Conference Session

Building Blocks for Public Policy in Curricula

Collection

2006 Annual Conference & Exposition

Authors

Carl Fayerweather, University of Toledo; Sorin Cioc, University of Toledo; Douglas Oliver, University of Toledo

Tagged Divisions

Engineering and Public Policy

information watching my colleagues presenting their projects. (Average = 3.8) 7. The debate made the project more effective than a traditional student presentation. (Average = 3.8) 8. I worked harder, knowing that the students would vote on my team's effectiveness. (Average = 3.7) 9. This project should be adopted as a permanent component of future thermodynamics classes. (Average = 3.9) 10. I consider this design project to be an excellent experience. (Average = 3.7) Page 11.1001.9Appendix B: Selected Statement Responses Graphically Represented 1. Com pare d to a s tandard

Conference Session

Engineering and Public Policy Pioneering Courses

Collection

2006 Annual Conference & Exposition

Authors

Kristen Tull, Lafayette College; Sharon Jones, Lafayette College

Tagged Divisions

Engineering and Public Policy

. a. Present a public policy argument for doing this. Note if your argument is based on politics, ethics, economics, other factors, or a combination. b. Present a public policy argument against doing this. Note if your argument is based on politics, ethics, economics, other factors, or a combination. c. What types of information would you need to have to make a decision on if this is “good public policy?” Hint: indicators of market failure/success. 3. Find one recent (last 6 months) advertisement for an engineering public policy job. Copy the ad and attach – the ad should include the job title, qualifications, job description, and employer.EP 251: Assignment #2 (to be done

Conference Session

Building Blocks for Public Policy in Curricula

Collection

2006 Annual Conference & Exposition

Authors

Alison Tramba, University of Virginia; Edmund Russell, University of Virginia; P. Paxton Marshall, University of Virginia

Tagged Divisions

Engineering and Public Policy

2006-1046: PUBLIC POLICY AND ENGINEERING DESIGN: A CREATIVEPARTNERSHIP IN ENGINEERING EDUCATIONAlison Tramba, University of Virginia Alison Tramba is an undergraduate student in the School of Engineering and Applied Science at the University of Virginia. She plans to graduate in May, 2007, with a double major in Systems Engineering and American Studies. An internship in Washington, DC, research at UVA, and participation in interdisciplinary projects with the School of Architecture have motivated her to pursue a career in policy regarding housing and infrastructure provisions. Alison is also a two-term representative to the university's Honor Committee.Edmund Russell, University of Virginia

Conference Session

Engineering and Public Policy Pioneering Courses

Collection

2006 Annual Conference & Exposition

Authors

Robert Green, Mississippi State University; Jerry Emison, Mississippi State University

Tagged Divisions

Engineering and Public Policy

between facts and concepts. To earna B a student had to demonstrate a substantial grasp of the facts and clearly express theirunderstanding. If a student grasped many of the relevant facts and showed a generalunderstanding of the facts they were given a C. To earn a D a student would only grasp some ofthe facts and demonstrate a partial understanding of the concepts and relationships. If a studentonly grasped a few of the concepts and demonstrated little understanding of the facts, they weregiven a grade of F. There was a great deal of subjectivity in the grading and feedback wasprovided to help the students present stronger arguments. The political science students wereaccustomed this type of grading but the engineering students took a little

Conference Session

Topical Public Policy Issues

Collection

2006 Annual Conference & Exposition

Authors

Carole Womeldorf, Ohio University-Athens

Tagged Divisions

Engineering and Public Policy

essential concepts, and an associated example problem, foreach of the approximately 10-12 fundamental courses. Then a total of 40-60 problems wouldillustrate the fundamental understandings required for mastery of engineering at a basicundergraduate level. Then some of us would do as Silman did and interview a diverse cohort ofour students as they work through each problem. A dynamic catalog of these extractedmisconceptions could allow the design of intelligent tests that pinpoint individuals’ weaknessesand allow the professors to tailor the lectures, discussion, examples, and homeworks to eradicatethe misconceptions. The goal would be true mastery of these fundamentals, not a “60%” whichis then curved to equate to a meaningless “B.”Perhaps this

Conference Session

Topical Public Policy Issues

Collection

2006 Annual Conference & Exposition

Authors

Richard Devon, Pennsylvania State University; Elizabeth Kisenwether, Pennsylvania State University; Richard Schuhmann, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; Kim Barron, Pennsylvania State University

Tagged Divisions

Engineering and Public Policy

4.3 / 4.3 3.7 / 3.7 0.6 New Skills Indicates < |0.3| variation in perceived Indicates > 0.3 increase in perceived value over the 1993-2002 period value over the 1993-2002 periodStudents in entrepreneurship courses and the E-SHIP Minor develop these six skills across timein team projects, developing new products/ventures to meet market needs, and developingcomplete business plans as a team. In addition, the core courses in the E-SHIP Minor have aproblem-based learning foundation, incorporating activities and tasks to target these areas of skilldeficiency. This is one program where we can do studies of learning these six skills areas.Table B: Perception of the

Conference Session

Building Blocks for Public Policy in Curricula

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Dunn, Environmental Protection Agency

Tagged Divisions

Engineering and Public Policy

presenting my work before professionals (either industrial or academic) and so this element of the project did not 43% affect me much. b) I gained knowledge about how to prepare for and give a 86% professional presentation. c) I learned nothing about preparing for or giving a professional 0% presentation. d) I have never presented for a professional audience before. 14%Table 5. Student answers to Question 7: “How did preparing a report for external review affectyou? (circle all that apply

Conference Session

Engineering and Public Policy Pioneering Courses

Collection

2006 Annual Conference & Exposition

Authors

Douglas Sicker, University of Colorado-Boulder; Tom Lookabaugh, University of Colorado-Boulder

Tagged Divisions

Engineering and Public Policy

2006-1857: ENGINEERING STUDENTS AND LAW CONFERENCESDouglas Sicker, University of Colorado-Boulder Dr. Douglas C. Sicker has held various positions in academia, industry and government. Presently, Doug is an assistant professor in the Department of Computer Science at the University of Colorado at Boulder with a joint appointment in the Interdisciplinary Telecommunications Program. Prior to this he was Director of Global Architecture at Level 3 Communications, Inc. Prior to this, Doug was Chief of the Network Technology Division at the Federal Communications Commission (FCC). Doug has also held faculty and industry positions in the field of medical sciences. Doug is a senior member of

Conference Session

Building Blocks for Public Policy in Curricula

Collection

2006 Annual Conference & Exposition

Authors

Joel Haight, Pennsylvania State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Engineering and Public Policy

2006-1838: KATRINA IN THE CLASSROOM: ENGINEERING AND PUBLICPOLICY THROUGH PROJECT-BASED LEARNINGJoel Haight, Pennsylvania State University JJoel M. Haight, Ph.D., P.E., CIH, CSP was appointed in January 2000 as an Assistant Professor in Penn State University’s Department of Energy and Geo-Environmental Engineering. He has a Ph.D. in Industrial and Systems Engineering and Master’s degree in Industrial Engineering, both from Auburn University. Dr. Haight worked as a safety engineer for the Chevron Corporation for 18 years prior to joining the faculty at Penn State. In addition to human error research, Dr. Haight also does research in the areas of safety program effectiveness and leading

Conference Session

Topical Public Policy Issues

Collection

2006 Annual Conference & Exposition

Authors

Devin Stewart, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Engineering and Public Policy

2006-157: POLITICAL CONSIDERATIONS FOR FEDERAL FUNDING OFENGINEERING EDUCATION RESEARCHDevin Stewart, National Academy of Engineering Devin Stewart was a summer 2005 Science & Technology Graduate Policy Fellow at the National Academies. He is currently a research assistant with the Center for the Advancement of Scholarship on Engineering Education (CASEE) at the National Academy of Engineering. He received his MS in Aerospace Engineering at Virginia Tech, and earned his BS in Aerospace Engineering and BA in Spanish Language and Literature from the University of Maryland, College Park.Norman Fortenberry, National Academy of Engineering Dr. Norman L. Fortenberry is the founding

Conference Session

Topical Public Policy Issues

Collection

2006 Annual Conference & Exposition

Authors

Frank Barnes, University of Colorado-Boulder

Tagged Divisions

Engineering and Public Policy

2006-1836: AN APPROACH TO INTERNATIONAL COMPETITIONFrank Barnes, University of Colorado-Boulder Frank Barnes received his B.S. in Electrical Engineering in 1954 from Princeton University and his M.S., Engineer, and Ph.D. degrees from Stanford University in 1955, ‘56, and ‘58 respectively. He was a Fulbright Scholar in Baghdad, Iraq in 1958 and joined the University of Colorado in 1959 where he is currently a Distinguished Professor. He has served as Chairman of the Department of Electrical Engineering, Acting Dean of the College of Engineering, and in 1971 as cofounder/Director with Professor George Codding of the Political Science Dept. of the Interdisciplinary Telecommunications Program

Conference Session

Engineering and Public Policy Pioneering Courses

Collection

2006 Annual Conference & Exposition

Authors

Jacqueline Isaacs, Northeastern University; Christopher Bosso, Northeastern University; Carol Barry, University of Massachusetts-Lowell

Tagged Divisions

Engineering and Public Policy

2006-2053: ENGINEERING AND PUBLIC POLICY AT THE NANOSCALE: ANINTERDISCIPLINARY GRADUATE COURSEJacqueline Isaacs, Northeastern University JACQUELINE A. ISAACS is an Associate Professor in the Department of Mechanical and Industrial Engineering at Northeastern University in Boston, MA. She is responsible for the education and outreach activities as well as research on societal implications for the NSF-sponsored Center for High-rate Nanomanufacturing (CHN), a collaborative Center among NU, UML and UNH. Her research focuses on economic and environmental assessment of manufacturing.Christopher Bosso, Northeastern University Christopher J. Bosso is Associate Professor of political science