Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Taryn Bayles

engineering career • Overview of engineering education, including curriculum, facilities, resources and opportunities for studentsThe approach taken in presenting many of the topics was to provide fun ‘hands on’ activities,during which the participants competed for a variety of ‘prizes,’ including UMBC t-shirts,key chains, and gift certificates. Pre and post-surveys were conducted to assess the knowledge,abilities, and understanding of the participants in the following categories: 1. Knowledge of the various engineering disciplines. 2. Understanding of the opportunities and rewards of an engineering career. 3. Understanding of what high school preparation is needed to pursue an engineering degree. 4

Conference Session

New Electrical ET Course Development

Collection

2003 Annual Conference

Authors

David Border

curriculum, as in the case of many two-year degree granting institutions, or Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Educationit can exist outside a traditional academic program. Occasionally, Universities and Collegesoffer non-core coursework that is tied closely to certification or certification preparation1. This isyet another certification route. An example of this relationship is Rensselaer PolytechnicInstitute. Rensselaer's Computer Science department hosts a Cisco Networking Academy sitethat offers elective (non-credit bearing) courses that prepare students for Cisco's CertifiedNetwork Associate (CCNA

Conference Session

Building Cross-Disciplinary Partnerships

Collection

2003 Annual Conference

Authors

James Bryant; Paul Swamidass

disciplines. 3. Business students learn to understand engineering students and learn to ask the right questions about engineering problems, and vice versa. Business students begin to understand how engineers “think,” and vice versa. 4. Show marked improvement in the confidence with which engineering students handle problems that have a mixture of engineering and business issues, and vice versa. 5. Pick up the necessary skills and confidence to address engineering and business issues necessary to be a successful independent entrepreneur, or an intrapreneur within large corporations.We believe that this program at Auburn should be of interest to selected engineering andbusiness colleges in the USA.In

Conference Session

Building Bridges with Community Colleges

Collection

2003 Annual Conference

Authors

Sharon Robinson; Scott Segalewitz; Raymond Lepore

and other institutions offeringbaccalaureate programs in engineering technology. Edison’s ultimate intention was to bringdegree-completion programs in engineering technology to their campus to serve the needs of areatechnicians. An Edison survey of graduates and regional employers showed a strong demand forengineering technologists. Survey respondents expressed a need for a baccalaureate degree thatwould permit employees to continue with their job and family responsibilities, and only three outof the 72 individuals desiring a program said they preferred to attend full-time. Of the 29employers, 27 said they would encourage their associates to attend a baccalaureate program.Based on the results of the survey, Edison’s goal was to serve two

Conference Session

Quality & Accreditation: Outcome Assessment

Collection

2003 Annual Conference

Authors

John Ventura

a plan of action tomeet the EC-2000 criteria for an engineering program at a local university.The implications of the EC-2000 guidelines are that educators in engineering developcurriculum and assessment tools based on program outcomes. ABET does not stipulate themethods used in the development and assessment process. However, ABET demands thatinstitutions demonstrate the pedagogy used to achieve learning objectives as well asevidence of assessment and continuous improvement. As a consequence of this freedom inprogram development, engineering faculty now have the flexibility to meet student,industry, and institutional needs.Keywords: accreditation, engineering education, assessment, curriculum, online learning

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

H. Scott Fogler; Michael Cutlip; C. Stewart Slater

Course and Engineered Biomaterials 15: Designing Challenge-Based Learning Modules 16: Mathematical Software Packages 17: Novel Laboratory Experiments 18: Integrating Computing across the Curriculum via Spreadsheets 19: Process Safety 20: Teaching TroubleshootingWorkshop LeadersThe selection of workshop leaders is made by the Summer School co-chairs with the advice ofthe Chemical Engineering Division leadership and colleagues in chemical engineering and otherdisciplines. These leaders are very well established and respected in their disciplines with aparticular dedication to educational activities. The workshop leaders organize the particularworkshop and determine the presenters and the workshop contents. These

Conference Session

Web-Based Instruction

Collection

2003 Annual Conference

Authors

Austin Asgill

techniques. This hasprovided academic institutions with the much-needed opportunity to reach remote audiences withtheir program offerings. Many educational institutions have become engaged in delivering theirtechnical courses to remote locations within the country in order to try to meet the high demandfor graduates. This paper will discuss the efforts undertaken at Florida A&M University (FAMU) todeliver the upper division courses of its Electronic Engineering Technology (EET) curriculum toits satellite campuses within the state of Florida. The preferred means of delivering its technicalcourses that has been chosen by FAMU is through the use of compressed video with tapedbackup in an interactive instructional setting. A review of

Conference Session

Engineering Ethics

Collection

2003 Annual Conference

Authors

Tracy Camp; Laurie Smith King; Keith Miller; Barbara Moskal

, L. Philosophy of Moral Development: Essays in Moral Development, Vol. 1. San Fransisco: Harper, 1981.5. Lee, J.. "Teaching and learning in the 21st century: the development of 'future CS faculty.'" ACM SIGCSE Bulletin, Vol. 33, No. 2, 2001, 25-30.6. Martin, C. D. & Holz, H.J., "Non-Apologetic Computer Ethics Education: A Strategy for Integrating Social Impact and Ethics into the Computer Science Curriculum, Online: http://www.southernct.edu/organizations/rccs/resources/teaching/teaching_mono/martin_holz/martin_holz_intro .html (accessed 1/01/2003).7. National Colloquium for Information System Security Education: Computer Ethics Education. James Madison University, On-line: http

Conference Session

NSF Grantees Poster Session

Collection

2003 Annual Conference

Authors

Michael Batchelder; Elaine Linde; Dan Dolan; Daniel Dolan

sophomore/junior class gives them that opportunity. The more complexthe task and the more diverse the team, the more practice they need. Mechatronics is oneof the required courses on our campus that is truly multidisciplinary. The course is team-taught by professors from electrical and mechanical engineering. The two professors arealways together in the classroom to provide the daily interaction and integration of thetwo disciplines. Students are given an introduction to teaming theory during class lectureand discussion. The class discussion focuses on development of trust and mutualaccountability, and constructive resolution of conflict. Even among friends, trust andrespect are challenged when team members have different opinions about the

Conference Session

Teaching Design with a Twist

Collection

2003 Annual Conference

Authors

Sohail Anwar; Eric Granlund

.” Proceedings of the 2001 ASEE Annual Conference, Multimedia Session. Available CD- ROM. 5. Wood, J.C. “An Interdisciplinary Problem-Based Engineering Technology Freshman Curriculum.” Proceedings of the 1998 ASEE Annual Conference, Session 2248. Available CD-ROM. 6. Clark, W.M., DiBiasio, D., and Dixon, A.G. “A Project-Based Spiral Curriculum for Chemical Engineering.” Proceedings of the 1998 ASEE Annual Conference, Session 1313. Available CD-ROM.BiographySOHAIL ANWARSohail Anwar holds a Ph.D. degree in Industrial and Vocational Education from the Pennsylvania StateUniversity and a M.S. degree in Electrical Engineering from the University of

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Gerald Burnham; Don Millard

Page 8.479.2Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Education The Macromedia Director™ based materials engage the student in the learning process andpresent the content in a format that enhances the visualization of “big ideas” in electricalengineering. The technologies include: 1) a means to capture, review and process all userinteractivity while accessing a learning module (Scribe); 2) an interactive, collaborative tool forexploration, design and testing across the Internet (WebTeam); and 3) access to instrumentedexperimentation via the Internet (LongLab). Twenty-four modules have been developed, and werespecifically designed to

Conference Session

Laboratory Developments and Innovations

Collection

2003 Annual Conference

Authors

Robert Voigt; Robert Ives; Jesko Hagee

Session 2354information technology integration in today’s military systems. 1 This survey, part of acurriculum review, entitled “Curriculum 21,” was the primary reason for instituting a secondcourse and was an input into the process that defined the make-up of that course. The results ofthat study are reported in more detail along with the initial response to that study in the form of anew course.2 The Academic Dean’s desire was to look at how we could get this material into oneof the required courses in the technical core that all non-engineering students must take.II. Technical Core Improvement GroupIn the year 2000, the Academic Dean formed a committee, the Technical Core ImprovementGroup (TCIG), to examine the entire technical core. This

Conference Session

ECE Online Courses, Labs, and Programs

Collection

2003 Annual Conference

Authors

Nathan Chao

Page 8.900.2 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ? 2003, American Society for Engineering Educationcited above. The totally self contained asynchronous modules of this new approach can be usedin a school laboratory or at home by the student in a distance learning situation. The cost of thistotal e-learning lab environment is only a small fraction of the cost of traditional hands onlaboratory environments. The low cost makes this revolutionary approach an effective solutionfor distance labs in this country and for global delivery of valuable hands on lab experiences forpoorer nations. Students will be learning in an enriched environment integrating web

Conference Session

Unique Laboratory Experiments & Programs

Collection

2003 Annual Conference

Authors

THEO MARYONOVICH; Chris Netherton; Chandra Sekhar; Jai Agrawal; Omer Farook

Session 1292 Computer-Assisted GOAL-Oriented Walking Robot Omer Farook, Chandra R. Sekhar, Jai P. Agrawal, Theo Maryonovich and Chris Netherton Purdue University Calumet Hammond, IN 46323AbstractThe paper discusses a senior design project which was implemented during a two-semestercourse, Senior Design. These two courses are the capstone courses in ElectricalEngineering Technology curriculum offered in seventh and eighth semester. This projectand similar projects provides the student a unique opportunity to design and integrate theknowledge and

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Julio Davalos

Annual Conference &Exposition Copyright © 2003, American Society for Engineering Educationconstructivist approach it is the responsibility of students to integrate new building blocks intotheir knowledge base, and the task of the instructor is to provide an environment in which thestudents can engage in the creation of their own knowledge. In a constructivist environmentstudents are naturally forced to make an assessment of what they already know and what theyneed to know to master a concept.Constructivism and experiential learning are complementary concepts: taking responsibility ofand engaging in our own learning. The concepts of constructivism and experiential learning areboth primarily based on the work of Piaget. 11 Constructivism

Conference Session

Teaching Teaming Skills Through Design

Collection

2003 Annual Conference

Authors

Leah Jamieson; Lynne Slivovsky; William Oakes

, June 1999. 7. Joseph, J., "Coordinating Diverse Set of Capstone Design Experiments", Proceedings, Frontiers in Education, San Juan, Puerto Rico, Nov. 1999. 8. Carlson, Lawrence, Sullivan, Jacquelyn, Poole, Susan and Piket-May, Melinda, " Engineers as Entrepreneurs: Invention and Innovation in Design and Build Courses" Proceedings,Frontiers in Education, Session 11a6, San Juan, Puerto Rico,Nov. 1999. 9. Sheppard, Keith and Gallois, Bernard, "The Design Spine: Revision of the Engineering Curriculum to Include a Design Experience each Semester", Proceedings, ASEE Annual Conference, Session 3225,Charlotte, NC, June 1999. 10. Wayne, Scott, Stiller, Alfred and Craven, Kristine, "Integrating Design and

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Anne Beddingfield; A. Wayne Bennett

disciplinesrequires practicing effective communication techniques and employing leadership skills. Theengineering workplace is closely tied to the global economy and engineers must feel comfortableinteracting in an international atmosphere. In addition, an understanding of laws and policy is Page 8.498.1valuable for engineers to comprehend and appreciate the legal system in the United States. “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Expositions Copyright 2003, American Society for Engineering Education” With the knowledge of the numerous changes occurring in the engineering

Conference Session

Materials and Manufacturing Processes

Collection

2003 Annual Conference

Authors

Kelly Adams; J. Filatovs; B. Kailasshankar; Devdas Pai

tolerances becoming almost an afterthought.Although most engineering students are taught materials science as a fundamental science course,the curriculum downstream does not foster the incorporation of these principles into thesystematic selection of the most appropriate material for a certain shape and function, or thecriterion-based selection of the optimal manufacturing process. Tighter integration between theintroductory materials courses and the downstream design and manufacturing courses is just partof the solution. With the advances in materials and manufacturing technology, a plethora ofmaterials and processes has evolved. Undergraduate courses in design and manufacturing cannotprovide detailed coverage of all materials and processes, and

Conference Session

Web-Based Instruction

Collection

2003 Annual Conference

Authors

Lauren Neal; Jr., Robert J. Clougherty; Ismail Fidan

-based course supplement to the complete delivery of courses online. The choices that facultymay consider range from simply posting a syllabus to creating web-based content to enhanceclassroom instruction to full online delivery. While the primary focus of web-based delivery has been in the development of standaloneweb-based distance education courses, more faculty are beginning to use the web to supplementand enhance classroom instruction, creating “hybrid courses.” The authors have chosen to supplement a traditional face-to-face on-campus CNC (ComputerNumerical Control) course with an online component. WebCT-based CNC materials weredeveloped in Spring 2002 and started being implemented in Fall 2002. The materials arecurrently used in a

Conference Session

Course and Program Assessment

Collection

2003 Annual Conference

Authors

Michael Kozak

, industrial fieldtrips, oral presentations, written reports and working in teams.2 Criteria 2000 requires eachprogram to have: • objectives consistent with its unique mission; • an assessment process that demonstrates that objectives and their associated learning outcomes are being achieved; and • a system of evaluation that shows a commitment to continuous quality improvement.3Continuous ImprovementFaculty must establish a process for evaluating and continuously improving programs and ensurethat the curriculum, as a whole, satisfies the program's overall educational objectives andincorporates an improvement track. Course development includes defining course objectives,student learning outcomes, and criteria and/or tools to assess

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Ronald Musiak

consists of a short lecture, followed by ademonstration, and concluding with an exercise started in class and finished by the student design team outside ofclass. Once a team has developed enough proficiency they are left more ‘on their own’ and use the faculty as‘consultants’ as they proceed with their designs. Using some of the class time for supervised design activity helps thestudent to stay on task and do more in-depth design work. It also helps the teaching staff to see how well the studentsare learning and to provide the extra help and incentive to those who need it.This year we integrated laptop computers into three classrooms making them multi-functional rooms. In the past wehad to schedule sections of the course in such a manner as to

Conference Session

Activities for the Materials Classroom

Collection

2003 Annual Conference

Authors

Donald Goddard

quality alloy that they can lateruse in practical applications.IntroductionAny student, having completed basic chemistry, would be ready for a first laboratory course inthe realm of Materials Science and Mechanics of Materials, which might fall anywhere from thefreshman to junior year, depending on the particular engineering curriculum. In such coursesthere is need for interrelated experiments which can give both depth and breadth ofunderstanding which can be built upon in other classes, such as Machine Component Design. Itis also very useful if such experiments should happen to be at the lower end of the cost range. Ahappy concurrence of these factors is to be found in threaded rod, which meets the ASTMSpecification A 193 Grade B71ASTM (American

Conference Session

Multimedia Engineering Education,Distance, Service, & Internet-Based Approaches

Collection

2003 Annual Conference

Authors

Rodney Custer; Michael Daugherty

approach is a concept called “backward design” where “one starts with the end—thedesired results (goals or standards)—and then derives the curriculum from the evidence oflearning (performances) called for by the standards and the teaching needed to equip students toperform” The initial step in the process involves the identification of a set of “enduringunderstandings.” These are the core concepts, the large, robust ideas that are considered essentialto a discipline. With ProBASE, the project team focused considerable time and energy during theinitial stages of the project on an analysis of the Standards, to “boil” them down to the coreessentials for a solid pre-engineering curriculum. The results of this process will be presentedlater in the

Conference Session

Engineering Education Research

Collection

2003 Annual Conference

Authors

Eli Fromm; Jack McGourty

, The Cooper Union, Drexel University, New Jersey Institute of Technology,Ohio State University, Polytechnic University, and University of South Carolina.For ten years, spanning two award periods, the Coalition has been developing andapplying educational innovations for both lower and upper division programs. Based onDrexel’s initial E4 integrated freshman design curriculum, the Coalition institutionsindividually and collectively have spearheaded a number of innovations in such areas asengineering design, concurrent engineering, and such emerging technology areas asbiotechnology and earth engineering systems. Page 8.1141.1

Conference Session

Assessing Teaching and Learning

Collection

2003 Annual Conference

Authors

S. Michael Kilbey; Richard Rice; Scott Husson; Graham Harrison; Douglas Hirt; David Bruce; Charles Gooding; Debi Switzer

effective at planning, monitoring, and regulating their cognitive activities thanthe former. They tend also to participate in a task more often for reasons such as challenge,curiosity, or mastery; and, they express more positive attitudes towards professionaldevelopment.Introduction Previously1, we introduced an approach to integrate a hierarchical cognitive model into anundergraduate engineering curriculum, described teaching and learning strategies to support thatmodel, and presented preliminary assessment results for the implementation of those strategieson student development. Briefly, the hypothesis that drives this work is this: Mental growthconstitutes a progression through a hierarchy of cognition; the critical thinking and

Conference Session

Capstone Design and Engineering Practice

Collection

2003 Annual Conference

Authors

William Ebel; Roobik Gharabagi

in either traditional electrical engineering or concentration incomputer engineering. The department was established in 1987 by the generous support oflocal industry. The Bachelor of Science in either of the concentrations offered by the departmentrequires completion of 127 credits over four years.Programs within the department place an important emphasis on the integration of designthroughout the curriculum starting with introduction to Electrical Engineering (EEP-101)in the freshman year. The design components are then continually strengthened in thesophomore and junior years. During the final (senior) year a sequence of two designcourses are offered. Two sixteen weeks courses, Design I (EEP-490) and Design II (EEP-491), are

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Richard Ciocci

specific tasks. Phase II panels often addtopics to current courses as well as identify the need for new courses. The items identified as“Knowledge and Skills” from Phase I are also placed into the course structure. As the items aregrouped into courses, their association in those courses is purely topical. How the course istaught, in other words whether a particular task is handled as a two-week classroom analysis or asa 50-minute lecture, will be decided by the faculty member who is asked to teach the course. Thepanel merely assigns tasks to courses. The final product of Phase II is a Curriculum Map, whichis the planned sequence of courses and a list of each course with its associated tasks.Phase III is an academic preparation step that includes

Conference Session

Raising the Bar and Body of Knowledge

Collection

2003 Annual Conference

Authors

Stuart Walesh

integrated throughout the professional component of the curriculum. 4. an ability to function on multi-disciplinary teams. (ABET d) Commentary: Lead a design or other team as well as participate as a member of a team. Demonstrate an understanding of team formation and evolution, team dynamics, collaboration among diverse disciplines, problem solving, and time management. Page 8.236.6 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003

Conference Session

Improving Teaching and Learning

Collection

2003 Annual Conference

Authors

H. David Smith; Cara Rieger; David Kanter; Robert Linsenmeier; Ann McKenna

traditional statisticalcriteria, revealed moderate effect sizes, although not always in the predicted direction:“Completing the pre-lab helped me learn about solving open ended problems” (E.S. = 0.47),“The experience of the pre-lab session helped me communicate my ideas” (E.S. = 0.68), and“The lab assignment helped me to integrate different topics in physiology” (E.S. = -0.64). Notethat analysis of the last item revealed an advantage for control students (see Figure 2). Page 8.712.8 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society

Conference Session

Graduate Student Experiences

Collection

2003 Annual Conference

Authors

Paul Bishop; Gary Lewandowski; Joel Fried; Carla Purdy; Anant Kukreti

exportable modules which can be used as is or modified to fit the needs of otherinstitutions and which cover elementary teaching skills, advanced teaching skills, proposal writing,time management, and preparation for the job search process. There is also a mentored teachingcomponent, which is individually structured for each student. Requirements for participation areset by each department. The program prepares students for the full range of academic positions,at research-intensive or more teaching-oriented schools. It also offers a forum for faculty toupdate their teaching skills and for the discussion of issues of diversity, learning styles, anddifferences in culture between instructor and students. In addition, an associated yearly lecture