measure the outcomes a new disciplineachieves with its graduates? Many programs have been and still are in transition. How do youobtain credible feedback as to whether the program meets the defined objectives especially if thestandards are still evolving? How does a program use this feedback to modify the program andthe objectives so that changes add value to future graduates?CAC programs have traditionally also had a “model curriculum” which, while not officially partof the accreditation criteria, creates expectations for computer-oriented programs.This paper will discuss how these key issues are related and present organizational mechanismsfor completing these requirements.1. Introduction Assessment is an ongoing process aimed at
Engineeringhas initiated a series of changes that radically affect the freshman engineering curriculum to bemore innovative, competitive, and challenging. The remodeled introductory course inengineering satisfies the course goals of fostering early and informed student decision regardingtheir declared majors, bringing real world engineering problems into the classroom, andanchoring the curriculum in the context of engineering problem solving.Towards achieving these goals, learning objectives were defined and a model for implementationdesigned. The learning objectives are (1) to educate the students to apply the problem solvingprocesses essential in solving both design and analytical problems, (2) to enable the students to
of a conceptual framework, and bydeveloping the metacognitive skills needed to self-regulate their own learning. Applying thesekey principles, in the following paragraphs we present a pedagogical framework for transformingengineering technician education from a passive instructor-led approach to an active learner-centered approach focused on developing learner proficiency and the skills needed to adapt to theever-changing demands of 21st century workplace.Re-engineering engineering technician educationRe-engineering engineering technician education requires that faculty: (1) recognize a need fornew and improved instructional approaches; (2) change their mental model - their way ofthinking about teaching and learning; and (3) change their
Biomass as an Alternative Energy Source: An Illustration of Chemical Engineering Thermodynamic Concepts Marguerite A. Mohan1, Nicole May1, Nada M. Assaf-Anid1,2 and Marco J. Castaldi3 1. Chemical Engineering Department, Manhattan College, Riverdale, NY/ 2. Earth Engineering Center, Columbia University, New York, NY/ 3. Earth and Environmental Engineering Department, Columbia University, New York, NYAbstractThe ever increasing global demand for energy has sparked renewed interest within theengineering community in the study of sustainable alternative energy sources. This paperdiscusses a power generation system which uses biomass as “fuel” to illustrate the conceptstaught to students taking a
Transfer of Learning Between Solid Modelers: An Investigation of Icon Recognition 1 Raymond Rutkowski, 2Gül E. Okudan and 1,2Madara Ogot 1 Department of Mechanical and Nuclear Engineering / 2School of Engineering Design and Professional Programs The Pennsylvania State University, University Park, PA 16802AbstractSelecting the right solid modeling software is a complex, multi-criteria decision making problem.There are many issues a decision-maker needs to take into account, such as ease of learning,educational materials built into the software, learning curve issues, performance of the softwarefor
how technical, managerial and engineering functions are integrated in industry. A large manufacturing company has pledged a donation of $1,200,000 to help the IMSSequence in its effort. Other funding is being sought from external funding agencies to supportthis initiative. However, data needed to be collected from a study to support the initiative andhelp the faculty be competitive in seeking other external funding. The SME EducationFoundation only funds proposals that show (through studies or other means) where competencygaps exist in their curriculum and how the institution will help close these gaps. Consequently,the model that was used as the basis for this study was the SME competency gaps study.[1] The SME study has
Engineering Frameworks for a High School Setting: Guidelines for Technical Literacy for High School Students Catherine Koehler1, Elias Faraclas2, Sonia Sanchez2, S. Khalid Latif2, Kazem Kazerounian2 1 Neag School of Education/ 2 School of Engineering University of Connecticut Storrs, CT 06268AbstractThe introduction of engineering concepts into the classroom is a relatively new idea that isbeing adopted and written into several state science frameworks. As part
AC 2005-509: IMPACT OF A NSF ATE FUNDED HIGH SCHOOL SCIENCE ANDTECHNOLOGY OUTREACH PROGRAM: EVALUATION OF H.S.T.I.MATERIALSAndrew Hoff, University of South FloridaEric Roe, Hillsborough Community CollegeMarilyn Barger, Hillsborough Community CollegeRichard Gilbert, Page 10.716.1© American Society for Engineering Education, 2005 Session 1526Impact of a NSF ATE funded High School Science and Technology Outreach Program: Evaluation of H.S.T.I. Materials Eric A. Roe1, Andrew Hoff2, Marilyn Barger1, Richard Gilbert3 1 FL-ATE (Center for
yearexperiences play a major role in reinforcing persistence for achievement in engineering, it isimportant for engineering educators to be aware of potential hurdles that can affect studentachievement.Researchers who have studied the factors impacting student persistence have either used aqualitative or a quantitative approach to gathering data. But few, if any, have conducted studiesusing a mixed method of both quantitative and qualitative procedures together. This paperdescribes the findings of a mixed method study in which the first year experiences of students ofcolor majoring in engineering are explored. The study focuses on two fundamental questions:(1) What are students’ motivations for studying engineering; and (2) Are students satisfied withthe
Committee on Faculty Development to define who should teachthe body of knowledge. Discussion focuses on faculty credentials, methods of content delivery,and venue of programs, e.g., in-residence versus distance education programs.Introduction Since the mid 1990s ASCE leadership has supported the notion that formal education ofcivil engineers beyond the baccalaureate degree was required as a prerequisite for professionalregistration. This concept was initially proposed in 1998 with the moniker “Master’s as the FirstProfessional Degree.” This notion of increased formal education met with some negativereaction from the rank and file membership of ASCE.1 and as a result the ASCE Board ofDirection formed the Task Committee for the First
opportunities and technology. A quote from Jean Alley at Vanderbilt Universityillustrates this:“For me as a brand-new internship Coordinator, the Alliance was a life-saver. I was cominginto a job I had never done, and needed some basic direction. The members of the Alliancehelped me in several ways. 1) They were sympathetic to my plight and made the whole processseem less forbidding, though not less challenging. The moral support from others who knewwhat I was facing was invaluable. 2) They were willing to help me figure out what resources Ihad and how to use those. They also shared tips and tricks for presenting the case for interns tothe right people in the company. 3) They helped me think about what type of local companieswere good targets and which
Session 2247 DEVELOPING COST-EFFECTIVE LABORATORY EXERCISES FOR TELECOMMUNICATIONS PROGRAMS 1 Austin B. Asgill, 2Willie K. Ofosu Southern Polytechnic State University1 / Penn State Wilkes-Barre2AbstractTelecommunications equipment that are commonly utilized in industry are generally expensiveand it is becoming increasingly more difficult for universities to afford even some of the mostbasic of these equipment for their laboratories. As a result, Engineering Technology programshave had to resort to alternative means of providing the requisite laboratory training for
, will be offered at UNC Charlotte next semester. The division between the mastery ofsubject and traditional methods took place with deriving the Measurable Course Outcomes(MCO). An MCO is a “topic” heading that comprises skill sets found in engineering mechanicsand are referenced to ABET criterion and Blooms taxonomy. An example of a low levelBloom’s taxonomy example is seen in quiz #3 as follows: Quiz #3 - Measurable Learner Outcome: Understand basic engineering mechanics principals (Blooms taxonomy - Knowledge, comprehension; ABET Criterion 1.a) Skill sets required for Quiz #3: 11) Define statics, strength of materials, and dynamics 12) Define force 13) Distinguish scalar
areas: (1) developing “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”and using STEM-related materials in several after-school enrichment programs; (2) incorporatingservice-learning design activities in senior capstone design courses; (3) development andimplementation of a series of courses (ENGR 101, 202, 303, and 404) for institutionalizingservice-learning design activities in the curriculum; and (4) developing and sponsoring a jointworkshop for practicing and pre-service teachers. Ongoing activities in each of these areas arepresented.STEM-related Materials for K-12 Schools and After-school ProgramsIn
. Inorder to show students how to overcome the resource scarcity, we have developed several digitallaboratories to help students creatively explore possible solutions. In this paper, we discussdesign considerations for managing various resource limitations. Also, we present severallaboratory assignments for students to practice these design considerations using an FPGAboard. These laboratories not only provide students with opportunities to practice subsystemdesign, but also teach them various system integration techniques.1. IntroductionFPGA boards are widely used for digital laboratories in universities12,15,16. Normally, an FPGAboard contains an FPGA chip, input and output devices, a clock source, and supporting circuitryfor downloading a bit
capabilities of the hardware and software interface, summarizes the software applications and library calls available, and relates our experiences in using all of it. The presentation will include a demonstration of the capabilities and uses of this interface. The authors freely distribute the software components of the interface for educational use.1 IntroductionThe introduction of the Texas Instruments (TI) TMS320C6713 DSP Starter Kit (DSK) broughta much more capable, stable, and robust DSP development environment to DSP education com-pared to the previously available DSK that was based upon the TMS320C6711. However, whilethis new 6713 DSK had many improvements over the 6711 DSK, it did not include any way to
Session xxxx Incorporating Standards in Capstone Design Courses William E. Kelly, Theodore A. Bickart, Pamela Suett The Catholic University of America/ Colorado School of Mines/ The American National Standards InstituteIntroductionThe ABET Criteria for Engineering programs require students to incorporate engineeringstandards in the culminating design experience; recent changes continue thisrequirement.1 The United States National Standards Strategy (NSS) calls for increasedefforts to educate future leaders in engineering, business and public policy on the valueand
Lempel-Ziv algorithm and CRCgeneration of the OSI data link layer. The students write software to implement these twoschemes. Students are particularly excited about implementing Lempel-Ziv because popularUnix utilities, such as compress, use a variant of this algorithm.1. IntroductionStudy of operating systems and data communications concepts is an important subject area formost undergraduate computer science programs. In our department we have offered asophomore level mandatory course that introduces both of these concepts. Following thiscourse, we have elective courses in operating systems and data communications. This paperdeals with a project in the latter course.The elective data communications course covers a range of topics including
undergraduate engineering program. Many UTEP undergraduates become graduates ofthe nation’s top graduate programs and they can often be found in the top levels of corporateAmerica. Clearly UTEP has a tradition for producing quality graduates.In the spirit of continuous quality improvement, the authors with support from the NationalScience Foundation*, have begun a program to produce MORE graduates with BETTERcredentials FASTER than ever before. This paper discusses what these three concepts mean, theplan we have implemented to accomplish the objective, and preliminary assessments.Our work consists of four steps: (1) adapting exemplary materials† for use in the classroom, (2)encouraging students to help each other learn material, (3) implementing and
Exploring Engineering Day K. T. Berger1, L. L. Jones1, T. W. Knott2 1 Society of Women Engineers - Virginia Tech/ 2 Department of Engineering Education Virginia Polytechnic Institute and State UniversityAbstractEach year, approximately 65 teams of 9-14 year-old elementary and secondary school studentsfrom throughout Virginia qualify to participate in the First Lego League (FLL) state tournamentheld at Virginia Tech. Teams typically arrive in Blacksburg the day before the competition.Although in past years teams have had the opportunity to tour
Page 10.1364.2design can be changed without tearing down and replacing the whole structure. A set of design “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”layers that reflect this approach have been developed by Gibbons4. He proposes seven designlayers. A brief description of each layer and its purpose is as follows: 1. Content: the content layer is concerned with the abstract organization of the instructional content. How will it be captured, partitioned and represented? 2. Strategy: Every artificial thing the designer does. All of the dimensions of all the artificial events
SkillsFlexibility Willing to take educated risks*Ability to Review Risk Review risks, opportunities and successes. Learn from failures*(entail IL skills)Table 1: Information Literacy from Employers’ Perspective: Knowledge Skills of the FutureThe University of Virginia project17 integrating chemical information into the undergraduatechemistry curriculum as part of the institution’s IL program is one example of newly developedIL pedagogy to support more effective student competencies. The University of Oklahomaproposed a model18 to incorporate IL into upper-level undergraduate science courses and adoptedan instrument for measuring IL. By recognizing similarities that exist between science-teachingstandards
2005-1814 Curricular Integration of Computational Tools: A First Step Timothy Hinds, Mark Urban-Lurain, Jon Sticklen, Marilyn Amey, Taner Eskil Michigan State UniversityAbstractCalls for new paradigms for engineering education are widespread.1-3 Yet, major curricularchange is difficult to accomplish for many reasons, including having the necessary faculty buy-in.4 Generally, efforts can be classified as either top-down/structural, in which faculty assess anentire program of study and address needs in each component before implementation begins; orbottom-up/individual, a more traditional
related to theirleadership role in a student organization.All students were paired with an upperclassman who served as their mentor for the semester. Afinal report of three to five pages summarizing the journaling and the reflection that took placethroughout the whole semester was due at the end of the semester. Students were also asked towrite out their personal philosophy of leadership, and their leadership action plan that includedfour sections: (1) how did they plan to apply certain leadership theories and concepts; (2) theirobservations of various leadership and participant roles that they engaged in throughout thesemester (styles, differences, team and group effectiveness: what worked, what didn’t work, andwhy); (3) their plans to use the
, analysis of data, evaluation, and technical writing. Each of thecourses requires students to make at least one presentation. Table 1 summarizes the variousactivities, classifies them in terms of nature of the activity, and notes the differences among thethree courses. The following paragraphs describe some of the activities in more detail; we arehappy to provide more detail on any activity upon request. Page 10.532.3 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationTable 1 ActivitiesActivity
theengineering programs. Faculty members observed that the programming course was not meetingthe needs of the students in terms of providing instruction for computer software they would uselater in the curriculum. The course instructors outside of the Computer Science and ComputerEngineering/Electrical Engineering programs were not requiring the students to write programs.The faculty that were making use of computer-aided problem solution employed spreadsheets,simulation software, and packages such as Mathcad® or Matlab®. The situation was similar towhat has been found in a national survey of Mechanical Engineering programs(1). However, thestudents’ lack of training with software tools meant that course time had to be devoted toproviding such
students attribute to it. A component of course quality is thedelivery or presentation of the course content. This study focused on developing strategies toimprove this aspect of course quality. Often in engineering, instructors focus more on what theybelieve is good for the students (and they are often correct), but do not adequately take intoaccount the students’ point of view on the instructional delivery methods and the entireeducational experience. This often results in gaps or mismatches between student expectationsand learning preferences, and faculty expectations and teaching preferences. Stedinger [1] illustrates how these gaps can be overcome if faculty members helpstudents to better articulate what is working and not working for
Page 10.1485.1their knowledge of these concepts and an appreciation of the role and importance of materialselection in product design through an independent literature investigation, comprised of a “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education”written report and participation in the “Annual Materials Science Poster Session”, where thestudents present their work, both orally and in the visual medium of technical poster. The benefitof this classroom experience to students happens in several ways including: 1) the learning thatoccurs through the student’s preparation of exhibits (i.e., posters), 2) the