bluuebunny/crossref_metadata_2025_split huggingface dataset:
Environmentalism, Culture, Ethnography
Authors: Peace Adrian , Connor Linda H. , Trigger David 
Published: January 2013

ABSTRACTSuch is the ubiquity of environmentalism as a significant community experience throughout the world that most anthropologists will nowadays find themselves attending to the concerns their respondents have for the environments which surround and sustain them. In this article, we take stock of some of the issues addressed, and the achievements realized, by environmental anthropology to date. First, we emphasize that there is already a literature which stands as testament to the variety of environmental issues ‐ water, whales and the weather, for instance ‐ on which anthropologists have original insights to offer. Second, we argue that an important anthropological focus is on how ordinary people think and talk about their environments, especially when faced with external forces that have to be responded to in innovative and creative ways in order to be effective. It is not the view from above or below, but the view fromwithinenvironments that matters most in local settings, which anthropologists have been concerned to unravel. Third, we emphasize that the Asia Pacific region constitutes an exceptionally rich field for anthropological research. Studies already carried out in places as diverse as Papua New Guinea, Tuvalu, the Marshall Islands, the Philippines, Indonesia, Chile and the Torres Strait make categorically clear that local and regional environmental concerns and conflicts are influenced by history, religion, Indigeneity, ethnicity, gender and other considerations that deserve critical anthropological enquiry. It is a crucial message that is endorsed and amplified by our fellow contributors in this special issue.
Ecophilanthropy, Neoliberal Conservation, and the Transformation of Chilean Patagonia's Chacabuco Valley
Authors: Jones Charmaine 
Published: January 2013

ABSTRACTSuccessful North Americans, Douglas and Kristine Tompkins, have used their personal wealth and business know‐how to become among the most powerful expatriate land owners in Chile and Argentina. In Chilean Patagonia's Aysén region, Kristine Tompkins' conservation foundation purchased the historical Chacabuco Valley Station, seeking to reverse the impacts of pastoralism and create a national park. Whilst in the United States and Europe the Tompkins' efforts have been applauded, many residents of the Chacabuco Valley area are concerned by the idea of outsiders holding decision making power on land use. The situation in Aysén speaks to a complex of broader anthropological debate regarding the neoliberalisation of conservation and, in particular, the role of ecophilanthropy in promoting capitalism. By examining the ways in which the Chacabuco Valley is undergoing transformation, this paper explores the relationship between ecophilanthropy, capitalism, and conservation. Of particular interest is how images are produced and then transformed into commodities as the strategies of business are incorporated into conservation policy and practice.
Engineering Education: Innovation Through Integration
Authors: Bordogna Joseph , Fromm Eli , Ernst Edward W. 
Published: January 2013

AbstractThe several reports and papers of the past decade suggesting paradigm shifts in engineering education are shown to reveal a common theme, to wit: engineering is an integrative process and thus engineering education, particularly at the baccalaureate level, should be designed toward that end.Suggesting a change in intellectual culture, the roots of contemporary collegiate education in the United States are traced to their origin and attention is given to discussing the current emphasis on reductionism vis‐à‐vis integration or, said another way, a course‐focused education compared to a more holistic approach in which process and knowledge are woven throughout the curriculum.A new construct for systemic change in baccalaureate engineering education is suggested in terms of a taxonomy of intellectual components connected holistically with a core focus on developing human potential, as opposed to the present system in which students are passed serially through course filters.
Women Engineers: A Study of Educational Preparation and Professional Success
Authors: Robinson Debra A.G. , Reilly Barbara Ann 
Published: January 2013

AbstractIn an effort to better understand the educational experiences and professional issues facing women in these fields, a survey of women alumnae was conducted. Respondents seemed fairly pleased with the education they received and were heavily influenced by personal aspects of the campus. Relationships with faculty members were described as their most beneficial and detrimental experiences. They particularly liked opportunities to apply their technical knowledge but did not believe there were enough opportunities for application. The need for more female role models and importance of involvement in student organizations were cited by many of the respondents. Self‐confidence and good communication skills were rated as the most important qualities for professional success and advancement. Alumnae have pursued training experiences since graduation, but would like to see more opportunities to enhance communication and personal management skills and apply theoretical knowledge built into the undergraduate experience.The findings are discussed in relationship to previous research studies and recommendations are made to improve the technically oriented college environment.
Engineering Education—A Century of Opportunity
Authors: Monteith L. K. 
Published: January 2013

AbstractSince the founding of ASEE one hundred years ago, engineering education has grown dramatically in scope and in enrollment. Yet, the principles which prompted the call for curriculum reform and for the full development of human potential by the founders of ASEE are as relevant to the situation in engineering education today as it was at that first meeting in 1893. While there has been considerable progress, expectations for fundamental change to achieve the goals articulated by our founders have never been greater.
An Industry View of Engineering Education
Authors: Black Kent M. 
Published: January 2013

AbstractGlobal competition has imposed severe competitive pressures on the nation's employers and drastically changed their management processes. These developments require equally drastic changes in the process of educating engineers. Schools that improve their graduates' preparation for today's engineering environment—through total quality management, continuous process improvement and other management methods—will continue to rank as vital national resources. Adoption of these methods, however, will require fundamental changes in the curricula, advisory boards and other pillars of traditional academe. Industry is prepared to help.
Interdisciplinary Centers: A Natural and Necessary Force for Creativity and Change in Engineering Research and Education
Authors: Schuler Richard E. 
Published: January 2013

AbstractBecause problem‐solving is the distinguishing feature of engineering education and innovation, interdisciplinary approaches are essential since technologically‐related problems do not align themselves neatly in accordance with traditional academic disciplines or professional societies. The challenge is to sustain the evolution of institutional and academic structures to keep pace with rapid advances in technology and social concerns. The tension is between quality control as administered by traditional institutional structure and emerging societal needs and technological opportunities like the environment. Interdisciplinary centers with budget autonomy, in conjunction with re‐aligned engineering “departments and professional designations”, can be important vehicles for change. The ultimate measure of success of these proposed structures is that change will be institutionalized, and engineering education will constantly evolve to meet society's emerging needs.Reading through the directories of most major universities (admittedly, no substitute for serious academic research), I am struck by the burgeoning list of acronyms representing administrative units of interdisciplinary centers. As an example, at Cornell there are over 50 interdisciplinary programs and centers. They have become nearly as numerous as the traditional academic departments.
The Holistic Curriculum
Authors: Shaeiwitz Joseph A. , Whiting Wallace B. , Turton Richard , Bailie Richard C. 
Published: January 2013

AbstractAs with any well‐founded engineering program, the goal of the holistic curriculum is to prepare students to embark on a career in which their success is conditional on life‐long learning, critical thinking and decision making, teamwork, leadership, and commitment. Rather than assuming that these qualities will be instilled in our students as they travel through a well‐crafted sequence of challenging engineering courses, the faculty explicitly demands that these objectives be met by collaborating on courses, through coordinated design projects among as many as eight different courses and six different professors, and by continual assessment and improvement. Students are encouraged and required to teach other students concepts that they have mastered. While we are constantly changing, this culture existed in our department before any of the present faculty arrived, and we believe that it can be created in other departments.
Current and Emerging Statistical Trends in Engineering Education
Authors: Heckel Richard W. 
Published: January 2013

AbstractData for enrollment, degrees, number of faculty and research funding for US colleges of engineering since 1965 are presented. These data: faculty loads (enrollment and degrees per faculty member), research funding (total and per faculty member) and funding per graduate degree (MS and PhD) are analyzed to define the trends over the past quarter century. BS degrees appear to have ceased their decline and may begin to increase; MS degrees continue to grow modestly; PhD degrees continue to grow rapidly and, based on current enrollment trends, should maintain this pace at least through the next half decade. Faculty loads are anticipated to increase. In spite of significant annual increases in research funding over the past two decades, graduate enrollments have increased to the point that constant dollar annual funding per graduate degree (both MS and PhD) has reached a maximum and may have begun to decrease. An analysis of the undergraduate and graduate degrees awarded by the largest engineering colleges indicates a.) little turnover in the colleges in this group, b.) the major graduate colleges award a significant number of BS degrees and c.) the major undergraduate colleges include most of the major graduate colleges.
A Teaching Workshop for Engineering Faculty
Authors: Womack Kevin C. , Anderson Loren R. , Smith Matthew W. , Gorder Kyle A. 
Published: January 2013

AbstractA quality engineering education is of utmost importance to undergraduate students seeking an engineering degree. Providing a quality education to these students is the responsibility of engineering faculty. The Department of Civil and Environmental Engineering at Utah State University (USU), in cooperation with the officers of the student chapter of the American Society of Civil Engineers (ASCE), has developed a series of six lessons focusing on teaching skills and faculty performance in the classroom. This series of lessons, known as the “Undergraduate Teaching Workshop”, is an effort to improve the teaching of the department faculty, and thereby the undergraduate education of its students.The lessons that make up this workshop range from student concerns to the use of learning resources and equipment. This paper discusses the workshop format and the experience we had with the workshop as it was conducted within our department.
“Engineering Graduate Teaching Assistant Instructional Programs: Training Tomorrow's Faculty Members”
Authors: Torvi David A. 
Published: January 2013

AbstractAlthough there has been increased interest in graduate teaching assistant (GTA) training programs recently, few examples of programs specifically for engineering GTA's are found in the technical literature. A survey of engineering schools in Western Canada and the Pacific Northwest region of the United States has been conducted to determine the extent of instructional programs. The results of this survey and the literature indicate that there are large differences in the amount of training that GTA's in different engineering schools receive. While some are involved in extensive training programs, many receive little or no instruction in teaching, and/or inadequate feedback to help improve their teaching skills. These findings are discussed, along with details of innovative instructional programs found in the literature, and suggestions for improving the state of engineering GTA instruction.
A Longitudinal Study of Engineering Student Performance and Retention II. Rural/Urban Student Differences
Authors: Felder Richard M. , Mohr Phyllis H. , Dietz E. Jacquelin , Baker‐Ward Lynne 
Published: January 2013

AbstractA cohort of chemical engineering students has been taught in an experimental sequence of five chemical engineering courses, beginning with the introductory course in the Fall 1990 semester. Differences in academic performance have been observed between students from rural and small town backgrounds (“rural students,” N=55) and students from urban and suburban backgrounds (“urban students,” N=65), with the urban students doing better on almost every measure investigated. In the introductory course, 80% of the urban students and 55% of the rural students passed with a grade of C or better, with average grades of 2.63 for the urban students and 1.80 for the rural students (A=4.0). The urban group continued to earn higher grades in subsequent chemical engineering courses. After four years, 79% of the urban students and 64% of the rural students had graduated or were still enrolled in chemical engineering; the others had either transferred out of engineering or were no longer attending the university. This paper presents data on the students' home and school backgrounds and speculates on possible causes of observed performance differences between the two populations.
Professional Practice: A Topic for Engineering Research and Instruction
Authors: Aldridge M. Dayne 
Published: January 2013

AbstractProfessional practice is considered as a much broader topic for inclusion in engineering curricula than traditionally associated with engineering design. Practicing engineers require a working knowledge of several non‐engineering disciplines and must interact with people of a variety of backgrounds within a variety of organizational contexts. Engineers must develop the skills of problem solving and decision making for circumstances much broader than generally used in the engineering class room. Professional engineering practice in this broad context can be the subject of legitimate research and instruction. Case research methods are applicable to the exploratory study of engineering practice and the development of a knowledge base important to designing engineering curricula. Case instruction provides one method of dealing with topics at the boundaries of the engineering disciplines and in developing decision making skills that are fundamental to engineering practice. It is concluded that the engineering education community should explore new frameworks for research, instruction and the associated scholarship that address professional practice issues.
Hands‐On Aeronautics for Middle School Students
Authors: POLS Y. D. , ROGERS C. B. , MIAOULIS I. N. 
Published: January 2013

AbstractEngineering can be very appealing and intriguing to middle school students. Stressing the applications of science often elicits participation of students who have not shown interest in the more theoretical aspects of science. We propose a curriculum to help in teaching aerodynamics to middle school students beginning with physical experiments, then demonstrating the principles learned using a wind tunnel, and finishing with a design competition. The students who have experienced this curriculum have demonstrated enthusiastic response through learning the material and avidly participating in the final design competition.
Virtual Engineering Laboratories: Design and Experiments
Authors: Mosterman Pieter J. , Dorlandt Marcel A.M. , Campbell J. Olin , Burow Craig , Bouw René , Brodersen Arthur J. , Bourne John R. 
Published: January 2013

AbstractThis paper describes the creation and testing of computer‐simulated laboratories for use in undergraduate engineering education. The design and implementation of a ‘virtual laboratory’ that closely mimics the capabilities of a physical laboratory is explained. Experiments that compare time and learning gains of students using physical and virtual laboratories are discussed. Experimental results indicate that students who use the virtual laboratory prior to a physical laboratory are able to complete the physical laboratory in a much shorter time, require less assistance, and also report that they are very satisfied with their laboratory experience.
Virtual Reality: Potential for Research in Engineering Education
Authors: Ross William A. , Aukstakalnis Steven 
Published: January 2013

AbstractComputer systems have recently been developed which enable the prototyping of 3D CAD models as though the designed objects were actually real. The systems incorporate the use of display devices which are worn on the user's head, instrumented gloves which provide tactile feedback and enable the intuitive manipulation of virtual objects, and 3D acoustic displays. For its first major objective, this paper describes such systems, reviews a number of current applications developed for use within the engineering and design community, and suggests future applications. The techniques described should also be applicable to educational research in engineering. The second major objective of this paper is to propose research and instructional adaptations of virtual reality for students involved in engineering design, analysis, and evaluation activities. Additionally, because of the unique “immersive” nature of virtual reality, the potential exists for incorporating transparent data acquisition systems to track and analyze the design process as well as student performance. The potential for enabling research through the development of new and unique instructional methods in engineering education is virtually unlimited.
Disciplinary Patterns in Degrees, Faculty and Research Funding
Authors: Heckel Richard W. 
Published: January 2013

AbstractThe variations in numbers of faculty, degrees (BS, MS and PhD) and research funding over the last quarter century for eleven engineering disciplines are compared to each other and to engineering as a whole. The engineering disciplines considered are aerospace, bioengineering, chemical, civil, computer, electrical, industrial, materials, mechanical, nuclear and petroleum. Emphasis is given to the cycle experienced by engineering BS degrees during this period. The variation in the mix of BS degrees in individual disciplines which has occurred over the past two decades is analyzed. Emphasis is also given to the rapid growth in graduate programs, especially doctoral, during the last decade. It is shown that essentially all disciplines have contributed significantly to the growth of engineering graduate programs. Research funding is analyzed in terms of total funding, funding per faculty member and funding per doctoral degree; actual and constant (noninflated) dollars are considered. Research funding growth in disciplines generally has kept pace with engineering as a whole. The effect of rapid graduate degree growth on funding available for research support is analyzed for individual disciplines; many disciplines are shown to exhibit degree growth extensive enough to cause declines in constant dollar funding per doctoral degree.
Encouraging Graduate Study in Engineering
Authors: Compton W. Dale 
Published: January 2013

AbstractThis study was undertaken to provide information on the factors that most influence students to undertake graduate studies in engineering following their baccalaureate degrees. Several hundred engineering deans were asked to send a questionnaire to the three departments in his/her college that had been most successful in encouraging their undergraduates in proceeding to graduate school. Responses indicated that student participation in semester research, student participation in summer research, and mentoring by faculty are the most significant in encouraging students to proceed with graduate studies. These conclusions were confirmed by a survey of newly entering engineering graduate students. Fifty percent of student respondents indicated that they had been involved in some form of research as undergraduates and eighty percent of this group identified that this experience had been important to them in deciding to choose graduate study. It is concluded that the inclusion of undergraduate students in research programs can be very important in influencing their career choices and in enhancing their likelihood of proceeding with graduate studies.
Philosophical Foundations of Biological Engineering
Authors: Johnson Arthur T. , Phillips Winfred M. 
Published: January 2013

AbstractBiological engineers apply engineering methods to biological systems. There is a current interest in revising or establishing new biological engineering curriculums and courses. This paper gives a philosophy from which biological engineering curriculums can emerge. Biological engineering should have the conceptual framework of a broad, fundamental, and integrative discipline. Biological engineers should be capable of synthesizing their creations from many disparate sources and of communicating with practitioners from many distinct disciplines. Hierarchical competencies are given to distinguish all college graduates, all engineering graduates, and all biological engineering graduates. Basic engineering concepts and basic biology concepts are sometimes conflicting, but must nevertheless be incorporated in undergraduate courses. Specific required courses will vary from university to university, but all biological engineering curriculums must include courses on engineering topics, life sciences topics, and courses that integrate the two. Issues of interfaces between biological engineers and biologists, and with potential employers are also considered. This paper was intended to guide the establishment of new or revised biological engineering programs.
On Effective Methods to Teach Mechanical Design
Authors: Harris T. A. , Jacobs H. R. 
Published: January 2013

AbstractThe Mechanical Engineering Department of the Pennsylvania State University has created a “real world” approach to the teaching of mechanical design. This paper describes the efforts to restructure the teaching methods and integrate more effectively the knowledge of the design of machine elements through an open‐ended case study approach. It is a “just‐in‐time” learning method which uses the text book as a reference and prepares the students for their “capstone” design course, The “capstone” design course also has been redesigned to emphasize teamwork, scheduling, communication, ethics, and economics as well as application of analysis and prototype construction.