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Although many kinds of data can be used to guide instructional consultations, research comparing the efficacy of such data is scant, especially in engineering. In this study, multiple modes of assessment were used to evaluate the impact of consultations informed by different kinds of data. This study illuminates two key aspects of instructional consultations: (1) their efficacy varies depending on the kind of data used to guide them, with student feedback from a Small Group Instructional Diagnosis (SGID) having the largest positive impact, and (2) the instructional consultant plays a key role in helping both interpret the available data and identify strategies for improvement. These findings suggest three implications for practice: (1) whenever possible, SGID???based consultations should be offered systematically and proactively for engineering faculty, (2) data for other kinds of consultations should be tailored to the needs of the individual instructor, and (3) instructional consultants should be available to collaborate with faculty to enhance their teaching, thereby building an engineering culture that actively supports teaching and learning.

Most engineering educators excel at planning and conducting technical research in their field, but few are proficient doing this for a project in engineering education. Recently, however, there has been increased emphasis on conducting rigorous research in engineering education. This paper provides practical advice for planning and conducting such research. The authors use their long term project to predict academic dishonesty in engineering college students as a case study representing one approach to research in engineering education. In particular, the authors present the design, testing, and administration of a two-part survey instrument to collect information from college students about their decisions related to cheating.

According to studies conducted over the past four decades, engineering students self-report high frequencies of academic dishonesty (cheating) while in college. Research on college students in all fields has indicated that such behavior is more common among students who participate in academic dishonesty at the high school level and that it is correlated with other deviant or unethical behaviors, such as petty theft and lying. If, in fact, such correlations do exist, one might hypothesize that there is also a relationship between academic dishonesty in college and deviant or unethical behavior in professional practice. Placing this relationship in the context of higher frequencies of academic dishonesty among engineering students only increases the seriousness of the problem for engineering educators, corporations and society. To examine this issue we have initiated a multi-university study on the attitudes, perceptions and behaviors of college-aged engineering students toward academic dishonesty and unethical professional behavior. A majority of the students in the sample work for a considerable period of time in an engineering setting during their college years, providing us with a unique opportunity to study the connection between academic dishonesty and professional behavior within the same sample of individuals. The survey used in this study asks questions about the respondent???s decisions during opportunities to ???cheat??? in each of two contexts: college classrooms and workplace settings. In each case, respondents are asked to consider what opportunities to cheat presented themselves, whether they felt any pressure to cheat (or not to cheat), and ultimately what decision they made in this specific instance. The survey also asks respondents to report how frequently they have cheated in school or the workplace. Results suggest that there is a clear connection between cheating in high school and a positive decision to cheat in a specific scenario in college. I

According to studies conducted over the past four decades, engineering students self-report high levels of academic dishonesty (cheating) while in college. Research on college students in all fields has indicated that such behavior is more common among students who participate in academic dishonesty at the high school level and that it is correlated with other deviant or unethical behaviors, such as petty theft and lying. If, in fact, such correlations do exist, one might hypothesize that there is also a relationship between academic dishonesty in college and deviant or unethical behavior in professional practice. Placing this relationship in the context of higher levels of academic dishonesty among engineering students only increases the seriousness of the problem for engineering educators, corporations and society. To examine this issue we have initiated a multi-university study on the attitudes, perceptions and behaviors of college-aged engineering students toward academic dishonesty and unethical professional behavior. A majority of the students in the sample work for a considerable period of time in an engineering setting during their college years, providing us with a unique opportunity to study the connection between academic dishonesty and professional behavior within the same sample of individuals. The survey used in this study asks questions about the respondent's decisions during opportunities to "cheat" in each of two contexts: college classrooms and work-place settings. In each case, respondents are asked to consider what opportunities to cheat presented themselves, whether they felt any pressure to cheat (or not to cheat), and ultimately what decision they made in this specific instance. The survey also asks respondents to report how frequently they have cheated in school or the work-place. Quantitative results are presented regarding the contexts within which students make decisions regarding temptations to cheat or violate work-place policies and whe

According to studies conducted over the past four decades, engineering students self-report high frequencies of academic dishonesty (cheating) while in college. Research on college students in all fields has indicated that such behavior is more common among students who participate in academic dishonesty at the high school level and that it is correlated with other deviant or unethical behaviors, such as petty theft and lying. If, in fact, such correlations do exist, one might hypothesize that there is also a relationship between academic dishonesty in college and deviant or unethical behavior in professional practice. Placing this relationship in the context of higher frequencies of academic dishonesty among engineering students only increases the seriousness of the problem for engineering educators, corporations and society. To examine this issue we have initiated a multi-university study on the attitudes, perceptions and behaviors of college-aged engineering students toward academic dishonesty and unethical professional behavior. A majority of the students in the sample work for a considerable period of time in an engineering setting during their college years, providing us with a unique opportunity to study the connection between academic dishonesty and professional behavior within the same sample of individuals. The survey used in this study asks questions about the respondent???s decisions during opportunities to ???cheat??? in each of two contexts: college classrooms and workplace settings. In each case, respondents are asked to consider what opportunities to cheat presented themselves, whether they felt any pressure to cheat (or not to cheat), and ultimately what decision they made in this specific instance. The survey also asks respondents to report how frequently they have cheated in school or the workplace. Results suggest that there is a clear connection between cheating in high school and a positive decision to cheat in a specific scenario in college. I

Extensive research indicates that cheating among undergraduate students is a serious problem, and we have initiated a long-term investigation to identify and validate concrete approaches for reducing the frequency of cheating. We have previously presented results from that study and have (among other things) described factors that influence the frequency and definitions of cheating among engineering undergraduates and presented student opinions on what actions might prevent cheating. However, we have not reported our findings regarding the relationship between the level of assessment and various consequences of cheating on a student's decision to cheat. In this paper, results from 695 student surveys will be presented to describe our findings. In the survey, students are presented with three scenarios representing distinct opportunities for cheating (cheating on a final examination, copying solutions from another student's homework, and adding false references to a term paper). Each of these scenarios represents a different level of assessment. For each separate scenario, there are questions about three possible consequences to cheating - shame, loss of colleague's respect (i.e., embarrassment), and being caught (i.e., the threat of formal sanctions). For each of the three possible consequences, the student is asked for level of agreement with two statements: 1) a statement about being personally affected by the consequence and 2) a statement that the consequence would prevent the student from cheating. Responses to these scenario-specific questions will be compared and related to other questions from the 139-item survey, especially (1) the student's self-reported frequency of engagement in that specific behavior during college, (2) the student's categorization of the behavior as cheating, unethical, or neither, and (3) the student's self-reported frequency of high school cheating. Our results show that student responses are clustered according to level of assessmen

Academic dishonesty has become a serious problem at institutions of higher learning. This is particularly true in engineering where, according to previous research, engineering undergraduates are among the most likely to cheat in college. To investigate this concern, the authors embarked on a research project whose goal was to develop a better understanding of what students and faculty perceive as cheating and to use this knowledge to help instructors and institutions increase the level of academic integrity among students. The primary instrument was a seven-page survey that was administered to 643 engineering and pre-engineering undergraduates at eleven institutions, ranging from community colleges to large research universities. This manuscript provides an overview of the descriptive data from the PACES-1 Survey organized around the following questions: what is student cheating and how often does it occur; why do students cheat; and what methods can be used to reduce or stop cheating?

Electrogram pattern recognition by way of morphologic analysis has been proposed as a technique that may improve discrimination of ventricular tachycardia from sinus rhythm by anti-tachycardia devices. The potential impact that increases in heart rate and sympathetic tone could have on such techniques, however, has not been previously determined. A comparative study was undertaken to quantify possible changes in ventricular electrogram morphology using correlation waveform, area of difference, and amplitude analyses in 6 patients during atrial overdrive pacing at cycle lengths of 600 and 400 ms (group A), in 13 patients during infusions of physiologic doses of epinephrine (group B), and in 20 patients undergoing infusions of isoproterenol (group C). Four patients were in both groups A and B.A bipolar intraventricular template of cardiac depolarization during sinus rhythm at rest was compared with depolarization during subsequent passages of sinus rhythm at rest and subsequently increased heart rate. In 36 of 39 patients, waveform configuration as assessed by correlation waveform analysis remained relatively stable during atrial overdrive pacing, epinephrine infusion, and isoproterenol infusion when compared with sinus rhythm at rest. The correlation value did not fall below 0.950 in any patient. Area of difference values for the same 36 patients changed by an average of 6 and 37% during atrial overdrive pacing at cycle lengths of 600 and 400 ms intervals, respectively, by 3% during epinephrine infusion, and by 17% during isoproterenol infusion. In these same patients, there was an average change in electrogram amplitude of -1% during atrial overdrive pacing at 600 ms, 26% during pacing at 400 ms, -1% during epinephrine infusion, and 12% during isoproterenol infusion. Little or no correlation was found between relative changes of amplitude and changes of correlation coefficient during any intervention. However, changes in amplitude and changes in area of difference ex