No abstract

This paper describes ongoing research investigating student approaches to quantitative and qualitative problem solving in physics. This empirical study was conducted using a phenomenographic approach to analyze data from individual semistructured problem solving interviews with 22 introductory college physics students. The main result of the study is a hierarchical set of categories that describe the students' problem solving approaches in the context of introductory physics.

This paper aims to review the empirical and theoretical research on engineering ethics education, by focusing on the challenges reported in the literature. The analysis is conducted at four levels of the engineering education system. First, the individual level is dedicated to findings about teaching practices reported by instructors. Second, the institutional level brings together findings about the implementation and presence of ethics within engineering programmes. Third, the level of policy situates findings about engineering ethics education in the context of accreditation. Finally, there is the level of the culture of engineering education. The multi-level analysis allows us to address some of the limitations of higher education research which tends to focus on individual actors such as instructors or remains focused on the levels of policy and practice without examining the deeper levels of paradigm and purpose guiding them. Our approach links some of the challenges of engineering ethics education with wider debates about its guiding paradigms. The main contribution of the paper is to situate the analysis of the theoretical and empirical findings reported in the literature on engineering ethics education in the context of broader discussions about the purpose of engineering education and the aims of reform programmes. We conclude by putting forward a series of recommendations for a socio-technical oriented reform of engineering education for ethics.

The article aims to expand upon traditional case based instruction through role-play and to explore the effectiveness of the approach in raising students' awareness of the social dimension of the engineering profession. For this purpose, we added a contextual description to the case study Cutting Roadside Trees driven by a macroethical outlook. Our contribution draws on an exercise based on the contextualised case study in which 80 students at Technological University Dublin participated. The results gathered show that role-playing contributed to complex student responses to the scenario and an awareness of the social factors that are part of engineering practice and which can constrain or enable decision-making. We suggest that exposing students to the perspectives of the different stakeholders that are involved in engineering professional practice can contribute to their understanding of the social context of engineering practice.

Our contribution is part of a broader study conducted in cooperation with the national accreditation body Engineers Ireland that examined the conceptualisation and education of ethics in engineering programmes in Ireland. The paper is a qualitative examination of the use of case studies in engineering ethics education and includes 23 engineering programmes from 6 higher education institutions in Ireland. The qualitative study aims to determine (RQ1) how cases are selected, (RQ2) the goals envisioned for engineering ethics case instruction, (RQ3) the characteristics of the scenarios employed and (RQ4) the preferred application by instructors. A first finding notes the diverse set of goals and application of ethics case studies. The focus is more on decision-making in professional contexts and less on power relations, equity and the broader societal mission of engineering. The second finding highlights the discrepancy between how instructors employ cases and their preferred application. Engineering ethics cases typically include individualistic, hypothetical and historical scenarios. Nevertheless, instructors favour immersive cases set in real or realistic contexts of practice, containing factual or real-time data, which can provoke students to reflect on broader ethical issues. Considering this aspirational discrepancy, we conclude with recommendations that can guide the development of engineering ethics case instruction.

Abstract. We describe an optical system for 3-D profilometry based on the white light interferometer. Recently many different methods have been used to analyze the data obtained from white light interferometric profilers. Many commercially available white light profilers are also in use today. We detail a simple way to construct a profiler that uses two simple and efficient algorithms. It deals with the data in a fast and simple manner, thus reducing both the acquisition and analysis time. The system has a theoretically unlimited range and can profile both optically rough and smooth surfaces.

Background Spatial ability is significantly related to performance in engineering education. Problem solving, an activity that is highly relevant to engineering education, has been linked to spatial ability. Purpose/Hypothesis To what extent is spatial ability related to problem solving among engineering students and how do approaches to problem representation and solution vary with spatial ability level? Design/Method Three instruments-a spatial ability test, word math problems and accompanying core math competency questions-were administered to two samples of first year engineering students in two different countries. Data were analyzed at the test level to evaluate the relationship of spatial ability to problem representation and solution. A detailed item level analysis was conducted to compare approach to problem solving with spatial ability level. Results Spatial ability was found to be significantly related to problem solving but not to the core competency questions indicating the relationship was limited to the problem representation phase and not the solution phase. Key aspects of representation were identified for each problem to reveal a more pronounced relationship between representation and spatial ability than between problem solving (representation and solution) and spatial ability. Conclusions Problem solving can be considered to consist of two cognitively distinct phases: spatial ability is significantly related to problem representation but not to problem solution. Hence, this study shows that spatial ability plays a key role in engineering education that is not limited to visualization of imagery but extends to thinking during problem solving, a nonroutine activity that requires mental representation.

No abstract