Collection

2006 ASEE Midwest Section Conference

Authors

Stanley Rolfe, University of Kansas; Francis M. Thomas, University of Kansas

the freshman level. The focus throughout the freshman, sophomore, and junior years is on theacademic ethics from the CEAE Department’s viewpoint, regardless of what the students’personal ethics may have been prior to entering the University of Kansas.During the senior year, professional and international ethics are discussed in all design classes.Because personal ethics are developed from a variety of sources, it seems obvious thatprofessional ethics also must be presented in a variety of design classes so that the students willsee that this is a very important aspect of all phases of an engineering career. In each designclass, at least one lecture will be devoted to a case study in which the importance of engineeringethics is emphasized

Collection

2006 ASEE Midwest Section Conference

Authors

Rena Hixon; Steve E. Watkins; Sean J. Bentley; Marcus Huggans

societiesand other organizations sponsor these events to promote the technical professions and toencourage students to consider related careers. 2 Lego-based activities have been implemented to benefit technical education fromgraduate school to elementary school.1-3 Tufts University has developed a number of teacher andoutreach resources that exploit the flexibility and convenience of Lego structures and devices.4-6Competitions such as First Lego League events encourage young students to explore engineeringconcepts.7 This paper presents a model for engineering-based student competitions that can be usedfor a precollege, first-year

Collection

2006 ASEE Midwest Section Conference

Authors

Jason Moore; Mitchell A Thornton; Ronald W. Skeith

" 2never too late to start preparation for registration and that the earlier that one starts this process,the better their chances for success.2. Early Academic Experience One of the biggest challenges facing advisors is to convince students to not just enroll inthe easiest course that meets elective requirements and instead to take courses that will help themthe most in their future career. Many students struggle with the idea of taking relevant technicalcourses versus others that may require less effort to pass (or at least are perceived to require lesseffort). Instead of taking additional advanced courses beyond required sciences, many studentselect to take introductory courses in other non-required science courses. While we are

Collection

2006 ASEE Midwest Section Conference

Authors

Pedro Leite, Kansas State University at Salina; Beverlee Kissick, Kansas State University at Salina

population dynamics related to ethnic minority and majority citizens. e. Diversity Implications for Career – Understanding how diversity impacts the academic discipline, career and professional development. 2. Personal Attributes – Traits needed by those who live and work in a diverse world. a. Flexibility – The ability to respond and adapt to new and changing situations. b. Respect – An appreciation for those who are different from one's self. c. Empathy – The ability to understand another person's culture by listening to and understanding their perspective. 3. Skills – Behaviors and performance tasks needed to live and work in a diverse world. a. Cross Cultural

Collection

2006 ASEE Midwest Section Conference

Authors

Jung Oh, Kansas State University at Salina; Alysia Starkey, Kansas State University at Salina

searchsummary integrated with a context-sensitive information fluency lecture, prior to inquirylab on “Chromatography” with required librarian in-service lecture/conference andwriting center consultation visit and (2) search on “Chemicals in Consumer Products” toevaluate benefits and precautions. The two assignments are designed for maximumflexibility; allowing students to research a Chemistry concept within the realm of theirrespective disciplines. This not only leads students to further recognize how Chemistryplays a role in their future career, but it affords them an opportunity to familiarizethemselves with the professional literature and information repositories of their field.Another goal of the assignments is for the student to reflect on

Collection

2006 ASEE Midwest Section Conference

Authors

Ahmed M El-Sherbeeny, West Virginia University; Robin Hensel, West Virginia University; Andrea E. Ware, West Virginia University; James E. Smith, West Virginia University

engineeringdisciplines and careers, as well as an opportunity for the development of study skills and timemanagement practices. The other two freshman engineering courses form a two-course sequencewith a problem-solving emphasis. Both courses use individual assignments and team projects toteach fundamental engineering topics, basic professional skills, and ethics, and the use of avariety of computer tools. The second semester engineering course is the result of a recentredesign of a traditional programming course to a hands-on, problem-centered and project basedtechnical problem-solving course which uses software as a problem-solving tool. The newcourse, taught for the first time in Spring 2006, is the result of identifying desired learningoutcomes, examining

Collection

2006 ASEE Midwest Section Conference

Authors

Daniel T. Bennett

those especially from COL Eugene Ressler andfrom Dr. Anita Gandolfo and COL Barry Shoop)REFERENCES1 Felder, Richard M. (1988) Learning and Teaching Styles in Engineering Education.Engineering Education, 78(7), 674-681 w/ June 2002 preface.2 Brown, Bettina Lankard. (2003) Teaching Style vs. Learning Style. Myths and Realities, No.26; Educational Resources Information Center (ERIC) – Clearinghouse on Adult, Career, andVocational Education.3 Felder, Richard M. (1993) Reaching the Second Tier: Learning and Teaching Styles inCollege Science Education. J. College Science Teaching, 23(5), 286-290.4 McKeachie, W.J. (1995) Learning Styles Can Become Learning Strategies. The NationalTeaching and Learning Forum, Volume 4, Number 6, pp. 1-3.5 Schroeder

Collection

2006 ASEE Midwest Section Conference

Authors

Joseph J. Rencis; Hartley T. Grandin; William O. Jolley