bluuebunny/crossref_metadata_2025_split huggingface dataset:
Social Dimensions of Engineering Design: Observations from Mudd Design Workshop III
Authors: Dym Clive L. , Wesner John W. , Winner Langdon 
Published: January 2013

AbstractThis paper reports on the Mudd Design Workshop III held at Harvey Mudd College (HMC) in May 2001 to provide a forum for engineers and social scientists acting as designers, researchers, and educators, to explore social and societal issues in and for engineering design education. Sessions were devoted to social and systems issues and themes in design; collaboration in design; and pedagogical and institutional issues in design education. Major emergent themes included the need for dialogue about the social dimensions of engineering design to extend across entire college and university faculties, the use of design to enhance the study of values and ethics in undergraduate curricula, the importance of the framing of design problems, and the pedagogical choices made in design courses. Before leaving, participants made commitments to work toward change at least in their own environments.
Instructional Module in Fourier Spectral Analysis, Based on Principles of “How People Learn”
Authors: Greenberg Julie E. , Smith Natalie T. , Newman John H. 
Published: January 2013

AbstractThis paper describes the design and evaluation of an instructional module for teaching/learning Fourier spectral analysis, with emphasis on biomedical applications. The module is based on the principles of “How People Learn” (HPL) as embodied in the Legacy cycle. This cycle is a particular instantiation of problem‐based learning and includes components explicitly aimed at providing context and motivation, facilitating exploration, developing in‐depth understanding, and incorporating opportunities for self‐assessment. In the spectral analysis module, traditional teaching methods are augmented with small group discussions, peer‐to‐peer learning, a Web‐based tutorial, and an interactive demonstration. Assessment included the development of rubrics for scoring student understanding of key concepts, revealing that students who used the module demonstrated better understanding relative to students who studied the material using traditional methods. Survey results and comments indicate that students generally liked the interactive tutorial and demonstration, as well as the structure provided by the HPL framework.
Design for Stamping: Identifying Pedagogically Effective Components in Multimedia Tutors and the Classroom
Authors: Poli Corrado , Fisher Donald , Pollatsek Alexander , Woolf Beverly Park 
Published: January 2013

AbstractMultimedia tutors have been developed for a number of different areas in manufacturing—including forging, die casting, and injection molding. Typically, students using these tutors perform better than students receiving traditional classroom instruction. However, the strengths and weaknesses of the tutors have not been isolated in any of the reports to date. This paper presents the results of experiments designed to isolate the most effective components used to teach design for stamping. The experiments compared classroom instruction with software tutorials. The results of these experiments indicate that the use of software tutorials when combined with feedback on graded homework assignments is as effective as traditional lectures that also make use of graded homework assignments
Ideas to Minimize Exam Anxiety
Authors: Roney Steve D. , Woods Donald R. 
Published: January 2013

AbstractThe debilitation score from the Alpert‐Haber Anxiety Achievement Test was used to identify students suffering from exam anxiety. Principal component Analysis was then used to show that the debilitation score was strongly related to short‐term and long‐term anxiety and self‐image and not, as expected, to study skills, problem‐solving skills, or avoidance to engage in solving difficult problems. Required workshops to help students address low self‐image and high short‐term and long‐term anxiety were introduced, but they had modest short‐term success. However, significant improvement in student performance occurred when faculty included measures of student performance other than the final exam (such as term work, projects, and self‐assessment) and when students contracted for the weighting that the final exam would contribute to their final grade. The use of self‐assessment was effective for all students regardless of their level of exam anxiety.
On Belay: Peer‐Mentoring and Adventure Education for Women Faculty in Engineering
Authors: Chesler Naomi C. , Single Peg Boyle , Mikic Borjana 
Published: January 2013

AbstractThis paper reports on an intervention program designed to cultivate effective peer mentoring among a small group of women engineering faculty members from different academic institutions. Adventure education, comprised of linked intellectual and physical challenges in an outdoor setting, was chosen as the vehicle to transform the group into a highly functioning team. Based on a qualitative analysis of post‐workshop essays, the intervention resulted in informational, psychosocial, and instrumental mentoring benefits that could serve to support and enhance the participants' academic careers. This paper provides a blueprint for the design of similar workshops for groups that could benefit from additional peer‐mentoring and networking opportunities in the engineering academy.
Creating a Student Centered Learning Environment at the University of Denver
Authors: Delyser Ronald R. , Thompson Sheila S. , Edelstein Jerry , Lengsfeld Corinne , Rosa Albert J. , Rullkoetter Paul J. , Whitman Robert , Whitt Margaret 
Published: January 2013

AbstractA team of faculty members at the University of Denver changed the learning environment in key courses in the Department of Engineering from predominately teacher centered to student centered. Through this funded project new grading methods were implemented, classrooms were renovated and wired with studio layouts to facilitate learning, the Engineering Circuits Laboratory was rewired and instrumented for automated data acquisition and reporting, and two new pedagogical approaches were developed. At the onset of the project, six goals were established related to student learning. The introduction of industry standard hardware and software provided students with unprecedented hands‐on experience and project related activities stimulated faculty innovations in other current and future courses. Assessment results indicate that the new grading system improved the clarity of expectations for students before assignments were given resulting in increased reported motivation for learning in many courses. Even though course GPAs did not always reflect higher achievement on graded work, faculty members firmly believe that deeper understanding was achieved because more complex material was assimilated.
Integrating Communication and Engineering Education: A Look at Curricula, Courses, and Support Systems
Authors: FORD JULIE DYKE , RILEY LINDA ANN 
Published: January 2013

AbstractIn this article we point to the ways in which engineering and communication disciplines can work together to ensure the ABET criterion that encompasses effective communication is represented in engineering curricula. Drawing upon examples from several universities in North America, we offer useful portraits of writing across the curriculum approaches, interdisciplinary courses, integrated programs, and a variety of support systems including writing and communication centers and online resources. As we develop increased awareness of the importance of including communication instruction in engineering curricula, the variety of possibilities presented in this article can help us integrate communication and engineering education.
Making the Grade with Students: The Case for Accessibility
Authors: GALL KEN , KNIGHT DANIEL W. , CARLSON LAWRENCE E. , SULLIVAN JACQUELYN F. 
Published: January 2013

AbstractStudent‐based teaching evaluations are one critical component of instructor and course evaluation in most universities. The purpose of this study is to critically examine several factors that drive student‐based ratings of instructors and courses in an undergraduate mechanical engineering program. The findings are based on a statistical study of student ratings in 181 mechanical engineering courses during a three and one‐half year period, two mid‐semester classroom interviews, and anecdotal evidence garnered from personal experience. A key rating that appears strongly linked with the overall instructor and course rating is the “accessibility of the instructor.” The instructor accessibility factor outweighs others often cited by conventional wisdom, such as perceived course workload or expected grade in the course. Rationale for the strong correlation between instructor rating and perceived instructor accessibility is discussed. Several suggestions for how to improve instructor accessibility and resulting student‐based teaching evaluations are provided.
Student Learning of Criterion 3 (a)‐(k) Outcomes with Short Instructional Modules and the Relationship to Bloom's Taxonomy
Authors: PIMMEL RUSSELL L. 
Published: January 2013

AbstractEngineering accreditation criteria require that engineering graduates demonstrate competency with a set of skills identified in Criterion 3 (a)‐(k). Because of a scarcity of instructional material on many of these topics, a team of engineering instructors developed and tested a set of short modules for teaching these skills. Using before and after module surveys, the students indicated their confidence in their ability to do specific tasks derived from the module's learning objectives. Data also were obtained with a control group not receiving the instruction. In comparing pre‐ and post‐module data, 33 percent of the comparisons were significantly different at the 0.05 level. In comparing control and post‐module data, the corresponding value was 44 percent. These results indicate that instruction with these short modules produced a significant effect on student learning.
Taking Stock: An Analysis of the Publishing Record as Represented by the Journal of Engineering Education
Authors: WHITIN KATHERINE , SHEPPARD SHERI 
Published: January 2013

AbstractThe Journal of Engineering Education emerged in the engineering education community in 1993 as a continuation of the American Society of Engineering Education's journal, Engineering Education. The Journal of Engineering Education was to play a role in the broadening of engineering education culture by helping to bring the scholarship of engineering education to the same level of respect and recognition in the faculty reward system as traditional scholarship in engineering sciences. In doing so, the journal hoped to keep pace with and encourage the significant changes in engineering education needed to prepare for the challenges of 21st century practice.This paper discusses the engineering education environment as reflected in six years of papers published in the Journal of Engineering Education from 1996 to 2001. Topics of papers are identified, along with changes and trends in these topics during the six‐year period. In addition, characteristics of particularly convincing papers are enumerated and discussed. This paper is offered as a summary and review of this six‐year body of work on engineering education and should aid the engineering education community in reflecting on the success of the Journal in promoting and encouraging the scholarship of teaching.
Analysis of the First Ten Years of the Journal of Engineering Education
Authors: WANKAT PHILLIP C. 
Published: January 2013

AbstractThe analysis of the Journal of Engineering Education (JEE) is extended to the ten year period from 1993 through 2002. The most common keywords remain teaching, computers and design although “assessment” and “ABET” became popular from 1998 to 2002. The most cited reference and author are ABET Criterion 2000 and Richard Felder, respectively. The median number of JEE citations of articles published in JEE during 1993 and 1994 is one. The number of papers with financial support increased by over 80 percent. NSF is the dominant source of support. Comparing the second five‐year period to the first five‐year period, there were increases in the percentages of papers reporting data, doing assessment, and using educational or learning theories. These results are consistent with a journal that is becoming more research oriented.
Animating to Build Higher Cognitive Understanding: A Model for Studying Multimedia Effectiveness in Education*
Authors: ELLIS TIMOTHY 
Published: January 2013

AbstractThis paper presents a model for designing experiments to test the effectiveness of multimedia and other technological enhancements in education. It is based upon a discussion of an experimental study that examined the impact of one specific multimedia enhancement—animation—on a very specific aspect of learning—the ability to apply knowledge, for a well‐defined population—adult, continuing education students, in a highly specified knowledge domain–Boolean algebra.The paucity of substantial evidence supporting the value of multimedia as an educational enhancement can at least partially be attributed to definitional problems within experimental designs. What specifically does “learning,” and, for that matter, “multimedia”, mean? If these terms are not explicitly defined and intimately incorporated into the experimental controls, there is little hope for creditable results. This study indicates that careful attention to defining these two terms can produce meaningful results.
Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education
Authors: Besterfield‐Sacre Mary , Gerchak Jessica , Lyons Mary Rose , Shuman Larry J. , Wolfe Harvey 
Published: January 2013

AbstractWe investigated the use of concept maps to assess “knowledge integration,” by developing a rubric to “score” maps using two samples of students. In 2000, a sample of sophomore, junior and senior industrial engineering students was asked to develop concept maps of that field. This exercise was repeated in 2002 with seniors, half of whom participated as sophomores. The maps were scored using “traditional” counting metrics proposed by other researchers and with a holistic approach developed for the study. The holistic approach indicated that students improved as they matriculated through the program, and also enabled faculty to identify programmatic weaknesses. Although the “traditional” methods provided quantifiable information, closer examination questioned whether that information was representative of students' true conceptual understanding. Consequently, a scoring rubric was developed and tested using attributes of the holistic approach.
Assessing Adaptive Expertise in Undergraduate Biomechanics
Authors: Pandy Marcus G. , Petrosino Anthony J. , Austin Barbara A. , Barr Ronald E. 
Published: January 2013

AbstractThis paper describes the design, development, implementation, and assessment of a multimedia‐based learning module focused on biomechanics. The module is comprised of three challenges and is based on a model of learning and instruction known as the How People Learn (HPL) framework. Classroom assessment of the first challenge was undertaken to test the hypothesis that the HPL approach increases adaptive expertise in movement biomechanics. Student achievement was quantified using pre‐ and post‐test questionnaires designed to measure changes in three facets of adaptive expertise: factual and conceptual knowledge and transfer. The results showed that the HPL approach increased students' conceptual knowledge as well as their ability to transfer knowledge to new situations. These findings indicate that challenge‐based instruction, when combined with an intellectually engaging curriculum and principled instructional design, can accelerate the trajectory of novice to expert development in bioengineering education.
An Assessment Analysis Methodology and Its Application to an Advanced Engineering Communications Program
Authors: Pappas Eric C. , Kampe Stephen L. , Hendricks Robert W. , Kander Ronald G. 
Published: January 2013

AbstractAn assessment of a discipline‐specific advanced engineering communications program initiated over a decade ago and those assessment strategies that best measure the success of the program are described. Novel ideas for the visualization and interpretation of the data are presented. These techniques are conducive to an “assess‐revise‐assess” strategy for curriculum improvement since they can efficiently assist in defining an appropriate and rapid response to program needs and constituency expectations. Based in part on the assessment results, additions and extensions to the original program have been made. These include instruction in interpersonal communications, teamwork, engineering research and professional ethics, management and professional development skills, critical and creative thinking, and engineering design and are described briefly to place the current program in proper context for assessment. Positive correlations show that the program continues to be highly regarded by students, faculty, the college administration, alumni, and industry.
Survey of Library Services at Engineering News Record's Top 500 Design Firms: Implications for Engineering Education
Authors: Napp John B. 
Published: January 2013

AbstractThis paper reports on the findings of a national survey of the library services available at Engineering News Record's Top 500 Designs Firms. In mid‐October 2002, a survey was mailed to all 500 firms. The survey was in two parts. One part was to be completed by a principal in the firm. The second part was to be completed by the degreed librarian (holding a Masters in Library Science or its equivalent) if the firm employed one. The findings indicated that 74.4 percent of responding design firms do not employ a degreed librarian. In 79 percent of those firms, engineers obtain information on their own. This situation, along with other results, seems to suggest that more information literacy instruction may need to be included in the engineering curriculum.
Identifying and Removing a Calculus Prerequisite as a Bottleneck in Clemson's General Engineering Curriculum
Authors: Ohland Matthew W. , Yuhasz Amy G. , Sill Benjamin L. 
Published: January 2013

AbstractA review of prerequisites often reveals that reasons for requiring a prerequisite may no longer prevail due to curriculum or course changes. Based on a study of a curriculum bottleneck unrelated to required mastery, the prerequisite structure in Clemson University's General Engineering curriculum (the common first‐year curriculum for all engineering students) was changed so that Calculus I could be taken in the second semester. Student record analysis shows both the magnitude of the bottleneck prior to the policy change and the effect on student enrollment practices after the policy change. Longitudinal studies show a statistically significant improvement in retention in engineering adding to the body of evidence that indicates that it is important to retention that students start college mathematics at a level for which they are prepared.
Improving a School's U.S. News and World Report Ranking
Authors: Tsakalis Konstantinos S. , Palais Joseph C. 
Published: January 2013

AbstractIn this paper we analyze the 2002 U.S. News and World Report rankings of universities offering graduate programs in engineering. We show that a reasonably simple model, whose independent variables are derived from the intuitive causal relationships among the various performance sub‐measures, can represent the data. The results can be used to quantify the choice of an efficient policy for improving a school's ranking.
The Intellectual Development of Science and Engineering Students. Part 1: Models and Challenges
Authors: Felder Richard M. , Brent Rebecca 
Published: January 2013

AbstractAs college students experience the challenges of their classes and extracurricular activities, most undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At a high developmental level (which few reach before graduation), they recognize that all knowledge is contextual, gather and interpret evidence to support their judgments from a wide range of sources, and willingly reconsider those judgments in the light of new evidence. This paper reviews several models of intellectual development, discusses their applicability to science and engineering education, and defines the difficulties that confront instructors seeking to promote the development of their students. A companion paper formulates an instructional model for promoting development that addresses those difficulties.
Motivation of Engineering Students to Participate in Teaching Evaluations
Authors: Giesey Jeffrey J. , Chen Yining , Hoshower Leon B. 
Published: January 2013

AbstractThis study employs expectancy theory to evaluate some key factors that motivate students to participate in the teaching evaluation process. The results show that engineering students generally consider the improvement of teaching to be the most important outcome of teaching evaluations, followed by the improvement of course content and format. Making the results of evaluations available for students' decisions on course and instructor selection ranked third, while the least important use was influencing a professor's tenure, promotion, and salary raise. Students' motivation to participate in teaching evaluations is also impacted significantly by their expectation that they will be able to provide meaningful feedback.
Designing Cognitive Apprenticeships for Biomedical Engineering
Authors: Newstetter Wendy C. 
Published: January 2013

AbstractThis article explores challenges involved in developing effective and workable models for engineering education that emphasize the development of student cognitive skills over the delivery of specific course content. It chronicles efforts to systematically design engineering learning environments based on cognitive and learning science studies and then to optimize those environments through “design‐based research.” It follows the evolutionary trajectory of curricular design efforts over four years using Problem‐based Learning (PBL) in the Department of Biomedical Engineering at Georgia Tech, elucidating the activities, mistakes, realizations and the progressive refinements instituted towards the development of learning theory in the context of biomedical engineering. It argues for the need to scaffold students in the development of model‐based reasoning throughout the engineering curricula.
Engineering Ethical Curricula: Assessment and Comparison of Two Approaches
Authors: Drake Matthew J. , Griffin Paul M. , Kirkman Robert , Swann Julie L. 
Published: January 2013

AbstractThe paper assesses two approaches for delivery of engineering ethics: a full semester ethics course and an engineering course that includes an ethics module. The Defining Issues Test was used to compare the improvement of a student's moral reasoning ability in each class as compared to a control class. Our findings were that the module approach used did not provide any improvement in moral reasoning. In addition, although the ethics course showed improvement when compared to the module, it was not significantly different from the control class. We also found that there was little distinction between males and females and no distinction by age, although education level did have an impact. The results suggest that to improve a student's moral reasoning and sensitivity to ethical issues, engineering ethics must be integrative, delivered at multiple points in the curriculum, and incorporate specific discipline context.