Showing papers on "Engineering education published in 2001"

Ethics Instruction in Engineering Education: A (Mini) Meta-Analysis

Abstract: What are the objectives of engineering ethics? How is it being taught and how might instruction be more effective? The American Society for Engineering Education (ASEE) annual conference proceedings (1996–1999) contain 42 papers that treat engineering ethics as a coherent educational objective. Some of these papers disclose small components that seem to be part of a larger ethics curriculum. Other papers discuss engineering courses that are clearly the department's major ethics commitment. While it would be inappropriate to assume that the 42 papers represent the only means by which engineering students receive ethics instruction, these papers do present a variety of more-or-less defensible approaches and certainly the major intentional approaches of engineering curricula. This paper will develop an analysis of the 42 articles, including a discussion of where ethics is being taught (from both a chronological, and disciplinary perspective), and the six pedagogical approaches used to transfer an understanding of ethics to the student. These approaches include professional codes, humanist readings, theoretical grounding, ethical heuristics, case studies, and service learning. These six approaches will also be analyzed in terms of their promise to develop the ethical competencies needed by engineers.

Reverse Engineering and Redesign: 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 that 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 an evaluation of the results.

A web-based virtual laboratory on a frequency modulation experiment

Abstract: With the rapid proliferation of Internet technologies, accessing and operating engineering instruments remotely anytime anywhere is fast becoming a reality. This paper presents a new Web-based virtual laboratory on a frequency modulation experiment for the teaching of an undergraduate course on communication principles in the National University of Singapore (NUS). The laboratory requires only a common Web browser to access and incorporate schemes for reducing data traffic and authenticating users. It enables students to have a natural hands-on experience of using an expensive spectrum analyzer on a one-to-one basis and provides a solution for distant engineering education. The system uses a double client-server structure where access to the experiment is via two rounds of client-server processing. The virtual laboratory can be accessed at the Web site http://vlab.ee.nus.edu.sg/vlab/freqmod/index.html.

Training complete engineers: Global enterprise and engineering education

Abstract: For the past few years a discussion has been going on about the specific skills and knowledge a complete engineer should possess. Apart form this discussion, a separate debate has focused on the content of an engineer's education. This article is a combination of two joint papers (De Graaff and Ravesteijn 2000, Ravesteijn and De Graaff 2000) bearing on these respective subjects, presented by the authors at the SEFI 2000 conference in Paris. The demands from industry that engineers of the future will have to meet are summarized and related to characteristics of modern training methods. It is argued that a new view on the content of the engineer's education implies, at least to a certain extent, a new set of educational tools.

Improving First‐Year Engineering Education*

Abstract: In September of 1998, the College of Engineering at the University of Massachusetts Dartmouth (UMD) piloted an innovative, integrated, first-year curriculum. It dramatically changed 31 credits across two semesters. The program was modeled after several previous successful undergraduate experiments at other universities such as those in the NSF Foundation Coalition and at Rensselaer Polytechnic Institute. The new program at UMD included This paper describes the new curriculum, some of the practical considerations in its design, and the way it has functioned. Significant improvements demonstrated after one year of operation include integrating the introductory sequences in physics, calculus, chemistry, English and engineering teaching and using teamwork among students and faculty using a specially designed technology oriented classroom using active and cooperative learning methods encouraging formation of a community of students by block-scheduling classes and grouping students in the dorms using rigorous assessment to evaluate performance. the attrition rate of first-year engineering students more than halved the percentage of students passing two semesters of physics on schedule nearly doubled the percentage of students passing calculus on schedule increased by 40% the performance of students on common final exams in both physics and calculus significantly increased.

Understanding the Role of Self‐Efficacy in Engineering Education

Abstract: The engineering professor's role is dualistic in the sense that not only must s/he create an academic environment conducive to the acquisition of course content but must also prepare students to become practicing professionals. This dualism requires that the professor both motivate good study habits as well as build within students the confidence that they have the requisite capability to perform actual engineering. Self-efficacy, simply defined as one's self-judgment concerning capability, has been shown to be an important mediating factor in cognitive motivation. This paper describes the motivating role of the professor, theories of motivation, the role of self-efficacy in motivation, and guiding principles that can be used to enhance self-efficacy in engineering students. These principles can serve as guidelines in designing instructional delivery strategies that motivate engineering students to engage in behaviors conducive to becoming value-added practitioners.

Effective teaching and learning in higher education, with particular reference to the undergraduate education of professional engineers

Abstract: This paper discusses current knowledge about effective teaching and learning in higher educationand the implications for undergraduate engineering education. The author considers that aspects ofthe traditional model of engineering education, such as the widespread use of lectures, theovercrowded content and the assessment methods used, do not lead to high quality learning.Problem-based learning is one approach to overcoming these deficiencies; its advantages arediscussed and some examples of its implementation are given.

Facing innovation: preparing lecturers for English-medium instruction in a non-native context

Abstract: The implementation of English-medium instruction by non-native speaking lecturers to non-native speaking students is one of the most recent innovation processes in Dutch-higher education. The impact of this innovation process on non-native teaching staff is yet unknown. At Delft University of Technology training has been developed to support the teaching staff in the implementation process. In this paper the effect of the training on the teaching staff will be discussed against the background of the innovation process.

Research on learning style: applications in the physics and engineering classrooms

Abstract: Several approaches to teaching undergraduate physics and engineering students using both the Dunn and Dunn and the Kolb learning style models are discussed. The Dunn and Dunn learning style model is employed with nonmajors enrolled in introductory physics at American University and the Kolb learning style model is employed with freshman engineering students at Purdue University. The basic elements of these two learning style models are compared and contrasted. Teaching approaches that have been successful with these two distinctly different populations of students are shared. These approaches can easily be adapted for use by educators in other branches of computing as well as science, mathematics, engineering and technology education.

When Email and Mentoring Unite: The Implementation of a Nationwide Electronic Mentoring Program--MentorNet, the National Electronic Industrial Mentoring Network for Women in Engineering and Science.

Abstract: Electronic mentoring (e-mentoring) programs are providing unprecedented opportunities for establishing mentoring relationships. E-mentoring is the merger of mentoring with electronic communications and links mentors with protégés independent of geography or scheduling constraints. In this case study, the authors apply a model of structured mentoring to the implementation of MentorNet (www.MentorNet.net), a nationwide structured e-mentoring program for women engineering and science students, to identify issues related to the use of electronic communications as a delivery system for mentoring and to begin the development of best practices for e-mentoring.

A K‐12/University Partnership: Creating Tomorrow's Engineers*

Abstract: Supported by the National Science Foundation, the GK-12 Fellows program at the University of Colorado at Boulder explores innovative ways for engineering graduate students to use engineering as the vehicle to provide K-12 classroom instruction and hands-on experiences that integrate physical sciences, mathematics, engineering and technology. Engineering “Fellows” fill a crucial gap in the two-way exchange of content and pedagogy between the College of Engineering and Applied Science and the K-12 community of learners. The active presence of real world, engineering role models in K-12 classrooms improves the quality of math and science content, and introduces engineering to teachers and young students as a potential career path. Working through the University's graduate program legitimizes K-12 outreach as a valid, and satisfying, academic endeavor for graduate students.

Expected benefits of web-based learning for engineering education : Examples in control engineering

Abstract: This paper presents how 'teaching and learning with technologies' may improve academic education and corporate training for engineering sciences. It particularly details examples of web-based learning tools for control and open distance learning experiments developed at the Grenoble National Polytechnic Institute (INPG, France). The paper describes the observed improvements brought by information and communication technologies in the academic context at different levels: the academic institution, the teacher and finally the user. Then it presents four significant approaches to web-based learning developed at the INPG. The first three approaches are intended to enrich and complete the traditional face-to-face teaching and learning in control with highly interactive, self-learning tools, including hypertext, exercise bases, simulations, and virtual and remote laboratories. The fourth approach is seen as a substitution for traditional face-toface teaching and learning, providing open distance learning in the...

Blurring Boundaries between Technical Communication and Engineering: Challenges of a Multidisciplinary, Client-Based Pedagogy

Abstract: Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.

Making Engineering Education Fun

Abstract: Maintaining student interest is more than an academic exercise. Institutions or departments that fail to challenge and actively involve their students in the learning process risk losing them to competing programs where the curricula are more dynamic and relevant. Within the Department of Nuclear Engineering at Oregon State University, we continually seek innovative ways to promote student retention while maintaining academic excellence. One recent effort was to restructure a first-year nuclear engineering/health physics course. Using nuclear techniques, students were required to solve a fictitious murder. In the process they learned about teamwork, nuclear forensics methods, radiation protection, and basic radiation interactions. The class members were brought into the mystery playing the part of “graduate students” who helped their police-detective uncle solve the case. To assist in their investigation the students subpoenaed expert “witnesses” to educate them on nuclear principles. The students, through homework, explained their actions, methods, and reasoning to a nontechnical participant (their “uncle“). By building on knowledge gained through interviews and homework, the students were able to solve the mystery. This mode of teaching requires extensive hands-on faculty participation. However, the potential long-term benefit is increased comprehension of course content as well as greater student interest and retention.

Sustainability and critical thinking in civil engineering curriculum

Abstract: This paper describes a method for presenting concepts of sustainable development to first- year civil engineering students using pedagogical techniques related to critical thinking development. Sus- tainable development is an emerging area of environmental management that is important to civil engi- neering students. The concept can be associated with most design-related projects. In addition, the development of students' abilities to think critically about engineering problems and design projects is an important educational objective. Explicit methods for developing students' critical thinking skills have been adapted for the first-year civil engineering curriculum. The development of critical thinking skills is com- bined with the coverage of sustainable development concepts in this approach. This combination was chosen because the issue of sustainable development exhibits many of the characteristics of ill-structured problems that require critical thinking. Therefore, the combination of critical thinking pedagogy and sustainable development concepts provides an important contribution to the future education of civil engineering stu- dents.

Learning while doing: practical robotics education

Abstract: The students of today are likely to see current advanced products as black boxes. However, trying to open the black boxes is crucially important for the students who are going to be researchers or technical experts. Based on this idea, the curriculum of our department concerning practical robotics education was planned to cultivate the fundamental spirit of students for designing/manufacturing valuable products. In the article, first the basic concepts of practical engineering education are presented. Second, the outline of classes for practical education at the Department of Robotics in Ritsumeikan University are described, including experiments in robotics using 3 degree-of-freedom (DOF) and 6-DOF manipulators and practices of robot making. Then, practical education for a cooperative academia-industry environment is described. Such an education should contribute to the production of valuable products and to the transfer of advanced technologies to industry.

The Wise Summer Bridge Program: Assessing Student Attrition, Retention, And Program Effectiveness

Abstract: For participating university programs, summer bridge outreach has helped to significantly increase student retention in academic majors. For female engineering students, bridge programs not only serve an academic need, but also serve to foster networking relationships between students prior to starting the semester. The Women in Applied Science and Engineering (WISE) Summer Bridge Program was designed to prepare incoming female students for the transition from high school to the College of Engineering and Applied Sciences (CEAS). Since 1998, this program has offered academic reviews in courses such as mathematics, physics, and chemistry. In addition, computer-based curricula have been offered in Maple, Excel, and HTML to better prepare students for their freshmen introductory engineering courses. During the Fall 2000 semester, summer bridge participants from 1998, 1999, and 2000 were surveyed on program effectiveness. Survey categories included general information, WISE Bridge experience, WISE services, and additional information. Survey results indicated that a significant number of respondents were first introduced to engineering by a family member and subsequently, enrolled in engineering because of a strong aptitude for math and science. Students indicated that the WISE Bridge Program, as well as other services offered in the CEAS and at ASU, aided them in their first semester. In addition, WISE program services such as academic advising, mentoring, and tutoring were also mentioned as significant in first semester retention of these students. An overview of the WISE Summer Bridge Program will be presented as well as survey results from 1998, 1999, and 2000 participants. In addition, the paper will discuss the need for and impact of bridge programs specifically geared toward female engineering students as well as future projections of implementation and direction of student programs.

A Multidisciplinary Model for Using Robotics in Engineering Education

Abstract: The use of robotics to provide hands-on instruction across the various disciplines of engineering and computer science is no longer the prohibitively expensive proposition it once was. With the emergence of inexpensive robot kits that encompass a background in electrical engineering, mechanical engineering, industrial engineering, and computer science, robotics can now play a central role in the education of students in these disciplines. A critical obstacle to this goal, however, is the lack of familiarity that students in each discipline have for the other fields of study, making a thorough understanding of overall robotics design principles quite difficult. This paper presents a model for multidisciplinary cooperation that alleviates this problem and elevates robotics to a potentially pivotal position in engineering education. I. Introduction Robotics provides a comprehensive view of an integrated, fully engineered system. It affords a view of information processing from the microprocessor level up through the application software, and it illustrates the connection between mechanical, electrical, and computing components. Because of its multidisciplinary nature, the study of robotics in the classroom can be a valuable tool for the practical, hands-on application of concepts across various engineering and science topics. 1 Furthermore, the curriculum in any specific area of study tends to narrowly focus students on that area, whereas real-world complex systems tend to integrate electrical, mechanical, and computing components. The study of robotics provides a medium for students to experience this integration and to see the interaction between the various types of systems. Its multidisciplinary nature has also relegated the study of robotics to larger research universities and private industrial research groups whose members have had the full range of prerequisite knowledge to engineer such complex systems. Pre-constructed industrial robots could be purchased, but their exorbitant prices made them cost prohibitive to the more modest budgets of smaller educational institutions. With the emergence of inexpensive computational components, robot platforms have become more accessible to such smaller programs. More importantly, these platforms have made the area of robotics accessible by removing the need to have a background in electrical engineering, mechanical engineering, and computer science simultaneously. Platforms such as the Handyboard and the LEGO RCX 2 have managed to allow users to cross the threshold of indignation, which is “the maximal behavioral component that we are willing to make to get a task done.” 3 If end users perceive that their efforts must go beyond this point, a new tool will not succeed in the consumer market, no matter how good or

Manufacturing: A Strategic Opportunity for Engineering Education

Abstract: This paper examines the importance of the manufacturing enterprise and the need for manufacturing education. The objective is to present a case for the expansion of manufacturing-related education as a strategic opportunity for engineering education. A brief history of engineering education is presented, as well as an exploration of the current ABET criteria for various engineering disciplines. Approaches for achieving manufacturing-related education are presented noting that Mechanical Engineering and Industrial Engineering are often most closely associated with manufacturing. Surveys of industry reveal the need for manufacturing education and identify preferred approaches. If manufacturing is to be included as part of a mechanical engineering program, there are a number of possible approaches. Of all the new technologies that will impact engineering education, none is larger than the Internet. The number of manufacturing educational programs in the United States is growing substantially. New manufacturing programs are encouraged along with review of educational content in traditional engineering disciplines-especially the related discipline of mechanical engineering. Analysis leads us to believe that manufacturing represents a strategic direction and opportunity for engineering education to pursue.

Student Attrition from Newfoundland and Labrador's Public College.

Abstract: Educators, administrators, and government officials alike are interested in reducing the rate of student withdrawal at Canadian postsecondary institutions. Aside from the loss of financial resources, there are other negative effects associated with early departure from community college or university. This article outlines research into first-semester student withdrawal from engineering technology programs at a campus of the College of the North Atlantic in St. John's, Newfoundland. The research was designed to investigate various aspects of withdrawal of first-semester students enrolled in Engineering Technology programs at the College. The research design incorporated focus groups, interviews, and the collection and statistical analysis of quantitative data. Results of this study showed that 24.9% of first-semester Engineering Technology students withdrew before the winter 2000 semester, and that students' academic difficulties play a significant role in their decisions to withdraw or persist at the College. These results were consistent with Tinto's (1993) Student Integration Model.

Essential Non‐Technical Skills for Teaming

Abstract: The world of engineering is once again changing. Engineering education is changing from the narrow engineering science curriculum of the 1950s to a broader industry-driven curriculum. Today's employers are seeking engineering graduates with advanced communication skills and the ability to work effectively in team-based environments. Unfortunately, a large number of undergraduate engineering programs are not sufficiently providing students the skills necessary to succeed in the workplace of the future. In this paper 20 non-technical skills, 10 curricular changes, and seven post-graduate training methods were presented to Southern Illinois University at Carbondale College of Engineering graduates to evaluate. These graduates functioned both in team-based and traditional work environments. Results indicated listening as the most important non-technical skill; inclusion of real-world applications as the most important curricular addition, and mentoring as the preferred post-graduate method of learning nontechnical skills. The findings support further research for implementing changes in undergraduate engineering education to integrate and support development of non-technical skills throughout undergraduate studies. These changes will in turn increase the production of well-rounded and flexible graduates that are “workforce-ready.“

Paradigms in Physics: A new upper-division curriculum

Abstract: We describe a new curriculum for the final two years of a B.S. program in Physics. Case studies in the junior year provide concrete examples or Paradigms as pillars to support systematic Capstone lectures in the senior year. In each of nine three-week Paradigms, the junior progresses from a descriptive lower-division understanding to an advanced analysis of a topic defined by phenomenon rather than discipline. Students generally view the new format with favor. They are better at visualization and make important connections among physics disciplines. Independent assessment is ongoing.

The challenge of collaborative learning in engineering and math

Abstract: The CoWeb is a collaborative learning technology used in many classes (over 100) at Georgia Institute of Technology (Georgia Tech), USA. The authors present evidence of the success of the tool in supporting learning at a low cost. They also provide anecdotes about the active resistance they have received to use of the CoWeb in engineering, mathematics and some computer science classes. Evidence from interviews and questionnaires points to some of the sources for this resistance.

Ethics and Engineering Courses at Delft University of Technology: Contents, Educational Setup and Experiences

Abstract: This article reports on the development and teaching of compulsory courses on ethics and engineering at Delft University of Technology (DUT). Attention is paid to the teaching goals, the educational setup and methods, the contents of the courses, involvement of staff from engineering schools, experiences to date, and challenges for the future. The choices made with respect to the development and teaching of the courses are placed within the European and Dutch context and are compared and contrasted with the American situation and experiences.

The View from the Top: Leaders' Perspectives on a Decade of Change in Engineering Education*

Abstract: Researchers at The Pennsylvania State University's Center for the Study of Higher Education conducted 27 semi-structured one-hour interviews with the deans, chairs, faculty, industry leaders, and association officers who comprise the leadership of national engineering education societies and the Accreditation Board for Engineering and Technology. During the interviews, these leaders described what they believe are the two most significant changes in the in the field of engineering education during the last decade. This article discusses the sources and pervasiveness of each change, how each change has influenced policy or practice in engineering education, and the best ways to encourage faculty involvement in the change.

Assessment of Communications and Collaborative Learning in Civil Engineering Education

Abstract: Recently, employers have indicated that they are not totally satisfied with the individualistic approach of the average engineering graduate. This may be due to the fact that, today, in many companies, team goals, team contributions, and team rewards often supersede individual actions. In fact, some authorities believe that the development of critical thinking, collaborative learning, communication, and leadership skills is vital for engineering programs, as well as for students. The findings of this study suggest that students have accepted the concept of collaborative teaching and learning. As an example, the evaluation of student-teaching presentations was found to be above average with scores greater than “B” for all categories. In addition, comments indicate that a course utilizing the concepts of collaborative learning and teamwork was interesting and informative and could be of assistance to respondents in future endeavors. Studies also indicate that undergraduates prefer classroom discussion and p...

Evaluation of a constructivist approach to student induction in relation to students' learning styles

Abstract: Increasing class sizes and increasingly complex technology have brought pressure on university staff. Less widely recognized is their effect on freshers, many of whom find the university a bewildering and remote environment. This paper describes an innovative approach to induction in an engineering school. A constructivist approach was used to involve the students, working in small groups with a staff facilitator in the investigation of a technical issue. In so doing they learned the university systems by using them contextually and also immediately got to know staff and peers. Their perceptions of the experience were determined by questionnaire and interview and their learning styles were gauged by a learning style inventory. The aim had been to provide a flexible, supportive experience for all learners. Although it was disappointing to find no significant correlations between learning styles and perceptions, it is perhaps a measure of our success in achieving this aim.