Conference Session

TYCD 2005 Lower Division Initiatives

Collection

2005 Annual Conference

Authors

Mohammad Shanehsaz; Michael Qaissaunee

will provide technician training in wireless communications, an area oftechnology innovation with great industry demand. By incorporating security as an integral partof this program, the curriculum will serve to foster greater growth and adoption of mobiletechnologies. This project will benefit regional industry, government agencies, high schoolteachers and students, community college faculty and students, those switching into informationtechnology careers, and those with bachelor’s degrees in unrelated fields. Page 10.807.2 Proceeding of the 2005 American Society for Engineering Education Annual Conference and Exposition

Conference Session

A Renaissance in NRE Programs

Collection

2005 Annual Conference

Authors

John Bennion; Jay Kunze; Mary Lou Dunzik-Gougar; Michael Lineberry

close relationship with the Nuclear University Consortium that is part of the BEA team.In summary, the opportunities for developing a new paradigm for national laboratory anduniversity interaction and cooperation lies ahead. Successful development of the partnership willlead to effective implementation of the INL mission and of a viable future for nuclear energy inthe nation and the world.--------------------------------------Biographical InformationJay Kunze is the Dean of Engineering and Associate Director of the Idaho Accelerator Center atIdaho State University (ISU). He spent 20 years of his career at the INL predecessor laboratories,then 5 years as president of a geothermal energy company. During that period he was an adjunct(teaching

Conference Session

Tricks of the Trade for Research

Collection

2005 Annual Conference

Authors

Beverly Davis

, personal objectives or overall career growth from their participation in the project. This should be a key factor in assessing the impact of the project. Given the educational nature of the project undertaken, the goals and objectives should be clearly stated. Figure 1 provides a framework to ensure the plan associated with the project covers all areas for participation. Customers Mission Objective

Conference Session

Electrical ET Laboratory Practicum

Collection

2004 Annual Conference

Authors

Stanley Dick; Russell Aubrey

-Introduction to EET andProjects, provides an opportunity for entering students to gain insight into theelectrical/electronic field early in their academic careers. At the Anderson location of PurdueUniversity School of Technology, EET students enter the program with a variety of backgroundsand abilities. It is not unusual to have age ranges from 18 to 50 years old in the same class.Their experience with hand tools, mechanical layout and the technical aspects ofelectrical/electronic systems usually is as varied as their age spread. It cannot be taken forgranted that all entering technology students have had repair experience with their parents oncars, bikes or homes. This course utilizes defined learning and teaching objectives coupled withextensive

Conference Session

Integrating Taxes, Law, & Business

Collection

2004 Annual Conference

Authors

Jeannette Russ

and engineering is particularlyrelevant to engineering students.5 Thus, a major goal of this project is to introduce students tothe challenges and benefits of working with people from entirely different fields of expertise.A second goal is to give students an opportunity to develop and practice communication skills,another widely recognized element of both effective education and career success.6, 7 The projectinvolves three oral presentations and one written report. To emphasize the importance of goodcommunication, 30% of the overall project grade is derived from the students’ performance onthe presentations and grammar/style elements in the written report.Two additional goals are somewhat interrelated. The case requires students to consider

Conference Session

Are Classical Solutions Outdated?

Collection

2004 Annual Conference

Authors

Sherif Yehia; James Nelson

-yearspan of his or her career.”The easy answer to this question is that we must teach the fundamentals of structural analysisand that the student must assimilate those fundamentals. The difficult question that naturallyfollows this question is “What are the fundamentals of structural analysis that an engineer shouldknow.” In this paper, two aspects of this latter question are explored in an effort to provide ananswer. First, the authors will attempt to distinguish between the skills, attitudes, and knowledgenecessary for an engineer and those necessary for an engineering technician. This distinction willbe based on the definitions of the Accreditation Board for Engineering and Technology, the bodyof knowledge for professional practice prepared by

Conference Session

Educational Research Initiatives at NSF

Collection

2004 Annual Conference

Authors

Krishna Vedula

needs ofU.S. industry.Research Experiences for Undergraduates (REU) - provides support for proposals that seek toattract talented students into academic research careers in engineering. Proposals are in twomajor categories, REU Sites and REU Supplements. Page 9.966.2 “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education" 3Research Experiences for Teachers (RET

Conference Session

Promoting ET thru K-12 Projects

Collection

2004 Annual Conference

Authors

Naomi Gomez; Jan Rinehart; Robin Autenrieth; Karen Butler-Purry; Angie Hill Price

Page 9.570.1Texas A&M University (TAMU) in conjunction with the Texas Engineering Experiment Station “Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”(TEES). The purpose is to match secondary, math and/or science public school teachers withengineering researchers. The objectives of the program are to: 1) offer teachers experiences withthe latest in engineering research; 2) to enhance laboratory skills and techniques; 3) to reinforceeducational research in inquiry, learning styles, and diversity; and 4) excite public schoolteachers about careers in engineering so more students study mathematics and

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Jan Rinehart; Robin Autenrieth; Karen Butler-Purry; Angie Hill Price

few of thedemands of faculty time. Having a community of female faculty with whom a genuineconcern for each other’s professional and personal achievements and failures was felt,was comforting particularly for those who often felt isolated and invisible among theirdepartment colleagues. Probably because of these gatherings, friendships have grownthat would have not occurred because people’s paths may not have otherwise crossed.Over the years we have celebrated together, commiserated together, and laughed a lot.Getting OrganizedIn Fall 2002, the TAMU NSF Gender Equity Project sponsored a career planningprogram conducted by an outside consultant to assist female faculty in developingsuccessful career strategies. Twenty female engineering and

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2004 Annual Conference

Authors

William Dillard

field tests conducted.Assessments During the semester, two formal assessments were conducted as surveys. The firstsurvey, administered early in the semester, targeted the students’ preparation for the modifiedcourse structure, particularly their previous exposure to computer hardware. From the surveystatistics listed in Table 3, students were prepared for the course with the vast majorityhaving PC’s at home and some confidence in circuit construction. Essay questions were included to gauge student opinions on the importance of computersystems and particularly embedded systems in their future careers. All students felt theyshould have at least an introduction to the fundamentals of embedded systems and half felttheir education should include

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Hilkat S. Soysal; Oguz Soysal

usedin all introductory classes to enhance the assessment process. The paper presents thestudent profile, program objectives, and discusses the importance of the introductorycourses on recruitment and retention as well as adequate preparation to the upper level.Student background, interests, and career goals are continuously monitored throughsurveys. Learning outcomes are assessed by several tools such as course-specificevaluation forms, journals, minutes, and focus groups. Since each student has a differentlearning style, continuous monitoring helps understanding the differences among studentsand enhances teaching style to increase the students’ attention and productivity.IntroductionAssessment, feedback, and program improvement are the most

Conference Session

Recruitment and Retention

Collection

2003 Annual Conference

Authors

Korinne Resendez; Carryn Bellomo; Rafic Bachnak

speakers. Faculty, students, professional organizations,and a number of manufacturing and processing industries are involved in the delivery ofthe program. The workshops are designed to introduce students to career opportunities,expose them to college life, involve them in hands-on educational activities, andencourage them to pursue careers in science and engineering technology. This paperdescribes the program and discusses the activities involved in its implementation.IntroductionThe current US workforce is comprised of 77% White, 4% Asian, and 19% Minority.According to the Bureau of Labor Statistics and the National Science Foundation,however, among engineering professionals, 88% are White, 6% are Asian, and only 6%are minority [1]. To improve

Conference Session

NSF Grantees Poster Session

Collection

2003 Annual Conference

Authors

Maria Suchowski; Frank Severance; Damon Miller

things about the class."7. Clarify career choices. Introductory courses enable students to evaluate their career choice at an early date7. Perhaps the single greatest impact of ECE 123 has been to help students to decide early on if engineering is a good fit. The course has helped students to choose exactly which major suits them best. This includes strengthening an existing resolve to become electrical or computer engineers ("It's just helped me to reinforce that awareness that I'm doing what I wanted."), causing engineering students to switch from a non-ECE major to ECE, and attracting students who had not previously considered engineering as a career to switch to an ECE major. For example, one student related that "sometimes

Conference Session

Construction Engineering Advances II

Collection

2003 Annual Conference

Authors

Stuart Bernstein

Page 8.1127.3relevance of their coursework, how it related to their internships, and vice versa (see the “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering Education”following.)Perceived Value of Classes and InternshipsBelow, you are given the choice of rating an answer from 1 to 5. Consider 1 as being indicative of themost negative, 3 as being neutral, and 5 as being the most positive. 15. How beneficial to your future career has your internship been? 16. How well do you think your internship will relate to your future classes? 17. How beneficial to, or complementary with, your classes is (are) your

Conference Session

Women in Engineering: New Research

Collection

2003 Annual Conference

Authors

Thomas Gralinski; Janis Terpenny

related careers? Who takes the lead on dispelling occupational stereotypes? Is theimportance of technological literacy and the relationship to career options brought up to girls aswell as boys? Do counselors work with teachers to help inform and encourage girls to developthe skills and knowledge required to succeed in technological careers? 7,85. Solutions and Planning for the FutureIt is clear from the research that there are gender differences in learning styles, that girls/youngwomen perceive technology differently7-15 and in at least the short term bring a considerablydifferent background in experiences and interests to a technology oriented class. If we truly wantto raise the level of technological literacy (a primary goal of technology

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Jeanette Garr

longhours, travel, families, career, finances; (3.) time management, ability to identify and prioritize;and (4.) continued professional development. These are four probable expectations in ourgraduates’ near future. Hence, concise survival skills that address these issues should bedeveloped. Personalized choices for (1.) healthy exercise; (2.) healthy eating/cooking; (3.) abilityto evaluate mortgage, building materials, contractor choices; (4.) evaluating legal and investmentchoices; (5.) marriage/relationship survival and theology; (6.) tips for success in small or largecorporate offices; (7) healthy hobby and R&R choices, art/music/dance classes; and (8.) basichome and auto repair should be offered and encouraged. Instead, categories of

Conference Session

Curriculum Development in MFG ET

Collection

2004 Annual Conference

Authors

Jacob Chen; Joseph Chen

9.754.1manufacturing design course impacts their academic performance throughout their degree Proceedings of the 2004 American Society for Engineering 1 Education Annual Conference & Exposition Copyright© 2004, American Society for Engineering Educationprogram, and even their future career (Newcomer, et al., 1999). Therefore, it isimperative for manufacturing educators to plan the content of this course to ensure thebest possible foundation for students seeking to enter manufacturing disciplines.Introductory manufacturing design courses used to be drafting-centered. Students in thepast learned hand-sketching skills and used drafting boards. A considerable amount ofclass time was

Conference Session

Course Development and Services

Collection

2004 Annual Conference

Authors

C. Richard Helps; Stephen Renshaw

experienced by other students.The main goals for a foundations course in IT are to give a good academic and professionalcareer orientation and to establish a “way of thinking” within the major. The academicorientation will allow the students to know what is expected of them within the IT major. Theprofessional career orientation will give the students a good understanding of careers in IT. The“way of thinking” will be the foundation for a community of learning that will fostercollaboration within the program.To achieve these goals within the course there is a broad scope of learning objectives that mustbe covered. These range from keeping a learning community thriving with these “new arrivals”to covering the introduction of core topics of IT as-well

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Judith Miller; Joseph Rencis, University of Arkansas

students, in technical careers. The goal of the NSF Graduate Teaching Fellowsin K-12 Education (GK-12) Program is to prepare engineering graduate students, not necessarilyto become K-12 teachers, but to be informed about and engaged in K-12 education throughouttheir professional careers. Our project is titled "K-6 Gets a Piece of the PIEE (PartnershipsImplementing Engineering Education)"; its objectives are to develop partnerships between WPSand WPI; to implement the technology/engineering portion of the Massachusetts Science andTechnology/Engineering Curriculum Frameworks (MSTECF)(Massachusetts CurriculumFrameworks, n.d.) in grades K-6; and to develop curricular materials and prepare teachers so thatthe project is self-sustaining after the NSF

Conference Session

Design And Manufacturing Experiences I

Collection

2004 Annual Conference

Authors

Timothy Hunt; Eduardo Ortega; David Miller; Alfred Striz

discussions and in the design ofsubsystems such as the launch tower. It was difficult to keep them involved, however, since theywere already over-committed due to extracurricular activities at the local high school.Rocketry OutreachWith our rocketry outreach program, we want to expose local area high school students to theimportance and excitement of science and engineering in today’s world. The goal of the programis to teach them the engineering concepts needed to safely design, construct, and competitivelyfly the most effective model rocket. This is intended to prepare the students for such challengingprojects as the high-powered instrumented rocket described above and to encourage their pursuitof science and engineering career fields after they

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Michael Qaissaunee

, an area oftechnology innovation with great industry demand. This project will benefit regional industry,government agencies, high school teachers and students, community college faculty andstudents, those switching into information technology careers, and those with bachelor’s degreesin unrelated fields. Page 9.1424.2 Proceeding of the 2004 American Society for Engineering Education Annual Conference and Exposition Copyright  2004, American Society for Engineering EducationProject Goal The goal of this project is the modification of an existing Electronics EngineeringTechnology AAS Degree Program to

Conference Session

Teamwork, K-12: Projects to Promote Engineering

Collection

2003 Annual Conference

Authors

David Chesney

Session 2003-122 From Egg Drops to Gum Drops: Teaching Fourth Grade Students about Engineering David R. Chesney The University of MichiganAbstractStudents remember 80% of what they do and 20% of what they hear. With this premise in mind,the author developed an active approach to educating a classroom of fourth grade students inmultiple areas of engineering. The intent is minimally, to increase interest in math and science inthe young students. Optimally, the students will pursue engineering as a career. Hands-onactivities were used to

Conference Session

International Engineering Education II

Collection

2003 Annual Conference

Authors

Roger Hadgraft

; ExpositionCopyright © 2003, American Society for Engineering EducationYear ThemesFour themes have been chosen for the four years. Each theme is designed to bring somewholeness to the year, and the four themes together provide a sense of professionaldevelopment from years 1 to 4. The four themes are:• Transition from school: connecting the student to self and to engineering. The first year should help students make the gigantic leap from a (for many purposeless) school existence, to beginning a purposeful career in engineering. The idea is to help them connect with themselves, their colleagues (staff and students), a sustainable approach to engineering, and the university. Becoming a self-directed, self-evaluating learner is a key

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

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

Engineering Division of ASEE has organized 13 Summer Schools for EngineeringEducation since 1931. This is the only such Summer School that is regularly scheduled for themany disciplines within the fields of engineering. The Summer School is organized andconducted by dedicated faculty and industrial practitioners who recognize the critical need toassist the new faculty who are just beginning their academic careers. This activity is pursuedwith the hope that the truly significant benefits are enabled to our chemical engineering studentsand their educational programs and experiences. Page 8.1102.1 Proceeding of the 2003 American Society for

Conference Session

Current Issues in Information Technology

Collection

2003 Annual Conference

Authors

C. Richard Helps; Stephen Renshaw; Joseph Ekstrom

learning.”1 When given the chance to provide input for thedevelopment of a curriculum they will be very quick to tell what is wrong but slow to tell how itmay be fixed. By getting undergraduate students involved in all stages of the curriculumdevelopment insights are gained by both students and faculty. Students gain insights into teachingand learning environments as well as new learning and career opportunities. Faculty also gaininsights into collaborating on curriculum development with undergraduates that may have verydiverse viewpoints.Curriculum developed through the collaboration of faculty and undergraduate students gains theadvantage of both points of view. Faculty contribute experiences in both the subject matter and inteaching

Conference Session

Global Engineering Education

Collection

2002 Annual Conference

Authors

William Paterson; Samantha De Bon; Jean-Yves Chagnon; Deborah Wolfe

manage resources optimally through effective analysis, interpretation and decision-making. This ability is essential to the design process that characterizes the practice of engineering.· provide a broad basis for identifying acceptable engineering programs, to prevent over- specialization in curricula, to provide sufficient freedom to accommodate innovative educational development, to allow adaptation to different regional factors and to permit the expression of the institution’s individual qualities and ideals.· reflect the need for the engineer to be adaptive, creative, resourceful and responsive to changes in society, technology and career demands.· ensure that students are made aware of the role and responsibilities of

Conference Session

Perceived Quality Engineering Education

Collection

2003 Annual Conference

Authors

Shelia Barnett; Joan Burtner

learninginside and outside the classroom, to prepare students for the journey of lifelong learning, toincrease the number of students with practical engineering experience prior to graduation, tostrengthen relationships between Mercer University and employers who hire Mercer Universitystudents and graduates, and to provide enthusiastic and high-quality graduates for ouremployers2. Further, the MUSE demonstrates this support of the industrial experience option tolearning with the collaboration between Career Services and the MUSE. Through thiscollaboration, students who qualify (GPA of 2.5 or better) and participate are provided individualcareer development support through various workshops specifically targeted to freshman studentsand one-on-one

Conference Session

Technical Issues in Arch Engineering

Collection

2003 Annual Conference

Authors

Daniel Davis

programs in conjunction with other undergraduate orgraduate programs at the University. At the graduate level this might include a MArch/MFA, MArch/MEngr, orMArch/MBA.The ProgramThe architecture program will support the mission of the University while emphasizing an integration of artisticprinciples, engineering fundamentals, and business understanding with the constant exploration of innovativedesign. In a collaborative multidisciplinary setting, the architecture program provides a professional educationjoined with other programs in the Hartford Art School, College of Engineering, and the Barney School of Business.The practitioner-based program balances theoretical, technical, professional, and creative knowledge. Students areprepared for careers

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Ruth Davis

Employment forWomen) provides resources and assists in job training that will promote career advancement.ANEW is accessible as one of the 2002 project links on the VDC website mentioned earlier, ordirectly as: http://vdc.engr.scu.edu/ANEW.The career resource website is composed of the following six sections: (1) About ANEW, (2) JobSearching, (3) Link to Tutorials, (4) Resume and Cover Letter Building, (5) Training Classes, (6)Helpful Links. The about ANEW page introduces project goals, and provides a very briefoverview of the website pages and functions. The job searching section lists employmentresources and agencies, in addition to linking users to various job search engines. The tutorialspage is a list of online tutorials for common computer

Conference Session

Curriculum Issues in Graphics

Collection

2003 Annual Conference

Authors

Alice Scales

College, 11% from a faculty member, and 11% through career fairs.As expected, there is also a great deal that these groups had in common. Examination of theirprior drafting experience found them to be almost identical. Sixty-six percent of the majors and65% of the minors took drafting previously in high school. This was somewhat higher thanexpected. When compared to a previous study, conducted in 1999, the author found thatapproximately 50% of the students in Graphic Communications introductory classes had priordrafting courses in high school (Scales, 2000). Although a slightly different population, thestudents in the introductory classes were predominately majoring in engineering programs, and itwas expected that their prior drafting experience