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2001 Annual Conference

Authors

Stephen McKnight; Gilead Tadmor; E Everbach; William E. Cole; Michael Ruane

Toolboxes inMATLAB to implement our measurement and control functions.In fact, we are now convinced that there are good reasons to choose MATLAB in conjunctionwith the HTT&TL to teach programming concepts, and we are considering this interface for usein the modules at Boston University as well. MATLAB is a widely-used engineering tool that Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Page 6.936.3 Copyright ©2001, American Society for Engineering Educationstudents can make use of throughout their careers. For many, or even most, one-time analysistasks, MATLAB

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2001 Annual Conference

Authors

Robert Bishop; Richard Dorf

departments, while thedelivery of systems and control theory has been the strength of electrical engineeringdepartments. This comment is based on anecdotal (hence debatable) evidence and certainly thereare exceptions. What is clear, however, is that to prepare students for productive careers insystems and controls, engineering courses must address the issue of integrating the theory withrelevant design issues, including modeling, implementation, complexity, and cost. As always,we must remain cognizant of the fact that every student should design control systems upon afirm foundation of mathematics and systems theory. So in the end it is a question of balance.We believe that the control system analysis and design approach adopted by the authors in

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2001 Annual Conference

Authors

George DeLancey

projects; nationally - normed subject content examinations; alumni surveys that document professional accomplishments and career development activities; employer surveys; placement data of graduates. The institution must have and enforce policies for the acceptance of transfer students and for the validation of credit courses taken elsewhere. The institution must also have and enforce procedures to assure that all students meet all program requirements. Criterion 8. Program Criteria Each program must satisfy applicable Program Criteria. Program Criteria provide the specificity needed for interpretation of the basic level criteria as applicable to a given discipline. Requirements stipulated in each Program Criteria

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2001 Annual Conference

Authors

P. David Fisher; Diane Rover

Investigator for the project "Visions for EmbeddedSystems Laboratories" sponsored by the National Science Foundation Combined Research-CurriculumDevelopment Program. She served as the Director of the undergraduate program in Computer Engineering. Dr.Rover received an NSF Career Program award in 1996. Page 6.1042.9 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education Appendix I—ABET’s Level of Implementation Form 3Each evaluator completes this form at the conclusion of the visit. Each

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2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

curricula • To develop team skills through the use of collaborative, learning-based assignments • To introduce students to various problems (areas of interest) within the agricultural engineering and technology field • To experience hands-on laboratories related to the AE and AST options • To increase involvement in professional societies and student branch • To introduce technical writing skills during the first year of study • To make the first-year composition courses more meaningful to the students • To establish career development/job preparation • To receive academic guidance related to curriculum issuesThese general and specific ABE LC objectives were designed to help our department meet thefollowing college and

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2001 Annual Conference

Authors

Richard Upchurch; Judith Sims-Knight

Education Conference, Phoenix, AZ, 1998.36. Mourtros, N. “Portfolio Assessment in Aerodynamics,” Frontiers in Education Conference, Pittsburgh, PA, 1997.37. LaRose, G. “Documenting your course with course portfolios,” http://www.math.lsa.umich.edu/%7Eglarose/courseinfo/portfolios/page00.html.38. Stanford Learning Laboratory “Learning Careers,” http://sll.stanford.edu/projects/hlc/index.html.RICHARD L. UPCHURCHRichard L. Upchurch is a Professor of Computer and Information Science at the University of MassachusettsDartmouth. He is currently working with the assessment team of the College of Engineering, under the auspices ofthe NSF-sponsored Foundation Coalition, in developing software support for assessment and reporting. He and Dr.Sims

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2001 Annual Conference

Authors

Robert Anderson; Paul Duesing; Marty Zoerner; Kevin Schmaltz

faculty must setstandards and also provide encouragement and advice on problems. The faculty alsoneeds to act as a consultant, help set direction and sometimes make decisions as a leader.The faculty must use their expertise to define and limit the project scope so that studentsuccess is a challenging but reachable goal.The final principle that provides the framework for the senior projects at LSSU is theintegration of soft, or non-technical, skills into the projects. It is the belief of the facultythat a graduate’s successful career will be determined as much or more by their soft skillsas their technical skills. The projects do require that students use their technical skills,but these are not seen as the focal point. Soft skills such as

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2001 Annual Conference

Authors

Geoff Swan; S P Maj; D Veal

, there have been many complaintsinternationally about students’ deficiencies in basic mathematics 3. Whilst McHenry hasnoted with respect to the quantitative understanding, that “It is clear that this need for aworkforce able to think quantitatively is much more of a challenge to school mathematics,science and engineering than the nurturing of the best students toward careers inmathematics, science and engineering” 17. Maybe these approaches need not be mutuallyexclusive. A major challenge for today’s education systems are to be able to effectively servea broad cross-section of student needs in the areas of mathematics, science, and technology.McHenry has also noted with respect to the lack of quality mathematics education reachingthe broad mid

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2001 Annual Conference

Authors

Wayne Walter; Paul Stiebitz

Session 2255 On Developing Integrated Systems Architecture and Systems Engineering Courses at RIT Wayne W. Walter, Paul H. Stiebitz Rochester Institute of TechnologyIntroductionThe Rochester Institute of Technology (RIT), the Massachusetts Institute of Technology, theUniversity of Detroit Mercy and the Naval Post Graduate School have joined with industryleaders to create a two-year product development program at the Master’s Degree level for mid-career technical managers. Using a common curriculum framework, each member of theconsortium, named the Educational

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2001 Annual Conference

Authors

Jr., Richard O'Brien; Jenelle Piepmeier

students at the military academies (see Section 3.2) and to the potential career options in the2 Data was obtained from the Registrars at USNA, USAFA, USMA.3Data was obtained from the Registrars at Bucknell University and Rochester Institute ofTechnology. Page 6.761.5 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright (c) 2001, American Society for Engineering Educationmilitary. It is important to note that the percent increase is a relative measure and these conclusionsmay obscure the fact that Bucknell has been very successful in recruiting female

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2001 Annual Conference

Authors

Andre Clavet; Francois Michaud

behavior patterns. Thepedagogical objective is to get students involved in a project that has technologicalconsiderations and social impacts. Such an opened and multidisciplinary design project requirescareful preparation and the implication of students, faculty and experts. This presentation aim atdescribing the organization of the RoboToy Contest, to get other universities interested in suchrich and fruitful initiative for all.I. IntroductionIf we want engineering students to learn how to be good engineers, we must put them as close aspossible to real challenges similar to the ones they will have to face during their career. At theUniversité de Sherbrooke, in addition to the co-op training program, we are dedicated to makestudents work on

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

: Guest speakers representing a variety of work settings and professionalexperiences spoke about their career as professional industrial engineering practitioners. Fourguest speakers were distributed spread through the term. Each speaker was asked to describetheir IE work setting and to give insight into projects on which they have worked. Students wereprompted to reflect on the experiences of the guest speakers in terms of the various dimensionsof professional practice activity (i.e., the EC2000 learning outcomes).Design Project: For the term project, students were asked to develop a tool to educate a selectedaudience about industrial engineering. As part of this project, students were asked to select aninteresting work setting and then work out

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2001 Annual Conference

Authors

Ron Eglash; Larry Kagan; Gary Gabriele; Frances Bronet; David Hess

Innovation (PDI) is a newundergraduate dual degree program at Rensselaer that seeks to educate students for careers innew product development. PDI is a dual major program satisfying the requirements for theBachelor of Science programs in engineering and Science, Technology and Society (STS). PDIprepares students to become innovative designers who can integrate contemporary technologieswith changing social contexts for a new generation of advanced product designs.This paper will describe the PDI program, its goals, how it was formulated, and reviewexperiences we have had in offering the first three years of this innovative program. We willprovide the curriculum templates and discuss how the design studio sequence fits together.BACKGROUNDLike it or

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2001 Annual Conference

Authors

Raghu Echempati

ability to learn sheet metal forming and think critically. Your responses to this questionnaireare confidential; no one will see your individual responses except the Office of Institutional Research. Dr. Raghu willreceive a summary of the results but not the questionnaire’s themselves. Your frank responses are an important part ofbuilding a composite picture; we appreciate your participation.Current information about yourself:Major (specialty) ________________________________ Co-op Employer _____________________________Planned Career: Please check one of the following categories. Employment in Mechanical Engineering after BS _____________________________ Graduate Education in Mechanical or

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2001 Annual Conference

Authors

Terrence Freeman

Session: 2793 Recruiting and Retention Effectiveness Terrence L. Freeman St. Louis Community College at Florissant ValleyIntroductionThe twenty-first century will be dominated by technological change as the United Stateseconomy becomes increasingly dependent on a technically literate workforce. Engineering is oneof the careers that will help fuel the engine of economic growth1. If the United States is tomaintain its technological leadership in this interdependent global economy an inclusiveengineering education is a must.Brainard and Carlin (1998) report that undergraduate

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2001 Annual Conference

Authors

Jin Tso; Daniel Biezad

convert their course materials into the new multimedia format. Fromthe program’s perspective, it is definitely worth the effort.As to the program’s future, despite all the difficulties encountered so far, we are optimistic aboutcontinuous enrollment growth of VAFB students. This growth can be attributed to severalreasons. First, it is a degree program. To many Air Force personnel and civilian engineers, what Page 6.134.9they want is a master’s degree to advance their professional careers. Second, the degree program Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition

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2001 Annual Conference

Authors

John Bourne

discovery of the current bestpractices available and to invent and test a new curriculum based on desiredcharacteristics and extensions and modifications of existing theories and findings. Oneobjective was to understand how to create a graduate who is the best prepared to dealwith her future whether her career is in engineering or other areas. The curriculum wasdesigned in a way to meet individual needs, produce agile and adaptive learners who areable to deal with a world in which knowledge is constantly changing and ensure thatgraduates greatly exceed common standards in the disciplines in which they graduate. Page 6.153.22 An ad-hoc working

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2001 Annual Conference

Authors

Lyle McCurdy; William Drake; Douglas Walcerz

learning; results of integrated curricula experiences; nationally-normed subject content examinations; recent graduate surveys that demonstrate graduate satisfaction with employment including career development activities, mobility opportunities, and appropriate job title; and employer surveys that demonstrate satisfaction with recent graduates. Programs also must demonstrate that their graduates are readily accepted into the workforce and are prepared for continuing education.ii Page 6.125.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition

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2001 Annual Conference

Authors

Elizabeth Godfrey

. URL: http://www.auckland.ac.nz/auabout/goals.ptml#Foreward15. “A Vision for the future”, paper presented to the University of Auckland School of Engineering Policy Group for discussion by Dean of Engineering, November 1998.ELIZABETH GODFREYElizabeth Godfrey is currently the Associate Dean Undergraduate at the School of Engineering at the Universityof Auckland after a career that has included university lecturing, teaching and 10 years as the Women in Scienceand Engineering Co-ordinator. She is currently completing a PhD in Engineering Education with CurtinUniversity of Technology on the topic of “The Culture of Engineering Education and its interaction with

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2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

experiences has attacked the problems ofpoor retention by getting students involved and excited about engineering right from the outset ofthe college career. Retention is up. The design/build projects completed by small teams ofstudents which included both written reporting assignments and oral presentation requirementshave helped address the shortfalls in the skill areas of written communications, oral speaking andpresentations, teamwork, and problem solving.An important element here was (and is) the use of regular faculty in the freshman courses toprovide significantly more interaction between first-year student and engineering faculty,establishing a sense of identity with or belonging to engineering. ABET criteria are introducedearly as part of

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2001 Annual Conference

Authors

Wei-Chiang Lin; Mark A. Mackanos; E. Duco Jansen; Anita Mahadevan-Jansen; Sean P. Brophy

tissue interaction relative to specific goals; and 3) to implement this module and itsgraphical interface in a Biomedical Engineering course in Biomedical Optics. Preliminaryevaluations suggest that the hands-on experience of students using this module results in anincreased conceptual understanding of light distribution in tissue. In addition, this methodexposes students to the value, capabilities, as well as difficulties and limitations of numericalmodeling of processes in Biomedical Engineering in general.1. IntroductionThe field of Biomedical Optics has become an important area for medicine and biology in whichBiomedical Engineering professionals play a key role. Whether students pursue careers inBiomedical Engineering research centers

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2001 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman

Annual Conference and Exposition copyright  2001, American Society for Engineering Education Throughout a career, a biomedical engineer will 1. effectively gather, evaluate, read, and combine information from varying disciplines for a predetermine objective and understand the culture of the authors of research papers. 2. effectively structure groups to achieve project results 3. effectively evaluate alternative methods of problem solution and select the most appropriate method or sequence based on time and resource limitations 4. effectively listen and

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2001 Annual Conference

Authors

A. Jalloh; Zheng-Tao Deng; Amir Mobasher; Ruben Rojas-Oviedo

-base activity that defies consistent product definition. We find that it is highly customerinteractive, contains an abundance of intangible events and is geared to provide a uniqueeducational experience, which borders into individualized instruction. As a consequence of thisnew perspective, we find that educators must negotiate/determine how to better meet the needs ofeach student and provide to them the necessary preparation to compete effectively forprofessional careers in engineering. Page 6.428.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright

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2001 Annual Conference

Authors

Matthew Morley; Jody Redepenning; Bruce Dvorak

precision) which students will be most affected later in their academic career by the intensive chemistry course.6. Although the students who enroll in Chem 111 (Chemistry for Engineers) enter college with better preparation to succeed in chemistry than those in Chem 109 (General Chemistry I), the two groups receive nearly identical grades (in their chemistry class). When chemistry success is considered for groups of students with similar composite ACT scores and class ranks, nearly all groups of students received a lower grade in Chem 111 than their counterparts in Chem 109.7. One of the specific objectives of this study was to create a new set of heuristics for advising in-coming freshman Civil Engineering students concerning which

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2001 Annual Conference

Authors

Robert Gilbert; Cynthia Finley

finished during the laboratory session. The laboratory helps studentssee how the probability and statistics concepts taught in the classroom are applied to real-worldcivil engineering problems. In broader terms, the students seem to have developed a sense thatthey will encounter uncertainty in their engineering careers, and that there are methods fordealing with uncertainty. Overall, student comments and evaluations, in addition to instructorobservations of the students, have been very useful tools for assessing the efficacy of thelaboratory. The success of the laboratory also raises another issue. Although most students think thelaboratory helps them, at least sometimes, to better understand the course material, theirperformance on exams does

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2001 Annual Conference

Authors

Shawn Gross; David Clarke; David Bentler; Joseph Hitt; Janet Baldwin; Ronald Welch

universities, and nearly nonexistent programs to provide constructivecriticism from peers relegates most faculty to the very slow process of developing effective (ifthey are lucky and persistent) teaching styles through a long career of trial and error. Add thedemands of research and the appearance at many universities (probably true) of the greaterimportance of research over teaching, and it is easy to understand the reason for the large numberof ineffective teachers at the college level. However, it only takes a relatively small amount offocused effort in an exceptional program like ETW to lay the necessary foundation to become aneffective teacher. Even though the workshop does not have to necessarily look exactly like ETW,the workshop must present

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2001 Annual Conference

Authors

Youki Terada; Pam Sirivedhin; Flora McMartin; Alice Agogino; Ann McKenna

division courses. Several changes were made tospecific courses to improve students’ integrative understanding of calculus and the physicalsciences, and to emphasize applications to engineering. Various data have been collected toinvestigate the impact the reforms had on student learning, as well as to gain insight intostudents’ experiences during their undergraduate engineering career. Interviews were conductedwith engineering students and faculty to garner feedback about integration efforts and studentsperceptions of the curriculum. This paper describes the interview project and outlines theinterpretive framework we established for the analysis of the interview data. Initial analysissuggests that students have difficulty understanding lower

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2001 Annual Conference

Authors

Andrew Grossfield

, Massachusetts 1961 Page 6.508.13 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright ! 2001, American Society for Engineering EducationANDREW GROSSFIELDThroughout his career Dr. Grossfield, has combined an interest in engineering and mathematics. He earned a BSEEat the City College of New York. During the early sixties, he obtained an M.S. degree in mathematics at NYU atnight while working full time as an engineer for aerospace/avionics companies. He studied continuum mechanics ina doctoral program at the University of Arizona. He is licensed in New York as a

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2001 Annual Conference

Authors

William Drake; Douglas Walcerz

curriculaexperiences; nationally-normed subject content examinations; recent graduate surveys that demonstrategraduate satisfaction with employment including career development activities, mobility opportunities, andappropriate job title; and employer surveys that demonstrate satisfaction with recent graduates. Programsalso must demonstrate that their graduates are readily accepted into the workforce and are prepared forcontinuing education.ixABET developed and is in the process of introducing the following objectives, as a part of EngineeringTechnology Criteria 2000 (ET2K). These standards include the following statements about outcomesassessment that we believe are compatible with the NAIT accreditation requirements. Since his group ofoutcomes was developed

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2001 Annual Conference

Authors

Martha Wilson

Society for Engineering Education”VI. Follow-up Studies and ActivitiesThe survey results indicate that the Industrial Engineering Department is doing a fairly good jobof retaining female students; however, improvements can be made in terms of recruiting newstudents, particularly from the regional community colleges.Specifically, several activities should be pursued at both the college and departmental level: • Recruit students from the regional community colleges. • Visit high schools to encourage students to pursue an engineering degree and to educate guidance counselors, and science and math teachers about career opportunities in engineering. • Increase the exposure of the IE department through advertising, community outreach