bend the beam with the appropriate displacement.Based on the mathematical model developed to simulate the real beam experiment, the outputstrain and voltage values appear on the screen of the strain gage indicator.ConclusionThis paper presents the development of a virtual laboratory which enhances the students'understanding of physical concepts by providing a high degree of immersion within richinteractive learning environments. The experimentation system integrates dynamic andinteractive simulations in stand-alone and Web-based environments. During the experimentationphase, changes in parameters and variables are immediately reflected in the graphical userinterface. Thus, the students can visualize in real time how the model behavior
. International practical training isessential for educating tomorrow’s engineering leaders. The need for globally-minded engineersis no longer the question; the new question is how to prepare today’s engineering students for theworkplace. International engineering co-op and internship programs allow students to gain globalcompetencies required by today’s industry. Such programs assume various forms but sharemany of the same benefits and challenges.IntroductionABET criteria for accrediting engineering programs specifically states that students must attain“the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental, and societal context.”1 A reflection of the changing role ofengineering, such
of vibration analysis. The instruments arealso familiar to the campus students from experiments carried out in the traditionallaboratory comprised in e.g. the undergraduate signal processing courses.The experiments in the remote laboratory is designed to reflect on authentic vibrationproblems in the manufacturing industry, e.g. vibration in metal cutting processes.5, 6, 7The object under investigation is a boring bar used for metal cutting in a lathe. Vibrationproblem associated with this type of process is considered to be an important and criticalfactor concerning the performance of, the tool life, the surface finishing, etc. whichfinally ends up on the production cost negatively. Since it is shown that vibrationproblem originates from the
project jointly (Boronkay et al., 2002; Jones et al., 2002). Some of theadvantages noted by those authors include the following:• Increases technical skills.• Teaches teamwork over international borders.• Links two teams over cultural boundaries.• Provides international experiences for students who cannot afford to travel.• Reflects modern reality that products are designed in one country and manufactured in another.• Teaches international project management.• Teaches communication through technical media.Those authors also noted the following disadvantages:• Partner schools must acquire computers, workstations, and communications tools.• Difficult to coordinate the design effort.From those papers, we observed the following additional
interactive” … “Encourage more class involvement”Incorporating any of these suggestions will involve additional time outlay from the class, yetwill likely enhance the quality and variety of the OMEs. Professors can make their owndetermination of which adjustments are appropriate according to their own course schedule,class dynamics, and timing.Professors. As educators, a few additional advisory thoughts emerge from the data, feedback,and our reflection on the OME to further improve it as a design course asset. Some furthermodifications may involve the following: (1) Identify the main objectives clearly to thestudents at the beginning of the semester and emphasize supplemental goals for the OME,beyond the details of administration and assignment
Page 11.381.9 Proceedings of the 2006 American Society for Engineering Education Annual Conference & Exposition Copyright © 2006, American Society for Engineering Education interdisciplinary team has a complexion that extends beyond selecting individuals to participate. 6. Our historic Program has its roots in a 30-year old vision not far removed from that more prominently stated in Engineer of 2020; self-reflection promoted by this project has reaffirmed our institutional commitment to the principles, values, and perspectives of our mission statement: ….to provide a select community of CSM students the enhanced opportunity to explore the interfaces
students to demonstrate the resourcefulness and initiativeto define problems and design solutions. As is happening in engineering schools across thecountry, a realization is dawning that students cannot learn to be engineers simply by listening tolectures and working textbook problems. Ninety years after the publication of Democracy andEducation, in which John Dewey laid out a case for the importance of education in preparingyoung people to participate in public life and “alter conditions,” engineering education isbeginning to recognize that experiential learning is the core of true education.27Tramba’s personal experience reflects the potential impact of creatively integrating hands-onexperience into the engineering curriculum. During her summer
the results were farbetter compared to the fall 2005 data set, thus confirming the positive impact of the module. Butit should be pointed out that no changes were made to the content, quiz questions or the pre andpost-test questions, and the only changes were related to module navigation and instructions. Theresults of the evaluation conducted in spring 2006 will also be presented at the conference.ConclusionsAn online module has been designed, developed and implemented successfully for promotingacademic integrity. The implemented module not only covers academic integrity issues, but alsoengages students to reflect on the issues through quizzes, games, FAQs and case scenarios. Themodule includes features for students to print a Certificate of
. Beverly Hills: Sage Publications. 8. National Science Board. (2004). Science and Engineering Indicators. Arlington: National Science Foundation. 9. Redding, S.G. & Baldwin, E. (1991). Managers for Asia/Pacific: Recruitment and Development Strategies. Hong Kong: Business International. 10. Schlesinger (1992). The Disunity of America: Reflections on a Multicultural Society. New York: W.W. Page 11.317.10 Norton. 11. Tang, J. (2000). Doing Engineering: The Career Attainment and Mobility of Caucasian, Black, and Asian- American Engineers. London: Rowman & Littlefield Publishers.12. Trompenaars, F
descriptors fell neatly into two statistically independentcategories, which Lowman defined as intellectual excitement and interpersonal rapport.Lowman described intellectual excitement as the clarity of the instructor’s presentations, theinstructor’s disciplinary expertise, and the degree to which the students were stimulatedemotionally by the classroom experience. The most common adjectives that described thisintellectual excitement included enthusiastic, knowledgeable, inspiring, humorous, interesting,clear, organized, exciting, engaging, prepared, and energetic. Interpersonal rapport reflects howmuch an instructor cares about her students and the degree to which they are effectivelymotivated by the teacher. The most common descriptive indicators
percent of high school girls reported currently participating in team sports.12 The Boise community reflects a similar focus on sports. 3. They have little contact with women in engineering fields. With only about 11% women13 in the overall engineering workforce, teenage girls are unlikely to encounter women engineering role models. Even if young women choose to major in engineering, many students nationally will earn their bachelor’s degrees without ever being taught by a female professor.14 (Although, Boise State University has an unusually high percentage of female faculty, at three times the national average.) 4. They are flocking to professions where they feel they can make meaningful contributions to
2006-1159: NATIONAL DISSEMINATION OF MULTI-MEDIA CASE STUDIESTHAT BRING REAL-WORLD ISSUES INTO ENGINEERING CLASSROOMS:PILOT STUDYChetan Sankar, Auburn UniversityP.K. Raju, Auburn University Page 11.950.1© American Society for Engineering Education, 2006 National Dissemination of Multi-Media Case Studies That Bring Real-World Issues into Engineering Classrooms: Pilot Study Engineering students are increasingly being asked by potential employers to demonstrate“soft” skills (such as problem solving and business skills) in addition to their “hard” technicalskills. Reflecting these expectations, the Accreditation Board for Engineering Education(ABET) has
course.AcknowledgmentsProf. Lu is supported in part by National Science Foundation CAREER CNS-0347466. Anyopinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the sponsors.”References [1] J. Armarego. Advanced Software Design: A Case in Problem-based Learning. In Conference on Software Engineering Education and Training, pages 44–54, 2002. [2] E. A. Billard. Introducing Software Engineering Developments to a Classical Operating Sys- tems Course. IEEE Transactions on Education, 48(1):118–126, February 2005. [3] B. Boehm and D. Port. Educating Software Engineering Students to Manage Risk. In Inter- national Conference on Software Engineering, pages 591–600
higher self-reported improvement in the ability to work on multi-disciplinary teams and understanding ofprofessional and ethical responsibility. The students who worked on the EWB independent studyprojects reported less gain in the “ability to design and conduct experiments”, with the exceptionof the student with who also wrote funding proposals and conducted significant laboratoryexperiments. Other responses, such as presentation skills, reflected differences in the specificexpectations of the experience (REU students were required to give an oral presentation at theend of the summer; independent study students generally write a final report but do not orallypresent their research findings).Table 4. ABET outcomes of the undergraduate student
; turbine operation. 2. Was the case study realistic? All the students felt that the case study reflected reality. 3. You were assigned to play a role. Has Yes, because it forces us to look at the entire this helped you to learn more than you case study and thus we learned more. If I did would have if no role-playing was not play a role I would not have been so involved? involved. It helped me gain knowledge as I completed my research and analyzed what the issues were. Playing the role
graduates by local, regional and national industry. This is reflected by an increased demand for our power engineering graduates (multiple job offers and higher salary) and positive feedback from both our students and their employers. • Student ratings of the CSM instructors in power area are significantly above our division and university average. • Greater enthusiasm and interest in our power program from our student body. This is evidenced by the increased number of higher quality students enrolling in senior (optional) power elective courses. (Average of almost 20 students/year) • Students’ frustrations with laboratory work have been relieved to a large degree by our lab procedures and lab coordination
reflecting on theexperiences of others. Much of the curriculum we developed for use in the Field Sessionfeatures the use of electrical incident case studies. These real life stories generally have tragicoutcomes. The case studies are compelling, providing a graphic reminder about theconsequences of not following fundamental safety practices. Students can learn many valuablelessons about how to conduct themselves safely in an electrical environment by listening to thesevisceral stories. In addition, this is a practical way to have students observe a number of variedelectrical incidents during a one-week course module. While there are many resources availablefor obtaining electrical incident case studies, we have chosen to use examples that are posted
good into the world. Of course, what wemean by “good” is a wide open question worthy of discussion and reflection. The IEEE Code ofEngineering Ethics, as well as many similar codes, gives us an indication of what direction weought to go. They say, among other things, that to serve the good we ought to protect the health,safety, and welfare of the general public. That is, we should seek to maximize health, safety, andwelfare. Mathematically we can indicate this by letting J1 = health, J2 = safety, and J3 = welfare.Then we seek max J1, max J2, and max J3.In the theory of optimal control, we seek to maximize value functions or, more commonly, tominimize cost functions. But these reduce to the same thing since value functions are usually
testing. Page 11.654.6 5Senior Design Project (ENT 498)ENT 498 is the second semester course for Miami’s capstone design course series. Studentsmust complete the design, build and test stages of their projects. They are required to write anextensive report about all aspects of their project, including a reflective essay about theirexperience. They are also required to present their design and findings to the faculty, industrialpartners and academic community at an annual Senior Design forum. This forum includes atable top display and/or model of the project. Their course final grade is based on both
MC03 was sent to MC04 and transferred to MC03through discrete I/O lines7.Serial data monitors and adapters were very useful with data transfer debugging. The serialmonitors use dual-color LED’s to reflect data flow, and some include jumper and switchcapability to modify signal connections. These monitors and adapters reduced development timeand on occasion added problems. Experimentation discovered an in-line monitor causedcommunication conflicts between MC02 and the PC.Light tree indicator states were programmed to align with standard industrial machineoperations. Indicator definitions can change for different companies and tools, but similaritiesdo remain. See Table 1 for a listing of all light tree states. Table
taughtduring lectures based on faculty cohort discussion. Figure 4. Two Examples of Robot Designs and Their Solid Models.Recommendations Page 11.1465.12Upon reflection, opportunities for improving future freshman projects are evident from the ECUengineering program robot projects. In addition to logistical considerations (large groups,limited resources), not enough attention was paid to the management of the projects by thestudents. While a course in project management is required later in the curriculum, some basicconcepts – creating a timeline, regular progress reports, etc. – could be effective in helping thestudents plan and execute
alternative by providing simulated world of workexperience on campus. MIMIC is a replicable, cost-effective model that can be adapted to avarying number of semesters and integrated into a variety of technical programs and collegesettings. Page 11.73.11References1. This material is based upon work supported by the National Science Foundation under Grant No. 0501885. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.2. Bilen, Sven G., et.al., “Developing and Assessing Students’ Entrepreneurial Skills
, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.2. Essential workplace skills. Tech Prep at Illinois Valley Community College, Oglesby, IL http://www.ivcc.edu/techprep3. Engineering Clinics. Rowan University, Glassboro, NJ. http://www.rowan.edu/colleges/engineering/clinics4. Integrated Product Development. Lehigh University, Bethlehem, PA. http://www.lehigh.edu/ipd/programs5. The Enterprise Program. Michigan Technological University, Houghton, MI. http://www.enterprise.mtu.edu
atracing. Multiple readings should also be taken. Generally the 4 roof corners are sufficient, whilesometimes due to shading, pictures of the pathfinder must be taken in middle sections of the roof.The data found in each of these readings can be used to find a total yearly average for the entireroof area.To use, place the pathfinder as close to the roof surface as possible and level it. The pathfinder’sreflective dome makes it possible to perform assessments on a less than sunny day. In fact, if theSun is too strong use the field notebook to block the Suns reflection in the pathfinder as shown inFigure 9. Figure 10 is an example of how effectively the pathfinder works on a cloudy, evenraining day. If the pathfinder is completely shaded by
. Page 11.1228.5 Knows some of the ways technology shapes human history and people shapetechnology. Knows that all technologies entail risk, some that can be anticipated and some thatcannot. Appreciates that the development and use of technology involve trade-offs and abalance of costs and benefits Understands that technology reflects the values and culture of societyWays of Thinking and Acting Asks pertinent questions, of self and others, regarding the benefits and risks oftechnologies Seeks information about new technologies Participates, when appropriate, in decisions about the development and use oftechnologyCapabilities Has a range of hands-on skills, such as using a computer for word
. Page 11.1229.5 Knows some of the ways technology shapes human history and people shapetechnology. Knows that all technologies entail risk, some that can be anticipated and some thatcannot. Appreciates that the development and use of technology involve trade-offs and abalance of costs and benefits Understands that technology reflects the values and culture of societyWays of Thinking and Acting Asks pertinent questions, of self and others, regarding the benefits and risks oftechnologies Seeks information about new technologies Participates, when appropriate, in decisions about the development and use oftechnologyCapabilities Has a range of hands-on skills, such as using a computer for word
program, we asked several questions on the survey that reflect the goals of theprogram. These goals were to help students understand the finite nature of water and energyresources, that there is no single correct answer to an engineering problem, and that engineeringcombines artistic creativity with empirical science. Participant responses indicated that the goalsof the program were achieved. Specifically, on a scale ranging from 1 (art) to 7 (science) theaverage response to the question “Engineering is…” was a four. This indicates that participantsunderstand that engineering balances creativity and science. Also, for the question “For anyengineering question there is one correct answer” the average response was a six on the scale of1 (strongly
environmental issue isan essential first step in the decision process. Conceptual tools can help, but ultimately thisunderstanding depends on individual reflection and the exchange of ideas among people.”10 Page 11.820.5Governmental agencies have enacted many laws to aide in the preservation, conservation, andprotection of our environment. The 1970’s laws and acts set the precedent for environmentalconcern with the action they took toward implementing solutions. Although the agencies stillcontinue to protect the environment, their reliability can sometimes be shaken by the persuasionof lobbyists.Global involvementAs with any environmental problem
meaningful. Rhode Island’s first fuel cell-powered vehicle, the Fuel Cell Quadracycle. Page 11.596.9 With the completion of the Fuel Cell Quadracycle, several performance upgrades wereconsidered. After reflection and discussion it was decided to begin a completely new vehicleproject - a full-size, street legal fuel cell vehicle capable of normal cruising speeds and range. Itwas actually a student who suggested the use of a “T–bucket” as the platform vehicle. The T-bucket is the original hot rod created from the Ford Model T, and being lightweight, relativelysimple to work
necessarily reflect the views of the National Science Foundation The authors are gratefulfor the support obtained from NSF to further engineering education.VII Bibliography1 Higley,K.A., Marianno,C.M., “Making Engineering Education Fun”, Journal of Engineering Education, Vol 90, No. 1, pp105-107, January 20012 Davis,B.G., “Tools for Teaching”, Jossey-Bass Publishers, San Francisco, 1993, p100.3 Piaget,J., “To Understand is to Invent”, Grossman, New York, 1973.4 Vygotsky,L., “Mind in Society: The Development of Higher Psychological Processes”, Harvard University Press, MA, 1978.5 Starrett,S., Morcos,M., “Hands-On, Minds-On Electric Power Education”, Journal of Engineering Education, Vol 90, No. 1, pp93-100, January 20016