bluuebunny/crossref_metadata_2025_split huggingface dataset:
Refocusing Our Efforts: Assessing Non‐Technical Competency Gaps
Authors: Meier Ronald L. , Williams Michael R. , Humphreys Michael A. 
Published: January 2013

AbstractThis study reports the findings of a National Science Foundation‐funded study* focused on providing solutions to the identified needs for curricular change in Advanced Technological Education programs. The purpose of this study was to explore the extent of competency gaps in science, mathematics, engineering, and technology (SMET) education graduates as perceived by business and industry leaders. Due to the nature of the research questions investigated in this study, the methodology was divided into three phases. Phase one employed a widely accepted multi‐step, scale development procedure to determine the domain of the subject matter. Phase two validated survey items. Phase three comprised two parts; part one prioritized SMET competency gaps. Part two utilized Hoshin quality analysis techniques to group, identify, and sequence thematic content areas for curricular development. This study found that SMET programs must extend the boundaries of their traditional curricula to include competencies such as: customer expectations and satisfaction, commitment to doing one's best, listening skills, sharing information and cooperating with co‐workers, team working skills, adapting to changing work environments, customer orientation and focus, and ethical decision making and behavior.
R3 + D3 = A Learning Tool for Science and Engineering
Authors: Prussia Stanley E. , Birmingham Deirdre M. 
Published: January 2013

AbstractThe public benefits from a basic understanding not just of science but of engineering. However, people understand the scientific method better than the engineering approach, although they sense that the two are different. Simple memory tools could help teachers and students not only understand but remember and appreciate the different uses of the two approaches in understanding our world and in changing it. Checkland's concise description of the scientific method using three key words of reduce, repeat, and refute is proposed as a tool for remembering key components of the scientific method. A similar memory tool for the engineering approach could help teachers and students understand and remember the basic differences between and the appropriate uses of the two approaches. A three‐word memory tool is proposed: determine, develop, and deploy. Our purpose is to elicit reaction to the conceptual learning tools proposed.
Preparing Students for Careers in Material Handling
Authors: Bullington Stanley F. , Malmborg Charles J. , Heragu Sunderesh S. 
Published: January 2013

AbstractThis report summarizes the proceedings of a roundtable discussion of materials handling educational issues by a panel consisting of practitioners in the materials handling industry. The objective of the discussion was to: (i) understand how practitioners apply their engineering expertise to industrial problems, (ii) identify critical skills and attributes required of practicing materials handling engineers, and (iii) determine how ties between universities and the practicing community could be strengthened to prepare material handling students for successful careers in the material handling industry. The discussion was centered around five issues related to the above objectives. The panel felt that a vast majority of the materials handling problems faced by practitioners fall in the operational analysis category. Simulation modeling, group problem solving, project management and simple operational analysis based on fundamental mechanical and electrical engineering principles appear to be the primary analytic methods used for problem solving. Graduating engineers entering the materials handling field must possess strong communication, interpersonal and analytical skills, be able to organize and lead a project successfully, and exhibit a high degree of creativity. Because the role of a materials handling engineer will often be that of an internal consultant, they must be able to lead and work effectively in multi‐disciplinary teams. Increased automation on the shop‐floor and globalization of the business world demand that the engineer have a strong multi‐disciplinary background. Materials handling students in the nation's universities must be familiar with various equipment types including their functionality, applications, strengths and weaknesses, have a firm grasp of the analytical and simulation based problem solving tools, and be able to take the “big picture,” systems approach in problem solving. Classroom instruction must include project and case based learning and coverage of theoretical topics. While the former is important for students to be able to solve practical problems, the latter is valuable for imparting analytical skills and creativity. Increased collaboration between the industry and universities will help prepare successful materials handling engineers.
An Evidence‐Based Strategy for Problem Solving
Authors: Woods Donald R. 
Published: January 2013

AbstractOver 150 published basic strategies for problem solving are documented and compared. “Nested” strategies are described. Research is summarized of the cognitive and attitudinal processing used when we solve problems. The connection between past problems that have been solved successfully, the subject knowledge, the current problem to be solved, and the problem solving process is described. “Problems” are distinguished from “exercises.” Based on the research evidence, eleven criteria are posed for the creation of an evidence‐based strategy. A resulting strategy is described. Suggestions are given about how to overcome the propensity to use the strategy as a series of linear, sequential steps. Evidence is summarized of the use and effectiveness of the proposed evidence‐based strategy. Most successful problem solvers use a “strategy.” In this paper, we survey published strategies, consider the research evidence about the appropriateness of using and teaching via strategies, summarize pertinent research evidence about the problem solving process and apply criteria to devise an evidence‐based strategy for problem solving.
The Theme Course: Connecting the Plant Trip to the Text Book
Authors: Young V.L. , Stuart B.J. 
Published: January 2013

AbstractA plant trip provides subjects for team projects and lecture examples in a sophomore chemical engineering course, thus becoming a unifying “theme” for the course. The “theme” structure is intended to improve student mastery of course material by helping students relate different course topics to one another via real equipment and processes. Here, performance in a subsequent junior chemical engineering course by students from the “theme course” is compared with performance by students who took the sophomore course in a traditional lecture‐homework‐exam format. Theme course graduates claim better retention of concepts from the sophomore course, though their scores on exam questions testing their knowledge, comprehension, and application of these concepts did not differ significantly from that of students from the traditional course. Theme course graduates did earn higher grades in the junior course, due to better performance on exam questions requiring higher level skills such as analysis, synthesis, and evaluation. Students were enthusiastic about the course structure, and expressed excitement about learning from “real life.” Thus the “theme” structure results in early student success in the skills necessary for engineering design, and generates student enthusiasm for engineering.
Writing in Engineering Courses
Authors: Wheeler Edward , McDonald Robert L. 
Published: January 2013

AbstractBy incorporating writing in engineering courses, we can move toward several important educational goals. Writing allows students to develop and use critical thinking skills. It enhances active learning and addresses the needs of students with different learning styles. It is a uniquely powerful tool for assessing student understanding. Writing becomes particularly useful in engineering education when demonstrated as a process. Similarities between the writing and design processes can be used to highlight the fact that there is often no single “correct” solution in either and that feedback and revision are often crucial to both. Finally, the status of our profession is enhanced when engineering graduates can communicate effectively. This paper provides specific examples of how we have employed writing in our courses over the last three years and how it has served to enhance outcomes in these courses.
Quality Assurance in Engineering Education: A Comparison of EC‐2000 and ISO‐9000
Authors: Sarin Sanjiv 
Published: January 2013

AbstractThis paper explores similarities and differences between the new ABET accreditation criteria (EC‐2000) and a well‐established quality assurance standard in industry (ISO‐9000 series). The premise of the paper is that an appreciation of EC‐2000 as a tool for quality assurance will lead to greater faculty interest and participation in accreditation‐related activities. Some suggestions are also provided for effective implementation of EC‐2000.
Educational Innovations in Multimedia Systems*
Authors: Burleson Wayne , Ganz Aura , Harris Ian 
Published: January 2013

AbstractMultimedia systems have emerged as one of the fastest growing segments of computing systems and thus need to be well integrated into a computer engineering curriculum. Fortunately the teaching and learning of multimedia systems can be aided with novel instructional techniques based on multimedia. The Multimedia Curriculum project at the University of Massachusetts Amherst is developing a unified set of instructional materials on the engineering techniques used in the design and test of hardware, software and networks for multimedia. This large project includes three facets: 1) multimedia instructional modules using web‐linked Digital Video Disks, 2) multimedia communication utilities to facilitate student interaction, and 3) multimedia component design projects. In this paper, we explain our approach to using multimedia as both content and instructional technology and briefly present preliminary results in each of the three facets.
Improving First‐Year Engineering Education*
Authors: Pendergrass N.A. , Kowalczyk Robert E. , Dowd John P. , Laoulache Raymond N. , Nelles William , Golen James A. , Fowler Emily 
Published: January 2013

AbstractIn September of 1998, the College of Engineering at the University of Massachusetts Dartmouth (UMD) piloted an innovative, integrated, first‐year curriculum. It dramatically changed 31 credits across two semesters. The program was modeled after several previous successful undergraduate experiments at other universities such as those in the NSF Foundation Coalition and at Rensselaer Polytechnic Institute. The new program at UMD includedThis paper describes the new curriculum, some of the practical considerations in its design, and the way it has functioned. Significant improvements demonstrated after one year of operation include
integrating the introductory sequences in physics, calculus, chemistry, English and engineering
teaching and using teamwork among students and faculty
using a specially designed technology oriented classroom
using active and cooperative learning methods
encouraging formation of a community of students by block‐scheduling classes and grouping students in the dorms
using rigorous assessment to evaluate performance.
the attrition rate of first‐year engineering students more than halved
the percentage of students passing two semesters of physics on schedule nearly doubled
the percentage of students passing calculus on schedule increased by 40%
the performance of students on common final exams in both physics and calculus significantly increased.
Developing a Participatory Textbook for the Internet*
Authors: Larson Timothy R. 
Published: January 2013

AbstractThis paper summarizes the design and development of a participatory calculus textbook offered as a subscription site on the Internet. The project contains nearly 19,000 HTML files presenting the complete single and multivariable calculus curriculum in addition to a wealth of supplemental content. As an interactive multimedia textbook, it integrates text, graphics, animation, simulation, and live mathematics. The text also features collaborative environments similar to the familiar online chat and news. We call the convergence of interactive multimedia course materials with context‐sensitive collaborative environments a participatory document. The structure of this project represents over four years of design research while implementation represents several person‐years. Hundreds of students have used the text and based partly on their feedback, we are now preparing a number of additional projects. We present the principles developed in designing, implementing, and hosting participatory textbooks and show the applicability to a wide range of disciplines.
Assessing the Process Maturity Utilized in Software Engineering Team Project Courses*
Authors: Collofello James S. , Ng Chi Heng 
Published: January 2013

AbstractMany computer science departments offer an introductory software engineering course, which normally provides an introduction to software engineering topics in conjunction with a semester long team project. To ensure students acquire the correct lessons from this project experience, it is essential that the teams utilize well‐defined software development processes similar to those practiced by leading software development organizations. Since its inception, the Software Engineering Institute Capability Maturity Model (CMM) has served as a guide for organizations seeking to improve their development practices, through a self‐assessment questionnaire. In an effort to assess the maturity of development practices utilized in software engineering courses, an “academic” version of the CMM questionnaire was developed. This questionnaire was distributed to a sample of software engineering instructors in an effort to assess the maturity of academic software engineering course projects. The questionnaire and the survey results are presented and discussed.
Progressing from Small Group Work to Cooperative Learning: A Case Study from Computer Science*
Authors: Trytten Deborah A. 
Published: January 2013

AbstractAlthough the industrial partners of academe are unanimous in their desire to hire engineering graduates who are experienced in working productively in small groups, implementing small group work in a computer science class can be difficult. The obvious assignment, a group programming project, proved to be a poor choice when implemented in my computer graphics class. An examination of the literature in this area shows that a group programming project has many features in common with a group term paper, the assignment that has been uniquely identified as the worst choice for small group work. Fortunately, there are better choices for cooperative learning in computer science. Assignments with “the three S's“: Same problem, Specific choice, and Simultaneous reporting of group choices, work well. This was implemented in my class by having students work multiple choice quizzes designed to require high level learning skills. Quizzes were first worked by individuals, then by small groups. The small group answers are then compared and discussed in class. This generates the type of interaction between the professor and students which creates positive cooperative learning experiences. Promising results have been seen with this method, from both the student and the professor's perspective.
Essential Non‐Technical Skills for Teaming
Authors: Downing Craig G. 
Published: January 2013

AbstractThe world of engineering is once again changing. Engineering education is changing from the narrow engineering science curriculum of the 1950s to a broader industry‐driven curriculum. Today's employers are seeking engineering graduates with advanced communication skills and the ability to work effectively in team‐based environments. Unfortunately, a large number of undergraduate engineering programs are not sufficiently providing students the skills necessary to succeed in the workplace of the future. In this paper 20 non‐technical skills, 10 curricular changes, and seven post‐graduate training methods were presented to Southern Illinois University at Carbondale College of Engineering graduates to evaluate. These graduates functioned both in team‐based and traditional work environments. Results indicated listening as the most important non‐technical skill; inclusion of real‐world applications as the most important curricular addition, and mentoring as the preferred post‐graduate method of learning nontechnical skills. The findings support further research for implementing changes in undergraduate engineering education to integrate and support development of non‐technical skills throughout undergraduate studies. These changes will in turn increase the production of well‐rounded and flexible graduates that are “workforce‐ready.“
Do Online Students Perform as Well as Lecture Students?
Authors: Dutton John , Dutton Marilyn , Perry Jo 
Published: January 2013

AbstractThis paper reports research on whether online delivery performs as well as traditional lecture delivery for a computer science course at North Carolina State University. The comparisons made are for two large sections of the course for which almost the only difference was that one section attended on‐campus lectures and the other did not. Where significant differences in outcomes appear for students who completed the course, they favor the online students. However, online students who started the course were less likely to complete it.
Teaching vs. Preaching: EC2000 and the Engineering Ethics Dilemma
Authors: Pfatteicher Sarah K.A. 
Published: January 2013

AbstractThe recently revised accreditation criteria issued by ABET have stirred renewed discussion of how and why to teach engineering ethics. This paper suggests that demonstrating students “understand ethics” need not (indeed, should not) imply that we assess whether our students “behave ethically,” either before or after graduation. Suggestions are provided for an approach focused on teaching ethics rather than preaching ethics, potential counter‐arguments are considered, and references to key resources in the engineering ethics literature are included.
A Web‐Based Instructional Module for Research and Learning in Design and Analysis of Enterprise Systems
Authors: Chandra Charu , Kumar Sameer 
Published: January 2013

AbstractThis paper describes an instructional module designed to create a repository for introducing students and industry practitioners to enterprise systems. A web‐based design was used to make the module scalable, utilizing Internet capabilities and adapting a systemic approach to disseminate information on research projects. Important characteristics of a web site for organizing information are described. A generic web design problem is outlined and a case study on supply chain management is illustrated. Uses of the module on curricula that satisfy cognitive goals of enterprise system education are discussed. The module offers extensibility to incorporate live applications through the web site.
Integrated Learning: Paradigm for a Unified Approach
Authors: Schneck Daniel J. 
Published: January 2013

AbstractAll of reality derives from disturbances to equilibrated states (controlled systems). This realization allows one to develop a generic feedback/feedforward control model as a paradigm for all of the laws of physics. The model is formulated from seven fundamental axioms, upon which are based seven corresponding theorems— among them, the one that defines Potential Energy as the source for all of reality. The output—Kinetic Energy—of the model is experienced (feedback signals which are in the form of dimensions of perception: including time, length, mass, temperature and electric charge) by an observer (frame‐of‐reference) along a doubly‐infinite continuum that is arbitrarily divided into seven scales of perception. These range from sub‐nuclear to super‐cosmic. Adding to scale‐of‐perception and frame‐of‐reference the concept of resolution—which includes considerations of structure, order, and relation—completes the tripartite set of elements that are the foundations of knowledge. A minimum‐energy principle (controlling system) is introduced to close the loop in the control model. Operationally, this constraint is manifest as “control signals” that attenuate the randomness of transitions among quasi‐equilibrated states, forcing such perceived transitions to proceed along optimized paths (“reference signals” in the control model).
A Report on Mudd Design Workshop II: “Designing Design Education for the 21st Century”
Authors: Dym Clive L. , Sheppard Sheri D. , Wesner John W. 
Published: January 2013

AbstractThis paper reports on a workshop on design education held at Harvey Mudd College (HMC) in May 1999. Mudd Design Workshop II was intended to provide a forum that would bring together design educators, design researchers, and designers from industry, in order to focus exclusively on the teaching of design in engineering education for the next century. Sessions were devoted to (1) design projects in both cornerstone and capstone courses, and metrics for selecting projects; (2) discipline‐based and cross‐disciplinary design courses; and (3) pedagogy, technology, and assessment in design education. Major emergent themes included the desirability of design throughout the curriculum, focuses on coaching and on learning, roles of projects and interactive learning, and the need to better address the interactions of grading and learning. Participants' specific commitments to future actions are also given.
Use of “Studio” Methods in the Introductory Engineering Design Curriculum
Authors: Little Patrick , Cardenas Mary 
Published: January 2013

AbstractA number of themes, including interest in first year design courses, commitment to active learning approaches, and desires for changes in course structures and costs have come together in a variety of teaching approaches. Some of these approaches have been referred to as using “studio” methods, although the particular pedagogy appears to vary greatly. In this paper, some of these experiments are briefly reviewed and placed in a larger context of studio education in other disciplines. The paper seeks to differentiate studio education from other active learning approaches. An introductory engineering design course was taught using an architecture studio model for two semesters. The experiment demonstrated that the studio method can be very effective in teaching design concepts, but because students are likely to be unfamiliar with this approach, care must be taken to reassure students regarding grades and expectations.