Conference Session

Assessment Issues II

Collection

2004 Annual Conference

Authors

Kenneth Cox; Janice Bordeaux; David Caprette; Beth Beason; Ann Saterbak

. Without a primary focus on generic capabilities, it is especially difficult to holdstudents to the expectation that as they advance in a laboratory program the quality of their workshould advance as well.Many interdisciplinary capstone design courses in engineering implicitly emphasize genericcapabilities. Generic capabilities such as teamwork, communication, critical thinking andmaturity, together with content-specific knowledge, are important to a design group’s success [3-4]. To facilitate this type of interdisciplinary learning environment, students from differentdepartments may be grouped to work on capstone design or laboratory projects [5-8]. Studentsmay also be required to work on projects or experiments requiring knowledge across

Conference Session

The Nuts & Bolts of TC2K

Collection

2004 Annual Conference

Authors

Randy Winzer

has always believed in a strong role for the industrial advisory committeeand has had one in place since the inception of the program more than 30 year ago. The marksof the advisory committee are exceedingly prevalent throughout our curriculum and program.The advisory committee has been evaluating student work in the form of capstone projects fromthe seniors for more than 2 decades now. We saw the constituent input mandates contained inTC2K as an opportunity to strengthen this already active group’s role within our program. Thepolicy and procedures document referred to earlier addresses this by including a sectionspecifically documenting the role of the advisory committee. That section is included below.“Policy and Procedures for EET

Conference Session

Curricular Change Issues

Collection

2004 Annual Conference

Authors

Gearold Johnson; Thomas Siller

during World War II with design anddevelopment of weapons like the atomic bomb and radar defense systems, engineering came tobe more and more like applied physics. The Russian launch of Sputnik in December 1957accelerated the movement of the engineering curriculum toward applied physics. Until the mid1970s, few engineering programs contained any design projects and social courses in writing(composition) were confined to successfully passing, or having waived based on some “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004 American Society for Engineering Education

Conference Session

Teaching Engineers to Teach

Collection

2004 Annual Conference

Authors

Craig Quadrato; Ronald Welch

engineering capstone design project. He is a 1991 graduate of USMA and holdsMaster of Science degrees in Engineering Management from the University of Missouri and StructuralEngineering and Construction Engineering Management from Stanford University.BLACE C. ALBERTMajor Blace C. Albert is an Assistant Professor at the United States Military Academy (USMA), where hegraduated

Conference Session

Web Education II: Hardware/Examples

Collection

2004 Annual Conference

Authors

Hong Wong; Vikram Kapila

has held visiting positions with the Air Force ResearchLaboratories in Dayton, OH. His research interests are in cooperative control; distributed spacecraft formationcontrol; linear/nonlinear control with applications to robust control, saturation control, and time-delay systems;closed-loop input shaping; spacecraft attitude control; mechatronics; and DSP/PC/microcontroller-based real-timecontrol. He received Polytechnic’s 2002 Jacob’s Excellence in Education Award and 2003 Distinguished TeacherAward. He has mentored 38 high school students, 10 high school teachers, 7 undergraduate summer interns, and 5undergraduate capstone-design teams and has supervised 2 M.S. projects, 2 M.S. thesis, and 2 Ph.D. dissertations

Conference Session

Engineering Education Research

Collection

2004 Annual Conference

Authors

Robin Adams; Reed Stevens; Lorraine Fleming; Cynthia Atman; Sheri Sheppard; Theresa Barker; Ruth Streveler

gatheredduring ethnographic research (e.g. field notes, informal interviews, work products, etc.). Theseforms of data are then analyzed to find patterns that establish how people make sense of andparticipate in particular social settings. Each ethnography participant will be observed forapproximately 30 hours/academic year. Particularly important will be observing students duringactivities that are significant in engineering education culture such as intense project work,examination periods, and while involved in extra-curricular activities. In addition, the Page 9.1133.5observations will aim to document what the typical work-patterns are for each of

Conference Session

Are Classical Solutions Outdated?

Collection

2004 Annual Conference

Authors

Jammie Hoskin; Brad Wambeke; Ronald Welch