The Higher Education Academy Engineering Subject Center

The engineering subject center provides support for engineering students and staff in higher education at university. The website provides articles helping students in a large range of subjects, such as book reviews for a variety subjects, support in writing reports or essays and personal development in subject areas and university life in general.

Profile of the production engineer student at a school of engineering in Brazil: academic and professional trajectories and tendencies

The objective of this paper is to introduce a study on the academic trajectory and professional profile of production engineers who graduated in a traditional and renowned Brazilian University (School of Engineering at Bauru – FEB). The study was conducted with the first three classes of undergraduates in the production engineering program at FEB/UNESP. A 50% response rate was obtained and with the data collected it was possible to characterize the professional profile of the students and outline their academic trajectory. According to the sample, the main result is that the curricular grid is the main criterion of similarity in student education, thus, the focus on program improvements should focus on the curricular grid. Tendencies are also pointed out to guide the search for improvements in the academic trajectory of production engineering students.

What is Missing for Traditional Design-Centric Engineering Education to Better Prepare Newly Graduated Engineers for the Global Era?

This paper presents an analysis of the capacity of design centric methodologies to prepare engineering students to succeed in the market. Gaps are brainstormed and analyzed with reference to their importance. Reasons that may lead the newly graduated engineers not to succeed right from the beginning of their professional lives have also been evaluated. A comparison among the two subjects above was prepared, reviewed and analyzed. The influence of multidisciplinary, multicultural and complex environmental influences created in the current global business era is taken into account. The industry requirements in terms of what they expect to 'receive' from their engineers are evaluated and compared to the remaining of the study above. An innovative approach to current engineering education that utilizes traditional design-centric methodologies is then proposed, aggregating new disciplines to supplement the traditional engineering education. The solution encompasses the inclusion of disciplines from Human Sciences and Emotional Intelligence fields willing to better prepare the engineer of tomorrow to work in a multidisciplinary, globalized, complex and team working environment. A pilot implementation of such an approach is reviewed and conclusions are drawn from this educational project.

Developing a model of library user education for freshman science students

Discusses the cooperative effort between librarians and science faculty at Bucknell University in developing an effective library use education course for incoming undergraduate science and engineering students. Describes course structure and activities, and includes a library instruction bibliography. (five references) (EA)

Engineering Design: the Information Component

The curriculum of the Bucknell University Chemical Engineering Department includes a required senior year capstone course titled Process Engineering, with an emphasis on process design. For the past ten years library research has been a significant component of the coursework, and students working in teams meet with the librarian throughout the semester to explore a wide variety of information resources required for their project. The assignment has been the same from 1989 to 1999. Teams of students are responsible for designing a safe, efficient, and profitable process for the dehydrogenation of ethylbenzene to styrene monomer. A series of written reports on their chosen process design is a significant course outcome. While the assignment and the specific chemical technology have not changed radically in the past decade, the process of research and discovery has evolved considerably. This paper describes the solutions offered in 1989 to meet the information needs of the chemical engineering students at Bucknell University, and the evolution in research brought about by online databases, electronic journals, and the Internet, making the process of discovery a completely different experience in 1999.

Exploring Engineering

Engineering faculty members at Bucknell University have established a course required for freshman engineering students and open to liberal arts students. The course has been designed to stimulate and enhance student interest in all the engineering disciplines at Bucknell. The course ranges broadly across small groups, faculty-lead recitations, laboratory experiences, student design projects, traditional lectures, and guest speakers. The exploring engineering course has completed its second year. The authors describe the course, the changes made since the initial offering and the impact on the students and faculty involved. They also present and interpret student evaluations of the course.(4 refs)

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.

Effect of Classroom Gender Composition on Students' Development of Self-Regulated Learning Competencies

Success in any field depends on a complex interplay among environmental and personal factors. A key set of personal factors for success in academic settings are those associated with self-regulated learners (SRL). Self-regulated learners choose their own goals, select and organize their learning strategies, and self-monitor their effectiveness. Behaviors and attitudes consistent with self-regulated learning also contribute to self-confidence, which may be important for members of underrepresented groups such as women in engineering. This exploratory study, drawing on the concept of "critical mass", examines the relationship between the personal factors that identify a self-regulated learner and the environmental factors related to gender composition of engineering classrooms. Results indicate that a relatively student gender-balanced classroom and gender match between students and their instructors provide for the development of many adaptive SRL behaviors and attitudes.

Students Helping Students

A Montana Tech student was injured and his home needed to be made wheelchair accessible. Highlands College Construction Technology students designed and constructed an exterior ramp leading to the house as well as interior ramps between levels inside the house.

Proceedings of the Twenty-Fifth Annual Biochemical Engineering Symposium

The Annual Biochemical Engineering Symposium Series started in 1970 when Professors Larry E. Erickson (Kansas State University) and Peter J. Reilly (then with University of Nebraska-Lincoln) got together in Manhattan, KS along with their students for a half-day powwow and technical presentation by their students. Ever since then, it has been a forum for Biochemical Engineering students in the heartland of USA to present their research to their colleagues in the form of talks and posters. The institutions actively involved with this annual symposium include Colorado State University, Kansas State University, Iowa State University, University of Colorado, University of Kansas, University of Missouri-Columbia, and University of Oklahoma. The University of lowa and University of Nebraska-Lincoln have also participated in the conference in recent years. The host institutions for the different symposia have been: Kansas State University (1, 3, 5, 9, 12, 16, 20), Iowa State University (6, 7, 10, 13, 17, 22), University of Missouri-Columbia (8, 14, 19, 25), Colorado State University (II, 15, 21), University of Colorado (18, 24), University of Nebraska-Lincoln (2, 4), University of Oklahoma (23). The next symposium will be held at Kansas State University. Proceedings of the Symposium are edited by faculty of the host institution and include manuscripts written and submitted by the presenters (students). These often include works-in-progress and final publication usually takes place in refereed journals. ContentsPatrick C. Gilcrease and Vincent G. Murphy, Colorado State University. Use of 2,4,6-Trinitrotoluene (TNT) As A Nitrogen Source By A Pseudomonas florescens Species Under Aerobic Conditions. Marulidharan Narayanan, Lawrence C. Davis, and Larry E. Erickson, Kansas State University. Biodegradation Studies of Chlorinated Organic Pollutants in a Chamber in the Presence of Alfalfa Plants. S.K. Santharam, L.E. Erickson, and L.T. Fan, Kansas State University.Surfactant-Enhanced Remediation of a Non-Aqueous Phase Contaminant in Soil. Barry Vant-Hull, Larry Gold, and Robert H. Davis, University of Colorado.The Binding of T7 RNA Polymerase to Double-Stranded RNA. Jeffrey A. Kern and Robert H. Davis, University of Colorado.Improvement of RNA Transcription Yield Using a Fed-Batch Enzyme Reactor. G. Szakacs, M. Pecs, J. Sipocz, I. Kaszas, S.R. Deecker, J.C. Linden, R.P. Tengerdy, Colorado State University.Bioprocessing of Sweet Sorghum With In Situ Produced Enzymes. Brad Forlow and Matthias Nollert, University of Oklahoma.The Effect of Shear Stress ad P-selectin Site Density on the Rolling Velocity of White Blood Cells. Martin C. Heller and Theodore W. Randolph, University of Colorado.The Effects of Plyethylene Glycol and Dextran on the Lyophilization of Human Hemoglobin. LaToya S. Jones and Theodore W. Randolph, University of Colorado.Purification of Recombinant Hepatitis B Vaccine: Effect of Virus/Surfactant Interactions. Ching-Yuan Lee, Michael G. Sportiello, Stephen Cape, Sean Ferree, Paul Todd, Craig E. Kundrot, and Cindy Barnes, University of Colorado.Application of Osmotic Dewatering to the Crystallization of Oligonucleotides for Crystallography. Xueou Deng, L.E. Erickson, and D.Y.C. Fung, Kansas State University.Production of Protein-Rich Beverages from Cheese Whey and Soybean by rapid Hydration Hydrothermal Cooking. Pedro M. Coutinho, Michael K. Dowd, and Peter J. Reilly, Iowa State University.Automated Docking of Glucoamylase Substrates and Inhibitors. J. Johansson and R.K. Bajpai, University of Missouri.Adsorption of Albumin on Polymeric Microporous Membranes.

Strengthening communication skills in an innovative context of engineering project management learning

This document presents an innovative, formal educational initiative that is aimed at enhancing the development of engineering students’ specific competences when studying Project Management (PM) subject. The framework of the experience combines (1) theoretical concepts, (2) the development of a real-case project carried out by multidisciplinary groups of three different universities, (3) the use of software web 2.0 tools and (4) group and individual assignments of students that play different roles (project managers and team members). Under this scenario, the study focuses on monitoring the communication competence in the ever growing PM virtual environment. Factors such as corporal language, technical means, stage, and PM specific vocabulary among others have been considered in order to assess the students’ performance on this issue. As a main contribution, the paper introduces an ad-hoc rubric that, based on previous investigations, has been adapted and tested for the first time to this new and specific context. Additionally, the research conducted has provided some interesting findings that suggest further actions to improve and better define future rubrics, oriented to communication or even other competences. As specific PM subject concerns, it has been detected that students playing the role of Project Managers strengthen their competences more than those ones that play the role of Team Members. It has also been detected that students have more difficulty assimilating concepts related to risk and quality management. However those concepts related with scope, time or cost areas of knowledge have been better assimilated by the students.

Teamwork competence and academic motivation in computer science engineering studies.

The present work is focused on studying two issues: the “teamwork” generic competence and the “academic motivation”. Currently the professional profile of engineers has a strong component of teamwork. On the other hand, motivational profile of students determines their tendencies when they come to work in team, as well as their performance at work. In this context we suggest four hypotheses: (H1) students improve their teamwork capacity by specific training and carrying out a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have better attitude towards team working; (H3) students with higher mastery motivation obtain better results in academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with computer science engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception about teamwork competence. Finally, and contrary to the initial hypothesis, these profiles appear to not influence significantly the academic performance of students.

Establishing a new paradigm for teaching mathematics at engineering schools

This paper analyzes an ideal model of teaching, thinking after 5-10 years in Universities in the world. We propose the collaborative work for a fruitful learning. According with that, we expose some of our previous projects in this area and some ideas for the ?global education?, focused on the teaching and learning of mathematics to engineering students. Furthermore we explain some of our initiatives for implementing the "Bologna process?. Aspects related to the learning and assessments will be analyzed. The establishment of the new teaching paradigm has to change the learning process and we will suggest some possible initiatives for adapting the learning to the new model. The paper ends by collecting some conclusions.

Teamwork, motivational profiles and academic performance in computer science engineering

The present work is aimed at discussing several issues related to the teamwork generic competence, motivational profiles and academic performance. In particular, we study the improvement of teamwork attitude, the predominant types of motivation in different contexts and some correlations among these three components of the learning process. The above-mentioned aspects are of great importance. Currently, the professional profile of engineers has a strong teamwork component and the motivational profile of students determines both their tendencies when they come to work as part of a team, as well as their performance at work. Taking these issues into consideration, we suggest four hypotheses: (H1) students improve their teamwork capacity through specific training and carrying out of a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have a better attitude towards teamwork; (H3) students with different types of motivations reach different levels of academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with Computer Science Engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception of teamwork competence. Finally, results point to a clear relationship between some kind of motivation and academic performance. In particular, four kinds of motivation are analyzed and students are classified into two groups according to them. After analyzing several marks obtained in compulsory courses, we perceive that those students that show higher motivation for avoiding failure obtain, in general, worse academic performance.

The Purdue engineering review

On cover, no. 6-[11̈: Bulletin of Purdue university ... (in no. [10-11̈ (1914-15) the serial numbers of the periodical are replaced on t.-p. by the Bulletin numbers v. 14, no. 7 and v. 15, no. 8, respectively)