Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

earned considerable attention in our society during the late1960s and early 1970s.1 For those currently interested in MOOCs, the Kahn Academy and allthat, this is a history well worth revisiting. PSI was an early example of an inverted classroom, aprogrammed system of instruction rooted in behaviorist psychology with an explicit focus onlearning outcomes. Those familiar with PSI, and with behaviorist approaches to education haveall noted the relevance of these earlier approaches to current online and distance learningenvironments.2 Going beyond what we typically see today, PSI was a method that, whenproperly implemented, could guarantee that upwards of 70% of the students in a class would earnan ‘A’ with knowledge retention exceeding that of

Conference Session

Liberal Education/Engineering & Society Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kamarza Mulia, Chemical Engineering Department, Faculty of Engineering, Universitas Indonesia; Elsa Krisanti, Chemical Engineering Department, Universitas Indonesia

Tagged Divisions

Liberal Education/Engineering & Society

to demonstrate an ability toidentify the key elements of effective oral and written communication, write clear andaccurate summaries or proposals, and make an effective oral presentation that addresses theaudience wants and needs appropriately. In 2012, we updated our curriculum and moved thecourse from the second into the first semester so that students would learn the basics ofcommunication skills early in their program and would have ample time to improve theirskills before they graduate. The schedule of the communication skills course was alsoupdated as shown in Table 1. Table 1. Schedule of the communication skills course. Meeting #/topic or activity Practice and/or assignment 1 / Effective communication

Conference Session

Teaching Communication II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nabila A. Bousaba, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte; Jean L. Coco, University of North Carolina, Charlotte; Mehdi Miri, University of North Carolina, Charlotte; Robert W. Cox, University of North Carolina, Charlotte

Tagged Divisions

Liberal Education/Engineering & Society

of notesand filler words.The levels of achievement of these outcomes by the project students were statistically comparedwith those by the control group, using direct assessment data from the four design courses.Table 1 summarizes the assessment method used. It shows the selected courses for each SLO,the metrics used to determine the levels of achievement of the SLO, and the statistical variable Page 24.729.6names analyzed in the evaluation phase.To score the students, we used the analytic rubric shown in Appendix IV. This rubric wasdeveloped by the Electrical Engineering design faculty in collaboration with the CommunicationAcross Curriculum

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin Otto, Singapore University of Technology and Design; Bradley Adam Camburn, University of Texas, Austin, and Singapore University of Technology & Design; Kristin L. Wood, Singapore University of Technology and Design (SUTD); Giacomo Nannicini, SUTD; Roland Bouffanais, Singapore University of Technology and Design; Elica Kyoseva, Singapore University of Technology and Design; Jean Wan Hong Yong, SUTD; Dario Poletti, Singapore University of Technology and Design; Robert E Simpson; Aditya Prasad Mathur

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

:  Pedagogical  Objectives  The pedagogical foundation for the 2D Design Activity rests in the Kolb learning model18, whichdescribes the complete progressive cycle of learning experiences. As shown in Figure 1, thismodel is based on four fundamental progressive experiences needed for learning: concreteexperience, reflective observation, abstract conceptualization and active experimentation. In theKolb model of learning, the goal for any course or teaching activity is to follow this progressionof student led learning, and to act as a facilitator in the natural inquisitive exploration that willoccur in this progression. Concrete

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mehmet Vurkaç, Oregon Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Decision Making (IDM) and HUM 207h:Science, Medicine and Reason (SMR), respectively.This is an exploratory paper about the two courses (and plans for additional future courses),detailing the experiences of students and the instructor in the pilot (IDM) as well as the designand the plan of assessment of the resulting new course (SMR). In the process, we examine theneed for and some challenges in integrating liberal education into engineering, technology, IT,and management curricula, along with the role of the humanities, social sciences, andcommunication in engineering education as the means for deepening students’ undergraduateexperiences.1 Although the course has a Humanities prefix, it involves almost equal parts psychology

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Katherine Hennessey Wikoff, Milwaukee School of Engineering; Cynthia Wise Barnicki, Milwaukee School of Engineering; James R. Kieselburg II, Grohmann Museum at Milwaukee School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Museum’s CollectionWithin STEM education, a movement called STEAM (Science, Technology, Engineering, Art,and Mathematics) is gathering momentum. Yet, while articles abound with ideas forincorporating STEAM concepts into K-12 classrooms, the literature on STEAM education at theuniversity level is scant. Complicating matters is the fact that the “A” in STEAM does notalways stand for “Art”; for example, in one recent ASEE paper that contains the words “STEAMcurricula” in its title, the “A” stands for “Agriculture” [1].However, reflections on STEAM at the university level can be found in a few papers presented atthe 2013 ASEE convention. One, “Faculty reflections on a STEAM-inspired interdisciplinarystudio course,” offers insights on the opportunities

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lydia Wilkinson, University of Toronto; Deborah Tihanyi, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

learningoutside of their discipline even after leaving the academic environment 1-7. As Duderstadt arguesin his response to the Engineer of 2020, each of these positive outcomes helps to produceengineers who are better equipped for a changing professional environment, in which the abilityto quickly master and respond to new technologies in collaborative often global workenvironments may be more important than the basic engineering skills taught within the currentundergraduate curriculum 2.While the benefits of a liberal education may be clear, the practicality of providing theseopportunities while competing with the time constraints of the core curriculum is a challenge.Canada’s accreditation criteria stipulates a minimum of 225 academic units (one AU

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Cohen, Lafayette College; Jenn Stroud Rossmann, Lafayette College; Kristen L. Sanford Bernhardt, Lafayette College

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

same time as the CCS revision, the four B.S.-awarding engineeringdepartments also revised their curricula to 1) reduce the total number of courses required forgraduation from 38 to 36 and 2) decrease the number of required science, math, and engineeringcourses to increase student flexibility within the curricula. Both of these initiatives took place inthe context of increasing interest among faculty members and students in interdisciplinary                                                                                                                a Lafayette College awards ABET-accredited Bachelor of Science degrees in Chemical Engineering, CivilEngineering, Electrical and Computer Engineering, and Mechanical Engineering, each housed in

Conference Session

Accreditation and Outcomes-based Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra A. Yost, University of Detroit Mercy; Laurie A. Britt-Smith, University of Detroit Mercy

Tagged Divisions

Liberal Education/Engineering & Society

the institution’s liberal arts core curriculum willbe presented, along with the findings from building on these successes.1 Introduction and MotivationIn response to a mandate from the institution’s regional accreditation body, the University ofDetroit Mercy (UDM) is in the process of implementing a new general education core, consistingof student learning outcomes that are based on the cognitive levels in Bloom’s taxonomy ratherthan lists of courses in various disciplinary areas. The courses that are being designed or adaptedto satisfy these outcomes must include an assessment component that will enable the institution toevaluate the effectiveness of this core curriculum. Assessment processes in programs separatelyaccredited by ABET or

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Graham Talmadge Fennell, Ohio Northern University; Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education

Tagged Divisions

Liberal Education/Engineering & Society

present issues and opportunitiesfrom the perspective of students from the initial cohort, who have had an exceptional number andbreadth of opportunities as the first students in the program.Background: Establishing the NeedIn the 2006 National Academies study entitled Rising above the Gathering Storm: Energizingand Employing America for a Brighter Economic Future 1, the authors noted that: Page 23.238.2 “Education in science, mathematics, and technology has become a focus of intense concern within the business and academic communities. The domestic and world economies depend more and more on science and engineering. But our

Conference Session

Difference, Disability, and (De)Politicization: The Invisible Axes of Diversity

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society

structures arounddisability.The particular practices I am concerned with are perhaps those least likely to be construed ashaving a social aspect: measurement, data collection, and other instrument-based tasks ofengineers. Using frameworks established in Science and Technology Studies and the History ofScience, I understand these tasks to constitute the labor of producing and representing knowledgeabout materials but also to express the political and social relations from which engineering (onesocial collectivity functioning amidst others) derives.1-3 Among those relations are those thatdiscourage STEM involvement by persons with disabilities by means of epistemologicalarguments: for example, by denying that a visual representation of data might be

Conference Session

Difference, Disability, and (De)Politicization: The Invisible Axes of Diversity

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julie L Taylor, University of Utah

Tagged Divisions

Liberal Education/Engineering & Society

c American Society for Engineering Education, 2013 “What can you Teach me?”: (Re)thinking Responses to Difference for Multidisciplinary TeamworkAbstractSkillful multidisciplinary collaboration will be paramount for engineers working in a globalsociety.1 Much of their industry work will require that they partner with people from variousbackgrounds, areas of expertise, gender, ethnicity, etc. Despite the importance of learning aboutdifferent perspectives relevant to problem solving, it seems that engineers accept differenceconditionally.2 That is, individuals who exhibit ways of thinking, doing, and being that are“outside the norms” of engineering are marginalized within engineering culture.2 This attitudetoward

Conference Session

Liberal Education Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Smitesh Bakrania, Rowan University

Tagged Divisions

Liberal Education/Engineering & Society

identifies the ability to communicate effectively as a key student outcome for anaccredited engineering program.1 The requirement includes the ability to orally communicateinformation specifically as a technical presentation. To meet this criterion programs typicallyutilize a public speaking course as part of their curriculum. This is followed by opportunities forthe students to apply their acquired skills usually in the form of senior project presentations orcourse project talks.At Rowan University, engineering undergraduates as part of their engineering clinic series areexposed to good public speaking practices in their sophomore years. Nevertheless, the studentsfail to deliver compelling presentations during the junior and senior engineering

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

intention they were seen as a means of raising the status of the Colleges ofAdvanced Technology. There was also a debate about who should teach them and wherethey should be taught. As with any innovation of this kind not only are student attitudesto them important but so are those of the faculty who teach mainstream subjects. Takingtogether the research undertaken at the time suggests that liberal studies were somewhatmore successful than they might have been.The system of third level education in England and Wales circa 1955 [1]In the British Isles there are five different education systems that are separately managed.In addition to the republic of Ireland there are four systems in the United Kingdom (UK)viz England, Northern Ireland, Scotland and

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

equivalent education. In this paper it includes qualifications that correspond to atechnology degree in the United States (Higher National Certificates and Diplomas). All othercourses are defined as third level. The higher education level embraced a university sector(private) and a public sector funded primarily by Local Education Authorities (LEA‟s). It is withdevelopments in higher education in the public sector that this paper is concerned.At that time the education system in England and Wales was highly selective. A simplifiedmodel of the system is shown in exhibit 1. After primary school the student was directed to oneof three types of school. The majority of children went to secondary modern schools as therewere only a relatively small number

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Soto-Caban, Muskingum University; Emre Selvi, Muskingum University; Ferdinand Avila-Medina, Ohio State University, Newark

Tagged Divisions

Liberal Education/Engineering & Society

spent 3 hours. The minimum time spent preparing the slideshow was 3 hours. After years of having presentations in different courses and levels, we noticed that this is an improvement. Before, students worked in their presentations the minimum amount of time possible. Many times, they were still working on their presentations while their classmates were presenting. The PK style forced them to choose their pictures and information carefully, helping them in the research process.• 5 out of 15 students rehearsed for 1 hour, 5 students rehearsed for two hours, 3 for 3 hours, Page 22.831.3 1 for 4 hours, and 1 student

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kenneth R. Leitch, West Texas A&M University; Rhonda B Dittfurth, West Texas A&M University; Freddie J Davis P.E., West Texas A&M University

Tagged Divisions

Liberal Education/Engineering & Society

Page 22.834.1 c American Society for Engineering Education, 2011 Improving Engineering Students’ Perception of Technical Communication SkillsAbstractThe ABET 2000 Criterion 3g states that engineering programs must educate students with “an ability tocommunicate effectively.1” Surveys of engineering graduates and current students at West Texas A&M University(WTAMU) indicate that there is a desire on behalf of the students to experience more technical communicationopportunities within engineering coursework.Traditionally, written and oral communication instruction has been conducted in a formal setting within the requiredthree course sequence of ENGL 1301

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig W. Somerton, Michigan State University; Craig J. Gunn, Michigan State University

Tagged Divisions

Liberal Education/Engineering & Society

in heat conduction. The course met three times a week for 50 minutes and covered thestandard topics in heat conduction: physical nature of heat conduction and thermal conductivity;derivation of the heat conduction equation; one-dimensional, steady heat conduction; compositewalls and fins; two-dimensional; steady heat conduction; separation of variables method;transient heat conduction; Laplace transform methods; Green’s function; and numerical method.The course goals were stated as:1. To understand the physical nature of heat conduction and thermal conductivity2. To formulate a mathematical model for a heat conduction problem3. To solve the mathematical representation of heat conduction problems4. To calculate the performance of the

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison

Tagged Divisions

Liberal Education/Engineering & Society

– Page 22.875.5informed our instruction on the design of technical presentation slides to our specificstudent set. Figure 1a shows a typical example of the “traditional” slide design thatresults in cognitive overload slides; this is the slide design that most of our students useon a regular basis. Figure 1b shows the topic once transformed by the slide designtechniques we model and teach.Figure 1 (1a on right, 1b on left): Cognitive overload transformed into content-appropriate slide design.We teach students to move away from fragmented, textually focused slide design, as shown in (a). Instead,we encourage them to think more completely about crafting the message using sentence headers, visualevidence, and notes to align their slide design with

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald Arthur Brown, Penn State University ; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

which these issues arise in environmentalcontroversies 1, 3. This program seeks to, in one class, expose students to these ethicalissues in courses that are primarily focused on environmental or sustainability science,economics, policy, or environmental engineering. The course is a Science, Technologyand Society (STS) undergraduate course with a variety of majors, 20% of which areengineering students. There is a fair representation of males and females in the class..The program is not designed to make students fully competent evaluators of ethicalquestions for this would require much more than one class. The pedagogical goal of theprogram is believed to be extraordinarily important in one respect although quite modestin another respect. The

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tom A. Eppes, University of Hartford; Ivana Milanovic, University of Hartford; Frederick Sweitzer, University of Hartford

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

accrediting body, New England Association of Schools and Colleges (NEASC),now requires assessment of general education outcomes, and further mandates thatundergraduates demonstrate competence in written and oral communication; the ability forscientific and quantitative reasoning, critical analysis and logical thinking; and the capability forcontinuing learning, including information literacy.1 As a university, we aspire to promote andintegrate excellence in liberal and professional education. We have, therefore, undertaken aproject to identify a series of core undergraduate learning outcomes, to be addressed andassessed both in general education and in the majors. These outcomes will help our studentsdevelop the knowledge, skills, and habits of mind

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Geselowitz, IEEE History Center; John Vardalas, IEEE

Tagged Divisions

Liberal Education/Engineering & Society

environment where wehave been able to work with both Schools to create two courses that serve both their needs;making social studies and humanities students aware of the role of technology in the story ofhumanity, and providing engineering students with a course that truly responds to the ABET2000 requirement of presenting the process of engineering in a cultural context.The authors of this paper have therefore set themselves four short-term goals: 1. To conduct some sort of broader survey of the current state of affairs to confirm their suspicions that most ABET-accredited institutions are not requiring their students to be exposed to the social context and, specifically, the social history of technology; 2. to consider the practical

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Conrad, Portland State University; Timothy James Pfeiffer P.E., Foundation Engineering, Inc.

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

on the following questions:1) In what ways, if any, do practitioners’ sentence structures and use of active vs passive voice reflect concerns of engineering practice? In other words, do the practitioners just use standard English that could be used in any formal written communication, or are aspects of engineering practice integrated into the grammar of their texts?2) To what extent and in what ways do students’ sentence structures and use of active vs passive voice differ from the practitioners’? To what extent do differences demonstrate neglect for concerns that are important in engineering practice?We answer these questions with an analysis of reports and technical memoranda (tech memos)written by civil engineering practitioners

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elena Poltavtchenko, Northern Arizona University; John Tingerthal, Northern Arizona University

Tagged Divisions

Liberal Education/Engineering & Society

building 1. Project-directed writing assistance: a. 50-minute writing workshop before the first draft b. Review of Draft 1 and marginal feedback provided online c. 30-minute writing feedback and critique meeting of Draft 1 d. Review of writing of both Drafts 1 and 2 using the rubric 2. Student questionnaire to gain additional insights about the helpfulness of writing assistanceThe ultimate goal of the study is to identify (a) whether project-directed writing assistance helpsCM students improve their writing in areas that are typically problematic for them and (b) towhat extent such intervention is effective so that such student writers can be provided withtargeted writing instruction

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

means by which we might strive Table 1. NAE’s Grand Challenges18to meet such challenges? Make solar energy economical Provide energy from fusionAs this paper examines these four broad areas, it Develop carbon sequestration methodsproduces a set of questions for further exploration in Manage the nitrogen cycleboth engineering ethics and engineering studies. The Provide access to clean waterpaper closes with a sketch of a classroom Restore and improve urban infrastructureimplementation that guides students in asking similar Advance health informaticsquestions of the Grand Challenges as they explore

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peggy Layne, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

Committee. Page 22.1456.1 c American Society for Engineering Education, 2011 Myths of Race and Gender: The Engineering “Pipeline” Metaphor and the Careers of Female Deans of EngineeringIntroductionWho does engineering is important, since engineers are key contributors to the design oftechnologies that shape our world.1 While women have made significant gains in their proportionof degrees earned and their representation in the professoriate in the past 30 years, they remainsignificantly underrepresented in engineering.2 In 2009, women earned just 17.8% of the 74,387bachelor’s degrees awarded in

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, Virginia Tech; Maura J. Borrego, Virginia Tech; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

been underexplored within engineeringeducation.IntroductionThe importance of interdisciplinary teamwork is widely recognized.1-4 Some engineeringeducation research on interdisciplinary teamwork has begun to focus on student and facultybeliefs about interdisciplinary work, competencies, learning outcomes, and assessment, but themajority of engineering education publications are limited to course and program descriptions.4-6Further, there are few, if any, studies of the day-to-day practices of interdisciplinary teams inengineering education settings and the objects they create and use in those practices. In Scienceand Technology Studies (STS) and Engineering Studies, on the other hand, observations ofscientists’ and engineers’ work practices

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

for Engineering Education, 2011 Teaching the Unbalanced Equation: Technical Opportunities and Social Barriers in the NAE Grand Challenges and BeyondIntroductionThe National Academy of Engineering (NAE) released its report Grand Challenges forEngineering in 2008, describing 14 major engineering challenges that must be overcome to makethe world “a more sustainable, safe, healthy, and joyous—in other words, better—place.” 1 Thechallenges identified encompass areas as diverse as energy, environment, infrastructure, health,security, learning, and research, but in each case the emphasis is on “engineering” dimensions ofthe larger problem domain and, in particular, on the technologies

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda M. Head, Rowan University

Tagged Divisions

Liberal Education/Engineering & Society

; Music began as a collaboration that developed amongengineering faculty and technicians who have a love of and interest in music as well as a stronginterest in engineering education. During a semester long, one-credit course at RowanUniversity that introduced students to consulting and entrepreneurship, the faculty developed amodule that used music to encourage student participation and teamwork. The popularity of thistechnique led faculty to explore the interest level and backgrounds of the first year students inmusic. For the incoming 2009 class the results are shown in Table 1. Table 1: Survey of Engineering Freshmen, Fall 2009 First Year Engineering Students Who: Play an

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Hale, University of Arkansas; Richard A. Coffman, University of Arkansas

Tagged Divisions

Liberal Education/Engineering & Society

’ overall grade.The Project - ArticleAs previously stated, each graduate student and pair of undergraduates was required to submit a“State of the Art” paper on a concrete durability related topic. There were only two projectrequirements. These included a bibliography of at least 20 journal articles and adhering to thejournal’s style guide.The second day of class, the students were distributed a handout that outlined the project. Five“State of the Art” articles that had been published in peer-reviewed journals were alsoprovided.1-6 For the undergraduates and for some of the graduate students, this was their firstintroduction to “State of the Art” articles. The entire second class period was spent discussingthe structure or outline of the articles