bluuebunny/crossref_metadata_2025_split huggingface dataset:
“Engineering” Student Success: How Does it Happen and Who is Responsible?
Authors: Zinatelli Marna , Dubé Marc A. 
Published: January 2013

AbstractDespite increasing interest in strategies for enhancing academic performance, several factors limit the ability of engineering students and professors to collaborate in improving the way students approach learning. Evidence indicates that it is worthwhile overcoming these limitations in order to facilitate change. There is a great deal of valuable information available about study skills training as well as evidence that this training results in better academic performance. Moreover, research on motivation suggests that professors can play a key role in helping students make improvements in their study behavior. This paper provides recommendations for helping students recognize the benefits of changing the way they study and for motivating them to participate in study skills training.
Using Design Projects for Program Assessment
Authors: Napper Stan A. , Hale Paul N. 
Published: January 2013

AbstractEngineering education is undergoing an assessment of its own. Organizations responsible for engineering education are looking at themselves in an attempt to improve their total quality as well as the quality of the programs they assess. The reasons for these changes include issues relating to cost, efficiency and quality of engineering education programs, and the increased demand for accountability by constituencies (state legislatures, students, employers). The ability to work in a group and to acquire and assimilate new knowledge effectively is another key requirement of graduate engineers and is difficult to assess. This article describes the national and local forces for more definitive outcome assessment and how we have responded to those forces. The article in particular describes how we have used senior design projects as an important part of undergraduate program assessment.
University‐Based Engineering Research in the United States
Authors: Kannankutty Nirmala , Morgan Robert P. , Strickland Donald E. 
Published: January 2013

AbstractThis paper reports results from an NSF‐supported survey of a national probability sample of U.S. engineering faculty on the nature and organization of their research activities. We analyze how engineering faculty spend their time, the types of research faculty conduct, characteristics of that research, how that research has changed over time, and the involvement of students in engineering research, based upon the engineering discipline, institutional research intensiveness and age of the respondents. These data and results represent a perspective on university‐based engineering research activities from the point of view of active researchers across most of the engineering schools in the United States.
On the Measurement and Integration of Sustainability in Engineering Education
Authors: Vanderburg Willem H. 
Published: January 2013

AbstractFrontier engineering methods for dealing with the social and environmental consequences of modern technology were compared to conventional engineering approaches to formulate the concept of preventive approaches for the engineering, management and regulation of technology. This framework was applied to measure the extent to which North American undergraduate education is preventively oriented. Two indices of professional education for sustainable development were used to show a vast potential for preventive approaches that could be developed to make engineering practice more sustainable. These indices can be used to measure ongoing progress. The broader implications for technological and economic development are briefly discussed.
Student‐based Assessment in a Multi‐disciplinary Problem‐based Learning Environment
Authors: Maskell Doug 
Published: January 2013

AbstractEngineering education in Australia must respond to a changing environment so that the nation continues to produce engineering graduates able to contribute towards the development of society in the face of local, national and international pressures. To address these changes, engineering schools are introducing teaching initiatives aimed at developing a range of skills including people, problem‐solving and self‐directed learning skills. Many of these programs encourage student learning through active participation with the subject matter; however, they also place a considerable burden upon staff because of the assessment load required to ensure that students attain the required competencies. Student‐based assessment strategies are often proposed as techniques for enhancing student learning by transferring the ownership and some of the responsibility for the assessment process to the student body. This paper examines the literature relating to student‐based assessment and presents some assessment strategies suitable for a problem‐based learning course in embedded systems design.
Predicting Success in a Minority Engineering Program
Authors: Lam Paul C. , Doverspike Dennis , Mawasha Ruby P. 
Published: January 2013

AbstractThe purpose of this study was to investigate two frequently used selection variables, high school grade point average (GPA) and ACT composite test score, as predictors of success in the Increasing Diversity in Engineering Academics (IDEAs) minority engineering program (MEP) at The University of Akron. Data from 48 minority students who participated in the MEP were used in the analysis. The only significant predictor of graduation with an engineering degree was high school GPA. Both high school GPA and ACT scores were significantly correlated with undergraduate GPA. Although they could not be statistically analyzed, both the completion of the first calculus course and number of hours attending mandatory study halls were critical to success in the IDEAs program.
The Role of Undergraduate Honors Theses in a Computer Engineering Program
Authors: Ghosh Sumit 
Published: January 2013

AbstractThis paper is the result of a 7‐year long experiment that I had initiated in 1989 as an attempt to integrate the tradition of undergraduate honors research at Brown University with the emerging ABET requirement of engineering design in the computer engineering program. The paper presents the philosophical principles, the underlying assumptions and goals of the experiment, and the character of the experiences learned at the conclusion of the experiment. The experiment involves a total of 17 students between 1989 and 1995, all of whom successfully complete their honors thesis. Most of the theses have been published in refereed conferences and journals, reflecting the quality of the work and the fundamental nature of the concepts learned by the graduating seniors. The experiment demonstrates a feasible approach to achieving ABET's goal of developing student creativity within the framework of the current faculty reward structure. The students emerge as self‐confident and highly creative individuals, capable of critical, analytical thinking, and appreciative of the depth of knowledge. Key experiences that I had gained include the realization that every student, regardless of their prior grades in conventional courses, holds unlimited potential. This experiment witnesses the development of an amazingly sincere motivation and superior commitment when the advisor demonstrates genuine belief in students' capabilities and expresses gratitude to them for the value of their work and for the opportunity to collaborate. The significance of the experiment is reinforced by an independent 1993 survey of the Brown engineering alumni, who had graduated between 1983 and 1991.
Use of Objective‐Based Undergraduate Research Project Experience as a Graduate Student Recruitment Tool
Authors: Narayanan Ram M. 
Published: January 2013

AbstractThis paper describes experience in using hands‐on undergraduate research exposure as a tool to identify and recruit potentially successful graduate students. Undergraduate students with an interest in graduate education work toward a well‐defined goal under the guidance of the faculty member, typically supporting a senior graduate student on his/her thesis research. The quality of the undergraduate research is maintained by requiring that the results of the research be presented at a major technical conference. It is found that a large percentage of such undergraduate students ultimately enroll and succeed in graduate school.
First‐Year Integrated Curricula: Design Alternatives and Examples*
Authors: Al‐Holou Nizar , Bilgutay Nihat M. , Corleto Carlos , Demel John T. , Felder Richard , Frair Karen , Froyd Jeffrey E. , Hoit Marc , Morgan Jim , Wells David L. 
Published: January 2013

AbstractThe National Science Foundation has supported creation of eight engineering education coalitions: ECSEL, Synthesis, Gateway, SUCCEED, Foundation, Greenfield, Academy, and SCCME. One common area of work across the coalitions has been restructuring first‐year engineering curricula. Within some of the coalitions, schools have designed and implemented integrated first‐year curricula. The purpose of this paper is fourfold: 1) to review the different pilot projects that have been developed; 2) to abstract some design alternatives that can be explored by schools interested in developing an integrated first‐year curriculum; 3) to indicate some logistical challenges; and 4) to present brief descriptions of various curricula along with highlights of the assessment results that have been obtained.
Using Industrial Summer Intern Programs as a Tool for Engineering Education
Authors: Bayless David J. 
Published: January 2013

AbstractGlobal competition and rapid changes in technology are creating a greater need for cooperation between academia and industry. One well‐established tool for promoting cooperation is the summer intern program. Unfortunately, there is limited literature regarding how these programs promote engineering education. This paper documents the objectives, methodology, and results of Project ProbeSM—a unique summer intern program offered by American Electric Power (AEP) to provide qualified engineering students with meaningful education and work experiences in electric power generation under the direct supervision of engineering faculty. This program attempts to foster cooperation between academia and the power industry, enhance the education of future engineers in areas of critical need to the industry, provide a breadth of “real‐life” experiences for the development of engineering faculty, and benefit the host corporation. It is hoped that Project Probe could serve as the basis for a viable model for development of similar programs.
Improving Engineering Education: A Research‐Based Framework For Teaching
Authors: Clough Michael P. , Kauffman Kenneth J. 
Published: January 2013

AbstractInstructional methods suggested to improve engineering education often follow primarily from personal experience and disparate research findings. While acknowledging the value of anecdotal evidence and individual studies, we advocate treating teaching as an ongoing scholarly practice where existing and new research is organized into a robust framework that produces a total effect greater than the sum of the independent parts. This paper describes the major components in a research‐based framework for teaching and applies it to engineering education. While initially time intensive, this approach promotes an interplay of pedagogical decisions resulting in a synergism that best advances effective engineering education.
Bringing Adjunct Engineering Faculty into the Learning Community
Authors: Gosink Joan P. , Streveler Ruth A. 
Published: January 2013

AbstractAdjunct faculty can offer enrichment to an engineering program by bringing practical experience and by introducing relevant industrial applications and problems to the classroom. The industrial perspective of adjunct faculty often manifests itself through an emphasis on communication and presentation skills, and concern for customer needs. Students observing these attributes come away with a better appreciation for the demands of the engineering workplace. Adjunct faculty members can also provide important linkages for developing industrial affiliate programs, co‐op activities, and employment opportunities for graduates.Nevertheless, the position of adjunct faculty is tenuous, subject to shifting enrollments, negative student perception, and limited connectivity with the mainstream issues of the academic department. Adjunct faculty who teach in engineering programs will almost always come with excellent technical credentials, but they will have little or no teacher training or knowledge of learning principles and cognitive psychology. With limited time on campus, adjunct faculty have little opportunity to improve their teaching skills and methods, resulting in a “sink or swim” environment. At the Colorado School of Mines (CSM), we have evolved a regimen of strategies to ensure the quality of the educational program and to support the teaching effectiveness and professional commitment of adjunct faculty. These strategies have improved student and faculty satisfaction with adjunct faculty, and indeed have improved adjunct faculty self‐satisfaction. These strategies are described in the current paper.
Using Log Assignments to Foster Learning: Revisiting Writing across the Curriculum
Authors: Maharaj Sati , Banta Larry 
Published: January 2013

AbstractDuring the past several years, the authors have conducted experiments in the use of writing to learn (WTL) techniques in sophomore‐level engineering mechanics courses at West Virginia University (WVU). The work was a collaborative effort between a doctoral candidate in the Curriculum and Instruction Department and an Associate Professor of Mechanical and Aerospace Engineering. This paper focuses on the effectiveness of several writing to learn strategies, assigned and completed in the Engineer's Log, which students identified as successful methods for learning. We present and discuss these strategies using sample log entries to illustrate their use and to suggest that expressive writing, or writing for the self, continues to prove itselfa successful technique for learning. Finally, we evaluate the data provided and discuss our results.
A Dramatic Method to Demonstrate Concurrent Engineering in the Classroom
Authors: Friel Terri 
Published: January 2013

AbstractConceptualizing concurrent engineering is an easy task for students, usually. However, they find it difficult to understand the forces preventing concurrent engineering from being supported. In fact, concurrent engineering can seem like common sense, until students experience this exercise. After the exercise, students often have a much greater appreciation for the difficulties and the degree of advantage posed by the use of concurrent engineering.
Student Focus Group Results on Student Team Performance Issues
Authors: Natishan M.E. , Schmidt L.C. , Mead P. 
Published: January 2013

AbstractUse of project teams is increasing in the engineering environment due to their many benefits. These include increased creativity, productivity, and reduced time‐to‐market of engineering concepts. Good team skills are desired by engineering employers, prompting universities to focus on curriculum development with strong team utilization. While team projects significantly increase opportunities for team interaction, they rarely provide sufficient training to enable students to function most effectively in a team environment. In addition, there is lack of standardization in how teams are used, and inconsistency in team performance expectations and training. These concerns led to our current efforts to develop a standardized team‐training format for faculty and students. To provide the basis for development of team training materials, faculty interviews and student focus groups were conducted to assess perceptions of team project work and training as well as expectations and definitions of successful team performance. Results of student focus groups on team project class experiences are discussed.
E‐Mentoring: A Longitudinal Approach to Mentoring Relationships for Women Pursuing Technical Careers
Authors: Wadia‐Fascetti Sara , Leventman Paula G. 
Published: January 2013

AbstractIn recent years, the number of formal mentoring programs has increased dramatically. Mentoring programs that target individuals in underrepresented groups or groups of individuals who, statistically, are not likely to succeed are especially effective. These programs are effective because the mentors provide the protégés with a common community and help them anticipate future decisions. The purpose of this paper is to present an electronic mentoring (E‐Mentoring) program designed and established at Northeastern University to provide long‐term mentoring experiences for pre‐college and college female engineering students. Participants from four different age groups join E‐Mentor clubs and develop relationships through regular e‐mail communication. Networking socials, scheduled 3–4 times a year, provide the participants an opportunity to interact “face‐to‐face.” The E‐Mentoring program began as a pilot program in the Fall of 1996 within the Civil and Environmental Engineering Department and has grown to a college‐wide program with approximately 250 participants in the Spring of 1999.
Aptitude, Gender, and Computer Algebra Systems
Authors: Hornæs Hans P. , Røyrvik Ola 
Published: January 2013

AbstractThe answers to a nationwide questionnaire among college engineering students in Norway have resulted in a large database on attitudes towards use of computer algebra systems (CAS). These results have been used to investigate students' attitudes towards use of CAS correlated to academic standing and to gender. We found that strong students have a more positive attitude towards CAS than weak students, although both groups showed a majority of positive responses. The data also show a gender difference in attitude towards CAS, male students being more positive, although there was no noticeable gender difference in mathematics grade expectation. Another result of these studies is that students find use of CAS to be more appropriate in subjects like physics and engineering than in purely mathematical subjects
Achieving the Right Balance: Properly Integrating Mathematical Software Packages into Engineering Education
Authors: Whiteman Colonel Wayne E. , Nygren Colonel Kip P. 
Published: January 2013

AbstractThe art of engineering involves developing models of the world and acquiring information with which to design solutions to meet the needs of society. Historically, engineering educators have spent significant time applying mathematical techniques to analyze these models. Decades ago, the slide rule and electronic calculator transformed the way basic mathematical operations were performed. Today, the digital computer is similarly impacting the way more complex analytical techniques are applied. Specifically, mathematical software packages are introducing revolutionary changes to engineering problem solving and design. This paper considers the appropriate role of mathematical assistant software packages in engineering education. Recommendations to properly focus teaching effort within the classroom are provided.
Adapting Cooperative Learning to an Introductory Analysis Class
Authors: Boehm Robert F. , Gallavan Nancy P. 
Published: January 2013

AbstractA description is given of an introductory analysis class offered in a “cooperative learning” format. The emphasis of the course was to develop analysis skills of the class members. Groups of three students spent most of the class time working problems collectively. Various aspects of arranging this type of course are summarized, including the steps to be taken prior to the beginning of the term, as well as those elements that were handled on a day‐to‐day basis.
Bringing the Classroom to Students Everywhere
Authors: Latchman Haniph A. , Latchman Sheryl M. 
Published: January 2013

AbstractIn this paper we present a technique for enabling students to benefit from the traditional classroom experience by joining classes live on the Internet or by taking lectures on demand asynchronously. The proposed “lectures on demand” paradigm is shown to be an effective component in the now well established framework of Asynchronous Learning Networks. Video and audio from traditional face‐to‐face lectures are synchronized with class materials such as PowerPoint® slides and provided as streaming multimedia content via the Internet. Some comments are given on the issues involved in using this methodology at the University of Florida to offer online courses towards MS and BS degrees.
Compassion Practicum: A Capstone Design Experience at the United States Military Academy
Authors: Catalano George D. , Wray Pat , Cornelio Stephanie 
Published: January 2013

AbstractA partnership has been developed linking the United States Military Academy and Special People in the Northeast, a non‐profit agency for the mentally and physically handicapped children and adults based in Philadelphia. The present work documents a student design team's design and construction of a ticket‐tearing device for a young man in the advanced stages of cerebral palsy and concludes with an evaluation of the entire process.
Using Hands‐On Design Challenges in a Product Development Master's Degree Program
Authors: Frey Daniel D. , Smith Mark , Bellinger Scott 
Published: January 2013

AbstractA design challenge has been developed as the first experience in a new Master's degree program in product development, offered by a consortium of schools: the Massachusetts Institute of Technology, the Rochester Institute of Technology, and the University of Detroit Mercy. The program admits experienced technical specialists who have been identified by their employers as future leaders of product development. The program begins with a brief, intense design challenge that exposes the students to a multi‐disciplinary problem and initiates reflection on systems architecture and organizational processes. The unique requirements of hands‐on design challenges for graduate education in product development are discussed from a constructionist viewpoint. Implementation details of the design challenge are presented and the results from the first two years are analyzed. Students in the program rate the design challenge as a very good introduction to the program and agree that the exercise provides material for discussion of system architecture and organizational processes.
Assessing K‐12 Pre‐Engineering Outreach Programs*
Authors: Poole Susan J. , DeGrazia Janet L. , Sullivan Jacquelyn F. 
Published: January 2013

AbstractMotivated by a desire to excite K‐12 students about the joys of engineering and spark their interest in pre‐engineering subjects, the Integrated Teaching and Learning (ITL) Program at the University of Colorado at Boulder has developed a pre‐engineering outreach program targeted at K‐12 teachers and students. To supplement anecdotal success indicators, ITL developed several assessment tools to measure the impact of these programs. Assessment strategies consist of three key components: 1) assessment of workshop participant feedback (teachers and students), 2) assessment of long‐term outcomes (teachers), and 3) assessment tools developed for the teachers' classroom use (i.e., embedded assessment). This paper reviews the process used to develop the assessment plans and tools. Examples of the tools used to assess participant feedback and preliminary outcomes are provided.Additionally, the process used to develop embedded assessment tools is described, including development of performance criteria and assessment tools that are linked to the learning goals, objectives, and K‐12 State educational standards.