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2007 St.Lawrence Section Meeting

Authors

Lisa Schneider; Michael Kelley; Shefford P. Baker

Integrating Engineering Applications into First-Year Calculus in Active, Collaborative, Problem-solving Sections Lisa Schneider, Michael Kelley, Shefford P. Baker Cornell UniversityAbstractIn Fall 2007 Cornell University engineering students who are enrolled in Calculus for Engineers,the first course in the required engineering math sequence, are working together in groups toapply the basic calculus concepts and methods they are learning to solve engineering-relatedproblems. Typically, students would not be introduced to such problems until later in theengineering curriculum. Through this innovation, faculty hope students will a) develop a deeperand more

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2007 St.Lawrence Section Meeting

Authors

Daren R. Wilcox; Gerd W. Wostenkuhler

-38855 Wernigerode, Germany +49 3943 659-322 gwoestenkuehler@hs-harz.deAbstractIn this paper, a curriculum for an introductory digital electronics course using VHDL based on a customdesigned development board is presented. The development board is centered on the ispM4A CPLD.The development of the CPLD teaching aid is the direct result of collaboration between engineeringfaculty at Hochschule Harz (University of Applied Studies and Research) in Wernigerode, Germany andSouthern Polytechnic State University in Marietta, Georgia, USA. The discussion that follows includesan overview of VHDL in engineering education, an overview of the ispM4A, a design review of theteaching

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2007 St.Lawrence Section Meeting

Authors

Michael A. Jackson; Thomas Schulte; Nathaniel Kane; Elaine Lewis; Surendra Gupta; Santosh Kurinec

: MICROELECTRONICS AND NANOFABRICATION MINOR CURRICULUM Level Courses Freshmen Level Intro to Micro/NanoLlithography Sophomore Level IC Technology Senior Level Thin Film Processes Two Electives Nanocharacterization CMOS Processing Lab Process and Device Modeling Nanoscale CMOS and Beyond Other Disacipline Specific Nano CoursesConcentration in NanotechnologyA long-term perspective suggests a tighter linkage between electronics technology and molecularbiology. Our focus is on integration of nanotechnology with

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2007 St.Lawrence Section Meeting

Authors

Zachary Bensusan; Leslie Gregg; William Leonard

better equipped to handle all projects and the unforeseenissues that will arise throughout their professional career.acknowledgementsSpecial thanks to Greg Schallert et.al. from Dawning Industries Inc. for helping students to gainindustry experience.references 1. Dawning Technologies, Inc. (2007). About Dawning Technologies, Inc .Retrieved 09/21/2007, from http://dawning.com/company/aboutus.php. 2. Raghavan, J., & Towhidnejad, M. (2006). Challenges in an Industry-Academic Collaboration. American Society for Engineering Education.about the authorZACHARY BENSUSAN is a graduate student in the Manufacturing and Mechanical Systems Integration (MMSI)masters program at Rochester Institute of Technology (RIT). He earned a

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2007 St.Lawrence Section Meeting

Authors

Deborah Tihanyi; Margaret N. Hundleby

produces focused and comprehensive assessment, butalso has the added advantage of integrating the communication work directly into thedevelopment of the work in science and technology within the undergraduate curriculum. Wehave successfully used this approach in several engineering courses, most recently in MSE390 –Communication II.BackgroundMSE390 – Communication IIIn their first year of study, all students* in the Faculty of Applied Science and Engineering at theUniversity of Toronto take APS111 and APS112, Engineering Strategies and Practice (ESP),courses which emphasize the link between the design and communication processes. In theirsecond year, students stream into individual departments; each department in the Faculty has itsown curriculum

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2007 St.Lawrence Section Meeting

Authors

Susan J. Masten; Robert V. Fleisig

problems are solved in practicalengineering situations. Case studies often included a compelling dramatic story to engage the students, such as the structuralfailure of the World Trade Center, material failures in two Space Shuttle disasters, and the transformation of Penicillin from theinitial scientific discovery to engineering production on an industrial scale that could actually save lives. In 2007/2008 we havemoved from this model to focus on teaching fundamentals of the profession, professionalism, and ethics as it applies to everydaypractice. Although some of the old material was retained, particularly with respect to the ethics of catastrophic failures and theengineer’s responsibility preventing harm and loss of life, the new curriculum

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2007 St.Lawrence Section Meeting

Authors

Doug Reeve P.Eng.; Annie Simpson; Veena Kumar; Emma Master; Dave Colcleugh; Greg Evans P.Eng.

: “Provide opportunities for soft skills development and professional training inareas such as team building, leadership, citizenship, ethics and social awareness in orderto produce graduates fully prepared to embark into leadership roles in corporate,entrepreneurial, or future research careers in a global environment.” The Faculty’srecord in leadership development is strong. We have integrated collaboration, communityoutreach and communication skills into the curriculum through such initiatives as thefirst-year Engineering Strategies and Practice course (McCahan, et al 2004).The University of Toronto's Academic Initiatives Fund, in early 2006, granted $1 millionover five years to implement a Leadership Development Program across the

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2007 St.Lawrence Section Meeting

Authors

Willem H. Vanderburg

research instruments to permit the quantitative scoring of the componentsof all the courses in the curriculum. The results showed that the answer to both questions was:almost nothing.Since this study, its findings have been confirmed by a number of economists who haveestimated net wealth production by subtracting from the Gross Domestic Product (GDP) thecosts incurred in producing it. They found that net wealth has been declining for decades. Theseand other data point to the inevitable conclusion that the undesired consequences oftechnological and economic growth are undermining the desired ones.This brings us to a crossroads in engineering education. Either we continue to deal with theundesired consequences of design and decision-making in an end

Collection

2007 St.Lawrence Section Meeting

Authors

Colin Campbell; Steve Lambert; Oscar Nespoli

design process and taking advantage of the experience at the Ivey School of Business. Thisprocess is used to maximize the effectiveness of the resources used to develop the case, to ensurethe integrity and authenticity of the case, and to maintain quality. Figure 1 illustrates the casedevelopment process used at Waterloo. Participants can be characterized as a source, a receptor,and the case writer. The case writer may be a separate individual, but may also be the source orreceptor. The source may be a student or an industry representative. The receptor is a professorwho will use the case in a particular course. Figure 1: Case Development StagesThe source and receptor are matched using the case concept, the core idea

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2007 St.Lawrence Section Meeting

Authors

Gregory E. Needel

of designwith an outside institution or company can provide students with a strong educationalexperience. Interpreting a problem from a systematic view, especially with components whichmust interface with current designs provides a significant challenge and supplement to anengineering education. The design proposed is under review by Innovation First Inc. and moredesign iterations are happening.Robotics in Engineering EducationMany engineering students lack practical experience with innovative technologies and expressinterest in taking classes which provide hands-on labs and experimentation. Today, real worldengineering problems are complex and integrate components of all engineering disciplines. Asteams of engineers work together to solve

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2007 St.Lawrence Section Meeting

Authors

Rei Marzoughi

successfully with subjects such as economics. In manyengineering courses, economics has been internalized and incorporated as a key considerationwhen problem-solving. Similarly, social and environmental considerations could follow the samepath and become an important part of each course in the engineering curriculum. Without thiskind of evolution in engineering education, the status of engineering as a self-regulatingprofession will be increasingly weakened. Our profession must learn to approach design anddecision-making with more than just technical tools. Only then can we hope to play a moredecisive role in transforming our present situation and to play a seminal role in creating ways oflife that are more economic, socially viable and

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2007 St.Lawrence Section Meeting

Authors

Chirag Variawa; Susan McCahan

which is an approach that takes into account the widest possible user base.There are many successful examples of this approach applied to products such as kitchenequipment or ATM machines.More recently the principles of Universal Design have been re-interpreted in the context ofeducation; first at the elementary levels and lately for secondary and higher education.3,4,5 Theprinciples can be applied to the learning environment at every level: curriculum, courses,classroom space, course materials, and university systems in general. The goal is to create alearning environment that is accessible to the widest variety of students without compromisingacademic integrity.In a limited way we can say that academic integrity, in this sense, is defined by

Collection

2007 St.Lawrence Section Meeting

Authors

Roy W. Melton

skills.In terms of curriculum placement, the seminar complements a prerequisite lecture course as anexperiential introduction to computer engineering. The seminar aspect of the laboratory class isideal for this purpose in that it allows for presentation and discussion of underlying conceptsonly to the extent students require for a particular hands-on laboratory exercise. Accordingly,exercises are designed so that students do not have to understand theoretical concepts to anygreat extent before working with their applications.Since computers intrinsically involve electronics, the first laboratory exercises investigateelectronics principles. These exercises serve as experiential validation of basic direct-current(DC) circuit theory introduced in the