Conference Session

Project Based Education in CE

Collection

2002 Annual Conference

Authors

Eric Matsumoto

Page 7.511.1experiments; understand professional and ethical responsibility; understand the impact of Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Educationengineering solutions in a global and societal context; and recognize the need for, and have anability to, engage in life-long learning. In addition, few involve interaction with engineeringdesign and construction professionals.Many engineering programs count on the capstone design class to address these importantcriteria. However, implementing a suitable project in a design class improves student learning andallows students to develop abilities and

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Carolyn Clark; Prudence Merton; Jim Richardson; Jeffrey Froyd

needed.There was already a system in place that had been used to staff the courses in the first-yearcurriculum, and it provided a mechanism to address this issue with the new curriculum. Known asthe barter system, it involved a complex calculation, made in the associate dean’s office, of howmany faculty each department would provide to teach the sophomore courses, as well as otherservice courses, like engineering ethics. Once the determination was made, the department headsproposed specific faculty and the associate dean makes the final selection (the so-called right offirst refusal). The downside, however, is that there is less control over who exactly teaches thesecourses.In the pilot phase, at least early on, an apprenticeship model was used to

Collection

2001 Annual Conference

Authors

Warren Phillips; Joseph Clair Batty; John Gershenson; Christine Hailey

Collection

2000 Annual Conference

Authors

Joseph D. Torres; Tom Cummings

public school teachers’ to teach mathematics, science and technology.Our vision is to graduate engineering, mathematics and science students who are motivated, havegood work ethics and serve as role models in their own communities, and to achieve this in anextended community environment that fosters academic excellence.IV. Program ComponentsIn order to address the concerns and achieve the goals cited in Sections II and III, the MEMSprogram at UNM has developed a comprehensive program: •= To foster community in an environment of academic excellence, •= To cultivate academic success strategies in its students, and •= To provide opportunities for professional development, such as; internships, co-ops and undergraduate

Conference Session

Focus on Undergraduate Impact

Collection

2002 Annual Conference

Authors

Kathryn Jablokow

course taken by students after their sophomore year and an off-campus internshipcompleted during the summer after their junior year. The on-campus portion of the ILTM,which is the primary source of material for this paper, engages the students in an extremelyintensive six-week program that focuses on issues such as globalization, ethics, communicationskills, critical thinking, teamwork, and leadership. The students hear lectures and attendworkshops by faculty and corporate leaders, travel to selected industrial and business sites, andwork with companies on significant and real-world management and technological projects.For the project portion of the program, the 20 students are div ided into 4 project teams of 5students each. Each team is

Collection

2001 Annual Conference

Authors

Ronna Turner; Ken Vickers; Greg Salamo

and ethical side of technology decisions. Specific objectives incorporate thestudents developing business plans to evaluate the potential marketability of applications orproducts created during structured classroom activities. In this way we will meet our objective ofthe theoretical knowledge gained through traditional academic being clarified and integrated intothe students’ personal skill set through their efforts to productize their own creative efforts.b) Integrating traditional physics education with creativity trainingNext-generation Physics students have a need to concentrate on the ever-deepening body ofknowledge in a technical specialty. This may be viewed as being in conflict with the need for ascientist or engineer to be able to

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

their parents and teachers, while achieving its educational objectivesfor the first year engineering students as well as the education students.IntroductionENGR 100: Exploring EngineeringENGR 100: Exploring Engineering is a first-semester course taken by all engineeringstudents as well as interested students from the college of Arts and Sciences, with atypical enrollment of 200 students. The course follows a modular structure, wherein allstudents attend overview lectures on engineering, teamwork, ethics, and the disciplines,but break into much smaller sections for an in-depth exploration of a given discipline(called a “seminar”) [1, 2]. Each student takes three of nine possible seminars, sostudents arrive at the end of the semester through very

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University; Christopher D. Wilson, Tennessee Technological University

Tagged Divisions

Chemical Engineering

theequivalent of a video game. Course/lab teams must be viewed as real world teams with anobjective. In fact, the objective of the course team is to get a good grade in the course. To dothat, the team must deliver on its goals, this is the real world. The extent to which the teammembers are concerned about their grade is, however, the factor that motivates them individuallyand the instructor has little control over that. Students, after all, are not subject to being fired andsome would like quite well to ride along on the coat tails of others. This creates opportunity forthe introduction of content on ethics, which has been used by Biernacki as well, however, is notgenerally introduced in the two interdisciplinary courses of interest here.The

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

, why do K-12 educators’ participate in professional developmenton engineering curricula and adopt engineering curricula? The reasons are less well-documentedin the literature, but they include a desire to increase their students’ technological literacy;expose them to engineering technology as educational and career pathways from an early age;make science and mathematics relevant by providing real-world applications; and providecollege credit for entry into engineering and engineering technology programs. 12, 13 Otherreasons include fostering interpersonal “process skills” such as teamwork, communication,documentation, ethics, and aesthetics,14 and providing a vehicle to increase student motivationand reduce anxiety in STEM subjects.15Robotics

Conference Session

Developing Systems Engineering Curriculum, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alice F. Squires, Stevens Institute of Technology; Jon Wade, Ph.D., Stevens Institute of Technology; Douglas A. Bodner, Georgia Institute of Technology; Masataka Okutsu, Purdue University; Dan Ingold, University of Southern California; Peter G. Dominick Ph.D., Stevens Institute of Technology, W.J. Howe School of Technology Management; Richard R. Reilly, Stevens Institute of Technology; William R. Watson, Purdue University; Don Gelosh, ODDRE/Systems Engineering

Tagged Divisions

Systems Engineering

grouped according to three primary “units of Page 22.970.8competences” – analytical, technical management, and professional. The analytical unit covers13 competencies related to the technical base for cost and aspects of the system life cycle. Thetechnical management unit addresses 12 competencies focused on the technical side of projectmanagement. The professional unit covers the broader competencies of communication, problemsolving, systems thinking and ethics.22The SERC Technical Lead Competency Model, shown in part below, includes 12 primarycategories of competencies and 71 unique competencies; the 12 primary categories are:23 1. professional

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

alsorepresented a third of the tools used to describe engineering, and included blueprints, modelingand diagrams. Design tools include items like rulers and compasses, and seemed to be toolsrelated to creating the planning tools of blueprints and diagrams; design tools formed about afifth of the mentions of tools across all participants. “Constructive” tools include objects likepipe wrenches and glue guns, and, surprisingly to us, made up just over a tenth of all the kinds oftools discussed in the pre-interviews.Six of our 19 participants mentioned something having to do with values in their interview. Webroke engineering values into six different values: precision and accuracy, creativity, logic andpracticality, progress, efficiency and ethics and

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, they are not necessarily included in the participants’formal engineering classes. Kevin stated: It helps develop professional skills that an engineer needs that they won't necessarily learn in a normal classroom, like etiquette and how to present yourself, ethical design, you don't often get that in other classes.Ian believed that his experiences with PFP were very helpful in obtaining a summer internship: I got, the internship that I have this summer, the reason that I even got asked to interview for the company was because FIRST was in my resume … that was something that the recruiter told me when I went to meet him…because it's like an applied leadership experience which is something that in the

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University; Chris Jurado, Stevens Institute of Technology; Alice F. Squires, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

competenciesof communication, problem solving, systems thinking and ethics. Table 1: SPRDE-SE/PSE Competency Model 1. Technical Basis for Cost Analytical 2. Modeling and Simulation Page 22.1277.3 (13) 3. Safety Assurance 4. Stakeholder Requirements Definition (Requirements Development) 5. Requirements Analysis (Logical Analysis) 6. Architectural Design (Design Solution) 7. Implementation

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ron D Dempsey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College

Tagged Divisions

Civil Engineering

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

and celebration. The team designed their own logo, advertised their presentation,bought pizza for themselves and the TA (though the TA abstained for ethical reasons), andpresented their new knowledge for over two hours.6 Discussion The students in our control IE sections and our control IM sections began the semester assimilar populations of students. The students had similar prerequisites and displayed comparablelevels of domain knowledge prior to entering the course as demonstrated by the DLCI. Thestudents’ motivations were similar as well. Some students were motivated by grades or by theirenjoyment of learning, but most were motivated by their desire to pursue a career in electricaland computer engineering or general interest in

Conference Session

Innovative Energy Projects

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

Conference Session

Software Engineering Topics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Walter W. Schilling Jr., Milwaukee School of Engineering

Tagged Divisions

Software Engineering Constituent Committee

: Measured ABET Outcomes Outcome 1: An ability to apply knowledge of mathematics, science and engineering. Outcome 2: An ability to design and conduct experiments, as well as to analyze and interpret data. Outcome 3: An ability to design a system, component or process to meet desired needs. Outcome 4: An ability to function on multi-disciplinary teams. Outcome 5: An ability to identify, formulate, and solve engineering problems. Outcome 6: An understanding of professional and ethical responsibilities. Outcome 7: An ability to communicate effectively. Outcome 8: The broad education necessary to understand the impact of engineering solutions in a global and societal context. Outcome 9: Recognition of the need for and an ability to engage in life-long

Conference Session

Innovatiive Methods to Teach Engineering to URMs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jorge Crichigno, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College

Tagged Divisions

Minorities in Engineering

Conference Session

Laboratory Experiences with Thermal and Chemical Systems and Sensors

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin A. Gibbons Ret., U.S. Air Force Academy, NexOne, Inc., and CAStLE; Philip Knodel, U.S. Air Force Academy; Joel William Noble, U.S. Air Force Academy; Nathan W. Seibt, U.S. Air Force Academy

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

interest, personality, and work ethic ofstudents from the past semester’s first offering of the Renewable Energy course. TheExperimental Mechanics course allows for student self-selected teams of three; therefore the Page 25.153.4remaining two team members were left to the students to decide upon after a basic projectabstract was provided. Once the team formed, a meeting with the team and faculty advisor wasarranged to discuss project background, available equipment, and desired outcome. Referencesincluding a fuel cell technical background website8 as well as a current news link discussing fuelcells for future home electrical power generation9

Conference Session

Creative and Cross-disciplinary Methods Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean Hertzberg, University of Colorado, Boulder; Bailey Renee Leppek, University of Colorado, Boulder; Kara E. Gray, University of Colorado, Boulder

Tagged Divisions

Liberal Education/Engineering & Society

goes unnoticed. Every ‘thing’,including machine parts, consumer products, architecture, any artifact that involves solid or fluid mechanics,has undergone some sort of design process. Good design encompass many aspects, from simple functionality(will it do the job) to structural integrity, manufacturability, cost, material selection, history, environmentalimpact, sustainability, aesthetics, ergonomics, ethics and safety. Design is central to engineering, and awarenessof the multiple, competing criteria that govern the final results of a design process is essential to engineeringcompetence. Based on results from an informal exit survey from FV, PD was initially designed to increaseawareness of, and appreciation for, all aspects of design. The

Conference Session

FPD I: Research on First-year Programs Part I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kelsey Joy Rodgers, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

, 77, 81-112.2. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119- 144.3. Carless, D., Slater, D., Yang, M., & Lam, J. (2010). Developing sustainable feedback practices, Studies in Higher Education, 36(4), 395-407.4. National Academy of Engineering. (2004). The engineering of 2020: Visions of engineering in the new century, Washington, DC: The National Academic Press.5. Institute of Electrical and Electronics Engineers. IEEE Policies, Section 7 – Professional Activities (Part A – IEEE Policies), 7.8 Code of Ethics. Retrieved from http://www.ieee.org/about/corporate/governance/p7-8.html.6. McCarthy, A. M., & Garavan, T. N. (2001). 360* feedback

Conference Session

Going Viral: Effective Instructional Techniques in an Online Environment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephanie S. Ivey, University of Memphis; Rachel Margaret Best, University of Memphis; Charles V. Camp, University of Memphis; Paul J. Palazolo, University of Memphis

Tagged Divisions

Civil Engineering

the low-mid range of the scale (levels 1-Knowledge, 2- Comprehension, and 3- Application) designated as an appropriate level for thebachelor’s degree for most outcomes. However, students graduating with a bachelor’s degreeare expected to achieve level 4 (Analysis) for mechanics, experiments, design, breadth in civilengineering areas, communication, and professional and ethical responsibility and level 5(Synthesis) for design.1The University of Memphis (UM) is a learner-centered metropolitan research universitycommitted to providing high quality educational experiences while pursuing new knowledgethrough research, artistic expression, and interdisciplinary and engaged scholarship. The UMDepartment of Civil Engineering currently has 10 full

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Kenneth J. Williamson, Oregon State University; Jeffrey A. Nason, Oregon State University; Goran Jovanovic Ph.D., Oregon State University; Chih-hung Chang, Oregon State University; Adam Z. Higgins, Oregon State University; Craig M. Gates, Oregon State University; Richard Mark Roehner, Oregon State University

Tagged Divisions

Chemical Engineering

confronted with the need for probabilistic reasoning in upper division lab courses where they need to make conclusions from measured data which are always probabilistic.  Propositional reasoning. This is the classic application of Aristotelian logical statements and Venn diagrams. This type of reasoning rarely shows up in homework type problems, but often can be found in general conversations about personal choices and ethical issues. The lack of propositional reasoning shows up in students being unable to construct logical discussions or essays to reach a supportable conclusion. However, a lack of propositional reasoning skills can be easily found whenever students have to explain why they chose

Conference Session

Faculty Career Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah Miraglia, Syracuse University ; Sharon W. Alestalo, Syracuse University; Shobha K. Bhatia, Syracuse University

Tagged Divisions

Women in Engineering

efforts areconcentrated on providing support, career preparation and augmenting the professional skills,competencies and capacities of graduate women in STEM. This last area of emphasis reflects theABET engineering accreditation criteria which includes not just technical skills but sixprofessional skills essential to educating future engineers.xvi These skills includedcommunication, teamwork, ethics and professionalism, engineering in a societal/global context,life-long learning and knowledge of contemporary issues (awareness skills). Higher educationstudies have shown that the way that graduate students are socialized into their graduate programand supported does make a difference. This process of socialization is influenced by departmentclimate

Conference Session

Computers in Education Division Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yogendra M. Panta, Youngstown State University; Hyun W. Kim, Youngstown State University; Param C Adhikari, Youngstown State University; Sanket Aryal, Youngstown State University

Tagged Divisions

Computers in Education

______ MECH 3751 Stress 1 3 ______ MECH 3725 Heat Transfer 3 ______ MECH 3751L Stress Lab (WI) 1 ______ MECH 3762 Machine Design 3 ______ ECEN 2632 Circuit 1 3 ______ MECH 3762L Mach Des Lab (OI) 1 ______ PHIL 2625 Prof Ethics (GER, PS) 3 ______ ISEN 3710 Engr Statistics * 3 ______ 16 GER Elective ( AL)2, 3 3 ______ 174th Year

Conference Session

Energy Conversion and Conservation Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nick J. Surface, University of Kansas; Bryan Anthony Strecker, University of Kansas; Jonathan M. S. Mattson, University of Kansas; Christopher D. Depcik

Tagged Divisions

Energy Conversion and Conservation

sustainability draws from others mentioned in the literature4-6 and illustrates the application of engineering techniques in solving real-world problems by Page 25.1161.2holistically approaching the situation from five vectors of success: energy, environment,education, economics and ethics. Each of these concepts individually addresses specific aspectsof sustainability, shaped by the confluence of the ideals of people, planet, and prosperity.Moreover, it is through the multi-leveled application of the vectors of success that the studentshave developed the means to

Collection

2001 Annual Conference

Authors

Kara Kockelman

. Dunkin. 1992. “Students evaluations of university teaching: Amultidimensional perspective.” In J.C. Smart (ed.), Higher Education: Handbook of Theory andResearch 8 (pp. 143-233). New York: Agathon Press.McKnight, Philip. 1990. “The evaluation of postsecondary classroom teaching: A wickedproblem?” New Directions for Teaching and Learning 43 (Fall): 57-62.Ory, John C. 1990. “Student ratings of instruction: Ethics and practice.” New Directions forTeaching and Learning 43 (Fall): 63-74.Rice, John A. 1995. Mathematical Statistics and Data Analysis, 2nd Edition. Belmont, CA: Page 6.903.12Duxbury Press.Seldin, P. 1993. “How colleges evaluation professors

Collection

2001 Annual Conference

Authors

Penelope Peterson; Frank Fisher