Collection

2010 North Midwest Section

Authors

Swaminathan Balachandran; Justin Kile

included multiple constraints. The IE program utilized industrysponsored open-ended design projects or case studies from professional organizations in severalcourses in the curriculum to provide hand-on practical design experience to graduates. Thesenior-level capstone design course provided integrative experience in an industry sponsoredproject that allowed students to apply what they had learned in the lower level courses. 4 From 1970s through the 1990s the industrial design project sponsor reimbursed students’travel expenses. PACCE now provides support for such service learning projects in IEcurriculum. This has allowed for more nonprofit organizations to become project sponsors. Infall

Collection

2010 North Midwest Section

Authors

Waddah Akili

learning, and collaborative learning (Smith et al 2005).Problem-based learning (PBL) starts when students are confronted with an open-ended, ill-structured, real-world problem and work in teams to identify learning needs and develop a viablesolution, with instructors acting as facilitators rather than primary sources of information (Prince2004). There are numerous PBL teaching models, and are all equally valid and appear to workdepending on factors and prevailing circumstances such as: 1) characteristics of the curriculum,2) attitudes, knowledge, and skills of the academic staff, 3) underpinning academic culture ofteaching and learning, and, 4) socio-economic background and abilities of the student body(Smith et al 2005; Prince 2004; Prince and

Collection

2010 North Midwest Section

Authors

Daniel Ewert; Ron Ulseth; Bart Johnson; Andrew McNally

faculty skill sets with those needed to deliver the desired curriculum in light of the different learning styles of students." [1]The focus on technical competencies has been a hallmark of engineering education, but theneed for professional competencies to be addressed as an equal are more than evident in the: Educating the Engineer of 2020's recognition that "the disconnect between the system of engineering education and the practice of engineering appears to be accelerating. This is due to the explosion of knowledge, the growing complexity and interdependence of societal problems, the worldwide reach of those problems, and the need to operate in a global economy” [3] ABET Criterion 3, program outcomes; where out of the 11

Collection

2010 North Midwest Section

Authors

Eric S. Musselman; Andrea J. Schokker

to ensure the basics required for the FE exam are still covered.The result is a curriculum that allows additional credits of lab while still providing sufficientelectives.The objective of sustainability is not as directly apparent within the curriculum though it is justas integral of a component. Sustainability is integrated into all of the courses, most notablyIntroduction to Civil Engineering, Project Management, and Senior Design. In each of theseclasses the sustainability (typically related to the LEED rating system) is included as animportant aspect of the final project for the class. In addition, there is an upper level electiveclass dedicated to the topic of sustainability that is available for the students to

Collection

2010 North Midwest Section

Authors

Deborah Nykanen; Ashley Rehder

Bringing Engineering Concepts into the Kindergarten Classroom Deborah Nykanen, Associate Professor, Mechanical & Civil Engineering Minnesota State University, Mankato, MN Ashley Rehder, Kindergarten Teacher Hoover Elementary School, North Mankato, MN Corresponding Author: Deborah Nykanen, deborah.nykanen@mnsu.edu, 507-389-3200AbstractThis paper focuses on the K in the K-12 pipeline for engineering education. It will describe theexperiences of the partnership of an engineering professor and elementary teacher in bringingengineering activities into a kindergarten classroom. It will discuss how the activities wereadapted for the kindergarten level and will provide suggestions on how to integrate them

Collection

2010 North Midwest Section

Authors

Lance D. Yarbrough; Scott F. Korom; Zhengwen Zeng

Mississippi as both a Professional Engineer and a RegisteredProfessional Geologist.SCOTT F. KOROM, Ph.D., P.E., is an Associate Professor and the Director of Geological Engineering at theUniversity of North Dakota. He is a licensed Professional Engineering in North Dakota.ZHENGWEN ZENG, Ph.D., is an Assistant Professor in Geology and Geological Engineering Department at TheUniversity of North Dakota. He is a member of the geological Engineering Curriculum Committee and the GGECommittee for ABET Assessment, as trained for ABET s Sustainable Assessment Process. 1. Proceedings of the 2010 ASEE North Midwest Sectional Conference.

Collection

2010 North Midwest Section

Authors

Byron Garry

project. As the universitychanged its course management system, software to implement the webpages was not availablefor one year. Ironically, this provided an opportunity to measure, using rubrics, the positiveimpact the use of project webpages have on the quality of final project reports and in assessmentof some of the program outcomes, which are detailed in this paper.Capstone Course and Outcome AssessmentThe 2010-11 ABET-TAC Criterion 4. Curriculum section states that “Capstone or otherintegrating experiences must draw together diverse elements of the curriculum and developstudent competence in focusing both technical and non-technical skills in solving problems”1. Ashort search of ASEE Conference papers variously defines the goal of the

Collection

2010 North Midwest Section

Authors

Robert W. Williams; Salam F. Rahmatalla

1 Use of Student Surveys to Improve Efficacy of Lab Experience and Guide Lab Development Robert W. Williams, Salam F. Rahmatalla Civil and Environmental Engineering The University of IowaAbstract One way to refocus the importance of hands-on education is to allow students to haveownership of their lab experience so that, in time, the lab curriculum is tailored to their needs andwants. This paper discusses the use of student surveys to help improve the efficacy of labexperience for undergraduate Civil &

Collection

2010 North Midwest Section

Authors

B. D. Braaten; D. A. Rogers; R. M. Nelson

Sectional Conference 2METALLIC WAVEGUIDE EXPERIMENTSThe experiments mentioned so far would be relevant today if the curriculum and its objectivespermitted. B the 1980 s and be ond, engineering students needed to be prepared for theirprofessional lives by going beyond experimental studies that dealt only with improving studentunderstanding of the basic engineering science. At some universities basic electromagneticsexperiments were introduced in prerequisite physics courses, and such experiments still existtoday. To meet the demands of the engineering profession, the laboratory in engineeringelectromagnetics added basic transmission line experiments in the

Collection

2010 North Midwest Section

Authors

Rebecca Bates; Andrew Petersen

affect the type of team test to develop.In a team test, the students complete an individual test paper as well as a group test paper. Theindividual component enforces individual accountability and allows the instructor to askquestions in formats that do not naturally benefit from a group discussion. The group componentasks the stude e a a e he dea a d he e a ha c a e he beideas generated by the members of the group. Due to the need to compare and defend ideas,questions on the group test naturally elicit and evaluate higher-level cognitive functions likeanalysis, evaluation and transfer [1]. By doing so, team testing converts the evaluationenvironment into a learning environment. Depending on instructor