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2001 Annual Conference

Authors

Michael Carter; Sarah Rajala

are not enough, however. Perhaps the best guide is a sample set of PEOthat exemplify the features. The sample shown in Appendix 1 was produced by one of theprograms in our college of engineering and was made available to the other programs as anexample of PEO that possess the features set forth by ABET.Notice that the objectives in Appendix 1 are comprehensive, offering a broad view of the goalsof the program as a whole. In particular, they avoid simply restating the outcomes fromCriterion 3 a-k, as we have noticed in the PEO of some other programs. They are also detailed:in most of the objectives a general term is set forth—such as preparing students for entry intosuccessful careers or encouraging an understanding of the professional and

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2001 Annual Conference

Authors

Jerald Vogel; Rebecca Sidler Kellogg

career where experts inindividual fields or industries can serve as mentors. However, engineering design can be shownto be a systematic, cognitive process rather than an ad hoc endeavor. Although creativity andexperience do play roles in the process, these do not preclude the possibility that engineeringdesign can be effectively taught. There are many recognized means of promoting creativeabilities3-6 that are available for classroom instruction. Contrary to what some educators maybelieve, students arrive with a base of experience from which their design abilities maysuccessfully grow. A student has already spent a lifetime interacting with a world surrounded bydesign artifacts. If asked, most students can explain, at least on a conceptual level

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2001 Annual Conference

Authors

Francis Di Bella

“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society of Engineering Educationcannot claim that they are “...only following orders”. They can’t claim that they were infear of being punished via loss in pay or job. Do they push the button? Would you pushthe button? The self-employed engineer plays the role of the potential button-pushers inthis example (or the non-button-pushers, as the case might be).What’s the answer to avoiding an ethical dilemma?The answer to eliminating or significantly reducing the ethical dilemma faced byengineers does not lie in choosing a career path that provides self employment oremployment in either a small or large

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2001 Annual Conference

Authors

James Bean; Aparajita Mazumder

Education and combines aMasters in Engineering or Computer Science with a foundation in international management,cross-cultural communications and teamwork skills. The focus on the global electronicsindustry allows consideration of the specific needs of the discipline.• University of Connecticut’s EUROTECH: An International Program in Engineering5The EUROTECH program concentrates on Germany. Its five-year curriculum confers a B.S. inEngineering and a B.A. in German. It offers courses in German that include technical topics,one-credit modules conducted in German on engineering topics, summer internships withGerman firms in Connecticut, and a six-month internship in Germany.• Clemson University’s The Engineering Program for International Careers

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2001 Annual Conference

Authors

Barrie Jackson

students directly into design andanalysis exercises. APSC400, (Technology Engineering and Management, TEAM) is a fourthyear engineering program. The Integrated Learning Initiative will extend the concepts developedin these two programs at opposite ends of an engineering student’s undergraduate career, tocover much of the intervening period, and accommodate more students in the first and fourthyears.Queen’s has traditionally had a common first year for engineering students. Some of the firstyear laboratories seemed to do more to dissuade students from pursuing an engineering careerthan to encourage them. Recognizing that students come to Queen’s to be engineers; the firstyear program was redesigned over a period of three years, starting with a

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2001 Annual Conference

Authors

Bina Ramamurthy; Pratibha Gopalam; Alexander N. Cartwright

Educationengineering subjects. As such, we firmly believe that this framework will definitely evolve morerapidly as other groups contribute to this effort by attempting to use it.AcknowledgmentsThe authors would like to acknowledge the financial support of the National Science Foundation,Award #9950794 and Cartwright’s National Science Foundation CAREER Award #9733720.We would also like to acknowledge the contributions of Xin Hu, Derek Hoiem and PhilipManijak in the development of some educational Applets and resources used in this work.Finally, we would like to acknowledge Chu R. Wie for his advice on the development of JavaApplets.Bibliography1. Felder, R. M., Silverman, L. K., “Learning and Teaching Styles in Engineering Education,” EngineeringEducation

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2001 Annual Conference

Authors

FYI Team Members; Adrian Cloete

possible solutionamong the many solutions possible.3) What is a Problem-solving heuristic?Every day we solve personal, academic and professional problems, from the complex to thesimple. When we wake up, we must decide how to dress ourselves for the day. During the day, wemust find solutions to eliminate our pangs of hunger. More important obstacles we must overcomeare where to further our education, which career path to pursue, and with whom to enter intorelationships.Most of the time, we use our “gut feelings”, while others credit their “common sense” for guidingtheir problem-solving efforts. However, these adhoc, often uneven and intangible instincts cannotserve us as well as a systematic problem-solving process, or heuristic, to guide people

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2001 Annual Conference

Authors

Timothy J. Anderson; Sarah A. Rajala; Matthew Ohland

uninterestedand unqualified students from the population.I. IntroductionThe NSF funded SUCCEED Engineering Education Coalition is a collaboration of eight Col-leges of Engineering in the southeastern U.S.1 with a shared mission of creating sustainable en-gineering education reform on each of our campuses. SUCCEED has a vision of a curriculumthat will educate our students for success throughout their career by nurturing technical confi-dence, developing a skill base for success, and instilling a positive attitude in its graduates.While these schools are all publicly funded, there is great diversity in their size, mission, studentbody, experience, and academic strengths. This diverse “educational research laboratory” has 1 Clemson University, Florida

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2001 Annual Conference

Authors

David Hailey; Christine Hailey

recent studies have implied that although mediachoices seem to make no difference, genre choices are critical.Cited problems notwithstanding, a growing number of studies are showing that students performat least as well learning from a Internet or CD-based instruction as from a traditional, classroom-based instruction. With this in mind, schools are increasingly implementing complete coursesand even programs based on these technologies. Working professionals, interested in lifelonglearning, have discovered the value of these programs and have returned to school by way of theInternet. Given the need for our students to engage in lifelong learning throughout their careers,it is clear that in the future students will learn material via a CD-based

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2001 Annual Conference

Authors

Geoffrey Bland; Abhijit Nagchaudhuri

success in the professional world in the newmillennium 3. This is also strongly emphasized by the Accreditation Board of Engineering andTechnology (ABET Criteria 2000) 4,5.The highlights and objectives of the project can be described as follows:• Improve retention in MSET curricula for minorities and economically disadvantaged students under an experiential and active learning6,7 framework.• Complement and reinforce knowledge provided in classroom settings.• Boost student motivation and improve study habits.• Integrate some of the project activities with pre-college enrichment programs to assist recruitment.• Introduce students to career pathways at NASA and provide a resume-building experience that is likely to be considered favorably by

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2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

influenced by Page 6.1108.1students’ lack of academic and social integration into the university. Learning communities have been designed tofoster this integration.“Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2001, American Society for Engineering Education”common schedule or group of classes to students living together in one residence hall to specialactivities designed to enhance career exploration. The Agricultural and Biosystems EngineeringLearning Community (ABE LC) is of particular interest due to the impressive impact it has hadon student retentionb (from 47.6

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2001 Annual Conference

Authors

Eckehard Doerry; Bridget Bero; David Hartman

Design4Practice ProgramTo address the challenges surrounding the teaching of real-world design skills, Northern ArizonaUniversity’s College of Engineering and Technology (CET) has developed a four-yearinterdisciplinary sequence of classes called Design4Practice (Hatfield, Collier et al. 1995;Collier, Hatfield et al. 1996; Howell, Harrington et al. 1996; Larson 1999). This practice-oriented engineering curriculum, crafted with extensive input from industry, is designed toprovide students with hands-on learning experiences and continuous practice of a broad set ofprofessional skills in order to better prepare them for careers as engineering practitioners.Unique features of the program include: • Cross-disciplinary collaboration in sequenced courses

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2001 Annual Conference

Authors

Medhat Morcos; David Soldan

, American Society for Engineering EducationVII. Strategies for Institutions and InstructorsDistance learning students are faced with the challenges of tracking down the appropriatecontact person for administrative questions; they must obtain registration materials, transcripts,and other official business in a timely manner through telephone or e-mail contracts; and, theymust seek out their own guidance and career assistance from outlets removed from the campus.These can be challenging obstacles, and often lead to the high attrition rates associated withdistance learning. By taking the following steps, institutions can avoid such attrition, andultimately, the failure of their distance programs [32].• Provide a toll-free telephone number

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2001 Annual Conference

Authors

Philip Parker; Max Anderson; Michael Penn

appropriateresponse for each statement. Strongly Strongly Agree Agree Neutral Disagree Disagree13. I feel that I was well-prepared to apply my knowledge of mathematics and science in my career. ______ ______ ______ ______ ______14. I feel that I was well-prepared to apply my knowledge of engineering principles in my career. ______ ______ ______ ______ ______15. I feel that I was well-prepared to design a necessary system, process, or experiment to meet my responsibilities

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2001 Annual Conference

Authors

Steve Beyerlein; Dan Gerbus; Edwin Odom

result from a military obligation after graduation, contemplation of law school or businessschool, or the need to return home to run the family farm. These individuals may have donevery well in other engineering classes. Yet, in forming design teams, it is important not to counton individuals who won’t be pursuing an engineering career as a primary source of teamleadership. At the conclusion of the brainstorming session, the instructor should introduce a fewobstacles that have gone unidentified, but that are likely to plague a number of teams later in thedesign process. Examples might include an unresponsive customer or an uncooperative vendor.A list of obstacles from one of our brainstorming sessions is shown in the left column of Figure2

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2001 Annual Conference

Authors

Brian Copes; Willard D. Bostwick; Kenneth Rennels; Douglas Acheson

Page 6.205.9Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright© 2001, American Society for Engineering EducationTechnology Club; and the employment of Brian Copes as an adjunct faculty in ComputerGraphics Technology at IUPUI.The major benefit to Mooresville High School students is obviously establishing credit for thecourse at no additional cost to they or their parents. Additionally, anecdotal data indicates thatMooresville students who in the past did not normally consider continuing their education arenow thinking more assuredly about a college career after having their interest sparked withcomputer graphics.The School of Engineering and Technology has benefited from this

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2001 Annual Conference

Authors

Dick Desautel

. Program Educational Objectives (Figure 3) are high-level objectivesexpressing, for example, the types of graduates to be produced and the career opportunities forwhich they are to be equipped. Program Outcomes (Figure 3) are measurable results and skillsthe achievement of which will ensure achieving the Educational Objectives, as the formerarticulates and maps into the latter (see Table 1). To assess achievement of an Outcome requires defining criteria against which to measureperformance and the setting of quantitative standards and thresholds. The Performance Criteria(see Table 2) provide the criteria and the Performance Metrics (Table 2) set the standards. In ourexperience Performance Metrics are one of the most challenging components for a

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2001 Annual Conference

Authors

Benjamin Flores; Walter Fisher; Pablo Arenaz; Connie Della-Piana

inception in the spring of 1998, the CircLES Program has become recognizedmodel on campus and elsewhere for creating a strong foundation for entering students tospringboard them toward a successful college and (eventual) professional career. Twoareas in the literature influenced the design of the program: (1) research on institutionaldeparture and persistence1 2 and (2) programmatic efforts focused on undergraduatecurriculum innovation/reform, specifically, learning communities 3 4 and the first–yearseminar.5Research on students’ departure and persistence in higher education reveals, that thedecision to depart or persist, is a function of the interaction between the academic andsocial context of the campus and students’ experiences and background

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2001 Annual Conference

Authors

James Nelson; Bernd Schroder

the pilot program. From then on, all students in the pilot programwill be students that passed all required classes the first time they took them. No repeaters fromprevious cohorts enter the group and unsuccessful students “vanish”. The special challenges tobe faced in “trailing sections” are addressed separately in the next section.Regarding class size we can say that starting with the second pilot group, class sizes were alwaysnear the 40 students that regular classes at Louisiana Tech University ideally have. This leavesthe need for an increase in faculty participation to be discussed in this section.The core faculty who designed the program undoubtedly were highly dedicated to education andmade conscious career decisions (which could even

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2001 Annual Conference

Authors

Leslie Crowley; Ray Price; Jonathan R. Dolle; Bruce Litchfield

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2001 Annual Conference

Authors

William Black; Robert Weber; Julie Dickerson; Carolina Cruz-neira

growing need for students with this knowledge.Real-time Software Development: There are few courses that cover software development issuesfor real-time (or time-critical) applications and how to design software to survive rapidlychanging underlying technology. This knowledge is critical for any Computer Engineeringstudent who plans to continue a career in the development of virtual reality applications, or anyother area with rapidly changing hardware. This kind of software requires very differentapproach on program design and implementation techniques than, for example, a databasemanagement environment. A typical VR system integrates a visual display, a tracking system tolocate the user and his interactions, several interactive devices, such as

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2001 Annual Conference

Authors

Berrisford Boothe; Todd Watkins; John Ochs

APSTO N E PRO JECT S GRADUATE PROGRAM S Figure 1. iP3 Program StructurePre College OutreachThe Career Awareness Program (CAP) at Lehigh University involves the Colleges ofEngineering and Applied Science, Business and Economics, and Arts and Sciences. Withfinancial and personnel assistance from companies such as Ernst & Young and Alcoa, CAPsupports the achievement of greater diversity by attracting, engaging, and mentoring the brightestpre-college students of color. This recruitment/leadership development initiative introduces theparticipants to the e-team project experience in accounting (ACAP), industrial design (IDCAP

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2001 Annual Conference

Authors

Bruce Perlman; Roli Varma

reference to thecontext, these cases are seldom comprehensive. Consequently, the tools used and skills practicedin such hypothetical solutions are likely to function poorly in real situations.IV. Linking Ethical Instruction with Engineering PracticeConsidering that courses related to engineering ethics have increased dramatically in the 90s andnew methods have been devised to study it, still, we think, it is not clear whether such coursesensure that engineering students will act effectively to protect public safety and welfare in theirfuture careers. One reason is because scholars teaching engineering ethics seldom focus on howengineers actually understand and do engineering. We agree with Lynch and Kline10,11 that thefailure to focus on ordinary

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2001 Annual Conference

Authors

Narayanan Komerath

Crosss-disciplinary impactTraditionally, faculty members are hired after a PhD and/or industry/research experience on“hot” topics of research where they can find funding. Their careers for several years thereafterare mostly dominated by the pressures to generate external funding and the peer recognitionrequired to get more funding and keep their jobs. Then comes a “sabbatical” or perhaps summerappointments to outside organizations where they might gain new perspectives and new fundinglinks, enabling a broadening of their areas of interest.Working closely with undergraduates offers much more exciting alternatives. An extremelyimportant aspect of hiring undergraduates into research teams is the potential for cross-disciplinary interaction and

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2001 Annual Conference

Authors

Jon Dixon

“attacker” is any company or organization that takesmarkets away from stalled, market pull competitors. The attacker pays strict attention tofunctions, not products. The attacker, armed with technology push methods and a thirstfor fulfilling customers’ functions with exciting, advantageous new products, offers themarket dramatically new and innovative products that take the market by storm, denyingthe market pull producers their markets.V. Perspective of Modern American IndustryAt first blush it seems natural, inevitable, to ask industry what it desires from academia.Inquiring as to how a university might produce students more suited to their ultimateindustrial careers seems a valid source of feedback, akin to Japanese QFD (qualityfunction

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2001 Annual Conference

Authors

James Globig

Engineering Education Annual Conference and Exposition Copyright 2001, American Society of Engineering Educationothers what you can get away with." Finally, these practices certainly do not reflect solidarityand respect for our global family.ETHICS IN THE ENGINEERING CURRICULUMAs illustrated in this paper and in the case in the appendix, day to day ethical decision making,even in engineering, does not usually involve issues typically associated only with engineering.For this reason, it is important that our students understand the concept of a universal moralcode and how such a code might apply not just to our professions and careers but also toeveryday life. This understanding typically comes at the later stages in our moral

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2001 Annual Conference

Authors

Ron Pigott; Bill Karr

as outcomes assessments, graduate career performance andemployer feedback. Programs were also required to demonstrate continuous improvement. Giventhat we expected TAC/ABET to move toward the same criteria as EAC/ABET (a completelyoutcomes assessment based approach), we decided that we needed to do a better job ofspecifying our goals and objectives and of measuring our performance against those objectives.Accordingly, a Quality Management Workshop for faculty and IAB members was organized.The workshop was facilitated by Manny Torres and Mack Thorn from the Texas Department ofTransportation. After working as a group to identify our goals and objectives, the group (facultyand IAB members) was divided into teams to work on generating details

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2001 Annual Conference

Authors

Walter E. Thain Jr.; Thomas Fallon

moreexperience and responsibility, they are required to manage project budgets and personnelthemselves. It is intended that the management courses give students a sufficient background topermit them to step into team management roles earlier in their careers than might otherwiseoccur. Second, multidisciplinary courses and degree programs have received attention lately dueto the diverse skill set required in technology-dependent corporations, as well as the ABET EC-2000 criteria.4,5,6,7,8 Although technology programs are not subject to EC-2000, it is likely thatsimilar accreditation criteria will be applied soon.9 Page 6.20.2 Table

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2001 Annual Conference

Authors

Thankappan Pillai

Information to improve the course ! Follow up the career track of dual-degree Engineering Majors ! Design Data acquisition and Analysis tools for Engineers of the new Century Figure 11: Summary of future directions4. Future PlansIn light of our experience of offering this course for the first time, several ongoingactivities are planned to further enhance the effectiveness of this laboratory. Learning ofthe very fundamentals of physics has to be assessed in various formats13. The assessmentinformation should also be used as a feed back for further improvement of the course. Inview of the fact that our society is technologically advancing at a rapid rate, we have totrain our students to meet the new challenges. Skills

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2001 Annual Conference

Authors

Harold Hultman

individual labsrepresentative of potential design challenges (with scope and complexity commensurate with thestudents’ current level). It was deemed essential to introduce the students to this "real world"engineering experience as early in their academic career as their capability allowed as an "careerinterest grabber". A second objective of this approach was to "encourage" the students to callupon a broad range of previous course(s) experience(s) to successfully complete each weeklydesign challenge. The final objective of the course was to maximize the opportunity for thestudents to have an early "hands on" experience with actual industry-standard components,equipment and software.The curriculum offering sequence of the lab course follows the