Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication Year
- Publication
-
- Integrated Engineering Department Publications (13)
- Engineering Technology Faculty Publications (5)
- Articles (1)
- Books/Book chapters (1)
- Dr Daniel Edwards (1)
-
- Dr Jacob Pearce (1)
- Educational Technology Faculty Publications and Presentations (1)
- Engineering Management & Systems Engineering Faculty Publications (1)
- Information Bulletin (1)
- Jessica Townsend (1)
- Journal of International Engineering Education (1)
- Journal of Pre-College Engineering Education Research (J-PEER) (1)
- Lynn Andrea Stein (1)
- Mark Somerville (1)
- Mechanical & Aerospace Engineering Faculty Publications (1)
- Rosemary L Edzie (1)
- STEMPS Faculty Publications (1)
- Teaching & Learning Faculty Publications (1)
- UNL Faculty Course Portfolios (1)
- Vincent P. Manno (1)
- Publication Type
- File Type
Articles 1 - 30 of 36
Full-Text Articles in Engineering Education
Informal Learning As Opportunity For Competency Development And Broadened Engagement In Engineering, Madeline Polmear, Shannon Chance, Roger Hadgraft, Corrinne Shaw
Informal Learning As Opportunity For Competency Development And Broadened Engagement In Engineering, Madeline Polmear, Shannon Chance, Roger Hadgraft, Corrinne Shaw
Books/Book chapters
Informal learning is increasingly being recognized as a way to complement the formal curriculum within engineering and provide additional opportunities for competency development while engaging diverse students. Learning about engineering occurs throughout life, via experiential and spontaneous opportunities that inform our understandings of the world. Learning is not confined to the engineering curriculum and class time but, rather, continues informally and implicitly throughout the daily lives and activities of university students. Often framed in contrast to formal learning, informal learning is more as it represents a significant portion of students’ time and effort and contributes to their persistence, competence development, …
Global Engineering Ethics: What? Why? How? And When?, Rockwell F. Clancy Iii, Qin Zhu
Global Engineering Ethics: What? Why? How? And When?, Rockwell F. Clancy Iii, Qin Zhu
Journal of International Engineering Education
Even though engineering programs, accreditation bodies, and multinational corporations have become increasingly interested in introducing global dimensions into professional engineering practice, little work in the existing literature provides an overview of questions fundamental to global engineering ethics, such as what global engineering ethics is, why it should be taught, how it should be taught, and when it should be introduced. This paper describes the what, why, how, and when of global engineering ethics – a form adopted from a 1996 article by Charles Harris, Michael Davis, Michael Pritchard, and Michael Rabins, which has influenced the development of engineering ethics for …
Undergraduate Engineering And Education Students Reflect On Their Interdisciplinary Teamwork Experiences Following Transition To Virtual Instruction Caused By Covid-19, Kristie S. Gutierrez, Jennifer J. Kidd, Min Jung Lee, Pilar Pazos, Krishnanand Kaipa, Stacie I. Ringleb, Orlando Ayala
Undergraduate Engineering And Education Students Reflect On Their Interdisciplinary Teamwork Experiences Following Transition To Virtual Instruction Caused By Covid-19, Kristie S. Gutierrez, Jennifer J. Kidd, Min Jung Lee, Pilar Pazos, Krishnanand Kaipa, Stacie I. Ringleb, Orlando Ayala
Teaching & Learning Faculty Publications
This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory. COVID-19 created a dramatic change in the environment such that the most immediate and direct impact on students’ experiences was on the environmental aspects of Bandura’s triadic reciprocal determinism model, which then triggered behavioral and personal responses to adapt to the new environment. Subsequent evidence of reciprocal effects between …
Laying The Foundation For Education 4.0: Access, Value And Accountability, Jennifer Karlin, L. Eric James, Lauren Singelmann, Dan Ewert
Laying The Foundation For Education 4.0: Access, Value And Accountability, Jennifer Karlin, L. Eric James, Lauren Singelmann, Dan Ewert
Integrated Engineering Department Publications
The complexity of the global problems engineers are working to solve has long been discussed in both engineering and engineering education circles. The Grand Challenges for Engineering are grand because of the complexity of the challenges. While the challenges stand over a decade later, the speed at which the terms in which they are described, the shift from Industry 3.0 to Industry 4.0, has been slow. As the world becomes more deeply connected, as the internet of things becomes more commonplace in all parts of our lives, as technologies like machine learning and cyber physical systems become accessible to even …
Complexity In The Classroom Workshop: Teaching And Learning The Cynefin Framework By Applying It To The Classroom, Jennifer Karlin, L. Eric James, Lauren Singlelmann
Complexity In The Classroom Workshop: Teaching And Learning The Cynefin Framework By Applying It To The Classroom, Jennifer Karlin, L. Eric James, Lauren Singlelmann
Integrated Engineering Department Publications
Complex adaptive systems are both an important fundamental principle in systems engineering education and a reality of all engineering education. The Cynefin framework, as created by Snowden and Boone (2007), is a decision-making tool that helps the engineer recognize the type of system within which they are operating and then respond in a manner that is appropriate for the cause-and-effect relationships associated with that system type. The types of system, or the domains, fall into five categories and their liminal spaces: obvious, where the cause-and-effect relationships are clear to everyone involved; complicated, where the cause-and-effect relationships are clear to those …
A Multi-Decade Response To The Call For Change, Bart Johnson, Ron Ulseth, Mike Raich
A Multi-Decade Response To The Call For Change, Bart Johnson, Ron Ulseth, Mike Raich
Integrated Engineering Department Publications
Engineering and society have always been intertwined, especially with the accepted realization of technology's significant and rapidly increasing influence on the evolution of society. As a profession, engineering has a vital role in sustainably meeting needs and exploring opportunities that are ever changing and evolving. As societal and industry needs have evolved, engineering education itself has raised the call several times for evolving the way engineers are educated; however, the recent history of engineering education is, overall, one of missed opportunities. This was brought to a headline recently as ASEE leadership authored an article entitled “Stuck in 1955, Engineering Education …
An Integrated Engineering Model For Advising, Rebecca Bates, Catherine Mcgough Spence, Darcie Christensen, Robert Sleezer, Jodi Nelson, Ryan Walerius, Rachael Johnson
An Integrated Engineering Model For Advising, Rebecca Bates, Catherine Mcgough Spence, Darcie Christensen, Robert Sleezer, Jodi Nelson, Ryan Walerius, Rachael Johnson
Integrated Engineering Department Publications
This evidence-based practice paper describes the theoretical foundations of the supportive advising practices used by the Integrated Engineering Department (IE) at Minnesota State University, Mankato. The driving motivation for the advising model is to support the development of student engineers as whole people. Generally in academia, faculty in traditional professor roles serve as formal advisors, mentors, facilitators, evaluators, and coaches and are joined by full-time staff that serve in roles to support student development. Integrated Engineers at Minnesota State University, Mankato are supported to become the engineer they want to be. This paper describes the unique model employed by IE …
Examination Of Ableist Educational Systems And Structures That Limit Access To Engineering Education Through Narratives, Marissa Tsugawa, Brady Webster, Sakshi Solanki, Autumn Cuellar, Catherine Mcgough Spence
Examination Of Ableist Educational Systems And Structures That Limit Access To Engineering Education Through Narratives, Marissa Tsugawa, Brady Webster, Sakshi Solanki, Autumn Cuellar, Catherine Mcgough Spence
Integrated Engineering Department Publications
The purpose of this paper is to examine how higher education systems limit access to engineering education for disabled and neurodivergent engineering students. Throughout this paper we will discuss ableism in higher education systems. Particularly, U.S. institutions and education are designed for non-disabled and neurotypical people rather than with accessibility for all despite legal efforts to improve access to education. We also provide two narratives from the authors that describe their experiences with having a disability and being neurodivergent in engineering education. Finally, we suggest other paradigms and methodologies engineering education researchers can utilize when conducting research on disability and …
A Community Framing Of Integrated Engineering, Rebecca Bates, Susan Lord, Emanuela Tilley, Jenna Carpenter
A Community Framing Of Integrated Engineering, Rebecca Bates, Susan Lord, Emanuela Tilley, Jenna Carpenter
Integrated Engineering Department Publications
The term “integrated engineering” is being used in new education programs. As a framing concept, we believe it has value for the wider engineering education community. A small group of program heads has facilitated conversations about how integrated engineering could benefit other programs and the community in general. This paper provides background and describes some of the outcomes of past conversations with the goal of including more voices in the conversation and initializing the formal use of integrated engineering as a prompt for improving engineering education.
Building Partnerships To Bridge The Transfer Gap And Increase Student Success, Cody Mann, Andrew Hanegmon, Anthony Venditto, Katherine Ulseth, Frankie Wood-Black, Liz Cox, Michelle Soledad
Building Partnerships To Bridge The Transfer Gap And Increase Student Success, Cody Mann, Andrew Hanegmon, Anthony Venditto, Katherine Ulseth, Frankie Wood-Black, Liz Cox, Michelle Soledad
Integrated Engineering Department Publications
Transfer partnerships continue to be one of the most critical elements of student success. The purpose of this paper is to highlight the bridges and transfer gaps from a two-year college to a university and respect the value of the support and knowledge students are currently receiving at their community college, from the context of the practices and experiences of Iron Range Engineering - Bell. The transfer process, afterall, can be daunting to some students who plan to transition from a community college to a university to finish a Bachelor’s degree. Iron Range Engineering - Bell is a unique, co-op …
An Examination Of The Role Of Spatial Ability In The Process Of Problem Solving In Chemical Engineering, Sheryl Sorby, Gavin Duffy, Norman Loney
An Examination Of The Role Of Spatial Ability In The Process Of Problem Solving In Chemical Engineering, Sheryl Sorby, Gavin Duffy, Norman Loney
Articles
Engineers often communicate with one another through drawings or sketches and understanding technical information through graphical representations is a skill necessary for engineering practice. Well-developed spatial skills are known to be important to understanding technical drawings and are therefore, important to success in engineering. Unfortunately, of all cognitive processes, spatial skills show robust gender differences, favouring males, which could contribute to the underrepresentation of women in engineering. In this research, we administered a test of spatial cognition to students enrolled in a common 3rd year course in chemical engineering . In a second session, students were given a set of …
Iron Range Engineering - An Overview Of Design And Open-Ended Problem Solving Activities In An Interdisciplinary, Project-Based Learning Program, Elizabeth Pluskwik
Iron Range Engineering - An Overview Of Design And Open-Ended Problem Solving Activities In An Interdisciplinary, Project-Based Learning Program, Elizabeth Pluskwik
Integrated Engineering Department Publications
Project-based learning (PBL) in engineering education is growing at a rapid pace. The Iron Range Engineering (IRE) Program of Minnesota State University Mankato, is an upper division (3rd and 4th year) undergraduate engineering education program based on the Aalborg, Denmark PBL model. Students work in teams to solve industry-sourced projects each semester. The learning of engineering is accomplished in three domains - technical learning of engineering concepts, professionalism, and design, which we call the “three-legged stool” of engineering education. The program promotes entrepreneurial mindset and innovative open-ended problem-solving in context. Fifty students are enrolled in 3rd and 4th-year studies at …
Board 78: Establishing A Pathway To Completion For Pursuing Engineering And Engineering Technology Degrees Through A Scholarship Program At Old Dominion University, Vukica M. Jovanovic, Anthony W. Dean, Kim Bullington Sibson, Cynthia Tomovic, Rafael Landaeta
Board 78: Establishing A Pathway To Completion For Pursuing Engineering And Engineering Technology Degrees Through A Scholarship Program At Old Dominion University, Vukica M. Jovanovic, Anthony W. Dean, Kim Bullington Sibson, Cynthia Tomovic, Rafael Landaeta
Engineering Technology Faculty Publications
There are various barriers facing adult students and veterans completing engineering degrees. Many of these student’s work part- or full-time while in college. In order to help these students, enable high retention rates, and decrease time to graduation require an in-depth understanding of specific student populations, especially ones classified as underrepresented. This paper provides an initial look into the first year of a scholarship program, funded by the National Science Foundation, and student success activities designed to support high-achieving, low-income students with demonstrated financial need pursuing bachelor's degrees in engineering and engineering technology. Support services and scholarships are for veterans …
The Design And Implementation Outcome Of An Online Undergraduate Thermodynamics Class, Dazhi Yang, Krishna Pakala
The Design And Implementation Outcome Of An Online Undergraduate Thermodynamics Class, Dazhi Yang, Krishna Pakala
Educational Technology Faculty Publications and Presentations
Online learning is not common for most undergraduate core engineering courses. However, the growing need for online engineering courses necessitates the design and delivery of online courses that can allow for the flexibility and convenience the distance learning experiences can offer. Thermodynamics is among the most difficult engineering subjects to teach, especially online, where instructors are unable to demonstrate the overwhelming number of equations and applications as they would in face-to-face lectures. This paper describes the design and development of an online, undergraduate thermodynamics class. It reports the implementation outcome of student final course grade and the students’ learning experience …
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Journal of Pre-College Engineering Education Research (J-PEER)
Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering …
Integrative Experiences Through Modeling And Simulation Of Mechatronic Systems, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao, Petros J. Katsioloudis
Integrative Experiences Through Modeling And Simulation Of Mechatronic Systems, Mileta Tomovic, Cynthia Tomovic, Vukica M. Jovanovic, Cheng Y. Lin, Nan Yao, Petros J. Katsioloudis
Engineering Technology Faculty Publications
Learning is integrative lifelong process which requires continuous refreshing of old material and learning new material. This principle holds also for student experiences during their undergraduate studies. Students learn new material throughout their studies, and they may or may not have opportunity to use the material in different context and at different levels. As a result some of the acquired knowledge may be forgotten by the time student graduates or it may not be placed in the context of the overall program outcomes, thus material presented may not seem to have relevance to student's career. An effective method to address …
Implementing Peer-Review Activities For Engineering Writing Assignments, Stacie I. Ringleb, Orlando M. Ayala, Jennifer Kidd
Implementing Peer-Review Activities For Engineering Writing Assignments, Stacie I. Ringleb, Orlando M. Ayala, Jennifer Kidd
Mechanical & Aerospace Engineering Faculty Publications
Professional engineers spend a considerable portion of their day writing, yet disciplinary writing skills are not addressed in many engineering courses. This study investigates peer review as a mean to enhance student writing in engineering courses. Students completed formative peer reviews using an online peer review system for a group project in a fluid mechanics course (with online and face-to-face sections) and for an individual writing assignment in a senior capstone class in mechanical engineering. A university-wide rubric for disciplinary writing was used to assess student writing performance on interim and final assignments completed over the course of a semester. …
Leading Large-Scale Change In An Engineering Program, Cheryl Allendoerfer, Rebecca Bates, Jennifer Karlin, Ron Ulseth, Dan Ewert
Leading Large-Scale Change In An Engineering Program, Cheryl Allendoerfer, Rebecca Bates, Jennifer Karlin, Ron Ulseth, Dan Ewert
Integrated Engineering Department Publications
While many efforts have been made to improve technical and professional skills in engineering graduates, there has been little comprehensive change in the pedagogy of most engineering education institutions in the U.S. Many of these efforts involve changing only one or two aspects of the curriculum, and therefore are less likely to make significant changes in the student learning outcomes. For better success, engineering curricular changes will need to address the entire education system. In order to see real, sustainable improvement in engineering education practice, both the behaviors of the participants and the systems within which these participants act must …
Improving Engineering Work And Study, Daniel Edwards, Jacob Pearce
Improving Engineering Work And Study, Daniel Edwards, Jacob Pearce
Dr Jacob Pearce
Daniel Edwards and Jacob Pearce discuss a study that explores the perceptions of the engineering workforce, including engineering education and barriers to participation and career advancement.
Improving Engineering Work And Study, Daniel Edwards, Jacob Pearce
Improving Engineering Work And Study, Daniel Edwards, Jacob Pearce
Dr Daniel Edwards
Daniel Edwards and Jacob Pearce discuss a study that explores the perceptions of the engineering workforce, including engineering education and barriers to participation and career advancement.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Jessica Townsend
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Vincent P. Manno
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Lynn Andrea Stein
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Olin College: Re-Visioning Undergraduate Engineering Education, Lynn Stein, Mark Somerville, Jessica Townsend, Vincent Manno
Mark Somerville
The Franklin W. Olin College of Engineering was created to address several perceived needs for engineering graduates of the future and to be an experimental laboratory for engineering education. As such, Olin College is not only dedicated to innovation within its boundaries but also to catalyzing change throughout the engineering enterprise. The curriculum aims to support life-long learning, teamwork, communication, and contextual understanding, along with rigorous quantitative and qualitative skills.
Exploring The Factors That Influence And Motivate Female Students To Enroll And Persist In Collegiate Stem Degree Programs: A Mixed Methods Study, Rosemary L. Edzie
Exploring The Factors That Influence And Motivate Female Students To Enroll And Persist In Collegiate Stem Degree Programs: A Mixed Methods Study, Rosemary L. Edzie
Rosemary L Edzie
Nationally, the need for an increase in interest, enrollment, and degrees awarded from science, technology, engineering and mathematics (STEM) degree programs continues to suffer. While students are enrolling in collegiate STEM degree programs, it is not occurring at a rate that meets the workforce demand. In addition to the concern that there is not a sufficient amount of collegiate STEM majors, there is a concern over too few females enrolling and persisting in collegiate STEM degree programs. This mixed methods sequential exploratory research study considered the factors that influence and motivate undergraduate female students to enroll and persist in collegiate …
Elec 2110: Elements Of Electrical Engineering—A Peer Review Of Teaching Project Benchmark Portfolio, Mahmoud Alahmad
Elec 2110: Elements Of Electrical Engineering—A Peer Review Of Teaching Project Benchmark Portfolio, Mahmoud Alahmad
UNL Faculty Course Portfolios
I have been teaching this class for the last five years. As an introductory course to electrical engineering, there is a lot of material that needs to be covered. All the material is important and relevant, and I try to go in-depth in each topic area. This approach has resulted in overwhelming the students and made them struggle with the course content, application and utilization. As I consider this course for the peer review, I am evaluating the depth of each topic and the opportunity to adjust the approach and method used to introduce new concepts and at the same …
A Comparison Study Of Project-Based-Learning In Upper-Division Engineering Education, Ron Ulseth, Bart Johnson, Rebecca Bates
A Comparison Study Of Project-Based-Learning In Upper-Division Engineering Education, Ron Ulseth, Bart Johnson, Rebecca Bates
Integrated Engineering Department Publications
A new model for engineering education was launched in January 2010 in northeastern Minnesota. The Iron Range Engineering (IRE) model is a project-based-learning (PBL) methodology that focuses on producing graduates with integrated technical and professional knowledge and competencies. A unique and important element of the IRE model has 100% of IRE student learning taking place in the context of industry projects. Students at IRE are upper-division engineering students who transferred from Minnesota community college lower-division engineering programs. To understand the impact that IRE methodology may have on preparing engineers with the competencies needed for the future workplace, a comparison study …
The Iron Range Engineering Pbl Curriculum: How Students Adapt To And Function Within Pbl, Rose M. Marra, Betsy Palmer, Ron Ulseth, Bart Johnson
The Iron Range Engineering Pbl Curriculum: How Students Adapt To And Function Within Pbl, Rose M. Marra, Betsy Palmer, Ron Ulseth, Bart Johnson
Integrated Engineering Department Publications
Iron Range Engineering is a unique complete-PBL curriculum for upper division students. Rather than studying about engineering in traditional engineering courses, IRE students solve complex and ill-structured industry problems in mining, milling, and manufacturing industries. To support students’ transition to PBL and to facilitate deep approaches to learning technical and professional competencies required for the engineers of the future, faculty have created a variety of structures. This paper describes IRE’s PBL implementation and reports the results of a qualitative study of their students.
A New Model Of Project Based Learning, Ron Ulseth, Jefferey E. Froyd, Thomas A. Lotzinger, Dan Ewert, Bart Johnson
A New Model Of Project Based Learning, Ron Ulseth, Jefferey E. Froyd, Thomas A. Lotzinger, Dan Ewert, Bart Johnson
Integrated Engineering Department Publications
A new model for engineering education has been developed and funded. The model is 100% project based learning (PBL) where the students develop their own learning objectives. The projects are authentic needs contributed by collaborating industries. Students monitor the acquisition of 32 technical competencies and all of the design and professionalism competencies required of new practicing engineers. The reasons for the new model, description of the model, research supporting the model, methods for evaluating the model and its transportability are discussed.
Entrepreneurship In The Iron Range Engineering (Ire) Model, Dan Ewert, Ron Ulseth, Bart Johnson, Jeff Wandler, Andrew Lillesve
Entrepreneurship In The Iron Range Engineering (Ire) Model, Dan Ewert, Ron Ulseth, Bart Johnson, Jeff Wandler, Andrew Lillesve
Integrated Engineering Department Publications
The aim of this paper is to describe a new model for engineering education that has entrepreneurship, in its many form, as a focus. Issues involved with integrating student-based entrepreneurship into the educational process are also described.