@article{utz_apperson_dietz_2005, title={Social impacts of La Crosse encephalitis, in North Carolina}, volume={64}, ISSN={["1938-3525"]}, DOI={10.17730/humo.64.2.xa6yqcmf13qnu2k9}, abstractNote={La Crosse (LAC) encephalitis, caused by a mosquito-transmitted virus, is endemic in the mountains of North Carolina and increasingly recognized in other areas of southern Appalachia. To obtain information on the social and familial impacts of LAC encephalitis in North Carolina, adult case patients (n = 2) and the parents/guardians of juvenile case patients (n = 23) were interviewed. Non-monetary quantitative and qualitative methods were used to estimate the burden of disease over the cumulative life years that elapsed from the onset of illness to the date of interviews. The largest portion of the psychological and social impact of LAC encephalitis was borne by case patients with lifelong neurological sequelae (the aftereffect of a disease or injury) (n = 5). Case patients (n = 16) manifesting transitory sequelae were impacted to a lesser extent, but signi?cantly greater (P < 0.05) than patients (n = 4) who recovered completely from the illness. Prior to a family member contracting the illness, 80% of study participants were unaware of LAC encephalitis; consequently, they were not concerned about the health impacts of the disease. Lack of public awareness appears to result in part because LAC encephalitis is presently is under-reported and under-recognized by the medical community. The disease burden imposed by LAC encephalitis could be reduced if the public health community would develop disease prevention education and engage in active case surveillance coupled with case reporting and follow-up assistance to families. The La Crosse encephalitis prevention program should be community-based, but include organization of a mosquito abatement agency staffed with professional mosquito biologists. The social impacts of LAC encephalitis are representative of effects expected from other neuroinvasive arboviral diseases, such as West Nile encephalitis, for which there are relatively fewer case patients in long-term recovery.}, number={2}, journal={HUMAN ORGANIZATION}, author={Utz, JT and Apperson, CS and Dietz, EJ}, year={2005}, pages={135–146} }
 @article{utz_apperson_maccormack_salyers_dietz_mcpherson_2003, title={Economic and social impacts of la crosse encephalitis in western North Carolina}, volume={69}, ISSN={["1476-1645"]}, DOI={10.4269/ajtmh.2003.69.509}, abstractNote={La Crosse encephalitis (LACE), a human illness caused by a mosquito-transmitted virus, is endemic in western North Carolina. To assess the economic and social impacts of the illness, 25 serologically confirmed LACE case patients and/or families were interviewed to obtain information on the economic costs and social burden of the disease. The total direct and indirect medical costs associated with LACE over 89.6 life years accumulated from the onset of illness to the date of interview for 24 patients with frank encephalitis totaled dollar 791,374 (range = dollar 7,521-175,586), with a mean +/- SD per patient cost of dollar 32,974 +/- dollar 34,793. The projected cost of a case with lifelong neurologic sequelae ranged from dollar 48,775 to dollar 3,090,798 (n = 5). For the 25 LACE patients, 55.15 (54.83%) of the 100.59 cumulative life years (CLYs) were impaired to some degree. Disability adjusted life years (DALYs) were calculated to measure the productive life years lost to LACE. Approximately 13.00 DALYs were accumulated over 100.59 CLYs of study. Projected DALYs for case patients (n = 5) with lifelong neurologic sequelae ranged from 12.90 to 72.37 DALYs. An Impact of La Crosse Encephalitis Survey (ILCES) was used to measure the social impact of LACE over time for case patients and their families. The ILCES scores demonstrated that the majority of the social burden of the illness is borne by the five patients with lifelong neurologic sequelae. The socioeconomic burden resulting from LACE is substantial, which highlights the importance of the illness in western North Carolina, as well as the need for active surveillance, reporting, and prevention programs for the infection.}, number={5}, journal={AMERICAN JOURNAL OF TROPICAL MEDICINE AND HYGIENE}, author={Utz, JT and Apperson, CS and MacCormack, JN and Salyers, M and Dietz, EJ and McPherson, JT}, year={2003}, month={Nov}, pages={509–518} }
 @inproceedings{felder_felder_dietz_1997, title={Longitudinal study of alternative approaches to engineering education:  survey of assessment results}, DOI={10.1109/fie.1997.632656}, abstractNote={In the fall of 1990, the authors began a longitudinal study of a cohort of students enrolled in the introductory engineering course. These students were taught in a sequence of five engineering courses in five consecutive semesters, using a variety of instructional methods including extensive collaborative (team-based) learning, routine assignment of open-ended problems and problem formulation exercises, and other techniques designed to address the spectrum of learning styles found in all engineering classes. The students enrolled in the introductory course in the fall 1992 semester were designated as a comparison group. Academic performance and retention data were collected and attitudes and self-confidence levels were assessed for both groups throughout their second, third, and fourth years of college. This paper provides a mostly qualitative summary of the assessment data analyzed so far.}, number={1997 November}, booktitle={1997 Frontiers in Education Conference Proceedings, ASEE/IEEE, November 1997}, publisher={Washington, D.C.: American Society for Engineering Education}, author={Felder, R. M. and Felder, Gary N. and Dietz, E. J.}, year={1997}, pages={1284–1289} }
 @article{felder_felder_dietz_2002, title={The effects of personality type on engineering student performance and attitudes}, volume={91}, DOI={10.1002/j.2168-9830.2002.tb00667.x}, abstractNote={AbstractThe Myers‐Briggs Type Indicator® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit all of them.}, number={1}, journal={Journal of Engineering Education}, author={Felder, R. M. and Felder, G. N. and Dietz, E.J.}, year={2002}, pages={3–17} }
 @article{felder_felder_dietz_1998, title={A longitudinal study of engineering student performance and retention. v. comparisons with traditionally-taught students}, volume={87}, DOI={10.1002/j.2168-9830.1998.tb00381.x}, abstractNote={AbstractIn a longitudinal study at North Carolina State University, a cohort of students took five chemical engineering courses taught by the same instructor in five consecutive semesters. The courses made extensive use of active and cooperative learning and a variety of other techniques designed to address a broad spectrum of learning styles. Previous reports on the study summarized the instructional methods used in the experimental course sequence, described the performance of the cohort in the introductory chemical engineering course, and examined performance and attitude differences between students from rural and urban backgrounds and between male and female students.1–4 This paper compares outcomes for the experimental cohort with outcomes for students in a traditionally‐taught comparison group. The experimental group outperformed the comparison group on a number of measures, including retention and graduation in chemical engineering, and many more of the graduates in this group chose to pursue advanced study in the field. Since the experimental instructional model did not require small classes (the smallest of the experimental classes had 90 students) or specially equipped classrooms, it should be adaptable to any engineering curriculum at any institution.}, number={4}, journal={Journal of Engineering Education}, author={Felder, R. M. and Felder, G. N. and Dietz, E. J.}, year={1998}, pages={469–480} }
 @article{dietz_1983, title={PERMUTATION TESTS FOR ASSOCIATION BETWEEN 2 DISTANCE MATRICES}, volume={32}, ISSN={["0039-7989"]}, DOI={10.2307/2413216}, number={1}, journal={SYSTEMATIC ZOOLOGY}, author={DIETZ, EJ}, year={1983}, pages={21–26} }