Collection

2001 Annual Conference

Authors

Edward Lumsdaine

Finance gaps in theory and practice. 2b Strategies for launching a small business. Franchising. Prototyping. Self-assessment. 2c Teams design an oral presentation (15 minutes) along with required visual aids. 2d Teams finalize their presentation and review their readiness for giving their presentation. 3a Teams submit copies of their presentation materials and outline. 3b Creative problem solving review: Twenty ways to avoid a business failure. 3c,4a Team presentations, with order determined by lot (15 minutes plus 5 minutes for Q&A). 4b,4c Feedback on effectiveness of presentations. Course evaluation; final Q&A session. 4d Review of assessment requirements: individual reports and course

Collection

2001 Annual Conference

Authors

Narayanan Komerath

beenredirected to take the best advantage of these capabilities, and the results have been rewarding.The change in student attitudes developed through this course is becoming clear, as aspectswhich were tentative experiments to the freshmen of 1998 are now expected practice for thefreshmen of 2000. The resulting potential for revolutionary changes to the curriculum isexplored. It is implied that the curriculum can be restructured substantially, as students enterupper-level courses with an excellent experience base of doing the things needed to “gainperspective” on the field.I. IntroductionSince 1997, freshmen at Georgia Tech have been introduced to aerospace engineering throughthe experience of conceptual design, applied to a complete aircraft. While

Collection

2001 Annual Conference

Authors

Robert Knox; Randall Kolar; Leslie Fink; Kanthasamy Muraleetharan; Gerald Miller; David Sabatini; Baxter Vieux; Michael Mooney; Kurt Gramoll

each individual student’s design skills when the students are working and learning in a team setting? 5. How can we measure the impact of a curriculum innovation on a student’s ability to design when they leave college and begin work as a practicing engineer?Key points from the discussion are given below. Although they are grouped according to the ques-tion numbers, not all of the points necessarily answer a particular question. Rather, the breakoutgroups often posed additional questions and pointed out related issues.Question 1 - What is Design? • Design is both a process and a product. • The students should know what are the criteria for evaluating their designs. Alterna- tively the

Collection

2001 Annual Conference

Authors

James Dally; Abhijit Nagchaudhuri

process. The productdevelopment project is conducted by student teams of five or six. The typical product chosen,like many engineering products is synthesized from components and engineering principles thatcover a spectrum of topics. Compartmentalization of knowledge within subject boundaries isavoided allowing the instructor to introduce material from several courses the students willundertake in subsequent years. During the product realization process the instructor has anopportunity to emphasize communication skills, teamwork, design process, computer aideddesign and drafting, software applications for document preparation, spreadsheet andpresentation development. While developing the course at University of Maryland, Eastern Shore (UMES)1 the

Collection

2001 Annual Conference

Authors

D. Smith; James Squire

responsibility, and effective communication. Since CBPs may containdesign projects at their core, they further help fulfill the ABET mandate to have a design-orientedcurriculum, an often-noted deficiency 9.Perhaps most directly, CBPs directly address the responsibility of universities to provideopportunities that allow young adults to mature in their sense of compassion and responsibilitytoward society at large. Research shows a continuing decline in civic engagement of collegegraduates during the last four decades, despite a paradoxically heightened graduate awareness ofthe need to do so 10.What schools actively engage in CBPs?It is not uncommon for engineering universities to supervise community-based projects as part ofa design capstone program; for

Collection

2001 Annual Conference

Authors

Steven de Haas; S.K. Ramesh; Preetham Kumar; Michael Fujita; Elizabeth Raley; Andrew Lindsay

. Experiments should show some current engineeringequipment and some should be of a nature to not need any technical equipment.One of the better experiments in the course is that of dropping rocks off a suspension foot bridgeand comparing the distance found by timing the drop compared to a measured distance. They areonly given the definitions of velocity and acceleration for analytical tools to work from. Thisencourages thinking and hopefully moves them away from formula dependency. The best part ofthis experiment is to ask them to design an experiment to prove their reasons for the error thatthey are often quick to give in the original experiment. This starts them on the path of some reallearning.Another good experiment is that of having students

Collection

2001 Annual Conference

Authors

Kay C. Dee

Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationCategory Items to Include“Courses Taught Course number, title, and enrollment; Student evaluationsStudents Advised Graduate: Include your designation (advisor/co-advisor); the title of the thesis, dissertation, or creative component; the date of completion. Undergraduate: Include your designation; special research projects; the date of completion.Papers Published or Refereed; Nonrefereed; Proceedings; Research reports and othersAccepted for PublicationIntellectual Properties Patents

Collection

2001 Annual Conference

Authors

Natalie Mello

current educational theorists and practitioners, supported by leadingwork in the cognitive sciences 4-8. Researchers in these fields increasingly recognize that, inorder for students to become full members of a 'community of practice,' it is essential that theyhave opportunities for 'legitimate participation' 4 in the practices of that community. WPI’sGlobal Perspective Program has exploited the converging interests of the federal government,cognitive science, and engineering education.However, as WPI students increasingly take advantage of the opportunities that WPI offers tocomplete academic work off campus, the likelihood of a serious incident occurring off campusincreases as well. One need only read the popular press to become nervous about

Collection

2001 Annual Conference

Authors

Zhong Gu; Sheela Ramanna; James Peters; Hal Berghel; Daniel Berleant; Steve Russell

engineering itself. The result of this novel approach to integrating softwareengineering concepts into a curriculum is the infusion of new approaches to realizingeducational goals in both software engineering and non-software engineering areas throughoutthe curriculum.State of the fieldThe “across the curriculum” paradigm is well recognized. One of the best-known examples isthat of writing across the curriculum, which has been influential in higher education for anumber of years. A number of efforts have specifically addressed computing curricula. Arnowet al.1 describe teaching distributed computing across the computing curriculum. An NSF-funded effort toward development of teaching social impact and ethics across the computingcurriculum spans a

Collection

2001 Annual Conference

Authors

Sandra Courter; Narayanan Murugesan; Jacob Eapen; Donna Lewis; Dan Sebald; Jodi Reeves

or more of the FC competencies. The program director and graduate student co-chairs use the competencies to guide workshop selection and design. This paper traces thedevelopment of both NEO and TIP; the incorporation of the FC core competencies, vision,mission, student outcomes, and objectives; the impact on curricula as reported on evaluations;lessons learned; and plans for future professional development opportunities. Four case studiesillustrate how graduate students, the next generation of engineers, develop the core competencies Page 6.147.1through professional development opportunities including TIP and NEO. Proceedings of the

Collection

2001 Annual Conference

Authors

David Kelso; John D. Enderle; Kristina Ropella

curriculum createsfrustration for the student, particularly for the freshman or sophomore undergraduate who lacksthe experience to draw a connection between theory and practice. Upon graduation, thebiomedical engineer is suddenly confronted with real-world problems and design that require ateam of experts, project planning and execution, regulatory and quality control, financial supportand a satisfied customer. Too often, graduates are unprepared for this transition to real worldengineering.In designing a curriculum to prepare students for future challenges, we continually ask, “What isthe "best practice?" A good design engineer would ask, "how do we measure success?" Do weuse metrics like starting salaries? Employer rankings of alums? Alumni

Collection

2001 Annual Conference

Authors

Marilyn Smith

a student’s vertical integration of knowledge from previous courses. Industry leaders1 arebeginning to recognize this growing problem as technology expands ever faster. These concernshave been translated into the ABET 2000 outcome criteria2. There is an urgent need forengineers who can assimilate knowledge and translate it efficiently across and upward alongdiscipline paths to achieve levels of experience lost through retirement and the lack of full-production aircraft design programs. In order to achieve these ambitious goals, it is imperativethat each student learns to the best of their ability throughout their undergraduate experience.This is obviously not the case in current practice in all levels of student performance. The central

Collection

2001 Annual Conference

Authors

Marilyn Smith

engineering problems• understand professional & ethical responsibility• communicate effectivelyThe broad education necessary to• understand the impact of engineering solutions in a global and societal context• a recognition of the need for, and an ability to engage in life-long learning• a knowledge of contemporary issuesAbility to use the techniques, skills, and modern tools necessary for engineering practice.In this paper, how each of these issues fits into a technology-based approach towards engineeringcurriculum is examined. The paper begins with a discussion of the research literature on howengineering students learn and how courses need to be altered in the teaching/learning process. Itthen goes on to discuss how technology is being used in

Collection

2001 Annual Conference

Authors

Michael Jenkins; Dwayne Arola

theiracademic aims. Teaching students to learn as well as assessing how well students learn areintegral parts of this new paradigm in engineering education.In this paper, the background of an evolving “do-say” course in engineering mechanics, ME354“Mechanics of Materials Laboratory” is first described. Then, one of the exercises (Structures)within ME354 is presented in detail followed by a brief discussion of assessment and evaluationof the success of student learning. Finally, some conclusions are drawn regarding the teachingand learning aspects of this exercise.BackgroundStarting in 1995, the Department of Mechanical Engineering at the University of Washington,has revised its curriculum partly to realign the number of required credits for graduation

Collection

2001 Annual Conference

Authors

Katherine Carels; James Howard; Charles Bersbach; Debra Larson

& Exposition Copyright © 2001, American Society for Engineering Education Session 2630During the spring of 2000, the three graduate students from EGR 686 were vertically integratedas project managers into NAU’s junior-level multidisciplinary project-driven design class that iscalled EGR 386 Engineering Design III. This integration, the practicum component of EGR 686,was combined with traditional class time, reflective writings, and mentoring to provide a balanceof theory with structured practice and guided reflection.The vertical integration was accomplished by structuring EGR 386 as a lightweight matrixorganization that

Collection

2001 Annual Conference

Authors

Victor L. Paquet; Ann Bisantz

as a basis for laboratory exercises as a means to incorporate design contentinto courses 4, 5 and as an illustration of the multi-disciplinary nature of engineering projects 1.Cases can be taught differently, including through a discussion format, as debates or trials, or asa scientific research project 3. The latter includes providing students with backgroundinformation and a problem to be solved, and having students make hypotheses, developexperiments, collect data, and evaluate results with respect to the hypotheses. Here, the proposedlaboratories will implement case studies based on real industrial problems in the areas ofworkstation and work process design. The case will be similar to the research project format butbe adapted to a

Collection

2001 Annual Conference

Authors

Janet Schmidt; Ardie Walser; Barbara Bogue

department heads actively into the developmental process. ITOW is designed as a workshop that changes as it is delivered, drawing on the expertise and experiences of the participants as well as the research and literature on the learning environment and the experiences of women and men of color in engineering classrooms.(UM) Go for 1.5 hours of time; try and hook the activity to a time when faculty are already available (e.g., faculty meetings); get more buy-in from the top; do more consistent follow-up; perhaps offer the workshop annually to new, incoming faculty who are more suggestible in the beginning (especially assistant professors); try and bring students if you can…they are the best sources of

Collection

2001 Annual Conference

Authors

Terrence Freeman

communicationEmployers continually emphasize the need for strong communication skills. The twenty-firstcentury employee or entrepreneur in engineering and technology will participate in presentations,collaborations, one-on-one communications, research, design, and report writing. The ability tocommunicate orally and in writing is central to the ability to achieve success. Unfortunately,students tend to shy away from activities where they lack skill or confidence. The only way toovercome their discomfort is through good practice. Practice is the art of moving fromuncomfortable to comfortable and completing this transition generally means doing somethinguncomfortable in between. The curriculum should reinforce critical communication skills in amanner that ensures

Collection

2001 Annual Conference

Authors

Robert Brown; Francine Battaglia; Donald R. Flugrad

a process for continuous quality improvement was implemented. Thispaper focuses on our development of assessment tools, which includes fives components: designpanels to judge reports from design-oriented courses; targeted assessments in all core andtechnical elective courses; student assessments to receive feedback from students in our courses;graduating senior surveys to allow students completing our curriculum to provide an overallprogram assessment; and alumni surveys of former students who are three years into theirprofessional careers.I. IntroductionThe faculty and staff of the Mechanical Engineering (ME) Department at Iowa State Universityhave recently devised a new curriculum that includes assessment of program outcomes. Thesteps

Collection

2001 Annual Conference

Authors

Neelam Soundarajan

Criteria 2 and 3, so thatthe impact on engineering education is as positive as it can be.Criterion 2 requires, in part, that the program have educational objectives that are deter-mined and periodically evaluated based on the needs of various constituencies. Constituentstypically include current and prospective students, alumni, local industry, etc. These con-stituents, in the experience of the author’s program as well as that of others, often tend tobe more interested in relatively short-term skills of immediate value and less interested inideas and concepts that are likely to form the basis of engineering practice over the long run;similarly, these constituents may also not value highly the importance of a broad educationincluding social and

Collection

2001 Annual Conference

Authors

Mohammad Naraghi; Bahman Litkouhi

knowledge of computer programming makes anengineering graduate more attractive to research oriented engineering employers as wellas graduate engineering programs. In order to enable students to use their programmingskills during the four years of engineering education, the best time for teachingprogramming is freshman year.In the past, Fortran was the engineering and scientific programming language. Duringthe1960’s, 70’s and, to some extend, the1980’s, Fortran was the only language withscientific functions. With the emergence of object oriented programming languages(C++, Java and Visual Basic) more attractive alternatives to Fortran became available.All of the new object-oriented programming languages have a comprehensive scientificfunction library

Collection

2001 Annual Conference

Authors

Berrisford Boothe; Todd Watkins; John Ochs

, experimental curriculum throughout the university. He founded andserves as co-director of Lehigh’s Community Research and Policy Service (Lehigh COPRS), and was one of thefounders of Lehigh’s iP3 Program, national winner of the ASME Curriculum Innovation Award. Watkins also wonthe 1999 Outstanding Instructor award from the National Technology University, for his teaching via distancelearning.BERRISFORD W. BOOTHEBerrisford Boothe is an associate professor of Art and Design in the department of Art and Architecture and has beenat Lehigh since 1989. A graduate of Lafayette College and The Maryland Institute College of Art, Boothe has beenthe recipient a Walters Museum Travelling Fellowship and two Jr. Faculty fellowships at Lehigh for his work

Collection

2001 Annual Conference

Authors

Maria Flores; Arthur Gerstenfeld

theoretical and practical level. Students are required to complete two projects as part of their curriculum for graduation. The projects are known as the Interactive Qualifying Project (IQP) and the Major Qualifying Project (MQP). These projects not only allow students to learn about the applicability of what they learn in class, but at the same time they are able to see the impact of their work on society. Each year WPI has teams made up of three students each assigned to a specific project. The faculty advisor meets with the companies and determines what it is that they should target in order to set-up a plan of action. A preparation period, equivalent to one full course, is done on campus in which the students perform all the literature

Collection

2001 Annual Conference

Authors

Wen-Whai Li; Charles Turner; Alfredo Martinez

defined as engineering practice that provides solutions totoday’s problems so that future generations will have at least the same opportunities to liveand prosper that the present generation enjoys. By going through a four-year college-widesustainable/green engineering program, students would increase their understanding of 1)environmental issues and the global impact of engineering solutions; 2) the legalframework that guides engineering solutions and protects the environment and resources;and 3) the need for efficient and effective resource conservation and energy utilization. Inthe end, all engineering graduates will be introduced to the concept of sustainableengineering and practice those principles during their engineering careers. This

Collection

2001 Annual Conference

Authors

James Globig

study to illustrate them. Applying a Global Ethic in Engineering OrganizationsINTRODUCTIONMuch has been written about ethics in engineering. The vast majority of the early and presentday contributions in the area emanate from civil engineering, chemical engineering andbioengineering. Not surprisingly, these fields can and do have significant impact on the qualityof human life and much of the research exists because of the widely accepted values based onthe sacredness of human life. Explicit illustrations of moral dilemmas and widely acceptedsolutions readily come to mind: We do not design overpasses that collapse in earthquakes, wedo not design space shuttles that explode when it gets cold 1 and we do not experiment withhuman

Collection

2001 Annual Conference

Authors

Jan Rinehart; Jim Morgan; Jeffrey Froyd

students what they did for a living besides grinding out math, physics, and chemistry problems"study presentations gave practical demonstrations of the engineering principles as well asbringing into focus the social and economic issues that impact engineering in the real world.Such demonstrations of the relationship between practicing engineers and others involved indecision-making help to give a different meaning to engineering for the students. Industrypractitioners have provided props and demos, helped develop web sites and supplied engineeringtools that have been found useful in enhancing the classroom experience for students. Being ableto feel, touch or experience the actual products of engineers’ efforts provides a necessary bridgebetween

Collection

2001 Annual Conference

Authors

Gregory Shoales; Cary A. Fisher

’ courses, for a total of 158 semester hours.Finally, all cadets must take 15 semester hours of physical education, military art andscience and Air Force Operations courses, participate in either intramural orintercollegiate athletics, and have significant leadership responsibilities in theirsquadron. Is it any wonder many cadets appear fragmented when managing their time,and feel they must practice “academic minimalist” survival skills just to graduate? [2] Unfortunately, this “academic minimalist” mindset runs counter to both our AirForce Academy Faculty Educational Outcomes and specific portions of the ABETCriterion 3 requirements. Both require our engineering graduates to become “life-longlearners.” In addition, the ability to “frame and

Collection

2001 Annual Conference

Authors

Leslie Crowley; Ray Price; Jonathan R. Dolle; Bruce Litchfield

among engineering undergraduate students, EEI aims to assist students tobegin consciously developing their emotional intelligence, and to be more fully prepared for theirprofessional and personal lives. One of our main goals is to help students to bring awareness oftheir own emotions to their life experiences, and to develop the skills to recognize and work withthe emotions of others.As current research on emotional intelligence (EI) has demonstrated, EI is a significant indicatorof personal and professional success. Further, both industry and academia recognize that the bestengineering students will have well-developed inter- and intrapersonal skills in addition to theirtechnical skills. This paper provides a brief outline of the concept of

Collection

2001 Annual Conference

Authors

Jahan Kauser; Carlos Sun; Ralph A. Dusseau; Jess Everett; Joseph Orlins; Beena Sukumaran; Douglas Cleary

hands-on, standards-based, civil engineering laboratory experiences integratedthroughout the curriculum. Communication skills (both written and oral) are integratedthroughout the curriculum to give students the ability to communicate effectively in preparationfor both engineering practice and for graduate studies. The sequence of courses is arranged suchthat every student in CEE has a proficiency (two or more courses) in at least four of the fiveareas of civil engineering that are covered (structural, water resources, geotechnical,transportation, and environmental).The junior and senior courses provide ever-increasing opportunities for CEE students to work onCEE design problems. This culminates in the capstone design sequence (Civil

Collection

2001 Annual Conference

Authors

Anna Phillips; Paul Palazolo; Scott Yost

second phase involved reviewing some of the more recent curricular modifications inengineering education, and in general, research data supported that idea that successfulmodifications include a variety of approaches designed to work together and reflect theindividual learning styles of the students. Randolph’s4 recent review of Kolb’s5 and Bloom’s6work regarding individual learning styles suggests that engineering educators should designcurricular methodologies that are more student-centered and less teacher-centered. At the sametime, Randolph4 proposes that writing can be used as a powerful tool for learning byincorporating more psychologically active writing activities to promote transfer from contentknowledge to application of content