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  1. Free, publicly-accessible full text available July 28, 2022
  2. As the applications of hyperspectral imaging rapidly diversify, the need for accurate radiometric calibration of these imaging systems is becoming increasingly important. When performing radiometric measurements, the polarization response of the imaging system can be of particular interest if the scene contains partially polarized objects. For example, when imaging a scene containing water, surface reflections from the water will be partially polarized, possibly affecting the response of the imaging system. In this paper, the polarization response of a Resonon, Inc. visible near-infrared (VNIR) hyperspectral imaging system is assessed across a spectral range of 400nm to 1000 nm, with a spectralmore »resolution of 2.1 nm. Efforts are currently underway to correct for the observed polarization response of the imaging system.« less
  3. Kim, Moon S. ; Cho, Byoung-Kwan ; Chin, Bryan A. (Ed.)
  4. This work-in-progress paper presents preliminary findings on how the education of engineering ethics is justified by academic administrators and policymakers drawing from the data collected in a multi-institutional project called “The Distributed System of Governance in Engineering Education”. The project seeks to understand the practice of engineering education reform using ethnomethodological data collected from oral interviews at a variety of academic institutions and other organizations in engineering education. Investigations of effective strategies for ethical formation of engineering students have been continuously pursued in the engineering education community. Review of the literature on this topic results in not only identifying diversemore »approaches and conceptions of engineering ethics, but also a set of diverse rationales and contexts of justification for development and implementation of programs on engineering ethics. The students’ attitude towards ethical development is shaped by how the subject is delivered, e.g., use of “best practices” or conceptual clarity in the notion of ethics offered to them, as well as why it is taught. Institutions send a signal to students, even if they do not intend to, about the importance of ethics in the engineering profession by how and why they address this matter. The initial analysis of interview data from over a hundred subjects from more than twenty universities demonstrates diverse ways of justifying ethics education such as satisfying ABET accreditation requirements or complying with recommendations of the disciplinary professional association (e.g., ASME or ASCE). Identifying a resistance to notions such as judgment, and in general, a disregard for engineering ethics in conversations on governance and educational decision-making are other preliminary findings of this work.« less
  5. When instructors change their classroom practices —shifting from lecture to active learning for example—there is a direct impact on student learning that is relatively straightforward to measure. However, every course is also part a curriculum that is developed by the faculty, often in line with a college or university’s present vision, and shaped by national values and policies surrounding engineering education and higher education. These factors have indirect but equally significant impacts on student learning, and constitute the larger ecosystem in which student learning takes place. These indirect effects are more difficult, and likely impossible, to fully understand. If themore »higher education system in the United States was more centrally governed by an educational ministry, as is found in Europe and elsewhere, it might be easier to understand and control the impact of these indirect factors. However, the highly decentralized system of educational governance within the U.S., and the great diversity of schools that are both the product and reasons for this ecosystem, have given rise to an extremely heterogeneous system. In the United States accreditation serves as one of the few, central mechanisms for shaping learning; it carries the weight of the state to the extent that it contributes to job and federal loan availability as well as licensure in selected fields. This paper examines the historic and presentday impact of accreditation on engineering education in the United States.« less
  6. In this research paper, we analyze “diversity” discourses among faculty and administrators in engineering programs across the Unites States, and the initiatives deployed in the name of diversity. The recruitment and retention of women and “minorities” is a task of paramount importance in engineering programs, and higher education in general. However, despite continued efforts to diversify the student body, women and minorities have remained underrepresented in engineering departments. The rationale for increasing diversity in engineering education can vary, from industry arguments about “filling pipelines” for the labor force, to social justice arguments that everyone should have an equal opportunity formore »success, to cognitive diversity arguments that problems are solved more efficiently with diverse viewpoints. Furthermore, there is significant variation across institutions regarding who is prioritized under the “diversity” umbrella – some highlight women in general, others African American, Hispanic and Lantinx men and women, others target students of low socioeconomic status (SES). Finally, initiatives to address diversity also vary widely, from scholarship programs, to extracurricular activities, to integration of the needs and interests of excluded groups into coursework. This paper draws upon data collected as part of a multi-institutional research study entitled “The Distributed System of Governance in Engineering Education.” We use methods of discourse analysis to study how the term “diversity” is leveraged in different contexts to enact certain methods of recruitment and retention of particular populations.« less
  7. Who and by what means do we ensure that engineering education evolves to meet the ever changing needs of our society? This and other papers presented by our research team at this conference offer our initial set of findings from an NSF sponsored collaborative study on engineering education reform. Organized around the notion of higher education governance and the practice of educational reform, our open-ended study is based on conducting semi-structured interviews at over three dozen universities and engineering professional societies and organizations, along with a handful of scholars engaged in engineering education research. Organized as a multi-site, multi-scale study,more »our goal is to document differences in perspectives and interest the exist across organizational levels and institutions, and to describe the coordination that occurs (or fails to occur) in engineering education given the distributed structure of the engineering profession. This paper offers for all engineering educators and administrators a qualitative and retrospective analysis of ABET EC 2000 and its implementation. The paper opens with a historical background on the Engineers Council for Professional Development (ECPD) and engineering accreditation; the rise of quantitative standards during the 1950s as a result of the push to implement an engineering science curriculum appropriate to the Cold War era; EC 2000 and its call for greater emphasis on professional skill sets amidst concerns about US manufacturing productivity and national competitiveness; the development of outcomes assessment and its implementation; and the successive negotiations about assessment practice and the training of both of program evaluators and assessment coordinators for the degree programs undergoing evaluation. It was these negotiations and the evolving practice of assessment that resulted in the latest set of changes in ABET engineering accreditation criteria (“1-7” versus “a-k”).« less