bluuebunny/crossref_metadata_2025_split huggingface dataset:
Reform of the Aeronautics and Astronautics Curriculum at MIT
Authors: Crawley E.F. , Greitzer E.M. , Widnall S.E. , Hall S.R. , McManus H.L. , Hansman J.R. , Shea J.F. , Landahl M. 
Published: January 2013

AbstractOver the course of two and one half years, the faculty of the Department of Aeronautics and Astronautics at MIT have thoroughly revised the undergraduate SB curriculum and created a new fifth year MEng program. The goal of the undergraduate program is a strong preparation in fundamentals taught in the context of aerospace systems. The curriculum exposes the students to the breadth of disciplines essential to modern engineering practice, with new emphasis on aerospace decision information and control. The fifth year MEng will be more structured than traditional research oriented Masters programs. It will be highly coordinated with the four year undergraduate program, and include a year long design project thesis.
Educating Electrical and Computer Engineers for the Global Renaissance
Authors: Trick Timothy N. 
Published: January 2013

AbstractIntegrated circuit technology is causing rapid change in governments and industry. Never before has so much information been available so quickly and easily. Globally governments and industries are in a period of rebirth‐a global renaissance. More than ever before engineers must be prepared for a period of rapid change. More and more powerful and complex hardware and software will be embedded in our systems. Electrical and computer engineers are developing these powerful technologies, and they must be prepared and encouraged to assume more leadership in industry, government, and the university.
Teaching Awareness of Problem‐Solving Skills to Engineering Freshmen
Authors: Ko Edmond I. , Hayes John R. 
Published: January 2013

AbstractCarnegie Mellon recently introduced a new curriculum that requires each engineering freshmen to elect two introductory engineering courses in the first year. The goal is to expose students to engineering disciplines as well as to engineering methods early. As part of this curriculum, we developed an introductory chemical engineering course to teach problem‐solving skills explicitly within the context of material balances. By surveying students who had as well as students who had not taken the course, we found evidence that the new course was effective in increasing students' awareness of their problem‐solving strategies.
A New Mechanical Engineering Curriculum at the University of Tokyo
Authors: Latorre R. , Hatamura Y. , Ohashi H. 
Published: January 2013

AbstractA new Mechanical Engineering curriculum has been introduced at the University of Tokyo. It was developed in response to changes in Japan's industrial infrastructure, as well as to new developments in mechanical engineering. This paper summarizes these developments and presents the concept of the new mechanical engineering curriculum which allows an increased number of electives in comparison to the traditional, structured mechanical engineering degree program.
Writing Across the Chemical Engineering Curriculum at the University of North Dakota
Authors: Ludlow Douglas K. , Schulz Kirk H. 
Published: January 2013

AbstractIn order to prepare engineering graduates with the written and oral communication skills needed in their professional careers a coordinated writing across the curriculum (WAC) program has developed in the chemical engineering department at the University of North Dakota. The students practice and develop their skills with writing assignments in both lecture and laboratory courses from the first‐year level through the fourth‐year capstone design course. The coordinated approach, especially in the four‐semester laboratory sequence, allows the students to develop their skills by building on communication experiences in previous courses. The WAC program at UND including writing and public speaking assignments is described.
A Keycard Reader Useful for Demonstrating Real Time, Serial Data Acquisition in an Introductory Computing Course
Authors: Weber Robert S. 
Published: January 2013

AbstractAs the final exercise in our introductory course on computing the students are asked to fashion an electronic access system based on a keycard read by an inexpensive infrared switch connected to the handshaking lines of the serial port of a typical microcomputer. The exercise exposes the students to the rudiments of real time programming, human factors engineering, pattern recognition, error‐detecting and error‐correcting codes, and the design of a simple database.
An Engineering Design Curriculum for the Elementary Grades
Authors: Crawford Richard H. , Wood Kristin L. , Fowler Marilyn L. , Norrell Jeffery L. 
Published: January 2013

AbstractThe United States has historically excelled in the design of products, processes and new technologies. Capitalizing on this historical strength to teach applied mathematics and science has many positive implications on education. First, engineering design can be used as a vehicle for addressing deficiencies in mathematics and science education. Second, as achievement in mathematics and science is enhanced, a greater number of students at an earlier age will be exposed to technical career opportunities. Third, enhancing elementary and secondary curricula with engineering design can attract underrepresented populations, such as minorities and females, to engineering as a profession. This paper describes a new and innovative engineering design curriculum, under development in the Austin Independent School District (AISD) in Austin, TX. The philosophic goals upon which the curriculum is based include: integrating the design problem‐solving process into elementary schools, demonstrating the relationship of technical concepts to daily life, availing teachers with instructional strategies for teaching applied (as opposed to purely theoretical) science and mathematics, and teaching teamwork skills that are so greatly needed in industry and everyday life. Based on these goals, kindergarten, first grade, and second grade engineering design lessons have been piloted in AISD, in conjunction with a University of Texas program for teacher enhancement and preparation.
Projection of Employment of Engineers 1990–2005
Authors: Kutscher Ronald E. 
Published: January 2013

AbstractIn this article I describe the methods used by the Bureau of Labor Statistics to develop economic and employment projections ten to fifteen years ahead. Also, I discuss the results of the most recent projection of employment 1990–2005, with particular emphasis on the employment outlook for engineers. I close the article with an assessment of the sensitivity of future employment of engineers to changes in critical variables.
Adaptation of Total Quality Methods to the Administration of an Academic Engineering Department
Authors: Diller Kenneth R. , Barnes J. Wesley 
Published: January 2013

AbstractThe Department of Mechanical Engineering at The University of Texas at Austin has pursued a rational and considered course of action for adapting the methods of Total Quality Management (TQM) for improving a broad range of our administrative processes. To initiate this effort, the academic, shop and research staff along with members of the faculty holding administrative responsibility participated in an in‐house six day series of training meetings on the tools of TQM. Topics of the training included team functioning principles, data acquisition and statistical analysis tools, process identification and evaluation, self assessment, and strategic planning techniques. Members of the staff and faculty took part in the training on an equal basis. Quality teams have been established to address processes selected from an extensive list of candidates. Most teams have members from both faculty and staff, plus a trained quality advisor. In addition, quality groups have formed spontaneously from functional working groups of staff following equipping with TQM tools. Initial results have been encouraging, with improved service to customers, reduction of cycle times, and improved interpersonal relations.
Mastery Quizzes as a Teaching Tool in the Mechanics Series
Authors: Ward R.L. 
Published: January 2013

AbstractOhio Northern University (ONU) is a 2800 student, United Methodist Church related, undergraduate institution. In the Fall quarter of the 1988‐89 academic year, the Engineering College began using mastery quizzes in the “Mechanics Series” courses of Statics, Dynamics, and Mechanics of Materials 1. These three courses are typically taken during the sophomore year.Mastery quizzes are used as a reinforcing tool. Three or four areas in each of these mechanics courses were identified as critical to the success of a student in future courses.A set of mastery quizzes has been made for each of these critical areas. A student must complete one of the quizzes in each set with a perfect score to pass the course. The first quiz in each critical area is taken in class for a score, and if not completed perfectly, must be retaken outside class on a pass‐fail basis.This analysis looked at the percent answered correctly by Ohio Northern students in the specific areas of statics, dynamics, and mechanics of materials on the Fundamentals Exam (F.E.) to determine whether the use of mastery quizzes improved scores in these three areas. Statistical analysis (Analysis of Variance‐ANOVA) was performed on the two sets of data. The three years from 1988‐90 were used to represent the F.E. pass rates without the use of mastery quizzes and 1991‐93 were used to represent the scores with the use of mastery quizzes. Mixed results were obtained from this analysis. It indicated that mastery quizzes improved the scores in the dynamics and mechanics areas, which seem to be the most difficult courses of the three for ONU students. There seems to be no improvement in the statics area.It is felt that the reinforcing of concepts and problem solving by the repetitive taking of mastery quizzes is a help in the more difficult courses such as Dynamics and Mechanics of Materials.
A Practitioner‐Educator Partnership for Teaching Engineering Design
Authors: Knox Robert C. , Sabatini David A. , Sack Ronald L. , Haskins Robert D. , Roach Larry W. , Fairbairn Scott W. 
Published: January 2013

AbstractRecently, the School of Civil Engineering and Environmental Science (CEES) at the University of Oklahoma instituted a “Programs Outcomes Assessment Plan” as mandated by the state regents for higher education. The assessment plan is designed to determine whether the existing CEES curriculum, teaching methods, and resources are achieving prescribed departmental goals. Within the plan, the senior level design course or capstone experience is to be used as one tool for assessing students. Development of the assessment plan coincided with a departmental decision to revamp and update the existing senior design course to more effectively convey the concept of design and to expose the students to professional practice. The restructured capstone course is now co‐taught by a local industrial entity (i.e., consulting firm) and the CEES faculty. This industry driven capstone course has provided invaluable feedback regarding curricular content and capabilities of departmental graduates. The capstone course serves as a microcosm of the four year curriculum. Experiences and outputs from the course can be used to provide immediate assessment information regarding outcomes of the curriculum and at the same time provide insights into curricular changes necessary to improve the educational experience of our students.
Unified Engineering: A Twenty Year Experiment in Sophomore Aerospace Education at MIT
Authors: Hollister Walter M. , Crawley Edward F. , Amir Amir R. 
Published: January 2013

AbstractUnified Engineering is the two‐semester subject teaching the aerospace sophomore core curriculum at MIT. It contains material from four traditional single semester, single discipline courses. The paper summarizes the history of the course and presents its current structure including the teaching staff involved, textbooks used, and the overall organization. Some of Unified's unique features are the identification of linkages between disciplines, the encouragement of teamwork, emphasis on real‐world engineering, and support for the department's implicit curriculum. Students perceive Unified as a course that imposes a high workload, teaches them a very large amount of material, and encourages strong bonds with their classmates in the department. The interaction of senior faculty, junior faculty, graduate teaching fellows, and undergraduate teaching assistants, all in one course, provides educational benefits for the entire teaching staff.
Quality Improvement Partnerships with Industry Using Student Teams
Authors: Rust Jon P. , Hamouda Hechmi , Hewitt Elizabeth R. , Shelnutt James W. , Johnson Thomas 
Published: January 2013

AbstractThe 1993 Quality Challenge is a cooperative partnership between Milliken and Company, the National Science Foundation and three North Carolina Universities. The project goal was to activate a multidisciplinary team of students, faculty, and industry representatives in a real‐world quality improvement project. The 1993 project was an expanded follow‐up to the 1992 University Challenge Project, also sponsored by Milliken. Based upon past experience, project coordinators broke the 1993 project into three components: Preparation, Identification, and Action. Preparation included a preliminary course held in the Spring to teach students fundamental Total Quality Management tools, team building skills and communication skills needed in industry. A team of students was selected from the course to participate in the summer Identification and Action phases of the project. The Identification phase included introduction to project goals, team process training, specialized team formation and project focus. The Action phase of the project included process capability studies, shade variation studies, root cause trials and a statistical design of experiment on shade variables. The project resulted in many recommendations to improve the process and reduce shade variation. The overall project methodology and approach can be applied to industries other than textile manufacturing. Educational benefits for all participants included: team building and teamwork experience, enhancement of effective communication skills, experience in design of experiments, engineering design and practice, greater self confidence, and industrial experience with real‐world quality improvement opportunities.
Deming's Quality Principles Applied to a Large Lecture Course
Authors: Jensen Paul A. , Robinson Jennifer K. 
Published: January 2013

AbstractThe quality movement is prevalent in American industry.Rarely has a management philosophy so entirely captured the imagination of corporate leaders and workers alike.Throughout the nation, programs such as Total Quality Management (TQM) have transformed the ways manufacturing companies and service providers operate. The Malcolm Baldrige National Quality Award, given annually to the best companies in a number of categories, illustrates the importance of this movement at the highest government levels. The modern quality movement began in post World War II Japan based on principles developed by W. Edwards Deming an American consultant. Only in recent years has American industry, recognizing the necessity of improved quality for international competitiveness, adopted Deming's principles with enthusiasm. Reference 1 provides an enumeration and discussion of the principles.University administrators are beginning to recognize that TQM may have a place in academia as illustrated in reference 2. Pressed by industry requirements for persons trained in quality improvement, faculty in business and engineering schools have begun to teach quality concepts and are considering using quality techniques in the design of curricula.References 3 and 4 describe industry/university cooperation in this area. Less often individual courses are designed and operated using quality principles as illustrated in reference 5 and a number of papers at recent ASEE Conferences.This paper describes an effort to apply Deming's principles in a specific educational context, particularly for a course having a large lecture section with teaching assistants leading discussion sections. There are a number of such courses in the Engineering College and throughout the University of Texas.
Spatial Ability, Student Gender, and Academic Performance
Authors: Peters Michael , Chisholm Peter , Laeng Bruno 
Published: January 2013

AbstractTwo groups of engineering students were tested for spatial ability (Mental Rotation Test = MRT). There were sex differences favouring males, similar to those seen in other academic programs. There were no significant sex differences in academic course performance, suggesting that differences in spatial ability as measured by the MRT do not have an impact on course performance. In addition, minimal experience with the mental rotation task produced large gains in performance and reduced the magnitude of sex differences. The results suggest that sweeping statements about the relation between differences in spatial ability and performance in science and mathematics subject areas, especially with reference to females, must be viewed with caution.
Bringing the Site into the Classroom: A Construction Engineering Laboratory
Authors: Shapira Aviad 
Published: January 2013

AbstractRecognizing that civil engineering students, as part of their construction training, must have closer contact with the real‐world construction arena, a construction engineering laboratory has recently been set up at the Civil Engineering Department, Technion—Israel Institute of Technology. The laboratory is gradually being integrated into the curriculum of the Civil Engineering Department's Construction Engineering and Management Program. This paper describes the laboratory and its operation, and illustrates the laboratory's effectiveness in fulfilling its assigned role.
Programmable Calculators in Engineering Education—One Approach
Authors: Adams Bob , Fernand Jean Michel 
Published: January 2013

AbstractPersonal computing presents many opportunities to introduce real world problems into the classroom, but most classrooms lack PCs for each student. The programmable calculator offers a cheap, universally available tool, with the power of a PC, to exploit the opportunities of personal computing. Now the student can concentrate on how to apply new mathematical principles to real world applications. The programmable calculator has successfully been integrated into a linear algebra course at the University of Kansas. This has changed the course.
A Pre‐college Primer Course in Composites Engineering
Authors: Ayorinde Emmanual O. , Gibson Ronald F. 
Published: January 2013

AbstractThe authors developed and taught an introductory course in composites engineering to pre‐college students for six weekends. The course was designed to give the high‐school seniors an early introduction to this emerging and important area of technology. It was also intended to have students respond to such a specific subject matter, and promote their interest in Engineering and Materials Science. Class teaching, audiovisual aids, demonstrative and hands‐on laboratory experiences, and industrial‐type exhibitions were among the tools used to impart knowledge. Test results and student evaluation responses showed that this exercise, which is one of the first of its kind in composites engineering known to the authors, was quite successful. Observations are made about the entire process, and recommendations for future programs are offered.
A Center for Teaching Design in Electrical and Computer Engineering
Authors: ÖZtürk Hatice Ö. , Sutton John C. , Vandenbout David E. , Cavin Ralph K. , Brickley James J. 
Published: January 2013

AbstractWe describe a new approach which is currently being used in the Department of Electrical and Computer Engineering at North Carolina State University to provide engineering design education for our undergraduate students. We have formed an Undergraduate Design Center which closely interacts with local industry to attract real‐life design projects. Students work on these projects with faculty and industry mentors to fulfill the requirements of a one‐semester design course. The center makes use of a networked computer environment which facilitates preliminary design.
The Purdue‐Dow Styrene‐Butadiene Polymerization Simulation
Authors: Jayakumar S. , Squires R. G. , Reklaitis G. V. , Andersen P. K. , Dietrich B. K. 
Published: January 2013

AbstractAn interactive computer module for the simulation of the Dow Chemical Company styrene‐butadiene polymerization process has been developed at Purdue University for use as a project in the senior laboratory course. After first viewing the process on video, the students must design experiments and choose process parameters such as flow rate, temperature and concentration to determine the characteristic constants of the underlying model. Realism is introduced into the assignment by incorporating budget and time constraints, and also statistical fluctuations in the simulation results. Student results are presented in both a written report and an oral presentation. Academic colleagues at other universities report success in using the Purdue‐Industry modules, not only in laboratory courses, but also in kinetics, reactor design and process control courses.
A Method for Instant Assessment and Active Learning
Authors: Mehta Sudhir I. 
Published: January 2013

AbstractA method that provides tremendous benefits to both instructors and students is described in this paper. The method is based on asking a multiple choice question after every 10 to 20 minutes of a lecture and getting responses from all the students. The students respond by raising a card which displays the letter corresponding to their choice of answer. The method is easy to implement in any traditional lecture setting. It provides instant assessment of student learning and lets an instructor take corrective measure, if necessary, in the same class period. The method allows all the students in a class to actively participate, evaluate their own performance, and reflect upon what they have learned. The method works well either in a small or a large class and it typically creates an atmosphere of fun and learning in the classroom.
Teaming in the Design Laboratory
Authors: Byrd Joseph S. , Hudgins Jerry L. 
Published: January 2013

AbstractA sequence of senior design courses for electrical and computer engineering emphasizing the team concept is described. These courses build on the technical information and concepts developed in lower level required courses and add reality to the design process by using engineering teams. Each team in the class uses the same design specifications based on the IEEE Region 3 Student Hardware Design Contest. A discussion of grouping, managing, reporting, and evaluating teams for five successful semesters of this design experience is presented. Benefits of team‐structured design courses are presented and discussed.
A Longitudinal Study of Engineering Student Performance and Retention. IV. Instructional Methods
Authors: Felder Richard M. 
Published: January 2013

AbstractAs part of an ongoing longitudinal study, the author taught five chemical engineering courses in consecutive semesters to a cohort of students, using cooperative learning and other instructional methods designed to address a broad spectrum of learning styles. This paper outlines the policies and procedures, assignments, and classroom activities in the experimental course sequence and describes the students' performance and attitudes as they progressed through the sequence. The results suggest that active and cooperative learning methods facilitate both learning and a variety of interpersonal and thinking skills, and that while these methods may initially provoke student resistance, the resistance can be overcome if the methods are implemented with care.