bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Methodology for Transferring Research Experiences in Design and Scheduling of Cellular Manufacturing Systems
Authors: Logendran Rasaratnam 
Published: January 2013

AbstractThe paper describes the approaches and tools used to transfer industrially relevant research experiences and findings in the design and scheduling of cellular manufacturing (CM) systems, obtained over the past three and one‐half years, into the class room through a senior/graduate level course (IE 464/564) in this area. Lecture notes, handouts, homework assignments, computer projects, and software were among the tools used to transfer the knowledge. Graduate students, in addition to meeting all the requirements for undergraduates (homework assignments, computer projects, mid‐term test, and final exam), were required to work on a term project, an effort which constituted up to 10% of their final grade. Observations are offered on the steps required to make each aspect of the course a success. The overall students' performance on the course for two consecutive years (Spring 1995 and 1996) shows that indeed the course was quite successful. To the author's knowledge, there are not many academic units in universities currently offering a full‐fledged course on the design and scheduling of CM systems. Thus, the experience reported in this paper should serve as a useful methodology to build on.
Ceramic‐Matrix Composites: An Integrated Interdisciplinary Curriculum
Authors: Yu N. , Liaw P. K. 
Published: January 2013

AbstractAn interdisciplinary curriculum integrating the research on ceramic‐matrix composites into undergraduate and graduate education has been developed at the University of Tennessee, Knoxville, in collaboration with Oak Ridge National Laboratory. The curriculum eliminates the boundary between materials science and mechanics of materials, and combines technologically important subjects, such as fabrication, characterization, mechanics, and applications of materials, into an interdisciplinary approach to the development of advanced materials. Distance education and an emphasis on communication skills and teamwork are involved in the present curriculum. The World Wide Web‐based courseware has also been implemented on the Internet. The Web‐based courseware consists of color pictures, animation, audio and video effects, interactive exercises, and teaching evaluation, which makes the learning and teaching effective and efficient.
Development and Delivery of an Electroscience Curriculum for the Greenfield Coalition
Authors: Al‐Holou Nizar 
Published: January 2013

AbstractThis paper address the challenges associated with the development and delivery of an electroscience curriculum for the Greenfield Coalition. The Greenfield Coalition for New Manufacturing Education is a National Science Foundation‐supported partnership of five diverse educational institutions, five top manufacturing companies, the Society of Manufacturing Engineers, and Focus: HOPE. Greenfield was chartered to develop and produce a new innovative manufacturing technology and engineering curriculum. The development of the electroscience curriculum involves design, development, and delivery to Focus: HOPE candidates as well as an assessment of the curriculum. The project involves the innovative integration of physics and the principles of electrical engineering into one curriculum that serves candidates in three programs leading to the degrees of Associate of Science (AS), Bachelor of Engineering (BE), and Bachelor of Engineering Technology (BET). The electroscience curriculum employs computer‐based instruction (CBI) is the primary mode of educational delivery. The assessment of the first delivery of this curriculum to Focus: HOPE candidates is also discussed.
An Innovation That Worked — A Useful Reminder*
Authors: Torda T. Paul 
Published: January 2013

AbstractThe Education and Experience in Engineering (E3) Program was developed at Illinois Institute of Technology (IIT) in 1970. The Programs goals were: 1) to motivate students for continuous independent learning, 2) to educate engineers capable of bringing interdisciplinary knowledge to bear on problem solving, 3) to cause students to become honest and realistic evaluators of their own work as well as that of their associates, 4) to provide students the opportunity to learn how to work in teams of engineering and non‐engineering professionals, and 5) to foster the development of diverse communication skills. The students acquired knowledge of the “core” curriculum by means of learning modules; beyond the core materials, students were encouraged to learn advanced materials on their own. Conventional classes were eliminated and seminars supported broadening of knowledge. Solving open‐ended problems re‐defined the role of faculty from lecturers to mentors and guides. Requirement of mastery in every aspect of the Program substituted for grades and students prepared comprehensive portfolios of their accomplishments. Since educational goals of the Program were clearly defined, prospective students were able to assess whether E3 would be suitable for them.
Towards a Social Ethics of Engineering: The Norms of Engagement
Authors: Devon Richard 
Published: January 2013

AbstractA case is made for augmenting individual‐based engineering ethics with a social ethics of technology framework. A social ethics approach takes as problematic the mutable social arrangements for decision making in technology. The example of the design group is used. It is suggested that this expanded approach is more relevant to technology decision‐making, which is normally done collectively, than individual ethics alone. Recent changes in the social relations of industry are discussed as evidence that this expanded approach may be well received in the workplace.
Women Engineers in Kuwait: Perception of Gender Bias
Authors: Koushki P. A. , Al‐Sanad H. A. , Larkin A. M. 
Published: January 2013

AbstractThe greatest obstacle to the development of policies for the curtailment of gender bias is lack of information on the scope and effects of the problem. This study represents an attempt to quantify attitudes toward gender bias among professional women engineers working in the State of Kuwait. The major findings that emerged from the study were as follows: a) Since 1970, Kuwait has witnessed an enormous growth rate in the participation of women in higher education. b) With respect to the job‐related factors of salary scale, professional treatment, responsibility, benefits, and vacation, a clear majority of the professional Kuwaiti women engineers surveyed expressed a feeling of equality with or even superiority to their male counterparts. c) The one job‐related factor in which significant gender bias was found to be in operation was that of promotion to upper management positions. In this criterion, the women engineers surveyed felt “less than equal” to their male colleagues. The feeling of employment equality reported by the survey population was found to be positively correlated with level of education, years of work experience, and grade point average. These relationships were all significant statistically. Among the job‐related factors contributing to the feeling of equality, were, in order of importance, professional treatment, promotion, level of responsibility, and the opportunity to reach upper management positions. Interestingly enough, salary scale contributed the least to the feeling of equality. Coefficients of determination and variance component analysis supported these findings.
Applying Total Quality Management in an Interdisciplinary Engineering Course
Authors: Schaub Diane A. , Legg Sue M. , Svoronos Spyros A. , Koopman Ben L. , Bai Sherman X. 
Published: January 2013

AbstractA Process Engineering certificate program has been developed and conducted utilizing the talents of members from five different engineering departments. Now in its third year, the success of this 12‐credit “megacourse” is due in large part to the use of Total Quality Management (TQM) principles and methods in the development and teaching of the course. Students benefit by learning TQM, by seeing it applied, and from an overall improved course.
Assessing Quality Issues in Interactive Video Teleconferencing‐based Graduate Level Engineering Courses
Authors: Rafe Gary , Manley John H. 
Published: January 2013

AbstractThe continuing education of engineering professionals has been an important objective of the University of Pittsburgh's Manufacturing Systems Engineering Program (MSEP) since its inception in 1987. Making relevant graduate‐level programs accessible to the population of engineering professionals separated from traditional university communities has been the object of much effort for more than three decades. The distance education tool of interactive video teleconferencing over the public telephone network has recently become a viable method for extending the university environment to these remote students.This paper considers the context and analysis of student reactions and attitudes toward MSEP graduate‐level courses delivered to the University's regional campus at Johnstown, Pennsylvania. Since the fall of 1994, MSEP has offered these courses using off‐the‐shelf interactive video teleconferencing systems over the public switched digital network. Issues that may affect the perceived quality of these programs (e.g., in the areas of audio communication quality, instructional strategies, course materials distribution, and course offerings) are identified and discussed.
Results of a Student Discussion Group on Leadership Concepts
Authors: Sabatini David A. , Knox Robert C. 
Published: January 2013

AbstractThe importance of leadership is widely recognized but rarely addressed in engineering education. Based on readings from Lincoln on Leadership, we engaged students in ten discussion sessions regarding key characteristics of an effective leader. We developed and continually refined our definition of a great leader and a vision statement for our research group. In this paper we document our leadership discussion approach, including subjects covered and discussion questions. We share selected results and student feedback on the effectiveness of this approach. We trust that by sharing our efforts and resources, others will be encouraged and better enabled to engage their students in discussing leadership concepts.
Creating Simple and Effective Prerecorded Web‐Based Lectures
Authors: Holman W. Timothy 
Published: January 2013

AbstractRecent advances in computer hardware and software can enable individual instructors to easily create and deliver prerecorded lectures via the World Wide Web. Using new video and audio compression techniques, an entire semester of lectures can be stored on less than 2 gigabytes of disk space and delivered over the Internet on demand. A methodology for quickly generating effective lectures at relatively low video frame rates is described, and examples of the technique are provided on the Web.
Faculty Experience
Authors: Hoback Alan , Dutta Utpal 
Published: January 2013

AbstractA survey of chairs in Civil Engineering and similarly named departments was conducted. The survey shows the relative importance that baccalaureate through research institutions give to promotion and tenure criteria. Besides the obvious differences of prioritizing research or teaching there are distinct differences in whether service, consulting, and team working are emphasized. The paper focuses specifically on consulting work and faculty experience expected at different types of institutions. Advice is given to prospective new faculty hires as to what institutions are seeking from them.
The Other Re‐engineering of Engineering Education, 1900–1965
Authors: Seely Bruce E. 
Published: January 2013

AbstractMany engineering colleges in the 1990s are busily revising the style and substance of engineering curricula to provide increased attention to design. The intent is to redress what many reformers see as an imbalance caused by too much emphasis on the analytical approaches of engineering science. In effect, current reforms are responding to changes made in American engineering colleges in the years immediately after World War II, when engineering curricula first fully embraced an analytical mode of engineering science. This paper examines how and why this earlier “re‐engineering” of engineering education came to pass. It begins by summarizing the state of engineering education in the late 19th century. Then the paper discusses the role of European‐born and educated engineers such as Stephen Timoshenko, Theodore von Kérmén, and Harald Westergaard, who after 1920 prepared the ground for the later transformation of engineering curricula. The paper next discusses the efforts of leaders such as Solomon Cady Hollister and Eric Walker to introduce changes after 1945, and concludes by noting how their initial visions of curricula based on engineering science were altered during implementation.
A Multidisciplinary Engineering Laboratory Course
Authors: King R. H. , Parker T. E. , Grover T. P. , Gosink J. P. , Middleton N. T. 
Published: January 2013

AbstractThe Colorado School of Mines (CSM) curriculum was recently modified by replacing laboratory courses in electrical circuits, fluid mechanics and stress analysis with a sequence of Multidisciplinary Engineering Laboratory courses (MEL I, II, and III). The MEL sequence prepares students for their professional careers by integrating discipline‐specific components into systems and building subject‐matter depth through a vertical sequence. The experiments move beyond basic theory verification by requiring students to practice higher level thinking. In addition, the systems experiments encourage students to reorganize knowledge and discover the connections among concepts in several courses. The MEL sequence helps students understand relationships among science, engineering science, and engineering design. The MEL experiments develop life‐long learning skills by encouraging higher levels of thinking on the Perry scale and requiring students to use a variety of Kolb's learning styles. This paper describes the educational objectives and experiments for the MEL I course. The paper gives assessment results for MEL I and compares it with traditional laboratories.
Establishing an Early Foundation in Software Engineering: Framework, Experiences and Results*
Authors: McCauley Renée , Jackson Ursula , Manaris Bill 
Published: January 2013

AbstractIn the fall of 1994 we reorganized the content of our three‐course introductory computer science sequence in order to introduce software engineering concepts early and provide a consistent software engineering focus from one course to the next. To implement these changes, we established detailed documentation and design standards. These standards would serve as a framework for teaching the software engineering principles and techniques that we considered appropriate and essential to novice software developers. In an attempt to assess the impact of this new teaching approach, we examined student performance in upper‐level, project‐oriented courses with respect to early exposure to software engineering concepts. This paper describes the documentation and design standards, as well as how these standards have been used as a framework for teaching software engineering concepts early in the curriculum. It also reports on what we have learned through assessment of this approach. Results indicate that students exposed early to software engineering concepts are indeed better prepared for upper‐level project‐oriented courses.
The Internationalization of an Undergraduate Program Using Reciprocal Distance Education*
Authors: Holland Nancy , de Velasco Guillermo Vasquez 
Published: January 2013

AbstractThe design and construction industries in the United States have become increasingly global and multidisciplinary over the last two decades. This emphasis will continue to expand even more rapidly in the near future. Undergraduate classes must be designed to reflect this tendency and introduce students to the tools and cultural diversity needed to compete in this environment in the future. This paper presents a model containing three distinct components for adding an international dimension to Architectural and Construction Science programs at Texas A&M University. The three components require varying degrees of commitment to an international dimension. The components are: 1) Insertion of an International Dimension at the Syllabus Level, 2) Integration of an International Dimension at the Curricular Level, and 3) Immersion in a Foreign Instructional Environment. The insertion and integrated components rely on the Internet and videoconferencing technology. These two components have come to be known as the “Reciprocal Distance Education Model.” The third component of the model is a blend of traditional study abroad programs with international internships and reciprocal student exchange programs.
Articulate Virtual Labs in Thermodynamics Education: A Multiple Case Study*
Authors: Baher Julie 
Published: January 2013

AbstractThis paper describes the use of CyclePad—an articulate virtual laboratory for creating and analyzing thermodynamics cycles—at three different types of educational institutions: a research university, an engineering technology program in a large state university, and a military academy. Case studies of each site were created based on classroom observations, student surveys, and interviews with faculty. In comparing these three institutions, we found that the context of the school and the ways in which professors chose to implement CyclePad led to different student experiences. Depending on the types of problems that students worked on, they found the software more or less helpful in increasing their understanding of thermodynamics. Students in the class that had the most constraints on its curriculum, where little change was possible, were less able to take full advantage of the software's capabilities.
Engineering Ph.D. Studies in Portugal: Process and Product
Authors: Seixas Paulo Castro 
Published: January 2013

AbstractThis brief research note is based on data that were gathered as part of the Human Capital and Mobility project “Postgraduate Education and Training in the European Community,” a research network directed by Robert Burgess of CEDAR—University of Warwick involving eight countries. The case study reported here focuses on the engineering doctorate in Portugal, with specific attention to the different paths taken by Ph.D. students, the research process context, supervision patterns, and present uses of an engineering Ph.D. degree in Portugal.
The Tren Urbano UPR/MIT Professional Development Program
Authors: González‐Quevedo Antonio A. , Mercado‐Sherman Lydia E. , Kruckemeyer Kenneth E. , Wilson Nigel H.M. 
Published: January 2013

AbstractThis paper describes an innovative professional development program conducted jointly by the University of Puerto Rico (UPR) and the Massachusetts Institute of Technology (MIT) focusing on a major infrastructure project—Tren Urbano—which is a heavy rail system under construction in San Juan. This program is unusual in several respects. First it is funded as an integral and essential part of the infrastructure project itself. Second it has been sustained over a six‐year period from the earliest stages of planning through the current state of construction. Furthermore the program is expected to continue through the start of revenue service in 2002. Finally the interdisciplinary, but tightly focused nature of the program provides a valuable opportunity for young professionals to see the important roles that different disciplines play in such major infrastructure projects. After a brief description of the Tren Urbano project itself, the paper explains the key elements of the program, provides an evaluation and discusses the necessary ingredients for replication elsewhere.
ECSEL/MIT Engineering Education Workshop '99: A Report with Recommendations
Authors: Bucciarelli L.L. , Einstein H.H. , Terenzini P.T. , Walser A.D. 
Published: January 2013

AbstractIn May, 1999, the NSF funded, Engineering Coalition of Schools for Excellence in Education and Leadership, (ECSEL) sponsored a workshop at MIT to: (i) describe and disseminate the principal results of the coalition's efforts over the past decade, (ii) bring together faculty, department chairs and deans from a wide variety of engineering schools to explore how the most significant barriers to reform of engineering education might be overcome, and (iii) to promote the development of effective policies for the future. Panel sessions and roundtables addressed many of the critical issues facing faculty and administrators seeking to renovate undergraduate engineering education. A wide range of experiences were described and proposals advanced. The authors summarize these discussions and put forward a set of recommendations founded upon the essential points made over the course of the two‐day workshop.
Environmental Modeling—A Project Driven, Team Approach to Theory and Application
Authors: Kolar Randall L. , Sabatini David A. 
Published: January 2013

AbstractEnvironmental modeling is an important tool for understanding and managing complex environmental systems. Regardless of discipline, complete modeling includes a number of steps, ranging from conceptualization to application. However, modeling courses often focus on just one, or at most a few, of the steps and frequently are assignment‐driven. Moreover, they often present numerical procedures as recipes, without regard to theory or limitations and without regard to “real‐world” application. In this course, we unify the modeling sequence by exposing students to the full spectrum of modeling (mathematics, physics, and numerical methods) in the context of surfactant‐enhanced remediation of contaminated soils, a technology being developed at the University of Oklahoma. An innovative course structure is used that couples team learning with a project‐driven syllabus (also referred to as just‐in‐time learning) and combines mathematical and physical modeling via data from laboratory and field testing. Other thematic areas can easily be developed in the same framework. We believe the course pedagogy is highly portable and can serve as an example for any modeling course or for many other courses in an engineering curriculum.
Restructuring for Strategic Outcomes
Authors: Benedict B. A. , Napper S. A. , Guice L. K. 
Published: January 2013

AbstractRestructuring in higher education is ultimately based on the need to continuously improve the learning experience for students and to prepare them for a constantly changing job market. Engineering programs are expected to prepare their graduates for success and leadership in business, industry, consulting, government, and education. Such preparation, of necessity, must display agility in responding to changing needs during times of uncertain and dwindling resources. For this reason, the College of Engineering and Science of Louisiana Tech University has been restructured to achieve significant improvement in accomplishing its objectives. This article describes the rationale and process of restructuring the college, aligning the budget according to the new structure, and developing a strategic plan in the context of an integrated structure and with the goal of achieving strategic outcomes. Early measurable successes in undergraduate curriculum reform, graduate curriculum, and research activity are reported.