Conference Session

Multidisciplinary Engineering Programs II

Collection

2005 Annual Conference

Authors

Scott Danielson; Robert Hinks; Mark Henderson; Chen-Yaun Kuo; Chell Roberts; Darryl Morrell; Robert Grondin

presented.IntroductionIn July of 2003, a feasibility assessment and preliminary planning process was initiated forcreation of an engineering program at ASU East Campus. This process resulted in a plan todevelop a new engineering program at ASU’s East Campus. The need for this program is drivenby the rapid population growth of the Phoenix metropolitan area, capacity restrictions at ASU’sTempe campus and at other state universities, forecasts of engineering student and industrydemand, and a desire to develop a polytechnic campus at ASU.Unlike many curriculum development or reform efforts, the development of this new programbegan with a blank slate. This has given the founding faculty team unprecedented freedom andflexibility in the design of this program, resulting

Conference Session

Distance & Service Learning, K-12, Web & Work-Based Projects

Collection

2005 Annual Conference

Authors

Melany Ciampi; Claudio Brito

chosen by her/him.At the end of the period they bring a report to the council compounded of a psychologist, apedagogue, an engineer professor and the coordinator of the program, who discuss it and give thestudent the approval or not. The assessment has not the goal to retain the student just to provideher/him a self evaluation about their performance in other area.The program is a five years program, under graduation, morning or afternoon classes. Thestudents have the basic science courses, basic engineering courses and specific engineeringcourses besides the courses they choose to attend during the "free period" [6].The curriculum was elaborated in according to the curricula directress established by the FederalLaw No. 9.394 known as LDB

Conference Session

International Engineering Education I

Collection

2005 Annual Conference

Authors

Teresa Larkin; Dan Budny

lack of critical mass, would not have been offered by the units acting alone. • The program has been adopted by the University of Pittsburgh as a model for Integrated Field Trip Abroads (IFTA) across the entire university. In IFTAs, a regular course in the curriculum, typically taught in the spring term, has an optional faculty-led international add-on component. • The highly effective Plus3 program has already produced lasting results as students with little or no international experience before the trip have been inspired to continue their study abroad experiences through additional programs. Because of this success, the National Institute of International Education (IIE

Conference Session

Experiences with Experiential Learning

Collection

2005 Annual Conference

Authors

Walter Bankes; Michael Eastman; Anthony Trippe; Jeffrey Lillie; George Zion

program has always been the strong co-operative education component. The ComputerEngineering Technology curriculum committee created this opportunity for students to report ontheir co-op experience with a poster session and oral presentation in order to accomplish severalgoals: • Provide returning co-op students with additional oral presentation experience requirement dealing with a topic in which they are the expert: Their own co-op employment experience. • Get students thinking about the larger picture of their co-op experience: Life- Long Learning, diversity, successes and failures. • Give students who have not yet participated in co-op an opportunity to learn about

Conference Session

Innovative Graduate Programs & Methods

Collection

2005 Annual Conference

Authors

Glenda Scales; Bryan Hey; Jason Lockhart

thenallowed to access the materials via the internet on their laptops for further remediation. Studentscan review the topics being illustrated in the multimedia materials via a web browser and theFlash plug-in. Review can be for class assignments, tests, or work beyond the class they arecurrently taking.ConclusionIn conclusion, to accommodate both the visual and physical learners, two features are needed,namely, a diagram-like presentation and an interactive element. The signal filtering modulessatisfy both of those requirements and have the added benefit of being an internet savvy formatthat can be integrated into the classroom environment as well as used as a study aid andremediation tool for distance learning students

Conference Session

International Engineering Education I

Collection

2005 Annual Conference

Authors

Stacie Edington; Melissa Eljamal; Stella Pang

will engage both itsundergraduate and graduate student populations to develop global skills. Programs rangein duration from a few hours to the length of an academic career and include languagelearning and cross-cultural training. These programs are accompanied by a strategicmarketing plan that has resulted in a steady increase in participation, with more graduateswho are well-equipped to deal with the challenges posed by working in multi-nationalcorporations.I. IntroductionEngineers are increasingly asked to work with international suppliers, co-workers, and clients.Global assignments for companies in industries such as communications, informationtechnology, and automotive manufacturing, require engineers to integrate technical knowledgewith

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Glenn Ellis; Catherine Lewis; Susan Etheredge; Thomas Gralinski

to begin to integrateengineering education in their classrooms.The Context for the Professional Development Institute: Background and IntroductionThe Smith College Picker Engineering Program, the Department of Education and Child Study,and the Office of Educational Outreach at Smith College have formed the Engineering EducationPartnership (EEP). This innovative partnership seeks to enhance the quality and expand thereach of engineering education for preK-16. The EEP’s goals are to 1.) support the integration ofengineering education into the preK-12 curriculum; 2.) respond to the call for engineeringeducation reform at the college and university level; and, 3.) address the need to recruit andretain women and underrepresented minorities in

Conference Session

Real World Applications

Collection

2005 Annual Conference

Authors

Youakim Kalaani

able to download information for further investigation and study. Page 10.88.2 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering EducationThe objectives of this project will include:Course Curricula: The project investigator will work to develop curricula and integration intoclassroom activities. He will study the current literature and best practices of renewable energyas he develop the curriculum and will focus on integrating applied projects that can engagestudents in creative ways. The following courses

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Edward Evans; Francis Broadway; Sandra Spickard Prettyman; Helen Qammar

remained stagnant or declined(Clewell & Campbell, 2002). Given these numbers, it seems imperative that universityengineering programs focus efforts on the recruitment and retention of women. Tonso (1996)argues that "engineering education must change before inclusion of women is realized" (p. 217),and that this change must represent substantive changes not only to the curriculum, but also tothe very culture of engineering education.One response to this problem is to develop and implement curricular and instructional strategiesthat move to restructure the cultural norms in engineering education in ways that are moreinclusive of and effective with girls and women. We argue that an innovative new program inChemical Engineering at the University of

Conference Session

Web-Based Education

Collection

2005 Annual Conference

Authors

Heather Cooper

remote labexperiments, yet survey responses indicated increased student recognition of the capability foraccessing equipment remotely rather than through hands-on experiments. Further analysis ofSpring 2005 data is in progress.AcknowledgmentThis project was developed with support from the National Science Foundation's Course,Curriculum, and Laboratory Improvement Program under grant DUE-0311052.References1. Chou, Chien. Interactivity and Interactive Functions in Web-based Learning Systems: a Technical Framework for Designers. British Journal of Educational Technology, 2003.2. Liaw, Shu-Sheng. Considerations for Developing Constructivist Web-based Learning. International Journal of Instructional Media, 2004.3. Paine, Pamela F. An

Conference Session

Systems Approach to Teaching ET

Collection

2005 Annual Conference

Authors

Gary Mullett

skill sets of tomorrow’s graduates will becomes even more disconnected fromthe world of work than they are today. This change needs to embrace and emphasis a systems level approach to theteaching of electronics technology along with an infusion of the Scan’s report soft skills into the curriculum. Severalsuggestions of how this may be accomplished are presented here.I. OverviewApproximately forty years have past since the implementation of the first governmentrecommended two-year college electronics curricula. Although tremendous technologic changehas occurred in the electronics field and its manufacturing industry, little change has occurred inthe typical curriculum leading to an associate degree in this area. Except for the continuous

Conference Session

ABET Issues and Capstone Design

Collection

2005 Annual Conference

Authors

Milton Bryant; Paul Biney

-step comprehensive process for developing and assessing program objectives andprogram outcomes. The eight-step process is in accord with the requirements of the new ABET2000 criteria for accrediting Engineering and Technology programs. The process involves 1. Program objectives definition. 2. Primary assessment of Program objectives every two to three years. 3. Program outcomes definition and their relationship with program objectives. 4. Mapping program outcomes into the curriculum (courses). 5. Implementation of outcome competencies in courses and direct outcome assessment at course level each semester using direct measurement of student performance in each outcome measured in the course. 6. Direct semester program

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Richard Gilbert; Andrew Hoff, University of South Florida; Eric Roe, Hillsborough Community College; Marilyn Barger, Hillsborough Community College

) materials are Workshops and Short Courses. The MUG Workshop isdesigned to familiarize the teacher with the structure of the HSTI modules and offer suggestionsfor classroom integration. The Short Courses are the professional development portion of theMUG. They are classroom-based, in-depth training on the technologies associated with thescience presented in the respective module. In the past two years, 180 teachers have acceptedHSTI modules impacting nearly 20,000 students.During the HSTI project, we have used mixed methods of data collection, including onlineteacher surveys regarding the modules, post professional development surveys, student impactprereporting by the teachers, and direct observations. The purpose of our sampling was to createan

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Eric Steinberg; Ben Stuart

, results from the PI mathematics questions were evaluated by subtopicand by class standing for AY 00-01 and AY 01-02. For basic math skills such as algebra, lineand exponential equations, etc., student averages were near 70% in the sophomore level PIs,increasing to 80-90% for the junior and senior level PIs. However, while sophomore level PIsindicated that students could obtain an average of 63% correct in integration or 75% correct intrigonometry, those scores dropped to 42% for both subtopics in the junior and senior level PIs.The conclusion drawn from this data was that OUCE students were given fundamental mathskills in the freshman and sophomore calculus sequence, but they were quickly diminished assubsequent courses did not sufficiently

Conference Session

International Engineering Education II

Collection

2005 Annual Conference

Authors

Sucharit Koontanakulvong; Direk Lavansiri

categories; management departments (there are 8 central(8 indexes), academic (14 indexes), administrative units, 12 departments,research and academic services (6 and 3 affiliated institutes in theindexes), cultural & ethical promotion Faculty.) The quality assessment was(2 indexes) and quality assurance (4 set to link and integrate with QAindexes). The scoring for each criteria system so that the audit and assessmentranges from 1 signifying a poor can be implemented simultaneously.standard up to 7 signifying an Table 2 summarizes the QAinternational recognition. development timeframe and activities These assessment criteria were set during the year 2001-2004.to link up to the

Conference Session

Best Zone Papers

Collection

2005 Annual Conference

Authors

Mark Jones; Cynda Fickert; Alice Smith

research, the other primary goal of the RET was for the teachers to develop classroom modulesbased on their research experiences. These modules were to be used in their classes as both hands on learningexperiences for their students, and as stimulators for students to consider career opportunities in engineering.During the RET time, Fickert and Jones designed two inquiry-based units to use in each of their classrooms.Jones says of his RET experience, “I use a great deal of discussion in my classroom to promote inquiry in myclassroom culture. One aspect of that culture is the students’ perception of the teacher as an expert on certain topics.The experience with CAVE allows me to put myself in a professional setting if I find the opportunity to use

Conference Session

Design and the Community

Collection

2005 Annual Conference

Authors

Carol Haden; John Tester; Jerry Hatfield

-person design teams that design, build and test weekly projects involvingLEGO® parts, sensors, and the Robotic Command eXplorer (RCX). Control of the automatedsystems requires programming in both RoboLab (a LabViewTM derivative) and in the “Not Quite C”(NQC) environments. The course develops in the semester to finally encompass larger design teamsof fourteen students, with each team designing a complex, autonomous, robotic-styled system. Animportant part of this course development is the integration of assessment procedures that record thestudents’ perception of learning and enthusiasm. We present an overview of the courseenhancements and objectives. Assessment categories include the students’ self-efficacy in theirability to design/build/test

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Betsy Aller; Edmund Tsang; Andrew Kline

K-16 STEM Teaching and Learning,” International Network for Engineering Education and Research(iNEER) (Special Volume, March 2005, in press).2. C. Crumbaugh, P. Vellom, A.A. Kline, and E. Tsang, “Integrating First-Year Engineering Design and Pre-Service Science Education: A Model for Engineering and Education Collaboration to Enhance K-16 STEMEducation,” Proceedings of the Frontiers in Engineering Conference, Savannah, GA, October, 2004, pp. S2E-14– S2E-18.3. E.Tsang and A.A. Kline, “Design of an Inexpensive Optics Demonstration/Experimentation Kit for MiddleSchool,” Proceedings of the American Society of Engineering Education Annual Meeting, Salt Lake City, UT,June 2004.4. A. Kline, E. Tsang, C. Crumbaugh, and B. Cobern, “Establishing an

Conference Session

Collaborations: International Case Studies & Exchanges

Collection

2005 Annual Conference

Authors

Ana Kennedy; David Ollis

, Technology”, not onlytaught the structure inherent in an intermediate language class by integrating vocabulary,issues, and projects that are of special interest to technical students, but also integratedcultural and technical issues of our global society. The object was to enlist students’technical enthusiasm for the process of learning a foreign language and studyinginternational cultural and technological issues. Our lab activity sequence of read, use, assemble, and discuss (in Spanish) is usedto promote the use of the Spanish language in a real-world technological context. The labmodules are adapted to teach technology students vocabulary and modes of thought intheir professions. We report how this modification allows students to enhance

Conference Session

ECE Lab Development and Innovations

Collection

2005 Annual Conference

Authors

Hazem Refai; James Sluss

Session # 3432 A Laboratory Course for Telecommunications Systems Engineering Hazem H. Refai and James J. Sluss, Jr. School of Electrical & Computer Engineering Telecommunications Systems Program University of Oklahoma – Tulsa Abstract An integral part of the curriculum in the recently developed Master of Science in Telecommunications Systems program at the University of Oklahoma - Tulsa is a laboratory course. The course is designed to enhance student understanding of fundamental computer networking

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Kevin Scoles; Harriet Millan

integrating writing with engineering content is the added time professorsmust allow for students to present drafts. We argue that this time is well spent and that itconstitutes the difference in helping students to become comfortable with the material. A modelof the writing intensive version ECE Laboratory will support our premise that the developmentaleffects of teaching writing facilitate learning.ECEL 301 ECE Laboratory IThe ECEL 301 course is the first in a series of four labs required of all EE and CE students. It is Page 10.277.2a third-year course in the typical 5-year curriculum with co-op. ECEL 301 is the sixth lab-related Proceedings

Conference Session

Multidisciplinary Engineering by Design II

Collection

2005 Annual Conference

Authors

Paul Leiffer

Five Curriculum Tools to Enhance Interdisciplinary Teamwork Paul R. Leiffer, R. William Graff, and Roger V. Gonzalez LeTourneau UniversityAbstractAn ability to function well in a multidisciplinary team has become an expectation of modernindustry and a major goal for engineering students. Since LeTourneau University offers a generalengineering degree with five concentrations, multi-disciplinary design projects naturally arise atall levels of the curriculum. Current capstone projects involve student teams from up to threeengineering disciplines, plus computer science, design technology, and marketing. Obstacles tomulti-disciplinary teamwork, including disciplinary competition

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Harry Koehnemann; Brian Blake; Gerald Gannod; Kevin Gary

and small team levels as a basisfor personal engineering practices. While this supports our desire to develop a professionalcultural mindset in our students, it is simply too burdensome to introduce this process into thisenvironment. The PSP/TSP also seems to lack the flexibility that RUP and the Spiral Model atthe process meta-level. Agile methods are also not a fit. There is too much of a reliance onexperience and constant integration to provide a suitable framework for student learning ofsoftware engineering in an outsourced project setting. Students do not spend enough time on asingle course to allow for the daily interactions needed for XP.One of the major challenges in incorporating process-centered project experiences is determininghow

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Sharon Mecum; Leslie Wilkins

for all student groups. By utilizing an equity-based approach, it is Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationhoped that these programs can help more directly address the inequities that have led to theunder-representation of women in STEM.The EAST Project program successfully met the required equities based on age, gender,race/ethnicity, socioeconomic status and academic status, but at a cost of approximately$100,000 per school. EAST was implemented as part of the regular school curriculum, offering atechnology lab including hardware, software, technical assistance and appropriate

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Moshe Hartman; Harriet Hartman

concepts applied in the Clinic projects have just been introduced in other courses, so that thematerial is still fresh in the students’ mind5. The sophomore clinic teams with the College ofCommunication to integrate the teaching of a common core of communication skills to allstudents. Faculty engage in reflexive pedagogy, continually assessing and revising the program.In addition to these curricular and pedagogical innovations, the College has a student-to-facultyratio of approximately 17:1 and class sizes not exceeding 35, facilitating personal student-facultyinteraction both within and outside of class The tightly structured curriculum results in strongcohort solidarity among students who take most of their courses together throughout the

Conference Session

Design Education

Collection

2005 Annual Conference

Authors

Hong Zhang; John Chen; Bernard Pietrucha

even apiece of electric wire is considered a mystery in an unknown territory. Although all thestudents are required to take courses like Networks and Electronics, many managed to resetthemselves quickly. One strategy of Rowan Mechanical Engineering is to keep exposing thestudents with the subjects by integrating them into the curriculum and keep refreshing theirmemories with topics that are interested to them. We have developed or modified severalcourses under this strategy, such as the introduction of a new course Mechatronics andimplementation of many hands-on projects (called Junior/Senior Engineering Clinics) co-sponsored by the department of Electrical and Computer Engineering. Among thesepractices, one successful approach is to build

Conference Session

Undergraduate Research & New Directions

Collection

2005 Annual Conference

Authors

Dennis Silage

Marconi’s transatlantic wireless transmission in 2001. For highschool students, the Marconi Challenge provides an opportunity to demonstrate the principles oflens and mirrors in optics and basic electronics in a stimulating environment. The transmissionmedium is infrared light and the requisite components and test equipment are inexpensive, easilyobtained and no license is required. Complete teaching modules have been developed andaccepted by a school district for use in the junior high school science and senior high schoolphysics curriculum. Undergraduate ECE students can utilize more complex electronics, errorcorrecting codes and RF modulation methods with an Amateur Radio license to exploreapplications of wireless communication based on their

Conference Session

Interdisciplinary Education

Collection

2005 Annual Conference

Authors

John Mativo; Arif Sirinterlikci

, Actuators, and Controllers • Integration – Figure 7Students enrolled in HONR 218 converted their ideas into sketches during the concept designexperience as shown in Figure 1, created 3D models as visual aids as shown in Figure 2, utilizedsome of the models as patterns in mold making as shown in Figure 3, studied mechanisms andjoints through Reverse Engineering as shown in Figures 4 and 5. respectively, build mechanismcomponents using an NC laser cutter and other equipment and assembled them as shown in Page 10.31.3Figure.6, deformed welding wire or wire mesh to obtain body parts or shell of the animatrons in “Proceedings of the 2005

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Glenda Kelly; Paul Klenk; Gary Ybarra

GK-12 Track 2 MUSIC (Math Understanding through Science Integrated with Curriculum)program. Weekly or Bi-weekly meetings are also important to provide ongoing training andguidance to Fellows.Summative Impacts on Engineering Teaching FellowsSummative impacts on Engineering Teaching Fellows were assessed through end-of-year fellow-completed surveys. Quantitative data were available from 63 Engineering Teaching Fellowswho participated in the Techtronics program from 2001 through 2004, the MUSCLE programduring the 2001-2002 and the 2003-2004 school years, and the Duke-NCSU Fellows Programfrom 2000-2002. Qualitative, open-ended responses to questions on personal development wereavailable for 29 Fellows in the Techtronics and MUSCLE Programs. The

Conference Session

Educational Research Initiatives at NSF

Collection

2005 Annual Conference

Authors

Theo Brower; Meredith Knight; Chris Rogers

at Purdue University by having ashorter project duration (2 vs. 4 years) and a smaller, more intimate team (5-10 vs. 8-20)where there is limited vertical integration. The creation of the Robotics Academy was motivated by the desire to help juniorsand seniors develop personal and interpersonal skills, which are essential for successfulprofessional careers. To this end, we want to answer three main questions: First, doessolving a “real world problem” help motivate students learning? Second, does engagingin an interdisciplinary, student-led project allow students to develop personal andinterpersonal skills more effectively than traditional coursework? Third, what are theimpacts of participation in the Robotics Academy? These