Showing papers on "Engineering education published in 1997"

Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering

Abstract: Nationwide, less than half the freshman who start in engineering graduate in engineering, and at least half of this attrition occurs during the freshman year. Clearly, the freshman year is critical for both academic success and retention of engineering students. Such success depends not only on the knowledge and skills learned during this first year, but also on the attitudes individual students bring with them to college. Hence, if these attitudes can be measured before beginning college, we can develop more targeted programs for reducing attrition and improving academic success. Further, by measuring changes in student attitude over the course of the freshman year, we can develop better methods to evaluate engineering education programs. To learn more about these attitudes and how they impact upon retention, we undertook a three-year research effort. First we identified attitudes incoming students have about the field of engineering, their perceptions about the upcoming educational experience, and their confidence in their ability to succeed in engineering. These attitudes were then related to performance and retention in the freshman engineering program. To accomplish this, a closedform survey was developed, tested and administered to the 1993–94 and 1994–95 freshman engineering classes. This study demonstrated that student attitudes can provide an effective means for evaluating aspects of our freshman engineering program, particularly those relating to issues of attrition. Specifically, students who left the freshman engineering program in “good academic standing” had significantly different attitudes about engineering and themselves than those possessed by other comparison groups: students who stayed in engineering and students who left engineering in “poor academic standing.” We developed regression models to predict attrition and performance in our freshman engineering program using quantified measures of student attitudes. Implementation of the models has allowed freshman advisors to better inform students of opportunities that engineering offers, to devise better programs of study that take advantage of students' varied interests, and to set retention goals that are more realistic.

A longitudinal study of undergraduate women in engineering and science

Abstract: With a six-year grant from the Alfred P. Sloan Foundation, the Women in Engineering (WIE) Initiative at the University of Washington, USA, is conducting a longitudinal study of undergraduate women pursuing degrees in science or engineering. Now in its sixth year, five of six cohorts of approximately 100 students each year have been added to the study. The objectives of this study are to: (a) determine a more accurate measure of retention by tracking individual students through their science and engineering academic career; (b) examine the factors affecting retention of females in science and engineering; (c) increase the retention rates of female students pursuing degrees in science and engineering by providing interventions for the students themselves, primarily during the freshman and sophomore years which are critical attrition points; and (d) report these factors to the dean and departments involved for consideration in policy development.

Supervision of Doctoral Students in the Natural Sciences: expectations and experiences

Abstract: Within the natural sciences and engineering, literature relating to postgraduate education, in particular the process of completing a doctorate, remains generally scarce. That which does exist emphasises the role of the supervisor in effecting successful completion and points to a wide range of activities performed by supervisors. There remains, however, little by way of accounts of the actual experiences of supervisors or students when engaged in the process of doctoral supervision. It is these experiences which form the basis of this paper which focuses upon doctoral students and their supervisors in the disciplines of physics, mathematics and engineering science. Data for the paper have been collected, as part of an ESRC funded project, by means of in‐depth interviews with students and supervisors in nine universities in England. In particular, we address students expectations of PhD supervision, the extent to which expectations have been met, and within the context of the ‘career’ of the PhD,...

Taking Another Look at Educating African American Engineers: The Importance of Undergraduate Retention

Abstract: In this paper we identify the engineering schools that either graduate large classes of African Americans or that retain relatively high percentages of African American students in engineering; point out that modest improvements in student retention would significantly affect the total number of bachelors degrees earned annually by African Americans in engineering; examine the measures implemented by some schools that are particularly effective at retaining African Americans in engineering; and present our views on the future of diversity efforts in engineering. The message we wish to emphasize is that at the very least colleges and universities should endeavor to retain those under represented minority undergraduates who have decided to pursue an engineering education. Frequently used abbreviations EWC — Engineering Workforce Commission, HBCU — historically black college or university, MEP — minority engineering program, MES — minority engineering society, MRR — minority retention rate, NACME — National Action Council for Minorities in Engineering, TWI — traditionally white institution

Teaching and research synergism: the undergraduate research experience

Abstract: This paper presents benefits of the undergraduate research experience as identified by current and former students. The benefits are compared with desired outcomes of the undergraduate educational experience as identified by others and illustrate that undergraduate research can enhance the undergraduate educational experience. An approach for incorporating undergraduate students into research is described. In this approach, students become involved in oral and written presentations of their work, and, with experience, even formulate and submit proposals. These educational benefits are realized in synergism with research activities, demonstrating the integration of teaching and research in the pursuit of scholarship. Thus, these student observations support the position that undergraduate research is a viable approach for enhancing the undergraduate educational experience while promoting the integration of teaching and research.

Assessment of the impact of the freshman engineering courses

Abstract: This study is based on historical data for a 28 year period, from 1966 through 1993. The study evaluates if the freshmen engineering courses supply the entering engineering student with the necessary foundation to persist in engineering because of the skills he/she acquires in these courses. To measure this, the authors evaluate longitudinal data on retention and graduation rates of students that start in the standard first semester courses, start in the off sequence semester or participate in their tutorial program and complete the engineering curriculum.

Communication Skills for the 21st Century

Abstract: Civil engineering educators and practitioners are currently examining techniques for the improvement of civil engineering education as it moves into the 21st century. The future needs are focusing on improvement of the nontechnical inabilities and skills of civil engineering graduates who, in the future, will be involved in an increasingly complex and interactive society. Along with these additional skills, future civil engineers will need to access information to keep up with an ever changing pace due to today’s era of information explosion. Access to the vast interconnected knowledge base provided by the World Wide Web must now be viewed as a communication skill for future civil engineers. Communication of the kind that the Internet (through the World Wide Web sites) provides will be essential for maintaining a lifelong learning capability of students if they are to be competitive in tomorrow’s work arena. Tomorrow’s classroom instruction should focus in part on those computer skills that involve using the computer as a tool for information access and communication. Through this new technology, civil engineering educators must train students to be information gatherers since students will no longer be able to memorize and retain all of the expanding information they will need to be successful in their careers. Faculty must now adapt to change to prepare students to communicate effectively in oral, written, and on-line formats.

The Creative Experience in Engineering Practice: Implications for Engineering Education

Abstract: This research came about as an outgrowth of mounting concern among industrial leaders about the impact of traditional engineering education on the creative potential of future engineers. As there is little agreement on creativity or how to teach it, we chose to begin the study without assuming a theoretical stance about engineering creativity. Instead, we started with a search for first-hand information about creativity and the creative process experienced by working engineers. This phenomenological research paradigm is a way to describe a complex, dynamic experience without prior assumptions, the results of which can then be used to generate theory or develop a structure directly from the data. This approach has similarities to an expert system development, in which the knowledge and skills of an expert are gathered and processed to develop an understanding of the system or phenomenon. Eight professional engineers from the southeastern United States were selected by peer nomination as examples of (expert) creative engineers. They were trained in different areas of engineering (eg. chemical, mechanical, industrial) and worked in organizations ranging from large international consulting firms to small regional businesses. These subjects were interviewed about their experiences in doing creative work and their thoughts about the creative process, including the impact of relevant educational experiences. These interviews were audio-recorded and subjected to a phenomenological data analytic procedure, which extracted the experiential themes and educational issues. The experiential themes involved in the creative process of working engineers clustered as • Desire and fulfillment (motivation), • Autonomy and support (environment), • Openness and knowledge (tools), and • Engrossment and connection (process). This paper discusses the implications and application of these themes for curricular innovation in engineering education.

Leadership Development for Engineering Managers

Abstract: Many recent reports from business and industry list leadership as one of the areas that must be shaped by engineering curricula to meet the needs of a modern industrial society. Also, a recurring theme from American business and industry is that leadership must emerge at all levels if we are to maintain our competitive edge. Because of the changing nature of modern engineering, young technical or staff engineers must grow into leadership roles faster than their predecessors. Thus, some type of formal leader development process must be incorporated into engineering education programs along with on-the-job training to respond to the changing nature of the engineering profession. This paper presents a framework for defining those key leadership qualities that are relevant to engineers. This framework can be used by engineers to assess and refine their skills as part of the leadership development process. Recommendations are presented that engineers can use throughout their professional careers to improve the...

Masculinity and the culture of engineering

Abstract: The research described in this paper is based on the premise that we need to gain a clearer picture of the existing cultural dynamics within university engineering faculties in order to understand

Understanding Freshman Engineering Student Retention Through A Survey

Abstract: It is easier to retain a student than to recruit one. Yet, retention of engineering students is difficult. Although the retention rate of engineering students in the College of Engineering and Applied Sciences (CEAS) at Arizona State University (ASU) of beginning full-time, first-time freshman engineering is about the same as freshman in all units at ASU, some of the engineering freshman change to other disciplines in the university. Many beginning freshmen engineering students do not have much understanding of an engineering career. Engineering is not a topic taught in middle schools or high schools. Students may choose engineering because someone told them their good math skills qualified them for an engineering career or because they were aware that engineers make good salaries. Obviously engineering is not for everyone and there will always be some engineering students who determine that they really do not want to be an engineer. However, many other students may like the engineering curriculum, but because they do not see the relevance of the beginning engineering courses, may drop out during or after the first year. A survey was made of freshman engineering students to enable us to better understand our students. The survey was given at the end of the semester to the students in the introductory engineering class. The students were asked to select and to rank the top three statements from a list that best described their reasons for choosing engineering or an applied science. This paper includes an analysis of why our students chose to study engineering or construction and also a discussion on any correlations between the reasons that the students chose CEAS and their retention in CEAS or the university after one year. Of particular interest is how the results of the analysis can be used to guide recruitment and retention efforts of our engineering students, particularly women and underrepresented minorities. The surveys, although developed for ASU, can be customized for any individual institution. Introduction The retention of engineering students is a difficult problem. Of those that enter the curriculum, on average, only about half finish. Since engineering requirements for admission are often higher than average, more should be succeeding. However, the engineering curriculum is very demanding and students may leave due to poor academic performance or conclude that the heavy demand of the curriculum is not worth a continued effort. Many beginning freshmen engineering students do not have much understanding of an engineering career. Engineering is not a topic taught in middle school or high school. Students may choose engineering because someone told them their good math skills qualified them for an engineering career or because they were aware

Agents of change: educating software engineering leaders

Abstract: Most professional degree programs for software engineering focus on solving today's problems with today's technologies. Carnegie Mellon's Master of Software Engineering program takes a different approach, preparing engineers to work with new science and technology throughout their careers and helping them become agents of change in the industry. The approach aims to cultivate future leaders in software engineering. It combines a long-term, mentored software development project with an unusual core curriculum that stresses broad-based models and problem-solving skills.

The ‘Power Test’: its impact on student learning in a materials science course for engineering students

Abstract: This paper explores the impact on students’ learning of a change in assessment in a materials science course for engineers. The theory behind the move is discussed with reference to previous work on developing deeper approaches to learning in students at university. The new concept adopted was a ‘power test‘ — an open book format final exam, with extended time and opportunities for colleague interaction. Student response was evaluated by interviews and structured group discussions using a nominal group technique and outcomes were assessed by classification of student exam answers using the SOLO taxonomy of Biggs & Collis (1982). Results were compared with those of students taking the same course in the previous year but who were assessed by standard closed book exam. Problems associated with the introduction of such a novel course assessment to an otherwise traditional degree are discussed.

Engineering Perceptions of ABET Accreditation Criteria

Abstract: The Accreditation Board for Engineering and Technology (ABET) has recommended a revised set of accreditation criteria that is designed to assure that graduates of accredited programs are prepared t...

Theory and practice of educational innovation through the introduction of problem-based learning in architecture

Abstract: Engineering education is confronted with the necessity to innovate the curricula, to meet the challenges of the next century. In many places the introduction of problem-based learning (PBL) is contemplated as a serious option. The paper reviews experience with the introduction of PBL at the Delft Faculty of Architecture in the Netherlands and the Newcastle Faculty of Architecture in Australia. Actual developments in both cases are related to theories of educational innovation and theories of organisational change and management. The objectives of innovation and the conditions for innovation management were significantly different, resulting in a different process of change. It is concluded that both faculties were successful in incorporating PBL in a strategic approach to educational innovation.

Successful Consulting Engineering: A Lifetime of Learning

Abstract: Individuals pursue engineering education to obtain the technical knowledge necessary to pursue their dreams of practicing the engineering profession. However, proficiency in “soft skills” may have as great an influence over an engineer's overall career success as technical competence. Engineering education faces many challenges. It is difficult for institutions to provide in a typical undergraduate program a sound curriculum of engineering fundamentals combined with courses in soft skills. Most of these soft skills are developed and refined over a lifetime. Ultimately, it is up to the individual to pursue lifelong learning of these skills, and it is the role of employers and educators to instill in a student the need and desire to hone these skills for the rest of their professional career. This paper discusses (1) the need and importance of nontechnical skills to the consulting engineer; (2) the importance of providing basic soft skills training in engineering undergraduate programs; and (3) specific mea...

Failure case studies and ethics in engineering mechanics courses

Abstract: Often, engineering students do not study engineering failures or discuss ethics until they take upper division undergraduate courses or graduate level courses. One drawback to this approach is that problems analyzed in introductory courses are often contrived, uninteresting, and bear little relation to the problems encountered in actual engineering practice. At the point when educators need to grab the student's interest in engineering most, they should show the excitement and relevance of the profession. Another drawback is that the students encounter the issues of ethics, responsibility, and accountability that are often highlighted by a failure, later in their engineering education. As a result, they may see these issues as secondary to engineering practice rather than fundamentally embedded. Examples of failure case studies and their incorporation into introductory engineering mechanics courses are discussed, along with ethical implications. When possible, problems should be selected so that the students can perform the calculations. By incorporating this material earlier in engineering education, it is possible to forge a stronger link between engineering education and practice.

Engineering degree students are deficient in mathematical expertise—why?

Abstract: The general opinion of university lecturers is that standards in mathematics have fallen substantially over recent years There is, however, very little empirical evidence in support of this allegation A national survey was carried out to determine the extent and scope of attitudes within universities concerned with teaching engineering degree courses and the perceptions of undergraduate students Anecdotal evidence, gained from interviews with university engineering lecturers, supports the theory that the problem originates from the National Curriculum This in turn adversely affects the starting level of mathematics A levels and engineering degree courses The overriding opinion therefore assumes that it is not the students who are failing the system but rather it is the system which is failing the students The survey also illustrated the lack of communication between educational institutions A level, BTEC/GNVQ, foundation and degree courses are all independently written and moderated The resultant

Transformation: from teacher-centered to student-centered engineering education

Abstract: A student-centered approach to engineering education is presented. Roles for the instructor/professor wishing to employ the student-centered model are identified and examples are given. Case studies from a Research 1 institution and a federal service academy are provided.

Problem based learning via open ended projects in Carnegie Mellon University's Chemical Engineering undergraduate laboratory

Abstract: Following an extensive physical renovation of our undergraduate Chemical Engineering laboratory, revisions in the philosophy and practice of the laboratory courses were made. We sought to add flexibility and variety to the experiments that can be performed in our lab space while using space more efficiently. Further, problem-based learning (PBL) methods were applied to experiments so students could hone skills in solving open ended problems while meeting other educational and behavioral objectives. This paper discusses the application of PBL in our undergraduate chemical engineering lab courses, considers how modular and mobile equipment facilitates this learning approach, and offers some preliminary findings.

The Heroic Engineer

Abstract: This paper is about the adjustment between real life and the growing knowledge of life. Real life refers here to the life of the good person and good citizen of a free society. The growing knowledge of life refers mainly to formal engineering education, but also to such informal mentoring as may be witnessed in engineering practice. What character traits in engineers compel them to care about others and enable them to live principled lives? How can engineering faculty help engineering students develop these traits? Our response to the first question relies on the scholarly viewpoint that immaturity in adults is a national problem for U.S. Americans. Our response to the second question relies on Joseph Campbell's antidote for immaturity in adults—the mythic hero's journey. Cases are studied wherein engineering teachers help engineering students achieve heroism: inwardly, by telling them stories of heroism in the practice of engineering; outwardly, by conditioning their learning experiences for heroism.

A New Approach for Teaching Microcontroller Courses

Abstract: The microprocessor is playing an increasingly important role in a wide range of engineering applications. Engineers from all disciplines benefit from learning the power of the microprocessor in solving engineering problems. Within colleges or schools of engineering, microprocessor courses are currently taught by electrical engineering departments and in some cases by mechanical engineering departments. In this paper, we propose and discuss a new approach for teaching microprocessor courses. This approach allows all engineering students the opportunity to learn to use the microprocessor as a tool for solving engineering monitoring and control problems. The approach consists of shifting the focus of the course from the microprocessor itself to learning the design methodology by which the microprocessor could be used as a tool to solve practical engineering problems. We propose ideas to facilitate implementation of the approach and discuss its various benefits to engineering education.

New paradigms for engineering education

Abstract: A paradigm shift is taking place in engineering education, driven by ABET, changing expectations of employers, the rapidly changing state-of-the-art of pedagogy, and many other forces. Minor modifications in current teaching practices will not solve the current problems. Teaching success in today's world requires a new approach to instruction. This article starts by summarizing the paradigm we're leaving behind at various rates in colleges and universities across the country. We then present our take on the paradigm we're entering into, explore implications of the changing paradigm for students and faculty, and close by offering some suggestions for fostering change. The aim of this article is to stimulate thinking about the changing nature of engineering education and to encourage the reader to engage in reflection and conversation.

Ten steps to developing virtual reality applications for engineering education

Abstract: In the early 1950's Benjamin Bloom [ 7 , in conjunction with other educators, developed a taxonomy of educational objectives ranging from simple memorization to complex evaluation, as outlined in Figure 1. Traditional teaching and testing methods tend to stress primarily the three lowest levels of Bloom's taxonomy -knowledge, comprehension, and application. These levels are easy to teach, comprehend, and evaluate, because problems based upon these levels tend to have a specific concrete answer that is either right or wrong. The problem with the lower levels of Bloom's taxonomy is that although they are useful for teaching students how to solve classic traditional problems, our students still have difficulties applying their engineering education to the practical problems they encounter in industry. Many students can "solve" the homework without being able to explain what it means in terms of real-world phenomena.

Interdisciplinary project work: practice makes perfect?

Abstract: This paper reports the findings of an action research study into a major interdisciplinary group project. The project was performed over one semester by some 180 third-year undergraduate students majoring in engineering and design disciplines at De Montfort University in the United Kingdom. The paper discusses the rationale behind the project, the academic background of the students and the project brief. In addition, the assessment criteria used by the academic staff to assess the work of the groups is introduced. The paper utilizes the research findings to identify and discuss a number of changes in students' performance, attitude and culture. The results of the research into undergraduate multi-disciplinary teams are compared to findings from research into multi-disciplinary projects operated in the European motor car industry. Finally, a comparison is then made with current findings of studies of student multi-disciplinary work in the American academic environment. The author concludes that multi-disciplinary product design teams yield many tangible benefits including the rapid development of marketable products. Undergraduate students also gain many intangible benefits such as improved interpersonal skills, positive emotions and an increase in personal performance and motivation through working in multi-disciplinary teams.

Learning essays and the reflective learner: supporting assessment in engineering design education

Abstract: Assessment in experience-based engineering design education can be difficult. Learning essays are short compositions in which students make observations on their experiences, explore the implications of the observations, and articulate the lessons they are learning. The Reflective Learner is a Web-based environment created in order to support both learner and instructors, with the overhead and difficulties that can be associated with the learning essay task. Georgia Tech instructors of Mechanical Engineering design have been using learning essays for over 10 years to support goals of individual assessment of students and getting students to reflect on their learning. The author has been studying the unsupported activity for over a year and studying the activity as supported by the Reflective Learner for several months. In the process of studying the types of information present in the essays, it has become apparent that learning essays can support other classroom goals. In particular, information present in learning essays about students emerging understandings of design and learning from experience can support teachers in expanding their pedagogical domain knowledge and subsequently in making critical teaching decisions. In this paper, the author illustrates these themes using passages taken from learning essays written during the Fall, 1996 academic term.

Profiles of Persistence: A qualitative Study of undergraduate Women in Engineering

Abstract: (ABSTRACT) This study was designed to investigate a phenomenon, persistence of undergraduate women in their engineering majors, from a qualitative paradigm. Guided by the tenets of feminist and inclusive research, the assumption was made that all women, whether they persist or not in their engineering majors, have strengths and insights into their own personal experiences. The experiences of African American women, Asian women, Caucasian women, Hispanic women, women from rural geographical areas, and non-persisters were investigated. A developmental lifespan and social learning perspective called for an examination of factors relevant to engineering major choice and persistence from early childhood to the present time, including family background and individual factors, environmental factors and experiences with the engineering culture, and social factors relevant to major choice and persistence. Twenty-eight (28) persisters and 8 non-persisters participated in the study which was conducted at a large land-grant university in the southeastern United States in the fall of 1996. The following questions guided the study: (1) What experiences have been influential in undergraduate women's selection of engineering as a major? (2) How does the culture and climate of engineering education influence the experiences of these undergraduate women? (3) How do individual, educational, social, and environmental characteristics and strategies contribute to undergraduate women's persistence in their engineering majors? (4) Which of these characteristics and strategies differentiate between female persisters and non-persisters, in other words, what are the differences between academically successful undergraduate women who leave their engineering majors and those who remain in them? (5) How do characteristics and strategies of persistence and non-persistence compare for special populations? Qualitative interviewing through in-depth individual interviews and small group interviews was the method of data collection; participants were recruited through a purposive sampling frame as well as through volunteering and snowball sampling. Criteria for inclusion in the persisters group were junior or senior level academic standing and academic eligibility. Grounded theory methodology was the primary tool of analysis. The findings clearly demonstrated two major groups of persisters and non-persisters. One group of persisters made early decisions and stayed the course through academic preparation and hands-on experiences. A second group of persisters made later decisions based on encouragement and the structure of opportunity for women and minorities in engineering. One group of non-persisters left engineering for majors that provided a better person-environment fit. A second group of non-persisters, many of whom were pressured to major in engineering although they …

Evolution and evaluation of an integrated, first-year curriculum

Abstract: Rose-Hulman Institute of Technology, USA, is planning to offer a new first-year program for all entering students in the 1998-99 academic year. The new first-year program will build on seven years of experience with the Integrated, First-Year Curriculum in Science, Engineering, and Mathematics (IFYCSEM). In IFYCSEM, faculty integrate topics in calculus, physics, chemistry, computer science, engineering design, engineering statics and engineering graphics into a year-long curriculum which emphasizes links among topics, problem solving and teams. These faculty have pioneered innovations in the areas of curriculum integration, technology-enabled education, cooperative learning and continuous improvement through assessment and evaluation. Rose-Hulman's experience has helped encourage other institutions to offer prototype first-year curricula modeled upon IFYCSEM. These institutions include Rose-Hulman's partners in the Foundation Coalition: Arizona State University, Maricopa Community College District, Texas A&M University, Texas A&M University at Kingsville, Texas Woman's University and the University of Alabama. The paper summarizes the goals of the curriculum, the structure of the curriculum, significant innovations, student perceptions of the curriculum, summative assessment data, evolution of the program through formative assessment and continuous improvement, impact of IFYCSEM beyond Rose-Hulman and the development of an Institute-wide first-year program.