Collection

2001 Annual Conference

Authors

William Keat; James Hedrick; Christine LaPlante; Richard Wilk; Cherrice Traver; Frank Wicks

, small-scale, electromechanical devices to perform a task. The teams participatewith their devices in a large design competition at the end of the term. Along the waythey must satisfy project milestones and defend their design in an oral presentation beforea panel of faculty judges. This paper describes the details of the current version of thiscourse and discusses the process used to assess the effectiveness of the course.IntroductionOver about the last ten years there has been a movement to bring more engineeringcontent into the freshman year engineering curriculum. This has been done byincorporating new introductory engineering courses in the freshman year 1-4. Thesecourses have a variety of content but a common underlying goal is the

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2001 Annual Conference

Authors

Sandra Courter; Narayanan Murugesan; Jacob Eapen; Donna Lewis; Dan Sebald; Jodi Reeves

societal needs” – the FC vision. The core competenciesare curriculum integration; cooperative and active learning; utilization of technology-enabledlearning; assessment-driven continuous improvement; recruitment, retention, and graduation ofwomen and under-represented minorities; teamwork and collaboration; and management ofchange. The University of Wisconsin-Madison helps faculty, staff, and teaching assistantsdevelop and use these core competencies in myriad ways.This paper describes two professional development opportunities at the University of Wisconsin-Madison, College of Engineering: the New Educators’ Orientation (NEO) and the TeachingImprovement Program (TIP). While NEO introduces the core competencies, each TIP workshopincorporates one

Collection

2001 Annual Conference

Authors

Patricia Secola; Bettie Smiley; Dale Baker; Mary Anderson-Rowland

in the learning process; providing adequate wait time before and after studentsrespond; implementing integrated seat patterns; monitoring group learning for equitable patternsof interaction; and checking displays and curriculum materials for an equitable classroomenvironment.5Research suggested that middle school is a crucial intervention point for encouraging students topursue math and science related fields. Between sixth to twelfth grade, there is an overalldecline in both male and female students who show interest in math.6 Students reported thatmath became more difficult and produced anxiety over time. They reported receiving lesssupport to study math from parents, teachers, and peers. Even though math achievement wasapproximately equal

Collection

2001 Annual Conference

Authors

John Klegka; Robert Rabb

, studying a vast set of topics may make the curriculum disjointed and the topics appearunrelated. Students may see mechanical engineering as a pursuit of many subjects with nomastery in any area. The solution may very well be an integrative experience or course that tiesmany of the subject areas together and shows relevant application to many of the topics. Such anexperience can promote interests in mechanical engineering beyond the classroom fundamentals.Additionally, designing a meaningful integrative mechanical engineering experience is anexcellent opportunity to realign the curriculum with the needs of society. The three modules ofmechanical engineering presented in this paper offer a study in depth of undergraduatemechanical engineering. By

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2001 Annual Conference

Authors

William Jordan; Norman Pumphrey

Engineering Education ”I. Background on the Freshman Integrated CurriculumDuring the past four years, the College of Engineering and Science at Louisiana Tech University hasimplemented an innovative freshman engineering curriculum that students from all six of the representeddisciplines are required to complete. This curriculum basically involves a three-quarter sequence of twosemester credit hour (SCH) Engineering Problem Solving courses that are taught in tandem with athree-quarter sequence of three SCH Engineering Math courses. Additionally, students are required totake two Chemistry courses and a Physics course spread over the same three quarters.In the Fall 1997 quarter, a pilot group of 40 students began the initial process of learning in

Collection

2001 Annual Conference

Authors

Lynn Mack; James Wood

meet the challenges ofproducing engineering technicians for the 21st century.The first step in creating an integrated curriculum was forming interdisciplinary faculty teams toidentify and validate integrated competencies. Technical college faculty from all 16 SouthCarolina technical colleges participated in this validation process. As a next step, design teamscomprised of interdisciplinary faculty and industry representatives developed the workplacescenarios or problems. SC Advanced Technological Education industry-based problems providea mechanism for integrating subjects and an important new context for student learning. Industryfocus groups were used to validate the technical accuracy and relevance of the scenarios’application to the

Collection

2001 Annual Conference

Authors

Hilda Black; Jenna Carpenter

; Exposition Copyright© 2001, American Society for Engineering Education”calculus with precalculus algebra and trigonometry presented in a just-in-time format, and anintroduction to elementary differential equations.Using web-based course management software, the authors have developed and used course-specific web sites for students enrolled in selected sections of the integrated freshmanmathematics courses. These sections generally consist of 30 – 50 freshman students each. Thestudents are expected to access the sites outside of class (although an initial in-classdemonstration is presented to the students) using either the multi-purpose computer labs oncampus or their own personal computer. Students in the integrated curriculum are grouped eachterm

Collection

2001 Annual Conference

Authors

Suzanne Weiner; Honora Nerz

quantity of work andcoordination required to build an instruction program that is truly curriculum-integratedoftentimes leads to a product that is course-integrated rather than curriculum-integrated. Aninformal survey was conducted of NC State University students in the Colleges of Textiles andEngineering and illustrates where course-integrated instruction falls short of its goal. This paperconcludes with an outline of a plan for implementing a curriculum-integrated instructionprogram.Introduction and Overview of Information Literacy "The explosion of information has serious implications for information seeking by allpersons, but especially for students. For example, in most cases there is not just one right sourceof information to answer

Collection

2001 Annual Conference

Authors

David Bunnell; Bill Knowlton; Amy Moll

will be tested. Additionally, thetime and effort to develop and review objectives before teaching the class highlights any gapsand deficiencies in the curriculum. “When clearly defined goals are lacking, it is impossible toevaluate a course or program efficiently, and there is no sound basis for selecting appropriatematerials, content, or instructional methods.”6 In line with the concept of “continuousimprovement” we intend to formally meet and review the objectives, strengths, and weaknessesof each course to assure that each course remains integrated and relevant.While developing the learning objectives for each course we referred to Bloom’s Taxonomy ofCognitive Domain7 to insure that we were teaching at an appropriate level. While it is

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2001 Annual Conference

Authors

George DeLancey

Society for Engineering Educationlike. Distributed grading is a procedure for exposing the outcomes based information containedin our current assessment procedures. Consider the following example.The grades for a single student for one complete course are illustrated in Figure 1. The usualassessment methods are represented in the first column with the weighting factors that arenormally assigned by the instructor in the course. The Curriculum Performance Criteria havebeen used as categories for the Assessment Performance Criteria (see Appendix III) and aresummarized in the adjacent columns. The assessment methods are subdivided into elements(questions in an exam) as usual except that each element is targeted to one or more AssessmentPerformance

Collection

2001 Annual Conference

Authors

Robert Kimball

,graphs, tables and words. In addition, faculty began to use a variety of methods to evaluate theamount of learning going on in the classroom.4. Support for ChangeThe workload of two-year college faculty was a barrier to change. We found it necessary to seeksupport from outside agencies to fund reassigned time for faculty to work on changingcurriculum and improving pedagogy.4a. Integrated CurriculumFaculty searched for real applications to supplement the mathematics curriculum. Applicationswere used to write one-day classroom activities and longer projects. However, the math sectionscontained students with a variety of majors. Discipline-specific applications that would appeal tomost students were difficult to find. The solution was to use

Collection

2001 Annual Conference

Authors

Carolyn Clark; Prudence Merton; Jim Richardson; Jeffrey Froyd

Hulman Institute ofTechnology (RHIT), Texas A&M University (TAMU), University of Alabama (UA),University of Wisconsin-Madison (UW), Arizona State University (ASU), and Universityof Massachusetts-Dartmouth (UMD). Together they are developing and implementinginnovative engineering curricula based on four “thrusts”: integration of conceptualconcepts across courses; active and cooperative learning; the use of technology in theclassroom; and on-going assessment and evaluation.Implementing significant curricular change in higher education is an enormous challenge,both in scope and complexity. In this study we are examining how each of the six FCpartner institutions designed and implemented a new curriculum on their campus. Ourfocus is on the

Collection

2001 Annual Conference

Authors

James Fuller

to have the committee composed of parents, educators,technologists and administrators. He succeeded with a diverse yet harmonious committee. His secondgoal was to have the committee take a close look at: • what is technology with respect to K-12 education? Even though our district covers K-6 his desire was to look at the total picture. By understanding the role of technology at the upper grades one could then back down the grade ladder and develop an approach to technology inclusion in K-6. • how could and should technology be incorporated in the K-6 curriculum? • when should this inclusion be introduced and when should it be developed?As one member of the Technology Committee

Collection

2001 Annual Conference

Authors

Amy Monte; Gretchen Hein; Sheryl Sorby

ofintegration that are possible include: manipulating and graphing data from Chemistry lab usingcomputer tools in the engineering course, applying derivatives and integrals learned in math to“engineering” problems, learning an introduction to statics and dynamics in the engineeringcourse as they are learning about forces and motion in Physics. In our first offering of the engi-neering courses, the integration of these topics was minimal at best, however, we are currentlyworking to address this problem.During the 2000-2001 academic year, the integration of math, science and engineering occurred Page 6.555.5only within the engineering courses. Math and

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2001 Annual Conference

Authors

Danny Bee

by Grayson2 in The Making of an Engineer.The manufacturing engineering curriculum is structured around the creation of a student’stechnical toolbox. This technical toolbox supports the four professional components required for Page 6.229.2undergraduate manufacturing engineering ABET accreditation. The four professional studiesProceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition ©2001,American Society for Engineering Educationcomponents are: materials and manufacturing processes; process, assembly, and productengineering; manufacturing competitiveness; and manufacturing integration methods

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2001 Annual Conference

Authors

Michael Graham; Jan Puszynski; Anton Pintar; Jenna Carpenter; Michael Cutlip

ones (e.g., a Riemann sum can be evaluatednumerically to approximate an integral).A Suggestion for Coupling Math and Engineering EducationOne set of issues that arose repeatedly in the workshop discussions was the concern that studentsdon’t see connections between mathematical tools, concepts and principles and their utility inengineering. A related concern was the time lag between exposure to mathematics and itsapplication. The notion of “just-in-time” learning arose repeatedly, and the suggestion was madethat the math courses be more application- or example-driven and be more evenly spread throughthe curriculum, rather than “front loaded” into the first two years. Our group shares theseconcerns, but thinks that the above suggestion is

Collection

2001 Annual Conference

Authors

David Probst

Civilization 3 hours Literary Expression 3 hours Living Systems 3 hours Economic Systems 3 hours Oral Expression 3 hours Logical Systems 3 hours Political Systems 3 hours Written Expression 3 hours Physical Systems 3 hours Social Systems 3 hoursIII. The 300-400 Level Interdisciplinary Curriculum: THEME: INTEGRATION OF KNOWLEDGE: LIVING IN AN INTERDEPENDENT UNIVERSE Each student takes two 300-level courses that integrate two or more categories of the core curriculum. 300 Level Interdisciplinary Courses …………………………………………………………………………………………… 6 hours

Collection

2001 Annual Conference

Authors

Joanne Lax

© 2001, American Society for Engineering EductaionAs engineering programs struggle to find a way to help improve their students’ writing, theyhave turned to a variety of solutions. ABET’s outcomes-based assessment allows forindividualized responses from engineering programs4. Over the past decade, some universitieshave integrated writing into existing engineering courses5, established engineering writingcenters6, among other alternatives. In July of 1999, the School of Electrical and ComputerEngineering at Purdue University hired me as a communications specialist; among my initialduties, I was asked to develop an institutional response to documenting communicationsoutcomes in the undergraduate students. This paper will describe one aspect of the

Collection

2001 Annual Conference

Authors

William Jordan; Debbie Silver; Bill B. Elmore

students in constructing a complete lesson plan and teaching the engineering lesson to both peers and to area elementary teachers.• Providing an opportunity for students to evaluate computer software and Internet sites for the instruction of engineering science at the elementary/secondary school level.• Introduce the use of computer-based laboratory (CBL) technology and other digital data acquisition technology in the elementary/secondary curriculum.• Encourage students in their efforts to strengthen a positive attitude about integrating problem solving activities related to engineering science into the elementary/secondary curriculum.4. Course RequirementsThe number of student activities in which our pre

Collection

2001 Annual Conference

Authors

Zhong Gu; Sheela Ramanna; James Peters; Hal Berghel; Daniel Berleant; Steve Russell

engineering itself. The result of this novel approach to integrating softwareengineering concepts into a curriculum is the infusion of new approaches to realizingeducational goals in both software engineering and non-software engineering areas throughoutthe curriculum.State of the fieldThe “across the curriculum” paradigm is well recognized. One of the best-known examples isthat of writing across the curriculum, which has been influential in higher education for anumber of years. A number of efforts have specifically addressed computing curricula. Arnowet al.1 describe teaching distributed computing across the computing curriculum. An NSF-funded effort toward development of teaching social impact and ethics across the computingcurriculum spans a

Collection

2001 Annual Conference

Authors

Marvin McKimpson

“business” tasks such as marketing studies and financial analysis either with orwithout business student involvement. Several approaches have been tried for assigning studentsto teams and teams to tasks in order to ameliorate this issue, but none have been particularlysuccessful.Accordingly, an entirely different approach was adopted for the 2000-2001 academic year. Noattempt was made to enroll new business students directly into PrISM. Seniors in the School ofBusiness and Economics at Michigan Tech, however, are required to take an integrative BusinessPolicy class prior to graduation. This class is somewhat analogous to the culminating, senior-level design experience in an engineering curriculum. During the 2000-2001 academic year, aSchool of

Collection

2001 Annual Conference

Authors

Joseph Walsh; David Kelso; John Troy; Barbara Shwom; Penny Hirsch

communicators5.A new paradigm: the integrated approach used in one freshman courseIn the 1990s, a new and more promising approach to engineering communicationpedagogy—one of genuine collaboration--has been emerging. In this paradigm, engineering andcommunication experts work together to develop a curriculum that blends engineering andcommunication instruction and leverages the synergies between the two fields to help studentslearn more about each than if they studied each separately. The emergence of collaborativeprograms reflects a number of changes in academia over the last decade: an increased emphasison creative problem-solving in engineering; conceptual advances in other fields about howpeople learn; and institutional advances, such as greater

Collection

2001 Annual Conference

Authors

Don Zeller

industries: automotive, metals, rubber,plastics, chemical, food, beverage, pharmaceutical, etc. The market for PLCs grew from avolume of $80 million in 1978 to $1 billion per year in 1990. ……PLCs are also used extensivelyin building energy and security control systems.1 Along the way, more and more capabilitieswere added to PLC’s and they soon appeared in all shapes and forms, large and small,controlling any and all machine and process operations. PLCs have been the “workhorse” ofindustrial control systems for the past 25 years and continue to be an integral part of all new,state of the art, evolving control schemes.QuestionHowever, since the PLC could be considered as simply another piece of electronic equipment, aquestion arises. Where should the

Collection

2001 Annual Conference

Authors

John Gershensen; Carl Wood; Joseph Clair Batty

SME’s Manufacturing Education Plan: Phase I Report. TheDepartment of Mechanical and Aerospace Engineering offered an ABET accreditedManufacturing Engineering program, but did not grant a degree in Manufacturing Engineering.Direct presentations by national SME officers to the Governor of Utah, near the beginning of thegrant period, increased statewide awareness of the manufacturing program at USU. The 14competency gaps were addressed as part of an extensive curriculum reformation. Six newmanufacturing courses were developed and taught. Manufacturing applications were developedand initiated in several core mechanical engineering courses. A unique and comprehensivecurriculum assessment process was developed and implemented. Industrial and student

Collection

2001 Annual Conference

Authors

Alan Sahakian

all seen at work in afamiliar electronic device. Seven laboratory experiments are included to reinforce the lectures.Our experience after two offerings has been positive, with both EE and non-EE engineeringstudents enrolled.I. IntroductionThe traditional entry-level course to an Electrical Engineering (EE) curriculum is circuits. Herestudents learn important concepts and tools which serve them well in later courses and theircareers, but they are not exposed to the many exciting areas of EE which are reshaping the world.Some may not see the relevance of this material and begin to lose their enthusiasm.We have introduced a new EE core curriculum starting with a fundamentals course, ECE 202,which introduces the breadth and applications of EE1

Collection

2001 Annual Conference

Authors

Dick Desautel

outcome since an extensive and matrixed documentation willbe required from them. In making these choices, vertical integration must be addressed, i.e.,courses should chosen if possible from freshman through senior years. The most central aspectof a new-culture assessment system is assessment of growth and increase in outcomeachievement as produced by hierarchal curriculum design. The vertical growth is summarized inan Outcome Flowchart (see Table 4) that is a key inclusion in the Outcome Notebook.The Outcome Notebook plays the role for outcome assessment and documentation that theCourse Notebook under the old culture did for topics and units. Since accreditation evaluationunder the new culture focuses primarily on outcomes assessment and

Collection

2001 Annual Conference

Authors

Rick Duley; S P Maj; D Veal

for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationAvtrà Ã)ÃD@6Ã8yvhprÃÃsÃTshrà AvtrÃ!Ã)ÃD@6Ã8yvhprÃÃsÃ@tvrrvtà TshrÃ@tvrrvtÃBecause of the above factors, interpretation of the data contained in the curriculum guides had tobe purely subjective. Every attempt was made to remain consistent in the examination of eachknowledge area but because of these shortcomings the results do not lend themselves to rigorousstatistical analysts. Graphical analysis, however, produced results which the authors believe tobe valid and to give an informative picture of the current situation.4. The ResultsIt was only

Collection

2001 Annual Conference

Authors

Bethany Oberst; Russel Jones

at what their studentshave learned rather than how much time they have spent in class. The emphasis over thepast fifteen years has been on outcomes rather than inputs. So wouldn’t the Moldovaneducators be better off leap-frogging the credit hour system and instead moving directlyto creating an outcomes-based curriculum?There was no forum for raising this issue. And in the end, practical politics tookprecedence over a more idealized approach. Moldovan students are being hindered intheir attempts to study outside of their own country because their academic credentialscannot easily be evaluated for transfer. The credit hour system will provide a commonlyspoken academic “language” and provide a quick fix to a country that desperately needssigns

Collection

2001 Annual Conference

Authors

Mike Aikens

cast prototype is poured. Students learn how to manipulate designparameters, evaluate “what if” scenarios in the design and relate cost to design.Introduction:In recent years the engineering design process has changed as the tools and methods forthe engineer continue to improve. The traditional design process is linear in that onephase is often dependent upon the completion of the previous step. Today the designprocess is concurrent with iterations continuing to occur much later in the design cyclethan was possible with the traditional design process.The integration of rapid prototyping technology into the Engineering Design Graphics(EDG) curriculum is expensive and beyond the resources of this two-year collegeengineering program. The college

Collection

2001 Annual Conference

Authors

David Probst

an understanding of various cultures and their interrelationships Demonstrate the ability to integrate the breadth and diversity of knowledge and 6 experience 7 Demonstrate the ability to make informed, intelligent value decisions 8 Demonstrate the ability to make informed, sensitive aesthetic responses 9 Demonstrate the ability to function in one’s natural, social, and political environmentThe stereotype of an engineer as someone who could do math, couldn’t communicate withnormal people, and had never read anything outside science and engineering is passé. Of coursethat stereotype has always been inaccurate, but today perhaps more than ever, engineeringeducators must ensure that our graduates are formally equipped