Collection

2005 ASEE Midwest Section Conference

Authors

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

courses that do not focus specifically on anyone engineering discipline. Instead, faculty from all engineering programs instruct the freshmenfor a part, or all, of the semester in their respective disciplines 10. This gives the freshmen abroad foundation of academic and practical information on which they base their decision aboutwhat specific profession to pursue. This is a valuable concept in regard to freshman retention inthat it allows the freshmen to make an informed decision about which career fits them the best. Proceedings of the 2005 Midwest Section conference of the American Society for Engineering Education 4 There are

Conference Session

College Engineering K-12 Outreach III

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Nicola Ferralis; Leanne Avery; Daniel Haworth; Elana Chapman

becomes of prime interest indetermining the context for making an evaluative judgment. The understanding of thecommunities of practice includes both its social and physical dimensions. As an exampleof this, the tensions that graduate teaching fellows hired by the project might feel as aresult of allocating their time to the project and meeting the stated student contact hoursas stipulated by the contract can perhaps be better understood when considered in termsof their membership in a lab research group. It is helpful to consider the organization ofthe lab group, and particularly of the attitude of advisors, regarding how many hours ittakes to become a full fledged member of the community of practice of scientists in aparticular field. This is

Conference Session

Course and Curriculum Innovations in ECE

Collection

2005 Annual Conference

Authors

Erik Peterson; Ian Papautsky

, microsensors for medical applications, biochips and lab-on-a-chip (LOC) devices,microfluidics, biosensors, material biocompatibility, and cell/tissue engineering. These topicsare listed in Table 1. Discussion of commercially-available systems is included as well.The course was designed to be a ten-week long, three-hour course consisting of twenty 75 minlectures. As a 600-level course it was dual-level, intended for the undergraduate seniors and firstyear graduate students in the Electrical Engineering program. Thus, the course had noprerequisites other than senior class standing. Further, no background in integrated circuitfabrication, MEMS, biomedical instrumentation, or any other specialized area was assumed orrequired. Table 1. Topics covered

Conference Session

Course and Curriculum Innovations in ECE

Collection

2005 Annual Conference

Authors

John Board; April Brown; Joseph Holmes; Hisham Massoud; Steven Cummer; Jungsang Kim; Michael Gustafson; Leslie Collins; Lisa Huettel; Gary Ybarra

(ISIP), whichreflects key concepts governing the future of electrical and computer engineering as wellas the active research areas of the majority of the ECE faculty.While the redesign encompasses the entire four-year curriculum, a particular emphasis ofthe redesign will be on the students' early years in the core curriculum when retentionissues are the most critical. Specifically, the foundation of the new curriculum will be afreshman-year laboratory-based design experience called “Fundamentals of ECE,” anddenoted ECE 27. This innovative course introduces concepts fundamental to the entireECE curriculum and their practical applications through a tight coupling of courseworkand a real-world design project and laboratory experience. Our project

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Skylar Stewart; Linda Ramsey; Julie DuBois; Jorge Roldan; David Mills

next time we held thecourse we should do only one session per week. On the other hand, the students felt that thesession length of 1 ½ to 2 hours was appropriate.Impact on Teaching FellowsIn reflecting upon the impact of this course, it is clear that we learned as much from thisexperience as did the students who participated. Foremost, educational research of this typevastly differs from the typical laboratory research we as graduate engineering students havebecome accustomed to. For example, when conducting educational research investigators mustunderstand that working in a K-12 environment requires a higher degree of flexibility, patience,and tolerance of unexpected chaos. An important outcome derived through the implementationof this

Conference Session

Curriculum Development

Collection

2005 Annual Conference

Authors

Timothy Keener; Anant Kukreti; Eugene Rutz

(ACCEND) Program) beginning with the entering freshmanclass in 2003. This program combines cooperative education (co-op) and research experiencesintegrated within the traditional classroom education experience, and is in-line with recentrecommendations concerning undergraduate education by the American Society of CivilEngineering and the National Academy of Engineering. Both of these groups have advocated aMaster’s degree as the first professional degree for practicing engineers. The College ofEngineering at the University of Cincinnati has a long and distinguished history as a leader inengineering education. The College introduced cooperative engineering education in 1906, andhas maintained a mandatory cooperative education system ever since

Conference Session

Issues of Building Diversity

Collection

2005 Annual Conference

Authors

Carla Purdy; Mara Wasburn

, tight budgets are forcing some diversityprograms to downsize. In addition, at the graduate level, it is highly likely that diversity will alsobe negatively impacted by the decline in international students, which has been noted in recentyears and seems to be continuing6. Thus to achieve the desired diversity new strategies must bedeveloped.Compared to the undergraduate and postgraduate levels, relatively little research has focused onspecific strategies for diversifying the engineering graduate student population. In particular,relatively little research has examined the specific social and community needs of graduatestudents and how to support these needs in the traditional graduate education framework.Related questions about how best to

Collection

2005 ASEE Midwest Section Conference

Authors

Thomas R. Marrero; Andrew K. Beckett

of student experiences within aFIG and its impact on both persistence and academic achievement, questions still remainregarding persistence of various subgroups of students. Given the high attrition rate and declinein enrollment of engineering students, the researchers are particularly interested in the impact ofengineering-focused FIGs on academic success, retention, and graduation of students initiallyinterested in the field of study.This concern with freshmen interest groups (FIGs) for engineering students complements themore general concern of how to increase the quality of undergraduate education and studentretention. In the late eighties, Chickering and Gamson neatly outlined “seven principles of goodpractice in undergraduate education

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Akhlesh Lakhtakia; Christine Masters; Judith Todd

a seminar, prediction of research trends, and identification of best practices for oralcommunication of one's research to specialists and technically astute laypersons. In order topromote reflection by students, graded reports were returned within 72 hours of the submissiondeadline.Thus, listening, comprehension, writing, and self-assessment abilities of graduate students wereimpacted by the restructured seminar course. Although a systematic analysis of grades was notperformed, the Seminar Coordinator noticed steady improvement in the writing skills of allgraduate students, whether from the US or international, and regardless of a student's nativelanguage.Further confirmation came from the results of an English Competency Test (ECT) that

Conference Session

New Program/Course Success Stories

Collection

2005 Annual Conference

Authors

Brian Sauser

standard testing and grading mechanisms. Few courses are offeredthat are at the discretion of the student to enhance their personal growth; therefore, there is littleemphasis placed on measuring the impact a course may have on a student’s cognitive orbehavioral growth. Wilde stated in 1983 that, “The route from school direct to university for anengineering degree without practical experience in the industrial environment does not give theyoung engineer the basic skills, knowledge or attitude required for a career in engineeringdesign.”1 A common practice in engineering curriculum at most higher education institutions isthe use of simulations or design projects to give students hands-on and real-world experiencewith the objective of not only

Conference Session

Crossing the Discipline Divide!

Collection

2005 Annual Conference

Authors

Steven Krumholz; Robert Martello; Jonathan Stolk

led to the best combination of properties for spikes used in ship hulls.In the final phase of the course, projects were largely unconstrained, and students were chargedwith directing their own learning experience. Teams selected a modern materials science topicof technological and historical significance and explored issues through a self-designed programof research and laboratory experimentation. Both the historical and materials sciencecomponents of the project were open-ended, and projects were constrained only by the students’imaginations and the resources available for the course. Students selected a thesis based on oneof the course themes, and they applied this thesis to their technical research project. The finalpaper and presentation

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

effectiveengineering education research and practice. However, taken as a whole, the twelveCDIO standards provide a comprehensive approach to the reform and improvement ofengineering programs. Other ASEE papers have addressed specific standards, citingrelated research, and giving examples of best practice. (See the attached Bibliography forexamples.)The twelve CDIO standards address program philosophy (Standard 1), curriculumdevelopment (Standards 2, 3 and 4), design-build experiences and workspaces (Standards5 and 6), new methods of teaching and learning (Standards 7 and 8), faculty development(Standards 9 and 10), and assessment and evaluation (Standards 11 and 12). For eachstandard, the description explains the meaning of the standard; and the

Conference Session

New Program/Course Success Stories

Collection

2005 Annual Conference

Authors

Wade Shaw; Muzaffar Shaikh; Carmo D'Cruz

resulted in a number of outstanding seniordesign projects and master’s and doctoral level research project/theses. There is a coordinatedprogram on “Senior Design Commercialization and Entrepreneurship” that has been initiallygrant-funded by the NCIIA. Senior undergraduate students can register for the EngineeringEntrepreneurship series of graduate courses offered by the Department of Engineering Systems.23Why Engineering Entrepreneurship ?Traditionally, engineers in the various disciplines have been trained to solve explicit problems,such as finding the solutions of n-equations with n-unknowns. In such problems all the requiredinformation is provided, and the solution requires the application of a specific strategy that willwork for all problems

Conference Session

Service Learning Projects

Collection

2005 Annual Conference

Authors

James Limbrunner; Charline Han; Chris Swan

environmental engineering analysis and design. For a number of yearsTufts University has participated in various community-based projects, both extra-curricular andco-curricular. For example, a course on environmental site remediation evaluated small, urbanbrownfield sites in metropolitan Boston, MA that were undergoing, or needed to undergoremediation2. Tufts is also a major partner in the Mystic Watershed Collaborative (MWC), along-term partnership between the Tufts University Water Sustainability, Health, and EcologicalDiversity (WaterSHED) Center, the Tufts Institute of the Environment, the Tufts UniversityCollege of Citizenship and Public Service and the Mystic River Watershed Association(MyRWA)1. Expansion of CSL-based engineering

Conference Session

Experiential Learning

Collection

2005 Annual Conference

Authors

Larry Hanneman; Steven Mickelson; Thomas Brumm

a summer or at least one semester)10. The experiential workplace for usis where students are working when on an internship or participating in a cooperative educationprogram.Engineering experiential education programs, such as cooperative education and internships,present the best place to directly observe and measure students developing and demonstratingcompetencies while engaged in the practice of engineering at the professional level.Measurements made by employers of student competencies present the best opportunity forfeedback and curricular change with a cycle time that can address rapidly changing employerneeds and expectations. Engineering experiential education must be well integrated into thecurricular quality management process

Conference Session

Collaborations Between Engineering/Education

Collection

2005 Annual Conference

Authors

John Lehman; David Stone; Mary Raber

technology. A public university of the State of Michigan, Michigan Tech isdesignated as one of only four research universities in the State. Undergraduate educationemphasizes study across disciplines, team learning and research. Graduate students receiveintensive advanced instruction. Total enrollment is 6,300 students with engineering enrollment at Page 10.1242.24,000, the 10th largest in the U.S. Michigan Tech has gained worldwide attention for innovative “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Conference Session

Exploring Trends in CPD

Collection

2005 Annual Conference

Authors

M. Zoghi

, engineering ethics, program management and written andoral communication, become more proficient at a second language and develop professionalcompetencies. Course assessments indicated that the EGR 330, Engineering Design andAppropriate Technology course, did a fairly good job at meeting its educational objectives butalso identified some areas in which the course could be improved.Integration of Community-Based Projects in Civil EngineeringThe Bachelor of Civil Engineering (CEE) program at the University of Dayton represents abroad-based curriculum. It is believed that a holistic approach is essential in order for students tounderstand and appreciate the full impact of civil engineering solutions. The 138-semester-hourcurriculum of coursework has

Conference Session

Collaborations: International Case Studies & Exchanges

Collection

2005 Annual Conference

Authors

Tze-Chi Hsu; N. Yu

bedaunting to engineering educators. Unable to predict so volatile a future, we nonetheless have to decide about whatto teach engineers and how to prepare them for an increasingly international workplace without compromising thehard-won quality of education programs. The main purpose of engineering education is to provide engineering graduates with knowledge, skills andattitudes, which will enable them to practice their profession with competence and confidence. There are various Page 10.1300.1reports and survey concerning the generic attributes of an engineering graduates1, 2 in the new millennium. Althoughthe research

Conference Session

Engineering in High School

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

supports them, and that sometimes solutions must be offered with incompleteknowledge, they view making constant knowledge improvement central to their work. Theengineering problem solving process or, better yet, inquiry process, is often designated“engineering design” and consists of the following steps [9]: 1. Identify the need or problem. 2. Research the need of problem 3. Develop possible solutions 4. Select the best possible solution 5. Construct a prototype 6. Test and evaluate the solution 7. Communicate the solution 8. RedesignAs was the case with the scientific method, describing engineering design in terms of stepsincreases the risk that educational treatment will focus on the steps and miss the

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

supports them, and that sometimes solutions must be offered with incompleteknowledge, they view making constant knowledge improvement central to their work. Theengineering problem solving process or, better yet, inquiry process, is often designated“engineering design” and consists of the following steps [9]: 1. Identify the need or problem. 2. Research the need of problem 3. Develop possible solutions 4. Select the best possible solution 5. Construct a prototype 6. Test and evaluate the solution 7. Communicate the solution 8. RedesignAs was the case with the scientific method, describing engineering design in terms of stepsincreases the risk that educational treatment will focus on the steps and miss the

Conference Session

Sustainability Issues

Collection

2005 Annual Conference

Authors

Peter Bosscher; Jeffrey Russell

practice in research techniques and investigative procedures, should master the basicliterature in a field, and should learn the special, if limited, value of a technical vocabulary. Inshort, engineering education should strive to produce specialists, and should therefore derive itscentral, if by no means it’s only, content from the program for graduate students. This may becalled the scholastic conception of engineering education.On the other hand, there is the view that engineering education should be devoted to broadeningand deepening the lives of its students. It should introduce them to the value-tradition on whichour society is established. It should remove their provincialism, so that they learn how toappreciate alien cultures and strange

Conference Session

Promoting ET Through K-12 Projects

Collection

2005 Annual Conference

Authors

Charles Feldhaus; Kenneth Reid

a better understanding of the K-12 issues that impact enrollment at post-secondaryinstitutions, and to generate research to answer the question of how stakeholders frommany levels – K-12 teachers, university professors, industry, and governmentrepresentatives – can advance the state of engineering and engineering technologyeducation. Coupled with the information from the aforementioned surveys, the ideas andsuggestions from conference attendees and current research in the field of K-12education, Dougless, Iversen and Kalyandurg (2004) have developed a set of sixguidelines for improving K-12 engineering education and outreach: 1. Hands-on learning: Make K-12 science curriculum less theory-based and more context-based, emphasizing the

Conference Session

Women Faculty & the NSF ADVANCE Program

Collection

2005 Annual Conference

Authors

Christopher Loving; Joyce Yen

haveintensely busy schedules and feel many demands. It is important to combine this awareness withthe requirements of successful cultural change work when designing session length and sessionfrequency. In order for cultural change to be implemented and sustained it is important thatCDCCP sessions be scheduled over a 12-month period to allow for habituation of the newlyacquired perspectives and skills and for the creation of the neuropathways that facilitate thesenew behaviors and thought patterns.16 After initially experimenting with two-hour sessions, itwas quickly discovered that while two hours respects faculty time constraints, the sessions weretoo short for the faculty to experience the impact and depth of the material. Thus, after twosessions

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Harry Koehnemann; Brian Blake; Gerald Gannod; Kevin Gary

Copyright © 2005, American Society for Engineering Educationparticipants, but active process definers. Therefore, we use structures such as RUP to identifyprocess phases (i.e. inception, elaboration, construction, transition) and define responsibilities (orroles) for participants (see RUP workflows), while at the same time allowing students toincorporate best practices from other process models, such as using User Stories forrequirements, CRC cards for analysis, or PSP/TSP process scripts for defect identification andtracking. As discussed in the next section, this is a key component of the learning objectives forthe project experience.5. Assessing the outsourcing modelsAssessing success or failure of this experiment is multi-faceted and a complex

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Mary Hebrank; Glenda Kelly; Paul Klenk; Gary Ybarra

Fellows and recommendations from theNational Science Education Standards on best practices for teaching K-12 science, the PrattSchool of Engineering created the MUSIC Program (Math Understanding through ScienceIntegrated with Curriculum). MUSIC is a GK-12 track 2 program funded by the NationalScience Foundation. The MUSIC Engineering Teaching Fellows receive intensive and pairedteacher/fellow training in inquiry-based instruction. The Pratt School of Engineering, partneredwith the North Carolina Department of Public Instruction, the North Carolina Science,Mathematics, and Technology Education Center, GlaxoSmithKline, Progress Energy and nineNorth Carolina school systems, has also developed a K-8 teacher training initiative known asTASC: Teachers

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Tom Gally; Steve Chadwick; Randy Shaffer; Milton Cone; Jim Helbling

' diverseinterests, complicated enough to require design, and yet could be conducted by students with noengineering experience. It was decided that the best solution was to have two robotic projectsplus a few labs at the start of the semester that directly supported the projects. The first projectwas a semi-autonomous land vehicle that could navigate the two-dimensional course depicted inFigure 1 with a typical student design shown in Figure 2. This project allowed the students to Page 10.816.3become proficient with the Mindstorms® programming interface and provided experience withthe unpredictability of the real-world, particularly the impact of battery

Collection

2005 ASEE Midwest Section Conference

Authors

Larry N. Bland

attributes: [16] communitypartners, large, vertically-integrated teams, long-term student participation, variable credit hours,multi-disciplinary teams, and start-to-finish design experience. The program embeds servicelearning into design projects. Teams are established and projects are negotiated with a non-profitcommunity partner. Each team is vertically-integrated with freshmen, sophomore, junior andsenior members and will function for several years. As a project is completed, new projects willbe defined with the partner. As students graduate, team member will matriculate and newmembers are added each year to fill needs. Students may sign up for 1 or 2 credit hours persemester. Projects go through the phases of: establishing a partnership

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

William White; George Engel; Cen Karacal; Ai-ping Hu; Jerry Weinberg

to design anentire system.2,8,15 This means that students must learn the team building and communicationskills to work with others outside of their own discipline. The Accreditation Board for Engineer-ing Technology (ABET) recognizes the importance of these abilities in its Criteria for Accredit-ing Engineering Programs: “Engineering programs must demonstrate that their graduates havean ability to function on multi-disciplinary teams”.1,5 The study of robotics provides an excellentinstrument for teaching and learning about working in multidisciplinary teams.The overall goal of this project is the development of a comprehensive undergraduate course inrobotics that emphasizes multidisciplinary teamwork by encompassing many of the diverse

Conference Session

Accreditation

Collection

2005 Annual Conference

Authors

Roger Painter

societal aspects of engineering practice are the subjects of several ABET2000 outcomes. ABET 2000 criterion 3(f) states that "Engineering programs mustdemonstrate that their graduates have an understanding of professional and ethicalresponsibility." Criterion 3(h) states – "Engineering programs must demonstrate that theirgraduates have the broad education necessary to understand the impact of engineeringsolutions in a global and societal context." And, Criterion 4 requires that programgraduates have design experience…that includes most of the following considerations:economic, environmental, sustainability, manufacturability, ethical, health and safety,social, and political"(Schimmel, 2000), (ABET, 1998). Notwithstanding ABETrequirements, a recent

Conference Session

Promoting ET Through K-12 Projects

Collection

2005 Annual Conference

Authors

Martin Waffle; Donald Martel; Peggie Weeks

think of others? • Some things, such as a person's forehead, indicate a problem when they are too hot or cold. Can you think of others? • Measuring the temperature of something can indirectly measure something that may be difficult to measure directly. Measuring the temperature of a wire can indicate the amount of current flowing through it. Can you think of other examples?A device providing a quick and inexpensive means of monitoring temperature visually could be used inmany ways in today's world. This module challenges you to create such a device.DESIGN CHALLENGE: As part of a team, you are to design, construct, and test a device that willdemonstrate a practical use for liquid crystals in the form of a