Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Engineering Education & Capacity Building in Developing Countries

Collection

2006 Annual Conference & Exposition

Authors

Lueny Morell, Hewlett-Packard; Alice Abreu, OAS; Marta Cehelsky, InterAmerican Development Bank; Teofilo Ramos, Instituto Tecnologico de Monterrey; Daniel Marcek; Russel Jones, World Expertise LLC; Luiz Scavarda Do Carmo, Pontifical Catholic University of Rio de Janeiro; John Spencer, Microsoft Corp.; Jorge Yutronic, Conicyt - Chile

Tagged Divisions

International

onlytechnically proficient, but also ethically grounded, global citizens who can become leaders inbusiness and public service. NAE’s Phase II report provides recommendations to guideengineering educators, employers, professional societies, and government agencies as theyreengineer the "system of systems" called the engineering education process.But not only enhancement of engineering education is required to reengineer the educationprocess. Development and enhancement of quality assurance mechanisms, harmonization ofdegree patterns and portable measures of standards and abilities are also needed if credentials areto be understood. In addition to providing accreditation of engineering programs in Canada, theCanadian Engineering Accreditation Board (CEAB

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Benjamin Flores, University of Texas-El Paso; Ann Darnell, University of Texas-El Paso

. UTEP, a regional University that primarily provides a highereducation to the residents of El Paso and the surrounding region, continued to focus on thepreparation of its students to meet lifelong intellectual, ethical, and career challenges and to beleaders in the 21st century. Paramount is the need to provide high-quality educationalopportunities to students that otherwise would never have access to them. This commitment toaccess and excellence is the foundation of emerging trends in UTEP’s engineering education.UTEP is the largest Mexican-American majority university in the nation. Over 70 percent of ourstudent population is of Mexican-American descent. Many must work to support themselves andtheir families and 98 percent commute daily. The

Conference Session

Standards Based Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Chris Merrill, Illinois State University; Vincent Childress, North Carolina A&T; Rodney Custer, Illinois State University; Craig Rhodes, North Carolina A&T

Tagged Divisions

K-12 & Pre-College Engineering

technology education, engineering’s growing interest in pre-university level involvement, and broad public support for engineering at the K-12 level.In a Delphi study made up of a panel of experts in engineering and technology education,Dearing and Daugherty17 found that the top ten engineering-related concepts that should beinfused into technology education were: 1. Interpersonal skills including teamwork, group skills, attitude and work ethic; 2. The ability to communicate ideas verbally and orally; 3. Working within constraints; 4. Ability to brainstorm and generate ideas; 5. Assess product design; 6. Troubleshoot technological devices; 7. Understand mathematical and scientific equations; 8. Have an understanding of

Conference Session

ECE Pedagogy and Assessment

Collection

2006 Annual Conference & Exposition

Authors

Peter Mark Jansson; Ying Tang; Ravi Ramachandran, Rowan University; John Schmalzel, Rowan University; Shreekanth Mandayam, Rowan University; Robert Krchnavek, Rowan University; Robi Polikar, Rowan University; Linda Head, Rowan University; Raul Ordonez, University of Dayton

Tagged Divisions

Electrical and Computer

of projectsFacilitate multidisciplinary ‚ Work in multidisciplinary ‚ Multidisciplinary designdiscourse teams project work ‚ Contribute to out-of- ‚ Out-of-discipline evaluation discipline design projects ‚ Communication across disciplinesSensitize to contemporary issues ‚ Professional issues ‚ Total project scope ‚ Ethics ‚ Interpretation and interaction ‚ Societal concerns

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Tawni Hoeglund, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Kimberley Breaux

Tagged Divisions

Educational Research and Methods

.” The perception that MT is an extremely difficult learning environment existsapart from notions about the institution’s rigor. Students are proud that MT is rigorous and thatthey have the skills, work ethic, and intelligence to be successful in an environment of highexpectations. However, MT’s difficulty is not a source of pride, but rather of anxiety, defeat,depression, and hopelessness. Difficulty is an enemy of balance, and all MT’s students feel theeffect. Page 11.573.5Research into learning indicates that learners perform best in conditions in which difficulty canbe managed; new information and/or tasks should be presented just beyond a

Conference Session

Trend in Construction Engineering Education I

Collection

2006 Annual Conference & Exposition

Authors

Eddy Rojas, University of Washington; Carrie Dossick, University of Washington

Tagged Divisions

Construction

action taken will have implications on project quality, cost, and schedule, as well as possible ethical implications. Analogous to the previous case, these approaches are not mutually exclusive. However, Experiences will tend to focus primarily on one or the other. ‚ Individual Work vs. Team-based Activities: Individual learning and team-based work are equally valuable skills for construction engineering and management students. Experiences can be designed for individuals or teams. Individual analysis and reflection is the basis for critical thinking, and the authors recommend that some type of individual work be incorporated into each learning Experience. Individual work can be reinforced by

Conference Session

Technical Issues in Architectural Engineering II

Collection

2006 Annual Conference & Exposition

Authors

Margaret Bailey, Rochester Institute of Technology; Erin George, Rochester Institute of Technology

Tagged Divisions

Architectural

sponsor has a working prototype for their design problem and necessarydocumentation at the end of the project term. They benefit from the work the students completeand developing a relationship with the university for future partnerships. The RCX project teamgained experience in taking a project from start to finish, dealing with customer requirementsand satisfaction, team work, leadership, and work ethic as well as applying their knowledge ofthermodynamics, design, and testing gained through coursework and co-op employmentexperience. The students gained insight from the analysis and testing they conducted as to what Page 11.1092.14engineering

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

days related to the project.The teachers and the mentors were provided with training both in approaches to using problem-based learning in classrooms and in technical training sessions. They were trained together inorder to build both a confident working relationship and to develop as a team that will implementthe curriculum in the schools. Together, the SET (scientist, engineer, and teachers) teams wereprovided with professional development sessions by the College of William and Mary in theareas of collaborative teaching, curricula development, rubric development, problem-basedlearning, managing student teams, and ethics in the classroom. The technical training sessionsincluded two days of instructions on the LEGO Mindstorms kits and ROBOLAB

Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

P. Ruby Mawasha, Wright State University; Kumar Yelamarthi, Wright State University; Paul Lam, University of Akron

Tagged Divisions

K-12 & Pre-College Engineering

demonstrated to the protégés in this program is that,mentors do not judge protégés as being poorly prepared, overconfident or defensive. But viewthem as challenges in an effort to provide meaningful support. It was very important for thementors to make the protégés understand the importance of the problems they might face in thebeginning phase of teaching. In order to do so, professors were advised to revisit their first yearexperiences as a teacher and pick similar situations and explain them to the students. Doing sohelped students better understand problems and their consequences.People Skills Technical knowledge alone does not guarantee success of a student. An individual needs tohave good PEOPLE skills (Problem-solving, Ethics, Open-mindedness

Conference Session

Where are We Going? The Future of Civil Engineering Education

Collection

2006 Annual Conference & Exposition

Authors

Allen Estes, U.S. Military Academy; Ronald Welch, U.S. Military Academy

Tagged Divisions

Civil Engineering

engineering2 Ability to design and conduct XX XX X experiments, as well as analyze and interpret data3 Ability to design a system, X X XX component or process to meet desired needs4 Ability to function on multi- X XX X disciplinary teams5 Ability to identify, formulate, and XX X XX solve engineering problems6 Understanding of professional and X X X XX ethical responsibility7 Ability to communicate X X X XX

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

fundamentalcharacteristics of a profession—an ethic of professional service, a professional organization, anda specialized body of knowledge.2 The committee’s analysis of the civil engineering professionsuggested that, of these three characteristics, only the first two were adequately defined. Thusbegan a broad-based effort to define and articulate the Civil Engineering Body of Knowledge. InJanuary 2004 this effort came to fruition with ASCE’s publication of Civil Engineering Body ofKnowledge for the 21st Century—a report describing the knowledge, skills, and attitudesnecessary for entry into the practice of civil engineering at the professional level.This report describes the Civil Engineering Body of Knowledge (BOK) in terms of fifteenoutcomes, the first eleven

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Laura Girardeau, Washington State University; Jennifer Beller, Washington State University; Greg Crouch, Washington State University

Tagged Divisions

First-Year Programs

Conference Session

Network Administration and Security

Collection

2006 Annual Conference & Exposition

Authors

Ron McKean, Ferris State University

Tagged Divisions

Engineering Technology

, creative responses, and lessons learned. Analogous to the naturalworld, survival depends upon continuous improvement. Not only is an educational programjudged by economic viability but also an ethical responsibility to meet its educational goals.Most importantly, the undergraduate educational experience must lay a foundation for asuccessful career as well as a valued societal member. The interaction of curricula, resources,marketing, technology and other factors are also discussed.While assessment and continuous improvement are important for external accreditations andinternal reviews; it is helpful to look back and examine their long-term benefits. These methodsprovide information that generally indicates needs for improving quality in the form

Conference Session

Climate Issues for Women Students

Collection

2006 Annual Conference & Exposition

Authors

Elizabeth Creamer, Virginia Tech; Soyoung Lee, Virginia Tech; Peggy Meszaros

Tagged Divisions

Women in Engineering

Counseling Psychology, 40, 456-469.31. O'Brien, K. M., Friedman, S. M., Tipton, L. C., & Linn, S. G. (2000). Attachment, separation, and women's vocational development: A longitudinal analysis. Journal of Counseling Psychology, 47(3), 301-315.32. Paa, H. K., & McWhirter, E. H. (2000). Perceived influences on high school students' current career expectations. Career Development Quarterly, 49, 29-44.33. Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Troy, MO: Holt, Rinehart, & Winston.34. Rainey, L. M., & Borders, D. (1997). Influential factors in career orientation and career aspiration of early adolescent girls. Journal of Counseling Psychology, 44(2

Conference Session

ECE Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Rocio Alba-Flores, University of Minnesota-Duluth; Fernando Rios-Gutierrez, University of Minnesota-Duluth

Tagged Divisions

Electrical and Computer

role of engineering in society, so that students take into account environmental, economical, social and ethical issues that are important in the development of an engineering project.5. Project Budget and Administration.In Table 1, we present a full list of parts and cost for each vehicle. Originally the budget assignedto the workshop was $3000. The cost of the parts purchased for each vehicle was in the order of$1450, and as shown in the table this cost does not include the costs of parts that we already hadavailable in the department such as the laptops and software packages. Taking these expensesinto account the actual cost increases to about $3500 for each vehicle. One faculty member wasin charge of administrating the budget. The main

Conference Session

Questions of Identity

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University

Tagged Divisions

Liberal Education

recreation. The personal context connectseasily, since the current student generation is probably more surrounded and immersed intechnology than any predecessor. This need for connection, or bridging, using context is not new, of course.Florman’s first book, Engineering and the Liberal Arts, argues for the bridge analogy tocreate specific linkages to arts9. Thus, history of technology is a bridge to history, ethics abridge to philosophy, and sound a bridge to music. The intrigue and pleasure of exploringa “liberal education” I opportunistically pursued with the arrival of the ABET EC 200criteria, which attempt to spell out not only the technical but the interpersonal andpersonal attributes of a modern engineer. A survey program organized in

Conference Session

Global Engineering in an Interconnected World

Collection

2006 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

International

; • a perception of social, ethical, and political responsibilities; • an awareness of the evolution of human civilization in general, with an emphasis on technological developments in particular; • a commitment to lifelong learning, a capacity for critical judgment, and a sense of interdisciplinary approach in tackling engineering problems.Region’s colleges have graduated, during the last three decades, over thirty thousand engineers;some with reasonably good technical skills, but most of these graduates were not adequatelyprepared to assume leading roles and/or able to manage innovative technology. To the contrary, arelatively high percentage of these graduates have found themselves “ill-equipped” to carry on asengineers

Conference Session

Effective & Efficient Teaching Skills

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy

Tagged Divisions

New Engineering Educators

suggested a more formal process of recording reviews andreminding them exactly what the review should accomplish. Taking these comments intoaccount a new policy was written (see Appendix A).The need to educate the students in the methodology was also noted. It was naïve for the authorto believe that the students would know what to do automatically without significant instructionand coaching. The students had not encountered this in previous engineering classes, and theauthor and the other course instructor took care to prepare the students. Combined with adiscussion of professional responsibility and ethics in the second lesson, the idea of peer reviewwas explained and the policy was introduced and its implementation discussed; this took abouttwo

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Tamara Moore, Purdue University; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

first-yearengineering course calls for students to develop a logical problem solving process whichincludes sequential structures, conditional structures, and repetition structures for fundamentalengineering problems; translate a written problem statement into a mathematical model; solvefundamental engineering problems using computer tools; and work effectively and ethically as amember of a technical team. One approach to having first-year students solve open-endedproblems is through team-oriented tasks called Model-Eliciting Activities (MEAs). These tasksare based upon the models and modeling perspective put forth by Lesh and Doerr7 and aredeveloped using six design principles8-9. The National Research Council’s Board of EngineeringEducation

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Charles Bunting, Oklahoma State University; Alan Cheville, Oklahoma State University

concepts they need to learn to solve the problem posed. The case study shows therelationship between technical concepts and their social and ethical impact, limitationsdue to resource availability, and inter-personal conflicts.Learning the relevant concepts and their relationship to the problem is done in threesteps. Each step uses different techniques depending on the level of learning (fromBloom’s Taxonomy) that is being addressed.Step 4a: Shallow levels of learning—remember and (for upperclassmen) understand—can, and should, be mastered independently. Students are given a reading assignmentthat covers one or two specific concepts prior to each class period. Faculty usetechniques that help students learn material independently such as Just in

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University; Girish Rao, SPRINT

Tagged Divisions

Educational Research and Methods

), engineering ethics andgreen design. The second project is more intensive in terms of the project requirements anddeliverables to be completed in the same duration of seven weeks.In the second stage, the experimental group of eight teams was provided access to the DISTconfigured for the design problem. It was presented as a design support tool, and its usagewas optional in the completion of the project. Each design team was provided a laptop loadedwith the DIST, word processing, spreadsheet and Computer Aided Design (CAD) software. Page 11.205.8The teams were also rearranged (randomly) based on the peer

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington; Charity Tsuruda, University of Washington

Tagged Divisions

New Engineering Educators

institutions, designing courses, teaching techniques, solving instructional problems, andanalyze case studies of ethical issues in academic life. Some doctoral students in the PFFprogram choose to complete the Graduate Certificate in College and University FacultyPreparation6, in which they take several courses geared at preparing them for teaching andfaculty careers and which includes a mentored teaching experience.Format of Support Activities: The format of the support activities ranged from individualconsultations with faculty developers to 1-2 year long teaching certificate programs for graduatestudents involving multiple seminar classes and a mentored teaching experience. Less clear fromthe websites was the level to which faculty and graduate

Conference Session

Approaches to Teaching Entrepreneurship

Collection

2006 Annual Conference & Exposition

Authors

William Sherrill, University of Houston; Thomas Duening, Arizona State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

operations.The latter is particularly lacking. For example, absent entirely from the entrepreneurial mindsetapproach is the entrepreneur’s desire to create an organizational engine that runs, generatingrevenue and throwing off profit, without need for the entrepreneur’s constant attention.14The Case Study ApproachThe case study approach to teaching entrepreneurship is perhaps the least common type. It is anextension of the Harvard Business School case study method. Most entrepreneurship faculty areunfamiliar with this approach. Those who do adopt it will not find the rich set of case materialsthat are available in other disciplines. Case studies in management, organizational behavior,corporate finance, business ethics, and a wide range of other

Conference Session

FPD7 -- Service Learning

Collection

2006 Annual Conference & Exposition

Authors

David Kazmer, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell; Beverly Perna, Tsongas Industrial History Center

Tagged Divisions

First-Year Programs

,ethics, and career development. To provide grounding of the course concepts, two design-build-test hardware projects were also implemented. It is hoped that the course will increase student’sinterest in engineering and thereby improve their likelihood of academic and career success [8].3. ImplementationThe lead author is a full professor, and has taught the introduction to engineering course in thefall semester from 2003 to 2005. The SL projects were implemented in 2004 and 2005, withchanges made pursuant to student feedback and college initiatives. For instructional and researchpurposes, a more structured and conventional “design-build-test” project was also performed.Each of the project assignments will be briefly discussed prior to

Conference Session

Rethinking Aerospace Curricula and Learning

Collection

2006 Annual Conference & Exposition

Authors

Thomas Hannigan, Mississippi State University; Carrie Olsen, Mississippi State University; David Bridges, Mississippi State University; Keith Koenig, Mississippi State University

Tagged Divisions

Aerospace

problem-solving skills and proficiency in the use of techniques andtools that implement these skills.3. Develop design skills and integrate design throughout the curriculum.4. Develop proficiency in written, oral, and graphic communication.5. Introduce and develop an appreciation for the arts, humanities, and social sciences.6. Promote engineering ethics, personal integrity and responsibility, and professionalism.7. Develop teamwork and leadership skills.8. Instill a commitment to lifelong learning.The aerospace engineering program is accredited under the EC 2000 criteria by the EngineeringAccreditation Commission of the Accreditation Board for Engineering and Technology.The crux of changes to this long-standing program of aerospace engineering

Conference Session

Design for Community and Environment

Collection

2006 Annual Conference & Exposition

Authors

Matthew Green, LeTourneau University; Julie Linsey, University of Texas-Austin; Carolyn Conner Seepersad; Kathy Schmidt; Kristin Wood, University of Texas-Austin

Tagged Divisions

Design in Engineering Education

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Nadia Kellam, University of South Carolina; Veronica Addison, University of South Carolina; Michelle Maher, University of South Carolina; Mann Llewellyn, University of Queensland; David Radcliffe, University of Queensland; Walter Peters, University of South Carolina

Tagged Divisions

Educational Research and Methods

- A.D. Welliver Fellow, in 1999.Walter Peters, University of South Carolina WALLY PETERS is Professor of Mechanical Engineering, Director of the Laboratory for Sustainable Solutions, and Faculty Associate in the School of the Environment. His research interests include sustainable design, industrial ecology, complex systems, and environmental/earth ethics. Page 11.1290.1© American Society for Engineering Education, 2006