bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Effects of Physical Environment on Engineering Team Performance: A Case Study
Authors: Grulke Eric A. , Beert Dan C. , Lane Derek R. 
Published: January 2013

AbstractThe effects of physical environment on the performance of student teams were evaluated in a timed case study. Six teams worked on an intensive three‐hour problem‐solving event as part of their term project. Successful completion of the project depended on using engineering skills to solve an open‐ended technical problem and produce a one‐page memo defining the solution. The skills needed for this exercise included searching electronic databases for relevant information, analyzing journal publications, developing a kinetic model, applying the model to the problem, making team decisions, and communicating the results in a written product.Three teams performed the exercise in a technology‐training classroom (treatment group), newly constructed and flexibly furnished to accommodate interaction and electronic communication. The remaining three teams (control group) were to find any available space within the Engineering complex. The technology classroom featured flexible, team‐friendly furnishing, and laptop computers with wireless Ethernet connections, giving the students access to Internet database resources and nearby printers. None of the teams selecting their own space chose to work in a traditional classroom. Rather, they all migrated to space that could be used for group discussion, and left these areas to get access to other resources. All groups performed well as teams, probably due to the team training that had been provided to the class prior to the exercise. The three treatment teams in the technology classroom scored significantly better on technical content and communicating their work product in memo form than the control group.
After So Much Effort: Is Faculty Using Cooperative Learning in the Classroom?
Authors: Morell Lueny , Buxeda Rosa , Orengo Moisés , Sánchez Ailén 
Published: January 2013

AbstractCooperative learning (CL) has been lauded over the years as one of the most successful teaching/learning strategies employed by professors of science, mathematics, engineering and technology (SMET) in institutions of higher education throughout Puerto Rico. The goal of the research project presented here was to examine the effectiveness of CL as perceived by SMET faculty who use it in the classroom at member institutions of the Puerto Rico Louis Stokes Alliance for Minority Participation (PR‐LSAMP). As a long‐term goal, PR‐LSAMP researchers desired to use the findings to understand and address the training needs of their SMET faculty. Data was gathered on faculty members' use of CL and their perceptions of the effect of CL strategies on student performance and attitudes. Principal survey results showed that over 60% of faculty felt confident in their knowledge of CL theory and role assignment, although somewhat less confident in conflict resolution, grading activities and individual accountability. Fifty percent (50%) reported using the strategy very often or often (primarily for the exploration and learning of new concepts, in team projects and presentations, and in quizzes). Forty‐one percent (41%) described their experience in implementing CL as excellent or very good. In addition, faculty perceived more positive than negative changes in student performance and attitudes. Based on study results, researchers concluded that the success of cooperative learning in PR‐LSAMP institutions signals the beginning of a paradigm shift in the islands' educational system. In addition, results of the study were subsequently used to develop a cadre of SMET faculty to train their peers in various areas of cooperative learning.
Center for Engineering Education: Colorado School of Mines
Authors: Streveler Ruth A. , Moskal Barbara M. , Miller Ronald L. , Pavelich Michael J. 
Published: January 2013

AbstractFaculty at the Colorado School of Mines have become increasing interested in engineering education research. In response to this interest, the Center for Engineering Education (CEE) was created in January 2000. CEE's activities are organized around Ernest Boyer's model of four types of scholarship: the scholarships of discovery, integration, application, and teaching. In addition to conducting research in engineering education, CEE also disseminates the results of that research through courses and seminars for faculty, graduate students, and the K‐12 community.
Interdisciplinary Research Project Involving Physics and Electrical Engineering Students
Authors: O'Connor Terry , Sibray Holly , Forinash Kyle 
Published: January 2013

AbstractThis paper reports on an ongoing collaborative effort between the physics department at Indiana University Southeast and the Electrical Engineering Technology department of Purdue University located on the IUS campus. The project involved students in an electronics course who built circuits for use with an ultra low frequency antenna. The antenna was built by students in a physics laboratory course to detect naturally occurring signals with frequencies under 100 Hz.
The Instructional Benefits from Faculty Participation in Industrial Outreach
Authors: McKinnis David R. , McNamara Kevin T. , Kuczek Thomas , Salvendy Gavriel 
Published: January 2013

AbstractDuring the past twenty years, universities have significantly expanded their community service and outreach roles, including the addition of industrial outreach programs. This development has caused a need for an increased understanding of the nature and results of faculty participation in industrial outreach. This study of nineteen university‐based outreach programs and 107 participating faculty found that participating faculty perceive positive impacts and outcomes for the educational and research missions of the university from their industrial outreach. Although positive perceptions and outcomes were identified, the faculty participating in this study identified barriers that must be addressed to expand the participation of faculty in industrial outreach.
The New Mechanical Engineering Curriculum at the University of Michigan
Authors: Tryggvason Gretar , Thouless Michael , Dutta Deba , Ceccio Steven L. , Tilbury Dawn M. 
Published: January 2013

AbstractThis paper describes the new undergraduate program in the Department of Mechanical Engineering and Applied Mechanics at the University of Michigan, Ann Arbor. The restructuring of the program was initiated by a comprehensive review in 1992 that included surveys of alumni, students, and industrial representatives, as well as faculty assessment of current trends and future needs. The program is intended to address the changing backgrounds of incoming students, to prepare the students for new and diverse challenges in the workplace, and to provide a structure for the curriculum to evolve with changing technology. The new curriculum consists of three integrated courses in Design and Manufacturing, two Laboratory courses, and several redesigned courses in the Engineering Sciences. The redesigned program provides students with extensive hands‐on experience, a comprehensive experience in teamwork and technical communication, and the opportunity to exercise and develop their creativity.
Confidence Scores Measure (and Enhance?) Student Perceptions of Their Work*
Authors: Petr David W. 
Published: January 2013

AbstractThe important skill of building confidence in one's analysis through sanity‐ and cross‐checking is often poorly acquired by engineering students. An introductory circuit analysis class presents an ideal opportunity in which to emphasize and measure this skill, since problems can typically be worked with a number of different methods or worked “backwards” to provide cross‐checks. This paper reports on a two‐semester experiment in which students were required to provide a confidence rating for all exam and quiz answers. The structure allowed for expressing positive confidence (confidence that an answer is correct), negative confidence (confidence that an answer is incorrect), and neutral confidence. A confidence score that measured how well the students evaluated the correctness or incorrectness of their answers was combined with a traditional problem score to form the exam score. We present numerical results of this experiment, which yield potentially valuable conclusions regarding students' perceptions of the correctness of their answers.
Teaching with ALN Technology: Benefits and Costs*
Authors: Kashy Deborah A. , Albertelli Guy , Kashy Edwin , Thoennessen Michael 
Published: January 2013

AbstractThe implementation of Asynchronous Learning Network (ALN) technology in a large on‐campus course over several years is reviewed, and recent data concerning both educational and cost effectiveness are presented. Even with higher course standards for success, student performance on examinations has improved, a larger fraction of students achieve the goals of the class, and the proportion of students who excel has increased. Female students benefit even more than their male counterparts. The level of communication and interaction among students has also increased dramatically, with mostly positive (but some negative) effects. Data concerning cost effectiveness indicate that the technology can reduce costs, but perhaps more importantly, it can increase the quality of education without increasing costs.
Do Non‐Computer Science Students Need to Program?*
Authors: Urban‐Lurain Mark , Weinshank Donald J. 
Published: January 2013

AbstractShould non‐CS majors learn to program? While the 1999 National Academy of Sciences report “Being Fluent with Information Technology”1 advocates teaching programming as part of the CS‐0 experience, we challenge the assumptions upon which this recommendation rests. Our extensive review of the NECC and SIGCSE conference proceedings from 1979 to 1998 clearly shows a decline in the number of articles in which programming is taught in CS‐0 courses. Furthermore, based upon learning theory literature, we argue that conceptual understanding of computing can be acquired without learning to program. Finally, we describe our criterion‐referenced, mastery‐model course that currently enrolls approximately 2000 students per semester for a computing future that is constantly changing. Interpretation of the loadings of the discriminant analysis functions provides evidence that the students are developing conceptual understanding, rather than simply acquiring discrete skills.
Teaching Invention, Innovation, and Entrepreneurship in Engineering*
Authors: Wang Eric L. , Kleppe John A. 
Published: January 2013

AbstractA special capstone course for senior electrical and mechanical engineering students has been developed at the University of Nevada, Reno. The class also includes MBA students from the College of Business Administration. All phases of new product development including innovation, patent law, product liability, business, sales, marketing and venture capital are covered. This paper presents a brief description of the course and the assessment results. The assessment results indicate that the learning objectives are being met and that students strongly feel that invention and entrepreneurship should be part of the engineering curriculum.
Creating a Truly Multidisciplinary Entrepreneurial Educational Environment*
Authors: Ochs John B. , Watkins Todd A. , Boothe Berrisford W. 
Published: January 2013

AbstractIn our age of technological growth and change, the role of the engineer has evolved from lone specialist to team player, from internally focused to globally aware, from reactionary to entrepreneur. The entrepreneur has created much of our social wealth. The characteristics of the entrepreneur transcend academic disciplines, and social as well as economic status. To foster these characteristics among its students, Lehigh University is developing a multidisciplinary educational environment where entrepreneurial spirit can flourish. Lehigh's academic programs in Integrated Product Development (IPD), Integrated Business and Engineering (IBE), and Integrated Design Arts (IDA) integrate across Engineering, Business and Design Arts through sponsored projects and entrepreneurial teams, or E‐Teams, consisting of students, faculty advisors, staff support and company mentors. Project sponsors include the full range from student entrepreneurs and other start‐up companies, to established small, medium and large corporations. The multi‐level approach to curricular integration includes pre‐college outreach, freshman projects, curricula support, capstone projects and graduate projects. The educational environment includes a Campus Center; an entire building designed to support students project teams. This paper will discuss the design and implementation of these programs, our assessment and evaluation methods, lessons learned and future plans for improving this environment.
Early Experiences in Cross‐Disciplinary Education in Biomedical Technology Innovation at Stanford University*
Authors: Miller Sandra J. , Doshi Rajiv , Milroy J. Craig , Yock Paul G. 
Published: January 2013

AbstractThis paper describes two new educational programs at Stanford that address some of the unique issues in teaching medical technology innovation and design. The first is a team‐based medical device design and prototyping course that is based on clinical immersion and “hands‐on” device prototyping. Medical device innovation at Stanford is further encouraged by means of a series of university‐wide competitions, called Invention Challenges, to invent solutions to defined clinical problems with the potential for real‐world impact.
A Venture Capital Fund for Undergraduate Engineering Students at Rowan University*
Authors: Marchese Anthony J. , Schmalzel John L. , Mandayam Shreekanth A. , Chen John C. 
Published: January 2013

AbstractAll engineering students at Rowan University are required to take the eight‐semester Engineering Clinic sequence wherein multidisciplinary student teams engage in semester‐long design projects. In addition to projects that are funded by local industry, faculty research grants or departmental budgets, a Venture Capital Fund has been created, which is specifically ear‐marked for the development of original student inventions. Funding of up to $2,500 per student team per semester is competitively awarded based on student‐generated proposals to the Venture Capital Fund, which has been created through a series of grants from the National Collegiate Inventors and Innovators Alliance (NCIIA). To qualify for funding, a multidisciplinary student team must propose, plan and implement an original, semester‐long product development enterprise. To date, 11 projects have been funded through the Venture Capital Fund. This paper describes the results of several student entrepreneurial projects and compares the results of student surveys to assess the effectiveness of entrepreneurial projects in satisfying the technical objectives of the Engineering Clinic. The results suggest that students engaged in entrepreneurial projects devote more hours per week on their projects, have more “ownership” in their projects and have a better understanding of the technical aspects and societal impact of their projects than their counterparts who are engaged in the more traditional engineering design projects.
Entrepreneurship in a Graduate Engineering Program*
Authors: Mendelson Mel I. 
Published: January 2013

AbstractThe paper will describe three courses that emphasize the entrepreneurship of new, joint projects between engineering and business students. The courses were co‐taught among engineering, business and applied psychology. The graduate student teams developed a marketing plan, conceived a design, built a prototype, and wrote a business plan. The teams were formed into companies with roles and responsibilities, had a budget, and were given the ability to fire “free‐loaders.” The teams were expected to develop innovative, high risk, high reward products. The students learned to take risks, accept failure, be creative, and work in a self‐directed team. A stress‐free classroom environment fostered creativity.
Brass Rings or Brass Buttons in Engineering Design*
Authors: Mickle Marlin H. , Lovell Michael 
Published: January 2013

AbstractThe purpose of this paper is to point out two distinct selections for student design projects. The main decision maker is assumed to be the faculty advisor for the projects, although the students would be expected to have input. The brass ring project involves some aspect of cutting edge technology. The brass button project is one that satisfies the typical criteria of a thoroughly designed, fabricated, and documented “component.” Both types of projects have great value for the students although one is obviously more visible outside the academic community. These two philosophical approaches in engineering design projects reflect the distinction between entrepreneurial and traditional engineering education. As we move from the concept of engineers working for large companies to engineers starting companies, this distinction becomes more important. The primary example base is drawn from electrical and mechanical engineering due to our experiences. While two philosophical approaches are indicated, there are ultimately numerous methodologies and end points possible as a result of diversions along the way.
Creation of an Entrepreneurial University Culture, The University of Arkansas as a Case Study*
Authors: Vickers Ken , Salamo Greg , Loewer Otto , Ahlen John 
Published: January 2013

AbstractMany universities successfully accomplish their primary mission of teaching and/or research, and yet have not established or nurtured a tradition of new venture creation based on those teaching and research successes. This lack of entrepreneurial tradition (or culture) means not only that there are few local new venture firms to act as role models for potential entrepreneurs in the academic community, but also that many community members with exciting new concepts never even consider that their concepts could result in a commercialized product. In order to establish such a culture of new venture creation within a university, decisions must be made to either spend limited resources to nurture early “model ventures,” or to spend the resources to create an infrastructure that will nurture many new ventures. As a result of such decisions being made and implemented over the last decade at the University of Arkansas (in partnership with governmental and private entities), the University is on the edge of becoming a center of entrepreneurial activity in the state of Arkansas. This paper will discuss the decisions that have been implemented at the University of Arkansas as a case study in establishing an entrepreneurial culture at a land grant institution of higher education.
Toying with a Capstone Design Course
Authors: Latcha Michael , Oakley Barbara 
Published: January 2013

AbstractOakland University has pioneered a unique approach to capstone design projects. Multidisciplinary student groups invent a new electrical, mechanical, or electromechanical game or toy, design it, and build a working prototype. The prototype is then delivered to an internationally‐known toy and game agency. The best of the prototypes are then presented by the agency to major national and international game and toy companies. If the toy or game is selected for production, the possibility exists for significant financial benefit both for the school and the students.Real world considerations such as creativity, project feasibility, and costs (particularly in mass quantity), all factor into the ultimate student goal, which is to have their project selected by the agents. The burden of devising the projects is largely removed from the professor and copying from earlier projects is virtually impossible. Design of a good game or toy is often much more difficult than it appears—projects invariably knit together the many engineering skills a student has acquired through the course of obtaining a bachelor's degree as well as from the rest of their life experiences. Ultimately, the engineering school also benefits from these projects through the possibility of substantial publicity, either with local display of student projects, or through press coverage surrounding a successful project picked up by a major international toy company.
The First Telecommunications Engineering Program in the United States
Authors: Burnham Gerald O. , Cantrell Cyrus D. , Farago Andras , Fumagalli Andrea , Kiasaleh Kamran , Osborne William P. , Prakash Ravi 
Published: January 2013

AbstractIn the summer of 1998, the Erik Jonsson School of Engineering and computer Science (the Jonsson School) at The University of Texas at Dallas (UTD) obtained approval from the Texas Higher Education Coordinating Board to offer BS and MS degrees in Telecommunications Engineering (TE). These are the first TE degree programs in the United States and the BS program received ABET accreditation for classes to begin in the fall of 1999.This paper discusses the need for such a program at UTD from the perspective of industry as well as the academic justification for a separate degree. The implementation of the program as a combination of Electrical Engineering and Computer Science is addressed as well as the tradeoffs necessary in combining these curricula. Many of the issues are similar to the ones addressed in a Computer Engineering program. However, the resulting tradeoffs are different in the case of a Telecommunications Engineering program.
New Curriculum Reforms in a Geological Engineering Program
Authors: Lee James K. W. , Hanes John A. , Remenda Victoria H. 
Published: January 2013

AbstractRecent curriculum revisions to the geological engineering program at Queen's University at Kingston in Canada have led to a more streamlined program incorporating modern engineering education practices. Following a carefully designed program philosophy, the emphasis in the core curriculum changes through the entire four‐year program in three progressive stages, from the acquisition of knowledge, to integration and analysis, and finally to synthesis and design. This is reflected in an increased concentration of mathematics and basic science courses in first and second year, engineering science courses in third year, and engineering design courses (capstone courses) in fourth year. Two tools which concisely illustrate the course curriculum and curriculum content are: (1) the flow sheet, which can contain a wealth of information, such as showing linkages between courses (e.g. how upper‐level courses can build on lower‐level courses through course prerequisites), the timing of various courses, courses taught within the home department (vs. other departments), and courses taught by professional engineers; and (2) the ternary phase diagram, which is a quantitative method of displaying engineering content within individual courses or an entire program and can clearly show patterns and trends in curriculum content with time. Such tools are useful for academic engineering programs which may have to undergo an accreditation review and are readily adapted to any other engineering fields of study. Other engineering elements woven throughout the program include strong interactions with professional engineering faculty, the use of student teams, enhanced communication skills, and exposure to important aspects of professional engineering practice such as engineering ethics and law. To ensure that the curriculum is kept current and relevant, formative evaluation instruments such as questionnaires are used in all years of study, and are also sent to recent graduates of the program. External reviews of the revised program have been positive, indicating that the program goals are being achieved.