Collection

2005 ASEE Midwest Section Conference

Authors

Stephen B. Taylor; Darin W. Nutter; James A. Davis; Joseph J. Rencis

3background The national average for the number of students that graduate from engineering is abouthalf of those that start 1. Freshmen expect engineering to be demanding but often getoverwhelmed by the volume of the material and find it difficult to successfully manage their timeand use of resources (course drills, tutoring, faculty office hours, etc.) 2. This may be a majorreason why academically capable students select a different career after a short time inengineering without any real exposure to engineering courses 2. Engineering programs have experienced high attrition rates for many years and as a resulthave caused the perception that this is the norm 2. Studies have shown those freshmen that areacademically capable of

Collection

2005 ASEE Midwest Section Conference

Authors

Min Zou; Li Cai

New Approach of Teaching Engineering Laboratory at UndergraduateLevel with Emphasizing on Creativity, Teamwork, and Communication Min Zou1 Li Cai2 1 Department of Mechanical Engineering 2 Department of Industrial Engineering University of Arkansas, Fayetteville, AR 72701 AbstractTraditional undergraduate engineering education has been focused on transferringknowledge from textbooks to students. In today’s highly competitive real world,creativity, teamwork, cutting-edge knowledge, effective communication skills

Collection

2005 ASEE Midwest Section Conference

Authors

Tim Bower

Collection

2005 ASEE Midwest Section Conference

Authors

Larry N. Bland

Can ABET Professional Skills Stimulate Curriculum Changes That Aid in Student Recruitment? Larry N. Bland John Brown UniversityIntroduction In November 1996, the Accreditation Board for Engineering and Technology (ABET)board of directors approved one of the most significant changes to accreditation of engineeringprograms in modern times. Previous accreditation requirements had been a very rigid set of rulesfrom almost thirty pages of detailed requirements that covered course requirements, credits anddistribution, faculty staffing, and laboratory facilities. [1] The new criteria became known asEngineering Criteria 2000. These

Collection

2005 ASEE Midwest Section Conference

Authors

F. Edwards; T. Daniel; W. Hale; A. Hanson; E. Richardson

training resources environment, an alternating pace, and a triple level of follow-up.According to Knowles, the following are the skills required for a learner to become involved in aself-directed learning project.7 Each student should examine each and ask themselves thequestion: "How much of each competency do I have?" 1. The ability to develop and be in touch with curiosities. Perhaps another way of describing this skill would be "the ability to engage in divergent thinking." 2. The ability to formulate questions, based on personal curiosities that are answerable through inquiry (in contrast to questions that are answerable by authority or faith). 3. The ability to perceive yourself objectively and accept feedback from others

Collection

2005 ASEE Midwest Section Conference

Authors

Carol Gattis

Collection

2005 ASEE Midwest Section Conference

Authors

Ing-Chang Jong

the force or moment, respectively, during the action. It is theforce or moment, rather than the body, which does work. In teaching and learning the virtualwork method, it is well to refresh the following relevant basic concepts: Work of a forceIf a force F acting on a body is constant and the displacement vector of the body from positionA1 to position A2 during the action is q, then the work U1→ 2 of the force F on the body is1-4 U1→ 2 = F ⋅ q = Fq (1)where F is the magnitude of F, and q is the scalar component of q parallel to F. If the force isnot constant, then integration may be used to compute the work of the force. Work of a momentIf a moment M (or

Collection

2005 ASEE Midwest Section Conference

Authors

Andy Matthews; Jerri Dwyer

Collection

2005 ASEE Midwest Section Conference

Authors

Kamesh Namuduri; Ravi Pendse

experiences in enhancing the ECE curriculum at Wichita State University,our efforts in getting the curriculum certified by the Committee on National Security, andour collaborations with the neighboring universities and community colleges to bringawareness of information security in the community. 1. Introduction This paper discusses our experiences in introducing information assurance andsecurity (IAS) curriculum in the ECE department at Wichita State University. Whileproviding specific details of implementation at WSU, this paper also provides a generalstrategy and outlines the steps that one can follow to develop such degree or certificateprograms. It discusses the steps involved in introducing IAS

Collection

2005 ASEE Midwest Section Conference

Authors

Ken Vickers