@article{bowen_deluca_franzen_2016, title={Measuring how the degree of content knowledge determines performance outcomes in an engineering design-based simulation environment for middle school students}, volume={92-93}, ISSN={["1873-782X"]}, DOI={10.1016/j.compedu.2015.10.005}, abstractNote={Many secondary schools offer STEM-based technology and engineering courses that use simulation modeling to teach engineering design. However, the performance of the final design is usually dependent upon the student's ability for knowledge application. When a student reaches the limit of this content knowledge, they may resort to other problem solving processes, such as a trial and error approach, to improve their design. This study measures the outcomes of students with varying levels of content knowledge to determine how the level of knowledge determines their performance within a virtual design simulation. The results show that students with a greater content knowledge initially have significantly better performance outcomes. However, if given enough opportunities to engage in the simulation activity, students with less content knowledge perform equally well.}, journal={COMPUTERS & EDUCATION}, author={Bowen, Bradley D. and DeLuca, V. William and Franzen, Marissa Marie S.}, year={2016}, pages={117–124} }
 @article{nichols_deluca_ebersohl_2015, title={Multi-Institutional Collaboration for a Shared Renewable Energy Assessment Curriculum}, volume={44}, DOI={10.4195/nse2014.10.0023}, abstractNote={The growth of renewable energy markets in North Carolina (USA) requires workforce expertise. Natural resource majors are well-poised to contribute to future workplace needs, particularly to assess landscapes for appropriate renewable energy use, to evaluate the impact of renewable energy technologies on natural resources, and to manage renewable energy sites with regard to natural resource sustainability. The objective of this project is to establish a shared curriculum for Renewable Energy Assessment to support an online Undergraduate Certificate in Renewable Energy Assessment and minor at North Carolina State University (NC State), a 2-year Associate's Degree at Cape Fear Community College (CFCC), and an undergraduate minor at Elizabeth City State University (ECSU). We report on the development, implementation, and initial assessment of a multi- institutional curriculum developed between a historically black university (HBU), a community college, and a research-intensive university in North Carolina. After 2 years, the project has impacted 11 faculty (7 at NC State University, 2 at CFCC, and 2 at ECSU) and 197 students, collaboratively created three new courses, collectively revised three existing courses, and created one undergraduate online certificate and two undergraduate minors. Initial demographic assessment data show that each institution helps diversify student participation in the curriculum as a whole for gender, ethnicity, and age.}, journal={Natural Sciences Education}, author={Nichols, Elizabeth and DeLuca, V.W. and Ebersohl, R.}, year={2015} }
 @inproceedings{foster_holland_ferguson_deluca_2012, title={The creation of design modules for use in engineering design education}, DOI={10.1115/detc2012-71181}, abstractNote={Industry demands that graduating engineers possess the ability to solve complex problems requiring multidisciplinary approaches and systems-level thinking. Unfortunately, current curricula often focus on analytical approaches to problem solving. Further, adding courses focused solely on engineering design is often unachievable due to the large amount of material covered in today’s undergraduate engineering curricula. Combined, these prevent a comprehensive focus on engineering design education from being realized. To overcome these time and resource constraints, this paper proposes the use of computational modules within current courses. The investigators hypothesize that the modules would eliminate the repetitive analysis barrier in design problems, thus allowing for design-related experiences to be included earlier in the curricula as opposed to postponing it to a capstone experience. Four major hurdles that hinder successful integration of modules in current engineering courses are: a) engaging students such that they will want to use the modules; b) ensuring the modules are easy to use; c) reducing the complexity of deploying the modules into the classroom; and d) providing educational value. To address these issues, this paper treats the design of the modules as a product design problem. This paper presents the redesign process followed to improve two different design modules planned for implementation in the engineering curriculum at North Carolina State University. Additionally, this research indicates that using a formal redesign process enhances a module’s ability to overcome the hurdles listed above.}, booktitle={Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, vol 7}, author={Foster, G. and Holland, M. and Ferguson, S. and Deluca, W.}, year={2012}, pages={23–36} }
 @inproceedings{deluca_clark_ernst_lari_2011, title={Work in progress: Data-rich learning environments for engineering education}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84858260649&partnerID=MN8TOARS}, DOI={10.1109/fie.2011.6142698}, abstractNote={Green Research for Incorporating Data in the Classroom (GRIDC) is a National Science Foundation project designed to improve instructional practices in the curricula areas of science, technology, engineering, and mathematics (STEM). The project uses data collected from renewable energy technologies at the NC Solar House, and enables students in engineering and education to analyze, synthesize, and evaluate downloadable data. Students and instructors create data-driven and conceptual models to explain information obtained from the project's website using a variety of methods involved in technical data presentation. This paper explains the GRIDC project and how students in engineering and pre-service technology, engineering and design teacher education develop higher-order thinking skills. Preliminary research has been conducted on the effective use of these materials in college level environmental engineering classes and technical animation courses in engineering graphics. This research provides a base for continued research and development on using data-rich learning environments to further develop higher-order thinking skills for students across the country.}, booktitle={2011 frontiers in education conference (fie)}, author={DeLuca, V. W. and Clark, Aaron and Ernst, J. and Lari, N.}, year={2011} }