bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Freshman Engineering Design Course
Authors: Dally J. W. , Zhang G. M. 
Published: January 2013

AbstractAt the University of Maryland at College Park, a new freshman engineering design course introduces design through a project approach. This approach has three phases: design, manufacturing and assembly. First, students learn basic engineering concepts by designing a simple product. Next, they manufacture and/or procure the product's components. Finally, they assemble the components and test the finished product. Since drawings for this product are part of the project, students must also learn entry‐level computer graphics. Reaction to teaching design so early in the engineering curriculum has been extremely favorable. Students are highly motivated by the design approach and, as a result, learn engineering fundamentals, develop critical thinking skills, learn to cooperate as team members and gain practical hands‐on experience.
Development of an Air Quality Program at the University of Illinois at Urbana‐Champaign
Authors: Larson Susan M. , Rood Mark J. 
Published: January 2013

AbstractInterdisciplinary curricula, such as environmental engineering, are faced with the challenge of developing unified sets of courses for students from a variety of academic backgrounds. In addition to providing a rigorous technical education, engineering education should foster development of the professional skills that students need in the future, such as laboratory, computer, communication and teamwork abilities, and independence and creativity.This program improvement project integrated traditional lectures with carefully designed assignments, experiments, and demonstrations to teach principles of air quality in environmental engineering. Computer simulations helped students develop a better intuitive understanding of fundamental air quality phenomena. Field trips served to illustrate applications of classroom concepts, and an instructional laboratory was developed to teach students the essential techniques of air quality monitoring.The classroom and laboratory were also used as a supportive environment in which students learned professional skills applicable to graduate studies or professional employment. Students wrote “journal articles,” complete with peer review and revisions as part of a term project. Laboratory projects were used to introduce students to the techniques of writing proposals, and a professional style “class conference” gave students practice in making scientific presentations.
Senior/Sophomore Co‐Class Instruction: Teaching Interpersonal Management Skills in Engineering
Authors: Tao Bernard Y. 
Published: January 2013

AbstractAs society becomes increasingly technology‐oriented, there is a growing demand for engineers and scientists to take a greater role in decision‐making processes. The future success of our engineering graduates will increasingly depend on not only solid training in scientific and engineering principles, but also a more rigorous education in interpersonal management skills (IPMS). Co‐class instruction of sophomore and senior engineering students provides an efficient educational structure to incorporate IPMS education into an existing engineering curriculum. Co‐class instruction provides opportunities for senior students to experience direct subordinate supervisory technical management, develop project management skills, formally evaluate personnel performance and improve faculty/student contact. Younger students gain opportunities to see how their engineering education is applied and gives them an opportunity to network with graduating students. Co‐class instruction did not significantly increase instructor workload, but does require that one instructor teach both sophomore and senior classes concurrently. Given the similarity in engineering curriculum structure, this method should be easily applicable to a wide range of engineering disciplines. Results indicate that students are highly receptive to co‐class instruction, with excellent feedback.
Barriers to Increased Engineering Graduate Enrollments: Counterforces and Their Implementation
Authors: Batson Robert G. , Merritt Thomas Wayne , Williams Carl F. 
Published: January 2013

AbstractThis paper highlights the role of the faculty member in recruiting students currently enrolled in B.S. programs in engineering and the sciences into full‐time pursuit of a graduate‐level engineering degree. The faculty member is demonstrated to be in a unique position to influence such students, providing strong counterforces to a confluence of attitudes and pressures experienced during the B.S. experience which effectively create a barrier to full‐time engineering graduate study. We analyze this barrier via the method of force field analysis, and demonstrate that effective recruitment into full‐time graduate study must be based on a four‐fold strategy of education, expectations, improved B.S. experience and better control of the B.S. environment. Approaches to implement these strategies are discussed.
Factors Affecting the Permanence of Occupational Health and Safety Topics in Engineering Courses
Authors: Gute David M. , Rossignol Annette MacKay , Hanes N. Bruce , Talty John T. 
Published: January 2013

AbstractThis paper presents an evaluation of the permanence of changes introduced within the curriculum of the College of Engineering at Tufts University. These changes involved the integration of occupational health and safety engineering resource materials into existing course work. Employing this model, Tufts faculty members developed their own lectures, case studies and laboratory materials for integration into existing courses. The evaluation, that was based on structured interviews of participating faculty and the Dean of the College, suggests that the permanence of changes to curriculum is influenced by a set of intramural parameters within the academic milieu (student interest, available class time, interest on the part of the faculty and administration) as well as by extramural factors such as the increasing prominence of legal liability of practitioners, growing interest on the part of employers and lack of readily usable materials in standard texts concerning occupational health and safety. Recommendations for future activities in these areas are offered and discussed.
Changes Among ASEE Creativity Workshop Participants
Authors: Wilde Douglass J. 
Published: January 2013

AbstractIn 1989, 1990 and 1991 the American Society for Engineering Education (ASEE) sponsored a two‐week summer workshop on “Integration of Creativity into the Mechanical Engineering Curriculum” at Stanford University. As part of a demonstration of individual differences in information‐seeking and decision‐making, the Myers‐Briggs Type Indicators (MBTI) were determined at the beginning and end of the workshop for 22 of the participants and the 3 facilitators. From each MBTI score was computed a “Creativity Index” (CI) developed by the Institute for Personality Assessment (IPAR) from studies of several hundred creative people in various creative professions. On the average, the mean CI for the workshop participants increased, statistically significantly, from a number typical for engineering students to one more characteristic of practicing architects.
The E4 Introductory Engineering Test, Design and Simulation Laboratory
Authors: Quinn Robert G. 
Published: January 2013

AbstractAt a time when we can least afford it, mastery of experimentation among practicing engineers is fast becoming a lost art. Within the undergraduate engineering curriculum there has been a continuous decrease in emphasis in the study and practice of experimentation over the past several decades. The Introductory Engineering Test, Design and Simulation Laboratory is an important and unique component of the “Enhanced Educational Experience for Engineers,”—Drexel's E4 program—which attempts to reverse this trend in a substantial way. It is based on three premises: that experimentation is a critical and distinguishing element of the profession; that experimental skills require time to develop; and that entering students are interested in laboratory work. Thus it provides early, continuous and significant laboratory experiences for all students regardless of major throughout the freshman and sophomore years. The nature of the program and facilities are based on a perspective which recognizes the rich diversity of engineering experimentation yet emphasizes its common elements. The laboratory facilities and program can be incorporated in most lower‐division programs creating the potential for significant improvements in the upper division. The results of our experience since 1989 indicate that the laboratory provides a rich learning environment in which most students achieve or exceed the educational and performance objectives. Equally important, student response is enthusiastic and they have found the laboratory to be a place for them to have a lot of fun becoming engineers!
The Fluid Jetster: A Water‐Powered Wheeled Vehicle
Authors: Birky K. , Wright S. , Lowe C. , Hudspeth R. T. , Guenther R. B. 
Published: January 2013

AbstractThe fluid jetster is a water‐powered, wheeled vehicle designed, constructed, and tested by students in a fluid mechanics course in the Civil Engineering (CE) curriculum at Oregon State University during the junior year. Students design and build a fluid jetster powered solely by water from a reservoir connected to a nozzle and mounted on a wheeled platform. The project includes both theoretical and experimental design requirements. This project provides a significant learning opportunity for students to apply the fundamental principles of fluid mechanics, to compare both Lagrangian and Eulerian dynamics, to work with peers, and to experience the connections between theory and design applications.
A Model Curriculum for a Capstone Course in Multidisciplinary Engineering Design
Authors: Miller Ronald L. , Olds Barbara M. 
Published: January 2013

AbstractThis paper describes our efforts to develop a curricular and pedagogical model for teaching multidisciplinary design to sen ior‐level undergraduate engineering students. In our model, we address concerns of industry and engineering educators about the often narrow technical confines within which engineering design is currently taught. Our two‐semester design sequence employs multidisciplinary teams of students working with faculty managers for industrial clients to solve complex, open‐ended problems possessing numerous technical and non‐technical constraints. After a two year pilot phase, the multidisciplinary senior design (MSD) course sequence is now offered to qualified Colorado School of Mines seniors each academic year and fully meets the senior capstone design requirement in each of the participating academic departments.An on‐going formative and summative evaluation process allows us to monitor the perceptions and knowledge levels of our students compared with students completing traditional discipline‐specific design courses. Our students, faculty, and clients overwhelmingly agree that multidisciplinary design teams tend to produce better engineering designs because of the broader range of expertise available to the team. MSD students strongly agree that higher order thinking skills such as open‐ended problem‐solving abilities, engineering analysis, and engineering synthesis are important aspects of the design process. Students also rate the course highly and indicate satisfaction with the course structure and curriculum. In addition, project clients are pleased with the quality of the final designs they receive from our students. Our experience has led us to conclude that undergraduate engineering students can thrive in a carefully designed multidisciplinary environment.
An Introduction to Mechanical Engineering Design for Sophomores at Purdue University
Authors: Starkey John M. , Ramadhyani Satish , Bernhard Robert J. 
Published: January 2013

AbstractUniversities play a key role in developing future engineers who understand the full scope of the product realization process, and are well equipped to produce effective, creative solutions to open‐ended problems. A key step toward instilling the problem‐solving mind‐set in students is to lay the proper foundation early. Thus, a new cornerstone course, Introduction to Mechanical Engineering Design, has been developed in the School of Mechanical Engineering at Purdue University to bridge the gap between the freshman science and mathematics courses, and the more traditional mechanical engineering core courses such as thermodynamics, heat transfer, fluid mechanics, and machine design.This paper presents the goals of the new sophomore course, some details of its implementation, and results of the first three offerings. The primary goal of the course is to teach the students effective strategies for solving problems that have many acceptable solutions. This goal is met by a mixture of design theory presentations and design practice in a carefully guided semester‐long project. Distinction is made throughout the course between effective problem‐solving strategies for single‐solution problems, common in math, physics, and chemistry courses for example, and multiple‐solution problem‐solving strategies. Results from the first three offerings of this course indicate that it is changing the way students approach problems in their later courses. Plans for future revisions of the course are also included.
Building the Confidence of Women Engineering Students With a New Course to Increase Understanding of Physical Devices
Authors: Henderson Jerald M. , Desrochers Debra A. , McDonald Karen A. , Bland Mary Margaret 
Published: January 2013

AbstractThis paper discusses the first two offerings of an experimental course designed to overcome women engineering student's anxiety and intimidation about using mechanical and electrical devices. The design and implementation of the initial course are presented, the changes that were made in the second offering of the course are discussed, and feedback from students in the course is summarized. Principles and guidelines applicable to educational experiences aimed at addressing women engineering students' anxiety about hardware that were observed and developed by the authors are presented and discussed. Finally, future activities and plans are outlined.
A New Model For Integrating Engineering Into the Liberal Education of Non‐Engineering Undergraduate Students
Authors: Ettouney Osama M. 
Published: January 2013

AbstractIn this paper, I will discuss a new model that integrates engineering into the liberal education of all undergraduate students, regardless of their majors. The model was proposed in 1992 by the Manufacturing Engineering Department at Miami University and was approved as part of a new plan for liberal education for all students. The objective of the model is to provide students with an opportunity to learn about the engineering profession and design, including its links to technology and society. To achieve this objective, the new model includes: a 3 credit hour course, with lab, to learn about engineering and technology and their impact on society; a 3 course, 9 credit hour sequence to study, in‐depth, engineering methods and modeling; and a 3–4 credit hour, two‐course, senior capstone. The implementation of the model started in the Fall of 1993. A mechanism has been developed for assessing this model and its impact on students' learning and understanding of engineering, the classroom‐learning environment, and its ability to attract and retain women and minorities to engineering.
How Well Is Engineering Education Incorporating Societal Issues?
Authors: Vanderburg Willem H. , Khan Namir 
Published: January 2013

AbstractThe formal undergraduate engineering curriculum of a leading North American university was examined in terms of the extent to which students learn to incorporate an understanding of how technology affects human life, society and the biosphere into engineering theory and design in order to ensure a greater compatibility between technology and its contexts. Faculty publications and theses were also examined. Given current economic, social and environmental trends and policies, the study shows cause for deep concern, while at the same time identifying a largely untapped potential for engineers to assist society in overcoming some of its current challenges while helping to reduce the drop‐out rate and attract more persons to engineering.
Engineering Design: Content and Context
Authors: Moriarty Gene 
Published: January 2013

AbstractWithin engineering design a distinction can be made between content and context. Content is embedded within context. The content is normally emphasized as the essence of engineering design. Content includes the steps and processes involved in carrying out an actual design. The context is the world out of which the need for the design arises in the first place and in which the implemented design will eventually function. I argue that context should have more focus in design education. I suggest that breakdowns and breakthroughs are events which bring context into view. Some essential contexts are discussed and some procedures for integrating context into engineering design education are offered.
Toward a Strategy for Teaching Engineering Design
Authors: KOEN BILLY V. 
Published: January 2013

AbstractDesign is behavior. Therefore, it can best be understood by means of behavioral theory and must be taught in a way consistent with the theory of behavior modification. This simple fact appears to have been overlooked by most, if not all, engineering educators who teach design courses or write textbooks on engineering design. This article examines this thesis and its relationship to engineering heuristics by considering specific examples taken from current practice in engineering design education.
A Flexible Multimedia Instructional Module for Introductory Thermodynamics
Authors: Cobourn W. Geoffrey , Lindauer G. C. 
Published: January 2013

AbstractInstructional modules for introductory thermodynamics which are multifaceted and sufficiently flexible to adapt to the various learning styles of most engineering students are currently being developed at the University of Louisville. Flexibility is incorporated through the utilization of computer controlled interactive multimedia displays, which include full motion graphical images and sound. This technology makes it possible for the instructor to present information in a manner that is faster, more visually appealing, more organized, more detailed, and more open to student interaction than the student lecture format. The instructional modules under development will allow the instructor to implement several different types of classroom activity during a single class period. These include audio‐visual presentations, problem solving sessions, and question and answer sessions using electronic acquisition of the student responses, as well as the usual lecture type of presentation. Parts of the module are available outside of the classroom as computer based tutorials. The module chosen for initial development was the “First Law of Thermodynamics for a Closed System.” The first version of this module has been completed and given preliminary trials in the classroom. This module includes optional material on the historical development of the first law of thermodynamics, and also a variety of optional problems, exercises, and short quizzes. Students have responded very favorably to the new system. Completion of the rest of the modules for the course is planned for the near future.
Some Ideas on the Teaching of Engineering Science: A Student Centered Approach
Authors: Catalano George D. 
Published: January 2013

AbstractIn an effort to enhance learning in the engineering science classroom, several instructional techniques, including mind‐or concept mapping, a variation of the one minute paper termed a “discovery sheet,” and the inclusion of discussion of the nature of scientific paradigm shifts, which have been used successfully are described. A cast study is also included.
Engineering Cooperative Education: A Statistical Analysis of Employer Benefits
Authors: Friel Terri 
Published: January 2013

AbstractThis article describes the methods and results of research conducted using a survey of cooperative education directors to statistically test conclusions drawn from previously conducted studies. The perspective of employers of engineering cooperative education students is examined. Benefits to employers and problems experienced by employers that support engineering cooperative education are identified and analyzed for their statistical significance. The problems experienced by employers is a new perspective that has not previously been discussed by other cooperative education studies.
Improving the Academic Environment for Women Engineering Students Through Faculty Workshops
Authors: Henes Robby , Bland Mary Margaret , Darby Jeannie , McDonald Karen 
Published: January 2013

AbstractIn this paper we examine the low numbers of women represented in engineering curricula and some of the factors that help to explain their under representation. We examine some of these factors including: isolation, not seeing the relevance of highly theoretical basic courses, negative experiences in laboratory courses, classroom climate and lack of role models. An outline is presented for two engineering faculty workshops, con ducted at the University of California‐Davis, designed to help faculty members understand these issues and develop new strategies for overcoming factors that discourage their female students. Evaluation results are presented along with a series of recommendations for planning, implementing and evaluating these types of workshops.
Something Old, Something New: Integrating Engineering Practice into the Teaching of Engineering Mechanics
Authors: Miller Gregory R. , Cooper Stephen C. 
Published: January 2013

AbstractThis paper presents a multifaceted method for teaching engineering mechanics designed to satisfy the following set of desiderata: (1) integrate engineering practice into the teaching of engineering science; (2) address a wide set of learning styles; (3) provide opportunities for practice in group work and learning; (4) promote communication and synthesizing skills; (5) engage students in the teaching and learning process; (6) maintain traditional achievement levels with respect to traditional measures; (7) motivate students to continue their engineering studies; and (8) maintain reasonable resource demands. Consistent with this variety of objectives, the approach presented here is composed of a variety of ingredients. In addition to the standard homework problems and exams, these ingredients include design projects, group work, basic competency exams, computational environments for simulating and visualizing phenomena, multimedia instructional tools, hands‐on experiences, and student presentations. This educational model is intended to be suitable for teaching engineering mechanics in general, but this paper focuses on a particular sophomore‐level mechanics of materials course in which the method has been implemented, refined over several years of classroom use, and tested relative to traditional approaches. The paper describes the and techniques that together make up the method, followed by summaries of the results of evaluations that have been applied to the course.