bluuebunny/crossref_metadata_2025_split huggingface dataset:
Engineering Education for the 21st Century: Challenges and Opportunities
Authors: Denton Denice D. 
Published: January 2013

AbstractEngineering education faces many challenges today. Changes in the external environment, such as funding reductions and increasing costs, are forcing colleges of engineering to face their futures creatively. Engineering faculty, in particular, are well‐placed to play leadership roles in generating a campus‐wide response to the challenges faced. Working with the rest of the university and with external partners, including K‐12, industry, government, foundations, and other countries, engineering faculty can restructure higher education in order to continue producing well‐educated graduates and high‐quality research.
Increasing Student Awareness of Ethical, Social, Legal, and Economic Implications of Technology
Authors: Guilbeau Eric J. , Pizziconi Vincent B. 
Published: January 2013

AbstractThe accreditation criteria for engineering programs require that the curriculum introduce students to the ethical, social, economic and safety issues arising from the practice of engineering. Graduates must also demonstrate competence in written and oral communication skills. This paper describes a bioengineering course we developed at Arizona State University to satisfy these criteria and also meet the literacy and critical inquiry requirement of the university. The primary goal of the course is to increase the students' awareness of the global “societal” issues arising from the development and use of bioengineering technology. Secondary goals include improvement of skills in literacy and critical inquiry, oral communication, and teaming. We use cooperative learning to ensure student participation, creative controversy to stimulate interest in the topics being discussed, and TQM tools to enhance team performance. This paper describes the course content, its organization and structure, the methods used to assess student performance, and the strategies we use to facilitate learning. We also discuss how students have reacted to the course and our experiences in delivering the course.
Technological Literacy Classes: The State of the Art
Authors: Byars Nan A. 
Published: January 2013

AbstractThis paper presents information about technological literacy classes (TLCs) for liberal arts majors, emphasizing an engineering‐based approach with a strong hands‐on component. Engineering‐based TLCs can increase technological literacy for liberal arts students and benefit engineering and engineering technology (ET) programs at the same time. The central goal of this paper is to provide resources for engineering and ET faculty interested in developing TLCs, including a summary of successful teaching strategies, an annotated bibliography, and a discussion of differing approaches to technological literacy. The paper proposes a working definition for technological literacy (drawing on “cultural literacy” (Hirsch)). A survey of technological literacy covers C. P. Snow's The Two Cultures, the New Liberal Arts (NLA) Program, and the Science/Technology/Society (STS) movement. The paper suggests formation of an ASEE group to specifically address technological literacy as a liberal art.
National Trends in Assessing Student Learning
Authors: Ewell Peter T. 
Published: January 2013

AbstractThe assessment provisions of ABET Engineering Criteria 2000 are part of a larger trend toward emphasizing student learning outcomes in higher education, undertaken both to demonstrate accountability and to improve instruction. This article examines specific national trends that are shaping the development of assessment programs in all disciplines, and briefly reviews major changes in assessment methods which have also occurred in the past two decades. Building on these discussions, the article concludes with a number of experience‐based “points of attack” helpful to those charged with implementing assessment programs at the school or college level.
The Use of Student Portfolios in Engineering Instruction
Authors: Christy Ann D. , Lima Marybeth 
Published: January 2013

AbstractStudent portfolios are listed as a possible means of assessment under the basic level accreditation criteria for ABET “Engineering Criteria 2000.” Efforts to initiate student portfolios in engineering instruction have been reported anecdotally in the literature, but a formal study on student portfolios in engineering has not been presented. We assigned student portfolios to freshmen and seniors taking biological engineering core courses containing a significant design component, and evaluated their effectiveness based on exit surveys, course evaluations, and instructor reflection. Portfolios were used to initiate student‐centered learning, and to address the assessment issues raised by ABET. Results showed that 78% of seniors and 80% of freshmen believed that the use of student portfolios enhanced their learning. Among the freshmen, 69% of those students who were identified as sensing types by the Myers‐Briggs Type Indicator found portfolios useful, while 87% of the intuitive types found them useful. In this paper, the methodologies for using portfolios are detailed, the results of applying the portfolio method are presented, and implications and recommendations are discussed.
Bridging Diverse Institutions, Multiple Engineering Departments, and Industry: A Case Study in Assessment Planning
Authors: McMartin Flora , Duzer Eric Van , Agogino Alice 
Published: January 2013

AbstractAs ABET and regional accreditation agencies focus their attention on student learning, effective planning processes and practices become critical to the departments and colleges that must initiate them. The lessons learned from the Synthesis Coalition's experience can be applied at the departmental level to meet the requirements of these agencies. The planning strategy focused on a collaborative process that involved all stakeholders: faculty, administrators, students, and industry representatives. The stakeholders validated and prioritized the Coalition's original goals and identified a specific set of abilities, criteria, and activities associated with them. (The goals included, to facilitate: communication, teamwork, hands‐on facility with hardware, awareness of the social implications of engineering, modern industry practices, multi‐disciplinary design, and open‐ended problem solving.) The Coalition's industrial board provided written scenarios of “day in the life” challenges engineers face to help ensure that the values and goals the Coalition planned to assess matched those that industry felt were important. Next, course documents were analyzed to identify a set of assignments to use for developing authentic, performance‐based assessment tools. This approach assured that by participating in the Synthesis Coalition assessment project, each campus prepared a core group of faculty to assess (and train other faculty to assess) student learning and ultimately document evidence of student learning for ABET accreditation.
An Assessment Matrix for Evaluating Engineering Programs
Authors: Olds Barbara M. , Miller Ronald L. 
Published: January 2013

AbstractIn this paper we describe the use of an assessment matrix to help faculty develop an assessment plan for their engineering program. Use of the matrix assures that each of the key steps in an effective assessment plan is addressed: setting goals and objectives; selecting performance criteria; planning an implementation strategy; choosing appropriate measures; setting a timeline; and providing timely feedback. The matrix has been used successfully to provide an assessment framework for engineering curricula, individual courses, and educational research projects.
Preparing for Program Accreditation Review Under ABET Engineering Criteria 2000: Choosing Outcome Indicators
Authors: Scales Katherine , Owen Christi , Shiohare Subodh , Leonard Michael 
Published: January 2013

AbstractThis paper examines a variety of outcome indicators that might be used by an engineering program in meeting the assessment requirements of ABET Engineering Criteria 2000. Several categories of indicator are identified and key characteristics of these means of assessment are discussed. Also noted are some of the engineering applications of outcome indicators documented on the World Wide Web. Finally, the results of a recent telephone/fax survey on the use of outcome indicators in engineering program assessment are summarized.
Engineering Design in Industry: Teaching Students and Faculty to Apply Engineering Science in Design
Authors: Dunn‐Rankin Derek , Bobrow James E. , Mease Kenneth D. , McCarthy J. Michael 
Published: January 2013

AbstractIn a typical engineering curriculum students and faculty rarely have the opportunity to take a real problem, extract its essence, apply an analysis, and then make design decisions based on this analysis. This extractive link between fundamentals and design is particularly critical to a smooth transition from engineering study at the university to engineering practice in industry. Historically, universities have taken the responsibility for rigorous theoretical and technical training in subjects that include the basic sciences and fundamentals of engineering, while industry has been responsible for making engineering graduates contributors to specific tasks important to the company and its core competency. In this division of training, however, no one teaches students how to apply fundamental engineering principles to practical problems. To make matters worse, faculty often ignore engineering relevance of basic theory and the students then reject these fundamentals; in both cases engineering performance suffers. One solution to this missing bridge is being developed in the Mechanical and Aerospace Engineering Department at the University of California, Irvine (UCI) in the form of the “Engineering Design in Industry” program.
Women and Men Engineering Students: Anticipation of Family and Work Roles
Authors: Hawks Brenda K. , Spade Joan Z. 
Published: January 2013

AbstractThe underrepresentation of women in engineering typically is explained by gender differences in occupational interests, attitudes, or abilities. This paper examines the gender differences hypothesis as well as anticipated role conflicts of women and men students. We explore the academic, career, and family attitudes and expectations of women and men majoring in engineering. Men and women are remarkably similar in their abilities, academic experiences, and career influences. Women, however, are more likely to anticipate that lack of confidence in their own abilities and conflicts between work and family responsibilities will be barriers to success in their careers. These differences, along with several differences in orientations toward family roles, suggest that a role conflict argument better accounts for the disparity in the career development of men and women engineers. Suggestions for addressing these role conflicts before women begin working as engineers are provided.
An Approach to the Application of Statistical Quality Control Techniques in Engineering Courses
Authors: Karapetrovic Stanislav , Rajamani Divakar 
Published: January 2013

AbstractThis paper presents an approach to monitoring, controlling and improving the teaching process and learning outcomes in engineering courses using Statistical Quality Control (SQC). The ABET 2000 criteria and their impact on the control and improvement of teaching and learning is discussed, followed by a brief illustration of the university system that these criteria foster. It is argued that in meeting ABET 2000 goals, an engineering faculty can apply the same principles and techniques they have taught for decades; namely systems engineering and quality control. Subsequently, an SQC approach for engineering courses and their common constituents: lectures, laboratories and tutorials, is suggested. Four illustrative case studies of undergraduate mechanical and industrial engineering courses are presented.
An Analysis of the Value of the FE Examination for the Assessment of Student Learning in Engineering and Science Topics
Authors: Watson John L. 
Published: January 2013

AbstractThis paper presents the results of a project, which investigated the potential of fully using previously unreleased data from the nationally normed Fundamentals of Engineering (FE) examination to assess learning in key engineering and science topics. In the past, very limited information was released by the National Council of Examiners for Engineers and Surveyors (NCEES) for the eight hour FE examination, which is composed of 150–200 questions in ten morning and five afternoon topics. For the purposes of this project the NCEES agreed to release information to the University of Missouri‐Rolla (UMR) to permit the value of the FE data in describing UMR student learning in key engineering and science topics to be assessed.The analysis of the FE data was undertaken in the period 1993–1996 for students in twelve engineering disciplines at UMR. The overall conclusion of the project is that the enhanced level of data released from the FE by NCEES is of value to individual programs, schools and institutions in assessing student learning and in identifying areas of concern. However, the overall value of this information is compromised by variable student motivation and the confidentiality of the questions used in the exam. Other conclusions are that UMR student scores are below faculty expectations, that the FE exam is not equally applicable to all engineering disciplines, and that the academic level of the exam may be lower than faculty thought.
Pedagogical Changes in the Delivery of the First‐Course in Computer Science: Problem Solving, Then Programming
Authors: Deek FadiP. , Kimmel Howard , McHugh James A. 
Published: January 2013

AbstractA teaching reform initiative, started in the spring semester of 1993 at the New Jersey Institute of Technology (NJIT), is described. The program seeks to increase student success in a freshman computer science course, and ultimately in the entire NJIT curriculum. The traditional teaching methods where the teacher presided over a lecture session supplying facts and figures, providing ideas, and presenting problems and their solutions, has been altered. The new learning environment described in this paper aims to create an all‐inclusive setting inviting the students to make the transformation from passive learners to active participants. Rather than merely listening to lectures, students formulate problems and devise their own approaches to answering questions and finding solutions. Such a teaching/learning methodology requires instructional redesign and role redefinition. The presentation of class material is reordered as the teacher and students cross each other's confines becoming a more cohesive entity.
A Model for Peer and Student Involvement in Formative Course Assessment*
Authors: Sheppard Sheri , Johnson Michelle , Leifer Larry 
Published: January 2013

AbstractThis paper discusses a protocol and rationale for peer and student involvement in the assessment of courses in Mechanical Engineering at Stanford University. The protocol is based upon elements of good teaching practice, and on standards for peer review as used in journal publication. It has been “prototyped” in nine engineering courses over the past two years and has generally been found to be a good mechanism for near real‐time monitoring that creates constructive feedback for teaching and learning quality control. Major features of this ongoing project will be summarized, including faculty attitudes and required time commitment.
Developing a Comprehensive Assessment Program for Engineering Education*
Authors: McGourty Jack , Sebastian Catherine , Swart William 
Published: January 2013

AbstractThis paper provides an overview of one institution's efforts to establish a comprehensive assessment program for continuous improvement of engineering education. A five step systematic process to develop an integrated assessment program from identifying educational objectives to applying measurement methods is explained in detail. Activities to encourage faculty participation and commitment are outlined. Four integrated assessment processes used by both faculty and students to assess and provide performance feedback are described. The focus of these assessment methods is on the measurement, development, and improvement of student learning outcomes aligned with ABET Engineering Criteria 2000. Preliminary results and lessons learned from the overall experience are highlighted.
A Six‐Year Longitudinal Study of Undergraduate Women in Engineering and Science*
Authors: Brainard Suzanne G. , Carlin Linda 
Published: January 2013

AbstractIn 1991, the Women in Engineering (WIE) Initiative at the University of Washington was funded by the Alfred P. Sloan Foundation to conduct a longitudinal study of undergraduate women pursuing degrees in science or engineering. Cohorts of approximately 100 students have been added to the study each year, for a current total of 672 participants. The objectives are: (a) to determine an accurate measure of retention by tracking individual students through their science and engineering academic careers; (b) to examine factors affecting retention of women in science and engineering; and (c) to evaluate the effectiveness of WIE's programs targeted at increasing enrollment and retention of women in science and engineering. These programs include interventions primarily during the freshman and sophomore years, which are critical attrition points. The results of this study are reported annually to the Dean of Engineering and related departments for consideration in policy formulation. Annual results of the study have shown consistent patterns of persistence factors and barriers for these high‐achieving women; most notably a significant drop in academic self‐confidence during their freshman year in college. In addition, individual tracking of these women has shown a retention that is much higher than the estimated national average for engineering and science students.
Using Networked Tools to Promote Student Success in Large Classes*
Authors: Kashy Edwin , Thoennessen Michael , Tsai Yihjia , Davis Nancy E. , Wolfe Sherryl L. 
Published: January 2013

AbstractA two‐year project to study and assess the use of technology to enhance student learning and performance is described. Networked systems have been employed to generate personalized assignments and to provide instant feedback and on‐line assistance to students. Traditional recitation sections have been eliminated and their role filled by networked assistance and by a centralized learning center where the Socratic method was used to promote understanding. Participatory exercises and quizzes during lecture sessions were used to foster a more active learning environment. This approach, which incorporates a considerable use of asynchronous learning network technology, can significantly improve student achievement in large classes.
A New “Contact‐Based” First Year Engineering Course*
Authors: Porter Richard L. , Fuller Hugh 
Published: January 2013

AbstractA new first year, engineering orientation course has been put in place at NCSU. The course stresses integration with other first year courses, writing, team building, critical thinking, disciplinary thinking, and has a strong problem‐solving component. Students were randomly selected to participate in the course. Students' attitudes about engineering and the first year experience were assessed using an instrument developed at the University of Pittsburgh and compared with the normal introduction to engineering course. Students in this course were more positive about their learning experience in the first semester, reported a higher satisfaction with all their courses, and were less likely to think that the first year courses were designed to “weed” students out of the program.
Assessment of the Impact of Freshman Engineering Courses*
Authors: Budny Dan , LeBold William , Bjedov Goranka 
Published: January 2013

AbstractThis study evaluates whether Purdue University's freshman engineering courses supply entering students with the necessary foundation to persist in engineering because of the skills they acquire in these courses. To measure this, we evaluate longitudinal data on retention and graduation rates of students that start in the standard first semester courses, start in the off‐sequence semester, or participate in our tutorial program. The study is based on historical data for the 28‐year period from 1966 through 1993.
Innovations in Large‐Scale Supported Distance Teaching: Transformation for the Internet, Not Just Translation
Authors: Petre Marian , Carswell Linda , Price Blaine , Thomas Pete 
Published: January 2013

AbstractThis paper reports on large‐scale trials of Internet‐based university‐level distance teaching. The use of technology, and more specifically the Internet, has been an important advance for distance education. However, simply translating material from familiar media into electronic form is rarely productive—and is certainly inadequate for supported distance education, which aims to engage the student in a “community of learning.” The value Internet technology brings to distance education lies not in direct translation from other media but in transformation of support mechanisms to exploit its potential range. The paper addresses how instruction and support functions can be served and potentially enhanced by an Internet‐based structure. It considers which changes in culture help to preserve or improve teaching quality while adapting to screen‐based and often asynchronous interactions. It discusses our trials of mechanisms for interactions among students and tutors; assignment marking using an electronic marking tool; electronic assignment handling; synchronous and asynchronous Internet‐based problem sessions; and automatic student registration. The paper summarizes qualitative and quantitative findings of an extensive evaluation involving several hundred students over three courses and considering learning, student experience, assignment marking, problem sessions, scalability, and integration into existing administrative structures. It highlights both costs and gains of using the Internet to transform the distance learning environment for those associated with it: students, tutors, administrators, and institutions.
Using Technology to Deliver Distance Education in Computer Science*
Authors: Boulet Marie‐Michèle , Boudreault Serge 
Published: January 2013

AbstractDuring the past few years, four distance education courses in computer science were designed, developed, and delivered at Université Laval. These courses make use of thirteen 30‐minute television programs that form an integral part of the teaching and learning content. Each television program was rigorously designed for its role in the corresponding course. One of these courses is discussed in this paper. Data taken from distance and on‐campus students are used to address the following question: Does delivery mode (full television‐based distance education, partial television‐based distance education, in‐class education) affect learning? The main result of this study is that there was no significant difference in effectiveness of the distance learning approach compared to more traditional approaches.