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2001 Annual Conference

Authors

M. Catherine Hudspeth; Angela Shih

betterengineering students. Page 6.1122.1“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education”IntroductionCal Poly Pomona is a four-year comprehensive university with a mission to “advancelearning and knowledge by linking theory and practice, and to prepare students forlifelong learning, leadership and careers.” Established in 1938 and located 30 miles eastof Los Angeles, the campus serves over 17,500 students with 2500 faculty and staff. TheCollege of Engineering at Cal Poly Pomona is the largest engineering school in

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2001 Annual Conference

Authors

Steven O'Hara; Suzanne D. Bilbeisi

practice of architecture and architectural engineering. This professional focus is to educate not just qualified candidates for the degree, but graduates who, during their careers, will be licensed professionals and will assume positions of leadership within the profession and society.”1 Page 6.1129.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationIn the 1940’s, the accreditation of schools of engineering and of architecture was instituted.OSU's School was accredited for both

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2001 Annual Conference

Authors

Ram Mohan; Siamack Shirazi; Ovadia Shoham; Mei Zhuang; Marilyn Amey; Krishnamurthy Jayaraman; Keith Wisecarver; George Chase; Ed Evans; Charles Petty; Andre Bernard

teaching and learning, and community college contexts. Her current research involves work ondepartment chairs; dual career couples in the academy, and early career community college faculty.RAM MOHANRam S. Mohan is a professor of Mechanical Engineering at the University of Tulsa. He received his Ph.D. and M.S. Page 6.754.8 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationDegrees in Mechanical Engineering from the University of Kentucky, and his B.Sc (Engg.) degree in

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2001 Annual Conference

Authors

C. Richard Helps

foundation classes, university general education classes and current technologyclasses. We want our students to be conversant with the latest technology and recognize that theyneed a scientific and engineering foundation, as well as other aspects of a complete universityeducation, in order to be prepared for careers that include life-long learning. This breadth ofknowledge will enable them to master new technologies throughout their professional lives andtheir knowledge of current technology will prepare them to function as competent professionalsupon graduation.It is necessary to have a deep knowledge of technology within their chosen field of study as wellas a broad general knowledge. The technical knowledge should encompass key developments inthe

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2001 Annual Conference

Authors

Francis W. Derby

evidence to support teachingeffectiveness and scholarly accomplishment during promotion and tenure evaluation. This paperintroduces the new engineering educator to the teaching portfolio and provides ideas fordeveloping one.The Path to Teaching ExcellenceMost new educators begin their careers with ambitions to become as effective as possible. Thisambition can be realized through innovative teaching methods, constant and realistic self-assessment, and objectively evaluating and analyzing outcomes. For the new educator who is inthe early stages of developing a teaching career, the portfolio serves as a personal document forrecording individual progress and for documenting teaching methods that he/she considers to besuccessful in motivating students

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2001 Annual Conference

Authors

David Kelso; John D. Enderle; Kristina Ropella

introducing expertise into a course that is not readily available in the course instructor.When faculty bring in guest speakers or outside experts, they demonstrate to students the needfor a team of experts in solving biomedical problems. Students also learn how to probe orquestion a person to determine the extent of that individual’s expertise and their potentialcontribution to the team. Furthermore, a combination of speakers from industry, academia, andmedicine give students a broad perspective on career options.Going a step beyond the guest speaker is the use of multiple instructors in a course. Whileadministratively more difficult to organize and implement than a single instructor course, themultiple instructor course takes advantage of multiple

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2000 Annual Conference

Authors

John I. Hochstein; Deborah Hochstein

used at the professional, managerial, technical, skilled, and semi-skilled levels. It hasbeen used by educational agencies, business/industry, and government agencies, both in theUnited States and abroad1. It has proven to be effective in the: development of new programs;revision of existing programs; evaluation of worker performance; creation of job descriptions;development of process descriptions (ISO9000); and conceptualization of future jobs. There areseveral advantages of using the DACUM process. It is a team-based project where membersfreely share ideas and hitchhike on each other’s contributions. People enjoy talking about theirwork with others in similar careers. As a result, a synergy develops and members empower eachother to arrive

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2000 Annual Conference

Authors

Nicholas A. Scambilis

year to enter the Tech Prep Environmental program. Students then take an environmentally based curriculum during their junior and senior year and upon graduation, can enter Sinclair’s Environmental Engineering Technology program with a $1,000/year scholarship. Two high schools (Bellbrook and Miami Valley Career Technical Center) started the Environmental Tech Prep program in 1998. Approximately 30 students at each school, who entered the program, graduated in 1999. Some of these students enrolled in environmental courses at Sinclair. Two other high schools (Miamisburg and Centerville) started the program in 1999 with two additional schools contemplating a Tech Prep program in 2000. Ten Tech

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2000 Annual Conference

Authors

Robert J. Gustafson; John Merrill

Part I of the Alumni Survey.Students were asked to rate Importance of each item and their current Ability. Part IIIEducational Experience at Ohio State made use of the same structure as Part II of the AlumniSurvey with the addition of two questions related to Coop/Intern and Career Services. Since thesurvey form was not finalized until end of winter quarter 1998, spring quarter 1999 graduateswere generally the only ones available for this survey. As with the all surveys, use by eachDepartment/Program was at the discretion of the program.4. Populations Surveyed and Return DataFor the Alumni and Supervisor/Manager Surveys (Years 2, 6, & 15), available addresses fromthe OSU Alumni Association were used. Alumni graduates were based on calendar

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2000 Annual Conference

Authors

Scott Johnson; Barbara Nepote; Shirley J. Dyke; Juan Caicedo; Euridice Oware

courses will be extended to ask the stu-dent’s views of these experiences. In addition, students will be asked questions to determine inwhat ways they benefited from these exercises, and how these experiences may have influencedtheir career goals. Furthermore, evaluations will be made available on the web page to allow stu-dents to submit comments on the courses and others to submit suggestions/questions. Feedbackprovided by these sources will indicate directions for improvements in both the coursework andthe web page.5. Expansion of the Education ProgramThis program provided inspiration for the University Consortium on Instructional Shake Tablesprogram (UCIST). The main goal of the UCIST project is develop a set of undergraduate-level,“hands

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2000 Annual Conference

Authors

Sara Washburn; Amy Hossain; Elizabeth A. Parry; Rachel Meyer; Laura Bottomley

. An innovative new program in North Carolina’s Wake County is attemptingto influence the academic choices of the elementary student, particularly young girls andunderrepresented minorities. This is the pilot year of an NSF funded program that places collegeof engineering students as resources at public elementary schools.By using graduate and undergraduate engineering students as science resources, the children areexposed early to the idea of science, math and/or engineering as a college, and therefore career,choice. The engineering students benefit as well, learning valuable communication skills thatwill enhance their marketability upon graduation. The ability to explain complex science tochildren requires confidence and technical knowledge

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2000 Annual Conference

Authors

Karim M. El-Dash

demand a synchronous mutation in the engineeringeducation. Particularly, educators need to overcome the traditional perspective of courses withconcentrated subjects to widely needed integrated courses and integrated education. Interdisciplinary education collaborated by communication skills is very important forengineers with managerial functions in their technical ventures and even for engineers pursuingtheir careers in nontechnical trends. A constant growth of interest in nontechnical educationamong engineers is commonly observed and reflected in the design of engineering curricula inthe United States where some innovative curricula assign as much as 50-60% of the requiredcredits to be fulfilled by free or directed elective courses(5

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2000 Annual Conference

Authors

Kisha L. Johnson; John Albert Wheatland; Grace E. Mack

Fall 1998 and Fall 1999 indicate that 1)freshman like hearing the information from other engineering students, 2) recommend theprogram for all new students in engineering, and 3) feel the information is helpful to them asengineering students. The Fast Track to Achievement program is a viable, relatively inexpensiveretention effort. It is easy to organize and easy to replicate. It provides freshmen with a quality,first-time peer group experience as a means of encouraging them to stay linked to theengineering community, motivating them to earn the best grades, and providing resources toassist them in making the freshman year a foundation for achievement in engineering.Bibliography1. L. Crockett. Starting Off Right: Career Planning and Academic

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2000 Annual Conference

Authors

Igor M. Verner; Jacob E. Mendelssohn; David J. Ahlgren

list of motivation factors is presented below in Table 3.In the last section of the questionnaire the participants were asked to estimate the contribution ofthe contest to development of their attitudes towards robotics and engineering. The list ofattitudes included: interest to designing, building and programming robot systems, interest tolearn science and technology subjects, and interest in entering an advanced level engineeringprogram. The senior division form included also attitudes towards career opportunities andhobby subjects.A personal interview form was addressed to people involved in the robot contest. With this formthey were asked to present their opinions on robot contest involvement and to providesubstantiating examples

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2000 Annual Conference

Authors

Scott White; Kirsten Lowrey; George M. Bodner; Dawn Del Carlo; Ala Samarapungavan; William C. Oakes

uncooperative.• There is little that can be done to change the students’ expectations before they come to the college classroom. However, their expectations should be challenged early and often, particularly in their first year of college.• The chronological gap between the presentation of basic concepts and their application is often too long. Students should have problems to solve that are not well defined earlier in their academic careers.• Students are typically told that they would do well in engineering because they have done well, or have a knack for, math and science courses in high school. Some students may find that they do not want to study a particular type of engineering, or engineering at all. However they may

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2000 Annual Conference

Authors

Duane D. Dunlap; Niaz Latif, Purdue University - Calumet

career growth. The graduateenrollment figures for two academic years at NKU and Purdue shows that the MST programattracted many students having undergraduate degrees in areas other than technology ortechnology-related fields (Table 1).Course need and justification“Core courses were designed to emphasize fundamental skills and knowledge deemed importantby regional industrial employers and technology managers while program tracks provide depth instudents’ area of specialization1.” The course goals, objectives, and related course topics areselected to meet the program objectives and to serve the students in the program. The coursegoals are: • To investigate and to identify industry standard software in a chosen field. • To identify hardware

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2000 Annual Conference

Authors

Karen Horton

. Materials for diversity topicsincluded films, and articles and reports about the status of women in engineering careers.10-15Students wrote reports about how people from diverse backgrounds are included in teams. Theyworked in teams to present oral reports describing a 4-point plan that a company could use toestablish work teams and to attract a diverse workforce.After the unit “Success Working in Diverse Teams” of eight class sessions students were askedto respond anonymously to a variety of questions about the unit goals, materials, and classroomclimate. Some aspects of the unit worked well while others did not. Student feedback towardthis first unit was generally positive. The class consisted of twenty Caucasian men from thenortheastern U.S. One

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2000 Annual Conference

Authors

Bruno Ramond; Abir Z. Qamhiyah

Submitted to the International Division of ASEE for presentation at the 2000 ASEE Annual Conference Session 2660 INTERNATIONAL COLLABORATION IN MECHANICAL COMPUTER-AIDED DESIGN EDUCATION Abir Z. Qamhiyah, Bruno Ramond Iowa State University / The Universite de Technologie de CompiegneAbstractMechanical engineering design and manufacturing is increasingly becoming a global enterprise.The success of our ME students in their future careers will therefore depend on their ability towork effectively with engineers from both the local and international business climates. Thispaper describes a collaborative mechanical

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2000 Annual Conference

Authors

Bruce A. DeVantier; John W. Nicklow

’ employment obligations, classes meet once per weekfor two and one-half hours during the evening. Although the time required to complete theirdegree may be more than that of the full-time student, the remote students generally appreciate theopportunity since they are not required to temporarily suspend their professional career. Inaddition, the majority students have found managing a full-time job along with two collegiateclasses leaves little time for research activities. Consequently, many have decided to pursue a non-thesis option, which requires six additional semester hours of course credit beyond that of thethirty-hour thesis option.Although students in the Springfield MSCE program are coping with significant time constraints,they have

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2000 Annual Conference

Authors

Sankar Sengupta; Ronald J. Srodawa; Robert P. Van Til; Michael J. Latcha

Remote Design/Manufacturing Program projects andtraditional university engineering, or high school technology, team-based projects is that team members are locatedat different facilities. In this case, Oakland University and Seaholm High School (the distance between the twofacilities is approximately fifteen miles). Hence, intra- and inter-team communications is conducted via variousmedia such as e-mail, video conferencing and the internet (using computers with interactive video, audio anddocument sharing capabilities).These interactive projects provide high school students with a first-hand opportunity to observe and understand thedifferences between a career in technology and one in engineering. They encourage the participating high

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2001 Annual Conference

Authors

Robert McLauchlan; Jennifer Crosby; Gary Weckman

II - 4 English – 3 English - 3 Engineering as a Career – 2 Physics I – 4 * Computer Based Graphics and Computer Based Graphics and Design I – 3 Design II – 3 Sophomore Curriculum Fall Semester – 17 Hours Spring Semester – 17 Hours Calculus II – 3 Differential Equations - 3 Thermodynamics – 3 Electrical Systems I - 3 Mechanics I (Statics and Mechanics II (Dynamics) – 3

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1998 Annual Conference

Authors

Michael Rudko

interest.The student who wishes to pursue a medical career can use the free electives to meet therequirements of a pre-med program. This component serves to meet objectives 7 and 8.IV. AssessmentUnion College has had a number of assessment procedures in place form any years. Amongthose are required course end evaluations, which are used in the the tenure/promotion reviewprocess, and solicitation of feedback from students, employers, and alumni. Curriculumassessment was undertaken as part of the periodic curriculum reviews, and as part of the self-study process for each ABET visit. Other than the end of course evaluations, evidence gatheredwas largely anecdotal. With the adoption of Criteria 2000, the process needs to be both moreformal and more

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1998 Annual Conference

Authors

Susan Montgomery

had receivedcopies of the advising handbook, as well as bulletins for both the College of Engineering and theCollege of Literature Science and the Arts, where many of the non-engineering courses aretaught. While it would have been desirable to spend considerably more time on advising issues,the realities of busy faculty careers had to be considered as well. In the winter term they willreceive a refresher the week prior to advising.FILE MANAGEMENTWe felt it was important that faculty have access to their advisees’ files at all times, so we createdduplicate files for all of our students. These files consist primarily of audit sheets and transcripts,as well as any previous advising checklists and advising reports, described below. Advisors

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1998 Annual Conference

Authors

Walter Vincent; Nipha P. Kumar; Craig A. Bernecker

classroom.Finally, course organization and protocol descriptions, instructions in the use of technologies,and the lecture notes were all prepared in print form. It was believed the use of this traditionalmedium was essential to the success of the course.Field TripAlthough unplanned at the beginning of the course, what proved to be an invaluable part of thecourse was a field trip made by the distance students to the originating institution to participate inthe annual career fair held by that Department. More than seventy-five companies participated inthe career fair, setting up booths in the student union building and providing contacts andinformation for students, as well as interviewing some students at the completion of the fair. Thevisit provided the

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1998 Annual Conference

Authors

Ian R. Simpson; Brian Manhire

Ecoles, a variety of languages are on offer and every student must reach a high level in two of them in order to satisfy degree requirements for the Diplôme d'Ingénieur. This has meant considerable investment in facilities, time and money.• Introducing mandatory internships abroad for all students. The Telecom Grandes Ecoles in France require every student to spend a minimum of 2 months working abroad at some period of their academic careers. This can de achieved in one of four ways: + A summer industrial placement. (Duration: 2 months) + A final-year internship. (Duration: 4-6 months) + A complete academic year abroad. (Duration: 9-18 months

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1998 Annual Conference

Authors

Edward N. Prather; Raymond B. Landis

2000,1 or lookat the low transfer rates of students who start engineering study in community colleges, or look atthe differentially low retention of minority students (African-American, Hispanic, and NativeAmerican) to convince ourselves that there is lots of room for improvement. If that’s notenough, we can always take the TQM view that “no matter how good we are doing, we shouldalways strive to be better.”An Introduction to Engineering course with a primary focus on “student development” canprovide an ideal vehicle for working with first year engineering students to enhance their chancesof success. A Student Success Model (Figure 1), taken from Chapter 4 of Landis’ text StudyingEngineering: A Road Map to a Rewarding Career,2 suggests three

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1998 Annual Conference

Authors

Richard M. Felder

time to teaching than they can help.4. The teachers. These have made the decision that teaching is their most important job, and they spend most of their careers refining their craft. Some just teach and teach very well; others are active in educational scholarship—writing texts and instructional software, importing and developing new instructional methods and materials, and attending education- related conferences and publishing in educational journals.5. The majority. Most faculty members value and enjoy both research and teaching, but time constraints force them to put their emphasis on one or the other. Although they would genuinely like to be excellent teachers, they conclude that research is a higher priority and they

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1998 Annual Conference

Authors

Steven H. VanderLeest; Edward G. Nielsen

practical importance of theliberal arts and begin to see the sweeping scope of life in which engineering operates. They arepersuaded to take ownership of their own education and career development.A Broad ApproachIn order to combine the concepts of liberal arts and global engineering in a way that would allowcross-fertilization, we developed a new course with several unique approaches that broadenedthe perspective of our students. First, we focused on engineering practice. The abstractions andmodels of academics often intentionally hide the “messiness” of reality, simplifying problems tohelp the students understand.Unfortunately, such methods also letstudents lose touch with reality, Our Initial Course Offeringobscuring the

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1998 Annual Conference

Authors

Suzanne Keilson

a diverse workforce and pipeline. From elementary school science to the highestranks of the professorate, the numbers are dismal. Many faculty and practitioners remainresistant to these issues. What may eventually change the national situation is the very practicalfact that engineering and technology firms can no longer afford to operate under the status quo.Engineers and scientists are no longer sole inventors, but must work in teams, which arebecoming increasingly international. It is a pragmatic argument that we must train our studentsto operate in the global marketplace, in whatever career they choose. To prepare all of ourstudents to function in the larger world, our own view must become more global or diverse.Numerous sources sound

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1998 Annual Conference

Authors

M. A. Mooney; K. K. Muraleetharan; H. Gruenwald; B. E. Vieux; Randall L. Kolar

, seegreat value in introducing design early and often in the engineering curriculum, as theopen-ended feature of such problems helps students develop critical thinking skills that arerequired for a successful engineering career. Furthermore, many faculty desire to generate studentexcitement, which usually correlates with seeing application of theory. To address theseconcerns, we are introducing a comprehensive project in the freshman year centered arounddesigning Sooner City. Basically, freshman are given a plat of undeveloped land (not unlike theundeveloped expanses of prairie that greeted the early $Sooner# settlers of 1889 - hence theappropriateness of the Sooner City name) that, by the time they graduate, is turned into a (partial)design for a