Fidelity of Implementation of Research-Based Instructional Strategies (RBIS) in Engineering Science Courses

Background Increasing attention is being paid to improvement in undergraduate science, technology, engineering, and mathematics (STEM) education through increased adoption of research-based instructional strategies (RBIS), but high-quality measures of faculty instructional practice do not exist to monitor progress. Purpose/Hypothesis The measure of how well an implemented intervention follows the original is called fidelity of implementation. This theory was used to address the research questions: What is the fidelity of implementation of selected RBIS in engineering science courses? That is, how closely does engineering science classroom practice reflect the intentions of the original developers? Do the critical components that characterize an RBIS discriminate between engineering science faculty members who claimed use of the RBIS and those who did not? Design/Method A survey of 387 U.S. faculty teaching engineering science courses (e.g., statics, circuits, thermodynamics) included questions about class time spent on 16 critical components and use of 11 corresponding RBIS. Fidelity was quantified as the percentage of RBIS users who also spent time on corresponding critical components. Discrimination between users and nonusers was tested using chi square. Results Overall fidelity of the 11 RBIS ranged from 11% to 80% of users spending time on all required components. Fidelity was highest for RBIS with one required component: case-based teaching, just-in-time teaching, and inquiry learning. Thirteen of 16 critical components discriminated between users and nonusers for all RBIS to which they were mapped. Conclusions Results were consistent with initial mapping of critical components to RBIS. Fidelity of implementation is a potentially useful framework for future work in STEM undergraduate education.

Monitoring and Modeling of the Hydraulic and Sediment Processes at In-Stream Restoration Structures in the Vicinity of a Bridge Crossing

The long-term performance of infrastructure depends on reliable and sustainable designs. Many of Pennsylvania’s streams experience sediment transport problems that increase maintenance costs and lower structural integrity of bridge crossings. A stream restoration project is one common mitigation measure used to correct such problems at bridge crossings. Specifically, in an attempt to alleviate aggradation problems with the Old Route 15 Bridge crossing on White Deer Creek, in White Deer, PA, two in-stream structures (rock cross vanes) and several bank stabilization features were installed along with a complete channel redevelopment. The objectives of this research were to characterize the hydraulic and sediment transport processes occurring at the White Deer Creek site, and to investigate, through physical and mathematical modeling, the use of instream restoration structures. The goal is to be able to use the results of this study to prevent aggradation or other sediment related problems in the vicinity of bridges through improved design considerations. Monitoring and modeling indicate that the study site on White Deer Creek is currently unstable, experiencing general channel down-cutting, bank erosion, and several local areas of increased aggradation and degradation of the channel bed. An in-stream structure installed upstream of the Old Route 15 Bridge failed by sediment burial caused by the high sediment load that White Deer Creek is transporting as well as the backwater effects caused by the bridge crossing. The in-stream structure installed downstream of the Old Route 15 Bridge is beginning to fail because of the alignment of the structure with the approach direction of flow from upstream of the restoration structure.

Influence of Engineering Instructors' Teaching and Learning Beliefs on Pedagogies in Engineering Science Courses

This study explored how academics' beliefs about teaching and learning influenced their teaching in engineering science courses typically taught in the second or third year of 4-year engineering undergraduate degrees. Data were collected via a national survey of 166 U. S. statics instructors and interviews at two different institutions with 17 instructors of engineering science courses such as thermodynamics, circuits and statics. The study identified a number of common beliefs about how to best support student learning of these topics; each is discussed in relation to the literature about student development and learning. Specific recommendations are given for educational developers to encourage use of research-based instructional strategies in these courses.

Use of Land Surface Temperature to Estimate Surface Energy Fluxes: Contributions of Wilfried Brutsaert and Collaborators

Land surface temperature (LST) plays a key role in governing the land surface energy budget, and measurements or estimates of LST are an integral part of many land surface models and methods to estimate land surface sensible heat (H) and latent heat fluxes. In particular, the LST anchors the potential temperature profile in Monin-Obukhov similarity theory, from which H can be derived. Brutsaert has made important contributions to our understanding the nature of surface temperature measurements as well as the practical but theoretically sound use of LST in this framework. His work has coincided with the wide-spread availability of remotely sensed LST measurements. Use of remotely sensed LST estimates inevitably involves complicating factors, such as: varying spatial and temporal scales in measurements, theory, and models; spatial variability of LST and H; the relationship between measurements of LST and the temperature felt by the atmosphere; and the need to correct satellite-based radiometric LST measurements for the radiative effects of the atmosphere. This paper reviews the progress made in research in these areas by tracing and commenting on Brutsaert's contributions.