Integrated engineering workstations in electrical engineering laboratories

This paper provides a description of integrated engineering workstations (IEW’s) used in undergraduate electrical engineering laboratories. The IEW’s are used for the design, analysis, and testing of engineering systems. Examples of laboratory experiments and software programs are presented.

The Impact of Gender and Pedagogy on the Development of Self-Regulated Learning Strategies in Undergraduate Engineering Classrooms

The purpose of this paper is to examine ways in which pedagogy and gender of instructor impact the development of self-regulated learning strategies as assessed by the Motivated Strategies for Learning Questionnaire (MSLQ) in male and female undergraduate engineering students. Pedagogy was operationalized as two general formats: lecture plus active learning techniques or problem-base/project-based learning. One hundred seventy-six students from four universities participated in the study. Within-group analyses found significant differences with regard to pedagogy, instructors’ gender, and student gender on the learning strategies and motivation subscales as operationalized by the MSLQ. Male and females students reported significant post-test differences with regard to the gender of instructor and the style of pedagogy. The results of this study showed a pattern where more positive responses for students of both genders were found with the same-gendered instructor. The results also suggested that male students responded more positively to project and problem-based courses with changes evidenced in motivation strategies and resource management. Female students showed decreases in resource management in these two types of courses. Further, female students reported increases in the lecture with active learning courses.

Hydraulic Conductivity of Model Soil-Bentonite Backfills Subjected to Wet-Dry Cycling

The potential for changes in hydraulic conductivity, k, of two model soil-bentonite (SB) backfills subjected to wet-dry cycling was investigated. The backfills were prepared with the same base soil (clean, fine sand) but different bentonite contents (2.7 and 5.6 dry wt %). Saturation (S), volume change, and k of consolidated backfill specimens (effective stress = 24 kPa) were evaluated over three to seven cycles in which the matric suction, Ym, in the drying stage ranged from 50 to 700 kPa. Both backfills exhibited susceptibility to degradation in k caused by wet-dry cycling. Mean values of k for specimens dried at Ym = 50 kPa (S = 30-60 % after drying) remained low after two cycles, but increased by 5- to 300-fold after three or more cycles. Specimens dried at Ym ≥ 150 kPa (S < 30 % after drying) were less resilient and exhibited 500- to 10 000-fold increases in k after three or more cycles. The greater increases in k for these specimens correlated with greater vertical shrinkage upon drying. The findings suggest that increases in hydraulic conductivity due to wet-dry cycling may be a concern for SB vertical barriers located within the zone of a fluctuating groundwater table.

The Value of Intuitive Concepts in Evaporation Research

The Evaporative Fraction (EF) and the Complementary Relationship (CR), both extensively explored by Wilfried Brutsaert during his productive career, have elucidated the conceptual understanding of evapotranspiration within hydrological science, despite a lack of rigorous proof of validity of either concept. We briefly review Brutsaert's role in the history of these concepts and discuss their appeal and interrelationship.

Effect of Participant Gender, Professor Gender, and Activity Interventions on the Understanding of Concepts in Thermodynamics

Misconceptions about heat and temperature have been seen across all educational levels, even in undergraduate engineering courses. One way these misconceptions can be remediated is through instructional methods, such as inquiry-based activities. Performance on assessments in sciences and engineering has been found to vary when gender is taken into consideration. The purpose of the current study was to investigate the effects of participant gender, professor gender, and level of inquiry-based activities on the conceptual understanding of 247 undergraduate engineering students in thermodynamics. A pre-test post-test design was used. Conceptual understanding of thermodynamics was measured by students’ scores on the Concept Inventory for Engineering Thermodynamics (CIET; Vigeant, Prince & Nottis, 2011). Inquiry-based activities were developed by the researchers and given to professors who determined if they would do all, some, or none of them as they taught. Significant differences were found among participants of different gender, different gender of the professor instructing the course, and level of inquiry-based activity. The participants who were exposed to all of the activities provided didsignificantly better on the post-test than those who were only exposed to some or none of the activities. The results from this current study indicated that differences in gender, professorgender, and level of inquiry-based activity has an effect on undergraduate engineering students’ conceptual understanding of thermodynamics. Future research should investigate more factorsthat contribute to lower representation of women in the engineering field.