Mary Besterfield-Sacre

A new approach to hazardous materials transportation risk analysis: decision modeling to identify critical variables.

We take a novel approach to analyzing hazardous materials transportation risk in this research. Previous studies analyzed this risk from an operations research (OR) or quantitative risk assessment (QRA) perspective by minimizing or calculating risk along a transport route. Further, even though the majority of incidents occur when containers are unloaded, the research has not focused on transportation-related activities, including container loading and unloading. In this work, we developed a decision model of a hazardous materials release during unloading using actual data and an exploratory data modeling approach. Previous studies have had a theoretical perspective in terms of identifying and advancing the key variables related to this risk, and there has not been a focus on probability and statistics-based approaches for doing this. Our decision model empirically identifies the critical variables using an exploratory methodology for a large, highly categorical database involving latent class analysis (LCA), loglinear modeling, and Bayesian networking. Our model identified the most influential variables and countermeasures for two consequences of a hazmat incident, dollar loss and release quantity, and is one of the first models to do this. The most influential variables were found to be related to the failure of the container. In addition to analyzing hazmat risk, our methodology can be used to develop data-driven models for strategic decision making in other domains involving risk.

First term probation: models for identifying high risk students

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 students initial preparedness, attitude toward his/her chosen career, and self-assessed confidence in 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.

Changes in freshman engineers' attitudes-a cross institutional comparison: what makes a difference?

The Freshman Engineering Attitude Instrument, developed at the University of Pittsburgh, was administered to the 1995-96 freshman engineering classes at two campuses at the beginning of the year (the pre-survey). The survey was then repeated later in the first year (the post-survey). This paper discusses the results and demonstrates the potential effectiveness of the survey instrument for evaluating freshman engineering programs. This study serves as a pilot for a larger, more comprehensive national survey.

Assessing student learning in technology entrepreneurship

Driven by changes in the global economy, entrepreneurship has grown rapidly as a curricular focus at many engineering schools in the U.S. Nonetheless, defining appropriate content and assessing how these educational experiences impact student learning has not yet been accomplished. To address this need, we have developed two tools to assess the educational outcomes of entrepreneurship courses and programs among engineering students. The first tool, the NCIIA entrepreneurship inventory, measures studentspsila self-reported familiarity with technology entrepreneurship terms and concepts, has been piloted at eight schools, and shows high reliability. The second tool is rubric that provides a framework for analyzing higher-level entrepreneurial thinking in more advanced undergraduate and graduate students. The rubric was derived empirically from student responses to two brief technology start-up cases, and was piloted at four NCIIA member schools. Discussion will focus on the results and implications for future development of assessment tools in technology entrepreneurship.

Improving student learning through the use of multisource assessment and feedback

The paper examines the use of multisource assessment and feedback processes in the classroom and the potential impact on student learning in engineering. Grounded in control and goal setting theories, this assessment process provides a means for students to take a proactive role in their learning. Research and practice issues are addressed.

Using technology to enhance outcome assessment in engineering education

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.

The Model Eliciting Activity (MEA) Construct: Moving Engineering Education Research Into the Classroom

A growing set of “professional skills” including problem solving, teamwork, and communications are becoming increasingly important in differentiating U.S. engineering graduates from their international counterparts. A consensus of engineering educators and professionals now believes that mastery of these professional skills is needed for our graduates to excel in a highly competitive global environment. A decade ago ABET realized this and included these skills among the eleven outcomes needed to best prepare professionals for the 21st century engineering world. This has left engineering educators with a challenge: how can students learn to master these skills? We address this challenge by focusing on models and modeling as an integrating approach for learning particular professional skills, including problem solving, within the undergraduate curriculum. To do this, we are extending a proven methodology — model-eliciting activities (MEAs) — creating in essence model integrating activities (MIAs). MEAs originated in the mathematics education community as a research tool. In an MEA teams of students address an open-ended, real-world problem. A typical MEA elicits a mathematical or conceptual system as part of its procedural requirements. To resolve an MEA, students may need to make new connections, combinations, manipulations or predictions. We are extending this construct to a format in which the student team must also integrate prior knowledge and concepts in order to solve the problem at hand. In doing this, we are also forcing students to confront and repair certain misconceptions acquired at earlier stages of their education. A distinctive MEA feature is an emphasis on testing, revising, refining and formally documenting solutions, all skills that future practitioners should master. Student performance on MEAs is typically assessed using a rubric to measure the quality of solution. In addition, a reflection tool completed by students following an MEA exercise assists them in better assessing and critiquing their progress as modelers and problem solvers. As part of the first phase a large, MEA research study funded by the National Science Foundation and involving six institutions, we are investigating the strategies students use to solve unstructured problems by better understanding the extent that our MEA/MIA construct can be used as a learning intervention. To do this, we are developing learning material suitable for upper-level engineering students, requiring them to integrate concepts they’ve learned in foundation courses while teasing out misconceptions. We provide an overview of the project and our results to date.© 2008 ASME

Informal learning in engineering education: Where we are — Where we need to go

This paper investigates the state of programmed informal learning (e.g., team competitions, internships) in engineering education, the relevant research and available assessment instruments. Our purpose is to synthesize the existing informal learning research in engineering education for the engineering community, which should subsequently lead to the development of improved programs and learning experiences for engineering students. We also draw on the research performed in science education to identify potential outcomes for engineering education, including: improved student attitudes towards engineering, development of an engineering identity, knowledge of engineering practices, and broadened participation in engineering. Last, we provide future direction for informal learning research in engineering education.

Special session - model-eliciting activities: Motivating students to apply and integrate upper-level content in engineering

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.

An Interdisciplinary Certificate in Product Realization: meeting the challenges of industry and the engineering criteria

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 addressed 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.