Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Diana Papini Warren, Maui Economic Development Board; Frank R De Rego Jr., Maui Economic Development Board, Inc.; Kanesa Duncan Seraphin, University of Hawaii at Manoa

Tagged Divisions

K-12 & Pre-College Engineering

andjustification for the need for energy science PD in Hawaii, a thorough description of the PDcourse format and curriculum is provided. We describe briefly the model for scientific inquiryintegrated into the workshops and then summarize the engineering design process, highlightingthe interrelationships between scientific inquiry and the engineering design process. This servesas the context for the data analysis and final conclusions. The following data sources will bepresented and analyzed: 1) Participant data from surveys pre and post, 2) Workshop guestpresenter data, and 3) Classroom implementation data submitted by teacher PD participants. Alldata is analyzed with an emphasis on assessment of the integration of the engineering designprocess, and the

Conference Session

First-year Programs Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron L. Newberry, Oklahoma Christian University of Science and Arts; Richard Miller, Oklahoma Christian University of Science and Arts; Robert Andrew Stevenson, Oklahoma Christian University

Tagged Divisions

First-Year Programs

-levelengineering courses. A shocking percentage of these students do not make it to their second yearwithin their chosen engineering discipline, either switching majors or leaving the universityentirely. Dr. Nathan Klingbeil of Wright State University first observed that, traditionally, only42% of engineering or computer science majors at Wright State advance beyond first-yearcalculus classes to seek their degrees 1. Thus, in an effort to improve student retention, in 2004WSU under the care of Dr. Klingbeil developed a mathematics education model which is Page 22.585.2designed to incorporate a new introductory math course into the engineering curriculum

Conference Session

Student Entrepreneurial Skills and Mindset I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erik Sander, University of Florida

Tagged Divisions

Entrepreneurship & Engineering Innovation

, students take investment in theircompanies and invest in each other’s companies at three points during the semester in which theyhave the opportunity to present to their student colleagues: 1. Early in the semester when they present their company vision and value proposition 2. Midway through the semester when they present their company execution plan and financial projections 3. Late in the semester when they present their company summation through a business plan presentationThe presentations above provide each company executive team with a chance to gage theirperformance and company attractiveness compared to the other companies in the course at threepoints in the semester. Typically 7-9 companies are formed each

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Engineering Ethics

developing world support the concept thatwe should have ethics statements that takes into consideration the needs of the people whom wewish to serve. This can be expressed as requiring engineers to demonstrate justice as part of theirpractice.Appendix 1: ASEE 1999 Policy on engineering ethics education Page 22.587.7ASEE Statement on Engineering Ethics EducationAs the result of the accelerating pace of scientific and technological change which is rapidlytransforming society and the economy, issues of ethical choice have taken on an increasingimportance for all professions, and especially for engineering. In recognition of this challenge

Conference Session

Chemical Engineering in Silico

Collection

2011 ASEE Annual Conference & Exposition

Authors

James P. Abulencia, Manhattan College

Tagged Divisions

Chemical Engineering

AC 2011-2265: ENGINEERING ETHICS CASE STUDIES IN SENIOR UNITOPERATIONS LABORATORYJames P Abulencia, Manhattan College Page 22.588.1 c American Society for Engineering Education, 2011 Engineering Ethics Case Studies in Senior Unit Operations LaboratoryAbstract Placement of ethics in the Chemical Engineering curriculum has always been debated. Inthis project, the use of a real-world engineering ethics case study was integrated into the SeniorUnit Operations Laboratory course over two separate class years (i.e. Year 1 and Year 2). Themotivation behind this was twofold. First, the assignment provides the opportunity to develop

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Lauren A. Rockenbaugh, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

Multidisciplinary Engineering

and graduate students from Mechanical, Electrical, Civil, and EnvironmentalEngineering. Our two EFAC Student Directors from Mechanical and Environmental Engineeringhave experience working with community partners. Our faculty advisors, both Instructors in theDepartment of Mechanical Engineering, have taught a wide array of project-based designcourses, mentored student design projects, and led student groups. We are actively recruitingstudents from the other engineering disciplines offered at UCB to create an even more authentic Page 22.589.3and multidisciplinary setting. Figure 1: Members of the EFAC Team Figure 2: Partnering

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca K. Toghiani, Mississippi State University; Adrienne R. Minerick, Michigan Technological University; Keisha B. Walters, Mississippi State University; Priscilla J. Hill, Mississippi State University; Carlen Henington, Mississippi State University

Tagged Topics

NSF Grantees

operations; heat transferoperations; mass transfer operations; and chemical reactor design. Over the three-year CCLIproject, activities/modules will be developed and incorporated into each of these courses, witheach activity/module focusing on a particular element from the process intensification spectrumand designed to also enhance vertical concept integration. This poster presentation focuses onthe activities and modules developed in Year 2. The preliminary assessment data collected fromYear 1 implementation are also presented.IntroductionThe chemical industry faces numerous challenges in the coming years due to decreasingavailability of raw material and energy resources. Thus, existing processes must operate in anefficient manner, with maximum

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Caitlin Hawkinson, Seattle Pacific University; Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington; Crystal Bruxvoort, Calvin College

Tagged Divisions

Educational Research and Methods

an ‘engineering’ job, webased our persistence determination largely on the participant’s self-report of her persistence.Approximately half of the interviews were conducted face-to-face; the other half were conductedby telephone due to distance. (About one fourth of the interviews were held in the Midwest andthe rest in the Northwest.) All but two of the interviews were recorded, from which verbatimtranscripts were generated. The other two participants chose not to be recorded, so field noteswere taken. Page 22.591.5Table I. Online survey: Persistence and Identity items (Items 2 through 5 adapted from Chachra et al.12) 1) Mark which of

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine Frances Ibes, Saint Catherine University; Yvonne Ng, St. Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.592.2 This paper outlines and explores the Montessori method of creating meaningful context and highlights the ways in which the engineering design process deepens the Montessori instructional approach, illustrating how the collaboration between Montessori pedagogy and engineering experiences will inspire and prepare our next generation of engineers.1 Integrating Engineering into a Montessori CurriculumIn 2008 Medtronic funded a three year study of STEM (Science, Technology, Engineering andMathematics) coursework for Montessori elementary educators at St. Catherine University. Thegoal was to create courses on three distinct topics within the STEM matrix: Science, Engineeringand Mathematics (with Technology

Conference Session

Using Web-Resources and Literature to Teach Engineering in P-8

Collection

2011 ASEE Annual Conference & Exposition

Authors

Aikaterini Bagiati, Purdue University, West Lafayette; So Yoon Yoon, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Garene Kaloustian, Lebanese American University; Osman Cekic, Canakkale Onsekiz Mart University; Jiabin Zhu, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

) in Greece, for this type of content in the K-12 level. In searches thatfollowed “ηετνολογικές δραζηηριόηηηες για παιδιά” (technological activities for kids) was usedas well as a the third keyword “Επιζηήμη για παιδιά” (science for kids). .Five websites with K-12 engineering related content were identified. In regards to earlyeducation content curriculum and activities are proposed by just 1 website, and all information ispresented under the terms science, math, and technology.KoreanAccording to Digest of Education Statistics 20096, Korea was the country that had the highestpercentage (25.4%) of bachelor’s degrees in engineering among the 29 OECD countries in 2006.However, like the other countries, engineering in Korea is a discipline for

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zachary Vonder Haar, University of Maryland, Baltimore County; Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County

Tagged Divisions

K-12 & Pre-College Engineering

ActivitiesCentrifugal Pumps Many students do not have exposure tocentrifugal pumps, so this hands-on activity isdesigned to allow the students to learn how to operatedifferent types of pumps and discover how they work.Students first watch a video which demonstrates theproper technique to connect, prime and start upvarious pumps. The students are split into groups andfollow the instructions from the video to get anunderstanding of how to operate different pumps,including centrifugal pumps.Experiencing Heat Transfer Part 1 In this hands-on activity, students learn about how contact area and temperature gradientaffect heat transfer. Students first set up five different stations to prepare for this activity. The

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University; Thomas M. Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Polytechnic Institute and State University; Patricia Watson, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

Engineering in Technology Education: A Longitudinal View, 1966-2011For the past 15 years, the National Academy of Engineering (NAE/NRC) has strongly advocatedincluding technology/engineering content in K-12 educatio1n. In 1996, the NRC’s NationalScience Education Standards introduced the “Science & Technology” standard, whichencouraged the study of technology within the science curriculum1. In 2000, NAE PresidentWilliam Wulf wrote the following in his Foreword to Standards for Technological Literacy:“Thankfully… the ITEA has distilled an essential core of technological knowledge and skills wemight wish all K-12 students to acquire”2. Recommendation #1 in the NAE’s TechnicallySpeaking: Why All Americans Need to Know more

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Camilla M. Saviz, University of the Pacific; Abel A. Fernandez, University of the Pacific; Elizabeth A. Basha, University of the Pacific; Andria Patricia Ellis, University of the Pacific, School of Engineering and Computer Science ; Kristina Hammarstrom; Feliciano Leon; Jerry Bruce Hildebrand; Spencer Ton

Tagged Divisions

Civil Engineering

. Page 22.596.2IntroductionEngineering students are expected to understand the social, environmental and economic impactsof engineering at local, national and global levels. In their report, “Engineer of 2020”, theNational Academy of Engineering, envisions “a future where engineers are prepared to adapt tochanges in global forces and trends and to ethically assist the world in creating a balance in thestandard of living for developing and developed countries alike” 1. More specifically, the ABETAccreditation Criteria for Engineering programs require that accredited engineering programsdemonstrate students have “the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela Renee Lockwood-Cooke, West Texas A&M University ; Freddie J Davis P.E., West Texas A&M University; Emily M. Hunt P.E., West Texas A&M University

Tagged Divisions

Mechanical Engineering

varying forms, however Lenning and Ebbers [1] have identified 4 commonforms (1) curricular learning communities that enroll a cohort of students in two or morecommon courses paired or clustered courses; (2) classroom learning communities where a cohortof students enrolled in a large lecture are broken into smaller cohorts for cooperative learningand group process learning opportunities (3) residential living and learning communities wherestudents with a common major live in the same area of a residential hall increasing theopportunity for out-of-class learning experiences; (4) student type learning communities whichenroll a targeted group, for example academically at risk students, honors students or minoritiesin engineering. Several published

Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig N Musselman P.E., A & E Consulting; Jon D. Nelson, Tetra Tech, Inc.; Monte L. Phillips P.E., University of North Dakota, Professor Emeritus of Civil Engineering

Tagged Divisions

Civil Engineering

education backgrounds, oftenaccompanied by additional years of engineering experience.The Model Law 2020 education requirements for engineering licensure specify: 1) a master’sdegree from a master’s program accredited by EAC/ABET, or a baccalaureate degree from a Page 22.598.2program accredited by EAC/ABET plus either: 1) a master’s degree in engineering from aninstitution which offers EAC/ABET programs, or; 2) 30 additional semester credits of upperlevel undergraduate or graduate level coursework in engineering, math, science and professionalpractice topic areas. NCEES is currently considering additional pathways to licensure for theModel Law 2020

Conference Session

EM Program Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy K. Zander P.E., Clarkson University

Tagged Divisions

Engineering Management

. Page 22.599.2ABET, Inc., has been the recognized accreditor for college and university programs in appliedscience, computing, engineering, and technology for more than 75 years. Among the purposes ofABET, Inc. (ABET) are two that relate to accreditation. ABET intends to 1) organize and carryout a comprehensive process of accreditation of pertinent programs leading to degrees, and assistacademic institutions in planning their educational programs, and 2) promote the intellectualdevelopment of those interested in applied science, computing, engineering, and technologyprofessions (ABET Policy, 2008). The Engineering Accreditation Commission (EAC) evaluatesand accredits individual degree programs with the word “engineering” in their title

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl A.P. Cass, Clemson University; Zahra Hazari, Clemson University, Department of Engineering & Science Education and Department of Mathematical Sciences; Philip Michael Sadler, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Harvard-Smithsonian Center for Astrophysics

Tagged Divisions

Educational Research and Methods

contribute to science identity formation, particularly in physics. Itwas concluded that physics courses can be used as arenas in which to develop science identity,with the ultimate goal of increasing inflow and persistence in engineering career paths.IntroductionThe Engineering PipelineMuch of the work examining the migration in and out of engineering career trajectories (i.e.recruitment and retention) has focused on the post-secondary and graduate levels.1-8 Forexample, Ohland and colleagues, using two large databases to examine the persistence andmigration in and out of engineering as well as other college majors, found that engineering notonly suffered a dearth of females entering the programs but also a low overall rate of migrationinto the

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mary Elizabeth Spencer, Queen's University; David S. Strong, Queen's University

Tagged Divisions

K-12 & Pre-College Engineering

students‘ perspective. Observations and emerging trendsof this work in progress will be presented in this paper.IntroductionHistorically, engineering occupations have grown faster than other professions (1). But whileengineering job opportunities have increased, the number of degrees earned in these fields hasnot matched the demand. Twenty-six percent of employees in engineering are over the age of 50;in the coming decade society will be losing a quarter of its skilled workers (1).For Canada to increase its economic development through innovation, a change must occur thatdraws more students into engineering. As stated by Mr. Boivin, chief operating officer of theAssociation of Canadian Engineering Companies, ―We have growth in numbers, but the

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

Multidisciplinary Engineering

AC 2011-2750: ENGINEERING PREPAREDNESS FOR GLOBAL WORK-FORCES: CURRICULAR CONNECTIONS AND EXPERIENTIAL IMPACTSGisele Ragusa, Ph.D., University of Southern California Gisele Ragusa is an associate professor in the Viterbi School of Engineering and the Rossier School of Education at the University of Southern California. She has expertise in engineering education, precollege engineering and in assessment and measurement. Page 22.602.1 c American Society for Engineering Education, 2011   1

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

teach study and learning skills in the form of programs. A review of theretention literature also shows that when colleges address the issue programmatically, they havea positive effect on students’ persistence. A major objective of retention programs is to booststudents’ academic skills while also helping to develop important social networks5. To furtherexplain, Tinto identifies three principles for institutions to consider when implementing effectiveretention programs6. Effective retention programs are committed to: (1) The students they serve. They put student welfare ahead of other institutional goals. (2) The education of all, not some, of their students. (3) The development of supportive social and educational

Conference Session

Introducing Sustainability into Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melanie L. Sattler, University of Texas, Arlington; Yvette Pearson Weatherton, University of Texas, Arlington; Victoria Chen, University of Texas, Arlington; Stephen P. Mattingly, University of Texas, Arlington; K.J. Rogers, P.E., University of Texas, Arlington

Tagged Divisions

Environmental Engineering

, University of Texas, ArlingtonDr. K.J. Rogers P.E., University of Texas, Arlington Page 22.604.1 c American Society for Engineering Education, 2011 Engineering Sustainable Civil EngineersAbstractEngineering Sustainable Engineers (ESE) was designed to infuse curricula in the Departments ofCivil (CE), Industrial and Mechanical Engineering at the University of Texas at Arlington withsustainability. The overarching aim is to improve student knowledge of and competency inaddressing sustainability issues in engineering design and problem solving. Three key programelements are (1

Conference Session

TAC/ABET Related Outcome Based Assessment Methods and Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nripendra N. Sarker, Prairie View A&M University; Mohan Ketkar, Prairie View A&M University; Cajetan M. Akujuobi, Alabama State University

Tagged Divisions

Engineering Technology

their matriculation through the program. This translatesthat the students are supposed to attain the above qualifications at the time of their graduation.This statement has clear scope of reducing faculty burden by emphasizing assessment on somekey courses rather than spending energy and time on many preparatory courses, like, AC, DC,Logic Circuits, and Computer Applications on MS Office, etc., offered particularly at thefreshman and sophomore levels. In fact, these fundamental courses at the preparatory level donot have adequate scope to measure the student outcomes.Mapping a-k Outcomes to CoursesFigure 1 is an example of mapping a-k outcomes to courses for some arbitrary degree plan. Asexplained in the last sentence of the previous section

Conference Session

Two Year-to-Four Year Transfer Topics Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Frankie Santos Laanan, Iowa State University; Dimitra Lynette Jackson, Iowa State University; Diane T. Rover, Iowa State University

Tagged Divisions

Two Year College Division

one to understand the holistic experiences ofcommunity college transfer students in Engineering majors.Purpose of the study and Research QuestionsThis study seeks to build on current research regarding the experiences of community collegetransfer students in Engineering at a Midwestern university. The experiences of 157 transferstudents are highlighted. The purpose of this study was to understand the backgroundcharacteristics as well as the community college and university experiences of communitycollege transfer students in Engineering majors. The following research questions guided thisstudy.1. What are the background characteristics of community college transfer students in Engineering at a Midwestern university?2. What are

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

Tagged Topics

NSF Grantees

adultlearning theories of Knowles and Lawler, the experiential learning theory of Kolb, therecommendations of the Veterans’ Education for Engineering and Science workshop report, andthe recommendations developed from a case study completed by the University of KentuckyMilitary Veterans of America. The three focus areas of our approach are: 1) Recruitment andSupport Constructs, 2) Transition, and 3) Integration of Technical Experience. Recruitment andRetention strategies include development of “dummy proof” advertising and structuredcurriculum plans which incorporate BCTCblue+, a transfer/dual enrollment program betweenBCTC and UK that includes advising, guaranteed admission, UK courses at BCTC tuition rates,and more. This program offers pathways for

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Bruno Korst, University of Toronto

Tagged Divisions

K-12 & Pre-College Engineering

assumed. The hope is that byworking through this exercise before seeing the theoretical and mathematical details of theselaws in class, the students will gain a greater appreciation for the practical aspect of these laws.Experimental KitThis learning experience is based around a kit which consists of a modified off-the-shelf“electromagnetic flashlight”1, a custom-made circuit board, and a pair of connecting wires. Thecomponents of this kit are shown in Figure 1. The flashlight was modified slightly by adding aconnector to the side of the flashlight, which enabled a direct connection to one of the coils Page 22.608.2inside the body of the

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Engineering Ethics

Pedagogical, Curricular, and Institutional ReformIntroductionThis paper surveys and analyzes a range of progressive engineering reform efforts that extendfrom explicit concerns with social justice, or what Joe Herkert has usefully called questions of“macro-ethics” in engineering. 1 The paper categorizes these efforts and shows how they work atvarious levels of reform: material change through reforms in how and for whom technologies aredesigned; situated educational interventions, including both pedagogical and curricularexperiments; professional community-building interventions; and lastly scholarly contributionschallenging how “engineering” is typically understood and how new understandings mightprompt better attention to questions of social

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Krishan Kumar Bhatia, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2011 ENGINEERS ON WHEELSIntroductionThere is a growing concern among educators that the science and mathematics knowledge of K-12 students needs to be made exciting and relevant [1-3]. Most school districts are faced withfinancial constraints especially in providing students enriching experiences via field trips andteachers with opportunities for educational workshops for STEM (Science TechnologyEngineering Mathematics) exposure. As such there is a dire need to reach out to the teachersand students on site to offer exposure to STEM careers via innovative hands on learningactivities. One such way would be to take engineering workshops onsite to school districts

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

Tagged Topics

NSF Grantees

ofunderrepresented minority students. The project goals are three folds: 1) Establish a cyber-infrastructure to enable remote learning which significantly improve the learning efficiency ofstudents on a commuter campus; 2) Foster students’ hands-on design and implementation skillsin networking field; 3) Improve teaching and learning efficiency by integrating project-based andinquiry-based learning pedagogy.This paper presents our current progress on the CCLI project, which is focused on thedevelopment of a sequence of scalable remote labs using OPNET to enable the integration ofcollaborative project-based and inquiry-based based learning into existing computer networkingcourses in both Computer Science and Electrical Engineering departments. The remote

Conference Session

Computers and Software in Teaching Mathmatics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lin Li, Prairie View A&M University; Yonggao Yang, Prairie View A&M University

Tagged Divisions

Mathematics

efficient in increasing studentengagement and supporting teachers’ instructional needs. The key strategy of the project is todevelop innovative math learning modules and use them to enhance students’ performance. Byapplying cutting-edge computer graphics and virtual reality technologies, these modules can: (1)make mathematics learning interesting while still retaining the underlying contents; (2) makeabstract and non-intuitive mathematics concepts “visible” and “touchable”, and thereby, easy tounderstand; and (3) bridge mathematics and engineering and motivate students to pursueengineering careers.The goal of the project is to ensure that students, especially freshmen and sophomores, canbenefit from the instructional strategies and develop a solid

Conference Session

SE Capstone Design Projects, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Radu F. Babiceanu, University of Arkansas, Little Rock; Daniel Rucker, University of Arkansas, Little Rock; Hussain M Al-Rizzo, University of Arkansas, Little Rock; Seshadri Mohan, University of Arkansas, Little Rock

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

operationalefficiency and increase their bottom line.1. IntroductionThis paper discusses both the educational aspects, in terms of pedagogical approach to teach thecapstone design course and assessment of the course learning outcomes, and the technicalaspects of the 2006- 2007 Systems Engineering Capstone Design course at the University ofArkansas at Little Rock (UALR). Teaching systems engineering, in general, and systemsengineering capstone design course, in particular, is a subject of continuous debate due to themultidisciplinary nature of the systems engineering discipline and the expectations of thestakeholders involved in the capstone design course1-2. This work presents the UALR SystemsEngineering Department successful experience in teaching the