Conference Session

Professional Graduate Education & Industry

Collection

2007 Annual Conference & Exposition

Authors

Donald Keating, University of South Carolina; Thomas Stanford, University of South Carolina; John Bardo, Western Carolina University; Duane Dunlap, Western Carolina University; Stephen Tricamo, New Jersey Institute of Technology; Eugene DeLoatch, Morgan State University; Dennis Depew, Purdue University; Mark Schuver, Purdue University; Gary Bertoline, Purdue University; Albert McHenry, Arizona State University; Timothy Lindquist, Arizona State University; Joseph Tidwell, Boeing Co.; Mark Smith, Rochester Institute of Technology; Raymond Morrison, Lockheed Martin Aeronautics Co.; Harvey Palmer, Rochester Institute of Technology; Norman Egbert; David Quick, Rolls-Royce Corporation; Roger Olson, Rolls-Royce Corporation; Mohammad Noori, California State Polytechnic University; Samuel Truesdale, Rolls-Royce Corporation; Edward Sullivan, California Polytechnic State University; Joseph Rencis, University of Arkansas; Carla Purdy, University of Cincinnati

Tagged Divisions

Graduate Studies

(systematic engineeringmethod), and an ethical value system for the continuous creation, development, and innovation of new /improved / breakthrough technology to responsibly meet the hopes, wants, and needs of people foradvancement of the quality of life for human betterment. And as Rogers, noted about the nature ofengineering thought, “No other one thing ties the engineering profession more closely together than thisway of thinking.” 12The Task Force notes, whereas scientific research is frequently needed in complex systems engineeringdevelopment projects to gain a better understanding of phenomena, arising or anticipated in the course oftechnology development, it is not the primary driving force for the creative profession and the practice

Conference Session

Marketing Engineering to Minority Students

Collection

2007 Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts-Lowell; John Duffy, University of Massachusetts-Lowell

Tagged Divisions

Minorities in Engineering

initiative, 25 engineering faculty members actually implemented S-Linto at least one of their courses during the 04-05 academic year and 34 faculty in 05-06. In2005-06 over the two semesters an average of 700 undergraduate students participated in S-Lprojects in 52 courses, some with required S-L projects and others elective. This wide variety ofcourses included, for example, a first year introduction to engineering with 300 students,kinematics, soil mechanics, heat transfer, engineering ethics, electronics, plastics design, strengthof materials, and a senior EE capstone course on assistive technology with 70 students.Community partners included the Lowell National Historical Park, many local rehabilitationclinics, a local food bank, the City

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Reed Stevens, University of Washington; Daniel Amos, University of Washington; Andrew Jocuns, University of Washington; Lari Garrison, University of Washington

Tagged Divisions

Educational Research and Methods

case of engineering students he would likely have needed to delete the “early to bed” part.Weber’s famous formulation of the Protestant work ethic10 also comes to mind. Weber arguedthat the Protestant work ethic was the motor that drove the rise of capitalism in Northern Europe.Where the Protestant work ethic differs, with its focus on hard work and earning more and moremoney, is that the paradise that hard work promises is a decidedly more earthly one forengineering students.Yet we worry about this combination of beliefs in the context of some of the goals we believe tobe widely shared within the engineering education reform community. One of those goals isclearly to promote an image of engineering as a force of good in the world—that leads

Conference Session

The Impact of Curriculum on the Retention of Women Students

Collection

2007 Annual Conference & Exposition

Authors

Patricia Backer, San Jose State University

Tagged Divisions

Women in Engineering

you need course adaptations or accommodations because of a disability, if you have emergencymedical information to share with me, or if you need special arrangements in case the building must beevacuated, please make an appointment to meet with me as soon as possible, or see me during officehours provided on the greensheet.Academic integrity statement (from Office of Student Conduct and Ethical Development):Your own commitment to learning, as evidenced by your enrollment at San José State University, and theUniversity’s Academic Integrity Policy requires you to be honest in all your academic course work. Facultymembers are required to report all infractions to the Office of Student Conduct and Ethical Development.The policy on academic

Conference Session

IT-based Instructional Technologies

Collection

2007 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

Information Systems

putforth the mental effort to think of the answer themselves. Wait a long time, so that studentsrealize that class will not continue until they provide an answer.ii. Think-pair-share. This is one of the most basic ACL techniques. Pose a question; havestudents think about it for a short period of time. Then, ask them to discuss it with a neighbor.After they have a few moments to do this, have one or more of the groups share their answerwith the class.20 Timmerman and Lindgard32 found that mostly-introverted CS students wereunprepared for impromptu discussions of the controversial questions they encountered insocietal-issue (cf. ethics in computing) classes. They had better success by telling the studentsthe questions in advance.iii. Short list

Conference Session

Improving ME Instructional Laboratories

Collection

2007 Annual Conference & Exposition

Authors

Brian Sangeorzan, Oakland University; Laila Guessous, Oakland University

Tagged Divisions

Mechanical Engineering

that we see relates to the achievement of ABET outcomes. Currently,engineering programs must demonstrate that their students attain11: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multi-disciplinary teams

Conference Session

EMD Curriculum Design

Collection

2007 Annual Conference & Exposition

Authors

Rashmi Jain, Stevens Institute of Technology; Ozgur Erol, Stevens Institute of Technology; Anithashree Chandrasekaran, Stevens Institute of Technology

Tagged Divisions

Engineering Management

range from the technical, such as knowledge and application ofscience and engineering science as well as design competencies, to so-called "soft skills" such asrelating to effective teamwork, communication skills, ethics, life-long learning, etc. Programoutcomes are used to ensure that the program curriculum is aligned with the program objectives.The program outcomes are linked to the School of Engineering-level Curriculum Outcomes18.The outcomes of all programs are also designed to be consistent with the requirements of Criteria3 of ABET Engineering Criteria 2000.The Course Outcomes Assessment process at Stevens includes a two-pronged approach - thecourse survey and the Student Performance Assessment (SPA). The course survey solicitsstudents

Conference Session

International Distance & Service Learning for Engineers- Discussion on Best Practices

Collection

2007 Annual Conference & Exposition

Authors

Sandra Boschetto-Sandoval, Michigan Technological University; Ciro Sandoval, Michigan Technological University; Linda Phillips, Michigan Technological University

Tagged Divisions

International

of Spanish statements to provide facultymentors with an overview of the class, and to determine the preliminary linguistic andcultural preparation of each student regarding the project. Students were cautiouslyconfident about their grammar preparation, as well as their comprehension of writtenand technical Spanish. Students expressed strong agreement about the importance ofworking in groups with class peers, “consultants,” and professors in order to accomplishthe project. They recognized that engineering projects have social and ethical impacts,and that sustainability—a slippery term to define, depending on whether one defines itfrom the perspective of the developing or developed regions—is important to all projectsrelated to engineering

Conference Session

Innovation in Construction Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Gunnar Lucko, Catholic University of America; Panagiotis Tsopelas, Catholic University of America; Timothy Garland, Catholic University of America; Rodrigo Gonzalez, Catholic University of America; Thomas Lee, Catholic University of America; Justin Molineaux, Catholic University of America

Tagged Divisions

Construction

sustainability.Since then the faculty members have taken steps towards developing such programs, beginningwith offering the “Sustainable Development Principles and Practice” course that coverssustainable development, international practices, policy, and ethics and complements the“Construction Systems and Planning” and “Civil Engineering Systems Management” coursewhere engineering and architecture students create a detailed proposal for a semi-realistic teamproject (1). Subsequently, a task group examined the feasibility of further courses. A new studentchapter of EWB has been founded at the university, which crystallizes the interest of theengineering students in bringing their skills to developing regions and which is enjoying anexceptionally active group of

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Camille George, University of St. Thomas; Elise Amel, University of Saint Thomas; Christopher Greene, University of Saint Thomas

Tagged Divisions

Technological Literacy Constituent Committee

teachers.IntroductionEducators are increasingly aware of the importance of introducing contemporary and globalissues in undergraduate curriculum. Liberal arts programs usually consider contemporary issuesfrom many angles: social, political, ethical, organizational and personal. However, liberal artscourses rarely consider how engineering accomplishments affect society. One can argue that theaverage engineering major knows more about the humanities than the average humanities majorknows about engineering. However, in our technology-driven society, everyone needs to knowmore about engineering, especially its limitations.1 Many engineering advances have had an Page

Conference Session

NSF Grantees Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Jenny Lo, Virginia Tech; Lisa McNair, Virginia Tech; Whitney Edmister, Virginia Tech; Michael Alley, Pennsylvania State University

AC 2007-1185: PROMOTING UNDERGRADUATE RESEARCH BY CREATING ARESEARCH OPTION IN A TECHNICAL COMMUNICATION COURSEJenny Lo, Virginia Tech JENNY LO, assistant professor in the Department of Engineering Education at Virginia Tech, is interested in engineering ethics, curriculum design, issues related to engineering freshmen, and undergraduate research.Lisa McNair, Virginia Tech LISA MCNAIR, assistant professor in the Department of Engineering Education at Virginia Tech, is interested in qualitative methods, interdisciplinary learning and collaboration, strategies for improving professional skills of engineering students, and risk communication.Whitney Edmister, Virginia Tech WHITNEY EDMISTER

Conference Session

IE Program Design I

Collection

2007 Annual Conference & Exposition

Authors

Leslie Potter, Iowa State University; K. Jo Min, Iowa State University; Frank Peters, Iowa State University

Tagged Divisions

Industrial Engineering

engineering programs have been required to document assessment ofoutcome items a-k as defined by ABET.1 Some of these outcome items can be classified as‘hard’ skills, such as (c) [an ability to design a system, component, or process to meet desiredneeds within realistic constraints such as economic, environmental, social, political, ethical,health and safety, manufacturability, and sustainability]. The evaluation and assessment of‘hard’ skills is generally considered to be significantly easier than that of ‘soft’ skills andabilities, such as (h) [The broad education necessary to understand the impact of engineeringsolutions in a global, economic, environmental, and societal context]. Without good assessmentmethods, determining if improvements have

Conference Session

ChE: Assessment

Collection

2007 Annual Conference & Exposition

Authors

Ronald Terry, Brigham Young University; W. Vincent Wilding, Brigham Young University; Randy Lewis, Brigham Young University; Danny Olsen, Brigham Young University

Tagged Divisions

Chemical Engineering

AC 2007-1960: THE USE OF DIRECT AND INDIRECT EVIDENCE TO ASSESSUNIVERSITY, PROGRAM, AND COURSE LEVEL OBJECTIVES AND STUDENTCOMPETENCIES IN CHEMICAL ENGINEERINGRonald Terry, Brigham Young University Ron Terry is a Professor of Chemical Engineering at Brigham Young University and an Associate in BYU's Office of Planning and Assessment. His scholarship is centered on pedagogy, student learning, and engineering ethics and has presented/published numerous articles in engineering education. He is one of BYU's co-investigators for the NSF funded National Center for Engineering and Technology Education.W. Vincent Wilding, Brigham Young University Vincent Wilding is a Professor of Chemical Engineering at

Conference Session

Introducing Active and Inductive Learning and Improving the Learning Curve in ME

Collection

2007 Annual Conference & Exposition

Authors

Olga Pierrakos, Virginia Tech; John Charonko, Virginia Tech; Alicia Williams, Virginia Tech; Satyaprakash Karri, Virginia Tech; Kelley Stewart, Virginia Tech; Pavlos Vlachos, Virginia Tech

Tagged Divisions

Mechanical Engineering

engineering, (b) an ability to design and conduct experiments, as well as to analyze and interpret data, (c) an ability to design a system, component, or process to meet desired needs, (d) an ability to function on multidisciplinary teams, (e) an ability to identify, formulate, and solve engineering problems, (f) an understanding of professional and ethical responsibility, (g) an ability to communicate effectively, (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context, (i) a recognition of the need for, and ability to engage in, lifelong learning, (j) a knowledge of contemporary issues; (k) an ability to use the techniques, skills, and modern engineering tools

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Steve Shumway, Brigham Young University; Jared Berrett, Brigham Young University; Andy Swapp, Milford High School; Ronald Terry, Brigham Young University; Thomas Erekson, Western Illinois University

Tagged Divisions

K-12 & Pre-College Engineering

class under the guise of Advanced Technology. He consults on the side for the UPC wind development group.Ronald Terry, Brigham Young University Ron is a Professor of Chemical Engineering at Brigham Young University and an Associate in BYU’s Office of Planning and Assessment. His scholarship centers on pedagogy, student learning, and engineering ethics and has presented/published numerous articles in engineering education. He is one of BYU’s co-investigators for the NSF funded NCETE.Thomas Erekson, Western Illinois University Dr. Erekson serves as the Dean for the College of Business and Technology at Western Illinois

Conference Session

Teaching Methods for the 21st Century: Part 1

Collection

2007 Annual Conference & Exposition

Authors

Richard Savage, California Polytechnic State University; Linda Vanasupa, California Polytechnic State University; Jonathan Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Materials

Biomaterials, Microfabrication, Micro Systems Technology,Failure Analysis, Material Characterization and Corrosion. The capstone course, entitled“Corporate Culture,” gives students an overview of how to practice engineering in the corporateworld and covers topics such as organizational structures, product development processes,corporate business models, intellectual property, ethics and the practice of life-long learning.Moreover, each student must complete a Senior Design Project and present their findings at theannual Materials Engineering Technology Conference. Page 12.367.10Assessing Our ProgressOne of the continuing challenges of any pedagogy is

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin-Madison; Gerry Galloway, Univ of Maryland; Thomas Lenox, American Society of Civil Engineers; James O'Brien, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

,professional and ethical responsibility, teamwork, leadership, lifelong learning, andattitudes) in which there may be both a cognitive and affective level of achievement. Asubcommittee has been formed and has the following charge: 1. Review and study research on the affective domain of Bloom’s taxonomy. This should also include the current use of the affective domain in developing college- level educational objectives. 2. Provide a short white paper to the BOK2 Committee documenting the issues related to the affective domain and alternative courses of action for their inclusion in the BOK second edition. 3. Complete the preceding in three months.Pre-licensure Experience to Fulfill the CE BOK:A new committee, focused

Conference Session

ECE Pedagogy and Assessment

Collection

2007 Annual Conference & Exposition

Authors

J. Shawn Addington, Virginia Military Institute

Tagged Divisions

Electrical and Computer

12.1281.18Appendix 3Program Outcome #1 : "An ability to apply knowledge of math, science, and engineering"Program Outcome #2 : "An ability to design and conduct experiments, as well as to analyze andinterpret data"Program Outcome #3 : "An ability to design a system, component or process to meet desiredneeds within realistic constraints such as economic, environmental, social, political, ethical,health and safety, manufacturability, and sustainability”Program Outcome #4 : "An ability to function on multi-disciplinary teams"Program Outcome #5 : "An ability to identify, formulate, and solve engineering problems"Program Outcome #6 : "An understanding of professional and ethical responsibility"Program Outcome #7 : "An ability to communicate effectively"Program

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Larissa Pchenitchnaia, Texas A&M University; Debra Fowler, Texas A&M University; Nancy Simpson, Texas A&M University

Tagged Divisions

Educational Research and Methods

learning outcomes, globalization,advancements in information technologies, and intense competition among numerousproviders of education1–3. Universities are asked to produce graduates who are skilled inhigher-order cognition, such as critical thinking and complex problem solving; behave ina principled ethical fashion; can accept and work harmoniously and productively withpeople unlike themselves; have the ability to adapt to diverse and changing situations;and take responsibility for their work4,5.Modern educational organizations are no longer viewed as formal, rational andhierarchically closed systems with hierarchical control patterns. A way to address oldorganizational structures is to build learning organizations. For Senge a

Conference Session

BME Assessment and the VaNTH ERC

Collection

2007 Annual Conference & Exposition

Authors

Susan Blanchard, Florida Gulf Coast University; James Sweeney, Florida Gulf Coast University

Tagged Divisions

Biomedical

constraints such as economic, environmental, social, political, ethical, health and safety, regulatory, manufacturability, and sustainability; d. an ability to function on and assume leadership roles in diverse, multi-disciplinary teams; e. an ability to identify, formulate, and solve bioengineering problems; f. an understanding of professional and ethical responsibility; g. an ability to communicate effectively, especially in an interdisciplinary environment; h. the broad education, including service learning and entrepreneurship, necessary to understand the impact of bioengineering solutions in a rapidly changing global, economic, environmental, and societal context; i. a recognition of the

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Brackin, Rose-Hulman Institute of Technology; J. Darrell Gibson, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

the rubrics to give to students, as a means of communicating to them more clearly how design reports can be assessed, and therefore what they should emphasize. Page 12.343.3ABET CriteriaABET Criterion 3, Program Outcomes and Assessment requires that all engineeringprograms demonstrate that their students possess “(c) an ability to design a system,component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability,and sustainability.” Consistent with this requirement, the authors’ ME Departmentdeveloped Performance Criteria which are

Conference Session

Experiences in Teaching Energy Courses

Collection

2007 Annual Conference & Exposition

Authors

Slobodan Petrovic, Arizona State University; Lakshmi Munukutla, Arizona State University; John Robertson, Arizona State University

Tagged Divisions

Energy Conversion and Conservation

students.Besides developing disciplinary knowledge and skills in their area of specialization as well asgeneral studies competencies, students in all disciplines at the Polytechnic campus are expectedto demonstrate knowledge and skills in the 7 core areas: ethics, communication, critical thinking,social and leadership skills, information literacy, scientific and technological knowledge andskills, and quantitative knowledge and skills. In their portfolios students must provide evidencethat the learning has occurred in their majors and in the seven core areas. Furthermore, thestrongest practical concept used at the Polytechnic is problem-based learning. The followingmain principles are expected to be incorporated and maintained in each class: students must

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Colin Campbell, TechnicalMastery.com Corp.; Steve Lambert, University of Waterloo

Tagged Divisions

Design in Engineering Education

://www.asee.org.) 2. Collura, M. A., Aliane, B., Daniels, S., Nocito-Gobel, J. “Learning the Methods of Engineering Analysis Using Case Studies, Excel and VBA – Course Design”. Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition. (On-line at http://www.asee.org.) 3. Richards, L. G., Gorman, M. E. “Using Case Studies to Teach Engineering Design and Ethics”. Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition. (On-line at http://www.asee.org.) 4. Jensen, J. N. “A Case Study Approach to Freshman Engineering Courses”. Proceedings of the 2003 American Society for Engineering Education Annual Conference and Exposition. (On

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Margaret Hunter, Hofstra University

effectiveness of thecase study on student learning needs to be developed for this course. The general course inteacher ratings did not provide an informative assessment of the impact of this project on thestudent learning using a self derived case study. The course is currently being taught this springand an evaluation at the end of the case study will be utilized as well as some reflectionquestions.1. Kardos, G. and Smith, C. O. “On writing engineering cases,” Proc. ASEE National Conf. on Engineering CaseStudies. American Society for Engineering Education, Washington, D. C., 1975.2. Richards, L. G. and Gorman, M. E.“ Using Case Studies to Teach Engineering Design and Ethics,” Proc.ASEEAnnual Conf. 20043. Richards, L.G., Gorman, M.E., Scherer, W. T

Conference Session

Curricular Issues in Computer-Oriented Programs

Collection

2007 Annual Conference & Exposition

Authors

Sohail Anwar, Pennsylvania State University-Altoona College; Jungwoo Ryoo, Pennsylvania State University-Altoona College; Harpal Dhillon, Excelsior College; David Barnes, Pennsylvania State University-Altoona College

Tagged Divisions

Information Systems

Systems and Technology (IS&T) majors are required to select either a softwaredevelopment emphasis consisting of three specialty courses (9 units) or the information securityand networks emphasis comprising four specialty courses (12 units). Required courses for theinformation security emphasis include: data communications, LANs, computer crime, andcomputer forensics. The required coursework for the information security emphasis focuses ontechnical skills, emphasizes security issues, and introduces the ethical and legal concerns ofmanaging security. The computer forensics course is the capstone course for the Weber StateUniversity IS&T majors. This course includes desktop and network investigations and securityimplementation. At Brigham

Conference Session

Who Should Teach the BOK

Collection

2007 Annual Conference & Exposition

Authors

Ronald Harichandran, Michigan State University

Tagged Divisions

Civil Engineering

recognizes this shared responsibility.4,5 University curricula are expected to lay the corefoundations for all outcomes in the BOK, but employers are expected to provide avenues for fur-ther professional growth of their employees. In the current draft document, achievement of learn-ing outcome levels in the post-baccalaureate but pre-licensure phase of a civil engineer’s profes-sional life is called for in outcomes related to contemporary issues, risk/uncertainty, sustainabil-ity, project management, communication, ethics, public policy, business and public administra-tion, teamwork, leadership, lifelong learning, and attitudes. The current thinking is that state li-censing boards will validate the learning that occurs during the pre-licensure

Conference Session

Design for the Environment

Collection

2007 Annual Conference & Exposition

Authors

Ahmad Smaili, Flashcut CNC; Kazem Kazerounian, University of Connecticut; Kinda Khalaf, American University of Beirut

Tagged Divisions

Design in Engineering Education

. In fact the engineering profession is constantly making a series of decisions. Theprocess of decision making is far more complex than the process of problem solving.Complicating factors such as culture, ethnicity, globalization, and ethics should play a prominentrole. Design, the cross-fertilization of science and art, is a basic function of all species thatoccupy a masterfully orchestrated and designed ecosystem in which man is but one. On the otherhand, culture with its complex mix is the expression of what a group of people creates - arts,beliefs customs, institutions, products and thought - at a particular time within the context of thenatural environment. Design and culture therefore are intimately linked and undoubtedlyinfluence each

Conference Session

Collaborative & New Efforts in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Claudio Brito, Council of Researches in Education and Sciences; Melany Ciampi

Tagged Divisions

International

uniquechallenges or opportunities exist for firms in this industry? Why is this industry of interest to aprofessional in business or engineering?Firm Analysis: What interesting strengths or weaknesses were discussed (or are apparent) in thefirm that you visited today? Does this firm face any interesting opportunities or threats from theexternal environment? Why is this firm of interest to a professional in business or engineering?Professional development is also the target of this analysis and the students are requested to thinkabout and to answer some questions as such:Ethical Issues in My Profession: Give an understanding of professional and ethical responsibilityof the global industry. How does this affect life and business in the United States

Conference Session

FPD5 -- Placement & Early Success

Collection

2007 Annual Conference & Exposition

Authors

Joshua Peschel, Texas A&M University; Luciana Barroso, Texas A&M University; Anthony Cahill, Texas A&M University; James Morgan, Texas A&M University

Tagged Divisions

First-Year Programs

: Introduction to the engineering profession, ethics, and disciplines; development of skills in teamwork, problem solving and design; other topics included, depending on the major, are: emphasis on computer applications and programming; visualization and CAD tools; introduction to electrical circuits, semiconductor devices, digital logic, communications and their application in systems; Newton's laws, unit conversions, statistics, computers, Excel; basic graphics skills; visualization and orthographic drawings. Engineering 112. Foundations of Engineering II: Continuation of ENGR 111. Topics include, depending on the major: emphasis on computer applications and programming and solids modeling using CAD tools or other software

Conference Session

Design in BME Poster Session

Collection

2007 Annual Conference & Exposition

Authors

David McStravick, Rice University; Marcia O'Mallley, Rice University

Tagged Divisions

Biomedical

. Page 12.855.3Sample Jigsaw Workshop Topics: • Log books and project books • Effective reports and presentations • Project planning • Procurement and shop policies • Rapid prototyping equipment use and procedures • Resources and budgeting • Ethics • Patents • Experiment design and uncertaintyIndividual AccountabilityIn order to meet the individual accountability requirement for cooperative learning, all studentsmust do their share of the work and must master the material to be learned. We have adopted anexam on project content to make sure that all group members are aware of the major designdecisions related to their project. Also, we ask students to self-report their time spent per weekon the project, and use this, along with