ethanporcaro/eric-fulltext-meta huggingface dataset:
The AIChE &quot;Concept Warehouse&quot;: A Web-Based Tool to Promote Concept-Based Instruction
Author: Koretsky, Milo D.
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Scientific Concepts,Educational Philosophy,Computer Assisted Instruction,Web Based Instruction,Chemical Engineering,Engineering Education,Audience Response Systems,Active Learning,Measures (Individuals),Design,Prediction,Mixed Methods Research,College Faculty,College Students,Semi Structured Interviews,Likert Scales,Educational Benefits

This paper describes the &quot;AIChE Concept Warehouse,&quot; a recently developed web-based instructional tool that enables faculty within the discipline of chemical engineering to better provide their students concept-based instruction. It currently houses over 2,000 concept questions and 10 concept inventories pertinent to courses throughout the core chemical engineering curriculum. These questions are available for faculty use both as in-class concept-based clicker questions (or ConcepTests) and stand-alone concept inventories, and can be accessed in various formats (online or offline) for use in class and on assignments and exams. The design philosophy is to make the tool versatile so that it can be used in the way that best fits with the instructor's teaching philosophy and the program's educational environment. Instructors and students perceive it to catalyze engagement and promote learning. While domain specificity is critical to the targeted development of tools like the one we describe, we argue that the computer-based approach is generic and could be applied to any engineering discipline. One objective in describing this tool and characterizing our experiences using it is to contribute to such wider adaptation.
Linking First-Year and Senior Engineering Design Teams: Engaging Early Academic Career Students in Engineering Design
Author: Fox, Garey A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering,Engineering Education,Design,Learner Engagement,College Freshmen,College Seniors,Student Projects,Curriculum,Student Evaluation,Student Surveys,Knowledge Level,Mentors,Introductory Courses,Statistical Analysis

In Biosystems Engineering at Oklahoma State University, senior design is a two semester course in which students work on real-world projects provided by clients. First-year (freshmen and trans­fer) students enroll in an introductory engineering course. Historically, these students worked on a team-based analysis project, and the engineering design process was discussed but not explicitly applied. This study investigated the hypothesis that first-year and senior design teams can be linked through capstone projects to more effectively introduce design. First-year students design a small portion of the client-based capstone project as identified by and supervised by the seniors. Several assessment tools were used: student knowledge of the design process, presentations and student surveys. More than 90% of introductory students agreed that the project was worthwhile and helped them learn about engineering as a future career. After having institutionalized the linkage, seniors were more likely to identify appropriate projects and viewed the mentoring as beneficial.
The Evolution of a Flipped Classroom: Evidence-Based Recommendations
Author: Velegol, Stephanie Butler
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,Blended Learning,Educational Technology,Homework,Technology Uses in Education,Teaching Methods,Video Technology,Large Group Instruction,Case Studies,Introductory Courses,Student Evaluation,Preferences,Active Learning,Course Descriptions,Evaluation Methods,Outcomes of Education,Field Trips,College Students,Focus Groups,Likert Scales

Engineering students benefit from an active and interactive classroom environment where they can be guided through the problem solving process. Typically faculty members spend class time presenting the technical content required to solve problems, leaving students to apply this knowledge and problem solve on their own at home. There has recently been a surge of the flipped, or inverted, classroom where the technical content is delivered via online videos before class. Students then come to class prepared to actively apply this knowledge to solve problems or do other activities. In this paper, recommendations are made for applying this educational technique to large engineering classrooms. These recommendations are based both on a literature review of flipped classes and the evaluation of a case study of a large Introduction to Environmental Engineering class. The case study evolved from a traditional lecture-based classroom through two different versions of a flipped classroom. Evaluation of students' interaction, preferences and performance are used to make recommendations about the video time, use of class time, course organization and student assessment.
Content Delivery Using Augmented Reality to Enhance Students' Performance in a Building Design and Assembly Project
Author: Shirazi, Arezoo
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,Physical Environment,Simulated Environment,Synthesis,Information Technology,Computer Simulation,Teaching Methods,Instructional Effectiveness,Undergraduate Students,Models,Civil Engineering,Construction Industry,Building Design,Experimental Groups,Control Groups,Comparative Analysis,Student Attitudes

Recent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly implemented, instructional technology can enhance student engagement and the quality of learning. Therefore, the main goal of this research is to implement and assess the effectiveness of an augmented reality (AR)-based pedagogical tool on student learning. For this purpose, a model building design and assembly experiment with two separate (control and test) treatments were conducted in an undergraduate construction and civil engineering course. In each treatment, performance (with respect to three primary and three secondary measures) and workload data (with respect to six NASA TLX indicators) were collected and assessed. Both treatments were also videotaped for post-analysis and further observations of students' performance. It was found that students in the test group (who used the AR tool) performed better than students in the control group with respect to certain (but not all) measures. In addition, test group students spent more time on collaboration, communication, and exchanging ideas. Overall, students ranked the effectiveness of the AR tool very high and stated that it has a good potential to transform traditional teaching methods.
Animation Based Learning of Electronic Devices
Author: Gero, Aharon
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Animation,Teaching Methods,Electronics,Two Year College Students,Computer Simulation,Academic Achievement,Achievement Gap,Visual Aids,Comparative Analysis,Student Attitudes,Positive Attitudes,Multimedia Instruction,Problem Solving,Taxonomy,Thinking Skills,Introductory Courses,Units of Study,Experimental Groups,Control Groups,Pretests Posttests,Attitude Measures,Questionnaires,Likert Scales,Statistical Analysis,Mixed Methods Research,Semi Structured Interviews

Two-year college teachers face great difficulty when they teach the principle of operation of the bipolar junction transistor--a subject which forms the basis for electronics studies. The difficulty arises from both the complexity of the device and by the lack of adequate scientific background among the students. We, therefore, developed a unique learning unit based on computer animation that was tailored to the students' background and qualitatively describes the processes occurring in the transistor. The current research examined the characteristics of the above learning among students at a leading Israeli two-year college. The research, which used quantitative instruments alongside qualitative ones, indicates a significant gap between the achievements of students who studied the subject of the transistor through animation and the achievements of their peers who learned it using static diagrams. Additionally, students who studied the subject through animation express significantly more positive attitudes towards electronics than their peers.
Student and Instructor Perceptions of the Usefulness of Computer-Based Microworlds in Supporting the Teaching and Assessment of Computer Networking Skills: An Exploratory Study
Author: Dabbagh, Nada
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Computer Uses in Education,Computer Literacy,Computer Science Education,Courseware,Problem Solving,Conventional Instruction,Student Evaluation,Evaluation Methods,Two Year College Students,College Faculty,Information Technology,Student Surveys,Teacher Surveys,Quasiexperimental Design,Instructional Effectiveness

Skill shortages in the area of computer network troubleshooting are becoming increasingly acute. According to research sponsored by Cisco's Learning Institute, the demand for professionals with computer networking skills in the United States and Canada will outpace the supply of workers with those skills by an average of eight percent per year through 2011, amounting to a shortage of about 60,000 full-time workers each year. This skill shortage is having a detrimental economic effect on the information technology (IT) industry at large. However, teaching and assessing these skills effectively requires a hands-on approach so that each student is individually exposed to an entire network of several computers, network switches, and network routers. This is often problematic in face-to-face teaching contexts due to time, space, and cost considerations and even more problematic in distance learning contexts where students take courses and complete degrees totally online with no physical access to a computer networking lab. Hence, the purpose of this study was to examine the usefulness of Computer-Based Micro-Worlds (CBMW) in supporting the teaching and assessment of computer networking problem-solving skills. It is hypothesized that CBMW may provide: (a) an economically viable method to overcome the difficulty and expense commonly faced when training students to become effective network engineers, and (b) a practical and widely accessible learning method that could help alleviate the skill shortage in the industry. In order to determine the viability of these hypotheses, this exploratory study examined student and instructor perceptions of the usefulness of CBMW in supporting the teaching and assessment of computer networking problem solving skills.
An ECG Lab Project for Teaching Signal Conditioning Systems in a Master's Degree in Mechatronic Engineering
Author: Martín, Francisco Javier Ferrero
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Masters Programs,Masters Degrees,Electronics,Equipment,Design,Biomechanics,Biomedicine,Laboratories,Human Body,Measurement Techniques,Course Descriptions,Course Evaluation,Student Projects,Active Learning,Scoring Rubrics

Ongoing technological progress in measurement systems triggered the development of an in­novative, hands-on teaching program to help students toward a fuller understanding of recent changes in the field. This paper presents a lab project that links theoretical principles with the practical issues of signal conditioning systems. This is accomplished in the context of a Master's Degree in Mechatronic Engineering, though the experience gained could be applied to other cur­ricula. Students designed and tested a signal conditioning circuit in order to acquire and monitor the electrical activity generated by the heart. This lab project contains most of the circuits studied in lectures and presents a general methodology for the design of signal conditioning systems. Five years of lab project work was compiled, and with the help of students' feedback, we were able to evaluate both the improvement in their knowledge and in their motivation.
An Example-Centric Tool for Context-Driven Design of Biomedical Devices
Author: Dzombak, Rachel
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,Biomedicine,Experiential Learning,Developing Nations,Design,Equipment,College Students,Technology Uses in Education,Global Approach,Case Studies,Cultural Context,Technology Integration,Computer Interfaces,Physiology,Ethics,Safety,Quality Control,Evaluation Methods

Engineering is one of the most global professions, with design teams developing technologies for an increasingly interconnected and borderless world. In order for engineering students to be proficient in creating viable solutions to the challenges faced by diverse populations, they must receive an expe­riential education in rigorous engineering design processes as well as identify the needs of customers living in communities radically different from their own. Acquainting students with the unique context and constraints of developing countries is difficult because of the breadth of pertinent considerations and the time constraints of academic semesters. This article describes a tool called Global Biomedi­cal Device Design, or GloBDD, that facilitates simultaneous instruction in design methodology and global context considerations. GloBDD espouses an example-centric approach to educate students in the user-centered and context-driven design of biomedical devices. The tool employs real-world case studies to help students understand the importance of identifying external considerations early in the design process: issues like anthropometric, contextual, social, economic, and manufacturing considerations amongst many others. This article presents the rationale for the tool, its content and organization, and evaluation results from integration into a junior-level biomedical device design class. Results indicate that the tool engages students in design space exploration, leads them to making sound design decisions, and teaches them how to defend these decisions with a well-informed rationale.
Shaking up Pre-Calculus: Incorporating Engineering into K-12 Curricula
Author: Sabo, Chelsea
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Elementary Secondary Education,Partnerships in Education,Secondary School Science,Secondary School Mathematics,Engineering Education,Educational Innovation,Inquiry,Skill Development,Communication Skills,College School Cooperation,Trigonometry,Calculus,Teaching Methods,Concept Formation,Pretests Posttests,Feedback (Response),Student Attitudes

Projects highlighting Science, Technology, Engineering, and Mathematics (STEM) education in high schools have promoted student interest in engineering-related fields and enhanced student understanding of mathematics and science concepts. The Science and Technology Enhancement Program (Project STEP), funded by a NSF GK-12 grant at the University of Cincinnati, is one community partnership that focused on improving STEM skills and communication. As a product of Project STEP, a lesson was developed and implemented in a local Cincinnati high school classroom on applying Trigonometry functions in pre-calculus to the study of Earthquake Engineering vibrations. This lesson, Shaking Up Pre-Calculus, shows that student involvement, understanding of the material, and interest in engineering can all be enhanced through innovative educational practices. Moreover, inquiry based lessons of this type can easily be made to meet educational standards and be incorporated into existing curricula. An overview, objectives, standards addressed, and assessments of the lesson are presented here in detail. Additionally, assessment results, student feedback, and reflections from the program participants are offered.
Teaching STEM by Design
Author: Billiar, Kristen
Date: 2014-00-00
Type: Journal Articles
Subjects: STEM Education,Curriculum Development,Design,Elementary Secondary Education,Learner Controlled Instruction,Problem Based Learning,Middle School Teachers,Active Learning,Program Evaluation,Middle School Students,Teacher Attitudes,Student Attitudes

Developing innovative science, technology, engineering and mathematics (STEM) curricula that elicit student excitement for learning is a continuous challenge for K-12 STEM teachers. Generating these lessons while meeting conflicting pedagogical objectives and constraints of time, content, and cost from various parties is truly a challenging task for any teacher. Recognizing the parallel between curricular design and engineering design, we posit that the engineering design process (EDP) can be used as an innovative, effective, and logical means for formalizing the development of K-12 STEM lessons. The use of the EDP as an instructional development (ID) model is firmly based on the existing literature theory of how people learn; in particular, identifying the students and teachers as clients for the design process is a learner-centered approach, and problem-based learning (PBL) encourages active learning of STEM concepts in the context of authentic problems. To develop this process in practice, we collaborated with 15 middle school teachers over three years to create active learning curricular modules to teach over 2,000 students difficult STEM concepts. This article describes the practice of how teachers can utilize the EDP to develop problem-based curricular units and in doing so become more comfortable with the EDP themselves. We also report on the evaluation of this project.
Developing Globally Competent Engineering Researchers: Outcomes-Based Instructional and Assessment Strategies from the IREE 2010 China Research Abroad Program
Author: Jesiek, Brent K.
Date: 2014-00-00
Type: Journal Articles
Subjects: Engineering Education,Cultural Awareness,Foreign Countries,Study Abroad,Summer Programs,Program Descriptions,Mixed Methods Research,Learning Experience,Research Skills,Outcomes of Education,International Education,Educational Strategies,Engineering,Undergraduate Students,Student Attitudes,Surveys,Interviews,Pretests Posttests

Responding to globalization trends, many engineering schools are internationalizing their courses and curricula to prepare graduates for careers that involve working across countries and cultures. As a result, both students and staff are looking beyond study abroad to international work, research, and service learning opportunities as alternate pathways for high-impact experiential learning in global context. However, such programs can also pose unique challenges related to preparing students for professional practice abroad and systematically evaluating program outcomes and impacts among students and other stakeholders. This paper responds to these challenges by reporting on International Research and Education in Engineering (IREE) 2010 China, a summer engineering research abroad program. It describes orientation strategies designed to improve student readiness for global practice, and presents mixed-method assessment methods and results for global engineering competency and other key learning outcomes. The main audience for this paper includes faculty and staff who develop and support global learning experiences in engineering and other professional degree programs.
Interactive BIM-Enabled Safety Training Piloted in Construction Education
Author: Clevenger, Caroline
Date: 2015-00-00
Type: Journal Articles
Subjects: Engineering Education,Safety,Construction (Process),Teaching Methods,Visualization,Undergraduate Students,Student Attitudes,Feedback (Response),Educational Technology,Construction Industry,Positive Attitudes,Instructional Innovation,Pretests Posttests,Course Descriptions,Student Surveys,Mixed Methods Research

This paper documents and assesses the development of a construction safety training module featuring interactive, BIM-enabled, 3D visualizations to test if such a tool can enhance safety training related to scaffolds. This research documents the technical challenges and the lessons learned through the development and administration of a prototype training module in a required undergraduate construction safety course at Colorado State University. Student feedback was strongly positive, and findings suggest that such an innovative teaching method may be more effective than traditional teaching methods based on pre and post knowledge-testing. Such research highlights future opportunities to develop more extensive and advanced training modules using interactive, BIM-enabled, 3D visualization techniques in support of safety training within construction education.
Effect of Integrating Hydrologic Scaling Concepts on Students Learning and Decision Making Experiences
Author: Najm, Majdi R. Abou
Date: 2010-00-00
Type: Journal Articles
Subjects: Scaling,Earth Science,Curriculum Development,Learning,Decision Making,Instructional Effectiveness,Undergraduate Students,Environmental Education,Engineering Education,Natural Resources,Computer Uses in Education,Models,Self Esteem,Self Evaluation (Individuals),Pretests Posttests

Proper understanding of scaling and large-scale hydrologic processes is often not explicitly incorporated in the teaching curriculum. This makes it difficult for students to connect the effect of small scale processes and properties (like soil texture and structure, aggregation, shrinkage, and cracking) on large scale hydrologic responses (like watershed runoff). An instructional module that introduces the concept of process-based scaling, as the framework to connect hydrologic processes and properties at different scales, was developed and evaluated. This paper examines how incorporating the concept of scaling into student curriculum impacts students' learning and decision making capabilities. It presents the evaluation of this module in an undergraduate environmental and natural resources engineering course. Evaluation results supported the hypothesis that introducing the concept of scaling and its application (using computer models) into undergraduate engineering courses enhanced students' learning and decision making skills. Students' levels of confidence in their knowledge of hydrologic systems also increased after the introduction of the scaling concept and following computer modeling exercises.