bluuebunny/crossref_metadata_2025_split huggingface dataset:
What Does it Mean to Design? A Qualitative Investigation of Design Professionals' Experiences
Authors: Daly Shanna R. , Adams Robin S. , Bodner George M. 
Published: January 2013

BackgroundDesign is essential to the engineering profession and plays a crucial role in preparation for future practice. Research investigating variations of how professional designers experience, give meaning to, and approach design can inform the ways we characterize, assess, and facilitate design learning. This may also have significant implications for preparing future engineering professionals to collaborate within and across disciplines.Purpose (Hypothesis)The goal of the study was to reveal and investigate critical differences in how designers from within and outside of engineering disciplines understand what it means to design, and how those understandings are evident in their approaches to and progression through design work.Design/MethodA qualitative research approach called phenomenography was used to investigate critical variations in how individuals experience and understand design. Twenty practicing designers were interviewed regarding their design experiences, how they approach design, and the ways they understand design.ConclusionsSix qualitatively distinct lenses on how individuals across disciplines experience and come to understand design emerged, comprising a phenomenographic “outcome space.” These include design as (1) evidencebased decision‐making, (2) organized translation, (3) personal synthesis, (4) intentional progression, (5) directed creative exploration, and (6) freedom. Theoretical implications include an understanding of how design skills and knowledge come together to form a design approach, while practical implications emphasize structuring variation‐based reflection, which can facilitate common ground as a result of recognizing differ “design lenses.”
Online Learning Based on Essential Concepts and Formative Assessment
Authors: Lawton Daryl , Vye Nancy , Bransford John , Sanders Elizabeth , Richey Michael , French David , Stephens Rick 
Published: January 2013

BackgroundEngineers are increasingly learning from online courses, in school and the workplace, using online social and informational networks for instruction and to access expertise. Small effective changes in online learning can have large cumulative impact through‐out an organization.Purpose(Hypothesis)This study is a part of a research effort between industry and learning scientists to develop an evidence‐based methodology for online learning. We investigate how learning outcomes are impacted by online courses designed to support feedback and formative assessment during learning.Design/MethodWe compared two versions of an online course derived from identical resources. The new course (treatment) used integrated formative assessments to provide feedback to students during learning; focused video resources to anchor the formative assessments; and an instructional design process based on essential concepts to organize the overall design. The course was implemented with a freely available Learning Management System (LMS).ResultsTreatment course participants learned more overall than did control course participants, with more positive attitudes towards the course content and their future learning. Learning had less dependence on initial knowledge. The collaboration capabilities of the LMS supported course development, but had limited spontaneous use by students during the experiment.ConclusionsThe paper demonstrates that formative feedback and design methods which stress essential concepts can make significant differences in learning outcomes in online courses, a straightforward format for implementation, and ways of measuring effectiveness. Areas for further work are integrating feedback with authentic tasks and mining the data produced by student's online activities.
Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering
Authors: Litzler Elizabeth , Young Jacob 
Published: January 2013

BackgroundResearch on student attrition from engineering has focused on a variety of factors including demographics, campus climate, interactions with faculty and peers, and learning experiences. It remains unclear, however, whether qualitative differences in risk of attrition response patterns exist among students.Purpose (Hypothesis)The following research questions are the basis for this study: (1) What can be learned about the risk of attrition from engineering by grouping students using a novel method and multiple measures? (2) How are individual characteristics, student experiences, and perceptions related to qualitative differences among students in their risk of attrition?Design/MethodLatent class analysis identifies qualitative differences among engineering students on measures of risk of attrition. A variety of covariates predict membership in each class using multinomial logistic regression.ResultsThree latent classes are identified with varying degrees of commitment to degree completion and interest in their engineering major. Individuals who are less confident, experience negative interactions with peers and instructors, and hold negative perceptions of engineering are less likely to be committed to engineering and more likely to be interested in other majors. Student experiences mediate the effects of key individual characteristics.ConclusionsCertain types of student experiences are pivotal for a student's commitment to the major and commitment to degree completion. The risk of attrition is sensitive to a combination of student characteristics, experiences, and perceptions. The mediated relationships between risk of attrition and individual characteristics re‐iterate the importance of including student experience variables to control for the context of a college.
A Framework for Analyzing Feedback in a Formative Assessment System for Mathematical Modeling Problems
Authors: Diefes‐Dux Heidi A. , Zawojewski Judith S. , Hjalmarson Margret A. , Cardella Monica E. 
Published: January 2013

BackgroundProviding formative feedback on student responses to complex, open‐ended problems is challenging as solutions vary in content and quality. Instructors need to interpret student work and give feedback with high potential to guide students to close the gap between actual and reference level performance. To understand instructor feedback and its impact, a framework for analyzing instructor feedback is necessary.Purpose (Hypothesis)The purposes of this study were to develop a framework to analyze instructor feedback on team responses to open‐ended mathematical modeling problems and to demonstrate the use of the framework in investigating formative assessment systems.Design/MethodTo develop the framework, formative feedback from graduate teaching assistants on first‐year engineering student team responses to the Just‐In Time Manufacturing Model‐Eliciting Activity (MEA) was analyzed. The framework in conjunction with a four dimensional MEA Rubric was then used to identify patterns in feedback.ResultsFeedback has both form and substance. Four forms of feedback were identified: comments not intended to prompt change; and questions, open suggestions, and direct suggestions intended to prompt change. The substance was tied to the criteria used to evaluate MEA responses. Results of applying the framework yielded two claims: (1) the rubric criteria influence the form and intent of feedback, and (2) the perceived quality of student work also impacts the form and intent of feedback.ConclusionThe framework that emerged from this work is a useful tool for investigating instructor feedback in this context. Further, the framework is believed to be extendable to other learning contexts.
An Assessment of Engineering Students' Curricular and Co‐Curricular Experiences and Their Ethical Development
Authors: Finelli Cynthia J. , Holsapple Matthew A. , Ra Eunjong , Bielby Rob M. , Burt Brian A. , Carpenter Donald D. , Harding Trevor S. , Sutkus Janel A. 
Published: January 2013

BackgroundEthics instruction is an important component of engineering undergraduate education, but little research has identified aspects of the undergraduate experience that contribute most to students' ethical development. Thus, an assessment of the impact of students' experiences on their ethical development is warranted.Purpose (Hypothesis)We apply a conceptual framework to the study of engineering students' ethical development. This framework suggests that both formal curricular experiences and co‐curricular experiences are related to students' ethical development.Design/MethodUsing survey data collected from nearly 4,000 engineering undergraduates at 18 institutions across the U.S., we present descriptive statistics related to students' formal curricular experiences and their co‐curricular experiences. Additionally, we present data for three constructs of ethical development (knowledge of ethics, ethical reasoning, and ethical behavior).ResultsFor our sample, the quantity and quality of students' formal curricular experiences and their co‐curricular experiences related to ethics was high. The levels of ethical knowledge and reasoning varied, as did ethical behavior.ConclusionsOur data highlight opportunities for improving the engineering undergraduate/bachelor's level curricula in order to have a greater impact on students' ethical development. We suggest that institutions integrate ethics instruction throughout the formal curriculum, support use of varied approaches that foster high‐quality experiences, and leverage both influences of co‐curricular experiences and students' desires to engage in positive ethical behaviors.
Strategic Pathways for Success: The Influence of Outside Community on Academic Engagement
Authors: Allendoerfer Cheryl , Wilson Denise , Bates Rebecca , Crawford Joy , Jones Diane , Floyd‐Smith Tamara , Plett Melani , Scott Elaine , Veilleux Nanette 
Published: January 2013

BackgroundEngineering students participate in a variety of communities outside of their academic endeavors ranging from family to professional societies. While the degree to which they participate and immediate benefits of participation have been explored, pathways by which participation in nonacademic “outside” communities leads to academic engagement are not as well understood.Purpose (Hypothesis)This study seeks to identify outside communities to which students feel most connected and pathways by which these important communities influence students' academic endeavors.Design/MethodThis study uses mixed methods, combining surveys and focus groups. A survey emphasizing measurement of belonging, engagement, and connection to community was collected from over 750 student participants at four different institutions. Focus groups were then used to explore how students' most important communities influence their academic life. Focus group data analysis revealed which needs were met for students through participation in outside communities.ResultsAcross all institutions, family is the community to which students feel most connected, with friends being a distant second. Students spoke of communities strategically, identifying needs that they meet through participation in communities and linking their participation with increased ability to engage in their academic endeavors. Most frequently, students' belonging needs were met through participation in outside communities, although safety and esteem needs were also affected.ConclusionsOur results strongly suggest that, among the many types of needs studied, providing students with opportunities to belong will provide the most return on investment for engagement in academic endeavors.
Engineering in the K‐12 STEM Standards of the 50 U.S. States: An Analysis of Presence and Extent
Authors: Carr Ronald L. , Bennett Lynch D. , Strobel Johannes 
Published: January 2013

BackgroundFederal initiatives promoting STEM education to bridge the achievement gap and maintain the nation's creative leadership inspired this study investigating engineering content in elementary education standards. The literature review concluded that common national P‐12 engineering education standards are beneficial, particularly when amplified by the common core standards movement.Purpose (Hypothesis)Compilation and analysis of engineering present in states' academic standards was performed to determine if a consensus on the big ideas of engineering already exists and to organize and present those big ideas so that they can be infused into state or national standards.Design/MethodExtensive examination and broad coding of mathematics, science, technology and vocational/career standards in all 50 states identified instances of engineering content in existing standards. Explicit coding categorized engineering‐relevant standards by subject area. Manual and electronic content analysis identified key engineering skills and knowledge in existing standards. Inter‐rater reliability verified consistency among five individuals through descriptive statistical measures.ResultsEngineering skills and knowledge were found in 41 states' standards. Most items rated as engineering through strict coding were found in either science or technology and vocational standards. Engineering was found in only one state's math standard. Some states explicitly mentioned engineering standards without any specifics. A consensus of big ideas found in standards is provided in the discussion.ConclusionsWhile engineering standards do exist, uniform or systematically introduced engineering standards are less prevalent. Now is the time to move forward in the formation of national standards based on the state standards identified in this study.
Die Verbrennung
Authors: Schießl Robert , Maas Ulrich 
Published: January 2013

AbstractDie Verbrennung ist einer der wichtigsten Prozesse unserer technisierten Welt. Ihr Nutzen in Form von Wärme folgt aus der Thermodynamik. Die Ursachen für die bekannten Probleme wie etwa Schadstoffbildung lassen sich nur durch eine detaillierte Betrachtung der chemischen und physikalischen Prozesse verstehen. Die chemischen Elementarreaktionen sind komplex, zudem wechselwirken sie mit physikalischen Prozessen wie der turbulenten Mischung von Stoffströmen und Transportphänomenen. Auch wenn die zugrundeliegenden physikalischen und chemischen Gleichungen bekannt sind, bleibt die Entwicklung genauerer Simulationsverfahren eine Herausforderung. Durch den Einsatz laserdiagnostischer Methoden und fortschrittlicher Modellierungsstrategien als Hilfsmittel für die technische Entwicklung besteht die Aussicht, Verbrennungsprozesse sauber und Ressourcen schonend zu gestalten.
Das neue Bild der Heliosphäre
Authors: Fahr Hans Jörg 
Published: January 2013

AbstractDas Sonnensystem befindet sich im Inneren einer ausgedehnten Plasmablase, der Heliosphäre. Ursache hierfür ist der Sonnenwind. Bislang ließen sich die physikalischen Zustände und Prozesse an der Grenze von der Heliosphäre zum interstellaren Medium nicht beobachten. Dies änderte sich jetzt mit dem Satelliten IBEX. Er registriert energiereiche Wasserstoffatome, die aus dieser Grenzregion kommen. Überraschenderweise stellte sich jetzt heraus, dass die seit Jahrzehnten prognostizierte Stoßwelle, der sogenannte Interstellar Bow Shock, gar nicht existiert.
Schneller als der freie Fall
Authors: Vollmer Michael , Möllmann Klaus‐Peter 
Published: January 2013

AbstractLässt man einen Körper fallen, so beschleunigt dieser auf Meereshöhe in unseren Breiten bekanntermaßen mit etwa 9,8 m/s2. Ist es dennoch möglich, dass unter diesen Bedingungen ein Körper schneller fallen kann? Was auf den ersten Blick paradox erscheint, ist durchaus möglich, wie sich mit Hochgeschwindigkeitsvideos eindrucksvoll belegen lässt.
Ladungsdichtewellen vor dem Sprung
Authors: v. Zimmermann Martin 
Published: January 2013

AbstractFür das Verständnis der Hochtemperatur‐Supraleitung ist die Kenntnis des Grundzustands, in dem Supraleitung entsteht, von großer Bedeutung. Röntgenbeugungsexperimente am DESY konnten nun in dem Hochtemperatur‐Supraleiter YBa2Cu3O6+x (YBCO) den Zustand einer Ladungsdichtewelle nachweisen, über dessen Existenz schon längere Zeit gemutmaßt wurde.
Schaleneffekte in den schwersten Elementen
Authors: Block Michael , Schweikhard Lutz , Blaum Klaus 
Published: January 2013

AbstractAm GSI Helmholtzzentrum für Schwerionenforschung in Darmstadt ist erstmals die direkte Messung der Stärke von Schaleneffekten in sehr schweren Atomkernen mit über 100 Protonen gelungen. Durch hochpräzise Massenmessungen an den Transuranen Nobelium und Lawrencium konnten diese Schaleneffekte für 152 Neutronen bestimmt werden. Die Ergebnisse liefern Informationen über die Kernstruktur superschwerer Elemente und dienen dazu, die Vorhersagen über Lage und Ausdehnung der “Insel der Stabilität” zu verbessern.
Burden of Surgically Correctable Disabilities Among Children in the Dadaab Refugee Camp
Authors: Wu Victor K. , Poenaru Dan 
Published: January 2013

AbstractBackgroundSurgery is increasingly recognized as a means to reduce the morbidity and mortality of disabling impairments in resource‐limited environments. We sought to estimate the burden of surgically correctable disabling impairments and the cost‐effectiveness of their treatment among children in a large refugee camp.MethodsThis is a chart review of all patients aged 0–18 years from Dadaab Refugee Camp (Kenya) treated at a facility primarily responsible for providing pediatric surgical care in the region. Total disability‐adjusted life years (DALYs) averted were calculated using life expectancy tables and established or estimated disability weights. A sensitivity analysis was performed using various life expectancy tables. Delayed averted DALYs caused by delay in care were also estimated. Inpatient costs were collected to perform a cost‐effectiveness analysis.ResultsBetween 2005 and 2011 a total of 640 procedures were performed on 341 patients. The median age at surgery was 4.6 years, and 33 % of the children treated were female. Only 13.5 % of surgeries estimated as required for common congenital surgical conditions were actually performed. The total number of DALYs averted ranged from 4,136 to 9,529 (6.4–14.8 per patient), depending on the calculation method used. Cost‐effectiveness analysis resulted in values of $40–$88 per DALY.ConclusionsThe burden of pediatric surgical disabling impairments in refugee camps is substantial. Surgical intervention to address this burden is both feasible and cost‐effective. Such intervention can significantly decrease the burden of disability among children affected by armed conflicts.
The Formation of a 12‐Hydroxystearic Acid/Vegetable Oil Organogel Under Shear and Thermal Fields
Authors: Co Edmund , Marangoni Alejandro G. 
Published: January 2013

AbstractExternal laminar oscillatory shear applied during crystallization in combination with different temperature fields was used to modify the microstructure and physical properties of edible oil organogels. Crystallization at a high cooling rate (30 °C/min) resulted in a spherulitic microstructure with a higher oil‐binding capacity, lower storage modulus and lower yield stress compared with a material (with a fibrillar microstructure) crystallized at a slow cooling rate (1 °C/min). The application of an oscillatory shear resulted in the formation of novel microstructures depending on the cooling regime used. The application of an oscillatory shear (strain > 500 % and frequency = 1 Hz) resulted in the thickening of fibers observed in the slow‐cooled material and an increased incidence of spherulite nucleation in the rapidly cooled material. Increasing the frequency of the oscillatory shear applied did not change the microstructure for the slow‐cooled gel but further increased the incidence of nucleation for the rapidly cooled gel. The application of controlled‐strain oscillatory shear to the crystallizing gel at either cooling rates resulted in an oily and very soft, paste‐like material. This material had a lower storage modulus and poorer oil‐binding capacity compared with the same gel crystallized statically. Reduction of the oscillatory strain from a maximum of 1500 to 500 % moderately mitigated the loss of mechanical properties and oil‐binding capacity although these properties were in no way comparable to those obtained from static crystallization. The study shows that the application of oscillatory shear and different cooling regimes can be used to tailor a crystalline organogel. However, the application of continuous shear must be done with care as application of excessive shear can result in a complete breakdown in gel structure and large amounts of oil loss.
Response of a two-dimensional liquid foam to air injection: swelling rate, fingering and fracture
Authors: Ben Salem Imen , Cantat Isabelle , Dollet Benjamin 
Published: January 2013

AbstractThe response of a two-dimensional liquid foam to a localized air injection is investigated experimentally and theoretically. The experiments show a rich phenomenology, with two essentially distinct behaviours, depending on the injection conditions. At low flux, the injected air forms a central bubble that grows inside the foam and induces plastic rearrangements, without film rupture. This ‘pure swelling’ regime is reminiscent of ductile fracture. In this regime, the central bubble shows fingering patterns beyond a certain velocity. The dependence among the swelling rate, the injection overpressure and the other control parameters, namely cell gap, bubble size and foam area, is captured by a simple balance between the pressure drop and bubble/wall friction under a radial assumption. Fingering is successfully modelled by the linear stability analysis of an azimuthal perturbation of the radial model; yield stress becomes an important parameter to determine the finger width. At high injection rate, films are broken and narrow cracks form rapidly through the foam, reminiscent of brittle fracture. Criteria for the transition between ductile and brittle behaviours are investigated, both at the local and global scales.
Coupled oscillations of deformable spherical-cap droplets. Part 2. Viscous motions
Authors: Bostwick J. B. , Steen P. H. 
Published: January 2013

AbstractA spherical drop is constrained by a solid support arranged as a latitudinal belt. The spherical belt splits the drop into two deformable spherical caps. The edges of the belt support are given by lower and upper latitudes, yielding a support of prescribed extent and position: a two-parameter family of geometrical constraints. In this paper we study the linear oscillations of the two coupled surfaces in the viscous case, the inviscid case having been dealt with in Part 1 (Bostwick & Steen, J. Fluid Mech., vol. 714, 2013, pp. 312–335), restricting to axisymmetric disturbances. For the viscous case, limiting geometries are the spherical-bowl constraint of Strani & Sabetta (J. Fluid Mech., vol. 189, 1988, pp. 397–421) and free viscous drop of Prosperetti (J. Méc., vol. 19, 1980b, pp. 149–182). In this paper, a boundary-integral approach leads to an integro-differential boundary-value problem governing the interface disturbances, where the constraint is incorporated into the function space. Viscous effects arise due to relative internal motions and to the no-slip boundary condition on the support surface. No-slip is incorporated using a modified set of shear boundary conditions. The eigenvalue problem is then reduced to a truncated set of algebraic equations using a spectral method in the standard way. Limiting cases recover literature results to validate the proposed modification. Complex frequencies, as they depend upon the viscosity parameter and the support geometry, are reported for both the drop and bubble cases. Finally, for the drop, an approximate boundary between over- and under-damped motions is mapped over the constraint parameter plane.