Conference Session

New Learning Models

Collection

2005 Annual Conference

Authors

Gul Okudan; Madara Ogot

1 to a more difficult design problem. Less guidance was providedand students were expected to be able to apply the skills acquired and use the design tools taughtduring project 1. In addition, students were exposed to additional design concepts such as thetheory of inventive problem solving (TRIZ), materials and material selection, green design, andengineering ethics. The end of semester student course evaluations scores for the section, however, turnedout to be significantly lower than the mean of all 13 sections, and significantly lower than thevalues the authors typically receive for this course. The very low scores and general studentdissatisfaction with the course provided motivation for this work. This aim of the study

Conference Session

Crossing the Discipline Divide!

Collection

2005 Annual Conference

Authors

Steven Krumholz; Robert Martello; Jonathan Stolk

: History: • Research and analyze the social context of a modern material artifact, Students must choose an emphasizing ethical, environmental, political, or cultural influences and ancient counterpart to their impacts object dating no later than 500 • Research a historical counterpart to a modern item and explore its context AD. as well • Connect historical and technical analysis and evidence

Conference Session

Industrial-Sponsored Design

Collection

2005 Annual Conference

Authors

Karim Muci; Jonathan Weaver

Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationstudents need to have a good understanding of the process, methodologies, and tools commonlyused in industry to design and develop products, good written and oral communication skills, theability to work in an effective and efficient fashion in multidisciplinary teams, good planning andtime management skills, an understanding of ethical and societal issues, and the list goes on.Also, they must be exposed to meaningful practical experiences that closely resemble the “realworld” practice of the engineering profession. In this regard, two approaches that have beenwidely used to provide undergraduate

Conference Session

Entrepreneurship, Design, and PBL

Collection

2005 Annual Conference

Authors

Ken Ports

Feasibility Study • Preliminary Business Plan • Trade Show Booth • Project Website • Weekly Individual Activity Reports, once teams are formedThe feasibility study touches on technical, schedule, financial and “marketing” feasibility. Thebusiness plan is not complex; it has minimal financial content, focusing on top level specs, theproduct value proposition, competitive analysis and risk awareness.Fall semester Senior Design Topics – • Product to Market System Details • Project Planning, Management, Execution and Closure • Product Design • Design-for-X • Manufacturing Readiness • Risk Management and Mitigation • Engineering Ethics

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

John Dantzler; James Richardson; Tan-Yu Lee; Robert Leland

solutions. 5. Ethics, with a focus on the immediate student issue of academic integrity (cheating). 6. Metacognition: Students being aware of and controlling which of the four problem solving activities they are currently involved in. 7. Drawing good diagrams that facilitate problem solving. A majority of the problems worked involved geometry in some way.In general, very little time was spent lecturing, and most class periods consisted of active andcooperative learning exercises. These exercises included: 1. Finding the weight of the bar of a see saw near the student recreation center using only distance measurements and the weights of the students. 2. Estimating the surface area of a soda can. 3. Finding

Conference Session

TC2K Issues and Experiences

Collection

2005 Annual Conference

Authors

Ronald Land

. The potential for this system to identify opportunities for quality improvement is alsoevident from some of the figures. In Figure 4, for example, several disparities between studentand faculty assessments deserve investigation. The results for course outcome 9b (which relatesto the course’s impact on students’ social, environmental and ethical awareness) indicates thatfaculty judged the course to have no influence on this outcome, nor did the course test students’performance in this area. Nonetheless, students had a very favorable view of their abilities withrespect to this outcome, and they felt the course had some influence on those abilities. Clearly,there is need to look into this situation. In a similar fashion, results for course

Conference Session

Measuring Perceptions of Engineering

Collection

2005 Annual Conference

Authors

Anant Kukreti

Conference Session

Collaborations Between Engineering/Education

Collection

2005 Annual Conference

Authors

William Jordan; Laura Wesson; Bill Elmore; Norm Pumphrey; Kelly Crittenden

.BIOGRAPHICAL INFORMATIONWILLIAM JORDAN is Professor and Program Chair of Mechanical Engineering at Louisiana Tech University. Hehas B.S. and M.S. degrees in Metallurgical Engineering from the Colorado School of Mines. He has an M.A. degree Page 10.226.14in Theology from Denver Seminary. His Ph.D. was in mechanics and materials engineering from Texas A & MUniversity. He teaches materials oriented courses and his main research area deals with the mechanical behavior ofcomposite materials. He also writes and does research in the areas of engineering ethics and engineering education. “Proceedings of the 2005 American Society for

Conference Session

EM Skills and Real World Concepts

Collection

2005 Annual Conference

Authors

Robert Powell

Catalano et al. 2000). For thestudent, incorporating practice into the engineering curriculum1. Makes the study of engineering more relevant2. Brings realism to the classroom3. Develops problem solving, engineering design, communication, decision making, team working, leadership, project management, ability to function on multi-disciplinary teams4. Provides a good forum to integrate ethical, safety, social, and economic considerationsFor the institution, incorporating practice into the engineering curriculum1. Contributes to the effectiveness of student retention efforts2. Could lead to research and consulting opportunities for faculty3. Could underscore their niche in engineering education and position it well for certain external funding

Conference Session

Special Topics in Entrepreneurship

Collection

2005 Annual Conference

Authors

Robert Podlasek

• side conversations are encouraged to take place after the meeting.Under the guidance of the research education and innovation team of Peoria NEXT, 10Knowledge Communities were established with essential top-level support for their activities.Nevertheless, given the nature of the participants’ professions, scheduling was a major difficulty.The 10 Knowledge Communities established were: • Biotechnology; • Bioengineering; • Cardiac Simulation; • Education; • Ethics; • Health Systems; • Materials Science; • Robust Design; • Medical Chemistry; • Medical Engineering and Robots.Results and ConclusionsThe Knowledge Communities consisted of 10 to 15 members with

Conference Session

Multidisciplinary Engineering by Design II

Collection

2005 Annual Conference

Authors

Mohamed El-Sayed; Lucy King; Matthew Sanders; Jacqueline El-Sayed

targets were given next. Finally, at the end of the third week, the topics of theproposal development and delivery of class were covered.The proposal developed by each team and the project management chart become the road mapfor the team for the rest of the term. The concepts of design construction, design developmentand simulation methodology, analytical simulation, design synthesis and optimization, safety,ethics, and social and political implications to design decisions were covered in the week four toweek seven timeframe. The design construction, analysis and simulation of work are also taughtduring these four weeks. The Bill of Materials is populated during these four weeks for theprogress report due at the end of week seven.From weeks seven

Conference Session

College Engineering K-12 Outreach III

Collection

2005 Annual Conference

Authors

Sarah Nation; Leah Jamieson; Jill Heinzen; Carla Zoltowski; William Oakes; Joy Krueger

engineering tendencies they may posses that can be better served via the EPICS efforts. • Motivate children to learn. • Glean professional and societal values and knowledge from the science educators within the school and the learning environment overall. • Demonstrate engineering skills through ethical behavior, professional presence and communication, technical skills, and quality projects.This team’s achievements include 20 professional quality engineering and science activities.Each activity is educationally supported with instructional materials that linked to the requiredlearning goals, curriculum and academic standards and are integrated into the science teachingpractices. “A trip to a hands-on science

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Waddah Akili

activities, introduce changes when needed, solicit advice and assistance with the consent of the instructor, and maintain cordial and working relations amongst the members. Instructors also should monitor groups’ progress, give feedback on how each group is performing, and insure adherence to accepted standards of: ethics, social responsibility, and safety.Success in implementing active learning is attributable, in large measure, to: proper planning,dedication and care shown by the instructors, as well as their abilities and foresights. Experienceis definitely a major factor. A proper start for instructors wanting to try active learning versustraditional methods of delivery is to step into it gradually, seek continuous

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

John Estell; Juliet Hurtig

a culminating design experience thatincorporates “appropriate engineering standards and multiple realistic constraints.” To exposestudents to engineering standards, all capstone participants must successfully complete ANSI’sintroductory online course on standards entitled “Why Standards Matter.”5 The course is free,and requires students to complete and pass several online quizzes in order to earn the certificateof completion. The realistic constraints listed in Criterion 3(c) include: economic,environmental, sustainability, manufacturability, ethical, health and safety, social, and politicalfactors. Each student must individually assess their project based on these factors, and then theteam as a whole formulates a position on each

Conference Session

Innovative Topics in ChE Curriculum

Collection

2005 Annual Conference

Authors

Daniel Fichana; Ann Marie Flynn; Robert P. Hesketh; C. Stewart Slater; Jim Henry

(ABET) criteria 2000. In Criterion 4 – ProfessionalComponent it states that “students must be prepared for engineering practice through thecurriculum culminating in a major design experience … incorporating engineering standards andrealistic constraints that include … economic, environmental, sustainability, manufacturability,ethical, health and safety, social and political.” Discipline specific criteria, such as in chemicalengineering, further specify that engineers must have “safety and environmental aspects”included in the curriculum. Page 10.605.2 Proceedings of the 2005 American Society for Engineering Education Annual Conference

Conference Session

Women in IT Fields

Collection

2005 Annual Conference

Authors

Steven P. Thomas

value of hard work and good work ethics fromparents, 8 (32); parenting and raising children, 8 (32%); and supportive children, 6 (24%). Overhalf of the participants reported that having supportive and encouraging parents has had apositive impact on their career development. Having supportive family/parents in one casemeant having parents who assisted her in developing good work ethics by involving her as achild to work on projects around the house. This is what this participant had to say, My parents got me involved in doing projects around the house. For example one time I assisted them in remodeling a room and I had to learn how to tear the plaster off the wall, measure and saw the paneling, and then put the paneling up

Conference Session

International Engineering Education II

Collection

2005 Annual Conference

Authors

Waddah Akili

Copyright © 2005, American Society for Engineering Educationimportant to contemplate different approaches to accommodate different learners, particularlyafter having learned about one’s own learning style. An instructor with some understanding ofdifferences in students’ learning styles is well on his/her way in making his/her teaching moreeffective.(28)A viable learning style model must be grounded in research, periodically evaluated, and adaptedto reflect the developing knowledge base.(19) Implementation of learning style practices mustconform to accepted standards of ethics, and be carried out by competent instructors, who canprovide suitable activities that appeal to each learning style. To promote effective learning,within the context of varied

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Nathan Dees; Megan Perkey; Karen Davis; Nicholas Harth

skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political.6In the traditional senior design project course, students complete assignments that includea project description, requirements specification, design drawings, technical specificationand standards, task list and timeline, interface specifications, design review, test plan,status reports, and final presentation and demonstration. The STEP Fellows wererequired to complete these assignments along with additional assignments related to theirspecific STEP activities

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Moshe Hartman; Harriet Hartman

academic achievements as males.Studies of why students migrate out of engineering have identified several factors at work. Theyinclude both “push” factors out of engineering (including poor academic performance,inadequate preparation, unwillingness to work) and “pull” factors attracting students into anothermajor (summarized in Seymour & Hewitt21). However, of more relevance to the present project,some of the reasons for switching out of engineering pertain to the very pedagogy with whichengineering is traditionally taught: hard “weeding out” classes rather than a nurturingenvironment; a lack of social and ethical context surrounding the academic work; a strongemphasis on individual competition; lack of warm and close interpersonal

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

Shane Brown

social and economic productivity of nations [9]. Specifically, Fukuyama Page 10.1162.2indicates that successful communities are “formed out of a set of ethical habits and reciprocalmutual obligations internalized by each of the community’s members” [9]. In terms of economic Proceedings of the2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Educationproductivity, Fukuyama claims that a nation’s success is based on the level of trust inherent inthe society. Coleman makes a similar claim in terms of group productivity when he claims that

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

George Nowak; Barry Shoop; Lisa Shay

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

. Personallearning outcomes (Section 2) focus on individual students' cognitive and affective development, forexample, engineering reasoning and problem solving, experimentation and knowledge discovery, systemthinking, creative thinking, critical thinking, and professional ethics. Interpersonal learning outcomes(Section 3) focus on individual and group interactions, such as, teamwork, leadership, and communication.Product and system building skills (Section 4) focus on conceiving, designing, implementing, and operatingsystems in enterprise, business, and societal contexts.Rationale: Setting specific learning outcomes helps to ensure that students acquire the appropriatefoundation for their future. Professional engineering organizations and industry

Conference Session

The Citizen Engineer

Collection

2005 Annual Conference

Authors

Isadore Davis; barbara waugh; Charles Pezeshki; Lueny Morell; Tom Roberts

Engineering Education”different way of designing/developing courses and programs. It called for involving allstakeholders (students, industry, faculty, administrators) in the design phases, having toreach a consensus in defining the graduating engineer skills, his/her competencies andvalues, as well as the desired learning outcomes. To enhance the learning experience,courses had to include hands on activities, industry projects and other non-traditionalexperiences, which emphasized skills development, like teamwork, ethics and effectivecommunication. Students had to learn to not only solve a problem in teams, but alsodefine and characterize the problem, to build a prototype, write a business proposal andmake effective presentations. Finally yet

Conference Session

Graduate Aerospace Systems Engineering Design

Collection

2005 Annual Conference

Authors

Conrad Newberry

aerospace engineering departments to meet the professional technical needs of boththe airplane and space communities, to say nothing of the needs of the missile community. Moreand more topics have been added to such curricula in recent years, e.g., modern control theory,probability and statistics, management, higher level computer programming, softwarecompetency, ethics, additional topics in the social sciences and the humanities, as well as newtechnologies; which is not to say that these additions are not needed. Most current aerospaceengineering curricula have little room in which the special needs of the missile community canbe met. Ten pounds of engineering education are already stuffed into a five pound curriculumbox.Thus, the needs of the

Conference Session

Professional Graduate Education & Industry

Collection

2005 Annual Conference

Authors

T.G. Stanford; S.J. Tricamo; R.N. Olson; R.E. Morrison; P.Y. Lee; L.M. Coulson; K. Gonzalez-Landis; J.P. Tidwell; J. O'Brien; Isadore Davis; H.J. Palmer; Gary Bertoline; Eugene DeLoatch; Duane Dunlap; D.H. Quick; Albert McHenry; Jay Snellenberger; Michael Dyrenfurth; Dennis Depew; Donald Keating

technology have beenredefined for the 21st century per the National Academy of Engineering report Technically Speaking. 7Engineering and technology are no longer misinterpreted as “applied science.” As William Wulf,president of the National Academy of Engineering, pointed out in his plenary address to ASEE:“Engineering is design under constraint.”8 Some of those constraints are socio, economic, legal, ethical,and the natural laws of science. Accordingly, the National Collaborative Task Force believes that themodern paradigm and process for needs-driven engineering can be reflected as shown below: 9 Engineering → Technology