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2001 Annual Conference

Authors

Lloyd Feldmann; Robert Hofinger

students who are working can more easily relate to ethical issues, can sense the interpersonalissues involved and can sort out the responsibility lines. Typically, these students enter college fiveto fifteen years later than the traditional students, work full time in industry, and invest five to tenyears earning an A.S. degree. For instance, they pick up well on the career implications of mostethical dilemmas. They bring to the classroom an appreciation for the pressures in the industrialworld and the methods used to cope with them. The younger students, in general, try to follow atypical textbook approach in their course of action, and then come up with a solution, which,although correct in theory, sometimes would not go over well in a real

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2001 Annual Conference

Authors

Brenda Morton; Raymond Thompson

process. As the project evolves, the ATdepartment withdraws to an advisory position leaving the air carrier with something they helpeddevise and continue with on their own.The benefits to the students have been tremendous. Numerous papers co-authored with thefaculty have been presented at significant conferences worldwide. Students work with all levelsof personnel including upper management and vice presidents making presentations of results.Over 50 internships supporting these projects have resulted during 2000 alone. Establishingapplied industry research partnership opportunities has been a tremendous success for allinvolved, especially the students. The exposure and experience gained is invaluable in preparingfor their upcoming careers in the

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2001 Annual Conference

Authors

Sara Soderstrom; Chris Lorenz; Michael Keinath; Donald D. Carpenter

HispanicProfessional Engineers Regional conference, which was held at the University of Michigan.ASEE student members will be participating in an informational panel about applying to andchoosing a graduate school. We will also be hosting an informational booth about graduateschool during the conference’s Career Fair. Secondly, we actively perform service to theUniversity community with our annual Martin Luther King Jr. Event. In the past few years wehave organized various events including a seminar on the climate of graduate school for minoritystudents and an outreach program to inner-city middle schools. This year, we plan to again focuson the climate at the College of Engineering. We hope to organize both informational and socialevents that will welcome

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2001 Annual Conference

Authors

John Steele

wanted to provide materials and experiences from the workshop that would be taken, by these teachers, back to their classrooms and shared with their students.The purpose of these objectives is to make teachers better equipped to • have a good appreciation for the engineering profession, • be able to describe engineering careers to their students, • provide their students with better information about possible future career paths that include engineering, mathematics and science and be able to describe the type of preparation the students will need to be successful in engineering school.As indicated in the exit survey given the participants, the workshop was very successfulin enhancing their understanding of the

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2001 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman

range of available design tools, they will be trained along with our large bodyof mechanical engineering students in the use of modern mechanical design methods. Followingthis basic training, BME student teams engage in a one semester-long exercise focused on thedesign of a specific clinical device.The curriculum includes two BME seminar courses, one in the junior year and one in the senioryear. The first includes coverage of subjects important to the BME field but not included inother core courses such as clinical device testing and governmental regulation. The secondseminar course is targeted on career issues including PE registration, opportunities for graduatestudy and techniques for job placement in the BME field.In the design of any

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2001 Annual Conference

Authors

Ann Anderson; Richard Wilk

;attending lectures on codes and standards, ethics, intellectual property, and safety/productliability; undergoing project planning/scheduling experiences; and developing an awareness ofdifferent career paths. This is also accomplished through teamwork exercises where studentslearn to work on disciplinary and multi-disciplinary teams.To ensure that students are on a path for life long learning the senior experience needs to leadstudents to realize that they must continue to learn on their own after graduation to remaincurrent in technological world that is rapidly changing. The senior experience should helpstudents develop confidence in their ability to learn on their own. It should stimulate theirintellectual curiosity. These things can be

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2001 Annual Conference

Authors

Rita Caso; Jeanne Rierson; James Graham

that this objectivemay be accomplished most meaningfully and usefully by studying the individual TAMU maincampus program, taking into consideration the particular repertoire of program tactics employedand the particular contexts in which they have been implemented. The Coordinators of theTAMU campus AMP program were interested in exploring both the effectiveness of theirprogram, but also the differential effect of various program tactics, all with an eye toward furtherimproving the TAMU AMP program. Specifically, the current study uses a variety of outcomevariables to measure the effectiveness of the TAMU AMP program across time and at differentperiods in students’ academic careers. Additionally, post hoc explorative analyses wereconducted to

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2001 Annual Conference

Authors

Mark Otter; Ken McLeod; Yi-Xian Qin; Partap Khalsa; Michael Hadjiargyrou; Danny Bluestein

, but engineers who were required to learn most, if not all, of their design skills aftersecuring their first engineering position. By the 1980s, the effect of this policy was evident in areport on the status of engineering education worldwide, which noted the students’ remarkablelack of curiosity about the physical meaning of the subjects they were studying2.Unfortunately, this extensive emphasis on analysis rather than synthesis has contributed in asubstantial manner to the decline of engineering as a career objective for many bright youngstudents who in the past would have entered this field. Even if students undertake anundergraduate degree program, many (perhaps most in the field of Biomedical Engineering) arenever employed as practicing

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2001 Annual Conference

Authors

Jan Rinehart; Jim Morgan; Jeffrey Froyd

 2001, American Society for Engineering Educationengineering degree could assist their realization of career and/or lifelong goals, students formtheir impressions of careers after graduating with an engineering degree based on theirexperiences in lower division courses in science, engineering and mathematics as well asconversations with other students and faculty. In general, experiences in these coursesdiscourage students. Based on the work by Seymour and Hewitt1, lack of/loss of interest inscience, engineering and mathematics is principal concern mentioned most often as a factor thatencourages some engineering students to change their major to something different fromengineering. It is also one of the concerns mentioned most often by students

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2001 Annual Conference

Authors

Shlomo Waks; C. Richard Helps; Stephen Renshaw; Barry Lunt

interest in this area. It was noted thatmany jobs are being filled by people with “Certification” training beyond the high school level.While these certified practitioners fill a valuable role the representatives expressed the feelingthat a full four-year BS, with graduate work options is highly desirable as a basis for a leadershiprole in this field. Certification is essentially a fairly narrow training, as witnessed for example, bythe fact that certifications expire. A life-long career requires a broader and deeper education. Themathematical and scientific content of a technical BS degree provides a good foundation for thisdiscipline.There are also other external and objective indicators of the need for programs of this type. TheDepartment of

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2001 Annual Conference

Authors

Barbara L. Christe

appropriate technologies to be used within the class, including voice, video, etc. Development of a section for students which contains information about o university integrity, o academic schedules, o tips for success (including time management), o contact information for the instructor, o technical assistance sources, o positive outcome identification, that is, explain the advantages of successful completion of the course, for example, discuss the benefits of life-long learning as well as potential career improvements. Use of experts (individuals in the field of specialization who have very specific knowledge in a

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2001 Annual Conference

Authors

Caroline Hembel Beard

National Center for Educational Statistics requires thatIPEDS-GRS include data on transfer students, treating transfer programs in the same manner asassociate degree programs. This obligation to report introduces a number of complex tracking issuesfor institutions with such programs, in that students who begin their college careers in transfer programsfrequently take a path other than completion of the 2+ program, acceptance by the sister institution, andgraduation with a bachelor’s degree in engineering.IPEDS-GRS compliance places institutions with 2+ transfer programs in a position of having to justifythe completion rate from such programs. Any institution with a transfer program would therefore bewise to avoid the appearance of a high drop-out

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2001 Annual Conference

Authors

Otto Loewer; Ken Vickers; John Ahlen; Greg Salamo

perceptions ofstudent creativity and overall success. After six months, managers will be surveyed regardingtheir perceptions of early career effectiveness of the students they hired. These evaluations willinclude characteristics such as job performance, creativity, interpersonal skills, team buildingeffectiveness, and leadership skills. Follow-up questionnaires will continue to be administered toemployers at yearly intervals for five years. The longitudinal tracking of student performance isintended to provide a measure of long-term success and career advancement. Program graduateswill be also be surveyed on the same schedule regarding their perceptions of their academicpreparation for the current job in which they are employed. Survey instruments

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2001 Annual Conference

Authors

Scott Brigade; Laura Deam; La Toya Coley; Jessica Linck; Jan Kidwell; Elizabeth Goodson; Brent Robinson; Elizabeth Parry; Laura Bottomley

ofEngineering at a mere twenty percent of incoming classes for the past several years. The problemseems to lie at the time when students are making decisions about their careers. Most studentsdecide as early as middle-school but primarily during high-school. Outreach efforts are usuallydirected at these ages, but the expected increase in interested students does not occur. Thesephenomena point to a need to change traditional methods at both the university and K-12 levels.We have chosen to implement this grant at the elementary and early middle school level.The original grant proposal included four goals2:• Integration of science, technology and engineering topics with math, reading and writing• Encouragement of underrepresented groups in science

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2001 Annual Conference

Authors

Andrew Rose

inthat they teach the use of current technology to solve engineering problems facing industry.Accreditation requirements for ET programs prescribe that faculty have a minimum amount ofindustrial experience prior to beginning their teaching career. In addition, ET faculty can maintaincurrency is through industrial experience and consulting. Industrial experience and consulting canprovide opportunities for professional development, if the faculty member properly documentsthese experiences in the technical literature. Consulting and industrial experiences can presentopportunities for professional publishing in the form of case histories presented in conferenceproceedings and journal articles of a practical nature. Documenting how consulting and

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2001 Annual Conference

Authors

Mark Plichta; Mary Raber

a 'giant leap of faith' and liberated some of the credits typically assignedtechnical/approved electives and created a new and different experience designed to educate andprepare graduating engineers for more productive and successful careers. This paper describes the Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Page 6.999.2 Copyright @2001, American Society for Engineering Educationcurricular structure of the Enterprise Program and our experience thus far during the first year ofimplementation.II. The Enterprise Curricular StructureA key challenge

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2001 Annual Conference

Authors

John Marshall

Session 2548 Enticing High School Students into Engineering Technology with a Simple Industrial Process Control Module John Allen Marshall, Ph.D. University of Southern MaineAbstractToo few high school students understand that a career in Engineering and EngineeringTechnology can genuinely be exciting and neat. Some have the short-term view thatgood paying jobs are plentiful, so why take the really difficult courses. Many sell theirown abilities short and convince themselves that it is too difficult a career path. And stillothers conjure up the image of a dirty, dull, dangerous

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2001 Annual Conference

Authors

David Probst

2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education5. be able to use the techniques, skills, and modern tools necessary for a career in science or engineering. a) Students will demonstrate the ability to use computers as tools in science and engineering work. Specifically students will be proficient in the use of: i) word processors, spreadsheets, and presentation software ii) mathematical packages such as Mathcad and Matlab iii) programming in a high level language such as FORTRAN, C++, or TurboBasic iv

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2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

Engineering Education Annual Conference & Exposition Copyright© 2001, American Society for Engineering Education”Table 2 lists the Program Outcomes for one of the ABE accredited programs: Agricultural andBiological Engineering (ABE). The PO list appears in all surveys typically with two 5-pointLikert scales that ask the respondent to assess for each PO the level to which the programaddresses the PO, as evidenced by student mastery of skills, and the level of career importance(or anticipated career importance) of the PO. The faculty also evaluated the level to which theircourse addresses each PO. Table 2. ABE Program Outcomes (draft). Graduates of our program will demonstrate: Basic Engineering Skills an

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2001 Annual Conference

Authors

William Edward Howard; Joseph Musto

revision of the Introduction to Engineering Concepts course,and most importantly the development of a new course entitled Computer Applications inEngineering. This new course, taken by all Mechanical Engineering Department freshmen as ofthe 1999-2000 academic year, was designed to meet four specific curricular objectives: 1) Tofamiliarize the students with the laptop computing environment and infrastructure at MSOE; 2) Tofamiliarize the students with specific software tools required for both their academic careers atMSOE and professional practice; 3) To develop formal problem solving methodologies whichintegrate the use of the computer; 4) To expose the students to the various areas of technicalconcentration available in the Mechanical Engineering

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2001 Annual Conference

Authors

Ranji Vaidyanathan; Todd Anderson; Ray Umashankar; Ramesh Sharma; Marlene Platero; Greg Artz; Chris Choi; Al Ortega

talent into its science and engineeringworkforce – talent that consists of certain core skills and competencies derived from educationand training shaped by the highest standards of quality [3]. The NSB believes that the Nation’seconomy would be best served by those people who are prepared for careers that produce thenext generation of knowledge, products and processes in all sectors of the economy [3]. The twoNSB reports [3, 4] specifically discuss setting content standards for improving math and scienceeducation. The issues raised by these two reports are equally relevant to the issue of motivatingand enhancing student recruitment into engineering careers. Only students trained in the newtechnologies will be able to meet the challenges of the

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2001 Annual Conference

Authors

Satinderpaul Devgan

. IntroductionThe goal of the College of Engineering, Technology and Computer Science at Tennessee StateUniversity is to offer educational programs that support the mission of the University and itsgoverning board, which is "an educated Tennessee." It is therefore our mission to offereducational programs that will prepare our graduates for high paying future careers that addressthe needs of our society. This paper describes systematic development of two unique graduateprograms leading to Master of Science and Ph.D. in Computer and Information SystemsEngineering (CISE) and successful implementation of the master's program.2. BackgroundTennessee State University, as a comprehensive, major urban and land grant university, offersdegree programs from B.S. level

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2001 Annual Conference

Authors

David R Finley

, business, and teacher education. Of the more than1200 students on campus, roughly one-half are enrolled in the School of Engineering andScience (SOES). Page 6.925.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationBegun in 1909, the Chemical Engineering (ChE) Department at TSU has remained a smallundergraduate program with a focus on career-oriented higher education. Total departmentalenrollment currently stands at just over 60 students, having dipped as low as 37 in the late1980s. With as few as 20-25

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2001 Annual Conference

Authors

Anna Phillips; Charles V. Camp; Paul Palazolo

can extend and modify to their own classrooms • To lay the groundwork for the program faculty to increase community interest and awareness in university-level opportunities to learn about the fields of math, science, and engineering through this program. The program faculty want to show student and teacher participants that math, science, and engineering careers can be much more than just work!III. Project DesignThe pedagogical design of The Joy of Engineering program is based on the principles ofeducational psychology and cognitive learning theory. Research in these areas indicates thathigh levels of student learning and student motivation are possible in psychologically activelearning environments1,2,3 As

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2001 Annual Conference

Authors

Phillip J. Cornwell; Charles Farrar

for precisionmanufacturing, earthquake engineering, blast loading, signal processing, experimental modalanalysis, etc. is naturally affected by this decrease in numbers. The competition for talentedindividuals with the background necessary to replace those leaving the field of engineeringdynamics necessitates a proactive approach of motivating and educating students who areembarking on their graduate school career. The Los Alamos Dynamics Summer School wasdesigned not only to benefit the students through their educational experience, but also tomotivate them to attend graduate school and to make the students aware of career possibilities indefense-related industries after they have completed their graduate studies.The summer school had two

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2001 Annual Conference

Authors

Karen Davis; Jr., James Caffery; Jr., Fred Beyette

reference (an article) on a technical topic used in the resume, onewebpage reference for a technical topic, one use of a Career Development office resource, oneinterview of an EE or CompE upperclassman, one interview with a member of a campusengineering organization, and one interview of an ECECS faculty member. Some of these arefacilitated by in-class activities such as a guest lecture by an Engineering Librarian that includesdemonstration of electronic resources, a lecture by the ECE co-op advisors and the internationalengineering advisors, guest lectures from ECE professors, and small group discussions with Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition

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2001 Annual Conference

Authors

Thomas Kullgren; David Pape

results of this survey showed a strong interestin a program that was both technically oriented and that also addressed the professionalissues viewed as important for career advancement and career enhancement.Therefore, in the 1996-1997 time frame, a program was developed with objectives thatsupport the development of the technical professional in the following five areas: • The technical knowledge and expertise to become more effective and productive in a technically complex workplace. • Leadership and management strategies for promotion to middle- and upper-level positions. • The ability to engage in a personal program of life-long learning. • A high level of proficiency in written and oral communication

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2001 Annual Conference

Authors

Richard Ciocci

the post- secondary level and to learn what would be expected of them in a college setting. 3. We wanted participants to work together as team members to define a problem, research potential solutions, and develop practical recommendations. 4. We wanted to motivate the participants to learn more about engineering and technology during their secondary school programs so they are better prepared to make their career decisions.What Worked Well When measured against the stated objectives, the Institute met each one during each yearof the program. We had engineers representing various disciplines including mechanical,electrical, civil, environmental, construction, and chemical. Students had the opportunity eachyear

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2001 Annual Conference

Authors

Molly Johnson; Cathie Scott; Cynthia Atman

Session 2655 Preparing Engineering Graduate Students to Teach: An Innovative Course Design and Evaluation Cathie Scott,* Molly Johnson,** Cynthia J. Atman* *University of Washington/**Agilent TechnologiesIntroductionIn spring 2000 we designed and delivered a three-credit course to prepare students for careers inteaching. The course was offered through the industrial engineering department and was open toall engineering graduate students. Fourteen students enrolled—seven men and seven women—representing the industrial, civil and environmental, electrical, bioengineering, and

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2001 Annual Conference

Authors

Kay C. Dee

Page 6.799.3past achievements and your future career potential. They deserve to be presented appropriately. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationGo to an office supply store and buy nice, matching three-ring binders to hold your materials.Buy (commonly-available) divider tabs with labels that can be computer-printed, and use them.Aesthetics aside, take the time to make the information you supply to the reviewers easy tolocate, and easy to “grade.” Make a table of contents, use subsections or separate three-ringbinders to distinguish different categories of information. Do what you can to make