Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Linda Laird; Ye Yang

bridge program, and interspersed with a summer internship.   The over-arching goal of the SwE-LA Program is to increase the number of highly skilledsoftware engineers in the workplace through a Master’s of Software Engineering byrecruiting talented US liberal arts graduates, especially women. As shown in Figure 1, theover-arching goal is decomposed into four underlying objectives: 1. Recruit the Best: Recruit talented liberal arts students through a broad marketing program, including press releases, relationships with liberal arts colleges, and direct marketing. 2. Ensure Academic Success: Ensure academic success through a program designed for bright, liberal arts grads with quantitative skills but little or no

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Joseph Tranquillo; Keith Buffinton

 need to improve to become more effective entre­/intrapreneurs upon graduation. Courses already offered include: Should We Start This Company?, Concept to Commercialization, and Creative System Design. All IDEAS courses are hands­on and result in practical prototypes. The first five courses culminate in a year­long transdisciplinary senior design sequence to be implemented in the 2015­16 academic year.  These electives serve as prototypes for more persistent courses, either as long­running electives or a coherent program within the College of Engineering.  The second curricular change was a reorganization of degrees granted by the School of Management to include a Markets, Innovation and Design (MIDE) major. MIDE includes a series of courses

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Matthew J. Traum; Christopher F. Anderson; Christopher M. Pastore; Michael J. Leonard

-30, 2014.5 J. W. Prados, G. D. Peterson, L. R. Lattuca, “Quality Assurance of Engineering Education through Accreditation:The Impact Of Engineering Criteria 2000 and Its Global Influence,” Journal of Engineering Education, Jan. 2005,pp. 165 - 184.6 H. I. Abu-Mulaweh, H. M. Oloomi, G. G. Voland, “Designing and teaching multidisciplinary project-basedcourses to satisfy the ABET 2000 Engineering Criteria,” World Transactions on Engineering and TechnologyEducation, Vol. 3, No. 2, 2004, pp. 199-203.7 B. Nassersharif, L. A. Riley, “Some Best Practices in Industry-sponsored Capstone Design Projects,” CapstoneDesign Conference, Urbana-Champaign, IL, May 30 – June 1, 2012.8 J. P. Terpenny, R. M. Goff, M. R. Vernon, W. R. Green, “Utilizing

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Deeksha Seth; Gabriel Carryon; James Tangorra

-solving is defined as a decision-making process to findsolutions to problems subject to needs and constraints. This description was inspired by theABET a-k criteria18 and work conducted by Woods et.al.19 Three of the ABET criteriahighlighted and assessed for this paper are: “(c) Ability to design a system, component, orprocess to meet desired needs, (e) Ability to identify, formulate and solve engineering problems,and (f) The broad education necessary to understand the impact of engineering solutions in aglobal and societal context.” Further, problem solving skills, as inspired by [19] were describedas students’ ability to (a) Spend time reading, researching, gathering information and definingthe problem, (b) Use a structured process when