ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging Cognitive Load Theory, Scaffolding, and Distance Technologies to Enhance Computer Programming for Non-Majors
Author: Impelluso, Thomas J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Scaffolding (Teaching Technique),Distance Education,Computer Science Education,Programming,Nonmajors,Blended Learning,Engineering,Curriculum Design,Motivation,Mixed Methods Research,College Students,Instructional Effectiveness,Electronic Learning

Cognitive Load Theory (CLT) was used as a foundation to redesign a computer programming class for mechanical engineers, in which content was delivered with hybrid/distance technology. The effort confirmed the utility of CLT in course design. And it demonstrates that hybrid/distance learning is not merely a tool of convenience, but one, which, when used purposefully, enhances the learning experience. To ensure scaffolding of domain knowledge, the content was both the syntax of a structured language and the algorithms encountered by students of mechanical engineering: Gauss Reduction and Newton-Raphson. To maximize germane (motivational) learning load, course material scaffolding occurred vertically, connecting language syntax constructs to each other, and also application algorithm constructs to each other. Scaffolding also occurred horizontally, connecting language syntax to application algorithms. Finally temporal scaffolding occurred in which application algorithms were connected to examples of simulation science and engineering, including, for example, finite element, multi-body dynamics and computational fluid mechanics. Comparative evaluations demonstrate improved student learning outcomes, streamlined and enhanced course delivery, improved instructor evaluations, was a great cost savings to the department, and facilitated a transition from low to high enrollment. The department need no longer hire lecturers or provide and upgrade workstations.
Embedding Laboratory Experience in Lectures
Author: Morgan, James R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Demonstrations (Educational),Learner Engagement,Student Participation,Models,Engineering Education,Teaching Methods,Active Learning,Relevance (Education),College Students,Misconceptions,Critical Thinking,Laboratories,Self Evaluation (Individuals),Scientific Concepts,Concept Formation,Video Technology,Student Surveys,Student Attitudes,Focus Groups

Demonstrations can be very effective at enhancing student learning and represent a mechanism for embedding laboratory experiences within a classroom setting. A key component to an effective demonstration is active student engagement throughout the entire process, leading to a guided laboratory experience in a lecture setting. Students are involved in discussing the purpose of the demo; predicting what will happen during the demo; discussing who developed theories to help us understand what happens; and comparing observations to predictions, as opposed to simply passively watching a demonstration. Demonstrations can occur at three different stages of a course topic: as an introduction, as a wrap-up and an aid used throughout the class discussion of a topic. Depending on when they occur, different types of learning outcomes are achieved. This paper presents a model for infusing demonstrations into an engineering science class and the use of this model. Assessment includes components from both faculty and students, as well as from a faculty development professional who is an instructor in a different discipline.
Design and Application of a Beam Testing System for Experiential Learning in Mechanics of Materials
Author: Sullivan, R. Warsi
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering Education,Active Learning,Mathematics,Mechanics (Physics),Experimental Groups,Control Groups,Comparative Analysis,Construction Materials,Statistical Analysis,Teaching Methods,Student Attitudes,Concept Formation,Experiential Learning,Tests,Student Surveys

Research shows that students can significantly improve their understanding and retention of topics presented in an engineering course when discussions of theoretical and mathematical approaches are combined with active-learning exercises involving hands-on physical experiments. In this paper, the design and application of a beam testing system (BTS) to promote experiential learning in mechanics of materials are discussed. Students in the experimental group were given the opportunity to verify their analytical predictions on two separate projects by conducting experiments using the BTS, whereas those in the comparison group only performed the analysis part. Based on statistical analysis of the performance of the two student groups on a common exam problem, the experiential learning is found to have a positive but limited impact. Moreover, the students' responses to an anonymous survey indicate that the students in the experimental group generally had a higher degree of satisfaction with the class projects than those in the comparison group.
The Impact of Structured Writing and Developing Awareness of Learning Preferences on the Performance and Attitudes of Engineering Teams
Author: Dahm, Kevin
Date: 2009-00-00
Type: Journal Articles
Subjects: Metacognition,Engineering Education,College Faculty,Academic Advising,Teamwork,Barriers,Writing Assignments,Journal Writing,Student Attitudes,Cognitive Style,Preferences,Measures (Individuals),Attitude Change,Group Dynamics,Undergraduate Students

This paper discusses efforts to develop metacognition in teams of engineering students by: first, exploring personal learning patterns, and second, ongoing biweekly journaling exercises. Thirty-three junior and senior engineering students (30 chemical engineer, one each from mechanical, civil and electrical) working on semester-long projects in the Rowan Engineering Clinics were broken into four groups. Members of the first determined their learning patterns by taking the Learning Connections Inventory (LCI) then met with faculty advisors to discuss their patterns and those of their teammates. The second group performed structured writing assignments focusing on team dynamics and logistical barriers to success. The third received both LCI instruction and the writing assignments, while the fourth received neither. Students who received instruction on their own learning patterns as well as those of their teammates performed better on semester-long team projects and reported a significant improvement in their attitude towards teaming skills. Structured writing assignments focusing on team dynamics also seemed to benefit performance, but were less popular with the students.
Using PBL to Deliver Course in Digital Electronics
Author: Mantri, Archana
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Electronics,Technical Education,Engineering Education,Undergraduate Students,Course Descriptions,Teaching Methods,Student Educational Objectives,Problem Solving,Student Projects,Scores,Statistical Analysis,Skill Development,Student Evaluation,Assignments,Time Management,Instructional Design,Educational Experiments,Knowledge Level,Tests

Problem Based Learning (PBL) has proven to be a highly successful pedagogical model in many educational fields, although it is comparatively uncommon in technical education. It goes beyond the typical teaching methodology by promoting student interaction. This paper presents a PBL trial applied to an undergraduate Digital Electronics course in the Electronics and Communication Engineering (ECE) program at Chitkara Institute of Engineering and Technology, affiliated with Punjab Technical University (PTU), India. Also included in this paper is the approach to design quasi-open-ended problems for the PBL trial in the basic Digital Electronics course and its delivery. It also includes the comparison of the results for the PBL and traditional pedagogies.
Broadcasting Engineering Laboratories--Audio/Video and Data--in Real-Time over the Internet
Author: Jain, Prashant K.
Date: 2008-00-00
Type: Journal Articles
Subjects: Engineering Technology,Internet,Virtual Classrooms,Science Laboratories,Nuclear Physics,Scientific Research,Science Experiments,Science Course Improvement Projects,Distance Education,Learning Modules,Web Based Instruction,Observational Learning,Computer Mediated Communication,Video Technology,Program Descriptions,Courseware

Internet extends the reach of existing laboratory and training infrastructure to beyond the walls of such facilities. Though nothing can replace the hands-on experience in a laboratory; a carefully developed web-based digital lab may be the next best thing. In some cases, there may be benefits associated with a &quot;distance laboratory&quot; that are usually not available in a conventional lab. Due to radiation environment and very high cost of some labs--for example, nuclear research reactors--there exists a need to develop web-based systems that can access the experiments being conducted in a radiation measurement lab or the reactor and make it available in a virtual laboratory. These systems should be inexpensive, easily installable, allow interactive audio/video communication as well as remote access (or sharing) of data in real-time. We here report the development of a real-time, distance lab module that is being implemented in the Department of Nuclear, Plasma and Radiological Engineering at the University of Illinois. This internet-based system allows remote personnel to watch the experiments and personnel performing the experiments, acquire data, and interact (audio and video) with on-site personnel. Data are broadcasted in real time in text as well as graphical format--the same format used to display the data on site. Moreover, use of LabVIEW's &quot;remote front panel&quot; feature allows communications between the local lab and remote client so that remote client, if permitted, can obtain part or full control of the experiments.
Development and Deployment of a Library of Industrially Focused Advanced Immersive VR Learning Environments
Author: Cameron, Ian
Date: 2008-00-00
Type: Journal Articles
Subjects: Engineering Education,Industry,Electronic Learning,Simulated Environment,Technology Uses in Education,Educational Technology,Video Technology,Visualization,Teaching Methods,Constructivism (Learning),Interaction,Cognitive Processes,Difficulty Level,Learner Controlled Instruction,Concept Mapping,Educational Games,Problem Based Learning,Student Diversity,Program Evaluation,Higher Education,Foreign Countries

This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant educational theory and proven instructive teaching approaches. Principles such as constructivism, interactivity, cognitive load and learner-centred design have been central considerations when constructing and structuring this resource. Structural challenges include determining a framework for the basic environment, the repository for the VR and activities, as well as the development of a learning platform arrangement to support self-directed learning in the interface. The system's current functionality is demonstrated through video imagery of a user performing activities as well as snapshots of the current screen configuration. Current feedback regarding the interface is acknowledged and future work responds to the key issues presented by these studies.
Thomson's Theorem of Electrostatics: Its Applications and Mathematical Verification
Author: Bakhoum, Ezzat G.
Date: 2008-00-00
Type: Journal Articles
Subjects: Mathematical Applications,Mathematical Logic,Scientific Concepts,Scientific Principles,Geometry,Mathematical Formulas,Computation,Physics

A 100 years-old formula that was given by J. J. Thomson recently found numerous applications in computational electrostatics and electromagnetics. Thomson himself never gave a proof for the formula; but a proof based on Differential Geometry was suggested by Jackson and later published by Pappas. Unfortunately, Differential Geometry, being a specialized branch of mathematics, is normally inaccessible to the majority of engineers and engineering students. This paper provides for the first time a proof that greatly reduces the dependence on Differential Geometry (the reader only needs to be aware of the concept of &quot;curvature&quot;). The emerging applications of the theorem in computational field problems are also discussed here.
Future Cities Engineering: Early Engineering Interventions in the Middle Grades
Author: McCue, Camille
Date: 2008-00-00
Type: Journal Articles
Subjects: Middle School Students,Early Intervention,Qualitative Research,Statistical Analysis,Cognitive Objectives,Affective Objectives,Futures (of Society),Science and Society,Urban Planning,Engineering Technology,Computer Simulation,Student Surveys,Student Attitudes,Scientific Attitudes,Multiple Choice Tests,Pretests Posttests,Student Participation,Computer Graphics,Design Crafts,Science Activities

This paper describes qualitative and quantitative research conducted with middle school students participating in a Future Cities Engineering course. Insights were sought regarding both affective and cognitive changes which transpired during the one-semester schedule of activities focused on modeling the infrastructure of a city built 150 years in the future. Modeling activities consisted of both a computer simulation, &quot;SimCity 3000 Unlimited,&quot; and the construction of a physical scale model depicting student visions. To determine the efficacy of &quot;SimCity&quot; in serving as a realistic modeling tool, the software was &quot;ground-truthed&quot; by comparing &quot;Sim&quot; dimensions to the dimensions of analogous objects (roads, water pipes) in the real world. An age-appropriate attitude survey was developed and administered with the goal of measuring student disposition towards the engineering profession. Additionally, a multiple-choice content test was developed and administered both pre and post instruction to obtain a quantifiable measure of student learning. Findings show that student participation in such a course can lay favorable foundations for appreciation of and participation in the engineering profession.
Using Concept Maps to Assess Interdisciplinary Integration of Green Engineering Knowledge
Author: Borrego, Maura
Date: 2009-00-00
Type: Journal Articles
Subjects: Concept Mapping,Engineering Education,Design,Conservation (Environment),Interdisciplinary Approach,Sustainability,Evaluation Methods,Scoring,College Students,Environmental Education,Biological Sciences,Industry,Marketing,Majors (Students),Pretests Posttests,Scores,Mixed Methods Research

Engineering education, like many fields, has started to explore the benefits of concept maps as an assessment technique for knowledge integration. Because they allow students to graphically link topics and represent complex interconnections among diverse concepts, we argue that concept maps are particularly appropriate for assessing interdisciplinary knowledge integration. The results from a year-long study of a design course in green engineering demonstrate the viability of this approach. However, this research also highlights important issues in faculty scoring of interdisciplinary concept maps that may not be present when maps are used in traditional single-discipline settings. The interdisciplinary setting revealed differences in (1) evaluation criteria, (2) expertise, and (3) investment. We conclude with suggestions for selecting and training scorers to address these issues.
A Model for Freshman Engineering Retention
Author: Veenstra, Cindy P.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Freshmen,Engineering Education,School Holding Power,Academic Persistence,Models,Predictor Variables,Academic Achievement,Success,Prior Learning,Literature Reviews,Student Characteristics,Study Habits,Learner Engagement,Goal Orientation,Grade Point Average,Regression (Statistics),Mathematics Skills

With the current concern over the growing need for more engineers, there is an immediate need to improve freshman engineering retention. A working model for freshman engineering retention is needed. This paper proposes such a model based on Tinto's Interactionalist Theory. Emphasis in this model is placed on pre-college characteristics as predictors for student academic success and retention. Through a literature search of both engineering education and general empirical studies, a list of significant pre-college characteristics important for modeling freshman engineering student success and retention was developed. Significant differences were found between the engineering education and general empirical studies. The final model is described in terms of a block diagram with an extension to statistical modeling. Tables of empirical studies that have included pre-college characteristics as predictors for student success and retention are included. An application using data from a University of Michigan study is discussed.
From Tootsie Rolls to Broken Bones: An Innovative Approach for Active Learning in Mechanics of Materials
Author: Linsey, Julie
Date: 2009-00-00
Type: Journal Articles
Subjects: Engineering Education,Active Learning,Mechanics (Physics),Educational Innovation,Cognitive Style,Preferences,Student Needs,Learning Activities,Hands on Science,Multimedia Materials,Difficulty Level,Lecture Method,Scaffolding (Teaching Technique),Logical Thinking,Learning Experience,Taxonomy,Constructivism (Learning),Teaching Methods,Creativity,Program Effectiveness

Active learning enhances engineering education. This paper presents rationale, curriculum supplements, and an approach to active learning that may be seamlessly incorporated into a traditional lecture-based engineering class. A framework of educational theory that structures the active learning experiences and includes consideration of learning styles and preferences is discussed. The paper presents innovative example activities for courses in engineering mechanics designed to meet a variety of student needs and diverse learning styles. In total, twenty-eight activities were developed and range from quick hands-on activities which can be done during lecture to multimedia tools. Activities were targeted at the difficult concepts for mechanics of materials. Typical assessment results, from three institutions of higher learning, are provided to illustrate the effectiveness of these activities. Results show that the Active Learning Products (ALPs) increase student learning as compared to a traditional lecture. ALPs are also effective at various types of institutions of higher learning.
A Study on Situated Cognition: Product Dissection's Effect on Redesign Activities
Author: Grantham, Katie
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,College Freshmen,Creativity,Learning Activities,Teaching Methods,Schemata (Cognition),Statistical Analysis

Situated cognition theory describes the context of a learning activity's effect on learner's cognition. In this paper, we use situated cognition theory to examine the effect of product dissection on product redesign activities. Two specific research questions are addressed: 1) Does situated cognition, in the form of product dissection, improve product functionality during redesign exercise?, and 2) Does situated cognition, again in the form of product dissection, affect the creativity during product redesign? In this study, three sections of first-year students in two different locations--The Pennsylvania State University (Penn State) and Missouri University of Science and Technology (S&amp;T)--performed product redesign using coffee makers. The redesigned products have been analyzed with respect to both depth (detail level) and creativity. Based on our results, we find that situated cognition, in the form of product dissection, improves product functionality during redesign and positively affects creativity. The implications of these results are also discussed.
Incorporating a Product Archaeology Paradigm across the Mechanical Engineering Curriculum
Author: Moore-Russo, Deborah
Date: 2013-00-00
Type: Journal Articles
Subjects: Engineering Education,Integrated Curriculum,College Curriculum,Archaeology,Undergraduate Students,College Seniors,Mixed Methods Research,Instructional Effectiveness,Design,Research Universities,Introductory Courses,Required Courses,Student Surveys,Student Attitudes,Likert Scales

Historically, the teaching of design theory in an engineering curriculum has been relegated to a senior capstone design experience. Presently, however, engineering design concepts and courses can be found through the entirety of most engineering programs. Educators have recognized that engineering design provides a foundational platform that can be used to develop educational strategies for a wide array of engineering science principles. More recently, educators have found that product archaeology provides an effective platform to develop scalable learning materials, strategies, and educational innovations across these design courses. This paper presents and discusses how product archaeology has been incorporated at a large research university in two design-related courses for mechanical engineering students: (1) a sophomore-level course and (2) a senior-level class. More specifically, details are reported regarding how and how easily global, societal, economic, and environmental factors were emphasized in the curricula of these courses. Next, the paper shares the qualitative and quantitative assessment tools and methods used to determine the impact of incorporating a product archaeology paradigm in the courses. Finally, the results are reported which demonstrate a significant increase in the students' perceptions across a number of skill and knowledge areas related to ABET-required Outcome h without negatively impacting other important academic areas. Results demonstrate a significant increase in student perception across a number of skill and knowledge areas critical to the next generation of engineers.
Conceptual Framework to Help Promote Retention and Transfer in the Introductory Chemical Engineering Course
Author: Hanyak, Michael E., Jr.
Date: 2015-00-00
Type: Journal Articles
Subjects: Chemical Engineering,Problem Solving,Teaching Methods,Problem Based Learning,Grades (Scholastic),Pretests Posttests,Majors (Students),Instructional Effectiveness,Undergraduate Students,Maintenance,Concept Formation,Critical Thinking,Holistic Approach,Models,Mathematical Models,Computation,Heuristics,Documentation,Course Content,Student Projects,Summative Evaluation,Best Practices,Misconceptions,Formative Evaluation,Alumni,Surveys

In an introductory chemical engineering course, the conceptual framework of a holistic problem-solving methodology in conjunction with a problem-based learning approach has been shown to create a learning environment that nurtures deep learning rather than surface learning. Based on exam scores, student grades are either the same or better than the course taught using a lecture-based format. Based on pre- and post-course scores for an in-house concept inventory, average learning gains were within one standard deviation of the average gain reported by Hake for interactive engagement. After nine months, chemical engineering majors essentially retain their knowledge of the concepts. By successfully integrating the major cooperative learning elements discussed in this article, undergraduate engineers will be able to enhance their long-term retention of the fundamental principles for a particular engineering discipline and potentially transfer that knowledge to solve future problems.