bluuebunny/crossref_metadata_2025_split huggingface dataset:
Queensland Aborigines, Multiple Realities and the Social Sources of Suffering Part 2 Suicide, Spirits and Symbolism
Authors: Cox Leonie 
Published: January 2013

ABSTRACTThis is the second part of a paper that explores a range of magico‐religious experiences such as immaterial voices and visions, in terms of local cultural, moral and socio‐political circumstances in an Aboriginal town in rural Queensland. This part of the paper explores the political and cultural symbolism and meaning of suicide. It charts the saliency of suicide amongst two groups of kin and cohorts and the social meaningfulness and problematic of the voices and visions in relation to suicide, to identity and family forms and to funerals and a heavily drinking lifestyle.I argue that voices and visions are used to reinterpret social experience and to establish meaning and that tragically suicide evokes connectivity rather than anomie and here cannot be understood merely as an individualistic act or evidence of individual pathology. Rather it is about transformation and crossing a threshold to join an enduring domain of Aboriginality. In this life world, where family is the highest social value and where a relational view of persons holds sway, the individualistic practice of psychiatric and other helping professions, is a considerable problem.
Fundamentals Of Engineering Energy
Authors: Larson Donald. C. , Weinberger Charles B. , Lawley Alan , Thomas Donald H. , Moore Thomas W. 
Published: January 2013

AbstractThree new Fundamentals of Engineering courses, entitled Energy, Materials and Systems are presented in the sophomore year of the Drexel University E4 program. The first focuses on the concept, manifestations, uses, conservation, storage, transformation, and transfer of energy. The second focuses on materials to establish, interpret and utilize the relationships that exist between processing/synthesis, microstructure, properties, and performance‐for metals, ceramics, polymers and composites. The third focuses on systems, capitalizing on the up‐front‐engineering theme of the E4 curriculum and the extensive use of computer methods to equip students with concepts and methods of analysis which are common to all branches of engineering. All courses integrate mathematics, science, and engineering as a central theme. The subject matter builds upon the freshman courses to prepare a common strong foundation in the fundamentals of engineering for all students regardless of major. Faculty from science and engineering collaborate in preparing and presenting these courses. This interdisciplinary communication, frequently lacking in the traditional program, is an important feature of the E4 program. Student performance in these and upper‐division courses indicates that the educational objectives are being achieved. Surveys of student opinions show a high degree of interest in the subject matter and satisfaction with the methodologies adopted.
Effectiveness of a Multimedia Televised Distance Education Program for Engineering Majors
Authors: Daily Bonnie , Daily Madison 
Published: January 2013

AbstractThe University of Missouri‐Rolla, the state's, “technological university,” has proposed a televised distance education program that would originate on the UMR campus and be delivered to community colleges and four‐year institutions within the state not now offering engineering. The program would include the use of computer‐integrated multimedia classrooms at both the home site and remote sites and would permit two‐way transmission of video, audio, and data. Student response units would also be used at both sites to permit immediate feedback from the students to the instructor. Due to the cost of this proposal, it was determined a pilot study would be necessary to determine the effectiveness of the suggested program. This paper presents the research findings of the pilot study. The research suggests a televised interactive multimedia distance education program for engineering majors would be feasible.
Engineering Design: A Partnership Approach
Authors: Catalano George D. 
Published: January 2013

AbstractThe capstone, two‐semester, senior design sequence in the mechanical engineering curriculum was restructured and offered based upon a paradigm of partnership rather than competition. Partnership, requiring trust not only among the students but also of the professor, empowers students to view their responsibilities to their profession, their clients and employers, the public, and the environment in a much more personal and thus meaningful matter. The value‐laden nature of the engineering profession and its historical attitudes and biases with respect to the natural world have been examined extensively.
Treating the All‐Nighter Syndrome: Increased Student Comprehension Through an Interactive In‐Class Approach
Authors: Scrivener Sandra , Fachin Katharina , Storey Glenn R. 
Published: January 2013

AbstractResults are presented for an educational experiment in a structures and dynamics lab course in aerospace engineering. The experiment was designed to increase the in‐class interaction between instructor and student, making a more efficient use of class time by increasing students' understanding of the course material. Several techniques were employed, but of chief importance were innovations such as preparatory lab exercises, pretesting, and questioning strategies within the lecture context.
From Drafting to Modern Design Representation: The Evolution of Engineering Design Graphics
Authors: Barr Ronald E. , Juricic Davor 
Published: January 2013

AbstractThis paper briefly reviews the evolution of Engineering Design Graphics (EDG) from ancient times to the modern era. It reports on recent research concerning educational aspects of design representation and its transition from the immediate past dominated by engineering drawings to the current state based on solid geometric modeling. This research resulted in a current EDG curriculum model which is presented here in some detail. On‐going trends in design representation are indicated which suggest that in the near future a designer will create a single computer‐based product model to be used for all aspects of design, analysis, production, and maintenance. To keep abreast with these advances in design representation, curricular changes in Engineering Design Graphics are proposed which will foster implementation of Computer‐Aided Design and Manufacturing (CAD/CAM) programs of the near future.
Teaching Invention and Design: Multi‐Disciplinary Learning Modules
Authors: Gorman Michael E. , Richards Larry G. , Scherer William T. , Kagiwada Julia K. 
Published: January 2013

AbstractThis paper outlines an approach to teaching invention and design that combines engineering, social sciences and humanities. We created an experimental course with a collaborative learning environment in which students from a wide range of majors worked in teams on modules, each of which lasted for several weeks and included strong written and oral components. Standard university curricula tend to compartmentalize engineering, humanities and social sciences. But real world engineering decisions defy such compartmentalization, as students discover when they take this course. Four active learning modules from the course are described in this paper: a hands‐on project based on the invention of the telephone, a computer simulator to teach driving, an energy‐efficient house and a medical decision support system based on a client's needs. A thorough evaluation of the course and modules is included, as are suggestions for future improvements.
On the Use of Students for Developing Engineering Laboratories
Authors: Bidanda Bopaya , Billo Richard E. 
Published: January 2013

AbstractThis paper describes a unique and innovative approach that solved the dual problem of starting up a new engineering instructional laboratory in a timely manner, and for teaching engineering students advanced skills in Automatic Data Collection. Students enrolled in a special pilot course were used to develop and startup an Automatic Data Collection laboratory. These students were assigned individual Automatic Data Collection technologies of interest and given total responsibility for the successful startup of the laboratory. The organization and structure of the course modeled the typical team oriented project development efforts in industry. Feedback from students showed the course to be better than a typical lecture/laboratory/demonstration type course in the following ways: 1) students believed they had greater amount of contact with equipment; 2) their experience on the project was more realistic than more traditional courses; 3) they believed they gained a more thorough understanding of the technology under study; and 4) they believed they improved their professional skills making them more marketable to potential employers. With respect to the laboratory itself, startup time was reduced from an estimated 18 months to 14 weeks with the help of the student teams.
Renewal of a Flagging Environmental Engineering Program: Start at the Beginning
Authors: Sanders Dee Ann 
Published: January 2013

AbstractEnvironmental engineering is in popular demand with students and employers. Despite the demand, the environmental engineering program at the University of Missouri‐Rolla (UMR) had declined in recent years. A concerted effort is now being made to improve the attractiveness and quality of UMR's program, beginning with the introductory environmental engineering course offered by the Civil Engineering Department. An experimental section of the introductory course offered in the 1994 spring semester used a semester‐long design project, team exercises, field trips and imaginative demonstrations, active learning strategies, and extensive discussions of environmental engineering practice to improve student learning and interest. Results were encouraging. Students performed well and gave the course good evaluations; interest in the environmental program appears to be on the upswing.
Developing Problem Solving Skills: The McMaster Problem Solving Program
Authors: Woods Donald R. , Hrymak Andrew N. , Marshall Robert R. , Wood Philip E. , Crowe Cameron M. , Hoffman Terrence W. , Wright Joseph D. , Taylor Paul A. , Woodhouse Kimberly A. , Bouchard C.G. Kyle 
Published: January 2013

AbstractThis paper describes a 25‐year project in which we defined problem solving, identified effective methods for developing students' skill in problem solving, implemented a series of four required courses to develop the skill, and evaluated the effectiveness of the program. Four research projects are summarized in which we identified which teaching methods failed to develop problem solving skill and which methods were successful in developing the skills. We found that students need both comprehension of Chemical Engineering and what we call general problem solving skill to solve problems successfully. We identified 37 general problem solving skills. We use 120 hours of workshops spread over four required courses to develop the skills. Each skill is built (using content‐independent activities), bridged (to apply the skill in the content‐specific domain of Chemical Engineering) and extended (to use the skill in other contexts and contents and in everyday life). The tests and examinations of process skills, TEPS, that assess the degree to which the students can apply the skills are described. We illustrate how self‐assessment was used.
Simulating the Workplace in an Engineering Technology Course: A Rhetorical Model
Authors: Sullivan Francis J. , Baren Robert 
Published: January 2013

AbstractBusiness and accrediting agencies have put increasing pressure on engineering technology programs to integrate job‐related skills into the undergraduate curriculum. In response, many schools have incorporated practices such as memo writing, group work, problem solving, and case studies into existing courses. But, because these innovations have usually been added, piecemeal, to courses, the technical content of these courses is being squeezed. Our paper describes our development of a module that synthesizes these separate practices so as to address the concerns of business while keeping technical content at the center of the curriculum.
Making a Partnership Work: Outcomes Assessment of the Manufacturing Engineering Education Partnership
Authors: Ramírez Lueny Morell de , Lamancusa John S. , Zayas‐Castro José L. , Jorgensen Jens E. 
Published: January 2013

AbstractThis paper describes the summative assessment strategy of the Manufacturing Engineering Education Partnership (MEEP). Since 1994, three universities, Penn State, University of Washington and University of Puerto Rico at Mayagüez, in collaboration with Sandia National Laboratories, have been working together to develop a new, practice‐based curriculum and physical facilities for product realization and manufacturing. The overall outcome is the development at each participating institution of what we call The Learning Factory. In addition to reviewing the project's four major tasks and deliverables, we present the assessment plan, its principal elements, and the tools used for qualitative evaluation. Finally, the paper highlights some of the assessment results and reviews some of the elements that made this partnership a success. The assessment strategy presented in this paper could be used as a model for similar multi‐institutional, multi‐task projects.
Equipping Undergraduates for the Graduate School Process
Authors: Oakes W. C. , McComb S. A. , Mulkay E.L. , Berger E.J. , Blevins L. G. , Stamber K. , Jones J.D. 
Published: January 2013

AbstractThe objective of this paper is to document a successful seminar series developed and used at Purdue University which educates undergraduates about graduate school and equips them to successfully move through the application and financial aid processes. The seminars are designed for all engineering disciplines. The series consists of four seminars given during a two‐week period every fall and spring semester. The four seminars are “Graduate Study in Engineering: To Go or Not to Go, That is the Question,” “Helping Engineers Prepare for the General Graduate Record Exam (GRE),” “Approach and Helpful Hints on the GRE Engineering Exam,” and “Strategies for Applying to National Fellowship Programs.” The semester attendance for the four seminars collectively ranges from 150 to 250 students per semester. Data from student evaluations indicate that student knowledge about the graduate school process increases between 66%‐164% for the four seminars. An alternative format for a single seminar highlighting all four topics has also been implemented.
A Survey of Ethics‐Related Instruction in U.S. Engineering Programs
Authors: Stephan Karl D. 
Published: January 2013

AbstractEthics as a topic of study is called for by both the present ABET accreditation criteria and the proposed Engineering Criteria 2000. This paper presents the results of a survey of the ethics‐related course requirements of virtually all engineering programs in the U.S. Even with a liberal definition of “ethics‐related topics,” the data reveal that only about one‐fourth of the institutions surveyed require all of their engineering undergraduates to take at least one course in which ethics or ethics‐related topics were listed in the catalog description. Because the institutions with extensive ethics course requirements tended to be small, only about one out of five students who graduated from accredited programs in 1996–97 came from an institution with such a requirement. These data show the relative invisibility of ethics‐related instruction in present course requirements, and also highlight institutions that can serve as examples for others seeking to improve their instructional efforts in this area.
An Introduction to the Community of Professors: The Engineering Education Scholars Workshop
Authors: Strader Ross , Ambrose Susan A. , Davidson Cliff I. 
Published: January 2013

AbstractIt can be difficult for new faculty to get the information they need on issues such as teaching, advising, and setting up a research program. While some have excellent mentors, others have come to rely on trial and error or word of mouth. In 1996, the NSF Engineering Education Scholars Workshop began at Carnegie Mellon University to address the needs of new and future engineering faculty by:
providing professional teaching development;
offering guidance in supervising graduate students and conducting research;
discussing likely engineering education and research challenges in the 21st century; and
providing intellectual and social support with colleagues.
After three years, a significant amount of knowledge and experience has been gathered by the workshop co‐chairs. This paper details the structure of the workshop and discusses the underlying principles and implementation to provide guidance for those planning similar workshops.
An Introduction to Engineering Through an Integrated Reverse Engineering and Design Graphics Project
Authors: Barr Ronald E. , Schmidt Philip S. , Krueger Thomas J. , Twu Chu‐Yun 
Published: January 2013

AbstractThis paper discusses a new freshman course that merges previous topics in the “Introduction to Mechanical Engineering” and “Engineering Design Graphics” courses into a single integrated teaching effort. The main objective of the new course is to introduce students to mechanical engineering education and practice through lectures and laboratory experiences. A major effort in the course is devoted to a reverse engineering team project. The students are divided into four‐member teams and are instructed to select a simple mechanical assembly for dissection. They study and disassemble their object into basic constituent components, documenting this process with freehand sketches and notes. They use these sketches and other measured dimensions to construct 3‐D solid computer models of each major component. The teams then obtain .STL files of the solid models, which are used to make rapid physical prototypes of their parts. The teams conclude their project activities by generating engineering drawings directly from the 3‐D geometric data base. All of these efforts are integrated, documented, and submitted to the instructor as a final team project report.
A Recent View of Engineering Education in Pakistan
Authors: Mehdi Mohammed Raza , Rizvi Syed Aley Imran 
Published: January 2013

AbstractEngineering education in Pakistan receives less attention from governmental quarters than its importance to the country would justify. Evidence of the fact is that of the 24 universities established in Pakistan since the nation was founded, only six offer engineering. Thus the country has been unable to produce the needed manpower for its development. Furthermore, the meager national investment in engineering education offers little hope of improvement. Similarly, the total human resource output from the universities is unimpressive. In the four‐year study period reported in this paper, less than eight percent of the enrolled candidates were successful in earning post‐graduate degrees.1 Only one percent of these had begun doctorate level research, with none receiving degrees by the end of the period. This paper reviews academic trends affecting engineering students and their priorities. Graduation rates and governmental financial support for the study period have been statistically analyzed.
Successful Engineers and Indifferent Economists
Authors: Rashid Salim 
Published: January 2013

AbstractThe relative confidence the public displays in the activities of engineers (“success”), as contrasted with the skepticism (“indifference”) it displays towards economists, is explored in this paper. It uses the descriptions of engineering activities provided by authors such as Petroski and Bucciarelli, and particularly the detailed history of aviation engineering of Vincenti. The “separability” of problems, combined with the ability to get ones hands “dirty” on a given problem, are seen as the critical differences between engineering and economics.
Improving Visualization Skills of Engineering Graphics Students Using Simple JavaScript Web Based Games
Authors: Crown Stephen W. 
Published: January 2013

AbstractA number of web‐based games were created using simple JavaScript code to teach visualization skills needed for a course in engineering graphics. The games are part of a comprehensive multimedia instructional CD‐ROM/web page that consists of an integrated web site with links to hours of tutorial movies, lecture presentations of class lectures, and a series of interactive web‐based quizzes. The web‐based games provide an interactive graphics based introduction to engineering graphics and a class design project. In addition, several games are devoted to the development of visualization skills in the areas of multiview drawings and pictorials, auxiliary views, the manipulation of objects and coordinate systems in a 3‐D coordinate space, and dimensioning and tolerancing. The games provide an interactive learning experience for students where tutorial animations specific to the students needs are interjected into the games. The feedback based on student input in the games allows the students to learn and apply new concepts simultaneously. The impact of the game pages on student understanding and the development of visualization skills have been positive as evidenced by improved performance on exams and positive feedback on surveys. The overall effectiveness of the instructional CD has also been positive, and this continues to be used and expanded.
Innovative First Year Aerospace Design Course at MIT
Authors: Newman Dava J. , Amir Amir R. 
Published: January 2013

AbstractStudents at MIT typically take major‐specific courses beginning with their second year of studies. For the first year students eager to begin their aerospace education and to help those students unsure about selecting aerospace engineering as their major field, the MIT Department of Aeronautics and Astronautics offers an elective course, Introduction to Aerospace and Design. The course makes use of the new opportunities offered by the World Wide Web and provides students a real engineering experience through the hands‐on, Lighter‐Than‐Air (LTA) vehicle design project. The course teaches the basic concepts of aeronautics, includes lectures on design, and gives an overview of astronautics. The flexibility inherent in the World Wide Web allows us to accommodate the needs of students who require a review of the fundamentals in addition to in‐ class lecture material and the needs of others who desire to learn advanced material beyond what is presented in lecture. A Web‐based Discussion Forum greatly facilitated interaction among students, resulting in better vehicle designs and a friendlier classroom environment. The course culminates in an LTA vehicle design competition in which teams of five to six students design and build radio‐controlled blimps measuring up to 5 meters in length. The vehicles are flown around the perimeter of a basketball court with the objective of carrying a maximum amount of payload in a minimum amount of time. The students are introduced to real‐world engineering practice through oral presentations of their preliminary designs and critical designs in front of a faculty jury. Towards the end of the course, the students are required to submit a design portfolio showing how their LTA vehicles took shape via their individual and team efforts. The students are permitted to examine previous designs and improve upon them, yielding better vehicles every year. Results from a survey indicated that the freshmen felt much more comfortable working on technical problems with no clear answers as well as designing and building a device from an assortment of given parts.