Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Pamela Lottero-Perdue, Towson State University

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

Assessment and Curriculum Development

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Rosalind Archer, University of Auckland; Paul Denny, University of Auckland; Margaret Hyland, University of Auckland; Chris Smaill, University of Auckland; Karl Stol, University of Auckland

Tagged Divisions

First-Year Programs

between a number of opposing forces. Theyrecognized that a minimum of fundamental knowledge in science and mathematics wasrequired to prepare students for more specific engineering coursework, but exposure to thenature of engineering and its opportunities was also needed to enable students to identify andconfirm an appropriate career path. Also competing with these forces were the calls toeducate students in areas of communication, ethics and professionalism, design, working inteams, leadership, entrepreneurship, and global understanding (to name a few), all vying forcurriculum time.Froyd and Ohland9 provide comprehensive evidence from research which suggests thatintegrated curricular programs encourage students to affiliate and develop

Conference Session

Teams and Teamwork in Design I

Collection

2009 Annual Conference & Exposition

Authors

Edward Lumsdaine, Michigan Technological University; Josh Loukus, Michigan Technological University; Jason Dreyer, Michigan Technological University; Steve Chenoweth, Rose-Hulman Institute of Technology; Monika Lumsdaine, E&M Lumsdaine Solar Consultants, Inc.

Tagged Divisions

Design in Engineering Education

the beginning of the second term) were well on their way to reaching the performing stage of team development. Page 14.637.11≠ Resolving problems: The teams were enabled to deal with conflict (which often arose from differences in thinking preference18). Scheduling conflicts were another common problem, but most teams found a creative way to deal with those. Lack of motivation, commitment, and a poor work ethic proved to be most difficult. If a student chose not to change and contribute an average of 6-7 hours/week on the project, the consequences were a penalty in points distributed according to the contributions each member

Conference Session

History of Aerospace Education

Collection

2009 Annual Conference & Exposition

Authors

Scott Eberhardt, Boeing Company; Lee Jonathan, Boeing Company; Adam Bruckner, University of Washington

Tagged Divisions

Aerospace

working for grades and notknowledge. “Everyone is secretly trying to get a grade from the course, even though he disputesthe fact.” Kirsten believed that the grading system was an unfortunate part of “mass production”in education.24 In 1943 Kirsten was interviewed for an article in which he said “Specialized educationhas put American youth into a groove, beyond which they are unable to see. We have been soanxious to teach our students everything from A to Z in their chosen field, the average pupil isgraduated without any personal philosophy, with little appreciation of the delicate balances andsymphonies of nature’s forces, an ignorance of the fundamental ethics of the good life and acomplete disregard for that which is not in his text