Publications (15)0.33 Total impact
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Conference Proceeding: Reflection tools in modeling activities.
Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences, ICLS '10, Chicago, IL, USA, June 29 - July 2, 2010, Volume 2; 01/2010 -
Chapter: In-Depth Use of Modeling in Engineering Coursework to Enhance Problem Solving
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ABSTRACT: There has been recent interest among engineering educators in the use of models and modeling as a means to promote vertical skills integration and problem solving within undergraduate engineering curriculums. We have extended the MEA (Model Eliciting Activities) construct to upper division engineering courses, reformulated the resultant exercises as MIAs (Model Integrating Activities). These were introduced as part of a pilot course focused on enhancing problem solving abilities for junior and senior level industrial engineering students. The course focused on developing systems thinking in order to solve unstructured problems, some of which incorporated global and ethical considerations. The course challenged students to practice various behavioral and professional skills, including ad-hoc teaming, written and verbal communication, revision and refinement of group work, and reflection. We learned valuable lessons from this unique, non-traditional class, which serves as a lead-in to an upcoming four-year research effort by six institutions to expand the application of MEAs to five engineering disciplines. One important lesson learned was the potential of a well-constructed MIA to uncover subject-area misconceptions held by students. We discuss this, other lessons learned, and challenges identified that should be addressed to better achieve our pedagogical objectives. This chapter discusses our experiences with this unique engineering course. Key WordsANOVA–Assessment–Correlation–Coursework to enhance problem solving–Education–Model integrating activities–Motivation–Problem solving–Enhance12/2009: pages 173-188; -
Conference Proceeding: Special session - model-eliciting activities: Motivating students to apply and integrate upper-level content in engineering
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ABSTRACT: This interactive session is for engineering faculty interested in curriculum reform, real-world engineering problem-solving aimed at upper-level content, and addressing ABET Criteria. Participants will take part in a Model-Eliciting Activity (MEA) group problem-solving session and learn the fundamental principles for developing an MEA. Participants will gain an understanding of the process involved in making advanced engineering content accessible to undergraduate students through a well-formulated MEA. They will also learn about new and innovative ways to integrate ethics into the classroom and use problem-solving as a means to elicit misconceptions.Frontiers in Education Conference, 2008. FIE 2008. 38th Annual; 11/2008 -
Article: Development of a Work Sampling Methodology for Behavioral Observations: Application to Teamwork
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ABSTRACT: Engineering programs must assess students' abilities to master "crite-ria 3 a-k." Skills such as teamwork, problem solving, design, and ethi-cal understanding entail learning various processes; hence, assessing these outcomes is better accomplished by focusing on the process rather than the result. Methods for observing students' performance, such as 100 percent behavioral observation, are ideal but expensive. We extend work sampling, an economic industry-based alter-native, to observe cognitive and behavioral processes. Specifically, we describe a work sampling methodology to assess students engaged in teamwork. We then determine attributes of team-work, establish target time proportions using 100 percent obser-vation, and statistically compare the targets to proportions obtained from work sampling intervals to determine the effective interval. The robustness of work sampling is tested in four learn-ing environments. Results indicate that sampling provides a sta-tistically valid alternative for assessing teamwork. However, when observing design and ethical understanding processes, additional research is needed to make work sampling viable.11/2007; -
Article: An Interdisciplinary Certificate In Product Realization: Meeting The Challenges Of Industry And The Engineering Criteria
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ABSTRACT: A steady stream of technological advances and business needs have significantly altered the landscape of engineering education and training in the US. Although development of fundamental analytical skills is still an essential component of instruction, the industrial marketplace demands that graduating engineers learn a diverse range of new and emerging technologies. A crucial area where the knowledge of emerging technology is essential is the design, development, and creation of new products. Traditional engineering curricula are not designed to increase student proficiency in state-of-the-art product creation techniques. Specifically, engineering education has not adequately address the essential areas of collaborative design, entrepreneurship, marketing, and state-of-the-art product creation techniques. The University of Pittsburgh has addressed this critical issue with the introduction of an interdisciplinary Certificate in Product Realization. This paper describes the Certificate and how it focuses on meeting many of the engineering criteria.10/2002; -
Article: Cross‐institutional assessment: Development and implementation of the On‐line Student Survey System
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ABSTRACT: As ABET has increased the need for routine student assessments, engineering faculty are faced with the problem of doing this in an efficient manner that minimizes the time required to conduct, tabulate, and analyze the requisite surveys. To meet this need, researchers at the University of Pittsburgh have developed the On-line Student Survey System (OS3) to facilitate EC 2000 assessment and cross-institutional benchmarking. OS3 allows multiple engineering schools to conduct customized, routine program evaluations using Web-based surveys specifically designed to meet EC 2000 objectives. Since its inception, seven engineering schools have adopted OS3. This article provides an overview of the system, a des-cription of its survey instruments, and an evaluation of the system. © 2002 Wiley Periodicals, Inc. Comput Appl Eng Educ 10: 88–97, 2002; Published online in Wiley InterScience (www.interscience.wiley.com.); DOI 10.1002/cae.10013Computer Applications in Engineering Education 09/2002; 10(2):88 - 97. · 0.33 Impact Factor -
Article: International Conference on Engineering EducationAugust 6 -- 10, 2001 Oslo, Norway
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ABSTRACT: Based on anecdotal evidence from universities in Latin America and Southeast Asia that wish to increase their percentage of engineering faculty with earned doctoral degrees, a flexible Ph.D. program was established in 1999 at the University of Pittsburgh. Since then, we have learned that a number of non-US universities wish to provide a career path for faculty that allows them to focus on current issues and provide them with the education necessary to conduct high-level independent research. However, given their workloads and faculty shortages it is extremely difficult for these institutions to grant their faculty a protracted leave of absence of four or more years to complete their education abroad. In this paper we present a model that is sufficiently flexible to accommodate these students' unique circumstances, yet maintain all elements of academic rigor. Key factors enabling such approaches are the growth in Internet based technology as a sophisticated means of rapid and interactive communication. This paper details a number of academic issues, preliminary results and challenges from student, programmatic, and faculty perspectives along with strategies for the delivery of these programs. These programs also help to jumpstart regional economic development by providing these educators the training opportunities in entrepreneurship and economic development, which they can take back to their home region. A typical doctoral program is dissected into its components and a program developed at the University of Pittsburgh is specified.10/2001; -
Article: Using Technology To Enhance Outcome Assessment In Engineering Education
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ABSTRACT: This paper describes on-going research at several major universities on the design, development, and application of outcome assessment methodologies enhanced by information technologies. Several applications are described as well as advantages and disadvantages. Future research objectives are discussed.10/2001; -
Article: Cross-Institutional Assessment Withacustomizedweb-Based Survey System
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ABSTRACT: As an increasing number of engineering schools address the requirements of EC 2000, the need for a mechanism to routinely elicit student self-assessments and evaluations and to facilitate both tracking and benchmarking is apparent. Many, if not most, engineering programs simply do not have sufficient expertise, time, and funds to conduct the requisite program assessments. To meet this need, researchers at the University of Pittsburgh School of Engineering, with funding by the Engineering Information Foundation and the National Science Foundation, have developed the Pitt On-line Student Survey System (Pitt OS to facilitate EC 2000 assessment and benchmarking. The purpose of Pitt-OS is to allow multiple engineering schools to conduct "customized," routine program evaluations using EC 2000 related web-based survey instruments. The current battery of instruments in the system includes, but not limited to: Freshman Pre, Freshman Post, Sophomore, Junior, Senior Exit, and Alumni.08/2001; -
Article: First Term Probation: Models For Identifying High Risk Students
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ABSTRACT: EC 2000 has heightened awareness among engineering faculty about the importance of student retention, especially the retention of first-year students. Previous research found that students placed on academic probation after their first term have a high probability of leaving engineering prior to graduation. Using five years of data, we examine the influence of the student's initial preparedness, attitude toward his/her chosen career, and self-assessed confidence n areas such as study habits and communication skills, on first term probation and retention. Logistic regression approaches were used to develop models that have enabled us to determine the factors that most influence first term probation and to better identify students who require early interventions if they are going to successfully complete the engineering curriculum.10/2000; -
Article: IEEE October 18 - 21, 2000 Kansas City, MO
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ABSTRACT: With the establishment of the challenging Engineering Criteria 2000 accreditation guidelines, institutions must obtain a more informed understanding of students' underlying knowledge, skills, and attitudes as they begin, matriculate, and eventually complete their engineering studies.10/2000; -
Article: IEEE October 18 - 21, 2000 Kansas City, MO
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ABSTRACT: This paper examines the use of multisource assessment and feedback processes in the classroom and the potential impact on student learning. Grounded in control and goal setting theories, this assessment process provides a means for students to take a proactive role in their learning.10/2000; -
Article: IEEE November 10 - 13, 1999 San Juan, Puerto Rico
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ABSTRACT: With the introduction of EC-2000 and its requirement to establish a continuous improvement system with clear objectives and performance measures, there has been considerable interest in obtaining input from alumni on the quality of their education. One means for doing this is a well-designed alumni survey. We discuss our experience with two alumni surveys, developed and tested at Columbia University and the University of Pittsburgh respectively, providing insight into the issues involved with developing and using these surveys. We describe how these surveys can be developed, discuss the cost involved, and give examples of information that can be obtained from them and how they can be used as part of the EC-2000 process.11/1999; -
Article: Understanding Student Confidence as It Relates to First Year Achievement
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ABSTRACT: There has been considerable concern that entering female engineering students begin their studies with less confidence in their abilities than academically equivalent male students. Further, there is concern that this under-confidenceproblem persists throughout the university experience. As a precursor to a larger crossinstitutional study 1i , we have investigated this issue at the University of Pittsburgh, University of Texas - El Paso and North Carolina State University. Using the Pittsburgh Freshman Engineering Attitudes Survey, we examined the differences between male and female students self-assessed confidence (relative to five measures) when they began their engineering studies and after one or two semesters of study. In addition, we examined students confidence and changes in confidence with respect to their entering SAT scores and first year performance. At all three institutions, female students entered with significantly lower confidence in their basic engineering knowle...09/1998; -
Article: Flexible Doctoral Programs For International Faculty: A Refined Model With Preliminary Results
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ABSTRACT: Based on anecdotal evidence from universities in Latin America and Southeast Asia that wish to increase their percentage of engineering faculty with earned doctoral degrees, a flexible Ph.D. program was established in 1999 at the University of Pittsburgh. Since then, we have learned that a number of non-US universities wish to provide a career path for faculty that allows them to focus on current issues and provide them with the education necessary to conduct high-level independent research. However, given their workloads and faculty shortages it is extremely difficult for these institutions to grant their faculty a protracted leave of absence of four or more years to complete their education abroad. In this paper we present a model that is sufficiently flexible to accommodate these students' unique circumstances, yet maintain all elements of academic rigor. Key factors enabling such approaches are the growth in Internet based technology as a sophisticated means of rapid and interactive communication. This paper details a number of academic issues, preliminary results and challenges from student, programmatic, and faculty perspectives along with strategies for the delivery of these programs. These programs also help to jumpstart regional economic development by providing these educators the training opportunities in entrepreneurship and economic development, which they can take back to their home region. A typical doctoral program is dissected into its components and a program developed at the University of Pittsburgh is specified.
Top co-authors
Top Journals
Institutions
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2002–2009
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University of Pittsburgh
- Industrial Engineering
Pittsburgh, PA, USA
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