Showing papers on "Engineering education published in 1998"

Numerical Methods for Engineers: With Software and Programming Applications

Abstract: From the Publisher: The fourth edition of Numerical Methods for Engineers offers an innovative and accessible presentation of numerical methods; the book has earned the Meriam-Wiley award which is given by the American Society for Engineering Education for the best textbook. Because computers are increasingly used as tools for numerical analysis, this eagerly anticipated revision maintains its strong computer-orientation. This edition includes sections on major software packages and libraries, and over 150 new problems.

The Impact of a Discipline-Based Introduction to Engineering Course on Improving Retention

Abstract: An Introduction to Engineering course at the University of Florida was converted from a lecture-based offering to a laboratory format in a project sponsored by the Southeastern University and College Coalition for Engineering Education (SUCCEED) (NSF Cooperative Agreement No. EID-9109853). The revised course rotates student groups through laboratories in each of the undergraduate engineering disciplines. Majors and non-majors receive a grade for this one credit course which meets three hours per week. The laboratories employ active learning and a smaller class size to achieve two objectives: 1) to better inform students about the nature of engineering and its specific disciplines and 2) to improve the retention of these students in engineering. The achievement of the first objective has been shown in our earlier work. 1, 2 This paper focuses on the achievement of the latter objective, which is shown by a longitudinal study to be dramatically improved. The magnitude (a 17% improvement in retention for the general population and greater for women and minorities) is surprising for a single course, but reasons are suggested which might explain such a large effect.

Reflections on the Graduate Student Experience: An Overview

Abstract: A national survey of doctoral students sought students' reflections on their graduate experiences, their faculty, their department, their academic work, and their prospective careers.

Using the Analytic Hierarchy Process in Engineering Education

Abstract: The Analytic Hierarchy Process is introduced into undergraduate and postgraduate studentprojects to formalise the process of selection of ‘hard’ and ‘soft’ system components. This formalframework provides greater insight into a student’s reasoning. This is of great benefit to the lecturersince it reveals the extent to which the student understands the objectives of the engineering exercisebeing tackled and the relative merits of the alternative solutions. Detailed examples are presented ina tutorial form.

Developing a Comprehensive Assessment Program for Engineering Education

Abstract: This paper provides an overview of one institution's efforts to establish a comprehensive assessment program for continuous improvement of engineering education. A five step systematic process to develop an integrated assessment program from identifying educational objectives to applying measurement methods is explained in detail. Activities to encourage faculty participation and commitment are outlined. Four integrated assessment processes used by both faculty and students to assess and provide performance feedback are described. The focus of these assessment methods is on the measurement, development, and improvement of student learning outcomes aligned with ABET Engineering Criteria 2000. Preliminary results and lessons learned from the overall experience are highlighted.

Systems, systems of systems, and the education of engineers

Abstract: The thesis presented here is that the result of engineering is the design, construction, or operation of systems or their subsystems and components and that the teaching of systems must be central to engineering education. It is maintained that current undergraduate engineering curricula do not give the student adequate appreciation of this major intellectual element of their profession. Five proposals for approaches to correct this deficiency are offered: opportunities for clinical practice throughout all the undergraduate years; the use of distributed interactive simulation technology in semester-long projects; courses or course material on the phenomenology and behavior of systems; use of project management tools in engineering clinics; and encouraging engineering faculty to spend some part of their sabbaticals engaged in system design or operation. Issues of implementation are addressed, including the scaling of these ideas to universities that must meet the needs of large numbers of students.

A survey of the relevance of computer science and software engineering education

Abstract: We describe a study of 168 software professionals to determine how relevant their education has been to their careers. Starting with a list of 57 topics, we asked the participants to indicate how much they learned in university, how much they know now, how useful the material has been and whether they would like to learn more. We conclude from the results that certain software engineering topics should be given more emphasis, while the emphasis on certain mathematics topics should be changed.

Enabling effective engineering teams: a program for teaching interaction skills

Abstract: Working in teams is an integral part of modern engineering practice and education. However, successful team interaction depends on individuals possessing skills that allow them to communicate and interact with other people in adaptive and contributing styles. Simply putting people in teams does not teach them to work together effectively. A program for teaching interaction skills to engineers was developed at the University of Tennessee (USA) and has been expanded and used at the University of San Diego and in industry. This paper discusses what makes this training "a good fit" with engineering students, the background for its content, and the program's six modules. Personal experiences with teaching this material, lessons learned, and recommendations for implementation are discussed. Similarities and differences between teaching the engineering professional and student, student comments about the training and future directions are also addressed.

From the Students' Point of View: Experiences in a Freshman Engineering Design Course

Abstract: We evaluated the pilot semester of a freshman introduction to engineering course in order to provide an understanding of the students' experience in the course and identify aspects of this experience that could lead to improved student retention in engineering. The course concentrates on having students work in teams to identify customer needs, find solutions, and design and build a final product. We used qualitative research methods for data collection and analysis that included interviewing students using a set of open-ended questions, thus allowing them to introduce issues and describe their experiences. Our analysis indicated that students experienced engineering in a supportive, team-oriented environment that provided a context for making informed career decisions. The students' experiences indicate that courses such as this one can help students face the challenges they encounter in beginning their engineering education.

Stimulating creativity: teaching engineers to be innovators

Abstract: Engineering is a creative profession; indeed that phrase appears in the title of a consistently popular introductory textbook. Yet few courses in the standard engineering curriculum require or even encourage creativity. Students often feel that creative behavior is actively discouraged in their classes. Several engineers have designed courses or programs to foster creativity, and the recently rekindled interest in engineering design in the curriculum has led to greater emphasis on innovative thinking. Although creativity is generally required for first and fourth year design projects, it is curiously absent in-between. In this paper, the authors explore the nature of, and conditions supporting, creativity, how to foster it in engineering education and describe several courses designed to teach engineering students to be innovators.

Improving Creativity in Engineering Design Education

Abstract: SUMMARY The need for engineering design students to understand that creativity is an important part of their educational development and also for a sound basis for their future role in industry has been well established. This paper will discuss the foundations of engineering design within this context and highlight the problems confronting students who are required to make a creative input to a design problem and describe a view on how to implement ‘creativityrsquo; in teaching engineering design through the experiences learnt while undertaking an interdepartmental project. The motivation for this work has arisen from the need to improve a student's ability to think creatively and in the long term, to improve the design of future products. Experiences from teaching creativity within an interdepartmental project will be given.

New Era in Engineering Experiments: an Integrated and Interactive Teaching/Learning Approach, and Real-Time Visualisations*

Abstract: A computer-based and interactive laboratory system is described, and the implementation details of the system are given in this paper. The work was designed and implemented for the undergraduate electrical machines and drives teaching laboratory. The changing status of the experimenting in engineering education are discussed, and the problems identified in the conventional method of delivering the experiments are studied together with the proposed solutions. It is shown here that the alternative and cost-effective solution can overcome most of the problems that academic institutions are facing in the area of experimental work, and prepare the academic institutions to the new era of computer-based teaching and learning. Some sample front panels of the experiments are also given and the planned major future developments are highlighted.

Engineering Education in the United States: Past, Present, and Future.

Abstract: Over the past half-century, engineering education in the United States has undergone a profound transformation, from a strong focus on engineering practice and design before World War II to the current emphasis on scientific fundamentals and mathematical analysis. This change was driven ny. the Cold War and the accompanying major federal investment in university research, which also produced a major shift in engineering faculty culture away from its traditional roots in professional practice toward an academic science perspective, with rewards based primarily on research achievement. Beginning in the 1980's, the emergence of global competition as the major driver for engineering employment, along with the rapid growth of information technologies, have focused increasing attention on the need for new forms of engineering education that will equip graduates with stronger skills in communication, teamwork, knowledge integration, and economic understanding, in addition to sound technical competence. Led by far-sighted educators and industry executives, engineering education is now beginning to adopt this new paradigm. However, academic culture changes but slowly, and some time will elapse before the new paradigm becomes dominant at a majority of U.S. engineering schools. Driving forces for change are discussed, including efforts of engineering professional societies, engineering college advisory boards, the National Science Foundation, private foundations, and the Accreditation Board for Engineering and Technology. (Contains 41 references.)

Fostering Creativity Through Engineering Projects

Abstract: Summary Final year projects are a showcase for engineering students’ creativity. All final year engineering students at Swinburne University of Technology are required to spend part of their final semester of studies developing and completing various aspects of a major project. The theme of the project work is defined either by industrial sponsors or academic supervisors or by both. In addition, project guidelines are provided by the university for the final submission and completion of the work. The project may be any combination of research, design or developmental work. Within the constraints required by these factors, students’ creativity in their approach and execution of the project work may be both limited and expanded to simulate conditions experienced in a work environment. The culmination of the project work is in a written, oral and visual presentation to a professional audience. It is the students’ own creativity which determines not only the format of all three forms of presentations, but als...

Educating for innovation and management: the engineering educators' dilemma

Abstract: Research on ways to improve engineering education has identified management and innovation skills as important to success in an engineering career. This paper explores the nature of those management and innovation skills through presentation of some original research on a community of innovative engineers and managers and some published research on personality differences between engineers, managers, and entrepreneurial innovators. This paper suggests the key to producing engineering graduates with a penchant for managing and innovating lies in developing a special kind of individuality (authenticity) in engineers toward the end of their tertiary studies. It suggests this individuality involves the courage to break with one's engineering paradigm as required and to operate pragmatically and "unscientifically" in the "public world" rather than theoretically and "scientifically" in the "special world" of engineering. It outlines an optional new curriculum for engineers and scientists developed by an Australian university to encourage authenticity and to prepare science and engineering graduates for careers in management and innovation.

Tomorrow's civil systems engineer--the master integrator

Abstract: The context for change in civil engineering education is shaped by society’s increasingly integrated, complex civil systems and the engineer’s task as society’s master integrator. This encompasses a range of issues: understanding civil infrastructure as a \Isystem\N, the critical importance of human capital, the concept of the “functional core of engineering,” components of a holistic baccalaureate education, the goals of engineering education, the purpose of postbaccalaureate education, and, finally, the reasons for it all: enabling the nation’s capacity to perform and ennobling the engineering profession.

Engineering Education for the 21st Century: Challenges and Opportunities

Abstract: Engineering education faces many challenges today. Changes in the external environment, such as funding reductions and increasing costs, are forcing colleges of engineering to face their futures creatively. Engineering faculty, in particular, are well-placed to play leadership roles in generating a campus-wide response to the challenges faced. Working with the rest of the university and with external partners, including K-12, industry, government, foundations, and other countries, engineering faculty can restructure higher education in order to continue producing well-educated graduates and high-quality research.

Creativity: Can It Be Taught? The Case of Engineering Education.

Abstract: Summary Creativity in higher education is analyzed as an intentional act and related to a number of ideas from cognitive psychology. It is claimed that the culture of engineering education entails a too narrow view on creativity and is based on outdated learning theories. The deeper philosophical implications of creativity, i.e. the quest for meaning, will have to be readdressed if engineering education is to prepare its graduates for future tasks.

Freshman design projects in the Foundation Coalition

Abstract: Many talented engineering students abandon engineering before taking a single engineering course. Herded into large sections of "pre-engineering" mathematics, chemistry and physics courses, many students prove themselves academically but walk away from engineering, disillusioned. Numerous schools have instituted freshmen engineering courses to retain some of these capable but disinterested students in the engineering program. Freshman engineering courses spark students' interest by showing students that engineers communicate, lead and create as well as analyze. One of the most successful ways of showing first-year students the diversity of skills needed to practice engineering is through freshman design projects. The authors have each selected three of their favorite freshmen design projects (a total of fifteen projects) and posted detailed descriptions on the web (www.foundation.ua.edu/projects). This paper provides: a brief description of the freshman programs at each school (the schools are participants in the NSF-sponsored Foundation Coalition); short summaries of each project; and answers to frequently asked questions about freshman design projects.

First-year integrated curricula across engineering education coalitions

Abstract: The National Science Foundation has supported creation of eight engineering education coalitions: Ecsel, Synthesis, Gateway, SUCCEED, Foundation, Greenfield, Academy and Scceme. One common area of work among these coalitions has been restructuring first-year engineering curricula. Within some of the Coalitions, schools have designed and implemented integrated first-year curricula. The purpose of this paper is to survey the different pilots that have been developed, abstract some design alternatives which can be explored by schools interested in developing an integrated first-year curriculum, indicated some logistical challenges, and present brief descriptions of various curricula along with highlights of the assessment results which have been obtained.

Freshman introductory engineering seminar course: coupled with bridge program equals academic success and retention

Abstract: Arizona State University's (ASU) Office of Minority Engineering Programs (OMEP) has hosted the Minority Engineering Program (MEP) Summer Bridge Program. The purpose of the program is to promote greater awareness of and recruit potential candidates to the College of Engineering and Applied Sciences (CEAS) at ASU. The program content and curriculum were designed to prepare underrepresented ethnic minority students for success in the College at ASU. The program focused on building community and utilized undergraduate student role models as instructors, while the curriculum focused on engineering design, technical communications, and a design project. Academic scholarships were awarded to all participants based on a team design project competition. The Summer 96 program saw only 12 out of 43 participate. The Summer 97 program participants were required to participate in the course as a stipulation to receive their scholarship. As a result, all 38 participants chose to register for the seminar course or the Foundation Coalition Match program at ASU. The academic success of these students during their first semester is evaluated, compared, and correlated with several measures including (1) a comparative analysis of seminar course success between the students who participated in the bridge program and those who did not; (2) students scores on the university mathematics placement examination and the students class grade earned in their beginning mathematics class; and (3) the students use of the MEP support system (i.e. tutoring program, academic excellence program).

Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in Brazil and in the United States.

Abstract: Three-dimensional visualization skills are critically important to success in engineering careers. Unfortunately, studies have shown that the 3-D spatial visualization skills of women engineering students lag significantly behind those of their male counterparts. This paper examines gender differences in background and in visualization ability for students enrolled in the United States and in Brazil. Factors that seem to be significant in the development of visualization skills are presented. Gender differences and other problems in visualization skills that cross international boundaries are described. (WRM) Reproductions supplied by EDRS are the best that can be made from the original document. 1 IDENTIFYING GENDER DIFFERENCES IN THE 3-D VISUALIZATION SKILLS OF ENGINEERING STUDENTS IN BRAZIL AND IN THE UNITED STATES PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Afonso Celso Medina and Helena B. P. Gerson Fundamental Engineering Escola de Engenharia Maua Sao Caetano, SP BRAZIL Sheryl A. Sorby Civil and Environmental Engineering Michigan Technological University Houghton, MI USA 49931 Abstract Three-dimensional visualization skills are critically important for success in engineering careers. Before a complex problem can be solved, the engineer must be able to visualize how all of the components in the system work and fit together. Unfortunately, studies have shown that the 3-D spatial visualization skills of women engineering students lag significantly behind those of their male counterparts. A variety of strategies have been implemented to enhance the spatial visualization skills of engineering students. Along with these strategies, the Mauti Engineering School (EEM) and Michigan Technological University (MTU), have been utilizing specific exams as a means of measuring spatial ability. At both schools, the tests were administered as a pre-test in the beginning of a freshman graphics course. At each university, background questionnaires were filled out by the students during the pre-test period. The questions asked of the students were related to those types of activities which are thought to develop spatial skills including: age, handedness, play with certain types of toys, previous geometry instruction, vocational training, work experience and participation in sports which involved putting an object in a specific place (e.g., soccer, basketball, etc.). Student responses were analyzed to determine their significance in the development of spatial skills as measured by the respective testing instruments. At EEM, the tests also revealed that there is a certain group of students whose spatial visualization ability was not significantly improved after a full year of graphics instruction. For these students, the traditional graphics courses are a source of frustration, since they typically have very weak visualization skills from the outset. In order to help these students attain a minimum proficiency in their spatial skills so that they can then actively participate in a traditional graphics course, new techniques must be developed which take into account theirThree-dimensional visualization skills are critically important for success in engineering careers. Before a complex problem can be solved, the engineer must be able to visualize how all of the components in the system work and fit together. Unfortunately, studies have shown that the 3-D spatial visualization skills of women engineering students lag significantly behind those of their male counterparts. A variety of strategies have been implemented to enhance the spatial visualization skills of engineering students. Along with these strategies, the Mauti Engineering School (EEM) and Michigan Technological University (MTU), have been utilizing specific exams as a means of measuring spatial ability. At both schools, the tests were administered as a pre-test in the beginning of a freshman graphics course. At each university, background questionnaires were filled out by the students during the pre-test period. The questions asked of the students were related to those types of activities which are thought to develop spatial skills including: age, handedness, play with certain types of toys, previous geometry instruction, vocational training, work experience and participation in sports which involved putting an object in a specific place (e.g., soccer, basketball, etc.). Student responses were analyzed to determine their significance in the development of spatial skills as measured by the respective testing instruments. At EEM, the tests also revealed that there is a certain group of students whose spatial visualization ability was not significantly improved after a full year of graphics instruction. For these students, the traditional graphics courses are a source of frustration, since they typically have very weak visualization skills from the outset. In order to help these students attain a minimum proficiency in their spatial skills so that they can then actively participate in a traditional graphics course, new techniques must be developed which take into account their 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eived from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position cr policy. particular deficiencies. This paper examines gender differences in background and in visualization ability for students enrolled in the U.S. and in Brazil. The factors which seem to be significant in the development of visualization skills will be presented. Gender differences and other problems in visualization skills which cross international boundaries will also be described. Introduction The primary objective of this research was to determine whether or not gender differences exist in the visualization skills of engineering students at the two universities participating in this study--Escola de Engenharia Maud (EEM) and Michigan Technological University (MTU). To achieve this objective, tests which assess a person's ability to visualize in three dimensions were administered to students at EEM and MTU. The results of these tests show that significant gender differences in visualization skills exist. The results of the tests were also used to help identify some of the factors that are thought to develop spatial skills. Assessment of Spatial Skills Several standardized tests have been developed to assess a person's spatial skills. Since 1995, EEM has administered a spatial visualization test composed of four parts: A, B, C and D to freshman engineering students. Each part of the exam is meant to assess a specific component of spatial visualization skills. Part A is composed of 45 items subdivided into two types of questions. In the first type of question, a sheet of paper that is folded in half and then folded in half again is shown. A "cut" is made in some location on the paper. The students must choose which of five alternatives accurately portrays the paper after it is unfolded. In the second type of question, a two-dimensional figure with fold lines is shown. The students must choose

Engineering Thinking and Rhetoric

Abstract: Engineers seek optimal solutions to problems. The solution criteria are of ten of several different types, and there is no formal way to find the best trade-offs. Nevertheless, engineers make judgments and provide explanations to justify their choices. The thinking which identifies a particular solution as optimal relies on deduction and analogy. The rhetoric which explains the choice of solution uses precedents in a similar way to legal argument. Therefore the formal study of analogical thinking has a role in engineering education, and descriptive case-based examples are important to the student, not just as illustrations, but as source analogs for problem solving.

Addressing first-year issues in engineering education

Abstract: Engineering education is being reviewed worldwide, for its approach to developing adaptive, creative, communicative engineers who can work effectively in a team and be aware of the broader implications of engineering on society. The first year has been a focus for many courses for several reasons, and this paper attempts to collate various approaches which have been made across the world relating to first-year issues. The literature is reviewed and discussed alongside the results of a survey, exploring the various difficulties faced in first-year courses and how the different institutions have addressed these concerns. Six major categories were identified: creating a short introductory course; additional help with one aspect of the course; developing a new or overhauled subject; introducing an entire curriculum change; mentoring/ tutoring by staff; peer tutoring. The effectiveness of such approaches is discussed alongside issues regarding implementation.

Engineering Education and the New Industrial Revolution

Abstract: The engineering profession is facing the greatest challenge of its history, a challenge that will determine its future. But the nature of the forces shaping this future, and the societal expectation of the role of technology can be deduced. Rate of change is a critical factor. The direction taken by engineering education will greatly affect the future of the profession. But the base for reform exists in work carried out in various parts of the world. The challenge can be met. What is needed is the will to make the change.

Building Better Mousetrap Builders: Courses To Incrementally And Systematically Teach Design

Abstract: A variety of design-process and design-methods courses exist in engineering education. The primary objective of such courses is to teach engineering design fundamentals utilizing repeatable design techniques. By so doing, students obtain (1) tools they may employ during their education, (2) design experiences to understand the “big picture” of engineering, and (3) proven methods to attack open-ended problems. While these skills are worthwhile, especially as design courses are moved earlier in curricula, many students report that design methods are typically taught at a high-level and in a compartmentalized fashion. Often, the students’ courses do not include opportunities to obtain incremental concrete experiences with the methods. Nor do such courses allow for suitable observation and reflection as the methods are executed. In this paper, we describe a new approach for teaching design methods which addresses these issues. This approach incorporates hands-on experiences through the use of “reverse-engineering” projects. As the fundamentals of design techniques are presented, students immediately apply the methods to actual, existing products. They are able to hold these products physically in their hands, dissect them, perform experiments on their components, and evolve them into new successful creations. Based on this reverse-engineering concept, we have developed and tested new courses at The University of Texas, MIT, and the United States Air Force Academy. In the body of this paper, we present the structure of these courses, an example of our teaching approach, and a brief evaluation of the results.

Strategies for developing, implementing, and institutionalizing a comprehensive assessment process for engineering education

Abstract: This paper draws upon experiences in the development and implementation of comprehensive educational assessment and continuous improvement programs in several US universities associated with the National Science Foundation's Gateway Coalition for Undergraduate Engineering Education. Four integrated strategies, required to imbed assessment and continuous improvement in the educational environment, are fully described.

Understanding student confidence as it relates to first year achievement

Abstract: There has been considerable concern that entering female engineering students begin their studies with less confidence in their abilities than academically equivalent male students. Further, there is concern that this 'under-confidence' problem persists throughout the university experience. As a precursor to a larger cross-institutional study, the authors have investigated this issue in the USA at the University of Pittsburgh, University of Texas-El Paso and North Carolina State University. Using the Pittsburgh Freshman Engineering Attitudes Surveys, they examined the differences between male and female students' self-assessed confidence (relative to five measures) when they began their engineering studies and after one or two semesters of study. In addition, they examined students' confidence and changes in confidence with respect to their entering SAT scores and first year performance. At all three institutions, female students entered with significantly lower confidence in their basic engineering knowledge and skills (one of the five measures) than did their male counterparts, but only continued to exhibit this low confidence at one institution during the freshman year. However, they did not find any consistent, significant relations for the other measures, nor did they find any relations with SAT and performance.