In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.

Time and Narrative

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

CONCLUSIONS This paper’s theoretical contribution is an emergent educational theory of informed design that identifies key performance dimensions relevant to K–16 engineering and STEM educational contexts. Practical contributions include the Informed Design Teaching and Learning Matrix, which is fashioned to help teachers do informed teaching with design tasks while developing their own design pedagogical content knowledge.

The Informed Design Teaching and Learning Matrix

Background
Self-efficacy has been shown to be positively related to undergraduate engineering students' achievement. Designing self-efficacy measures to assess the multifaceted skills required of engineers could improve the predictive relationship between efficacy beliefs and performance.

Purpose
This study evaluates the factor structure, validity, and reliability of general and skill-specific engineering self-efficacy measures created for use with undergraduate engineering students.

Design/Method
Self-efficacy items used for the measures were created and adapted from those used previously. Survey responses were collected from engineering students attending two southeastern universities. Exploratory and confirmatory factor analyses were used to determine factor structure. Multiple regression analyses examined the relationship between engineering self-efficacy and academic achievement and intent to persist in engineering, both uniquely and when considering other motivation variables.

Results
Factor analysis results suggested two self-efficacy scales. The General Engineering Self-Efficacy Scale is unidimensional; the Engineering Skills Self-Efficacy Scale is multidimensional with three factors representing experimental skills, tinkering skills, and design. General engineering self-efficacy predicted academic achievement, even when prior achievement was controlled. Students' intrinsic value in engineering predicted their intentions to persist in the engineering profession.

Conclusions
We found evidence for the reliability, validity, and predictive utility of the engineering self-efficacy scales. These scales can be used to assess undergraduate students' beliefs in their capabilities to perform tasks in their coursework and future roles as engineers and to investigate the association between self-efficacy and academic outcomes of interest.

/pdf/measuring-undergraduate-students-engineering-self-efficacy-a-i72n4cynpg.pdf

Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study

Hybrid active-passive damping treatments combine the reliability, low cost and robustness of viscoelastic damping treatments and the high performance, modal selective and adaptive piezoelectric active control. Numerous hybrid damping treatments have been reported in the literature. They differ mainly by the relative positions of viscoelastic treatments, sensors and piezoelectric actuators. Therefore, the present article provides a review of the open literature concerning geometric configurations, modeling approaches and control algorithms for hybrid active (piezoelectric)-passive (viscoelastic) damping treatments of beams. In addition, using a unified finite element model able to represent sandwich damped beams with piezoelectric laminated faces and an optimal control algorithm, the geometric optimization of four hybrid treatments is studied through treatment length and viscoelastic material thickness parametric analyses. A comparison of the performances of these hybrid damping treatments is carried out a...

Hybrid Active-Passive Damping Treatments Using Viscoelastic and Piezoelectric Materials: Review and Assessment

Background

This paper contributes to the growing body of scholarship on engineering students' conceptions of core concepts in engineering, including their conception of engineering itself. Understanding how students view engineering practice can provide guidance into student responses to course features such as collaborative projects.



Purpose (Hypothesis)

The research question addressed in this study is: What do student portfolios reveal about student constructions of engineering?



Design/Method

Texts from portfolios created by mechanical engineering undergraduates were analyzed qualitatively using concepts drawn from discourse analysis. This approach makes it possible to examine conceptions through close reading of linguistic structure of a body of writing.



Results

Students conceived of engineering practice as “the real world,” with most students not conceiving school experiences as integral to practice. Students conceived of engineering practice in terms of strongly contrasting elements rather than as a system of intrinsic elements. Two major aspects in student conceptions were present in the portfolios: values in engineering practice and the role of other people. Largely missing also from the student discourse was the sense that engineering is inherently collaborative.



Conclusion

Student conceptions formed continua which bear further study to more completely characterize student views. Conceptions of engineering leaders and engineering educators deserve greater attention as well as contrasts and models for comparison to student conceptions. The benefits of understanding conceptions more completely include understanding student resistance to exercises, predicting student difficulties with exercises, and understanding the distance between what educators are trying to teach students and what students are “hearing.”

http://cristianbeaty.pbworks.com/w/file/fetch/52164748/62286543.pdf

Looking Toward the Real World: Student Conceptions of Engineering

Passive stand-off layer (PSOL) damping treatments are presently being implemented in many commercial and defense designs. In a passive stand-off layer damping treatment, a stand-off or spacer layer is added to a conventional passive constrained layer (PCL) damping treatment. An analytical model which quantifies the bending and shearing contributions of the stand-off layer has been developed for a passive stand-off layer damping treatment applied to a beam. The equations of motion were derived and solved in order to simulate the frequency responses of several beams treated with passive stand-off layer damping. A series of experiments was conducted in order to test this analytical model. These experiments measured the frequency responses of a variety of beams treated with passive stand-off layer damping treatments. The experimentally measured results were normalized and calibrated and then compared with the theoretical predictions using the new analytical model. This comparison showed that the analytical model was able to predict very accurately the frequency responses of the beams treated with passive stand-off layer damping.

An Analytical and Experimental Analysis for a One-Dimensional Passive Stand-Off Layer Damping Treatment

Engineering graduate students have few opportunities to explore and develop scholarly approaches to teaching compared to graduates in other fields. As part of an NSF funded teaching and learning center, we have developed the Engineering Teaching Portfolio Program (ETPP). Our initial step has been to design the program and conduct a formal study of how two independent groups experienced the program. We are currently using the data to gain insight on the impact of the program and learn how to improve it. We demonstrate the experiences of participants and the impacts of the program through case studies of participants.

Preparing future engineering faculty: Initial outcomes of an innovative teaching portfolio program

Although many preparing future faculty programs exist, engineering graduate students interested in the professorate often have few opportunities to approach their teaching as a scholarly activity. While much research on educators' conceptions of teaching in higher education exist, little of this research has focused on the conceptions of engineering educators and even less on the conceptions of engineering graduate students. In the Engineering Teaching Portfolio Program, graduate students in engineering who are interested in faculty careers discuss and reflect about their teaching within the context of creating individual teaching portfolios that can be used for faculty job searches. Using a qualitative research design, these engineering graduate students were observed during the peer-led, peer-facilitated program sessions, and were later interviewed about how their experiences in the teaching portfolio program influenced their teaching. In this paper, lessons from a pilot offering of ETPP about fifteen graduate students' conceptions of teaching were focused upon

Future engineering faculty: How do they think about teaching?

Passive constrained layer (PCL) damping treatments have been shown to be a very effective and reliable method for the damping of structures and have been implemented successfully in many commercial and defense designs for the aerospace and automotive industries. A conventional passive constrained layer damping treatment consists of a viscoelastic layer sandwiched between the vibrating structure and a cover layer. In a passive stand-off layer (PSOL) damping treatment, a stand-off or spacer layer is added to a conventional passive constrained layer damping treatment between the vibrating structure and the viscoelastic layer. The addition of this stand-off layer increases the distance of the viscoelastic and constraining layers from the neutral axis of the vibrating structure. This is thought to enhance damping by increasing the shear angle of the viscoelastic layer. To investigate how the bending and shearing rigidities of the stand-off layer (SOL) affect the damping performance, an analytical model has been developed for a PSOL damping treatment applied to an Euler-Bernoulli beam. In this paper, the equations of motion are derived and solved. The resulting simulations of the frequency response are then discussed.

Jessica Yellin

Papers

Looking Toward the Real World: Student Conceptions of Engineering

An Analytical and Experimental Analysis for a One-Dimensional Passive Stand-Off Layer Damping Treatment

Preparing future engineering faculty: Initial outcomes of an innovative teaching portfolio program

Future engineering faculty: How do they think about teaching?

Analytical model for a passive stand-off layer damping treatment applied to an Euler-Bernoulli beam