Collection

2015 ASEE Zone 3 Conference

Authors

Aleksandr Sergeyev; Nasser Alaraje; Scott Kuhl; Michael Meyer; Mark Kinney; Mark Highum

for Lifelong Learning, Proceedingd, Warsaw: DrukSfera, pp. 76-8623. Chang, D., “Educating generation Y in robotics”, Proceedings of ASEE AC 2009-750.24. Ren, P., “Bridjing theory and practice in a senior-level robotics course for mechanical and electrical engineers”, Proceedings of ASEE AC 2009-671.25. Piaget, J. “To Understand Is To Invent”, N.Y.: Basic Books, 197426. You, Y., “A project-oriented approach in teaching robotics application engineering”, Proceedings of ASEE AC 2009-2354.27. Michalson, W., “Balancing breadth and depth in engineering education: unified robotics III and IV”, Proceedings of ASEE AC 2009-1681.28. Watson, J. B. and Rossett, A. (1999). “Guiding the Independent Learner in Web-Based

Collection

2015 ASEE Zone 3 Conference

Authors

Sarah Jurak; Emil Jurak; Ramazan Asmatulu

. Anotherbiology oriented research area is synthetic biology, which is a sub-category of biotechnology.Products from synthetic muscle tissue and medications to biofuels are the subjects of researchtoday. Each product developed has to be evaluated as to whether it can be produced sustainablyand economically while taking into consideration the effect on the environment and protection ofhuman rights. With the introduction of new products and technologies, bioethics is evolving,which means the educational community has to be up to date with the current bioethical issuesand accepted practice in order to prepare the engineering students to be involved in research as astudent and in industry. The present study will investigate bioethical issues associated

Collection

2015 ASEE Zone 3 Conference

Authors

Puteri Megat Hamari

multiplier • 4-bit random number generator • vending machineStudents were also given a choice to choose or create their own unique design that wassufficiently complex to perform any task or application. They were free to submit their ownproposals as long as it met the two criteria outlined earlier. In their designs, students had to takeinto account parasitic capacitances, propagation delay and layout area. The goal was tominimize all three. The success of their design was gauged through an optimization metric 6 © American Society for Engineering Education, 2015 2015 ASEE Zone III

Collection

2015 ASEE Zone 3 Conference

Authors

Sara E. Wilson

university.The HLC accreditation criteria for programs within a university include1:3.A.2 The institution articulates and differentiates learning goals for its undergraduate, graduate,post-baccalaureate, post-graduate, and certificate programs.3.B. The institution demonstrates that the exercise of intellectual inquiry and the acquisition,application, and integration of broad learning and skills are integral to its educational programs.These criteria are quite general, leaving room for interpretation. It was the goal of theBioengineering graduate program to develop objectives, outcomes, and measures that can also beuseful in improving the quality of the graduate program.Learning Objectives and Outcomes in ResearchThe objectives of PhD research education

Collection

2015 ASEE Zone 3 Conference

Authors

Brian Sandford

, department faculty, and construction industry representatives. Many ofthe council's members were the eventual employers of PSU's construction management (CM)graduates and their request was a response to the increasing need for CM graduates to have abasic knowledge of Spanish communication. This area of specialization, not related to actualconstruction techniques, methods, or materials has evolved over several years in the constructionindustry as a reality related to worker health and safety as well as productivity. Perhaps Lopezdel Puerto and Slattery (2007) stated it best in predicating the approach and mindset of theLeadership Council: "Four-year construction programs typically do not include foreign language training, and industry

Collection

2015 ASEE Zone 3 Conference

Authors

Timothy Burg; Pamela Mack; Ian Walker; Richard Groff

VOSTS tool7 in which the test was reduced to thirty-one questions inseven sections, this experience suggested that the test could be further simplified, a set of thirteenquestions spanning six categories were proposed as shown in Table 2 with general topics indexedin Table 3. Background information was collected using the questions in Table 1. Data wascollected using informed consent and protocols approved by Clemson University IRB. 4 © American Society for Engineering Education, 2015 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North

Collection

2015 ASEE Zone 3 Conference

Authors

Mary Anderson-Rowland

Success Class each semester they hold thescholarship. We believe that just giving money in the form of a scholarship does not guaranteesuccess. The Academic Success class gives academic support, primarily through the “Guaranteed4.0 Plan” and encouragement and sets high goals (graduate school expected). The courseincludes the following topics: resumes, interviewing, elevator speeches, how to work a careerfair, research, detailed time management, how to learn, internships, portfolios, career planning,graduate school, what the engineering industry expects when hiring students, and how tonegotiate a salary. The engineering Career Services assists in the presentation of some of thesetopics. Additional emotional and social support is given through the

Collection

2015 ASEE Zone 3 Conference

Authors

Byron Garry

Objectives (PEO) and how graduates show thatthey are meeting them using the SO assessment process. From past experience in ABET-ETAConly accreditation, we believed that we had a good balance of data collection practices in place.What we did need, in 2012 as the programs were in the planning stage for the 2016 visit, was amore consistent and defined review process, for both PEOs and SOs. This paper explains whatwent into the process of developing the plans.The State of Higher Education AssessmentAssessment can be defined as “the systematic collection, review, and use of information abouteducational programs undertaken for the purpose of improving students learning anddevelopment”2. New importance is being placed on standards that require institutions

Collection

2015 ASEE Zone 3 Conference

Authors

Steve E. Watkins

and judgment. Topical content typically includes anintroduction to principles of applied ethics with supporting examples of related engineeringsituations. This paper discusses the organization of the ethics component in a senior seminarcourse. Key topics are ethics principles in the context of the engineering profession, codes ofethics as developed by professional societies, and ethical judgment in case studies.KeywordsEthics, Profession, Case Study.IntroductionThe development of ethics knowledge and judgment is recognized as an essential part ofengineering education. ABET student outcomes include “an understanding of professional andethical responsibility” [1]. University engineering programs must address ethics education toprepare students

Collection

2015 ASEE Zone 3 Conference

Authors

Todd Easton

instructor divides the class into groupsand these groups have a discussion. The groups typically elect a spokesperson for the group.When the class rejoins, all groups report the discussion that occurred. The above research shows that both TTYP and SGD provide improved learning outcomesover a standard lecture. However, these methods still have several shortcomings. In both cases,the instructor has given the students time to discuss “the desired topic.” The students maybriefly discuss the topic, but then some discussions change to less desired topics, which results in 1 © American Society for Engineering Education, 2015

Collection

2015 ASEE Zone 3 Conference

Authors

James R. Rowland

evaluation and its modification when curriculum changes occurred 8, 9.Further improvements have resulted in the past 10 years; these improvements are in alignmentwith engineering education research reported in the literature and described in the next section of © American Society for Engineering Education, 2015this paper. Following this background on teamwork, a brief evolution of the project since itsinception is provided, best practices are described, and improvements are identified subject toinherent restrictions within a 15-week semester for busy students. Some are juniors, some areseniors who have another year before graduation, and a few are graduating seniors already in theircapstone design course.Background on

Collection

2015 ASEE Zone 3 Conference

Authors

Charles E. Baukal

of engineering education is toproduce effective problem solvers. Roth and McGinn (p. 18) wrote, “Educating students tobecome problem solvers has been a goal of education at least since Dewey.” 10 Jonassen (p. xvii)argued “the only legitimate cognitive goal of education (formal, informal, or other) in everyeducational context (public schools, university, and [especially] corporate training) is problemsolving.” 11Engineering students at graduation with an undergraduate degree are generally considerednovices and do not become experts until they have had considerable experience. A keydifference between experts and novices is how each approaches problem solving. Steif et al. (p.135) 12 noted: By accurately representing the problem, the expert