Showing papers in "Journal of Engineering Education in 2002"
TL;DR: The Myers-Briggs Type Indicator (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University as discussed by the authors, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers).
Abstract: The Myers-Briggs Type Indicator ® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit students of all types.
358 citations
TL;DR: In this article, a new online streaming video and multi-media application called eTEACH, http:eTEACH.engr.wisc.edu was used to reform a large, lecture-based computer science course for engineering majors.
Abstract: A new online streaming video and multi-media application called eTEACH, http:eTEACH.engr.wisc.edu was used to reform a large, lecture-based computer science course for engineering majors. In-class lectures were replaced with videotaped lectures and other materials that students viewed on the Internet on their own schedule, making it possible to use the live class periods for small, team problem-solving sessions facilitated by the professors and a teaching assistant. By using the eTEACH application to transform course lectures into “homework” and free up the face-to-face class time for working on problems that were similar to homework assignments, the professors effectively reversed the lecture and homework paradigm of a typical large lecture course. A thorough course evaluation over two semesters showed that students who took the online lecture version of the course gave significantly higher ratings to all aspects of the course, including lecture usefulness, professor responsiveness, the course overall, and the instructor. Although a few students missed having the opportunity to ask questions during lectures, about two-thirds of the 531 students surveyed felt it was easier to take notes and understand the lectures presented via eTEACH than it would have been while attending the same lecture live, and 78% of students appreciated the ability to view and review course lectures on their own schedule.
228 citations
TL;DR: A survey of alumni from the College of Engineering at the University of Delaware was conducted to assess the impact of the undergraduate research experience as mentioned in this paper, with a greater perceived benefit for students who had participated in research for a longer time.
Abstract: A survey of alumni from the College of Engineering at the University of Delaware was conducted to assess the impact of the undergraduate research experience. Students who had participated in undergraduate research were matched with a comparable group of alumni who had no research experience.
Alumni were unaware that their responses would be used to assess the impact of undergraduate research. Respondents who had participated in research indicated that this experience was “very” or “extremely” important, with a greater perceived benefit for students who had participated in research for a longer time. Alumni with research experience were more likely to pursue graduate degrees, and they reported greater enhancement of important cognitive and personal skills. In addition, respondents who had been involved in research were much more likely to have reported that they had a faculty member play an important role in their career choice.
227 citations
TL;DR: In this article, the authors explore the sociological literature on interpersonally and institutionally generated gender roles and dynamics that make the construction and maintenance of mentoring relationships especially difficult for women in male-dominated fields.
Abstract: Improved mentoring of women graduate students and young faculty is one strategy for increasing the presence, retention and advancement of women scholars in engineering. We explore the sociological literature on interpersonally- and institutionallygenerated gender roles and dynamics that make the construction and maintenance of mentoring relationships especially difficult for women in male-dominated fields. In addition, we review nontraditional strategies including peer-, multiple- and collective mentorships that are likely to be more successful for most women (and many men). Finally, organizational change strategies designed to provide a more egalitarian and cooperative atmosphere in engineering programs and departments are presented. These ideas represent a social contract for a caring community more supportive of all members’ personal and professional growth and success.
208 citations
TL;DR: The haptic paddle as discussed by the authors is a low-cost, single-axis force-feedback joystick that can be used in the laboratory component of an undergraduate course on dynamic systems, where students not only learned to model and analyze dynamic systems but they also felt the effects of viscous damping, stiffness, and inertia.
Abstract: As an innovative approach to providing physical demonstrations in the engineering classroom, we present the haptic paddle: a low-cost, single-axis force-feedback joystick. Using the paddle in the laboratory component of an undergraduate course on dynamic systems, students not only learned to model and analyze dynamic systems, but they also felt the effects of phenomena such as viscous damping, stiffness, and inertia. By interacting with virtual environments using their sense of touch, students improved their understanding of dynamic systems, modeling and control. In addition, the paddles added entertainment and excitement to the course. In this paper, we describe the purpose and design of the haptic paddle, show examples of how the paddle was integrated into the course, and present the results of preliminary student evaluations.
127 citations
TL;DR: The course is open to advanced undergraduates from all engineering disciplines, and emphasis is placed upon recruiting almost half of the student participants from outside of engineering in order to develop team building skills.
Abstract: This paper describes a course on technology-based entrepreneurship. Brown University's Division of Engineering has created a two-semester course sequence designed to introduce students to entrepreneurship through a unique merger of classroom learning and industry participation. The course is open to advanced undergraduates from all engineering disciplines, and emphasis is placed upon recruiting almost half of the student participants from outside of engineering in order to develop “team building” skills. Local “parent companies” provide seed ideas or concepts to student groups who use skills learned in the classroom (both in this course as well as other courses) to develop and refine the parent company's idea and turn it into a viable simulated spin-off business or new start-up. Managers from the parent companies serve in an evolving role over the two-semester sequence beginning as a “board of directors” for the spin-off and eventually evolving into a potential source of start-up capital (or possibly a customer for the products of the company). The faculty carefully manage the student-company interface. Deliverables at the end of the two-semester sequence include a business plan and a prototype product.
124 citations
TL;DR: In this paper, the authors investigated the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students, and found significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs.
Abstract: This work investigates the efficacy of software simulations of electronic circuits laboratories to support beginning electrical engineering students Experiment 1 was a formative evaluation of an Electronic Laboratory Simulator (ELS), as an optional add-on to physical labs for 120 subjects at four universities All subjects received the same treatment: their normal classes and physical labs, with optional use of simulated labs Subjects took written tests specific to the lab’s content, before and after using each simulated lab Only subjects who took both pre- and post-tests were included Pre- and post-test comparisons indicated significant improvement in both theory and lab knowledge when scores for all labs were combined, but inconsistent performance on individual labs As the treatment included other learning opportunities in addition to simulated labs, the results were not attributed to the simulations, but provided initial indications and qualitative data on subjects’ experiences These helped to improve the labs and the implementation strategies Experiment 2 used 40 college sophomores in a beginning electronic circuits lab Physical lab subjects received seven physical labs Combined lab subjects received a combination of seven simulated labs and two physical labs The latter repeated two of the simulated labs to provide physical lab practice Both treatments used the same assignments Learner outcome measures were: (a) time required to complete a new criterion physical lab; (b) score on written lab and theory tests over all the labs; and (c) comments on the lab experience The group that used combined simulated and physical labs performed significantly better on the written tests than the group using entirely physical labs Both groups were equivalent in time to complete the criterion physical lab Comments about the simulated labs were generally positive, and also provided specific suggestions for changes
117 citations
TL;DR: This paper examined the perceptions of 155 science and engineering faculty at a mid-size university with a very extensive undergraduate research program and found that the faculty thought the undergraduate research experience provided important educational benefits to the students, in good agreement with results from a recent alumni survey.
Abstract: This study examined the perceptions of 155 science and engineering faculty at a mid-size university with a very extensive undergraduate research program. The faculty thought the undergraduate research experience provided important educational benefits to the students, in good agreement with results from a recent alumni survey. The faculty who supervised undergraduates for a longer period of time and who modified their research program to accommodate undergraduates perceived a greater enhancement of important cognitive and personal skills. Undergraduate research was also believed to provide important mentoring and teaching experience for graduate students who worked with undergraduate research assistants.
103 citations
TL;DR: In this paper, the authors report on how traditional science and engineering students are being taught entrepreneurship at six American universities, each participating institution follows one of three models, which differ with respect to location within the university, organizational structure and approach to attracting students.
Abstract: This paper reports on how traditional science and engineering students are being taught entrepreneurship at six American universities. Each participating institution follows one of three models, which differ with respect to location within the university, organizational structure and approach to attracting students. Teaching, new venture creation and, to a lesser degree, research are the most common goals driving the technological entrepreneurship initiatives at these universities. The most universal assets are internal champions and interest on the part of alumni and current students, while the lack of elective credits in the engineering curriculum is a common barrier.
96 citations
TL;DR: In this paper, two key measurement concepts, validity and reliability, have been clarified and used to improve assessment efforts in engineering education, and how these concepts can be used for improving assessment efforts.
Abstract: Educational measurement represents a field of study that has been intensely researched and that provides a framework for designing assessment programs. The purpose of this paper is to clarify two key measurement concepts, validity and reliability, and to illustrate how these concepts can be used to improve assessment efforts in engineering education.
93 citations
TL;DR: In this paper, an assessment process that supports effective transfer of design credits, feedback for improvement of design education, and evaluation of program success in design education is presented, and design scoring standards are presented to establish a basis for making performance comparisons within and among programs.
Abstract: Assessment of student achievement in engineering design is an important part of engineering education and vital to engineering program accreditation. Systematic assessment of design is challenging yet necessary for program improvement. Programs with design distributed across the curriculum and with significant numbers of transfer students face special challenges in assessing students' design capabilities and providing meaningful feedback to improve design education.
This manuscript presents an assessment process that supports effective transfer of design credits, feedback for improvement of design education, and evaluation of program success in design education. Mid-program and end-of-program assessment strategies are included. Design scoring standards are presented to establish a basis for making performance comparisons within and among programs.
TL;DR: The Southeastern University and College Coalition for Engineering Education (SUCCEED) conducted a faculty survey of teaching practices, involvement in faculty development programs, and perceptions of the importance of teaching in the faculty reward system as discussed by the authors.
Abstract: As part of its program assessment activities, the Southeastern University and College Coalition for Engineering Education (SUCCEED) conducted a faculty survey of teaching practices, involvement in facult y development programs, and perceptions of the importance of teaching in the faculty reward system. The survey was first administered late in 1997 and a modified version was administered late in 1999. This paper summarizes results from the 1999 survey tha t address the following questions: (1) To what extent do engineering faculty write instructional objectives and use active and team-based learning? (2) How effective are faculty development programs at changing professors’ teaching practices? The results indicate that well over half of the 1999 respondents were using the stated teaching methods, with most attributing their use of the methods to their participation in teaching workshops and seminars.
TL;DR: Computer laboratory sections were added to a “lecture” course to teach the use of a simulator and to give the students practice in solving realistic problems.
Abstract: Since commercial simulators are commonly used in the practice of engineering, we need to ensure they are included in engineering education. Computer laboratory sections were added to a “lecture” course to teach the use of a simulator and to give the students practice in solving realistic problems. By thinking about the computer lab as a problem-based learning environment, minimal lecture time was necessary to train the students on the simulator. Examples of instructions, problem statements and results from a student survey are presented.
TL;DR: In this article, the ASME panel on manufacturing engineering education, industry representatives emphasized preparation for globalization, and possible ways of introducing the subject into an undergraduate curriculum without lengthening the program are suggested.
Abstract: At an ASME panel on manufacturing engineering education, industry representatives emphasized preparation for globalization. The concept has not yet had widespread impact on undergraduate engineering curricula. In this paper the industry updates are summarized, especially as they pertain to undergraduate engineering education for a globalized economy, and synthesized with the literature on the subject. Objectives for manufacturing engineering education are derived and possible ways of introducing the subject into an undergraduate curriculum without lengthening the program are suggested. The findings should be applicable to manufacturing, mechanical, and industrial engineering.
TL;DR: The authors developed an outcomes-based assessment program for engineering writing at the University of Washington to assess student performance on those outcomes and found that most of the students were competent in the outcomes they developed.
Abstract: Effective writing skills are crucial for engineers, and engineering programs have always struggled with how to prepare their students for the writing they will do as professionals Now, programs must also show the Accreditation Board for Engineering and Technology (ABET) that they have clear educational outcomes for engineering communication and have a process for assessing student performance on those outcomes At the University of Washington, we have spent the last five years developing an outcomes-based assessment program for engineering writing In spring 2001, the first round of writing assessment was completed The assessment indicated that most of our students are competent in the outcomes we have developed It also uncovered several weak areas, particularly in regard to working with sources and to adequately stating and supporting the purpose of the writing We will be addressing these areas with additional instruction in the stand-alone technical writing courses taken by engineering students The process described in this paper could be helpful for other engineering programs preparing for ABET accreditation visits
TL;DR: In this article, the authors evaluated student performance to evaluate if the laptops helped improve student learning and found that the laptop students had a more positive learning experience than the non-laptops.
Abstract: In 1996 the College of Engineering at the University of Oklahoma started to require all incoming students to have a laptop computer equipped with a wireless Internet card. Because of a pilot study and a voluntary phase-in over the first two years, two groups of students moved through the curriculum—those with and those without laptops. During 1998 and 1999, when these students entered their junior year, we offered two sections of a third-year water resources course: one for students who owned laptops and one “traditional” section for those who did not own laptops. We assessed student performance to evaluate if the laptops helped improve student learning. Although not a perfectly controlled experiment (i.e., the student groups were different), the two sections were uniform in terms of course content and assignments. Because of their inherently large standard deviations, class metrics (grades) are not conclusive, but they do indicate that the laptop students performed slightly better than the non-laptop students, even though their composite grade point average entering the course was lower. Evaluations do clearly show that, when the technology is used properly and when class time is not spent resolving technical problems, the laptop students had a more positive learning experience.
TL;DR: In an exploratory questionnaire study at McGill University, this article examined the reasons given by top women and men engineering students for deciding whether or not to continue their studies and concluded that women are significantly less likely than men to plan on graduate school; they encounter hurdles such as limited personalized information, difficulties in obtaining reference letters, a low level of encouragement, and the discomfort of the engineering academic environment.
Abstract: In an exploratory questionnaire study at McGill University, we examine the reasons given by top women and men engineering students for deciding whether or not to continue their studies. Women are significantly less likely than men to plan on graduate school; they encounter hurdles such as limited personalized information, difficulties in obtaining reference letters, a low level of encouragement, and the discomfort of the engineering academic environment. We conclude with seven specific recommendations designed to encourage women, in particular, and also men to pursue graduate work.
TL;DR: This article incorporated journal writing exercises into the curriculum of a core chemical engineering course, ChE 363 (Unit Operations II: Separations) at the University of Texas at Austin, with weekly prompts to develop analogies or thought experiments to describe fundamental concepts prior to discussion in lecture.
Abstract: One of the most difficult endeavors in the engineering curriculum is encouraging students to develop creative, independent thought and a deep level of understanding. To achieve these results, we incorporate journal writing exercises into the curriculum of a core chemical engineering course, ChE 363 (Unit Operations II: Separations) at the University of Texas at Austin. Students receive weekly prompts to develop analogies or thought experiments to describe fundamental concepts prior to discussion in lecture. This motivates students to learn material independently and deeply as they are required to link concepts to common life experiences. The instructor identifies three to five of the most creative and accurate analogies and presents them to the class. The class votes for the “best” one, which earns the student extra credit. The journal writing exercises promote dialogue between the instructor and the students, generating in-class discussions that often extend well beyond the scope of the journal prompt.
TL;DR: The Engage initiative at the University of Tennessee as mentioned in this paper addresses the needs of entering engineering students through a new first year curriculum, which integrates the engineering subject matter of the freshman year, teaches problem solving and design by application, and seeks to address the increased retention and graduation of engineering students.
Abstract: The Engage initiative at the University of Tennessee addresses the needs of entering engineering students through a new first year curriculum. The program integrates the engineering subject matter of the freshman year, teaches problem solving and design by application, and seeks to address the increased retention and graduation of engineering students. Noteworthy curriculum features of the Engage program include a hands-on laboratory where students do physical homework to practice the concepts introduced in lectures, placing all freshman engineering students in a year-long team design curriculum, and a team training course where engineering upperclassmen are trained in team facilitation techniques and placed as facilitators with the freshman design teams. The Engage program was piloted during the 1997‐98 academic year with 60 students. In 1998‐99, the program was scaled up to 150 students, and fully implemented with the entire freshman class of 465 students during the 1999‐2000 academic year. Engage students have shown a significant increase in academic performance compared to students following a more traditional curriculum. Graduation statistics show the positive long-term results of this effort.
TL;DR: The Trinity College Fire-Fighting Home Robot Contest and contest-related curricular developments at the college level and the high school level are described in this article, where the learning processes related to team-based robot design projects are discussed.
Abstract: This paper describes the Trinity College Fire-Fighting Home Robot Contest and contest-related curricular developments at the college level and the high school level. We discuss the learning processes related to team-based robot design projects and present findings obtained from the contest surveys, pertaining to learning subjects, activities and motivation of the participants.
TL;DR: The authors found that the majority of the course learning objectives were achieved through the implementation of the TOYtech project, with students emphasizing that the project taught them about the importance of working well in teams and of considering the societal impact of engineering practice.
Abstract: As issues of professional and ethical responsibility are receiving greater emphasis in engineering programs, the view of engineering as a profession in service to humanity is becoming more widespread. One approach to fostering this perspective among engineering students is the inclusion of socially relevant design projects throughout the curriculum. In this paper we present an example of one such project used in the introduction to engineering course at Smith College (the largest women's college in the U.S.) in which students are challenged to design toys that introduce children to the principles that underlie technology (TOYtech, or Teaching Our Youth Technology). Based on student surveys, we found that the majority of the course learning objectives were achieved through the implementation of the project, with students emphasizing that the project taught them about the importance of working well in teams and of considering the societal impact of engineering practice. In addition, we present our findings regarding the psychological type distribution of our inaugural class of first-year engineering students and compare these to national values for female engineering students as a whole. These preliminary Myers-Briggs Type Indicator (MBTI) data suggest that our students are particularly responsive to the ethic of social responsibility in engineering, and that they are strong communicators in addition to possessing a well-organized, practical approach to problem solving.
TL;DR: In this paper, the authors present the integration and assessment of a library of interactive instructional modules specifically for a senior-level undergraduate elective course in civil engineering, and the results of this quantitative assessment indicate that the use of well designed and pedagogically sound Internet-based supplemental modules provide students with a better understanding of course material.
Abstract: While traditional teaching methods (e.g., real-time, synchronous lectures) have proven effective for training future engineers, the Internet provides an avenue to reinforce the material and augment student learning, comprehension, and retention of material. This paper presents the integration and assessment of a library of interactive instructional modules specifically for a senior-level undergraduate elective course in civil engineering. An ongoing, comprehensive assessment process was implemented in the fall 1999 semester. The results of this quantitative assessment indicate that the use of well designed and pedagogically sound Internet-based supplemental modules provide students with a better understanding of course material. However, when Internet-based content does not promote critical thinking, little increase in the student performance and understanding of the material is realized. Interactive Web-based instruction should not be viewed as a “replacement” to traditional instruction, but rather a tool that provides a broader and more dynamic environment for students with a variety of learning styles.
TL;DR: Limits of the hardware, software, and network bandwidth available at the time the study was conducted diminished any potential benefits of video connectivity and application sharing for distributed collaboration; however, audio connectivity was observed to be of great utility.
Abstract: An experiment was conducted in which teams of geographically distributed students used groupware tools to complete three tasks typically performed by the members of an engineering design team: generating ideas, co-editing reports, and negotiating agreements. Four groupware-supported team meeting formats using various combinations of audio, video, file-transfer, and application-sharing support were compared against each other and against a conventional face-to-face meeting. The results, measured as task completion time, quality of task outcome, and subjective user satisfaction, suggest that limitations of the hardware, software, and network bandwidth available at the time the study was conducted diminished any potential benefits of video connectivity and application sharing for distributed collaboration; however, audio connectivity was observed to be of great utility. The teams that used audio communication and file transfer alone between geographically distributed members achieved task completion times and task outcome qualities that were not significantly different from those of the teams working together in the same room.
TL;DR: In this article, a Web-based teaching device was constructed to deliver information on fundamentals of ultrasound imaging to approximately one-half the students in an undergraduate medical imaging course, while the remaining students were taught the same material via traditional lectures and typed notes.
Abstract: A Web-based teaching device was constructed to deliver information on fundamentals of ultrasound imaging to approximately one-half the students in an undergraduate medical imaging course, while the remaining students were taught the same material via traditional lectures and typed notes. The students participating in this study were separated randomly but in such a manner that prior achievement was statistically equivalent for the two groups. After approximately two weeks of instruction, an ultrasound imaging exam was administered. Results indicated no statistically significant difference in scores on homework assigned during the instructional period between the traditional and online groups. Similarly, there was no statistically significant difference in the average exam scores of students in the two groups. The traditional group required significantly more time on learning activities than did the online group. These results indicated that level of understanding was not affected by use of the online device, while efficiency of learning improved dramatically. Reasons reported by the students for the improved efficiency of the online method included flexibility in time usage and ability to cater to the individual, which came with the added responsibility of self-discipline. The traditional teaching method, meanwhile, allowed interaction with and instant feedback from a professor and other students. In this study we have demonstrated that the nature of an online device yields a higher level of efficiency than traditional lectures, despite the inherent drawbacks of the approach. The effectiveness of this device could potentially be improved by implementing enhancements to increase the level of interaction for the user and to help with discipline and time management.
TL;DR: In this article, the importance of environment and sustainable development considerations, the need for their widespread inclusion in engineering education, and the impediments to change are discussed; however, it is through the ABET engineering criteria that broad adoption of environment related considerations in education will most likely occur.
Abstract: Sustainable development has become the dominant economic, environmental, and social issue of the 21st century, yet its broad infusion within engineering education programs remains a challenge. This paper discusses the importance of environment and sustainable development considerations, the need for their widespread inclusion in engineering education, and the impediments to change. The roles of ABET and others in the evolution of these considerations in engineering education are presented; however, it is through the ABET engineering criteria that broad adoption of environment related considerations in engineering education will most likely occur. An effort to achieve this aim is described.
TL;DR: An integrated experimental-analytical-numerical approach to engineering education has been developed in introductory thermal-fluid courses at Worcester Polytechnic Institute (WPI).
Abstract: An integrated experimental-analytical-numerical approach to engineering education has been developed in introductory thermal-fluid courses at Worcester Polytechnic Institute (WPI). Central to these innovations is a facility at WPI known as the Discovery Classroom. In this facility the traditional lecture hall has been redefined to combine a multi-media classroom, an adjoining experimental laboratory, and computational facilities. This approach was designated as the DIANE philosophy:
Daily Integration of Analytical, Numerical, and Experimental methods into engineering classes. In this approach, experimental apparatus are demonstrated directly in class during an engineering lecture. Real-time quantitative data are acquired from the apparatus, and the data are immediately analyzed and compared to concurrently developed theory by the students in class. One objective of this approach is to help students better understand relationships between the physical experiments and theory.
Three undergraduate engineering classes were re-designed: fluid mechanics, heat transfer, and aerodynamics. Student surveys indicate that nearly 90% of 390 students preferred the re-designed courses to traditional lecture-oriented courses, while also believing that they gained a better understanding of engineering fundamentals.
TL;DR: Undergraduate mechanical engineering programs in the United States were surveyed to determine the usage of structured programming languages (such as C or FORTRAN) versus the use of computational software systems ( such as Matlab or Mathcad).
Abstract: Undergraduate mechanical engineering programs in the United States were surveyed to determine the usage of structured programming languages (such as C or FORTRAN) versus the use of computational software systems (such as Matlab or Mathcad). A survey form was e-mailed to all mechanical engineering programs. The survey form was used to determine the following: (1) programming courses required, (2) use of structured programming in mechanical engineering curricula, (3) use of computational systems in mechanical engineering curricula, (4) junior-level analysis courses required, and (5) computer ownership requirements. Seventy-four responses, representing a good cross section (size, research mission, and geographical location) of mechanical engineering programs were received. The survey showed that about three-fourths required at least one course in a structured programming language but that only about one-third of the programs requiring a formal programming course used structured programming in two or more required courses. More than three-fourths of all programs used computational systems such as Matlab or Mathcad, and about the same number required a junior-level analysis course. Thirteen of the seventy-four mechanical engineering programs that responded to the survey required students to own computers.