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Showing papers on "Engineering education published in 2000"


Journal Article
TL;DR: In this paper, the authors enumerated the deficiencies in engineering education and proposed to improve the coverage of fundamentals, teach more about real-world engineering design and operations, including quality management, cover more material in frontier areas of engineering, offer more and better instruction in both oral and written communication skills and teamwork skills, provide training in critical and creative thinking skills and problem-solving methods, produce graduates who are conversant with engineering ethics and the connections between technology and society, and reduce the number of hours in the engineering curriculum so that the average student can complete it in four years
Abstract: Deficiencies in engineering education have been exhaustively enumerated in recent years. Engineering schools and professors have been told by countless panels and blue-ribbon commissions and, in the United States, by the Accreditation Board for Engineering and Technology that we must strengthen our coverage of fundamentals; teach more about “real-world” engineering design and operations, including quality management; cover more material in frontier areas of engineering; offer more and better instruction in both oral and written communication skills and teamwork skills; provide training in critical and creative thinking skills and problem-solving methods; produce graduates who are conversant with engineering ethics and the connections between technology and society; and reduce the number of hours in the engineering curriculum so that the average student can complete it in four years.

614 citations


Journal ArticleDOI
TL;DR: In this article, the authors describe the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education, and analyze the suitability of PBL as an innovation in engineering education, given the characteristics of this particular domain.
Abstract: This article describes the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education. PBL has been implemented as an overall strategy for several programmes at Maastricht University, for example medicine. The suitability of PBL as an innovation in engineering education is analysed, given the characteristics of this particular domain. Project work and guided small group work also present themselves as alternatives for conventional engineering education. PBL has been implemented as a partial strategy for Mechanical Engineering and Biomedical Engineering at Technische Universiteit Eindhoven. The differences between the medical and the engineering implementation are analysed. PBL offers good prospects in the first few years of a programme, especially if group work tutorials and some directive teaching are added. In later phases project work offers a strong alternative. The conclusion is that PBL has certain limitations, which make it less suitable as an overall strat...

519 citations


Journal ArticleDOI
TL;DR: A framework, based on Bloom's taxonomy, has been developed for better specifying intentionally undefined outcomes, and each outcome has been expanded into a set of attributes that can be used by engineering faculty in adapting the outcomes to their own program.
Abstract: The "new" Accreditation Board for Engineering and Technology criteria, EC-2000, has caused engineering educators to focus on 11 intentionally undefined outcomes as a necessary step in the accreditation process. As part of a large study sponsored by the National Science Foundation, a framework, based on Bloom's taxonomy, has been developed for better specifying these outcomes. Using this framework, each outcome has been expanded into a set of attributes that can then be used by engineering faculty in adapting the outcomes to their own program. Also discussed are two ways in which this characterization of outcomes can be used as part of an assessment and feedback process. These outcome definitions are considered to be in a dynamic state; i.e., they will continue to be modified and updated as more is learned about their specificity and use.

239 citations


Journal Article
TL;DR: In this paper, the meaning of a variable or function is assumed to be anchored in memory, but in the absence of such examples and exercises no such assumption can be made, and the meaning can be predicted from known values of the abstract variables.
Abstract: variable is introduced, provide examples of how it could be determined experimentally and how values of measured variables can be predicted from known values of the abstract variables, and give such problems as homework assignments. Once the students have manipulated a given variable or function in a variety of contexts, its meaning can be assumed to be anchored in memory, but in the absence of such examples and exercises no such assumption can

231 citations


Journal ArticleDOI
TL;DR: The pedagogical framework of engineering ethics education has evolved primarily toward utilization of case studies and codes of ethics, in some instances supplemented by an introduction to moral theory as discussed by the authors, however, nearly 80% of engineering graduates are not required to take ethics-related courses.
Abstract: Interest in engineering ethics education developed significant momentum in the USA as the 20th century drew to a close. Nevertheless, nearly 80% of engineering graduates are not required to take ethics-related courses. The content of engineering ethics education consists of 'microethical' issues focusing on individual professional responsibility and 'macroethical' issues dealing with the development of technology. The pedagogical framework of engineering ethics education has evolved primarily toward utilization of case studies and codes of ethics, in some instances supplemented by an introduction to moral theory. Substantial progress has been made in the development of case materials, including highprofile cases, everyday cases, quantitative cases and cases highlighting 'good works'. Cases are widely disseminated in textbooks and online. Online resources include interactive case studies and a rich variety of other ethics-related materials. Prominent curriculum models in the USA include a required course i...

205 citations


Journal ArticleDOI
TL;DR: It is found that formulating easily understood goals helps engage students in fascinatingly creative processes that expose the need for a scientific methodology.
Abstract: Engineering challenges that involve both the design and building of devices that satisfy constraints are increasingly employed in precollege science courses. We have experimented with exercises that are distinguished from those employed with elite students by reducing competition and increasing cooperation through the use of tests against nature, large dynamic ranges in performance, initial prototype designs, and alternative methods of recording and presenting results. We find that formulating easily understood goals helps engage students in fascinatingly creative processes that expose the need for a scientific methodology. Such challenges engage male and female students equally, helping to erase the gender disparity in familiarity with the technology and skills common to physical science.

198 citations


Journal ArticleDOI
TL;DR: This article examined academic and interpersonal growth of peer mentors by analyzing comments in journals written during the mentors' first quarter of tutoring and mentoring within a minority engineering program at a large land-grant university in the Southeast.
Abstract: The study examined academic and interpersonal growth of peer mentors (N = 19) by analyzing comments in journals written during the mentors' first quarter of tutoring and mentoring within a minority engineering program at a large land-grant university in the Southeast. Although the intent of the program was to improve retention rates for the participants, the mentors experienced both academic and interpersonal growth. In addition, preliminary data regarding grades and retention status also indicate that the mentors benefited academically from the mentoring experience. The findings of the study suggest that, although the upper-class peer mentors are not the target population of the minority engineering program, they were positively impacted from their roles as mentors within the minority engineering program. Mentoring-"an intensive, one-to-one form of teaching in which the wise and experienced mentor inducts the aspiring protege into a particular, usually professional, way of life" (Parkay, 1988, p. 196). Such was the definition adopted by the participants of a minority engineering program which encouraged relationships between freshman pre-engineering students and upper-class division mentors at a predominantly White land-grant university in the Southeast. The intent of this program, as is typical of many other support programs, was to improve retention rates of minority students within a given area of study and hopefully, capitalize on the benefits of the program for marketing purposes and recruiting of additional minority students into a college of engineering. The program encompassed many components, from formal tutorial instruction to informal dinners and celebrations, in which peer mentors played a vital role and, as suggested by Parkay's (1988) definition, inducted their fledgling students into the engineering "way of life." Part of the impetus for including a mentoring component into the minority engineering program from the program's inception was the results of a qualitative study in which engineering students recommended the need for networking with upper-class mentors to ease the transition of freshman students into the university environment (MacGuire & Halpin, 1995). In this particular minority engineering program, African American students were targeted as at risk of possibly leaving the engineering program and potentially the university. Gainen (1995) reported that the greatest attrition among collegiate students occurred between the freshman and sophomore years of study with students who chose to major in science, mathematics, or engineering. In addition, "among students of color, attrition is much higher" (p. 5). Seymour and Hewitt (1997) asserted that African American students contend with four broad areas of difficulty when entering engineering, science, and mathematics fields: "differences in ethnic cultural values and socialization; internalization of stereotypes; ethnic isolation and perceptions of racism; and inadequate program support" (p. 329). These areas of difficulty, particularly internalization of stereotypes, ethnic isolation and perceptions of racism, can be exacerbated when African Americans enter predominantly White institutions as opposed to historically Black institutions. Thus, the inclusion of mentors as an integral component within this support program was hoped to ameliorate some of these difficulties. Peer mentoring and tutoring gained popularity as an intervention over two decades ago. Researchers (Cloward, 1976; Maxwell, 1994; Pickens & McNaughton, 1988; Strodtbeck, Ronchi, & Hansell, 1976) have concluded that the tutoring process has academic and psychological benefits to the tutor as well as the tutee. For instance, Cloward (1976) stated that "the tutor was the major beneficiary of the tutorial experience" (p. 227) in terms of academic gains. Although research exists regarding the effect of tutoring on the tutor, little research has explored the effect of the mentoring relationship on the mentor. …

159 citations


Journal ArticleDOI
TL;DR: In this paper, the authors suggest modifications of both detailed case studies on engineering disasters and hypothetical, ethical dilemmas employed in engineering ethics classes to better prepare future engineers to address issues of public health, safety, and welfare before they require heroic intervention.
Abstract: Diane Vaughan’s analysis of the causes of the Challenger accident suggests ways to apply science and technology studies to the teaching of engineering ethics. By sensitizing future engineers to the ongoing construction of risk during mundane engineering practice, we can better prepare them to address issues of public health, safety, and welfare before they require heroic intervention. Understanding the importance of precedents, incremental change, and fallible engineering judgment in engineering design may help them anticipate potential threats to public safety arising from routine aspects of workplace culture. We suggest modifications of both detailed case studies on engineering disasters and hypothetical, ethical dilemmas employed in engineering ethics classes. Investigating the sociotechnical aspects of engineering practice can improve the initial recognition of ethical problems in real-world settings and provide an understanding of the role of workplace organization and culture in facilitating or impe...

153 citations


Journal ArticleDOI
TL;DR: In this paper, the authors analyzed work sessions of student groups in a sophomore-level chemical engineering course at North Carolina State University and found that group members generally engaged in two types of teaching-learning interactions.
Abstract: Many recent studies demonstrate that cooperative learning provides a variety of educational advantages over more traditional instructional models, both in general and specifically in engineering education. Little is known, however, about the interactional dynamics among students in engineering work groups. To explore these dynamics and their implications for engineering education, we analyzed work sessions of student groups in a sophomore-level chemical engineering course at North Carolina State University. Using conversation analysis as a methodology for understanding how students taught and learned from one another, we found that group members generally engaged in two types of teaching-learning interactions. In the first type, transfer-of-knowledge (TK) sequences, they took on distinct teacher and pupil roles, and in the second, collaborative sequences (CS), they worked together with no clear role differentiation. The interactional problems that occurred during the work sessions were associated primarily with TK sequences, and had to do with students who either habitually assumed the pupil's role (constant pupils) or habitually discouraged others' contributions (blockers). Our findings suggest that professors can facilitate student group interactions by introducing students to the two modes of teaching interaction so group members can effectively manage exchanges of knowledge in their work, and also by helping students distribute tasks in a way that minimizes role imbalances. I. Introduction Cooperative learning models are based on the premise that learning is best achieved interactively rather than through a one-way transmission process. To provide enhanced opportunity for interactive learning, students are generally encouraged to work in groups both in and out of class. Value is placed on cooperation and collaboration among students rather than on competitiveness, and an individual's learning success or failure is linked with the learning success or failure of other group members.

149 citations


Journal ArticleDOI
TL;DR: In the engineering profession, we need to reflect continually on the students we are training, their suitability and ability to become the next generation of engineers, facing an ever-changing future as mentioned in this paper.
Abstract: In the engineering profession we need to reflect continually on the students we are training, their suitability and ability to become the next generation of engineers, facing an ever-changing future We need to face our responsibility in helping to develop the skills required for graduates of tomorrow and ensuring that we are not losing our best students to other professions A survey has been conducted at Imperial College highlighting problem areas of students at risk from demotivation within engineering courses Forty students who had not completed their course at the college were surveyed and 10 students were interviewed The issues they raised have been analysed and intervention strategies have been identified which are presently being developed at the college as part of the ongoing quality improvement of courses It is hoped that the approaches discussed can be disseminated further within Imperial College and to other universities

113 citations


Journal ArticleDOI
TL;DR: In this article, a framework to evaluate the supervision requirements from the students' perspective is proposed, where supervision is divided into three elements: personal, indirect research-related and direct research related help, and the perceived short falls between expected and provided supervision for each element are identified.
Abstract: There is an acknowledged problem with high non-completion rates of PhDs in the UK. Studies show that one of the major reasons for this is deficiencies in the supervision received. However, the unique and one-to-one nature of student/supervisor relationships makes it difficult to investigate the extent of these deficiencies. This article proposes a framework to evaluate the supervision requirements from the students' perspective. The supervision is divided into three elements: personal, indirect research-related and direct research-related help. The perceived short falls between expected and provided supervision for each element are then identified. A questionnaire survey is designed to act both as a test of the framework and to assess supervision requirements and their provision for PhD students in the construction management and engineering discipline in the UK. In addition, the student population is characterized and selected attributes; age, sex, industrial experience, full- or part-time status, nation...

Journal ArticleDOI
TL;DR: In this article, the authors provide specific examples of how they have employed writing in their courses over the last three years and how it has served to enhance outcomes in these courses and demonstrate that writing becomes particularly useful in engineering education when demonstrated as a process.
Abstract: By incorporating writing in engineering courses, we can move toward several important educational goals. Writing allows students to develop and use critical thinking skills. It enhances active learning and addresses the needs of students with different learning styles. It is a uniquely powerful tool for assessing student understanding. Writing becomes particularly useful in engineering education when demonstrated as a process. Similarities between the writing and design processes can be used to highlight the fact that there is often no single “correct” solution in either and that feedback and revision are often crucial to both. Finally, the status of our profession is enhanced when engineering graduates can communicate effectively. This paper provides specific examples of how we have employed writing in our courses over the last three years and how it has served to enhance outcomes in these courses.


Journal ArticleDOI
TL;DR: In this article, the authors present a meta-analysis of initiatives to encourage girls and women into science, engineering and technology courses and careers, drawing upon a survey undertaken as part of a Scottish initiative to encourage women students and staff to enter courses in higher education and to progress in careers there.
Abstract: The past 15 years have seen a persistent underrepresentation of girls in school science and technology subjects. The article is in three parts. The first part surveys the persistence of girls' opting out of science and technology in their school option choices and reviews from a wide range of literature the influences which affect girls' choices. These influences are: early socialisation, primary teachers as change agents, option choice processes, guidance and careers advice, teachers and teaching, and work experience. The second part presents a meta-analysis of initiatives to encourage girls and women into science, engineering and technology (SET) courses and careers, drawing upon a survey undertaken as part of a Scottish initiative to encourage women students and staff to enter courses in SET in higher education and to progress in careers there. The analysis is then used to illuminate various school initiatives and to estimate the likelihood of their success in addressing the underlying influences on gi...


Journal ArticleDOI
TL;DR: In this paper, the authors describe a design process used to successfully develop and deploy an integrated first year curriculum at Texas A&M University, which integrates the first year components of calculus, chemistry, engineering graphics, English, physics, and problem solving.
Abstract: This paper has two objectives: 1) to define, describe, and discuss integrated programs and their advantages with regard to student and faculty outcomes, as well as student retention; and 2) to describe a design process used to successfully develop and deploy an integrated first year curriculum. This paper details the results of the design process and the content of the first year integrated program implemented by the College of Engineering at Texas A&M University. The curriculum integrates the first year components of calculus, chemistry, engineering graphics, English, physics, and problem solving.


Journal ArticleDOI
01 Jan 2000
TL;DR: The Rensselaer Polytechnic Institute studio classroom was designed to provide an interactive learning environment that incorporates the advances in computing and communication and builds upon the cognitive science research on how people learn.
Abstract: Over the last decide, the Rensselaer Polytechnic Institute studio classroom model has been applied in various engineering, science, mathematics, and other courses, both at Rensselaer and at other campuses. The studio classroom was designed to provide an interactive learning environment that incorporates the advances in computing and communication and builds upon the cognitive science research on how people learn. In many cases, the studio course replaces the large enrolment course, combining lecture, rectitation, and laboratory into one interactive faculty that is as comfortable as it is high tech. The introduction of the studio courses has led to a better learning environment for both the students and the faculty members. Attendance in classes and student evaluations both improved. To some extent the studio classroom works to change the focus from the lecturer to the student. It requires that the student take some of the responsibility for the learning process. The studio classroom was recognized by the Theodore Hesburgh Award, the Pew Prize, the Boeing Award, and other honors.

Journal ArticleDOI
TL;DR: In this paper, the changing nature of civil engineering in a globally competitive environment, reviews the issues in realigning civil engineering education, identifies key leadership skills relevant to engineering, and proposes solutions for developing leaders at our undergraduate institutions.
Abstract: Leadership is a key element in meeting the needs of the civil engineering profession in an era of heightened global competition. Consulting and construction executives intent on maintaining a competitive edge are calling upon educators to produce civil engineers capable of leading multidisciplinary teams, combining technical ingenuity with business acumen, and effectively communicating narrow engineering endeavors within a comprehensive social framework. Our industry is challenging undergraduate schools to broaden curricula beyond the intellectual endeavors of design and scientific inquiry to the greater domain of professional leadership. Many agree that formal leader development must be incorporated into engineering education programs to respond to the professional demands of practicing engineers; however, the means of achieving the objectives within tightly constrained curricula are debated. This paper explores the changing nature of civil engineering in a globally competitive environment, reviews the issues in realigning civil engineering education, identifies key leadership skills relevant to engineering, and proposes solutions for developing leaders at our undergraduate institutions.

Proceedings ArticleDOI
14 Feb 2000
TL;DR: In this paper, an Internet based Interactive Construction Management Learning System (ICMLS) was developed as part of a three-year project that has been funded by the National Science Foundation (NSF) and Arizona State University (ASU).
Abstract: Internet based Interactive Construction Management Learning System is being developed as part of a three-year project that has been funded by the National Science Foundation (NSF) and Arizona State University (ASU). The primary focus of the project is to enhance the undergraduate construction engineering and management education. These enhancements will be accomplished by developing 1) an Internet based Interactive Construction Management Learning System (ICMLS) and 2) an advising and mentorship program that will heighten practitioner- involvement. The project will lead to the incorporation of practical content in the construction engineering curricula, thus, bridging the gap between the classroom and the construction site. The proposed system provides a simple tool for students to use in order to gain knowledge of construction processes and construction equipment. The key features of the system are: 1) it will use Internet as it's launching medium and 2) it will utilize multimedia databases, hypertext, 3-D modeling, and discrete-event Java based simulation to provide students with an interesting and realistic view of the selected construction processes and construction equipment. The paper describes the implementation tools and implementation strategy adopted. The Interactive Learning System is being used as an instructional tool for key courses such as construction materials and methods, construction estimating, and construction scheduling. The authors' envision that the successful completion of this project will lead to a number of benefits including: 1) improved recruitment, retention, and program completion for the construction engineering and management program, 2) job-ready graduates that can be successfully employed in the construction industry, and 3) enhanced practitioner involvement and construction industry input.

Journal ArticleDOI
01 May 2000
TL;DR: Some basic principles underlying systems engineering are discussed, and the translation of these principles to practices such as to enable the engineering of trustworthy systems of all types that meet client needs are translated.
Abstract: The article discusses some basic principles underlying systems engineering, and the translation of these principles to practices such as to enable the engineering of trustworthy systems of all types that meet client needs. The article is concerned with systems engineering education. Thus, it is inherently also concerned with systems engineering, as this provides a major component of the material that is important for systems engineering education. After setting forth some of the necessary ingredients for success in systems engineering, we devote some comments to objectives for and needs in systems engineering education.


Journal ArticleDOI
TL;DR: Initial findings suggest that faculty who score the scenarios with the analytic rubric can quickly identify, students' strengths and weaknesses in these areas and adapt their course to address the areas where students need attention.
Abstract: A challenge many faculty face is finding effective qualitative tools to assess students' skills and knowledge of practices. This paper describes how one such tool, the scenario assignment, was used in an upper division Mechanical Engineering course at the University of California at Berkeley. The scenario assignment is a qualitative performance assessment tool designed to assess students' knowledge of engineering practices, framework, and problem solving. An analytic rubric was developed to assess students' knowledge with respect to the learning outcomes associated with the scenario tool. Students were given a scenario that describes a "day in the life" problem faced by engineers. They were then asked to describe a process they would use to solve the problem. Careful testing of the rubric and training of the scorers revealed that the scores reliably differentiated among student abilities. Two sample student responses to the battery scenario are presented and discussed. Initial findings suggest that use of the scenarios can help faculty to quickly identify students' strengths and weaknesses and adapt their course to address the areas where students need attention.

Journal ArticleDOI
TL;DR: In this article, the authors describe applications of computer network technologies to testing and evaluation; reviews related research on computer-assisted testing; and introduces the analysis, design, progress-to-date, and evaluation of the Computer-Assisted Testing and Evaluation System (CATES) under development at national Chiao Tung university, Hsinchu, Taiwan, ROC.
Abstract: This paper describes applications of computer network technologies to testing and evaluation; reviews related research on computer-assisted testing; and introduces the analysis, design, progress-to-date, and evaluation of the Computer-Assisted Testing and Evaluation System (CATES) under development at national Chiao Tung university, Hsinchu, Taiwan, ROC. CATES shows how networks and the World Wide Web (WWW) are being used in science and engineering education. Technical implications of the study are also discussed.

Journal ArticleDOI
TL;DR: In this paper, a revised concentric model which places techno-centric (micro economic and micro thermodynamic) concerns at the core, limited by socio-centric economic concerns, which in turn are ultimately limited by eco-centric thermodynamic concerns is proposed.

Journal ArticleDOI
TL;DR: In this article, the authors reviewed the relation between the demands and the educational objectives of engineering education and the implications for assessment and discussed four different feedback pathways can be identified in detail.
Abstract: The focus of objectives of engineering education has evolved from knowledge to skills. This is a logical consequence of the changing demands of employers of graduated engineers. This change is referred to as a paradigm shift in engineering education. It is therefore not surprising that the views on assessment of student learning are changing as well. In this paper the relation between the demands and the educational objectives are reviewed. Consequently, the implications for assessment are discussed. Assessment is introduced as a feedback procedure. It is discussed that in fact four different feedback pathways can be identified. Finally, the relation between educational methods and their relation to assessment is discussed in detail. As an example, the problems in assessment of group work are discussed.

Journal ArticleDOI
TL;DR: In this article, the historical evolution of construction education, promotes construction as a stand-alone professional engineering discipline, provides information for schools that are interested in starting an undergraduate construction engineering and management (CEM) degree program, and discusses the engineering accreditation aspects of the CEM curriculum and the role of the construction industry in the curriculum development.
Abstract: Construction education is not new. It was a part of the practical aspects of many early civil engineering degree programs. As early as the 1920's, specializations in construction engineering were found in a few civil engineering programs, paralleling structural engineering and other areas. However, the gradual need for more specialization than could normally be integrated in the civil engineering degree eventually led to the formation of some construction specialty degree undergraduate programs, particularly after World War II. This paper documents the historical evolution of construction education, promotes construction as a stand-alone professional engineering discipline, provides information for schools that are interested in starting an undergraduate construction engineering and management (CEM) degree program, and discusses the engineering accreditation aspects of the CEM curriculum and the role of the construction industry in the CEM curriculum development.

Journal Article
TL;DR: In this article, the authors examine the nature and scope of quality, and the different perceptions about quality, particularly as it applies to engineering education, and bring out the major differences between accreditation and recognition, in the Indian context.
Abstract: This paper first examines the nature and scope of quality, and the different perceptions aboutquality, particularly as it applies to engineering education. The factors promoting quality intechnical institutions are briefly reviewed, and the requirements of and expectations from engineersand engineering administrators in order to face the challenges of the next millennium areenumerated. Beginning with the pioneering efforts of ABET, USA, accreditation has establisheditself worldwide as the principal mechanism for quality assurance in technical education, and moreand more countries are coming under the umbrella of the Washington Accord. The majordifferences between accreditation and recognition, in the Indian context, are brought out.Accreditation involves a two-stage process, self-assessment and peer evaluation; the essentialcharacteristics of each are highlighted. Some recent ABET initiatives and Indian experiences arediscussed

Journal ArticleDOI
TL;DR: In this article, three possible models to implement the FPD are explored: (1) current master's degree programs; (2) 150-credit hour requirement used by accountancy; and (3) professional school.
Abstract: Historically, ASCE has worked to develop civil engineering (CE) education to ensure that the profession is continuously strengthened, and based on recent events, ASCE is poised to lead CE education into the twenty-first century. Of specific interest in this regard is the recent support shown by the Board of Direction for the master’s as the first professional degree (FPD) for CE practice. To understand the ramifications of the board’s policy statement, it is necessary to grasp the evolution of the FPD concept as well as undergraduate engineering curricular reform in general. Examining the shape of past debate opens a window onto the be board’s historic policy statement, which in turn helps illuminate the future course of action. Moreover, the writers contend that significant educational reform is necessary to confront the changing, competitive global marketplace. Accordingly, three possible models to implement the FPD are explored: (1) current master’s degree programs; (2) 150-credit hour requirement used by accountancy; and (3) professional school.

Journal ArticleDOI
TL;DR: A Web-based, interactive virtual laboratory system of unit operations and process systems engineering education, developed by analyzing the characteristics of computer-based educational methods and using the rapidly changing Internet and object technologies.