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From the Editor

Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu

This issue consists of eight papers on topics ranging from flipping the classroom to augmented reality. In between are papers on designing devices for the less developed world and a freshman-senior linked capstone design course structure. Papers address biomedical applications, device design, safety, measuring group/team development, problem based learning, and real-world applications. These eight “advances” deal with freshmen through graduate students, and cover a number of the engineering disciplines. The papers come primarily from the U.S. with one from Europe. Together, they should provide a number of ideas that can be used to improve classroom learning.

Stephanie Butler Velegol, Sarah E. Zappe, and Emily Mahoney from Penn State were involved with some of the early experiments in flipping the classroom. Their paper “The Evolution of a Flipped Classroom: Evidence-Based Recommendations” describes experiences in flipping or inverting the course; i.e., lecture material online and viewed outside of class; class time used for problem solving. It also contains a comprehensive review of the literature. They did find that students come to class better prepared to apply the knowledge gained from the short lectures to solve problems or do other activities. In their own experiments in flipping they found that students liked having the flexibility to learn the new concepts on their own time and in their own way, preferring this new pedagogy over the traditional classroom. Students appreciated interacting with the faculty and their classmates during class time. The authors believe that flipping a course allows students the opportunity to become active learners through such activities as problem solving, guest speakers, idea generation, and field trips. They proposed that the flip model can be adapted to fit a variety of course settings….

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Table of Contents

  1. The Evolution of a Flipped Classroom: Evidence-Based Recommendations
    Stephanie Butler Velegol, Sarah E. Zappe, Emily Mahoney
  2. Linking First-Year and Senior Engineering Design Teams: Engaging Early Academic Career Students in Engineering Design
    Garey A. Fox, Paul Weckler, Dan Thomas
  3. An Example-Centric Tool for Context-Driven Design of Biomedical Devices
    Rachel Dzombak, Khanjan Mehta, Peter Butler
  4. Content Delivery Using Augmented Reality to Enhance Students’ Performance in a Building Design and Assembly Project
    Arezoo Shirazi, Amir H. Behzadan
  5. Interactive BIM-enabled Safety Training Piloted in Construction Education
    Caroline Clevenger, Carla Lopez del Puerto, Scott Glick
  6. An ECG Lab Project for Teaching Signal Conditioning Systems in a Master’s Degree in Mechatronic Engineering
    Francisco Javier Ferrero Martín, Alberto López Martínez, Marta Valledor Llopis, Juan Carlos Campo Rodriguez, Cecilio Blanco Viejo, Yuri A. Vershinin
  7. Observing Engineering Student Teams from the Organization Behavior Perspective Using Linguistic Analysis of Student Reflections and Focus Group Interviews
    Kerri S. Kearney, Rebecca Damron, Sohum Sohoni
  8. Conceptual Framework to Help Promote Retention and Transfer in the Introductory Chemical Engineering Course
    Michael E. Hanyak, Jr.

Flipped classrooms invert the order of the traditional teaching cycle, in which first exposure to the content occurs in the classroom and assimilation of content occurs outside the classroom (homework). Instead, the flipped classroom has students consuming content at home, often through video lectures and digital content, and assimilating in the classroom through problem-solving, practice, microlectures, peer-to-peer interaction, etc. For this special issue of Advances in Engineering Education, we seek papers exploring the effectiveness of the flipped classroom in STEM courses using parameters such as student performance, course experience, institutionalizing of findings, and long-term retention. Papers should be based on sound pedagogy and accepted statistical analysis. We also welcome state-of-the art review papers on use of technology in flipped classrooms and meta-study analysis papers.
As a first step, we invite you to submit an Extended Abstract of a proposed paper to be considered for publication in AEE. As an online, peer-reviewed journal, AEE encourages the creative use of multimedia in presenting results; these might  include videos, audio, links to examples of student work, etc.

Read more about requirements, deadlines, and contact information.

From the Editor

Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu

This issue of Advances features eight articles that touch a number of important areas currently facing engineering education. These include student innovation space, entrepreneurship education, “big data” analysis, multidisciplinary capstone design instruction and projects, problem solving and gender, and an innovative way of teaching pre-calculus to high school students. Papers also discuss using a low-cost haptic paddle to teach systems dynamics and an interactive simulator-based pedagogical approach for teaching microcontrollers.
Of note is the lead paper by Craig Forest and a team of colleagues from Georgia Tech that describes Tech’s very creative Innovation Studio – a student run maker space that has developed its own culture. This 3,000-square-foot space was initially founded specifically for capstone design courses, but as the paper describes, the Invention Studio has taken on a life and culture of its own, far beyond just a capstone design prototyping lab. The paper describes the implementation process for the space, including its organization, funding, and challenges. The value of hands-on, design-build education to stimulate innovation, creativity, and entrepreneurship in engineering undergraduates is discussed in detail.

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Table of Contents

  1. The Invention Studio: A University Maker Space and Culture
    Craig R. Forest, Roxanne A. Moore, Amit S. Jariwala, Barbara Burks Fasse, Julie Linsey, Wendy Newstetter, Peter Ngo, Christopher Quintero
  2. Tools for the Large-Scale Data Analytic Examination of Relational and Epistemic Networks in Engineering Education
    Krishna Madhavan, Aditya Johri, Hanjun Xian, G. Alan Wang, Xiaomo Lu
  3. A Case Study of a Co-Instructed Multidisciplinary Senior Capstone Project in Sustainability
    Jinny Rhee, Clifton Oyamot, David Parent, Leslie Speer, Anuradha Basu, Larry Gerston
  4. Assessing an Entrepreneurship Education Project in Engineering Studies by Means of Participatory Techniques
    Leovigilda Ortiz-Medina, Elvira Fernandez-Ahumada, Pablo Lara-Velez, Ana Garrido-Varo, Dolores Perez-Marin, Jose Emilio Guerrero-Ginel
  5. Efficacy of an Online Resource for Teaching Interpersonal Problem Solving Skills to Women Graduate Students in Engineering
    Jennifer M. Bekki, Bianca L. Bernstein, Natalie Fabert, Natalie Gildar, Amy Way
  6. Shaking Up Pre-Calculus: Incorporating Engineering into K-12 Curricula
    Chelsea Sabo, Andrea Burrows, Lois Childers
  7. Haptic Paddle Enhancements and a Formal Assessment of Student Learning in System Dynamics
    Jenna L. Gorlewicz, Louis B. Kratchman, Robert J. Webster III
  8. An Interactive Simulator-Based Pedagogical (ISP) Approach for Teaching Microcontrollers in Engineering Programs
    Shensheng Tang

From the Editor

Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu

This is our thirteenth issue – 115 papers published and over 500 submissions. In addition, Prism is now featuring AEE Advances – one-page overviews of important articles in the October and February issues. The vast majority of these papers document a proven “advance” in engineering education, with a few others providing reviews of “advances.” In this way we have stayed true to our goal of publishing a wide range of articles that inform the broader engineering education com­munity concerning methodology, pedagogy, and technology that can be implemented either within or outside of the classroom. In contrast, we have neither sought out nor published articles that primarily describe research studies, leaving those to other journals, especially our much older sister publication, the Journal of Engineering Education. Please see our JEE guest editorial on “boundaries” for a more thorough discussion on this subject…

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Table of Contents

  1. Teaching STEM by Design
    Kristen Billiar, Jeanne Hubelbank, Thomas Oliva, Terri Camesano
  2. Instructional Strategies to Promote Student Strategic Thinking When Using SolidWorks
    Roxanne Toto, Thomas Colledge, David Frederick, Wik Hung Pung
  3. Preliminary Assessment of the Emporium Model in a Redesigned Engineering Mechanics Course
    Masoud Rais-Rohani, Andrew Walters
  4. Developing Globally Competent Engineering Researchers: Outcomes-based Instructional and Assessment Strategies from the IREE 2010 China Research Abroad Program
    Brent K. Jesiek, Yating Haller, Julia Thompson
  5. An Interactive Virtual Environment for Learning Differential Leveling: Development and Initial Findings
    Hazar Dib, Nicoletta Adamo-Villani, Stephen Garver
  6. Animation Based Learning of Electronic Devices
    Aharon Gero, Wishah Zoabi, Nissim Sabag
  7. The AIChE Concept Warehouse: A Web-based Tool to Promote Concept-based Instruction
    Milo D. Koretsky,  John L. Falconer, Bill J. Brooks, Debra M. Gilbuena, David L. Silverstein, Christina Smith, Marina Miletic
  8. Adoption of Technical Innovations: A Case Study of the ASSESS Website
    Sarah Brooks, Shane Brown, Denny Davis, Jennifer LeBeau

From the Editor

Larry J. Shuman
Editor, AEE
Senior Associate Dean University of Pittsburgh
shuman@pitt.edu

This special issue focuses on Product Dissection.  Guest editor Ann McKenna, together with Gül E. Okudan Kremer and Deborah Moore-Russo, have assembled a series of papers that provide a comprehensive view of this important area, especially as an increasing number of engineering programs are addressing how best to teach innovation and product realization.  The issue contains seven papers addressing issues from introductory first-year projects to senior capstone design.  Examples are presented of both short and longer term activities.  Of particular note is the use of product archaeology to address ABET Outcome h – “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.”

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Table of Contents

  1. Special Issue: Product Dissection and Beyond
    Ann F. McKenna, Gül E. Okudan Kremer, Deborah Moore Russo
  2. Implementing Problem-based Learning through Engineers Without Borders Student Projects
    Ann Wittig
  3. The Role of Personality and Team-Based Product Dissection on Fixation Effects
    Christine Toh, Scarlett Miller, Gül E. Okudan Kremer
  4. A Product Analysis Method and its Staging to Develop Redesign Competencies
    Claus Thorp Hansen, Torben Anker Lenau
  5. The Relative Pedagogical Value of Disassemble/Analyze/Assemble (DAA) Activities
    Odesma Dalrymple, David A. Sears, Demetra Evangelou
  6. A Study on Situation Cognition: Product Dissection’s Effect on Redesign Activities
    Katie Grantham, Gül E. Okudan Kremer, Timothy W. Simpson, Omar Ashour
  7. Incorporating a Product Archaeology Paradigm Across the Mechanical Engineering Curriculum
    Deborah Moore-Russo, Phil Cormier, Kemper Lewis, Erich Devendorf
  8. An Exploration of the Effectiveness of Product Archaeology in an Undergraduate Engineering Curriculum: What Can a Five-Hour Curriculum Do?
    Gül E. Okudan Kremer, Timothy W. Simpson, Omar M. Ashour
  9. Embedding Context in Teaching Engineering Design
    Xaver Neumeyer, Wei Chen, Ann F. McKenna

From the Editor

Larry J. Shuman Editor Advances in Engineering Education Senior Associate Dean University of Pittsburgh shuman@pitt.edu

Larry J. Shuman
Editor, AEE
Senior Associate Dean
University of Pittsburgh

We are delighted to publish our eleventh issue, and, coincidentally, with its eleven papers. The topics cover the wide spectrum of engineering education, from freshmen through graduate students, with an increasing number of papers that focus on the use of technology to improve learning. The authors also represent a wide range of institutions from across the U.S. and internationally, demonstrating that AEE is becoming more widely known and, hopefully, more widely read.

 

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Table of Contents

  1. Design of a Professional Practice Simulator for Educating and Motivating First-year Engineering Students
    Naomi C. Chesler, Golnaz Arastoopour, Cynthia M. D’Angelo, Elizabeth Bagley, David Williamson Shaffer
  2. A Tutorial Design Process Applied to an Introductory Materials Engineering Course
    Rebecca Rosenblatt, Andrew F. Heckler, Katharine Flores
  3. Implementation of Process Oriented Guided inquiry Learning (POGiL) in Engineering
    Elliot P. Douglas, Chu-Chuan Chiu
  4. Lectures and Simulation Laboratories to Improve Learners’ Conceptual Understanding
    Sean P. Brophy, Alejandra J. Magana, Alejandro Strachan
  5. Engineering Design EDUCATION: When, What and HOW
    Kinda Khalaf, Shadi Balawi, George Wesley Hitt, Ahmad Radaideh
  6. Leveraging Multi-university Collaboration to Develop Portable and Adaptable Online Course Content
    Jeff Frolik, Paul G. Flikkema, Tom Weller, Carol Haden, Wayne Shiroma, Rhonda Franklin
  7. Development and Application of a Systems Engineering Framework to Support Online Course Design and Delivery
    Ipek Bozkurt, James Helm
  8. Integrating the Engineering Curriculum through the Synthesis and Design Studio
    Nadia Kellam
  9. Implementing Entrepreneurial Assignments in a Multidisciplinary, Sophomore-level Design Course
    Kevin Dahm, William Riddell, Thomas Merrill, Roberta Harvey, Leigh Weiss
  10. Assessing Graduate Engineering Programs with ePortfolios: A Comprehensive Design Process
    Rachael L. Kajfez, Mahnas J. Mohammadi-Aragh, Philip R. Brown, Katharine A. Mann, Cheryl A. Carrico, Kelly J. Cross, John A. Janeski, Lisa D. McNair
  11. A Survey to Capture Needs Assessment for Graduate Teaching Assistant Training
    Sohum Sohoni, Yoonjung Cho, Donald P. French