignments to analyze job‐related Web searches and engineering job preparation, using peer editing to revise assignments, using journals to learn to write and write to learn, and using paper airplanes to teach how to write instructions.
Transformation: From Teacher‐Centered to Student‐Centered Engineering Education
Authors: Catalano George D. , Catalano Karen 
Published: January 2013

AbstractWe compare and contrast teacher‐centered and student‐centered paradigms of engineering education. We identify the following seven roles for teachers wishing to adopt a student‐centered paradigm: 1) model thinking/processing skills, 2) identify students' cognitive development, 3) develop questions that facilitate exploration/growth, 4) introduce visual tools to aid establishing connections, 5) provide group learning settings, 6) use analogies and metaphors, and 7) provide a “no‐risk” student feedback channel for information. Several case studies for different subjects and from different institutions are presented. Our results indicate a student‐centered model is most effective when coupled with academic depth and experience in the subject matter.
The NSF Foundation Coalition: The First Five Years
Authors: Cordes David , Evans Don , Frair Karen , Froyd Jeff 
Published: January 2013

AbstractThe Foundation Coalition was funded in 1993 as the fifth coalition in the National Science Foundation's Engineering Education Coalitions Program. The member institutions—Arizona State University, Maricopa Community College District, Rose‐Hulman Institute of Technology, Texas A&M University, Texas A&M University ‐ Kingsville, Texas Woman's University, and the University of Alabama—have developed improved curricula and learning environment models that are based on four primary thrusts: integration of subject matter within the curriculum, cooperative and active learning, technology‐enabled learning, and continuous improvement through assessment and evaluation. This paper discusses the first five years of Coalition activities and major accomplishments to date.
Learning Engineering: Design, Languages, and Experiences*
Authors: Dym Clive L. 
Published: January 2013

AbstractThis paper reviews current concerns about engineering education. Paying special attention to the role of design, constructs and themes are offered as enabling perceptions of how students can learn engineering. The constructs view the curriculum as a sum of skills to be mastered and experiences in which to be involved. The themes capture three attitudinal paradigm shifts: changing the balance between design and analysis; more explicitly recognizing that many languages are used in engineering; and considering whether the BS degree in engineering might be uncoupled from its role as the entry‐level certification for the profession.
Multidisciplinary Project: A Tool for Learning the Subject
Authors: Jahanian S. , Matthews James M. 
Published: January 2013

AbstractIn recent years, with the national trend toward business downsizing, job market needs have changed. Small companies are becoming the primary employers of engineers and technologists, who must assume multidisciplinary roles. Multidisciplinary projects can provide students with valuable preparation for this requirement. The objectives of the work described in this paper are: 1) help technology students develop, to some extent, the abilities of engineering students, 2) to enhance technology students' interest in a multidisciplinary curriculum. To help achieve these objectives, students at Temple University were given an electromechanical project to design a model of a smart conveyor belt system that could recognize the size of different blocks. Statistical analysis of a confidential student survey showed that a significant number of students positively rated the benefits of working on the project. Survey performance indices included pedagogy, interactions with Electrical Engineering students and faculty, and obtaining hands‐on experience. Project students scored statistically higher on a theory test, and 34% of the students were motivated to complete a minor in electromechanical engineering technology because of the interdisciplinary project.
Engineering Education in Finland
Authors: King Joe 
Published: January 2013

AbstractThe Finnish education system differs considerably from that of the United States. Starting at age seven, Finnish students are legally required to complete nine years of formal education. They then have the option of either entering the workforce or attending a vocational school, a polytechnic, or a university. This paper describes the path a Finn takes to acquire a degree in engineering. It describes Finland's goal of using engineering education to help adapt itself to survival in a technology‐based 21st century. The paper's main focus is on the Bachelor's degree; however, it also describes the Master's and Doctorate degrees.
Portfolio Assessment in Aerodynamics
Authors: Mourtos Nikos J. 
Published: January 2013

AbstractA new way of assessing student learning in an aerodynamics course through the use of portfolios is presented. The approach is portable to any engineering course, with a few modifications depending on content.The main idea is to allow students more responsibility for their own learning. Instead of having everyone in the class perform identical activities (homework, experiments, projects, tests, etc.), a cadre of assignments is made available to them. Students choose and perform (within reason) the ones that suit them better in terms of their own strengths and learning styles. The ultimate goal is for each student to demonstrate a minimum level of competence in analytical, computational, experimental, design, communication, and team skills, while pursuing excellence in at least one from the first four categories.The paper describes the various assignments and options the students have for achieving the learning objectives of the course. It also discusses my observations on the effects of this approach to student learning, the impact on faculty time, and the response from the students. The results from the first two offerings of the course with portfolios show promise for improving student motivation and learning.
The Verification of an Analytical Solution: An Important Engineering Lesson
Authors: Ribando Robert J. , Weeller Edward A. 
Published: January 2013

AbstractToo often, as long as they “match the answer book,” results based on analytical methods are not subjected to much scrutiny. In contrast, computational results and those based on physical measurements are nearly always met with skepticism. Here we show an example from radiation heat transfer in which an exact analytical solution, when reduced to numbers in the generally‐practiced manner, gives a patently wrong answer. Efforts to verify a new computational algorithm brought this long‐standing error to light.