Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

William Loendorf

pedagogical evidence shows thatcommunity involvement is important both in the technical and civic aspects of the curriculum.While service-learning programs are in place throughout the country, the vast majority arerelated to non-technical disciplines. However, the few active technical service-learning activitiestend to focus on only one course [7, 8, 9] and one project in the engineering or engineeringtechnology curriculum. Typically this design experience occurs only during the freshman year,leaving the remaining three years of study without any service-learning activities. One exceptionis the long-term, large-scale, team-based, multidisciplinary undergraduate engineering designprogram at Purdue University [10] called EPIC (Engineering Projects In

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Michael Thompson; William Oakes

-learning and/or community service which can manage these aspects.Purdue does not yet have such an office so we have had to add this into the department. This isthe final piece to institutionalize for our program that is not yet secured. Companies are notinterested in funding people nor are grants in the long term. We are making the case of why thisexpense is a worthwhile and cost effective expense using the evaluation data24,25 and by showinghow we have leveraged funds from so many other places (e.g. Learning Communities).Conclusions Service-learning was successfully implemented on a large scale in a first-yearengineering program. It has served as a curricular tie between three clustered courses as part of alearning community and has

Conference Session

Multidisciplinary Design

Collection

2005 Annual Conference

Authors

Richard Schultz; Arnold Johnson

systems engineering concepts through experiential learning opportunities. • Provide multidisciplinary design opportunities in interesting and challenging areas. • Design, build, and test subsystems that are integrated into a larger project. • Ensure that the EAC/ABET EC2000 design, multidisciplinary teamwork, and communication outcomes are satisfied.This paper is organized as follows. Section 2 describes the large-scale systems engineeringprojects either completed or still under development at the University of North Dakota, utilizinga student labor force comprised primarily of electrical and mechanical engineering students.Seven brief case studies are presented in Section 2, with an analysis of their sustainability andscalability

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Harry Koehnemann; Brian Blake; Gerald Gannod; Kevin Gary

softwaredevelopment than the comprehensive lifecycle approach taken in many traditional softwareengineering courses. DCST offers a traditional Software Engineering course and it served as aprerequisite to the Factory course. The factory course, like many software engineering andcapstone courses, has students work in teams to solve problems using tools and techniquesadvocated by two software process used in industry, RUP and XP. The factory course was fairlyunique in that all projects had to be developed and deployed for real customers. We reportedvaluable lessons learned through four iterations of this course[1][2]. We noted that continuity ofsoftware projects across semesters was very difficult, yet single semester projects were limited insize and