Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Erdogan M. Sener

engineering and management graduates of the future. Expected changes in construction work put an onerous responsibility on construction educators, administrators, advisory boards, and other entities involved with curriculum design, development, and integration to think about the future of construction work and new construction technologies and chart an active path. No longer can we passively react to what is transpiring. Construction education must be modified appropriately to respond to impending changes in a timely manner. It is my hope that this paper will stimulate even further and better thinking than I have been able to bring forward about the topics raised and create an inertia for movement in the right direction.Bibliography

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

William E. Kelly; Theodore A. Bickart; Richard J. Forselius

“concepts of sustainable development” be an integral component of all engineering curricula. This isstronger than the ABET requirement which only requires that sustainability be considered as a possible design constraint. With respectto standards, Criterion 2.2.3 notes that constraints that affect design may be “governed by standards or legislation to varying degreesdepending on the discipline.” This is more explicit than the comparable ABET requirement in Criterion 4.In the Canadian questionnaire for evaluation of programs guidance Section 2A.10, programs must describe how factors such as codesand standards and the value and impact of standardization are included in the engineering design experience [6]. Further, programsmust indicate how the

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Sidi Berri; Andy S.J. Zhang

Release, “Bringing Together Industrial Design and CAD”, Edited by the Engineeringtalk Editorial Team on 20 December 2001[2] W.J. Fleming, C. G. Conner and J. K. Tan, “Creation of An Interdisciplinary Design Curriculum At Northumbria University”, International Engineering and Product Design Education Conference, 2-3 September 2004 Delft The Netherlands.[3] G. Gemser and M. Leenders, “How Integrating Industrial Design in the Product Development Process Impacts on Company Performance”, Journal of Product Innovation Management, Volume 18, Issue 1, page 28, January 2001[4] M. Yamamoto and D. Lambert, “The Impact of Product Aesthetics on the Evaluation of Industrial Products”, Journal of Product Innovation Management, Volume 11, Issue

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Mark Miles; Eugene Ressler; Paul Maxwell; Kurt Webber

give an example of a computer organization course where the tools are employed, and where the objective stated in the title is achieved. Key words: Course Design, Computer Organization/Architecture, ISA, Assembler, Emulator1. Introduction: Most technology-related undergraduate engineering programs struggle with the relentlessand rapid growth of the body of knowledge required by graduates. New technologies, newtechniques, changes in technology price points, new calls for students to master the ethical,social, and political dimensions of engineering and to work in teams, and various other factorsare a constant source of pressure to treat an ever larger array of topics in the curriculum. Yet theamount of time

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Justin Highley

assessment, which will be used to adjustthe course as necessary to ensure the students receive the best instruction possible. The development of ME311 and ME312 is making an impact beyond the integration ofME301: Thermodynamics and ME362: Fluid Mechanics, and the final result is still beinguncovered. The increase in efficiency and the corresponding ability to include more topics in thecurriculum has impacted other courses in CME. For example, exergy and combustion reactions,topics not seen in either ME301 or ME362, are normally taught in ME472: Energy ConversionSystems, an advanced elective. The addition of these topics to ME312 gives the ME472 coursedirector additional leeway to adjust his/her curriculum. Likewise, students focusing

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

K. Markowitz; H. Marandi

other areas of the curriculum. This includes such topics as critical thinking, problemsolving, and consideration of realistic constraints, safety, environmental concerns, esthetics,economics, etc. Proceedings of the 2006 ASEE Mid-Atlantic Conference Another method for students to learn ethics is to integrate an engineering ethics course intoother courses in the curriculum. For example, select problems from an engineering economicscourse and embed engineering ethical constraints. A practical example of an embedded ethicalproblem using engineering economics is provided below. (3) A small dam is being planned for a river tributary that is subject to frequent flooding.From past experience, the probabilities that water

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Scott Shepard

industry makes thematerial advantageous for integrated photonics/electronics chips. Unfortunatelysilicon does not respond well to the optical wavelengths (around 1550nm) thatare presently used in the telecommunications industry – those wavelengths beingpreferred for the low dispersion and low loss frequencies of optical fiber. Thus,the interplay of: industry; cost; technology; and materials, becomes a part of thelaboratory component – even within this seemingly esoteric application.Similarly, the use an instrument which has novel error correlation capabilitiespermits novel experiments on eavesdropping attempts to thwart the quantumencryption. The same instrument however can also perform the functions of anormal Bit-Error-Rate detector – thereby

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Farouq Alhourani

Computer Aided Design & Graphics by teaching students with hands-on type of educational practices and laboratory exercises in the area of FMS. A MiniCIM 3.2 Amatrol has been selected as the equipment to teach FMS. This equipment is used to modify the curriculum and nine courses and labs in the IET department to enhance the students’ learning. The FMS project serves also as a starting point to accomplish a six-year development plan of the Manufacturing Laboratory in the IET department. The goal is to complete a fully Computer Integrated Manufacturing system in six years. The strategy used is aligning students’ class projects and/or students’ senior projects with the goals of the Manufacturing Laboratory. These class projects

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Salame Amr

or other interests that may affect their professionalstatements. Leadership skills is understood and developed in the context of work in theinstitutions of technical education. Its effectiveness plays a major role in developingleadership recognition programs through training for professional growth aspects ofteam-building. Assessment of the developed leadership skills and the application ofquantitative skills through the task of project management provide a signal forachievement. Based on experiences, integrating technology across the curriculummanage an educational learning infrastructure that has influenced the leadershipdevelopment and learning competency. Currently, the use of hands-on deliveryapproaches is increasingly becoming a

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Tatiana Malyuta

curriculum development especially incomputer majors, that cannot keep up with rapid changes in IT, reluctance to perform radicalchanges in curricula and textbooks, and the impossibility to cover the spectrum of today’sexisting approaches and technologies in a limited number of courses. From our point of view, itis time for reconsidering and rebuilding database programs of computer majors and transformingthem into data programs, in which the roles of data in IS are clearly defined, and themethodologies of design and implementation, as well as the corresponding technologies, areexplained in these roles’ context. Such an approach, in our opinion, will not only provide asystematic coverage of data technologies, but will also allow for easier and more

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Robert Avanzato

well suitedfor curriculum integration and enhancement, such as the project-based course outlined inthis paper. The podcasting theme provides an opportunity to teach a variety of conceptsin engineering and information technology in a context-based approach. The availabilityof low-cost software and hardware tools makes it practical for both students andinstructors to design, create, and distribute podcast media. In this way, the students canbe both consumers and producers/creators of podcast-based content. RSS feedaggregators and music management tools allow students and faculty to download,organize, manage, and subscribe to existing podcasts that have been developed internallyor are distributed through other colleges and organizations. The

Collection

2006 Spring ASEE Middle Atlantic Section Conference

Authors

Ernest Y. Wong

appreciation for what they are learning, but I am also providing them with practicable skills which will help prepare them for life. Key words: education innovation, experiential learning, spreadsheet modelingIntroduction—the West Point Way Undergraduate cadets at the United States Military Academy are required to demonstrateproficiency in six domains of knowledge: engineering and technology, math and science,information technology, history, culture, and human behavior. To ensure they acquire therequisite skills in these six domains, every cadet takes a number of prescribed courses thatconstitute the core curriculum. While the academic program is very structured, it is intended toprovide cadets with “a broad liberal education