Collection

2010 ASEE Zone 4 Conference

Authors

Marilyn A. Dyrud

Copyright © 2010, American Society for Engineering Education 104Why Teach the Holocaust?While from a pragmatic point of view, such instruction can help engineering educators addressABET outcomes that deal with professionalism, ethics, and the societal/global impact ofengineering, a deeper reason for studying this historical period involves the maintenance ofcivilized society in general. According to the Task Force for International Cooperation onHolocaust Education, Remembrance, and Research, founded in 1998 by Göran Persson, theSwedish prime minister, the Holocaust warrants continued study because ―it fundamentallychallenged the foundations

Collection

2010 ASEE Zone 4 Conference

Authors

Kenneth W. Santarelli

uniqueattributes of the high desert which make attracting and retaining new graduates difficult1.The Greater Antelope Valley is a triangular region extending from Ridgecrest, CA at thenorthern apex to Gorman, CA near the western apex, and the communities of Lake Los Angelesand Pearblossom, CA near the eastern apex2. The region defined as the Greater Antelope Valleyis often referred to as Aerospace Valley. The Aerospace Valley reference is due to the fact thatthe Greater Antelope Valley is the home of Edwards Air Force Base which also hosts NASADryden Flight Research Center, the Mojave Space Port, the China Lake Naval Air WeaponsStation, and Air Force Plant 42 at Palmdale Airport. These facilities have hosted the manufactureand flight test of such notable

Collection

2010 ASEE Zone 4 Conference

Authors

Maria C Sanchez; Nell Papavasiliou; Hernan Maldonado

University of Arkansassuccessfully hosted an Engineering & Summer Day Camp for Middle School girls to raiseawareness and create enthusiasm for the science and engineeringdisciplines4. The Girls Reachingand Demonstrating Excellence (GRADE) camp was hosted by the University of Houston CullenCollege of Engineering where faculty and Society of Women Engineers (SWE) mentors guidehigh school girls through engineering activities5. At Purdue University a student group calledWomen in Technology invited a group of high school girls to expose them to the various majorsin the School of Technology6. Furthermore, a study shows that the Science Technology andEngineering Preview Summer Camps (STEPS), designed to address the critical shortage ofwomen in STEM

Collection

2010 ASEE Zone 4 Conference

Authors

Devlin Montfort; Shane Brown

developed around questions conceptual change has not beenbroadly utilized in engineering education research. The purpose of this paper is to present thetwo leading theories of conceptual change, examples of current research in this area, and howthey can be applied to engineering teaching and learning.Why Does Conceptual Change Matter?It is worth briefly presenting the argument for considering conceptual change in engineeringeducation research. Although students’ scores on concept inventories surprise many instructors,the implications of low conceptual understanding in engineering are not often discussed. In thehighly regulated apprenticeship system of engineering, graduates who are adept at calculationsmay be all that is needed. While the complete

Collection

2010 ASEE Zone 4 Conference

Authors

Wangping Sun

engineering students. It concludes that the current practices by variousuniversities will help engineering educators to create more practical, scaleable, diversified andsustainable programs in a global context.I. IntroductionEngineering is now practiced in a global, holistic business context1. It is common for engineers to workon multi-national teams designing products, which will be manufactured in one part of the world andsold in another part2. The ever-increasing trend of economic globalization necessitates dynamic andmeaningful collaboration between engineers, designers and executives, transcending political andcultural boundaries3,4.Today’s engineering students graduate in a world that is becoming highly competitive as geographicalbarriers are

Collection

2010 ASEE Zone 4 Conference

Authors

Stuart Kellogg

established, the actual measurementand ultimate impact on students is less clear. For example, mentoring/advising problems oftencited by students include the non-availability of faculty outside of the classroom, large sectionsizes taught by graduate assistants, too many courses taught by non-English speaking instructors,or simply the perception of being reduced to a number; e.g., one student of many. Althoughthese characteristics are often associated with larger research oriented universities and are not asprevalent on our campus, which has a stronger focus on undergraduate education, we are notimmune to similar concerns. Indeed, retention rates at our university, while competitive, arehardly exemplary. At the same time, while retention rates have

Collection

2010 ASEE Zone 4 Conference

Authors

........................................................................................................................................... 76“The Dismantling of the Engineering Education Pipeline” Amelito Enriquez, Kate Disney, & Erik Dunmire .................................................................................... 88“Blending Contemporary Research in Sustainability and Fundamental Skills for Graduate Success into a Team Taught, Introductory Graduate Course”* Allison Kipple & Dieter Otte .................................................................................................................. 101“Remembering the Past to Inform the Future: Engineering and the Holocaust” Marilyn A. Dyrud.................................................................................................................................... 103Session RR: Recruitment and

Collection

2010 ASEE Zone 4 Conference

Authors

Amelito Enriquez; Kate Disney; Erik Dunmire

communitycolleges need to be evaluated and assessed before changes are finalized. To facilitate this type ofcollaboration a process needs to be created to assist all institutions involved.For decades California has provided an impressive and effective community college pathway toengineering. As shown in Figure 3, approximately 33% of all UC and CSU engineeringgraduates in 2008 started their Bachelor’s degrees at a community college (individually, 23% ofUC and 41% of CSU graduates). The community college pathway therefore represents asizeable portion of the engineering pipeline in California. For many students, particularly thosefrom underrepresented groups, this pathway to engineering may be the only practical way forthem to access an engineering