some of our real-time DSP- based community outreach efforts, and more traditional engineering courses, that have been facilitated by tools such as winDSK6 and the DTMF decoder/power switch box.1 INTRODUCTIONDigital signal processing (DSP) is a topic that is covered in some way in nearly every undergraduateECE program. While there are many fine texts available,1–4 many educators and authors haverecognized the need for more interactive learning and the use of demonstrations for this importantsubject.5–8 Since the late 1990’s, the authors have been suggesting and providing proven DSPteaching methodologies, hardware and software solutions, and DSP tools that have helped motivatestudents and faculty to implement real-time DSP-based
priorities: Since the learning outcomes are shared with theprogram, the focus in this phase should be on establishing priorities for closing the relevantaspects or dimensions of the multi-dimensional gap. These efforts should be guided on thedeveloped vision for the course and program, using the following methodology: 1. Prioritize professional roles emphasized by course type. 2. Select most relevant type(s) of learning outcome for each role. 3. Define role-driven learning outcomes using behavioral prompts from the profile.The first step in crafting learning outcomes involves identifying roles emphasized in a particularexperience. These depend on course type and context. The second step is identifying the type ofoutcome most closely aligned
ability tasks that involve complicated, multi-stepmanipulations of spatially presented information. These tasks may involve the processes required for spatial perceptionand mental rotations but are distinguished by the possibility of multiple solution strategies. Spatial visualization tasksinclude EFT (Embedded Figure Test), Hidden Figures, Paper Folding, Paper Form Board, Surface Development,Differential Aptitude Test, Block Design, and Guilford-Zimmerman spatial visualization (Linn & Petersen, 1985).FIGURE 1THE FLAGS TEST: Spatial Relations test; the subject must indicate whether the two flags are the same: (S) if one can be slid around so that it is identicalto the other or (D) for different flagsVARIOUS TESTING INSTRUMENTS USED FOR
, Bi-Huang Hu, Bruce P. Lee et al., "Mussel adhesive protein mimic polymers for the preparation of nonfouling surfaces," Journal of the American Chemical Society 125, 4253-4258 (2003).4 S Vogel, Cats' Paws and Catapults. (W.W. Norton & Company, New York, 1998).5 Steve Weiner, Lia Addadi, and H. Daniel Wagner, "Materials design in biology," Materials Science and Engineering C 11, 1-8 (2000).6 J Benyus, Biomimicry: innovation inspired by nature. (HarperCollins, New York, 1997).7 S Vattam, M Helms, and A Goel, Technical Report, 2007.8 Jon A Leydens, Barbara M Moskal, and Michael J Pavelich, "Qualitative methods used in the assessment of engineering education," Journal of Engineering Education 93
decision-making processes on students’ success and retention in their fields.Bibliography1. Bodner, G. M, Follman, D. K, & Hutchinson, M. A. (2005). Shaping the Self-Efficacy Beliefs of First-Year Page 13.351.11 Engineering Students: What is the Role We Play? Proceedings of the American Society for Engineering Education Annual Conference. Portland, OR.2. Lent R.W., Brown, S.D., & Hackett, G. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice and Performance. Journal of Vocational Behavior, 45, 79-122.3. Lent, R. W; Brown, S. D., Sheu, H., Schmidt, J., Brenner, B. R
of the program in increasing female student enrollment at NDSU. Articles and programsthat appeared in local print and broadcast media communicate effectively to the broadercommunity the importance of engineering and technology and the need to encourage more girlsto pursue related fields. Indirectly, the program helped increase the visibility of the NDSUEngineering College as well as enhance the image of engineering in the area.References 1. Hanson, S. L. (1996). Lost Talent: Women in the Sciences. Philadelphia, PA:Temple University Press. 2. Widnall, S. (2000) Digits of pi: barriers and enablers for women in engineering, The Bridge, National Academy of Engineering 30 (3 & 4) 3. Adelman, C. (1999). Answers in the
concepts,course topics, and software knowledge developed in the previous course(s), and apply them tonew problems.11 The interesting and unintentional opportunity that Michigan Tech had was to create paralleland similar design activities between the two paths in the first-year engineering program. Thisinitiative let the students in the pre-calculus path know that they were completing activities Page 14.852.4similar to the calculus-ready students. The following sections show how the concepts ofsustainability and green engineering were incorporated into ENG1001 and ENG1101, and howthe students applied these concepts in ENG1102.ENG1001
Bioethics, 2(1), 38-49.2. Sass, H. M. (1999). Educating and sensitizing health professionals on human rights and ethical considerations:The interactive role of ethics and expertise. International Journal of Bioethics, 10(1), 69-81.3. Sharp, R. (2002). Teaching old dogs new tricks: Continuing education in research ethics, American Journal ofBioethics, 2(1), 55-56.4. Eastwood, S., Derish, P., Leash, E., & Ordway, S. (1996) Ethical issues in biomedical research: Perceptions andpractices of postdoctoral research fellows responding to a survey. Science and Engineering Ethics, 2(1), 89-114.5. Elliot, D. & Stern, J. (1996). Evaluating teaching and students’ learning of academic research ethics. Science andEngineering Ethics, 2(3), 345-366.6
14.1204.5 ≠ Design a Shoe ≠ Survival! ≠ Catapult ≠ Rainforest ≠ Toy Vehicle ≠ Bridges ≠ GreenhousesResearch Study MethodologyThe participants were 80 teachers that agreed to participate in the study. The majority ofparticipants were female (n = 64). 57 teachers reported teaching primarily at the middle schoollevel, and 23 were high school teachers. The teachers represented five content areas:mathematics (n = 20), science (n = 16), language arts (n = 17), social studies (n = 13), andtechnology or library media (n = 14). 67 participants were White, 11 – American Indian, and two– Asian. Most of the participants were in their early 40’s (βX = 39, M = 41).Participants were asked to complete a web-based version of the
continued to utilize a common theme (design of a portable illuminationdevice) to provide context for new course material and design tools; however, a more open-ended approach was used to stimulate student creativity and emphasize the importance offunction over form in the early stages of conceptual design. Delaying the selection of aflashlight as the illumination device helped illustrate a more comprehensive application of thedesign process – better preparing students for their out-of-class and capstone design efforts. The individual design project (design a device to store a West Point class ring) continued asthe framework for out-of-class homework assignments, but it underwent several changes aimedat streamlining the course‟s transition to
international levels, and helping them to work towards a moreequitable and sustainable future. In particular, it enables students to integrate environmentalconsiderations into economic decision-making. As a result it is imperative that academics inengineering, construction, education, and other disciplines heed the call for sustainabletechnologies, policies, and practices. Although since the early 1990’s many environmental andprofessional organizations such as the American Institute of Architects (AIA) and accreditingagencies such as the American Council for Construction Education (ACCE) and the NationalArchitectural Accreditation Board (NAAB) have appealed to universities to provide educationfor sustainable development and encouraging students to be
Evaluations During the 2008-2009 Accreditation Cycle, http://www.abet.org/Linked%20Documents-UPDATE/Criteria%20 and%20PP/T001%2008-09%20TAC%20Criteria%2011-30-07.pdf, 7, accessed December 3, 2008.[2] George, M., Lean Six Sigma for Service: How to use Lean Speed & Six Sigma Quality to Improve Services and Transactions. McGraw-Hill: New York (2002).[3] Nightingale, G. S., Lean Aerospace Initiative. IIE Solutions, 30, 11, 20–25 (Nov1998).[4] Hopp, W. J., Spearman, M. L., Factory Physics, 2nd edition. Irwin McGraw-Hill: Boston (2001).[5] Ohno, T., Toyota Production System: Beyond Large-Scale Production. Productivity Press (1988).[6] Womack, J. P., and Jones, D. T., Beyond Toyota: How to Root Out Waste and Pursue
g. s in m ic jo nt se rm
the qualities of engineers for both males and females. A positive finding isthat many students indicated that they would like to know more about engineering.AcknowledgementsThis material is based upon work supported by National Science Foundation Award 0440568.References1. Yasar, S., et. al. (2006), Development of a survey to assess K-12 teachers' perceptions of engineers and familiarity with teaching design, engineering, and technology. Journal of Engineering Education, v. 95 no. 3, p. 205-16.2. Cunningham, C., Lachapelle, C and Lindgren-Streicher, A. (2006). Elementary teachers’ understandings of engineering and technology, Proceedings of the 2006 ASEE Annual Conference and Exposition, Chicago, Illinois, June 18-21
= 2.59 NARCHIMEDES checks the student’s answer to ensure that it is correct numerically (at least towithin 1%), that the user has used the correct number of significant digits, and the appropriateunits are used.The completed solution for this problem is shown in Figure 3.Types of checks performedIn the discussion above, examples of the type of checks that ARCHIMEDES performs weregiven. The other error messages that ARCHIMEDES produces include: • Errors with the FreeBody diagram o At least one free body must be completed. o At least one of the FreeBody diagrams must have all of its reactions specified. o The reaction(s) at Point is/are incorrect. o Name is used for both a force and a couple
, Washington, DC: American Society for Engineering.[13]. Grinter, S. (1955), (chair), “Final Report of the Committee on Evaluation of Engineering Education”, Journal of Engineering Education, 46 p.25-60.[14]. Ashby, E.[1966], Technology and the Academics- An essay on Universities and the Scientific Revolution, London: Macmillan.[15]. Guthrie, B.(1994), The Higher Education Experience Survey : An Examination of the Higher Education Experience of 1982, 1987 and 1992, Canberra: Graduate Careers Council of Australia.[16]. Yorke, M. (1999). “ The skills of graduates: a small enterprise perspective” . in O’Reilly, D., Cunningham, L., & Lester, S. (eds). Developing the Capable Practitioner, pp.174-183, London: Kogan Page..[17]. Harvey
whether it is a free elective, a core elective, a liberalstudies course, or an engineering distribution course. We call such requirements structuralrequirements. CPAS distinguishes each of these requirements with a type label: affiliation-only,graduate-only, affiliation and graduation, and structural (non-course) requirement. Page 14.376.5Page 14.376.6Page 14.376.7Page 14.376.8Page 14.376.95.1 Requirements Entry InterfaceFigure 3, illustrates the initial interface displayed to staff members when creating a newrequirement unit. Note the presence of requirement class year(s), requirement type (affiliationonly, affiliation and graduation, or
approach and the genetic algorithms. {hx’h 1996 ASEE Annual Conference Proceedings ‘%+,pym$:REFERENCES1. Kenney, E. S., R.M. Edwards, K.Y. Lee, A. Ray, and S,T. Kumara, NSF Final Technical Report: Engineering Research Equipment Grant-Microtxocessor-Based Controllers, ECS-8905917, (199 1).2. Edwards, R. M., J,A, Turso, K.Y. Lee, H,E. Garcia, and A. Ray, “The Penn State Intelligent Distributed Control Research Laboratory,” IEEE Transactions on Ener~ y Conversion, Z:478-482 (September 1992).3. Garcia, H. E., A. Ray, and R.M. Edwards, “A Reconfigurable Hybrid System and its Application to Power Plant Control,” IEEE Control Systems Technolosw, 3:157-170 (June
with some informal cooperative learning exercises. In my next class period, I started out by dividing the students into groups of three or four and askingthem to take five minutes to write down everything they could remember about our previous lecture. At theend of the allotted time, I called on each group to tell me one thing from their list and proceeded to write it onthe board. By going from group to group in this manner, and with a little prodding from me, we managed toreconstruct the essential information from my previous lecture in about 15 minutes. The dialogue usually wentsomething like ME: All right, group number one, what do you remember about the last lecture? STUDENTS: We remember an ‘S’-shaped curve
Alabama -Foundation Coalition Program.” http://www.foundationcoalition.org/publications/journalpapers/fie95/4d22.pdf(accessed 11/28/07).7. G. L. Hein and S. A. Sorby, “Engineering Explorations: Introducing First Year Students to Engineering,” presentedat IEEE/ASEE Frontiers in Education Conference, Reno, NV, 2001.8. J. Parker, D. Cordes, C. Laurie, A. Hopenwasser, J. Izatt, and D. Nikles, “Curriculum Integration in the FreshmanYear at the University of Alabama - Foundation Coalition Program.”http://www.foundationcoalition.org/publications/journalpapers/fie95/4a11.pdf (accessed 11/28/07).9. M. A. Reyes, M. R. Anderson-Rowland, and M. A. McCartney, “Freshman Introductory Engineering SeminarCourse: Coupled with Bridge Program Equals Academic Success
, formality, saving face, directness, the meaning of “yes”, non-verbal cues, etc. To avoid misunderstandings or outright communication breakdowns, the substantial influence of culture on how people communicate should be understood.3. Are familiar with the history, government and economic systems of several target countries. Explanation: This dimension refers to understanding important elements of the context of a society. For example, how is understanding the aggressive market economy of present day China enhanced by knowing about the cultural revolution of the 1960’s and 70’s? As students visit factories in China owned by Taiwanese companies, how is their appreciation of this situation deepened by knowing the history of China and
instructors’ own notes to deliver advanced topics. The instructors of Courses 1, 6 and 12 use the books they authored as the textbooks, but they also provide other references. Among all the courses listed in Table 1, one textbook (first and later editions) received the greatest popularity, being chosen as the textbook by at least three instructors. This textbook is: Spong, M.W. and M. Vidyasagar, Robot Dynamics and Control. 1989, John Wiley & Sons, Inc. and its latest version: Spong, M.W., Hutchinson, S., and M. Vidyasagar, Robot Modeling and Control. 2006, John Wiley & Sons, Inc. This textbook sufficiently discusses the fundamentals of rigid body coordinates transformations, formulation of kinematics, dynamics and
differences on engineering solutions were given along with the MGUDS-S survey. 14,15The full 61 question Community Service Attitudes Scale (CSAS) survey16,17 was completed by28 EVEN students in 2007; Wilde’s Cognitive Style survey18,19 derived from Myers-Briggspersonality types was completed by 76 EVEN students in 2007 and 2008. Potential differencesin the cognitive style preferences of students based on gender will not be discussed in this paper.In addition to the quantitative data from the various surveys, the students in the CVEN andEVEN first-year courses write reflective essays at the end of the semester. They comment ontheir attitudes about engineering, how these have changed, and if they intend to change majors.The guidelines for the essays
) incorporating the accredited master’s degree into the Model Law (Vote: 54-6-5), (4) changing the not-earlier-than date of the Model Law from 2015 to 2020 (Vote: 59-2-4), and (5) explaining how to handle credits earned in excess of a university’s requirements for a baccalaureate degree (Vote: 59-1-5).Another key activity related to licensure was a combined effort of ASCE’s State GovernmentAffairs staff and CAP^3’s members/staff to influence state legislation related to Raise the Bar. Ofparticular note has been the coordinated work with ASCE leadership in Nebraska and Louisiana. ≠ In Nebraska, a concentrated effort has been made to Raise the Bar. Workshops and meetings with local stakeholders/champions were held in Nebraska
I coursewill generate A‟s, B‟s, C‟s and D‟s for engineering students as well as for other majors. Yet,assuming that grades are an indication of what was learned, it is imperative that most engineeringstudents earn an “A” or an “B”, due to the need for this knowledge in subsequent calculus-basedcourses in the freshman engineering curriculum. This discussion supports the need for moretutoring and mentoring of freshman engineering students in Calculus I as an intervention strategyfor student success than for students in other fields.With the comparison of the distributions of the STEM GPA and the overall GPA for Calculus Istudents at this university, the difficulty that Calculus I students are having in their otherfreshman-level courses
industrial controllers. They were excited to have access to real hardwareto synthesize their controllers through MATLAB/Simulink programs, validate the controller on aSimulink model, run the dSPACE DS 1104 DSP-board experiment, download data, and analyzethe control system performance offline without being distracted by software implementationissues. This environment allowed for extensive experimentation, performance comparison, anddevelopment of several practical control algorithms. It is expected that the techniques employedin the controller designed for the laboratory experiment will likely be used by the students intheir subsequent employment after completion of their college education.References1. H. Ashrafiuon and D. S. Bernstein
first laboratory exercise. This figure isprovided to emphasize the standalone nature of the kit. On the left hand side of the protoboard isa 5 VDC power supply provided by the 9 VDC battery and the 5 VDC regulator. An LED is alsoprovided at the output of the regulator to serve as a power supply pilot light (on) indicator. Thefour single pole, single throw switches mounted in a common DIP package provide thecapability to insert logic one and logic zero test signals into the circuit under test. The 7404 hexinverter is part of the four channel LED indicator circuit. The LEDs act as a four-channel logicprobe to provide a visual indication of the circuit’s logic output(s). This circuit is actuallyconstructed on to breadboard snapped together. The
), and other minority institutions (OMIs).Among the MIs, the enrollment of underrepresented minority groups (single or combined) mustexceed 50% of the total student enrollment in OMIs, at least 25% student enrollment is Hispanicand 50% or more of the Hispanic students are low-income individuals for HSIs, and 50% ormore of student enrollment is American Indians for TCUs. A list of minority institutions ispublished by the U. S. Department of Education [1].The NASA Administrator’s Fellowship Program (NAFP) [2] provides professional developmentopportunities for both NASA scientists and STEM faculty of minority institutions. Each year,the program awards up to six NASA scientists to teach or enhance curricula at minorityinstitutions, and up to six
coalitions in the early 1990’s, the NationalScience Foundation, ARPA, and other government agencies as well as private foundations havemade substantial investments to improve engineering curricula, teaching and learning practices,and the ‘pipeline’ from K-12 into engineering. In 2001, Bjorklund and Colbeck1 reported theresults of their interviews with 27 leaders of engineering colleges and professional organizationsin which they discussed change that had taken place over ten years since the founding of the firstcoalitions. The participants were asked what they believed were the two most significantchanges over that decade. Greater exposure to design and emphasis on effective teaching werementioned by ten of the 27 participants, followed closely by
project include the evaluation and revision of features through studentassessment and the addition of other experiments and simulations.References[1] Gillet, D., Latchman, H. A., and Salzmann, C., (2001), “Hands-on Laboratory Experiments in Flexible and Distance Learning”, Journal of Engineering Education, April, pp. 187-191.[2] Gillet, D., Geoffroy, F., Zeramdini, K., Nguyen, A. V., Rekik, Y., and Piguet, Y., (2003), “The Cockpit: An Effective Metaphor for Web-based Experimentation in Engineering Education”, Int. J. Engng. Ed., Vol. 19, No. 3, pp. 389-397.[3] Nguyen, A. V., Gillet, D., Rekik, Y. and Sire, S., (2004), “Sustaining the Continuity of Interaction in Web- based Experimentation for Engineering Education”, Proceedings of