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1998 Annual Conference

Authors

M. R. Foster; H. Öz

experience, once the necessary resources are secured.Allowing students to choose three 3-hour technical electives in the senior year creates anopportunity for specialization that was not available in our previous curriculum, which permittedonly one technical elective. The three electives may be chosen from a number taught in thedepartment, in advanced aerodynamics, rocket propulsion, control theory, orbital mechanics,structural dynamics, or from suitable courses in other departments. This approach enablesstudents to broaden their education by selecting some courses that are not “technical” in thetraditional sense, but are still relevant for engineering. Such courses could be in areas like hu-man factors or cognitive science. This feature of the new

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1998 Annual Conference

Authors

Francis D. McVey; James D. Lang

Session 1202 Industry Expectations of New Engineers – A Survey to Assist Curriculum Designers James D. Lang and Francis D. McVey The Boeing CompanyAbstractThe ABET Criteria 2000 approach creates opportunities for universities to work closely withtheir key constituencies; such as industry, state regulatory agencies, parents, and students todefine general and specific goals and objectives for their university - unique education programs.For example, while Criteria 2000 lists eleven student educational outcome categories, it requireseach accredited

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1998 Annual Conference

Authors

Arthur B. Sacks

newundergraduate curriculum for the Colorado School of Mines (CSM)-a process which began in1994-CSM articulated a powerful new vision of itself. While maintaining the strength andcharacter of the Earth science and Earth resource disciplines which established the school’sreputation and also acknowledging the rapid expansion of the school’s general engineering fieldsover the past ten years. CSM articulated a new expression of its heritage and would become “an 3academy for the stewardship of the Earth." This simple statement underscored a profoundchange in self-concept built upon the recognition that engineering and applied science have aresponsibility for responding to the environmental challenges of our age

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1998 Annual Conference

Authors

Suzanne Keilson

Session 3592 Infusing a multicultural approach to education in the engineering and science curriculum Suzanne Keilson, Ph.D. Department of Electrical Engineering and Engineering Science Loyola College, Baltimore, MD 21210 keilson@loyola.edu Abstract Over the summer of 1997 I participated in a workshop for infusing multiculturalismacross the curriculum. The workshop was based upon guidelines established by the AmericanAssociation of Colleges and Universities (AAC&U)1 and has been

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1998 Annual Conference

Authors

Susan M. Bolton; Scott D. Bergen; James L. Fridley

, however,that ecological engineering can offer a unique approach to each (see Bergen et al., 1997a formore detail).Proposed CurriculumOur vision for an ecological engineering degree program is not to teach engineers a little ecology,nor ecologists some engineering design skills. Rather we believe a curriculum that has strongecology, engineering fundamentals and design components is required. The objectives of thecurriculum are to: 1. Provide a broad education, including a strong liberal arts background emphasizing critical thinking and life-long learning, which will enable students to be informed, responsible, and effective professionals in society. 2. Develop students' written and oral communications skills so that they can organize

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1998 Annual Conference

Authors

Ravi G. Mukkilmarudhur; Homayun K. Navaz; Brenda S. Henderson

Session 1602 Bringing Research and New Technology into the Undergraduate Curriculum: A Course in Computational Fluid Dynamics Homayun K. Navaz, Brenda S. Henderson, and Ravi G. Mukkilmarudhur Kettering UniversityAbstractAs technology advances in the industries which graduating engineers wish to enter, technology inthe undergraduate curriculum must also advance. A course in computational fluid dynamics wasrecently developed which meets the challenge of bringing advanced topics to undergraduatestudents. This paper addresses techniques used to enable undergraduates to enter the work forcewith the ability to solve and

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1998 Annual Conference

Authors

Alexander D. Poularikas

Session 3532 Optoelectronics in Electrical Engineering Curriculums Alexander D. Poularikas Electrical and Computer Engineering University of Alabama in Huntsville, Huntsville, Alabama 35899Modern electrical engineering students need to learn about any new emerging field that directlyimpacts and is important to their profession. The development of the low-loss fibers, theminiature laser/detector systems, the photonic switches, the nonlinear optical devices, the opticalsignal processing, etc., have created the need to incorporate this special new knowledge

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1998 Annual Conference

Authors

Robert Batson

objectives of this paper are to define quality engineering, explain the motivation behind theoriginal curriculum, compare the original curriculum with what we require today along with therationale we followed, and discuss potential future curriculum changes.DEFINITIONS OF QUALITY ENGINEERINGThere are at least three definitions of what it means to be a quality engineer: 1) The AmericanSociety for Quality’s (ASQ’s) Body of Knowledge for the Certified Quality Engineer (CQE) Exam;2) The use of the approach to designing quality into products and processes, referred to as Parameterand Tolerance Design, advocated by the Japanese engineer Genichi Taguchi; 3) The use of the termto refer to an engineering specialty practiced in large companies as part of the

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1998 Annual Conference

Authors

Gary Benenson; El Hadji Diop; José Sánchez; Alphie Mullings; Nadine Simms

on Change. Arlington, VA:Author, 1995. $ Florman, Samuel. Teachers at Heart. Technology Review, Vol. 99, No. 5, July 1996, P. 65. % Benenson, G., Neujahr, J., Seignoret, H. & Goldman, E. Encouraging Engineering Students to BecomeTeachers. 1997 ASEE Annual Conference Proceedings Washington: ASEE, 1997. Page 3.250.7 BIOGRAPHICAL INFORMATIONGARY BENENSONGary Benenson teaches Mechanical Engineering at the City College of New York. He is also ProjectDirector of City Technology Curriculum Guides, a NSF-funded project to develop materials for teachingtechnology in

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1998 Annual Conference

Authors

Jordan Cox; Alan Parkinson

, and because there is little room in most engineering programsfor additional courses, we believe that numerous attributes will need to be addressed as part ofexisting courses. In order to gain the efficiency needed to cover these additional objectives, insureconsistency and integrate across courses, the entire curriculum needs to be carefully managed andorganized. We have looked at several ways of doing this using computer-based tools, including acurriculum matrix and relational database. We are in the process of developing a new web-based Page 3.397.13tool which combines the advantages of both of these approaches. We anticipate that by

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1998 Annual Conference

Authors

Warren R. Hill

Session 1647 New Issues for Administrative Action Warren R. Hill, Dean College of Applied Science and Technology Weber State University Ogden UT 84408-1801IntroductionThere are a number of important issues facing administrators in Engineering Technologyprograms today. Beyond the more obvious issues such as tenure, teaching loads, what constitutesresearch, faculty salaries and terminal degrees, there are a host of other critical issues, five ofwhich are discussed here. While one can come up with

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1998 Annual Conference

Authors

Peter W. de Graaf; Michael J. Walker; Cameron Wright; Thad Welch

specific course without any consideration of how the concepts fit with thoseof other courses. The integrated approach to teaching engineering involves a “systems view” tothe curriculum. In this approach, one or more systems are presented to the students early in theirengineering program. Throughout their courses, the students are reminded of where they are inthe system. A specific example is discussed of how this approach is being used as a test casewith five courses in the electrical engineering curriculum at the United States Air ForceAcademy. The resulting improvement in student performance is also discussed.INTRODUCTIONThe typical undergraduate engineering student sees most of his or her courses as a collection offacts and formulas. Most

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1998 Annual Conference

Authors

W. Cully Hession; Marty D. Matlock; G. Scott Osborn; Daniel E. Storm; Ann L. Kenimer

prior to being certified.Need for Standardized CurriculumMany universities offer degree programs in ecological engineering, some morecomprehensive than others. Even within the several competent graduate programs inecological engineering there are varying degrees of emphasis on engineering design. Thegraduate programs in Engineering Ecology at the University of California at Berkeley andEcological Engineering at the University of Maryland represent two competent yetdifferent approaches to curriculum development in ecological engineering.The University of California at Berkeley offers graduate degrees (M.S. and Ph.D.) inEngineering Ecology with a focus on aquatic ecosystems. The graduate program isdesigned to “provide the quantitative information

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1998 Annual Conference

Authors

Steven Youra

writing and oral presentations effectively and efficiently?• How can students’ writing provide useful feedback about teaching and learning in technical courses?• How can new approaches to communications instruction help engineering schools to meet ABET 2000?• What are the potential obstacles to integrating communications and how might they be addressed?To engage these questions, the presentation will review the importance of communications topracticing engineers and consider typical writing tasks at work and in school. That discussionwill provide a framework for examining a range of sample communications assignments and in-structional approaches developed for technical courses at Cornell and elsewhere. Theseassignments will

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1998 Annual Conference

Authors

Mariusz Jankowski

New electronic courseware modules for selected upper-level electrical engineering courses. Mariusz Jankowski University of Southern MaineAbstractA recent award from the National Science Foundation (DUE-III program) was used toestablish a computer-integrated classroom to support instruction in selectedundergraduate electrical engineering courses. The new classroom is being used to addressthree pedagogically fundamental problems:(1) insufficient mastery of engineering mathematics by many students,(2) student passivity within the traditional lecture format,(3) insufficient use of computation and visualization in the learning process,New electronic

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1998 Annual Conference

Authors

Melody Ivory; Kathleen Luker; Kathleen Coppock; Erol Tutumluer; David Hill; Christine Masters; Amelia Regan; Alkim Akyurtlu; Eric Matsumoto; Sandra Shaw Courter; Sarah Pfatteicher

learned over the past two years through an extensive evaluationprocess are shared to help other institutions implement EESP and similarly equip new faculty tobecome the necessary “change agents” in undergraduate engineering education.Background and Scope of EESPThe Engineering Education Scholars Program (EESP) is a small but crucial endeavor in theNational Science Foundation’s (NSF) approach to stimulate a comprehensive reform ofundergraduate engineering education1, 2. In 1996, organizers initiated EESP at the University ofWisconsin at Madison to encourage a cultural change in engineering education from traditional Page 3.559.1faculty-centered

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1998 Annual Conference

Authors

Ben Erwin

Session 1280K-12 Education and Systems Engineering: A New Perspective Ben Erwin Tufts University Center for Engineering Educational Outreach Page 3.385.1 In a classroom in the suburbs of Boston, a class of first-graders are designing snow removal equipment out of LEGO Dacta materials. Before breaking up into groups, they are having a class discussion about different types of equipment - shovels, plows, front-end loaders, etc. One boy raises his hand and says "Can we make up

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1998 Annual Conference

Authors

Jack Waintraub

of the core discipline areas as autonomous courses withcredit allocation commensurate with effort and level of traditional coursework. This preservesexisting institutional course structures and provides for transferability of course credit. Thestructure allows for individual institutions to tailor course content to their regional industryneeds. The modular approach of this curriculum allows for use of the curriculum building“blocks” in a variety of engineering technology programs. The instructional modules areauthored by interdisciplinary teams of faculty from institutions across the US. MECOMTRONICS ENGINEERING TECHNOLOGY PROGRAM OUTLINE Semester Semester

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1998 Annual Conference

Authors

William M. Clark; Anthony G. Dixon; David DiBiasio

simply passing a series of tests on related butcompartmentalized subjects in a lecture-based four course sequence. In this paper wedescribe the new project-based, spiral curriculum, discuss our implementation andassessment procedures, and present some preliminary results from our initialimplementation. We anticipate that the new curriculum will be transferable to othersettings and other timetables and that our approach can serve as a model for otherengineering disciplines. Developing The Spiral CurriculumAt WPI, the academic year is divided into four terms of seven weeks each. The coursesequence for typical chemical engineering sophomores is shown in Figure 1. In the firstcourse, students learn material and energy

Collection

1998 Annual Conference

Authors

James C. Wood

content. The curriculum designpermits instruction to be delivered in three one semester integrated courses or inconcurrently taught linked courses with coordinated presentation of material.IntroductionUnited States’ businesses and industries are changing their work environment to remaincompetitive in the world market. One of the major changes involves the technicalworkforce in shifting from the traditional manual industrial worker to an engineeringtechnician, who both works with his/her hands and applies theoretical knowledge. Thisexpanding role of the engineering technician requires changes in engineering technologyprograms. Engineering technology programs must identify the new characteristics andskills of the technician and create an

Collection

1998 Annual Conference

Authors

Marjorie Davis; John Palmer; Helen Grady; Clayton Paul; Allen F. Grum

our new curriculum. Without a doubt it has been one of the moststressful experiences of our professional lives. Yet in spite of the enormous work effort, we feelgood about what we have accomplished. We are confident that we have held to the spirit of thenew ABET 2000 criteria, and that we have designed some innovative approaches without losingsight of standards and common goals. Not only is our curriculum stronger than ever, but so isour faculty—and, we hope, so are our students. Curricular reform has provided opportunities forcreativity, for working together, and for achieving a shared vision that will lead to a strongerSchool of Engineering. We are now in a much better position to adapt to the rapidly changingworld in which our graduates

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1998 Annual Conference

Authors

P. Hirsch; J.E. Colgate; J. Anderson; G. Olson; D. Kelso; B. Shwom

techniques.Advantages of the new courseWhile EDC is still in a formative stage—and is not without its challenges—we believe it offerssignificant advantages to freshmen, to faculty from both disciplines, and to the undergraduateengineering curriculum:• Improvement in engineering and communication education Most importantly, the user-centered approach to design and the integrated nature of the course improve the quality of students’ engineering work, their understanding of how design and communication are related, and their communication skills. In both lectures and workshops, faculty stress the importance of concepts that design and communication have in common—that both are processes; that in both processes, writers and designers keep

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1998 Annual Conference

Authors

Paul J. Eagle; Jonathan M. Weaver; Roger W. Pryor; Mukasa Ssemakula

The Coalition for New Manufacturing Education, also called the GreenfieldCoalition; is made up of Focus:Hope’s Center for Advanced Technologies (CAT) - aleading edge manufacturing and education facility; academic partners University ofDetroit Mercy, Lawrence Technological University, Lehigh University, University ofMichigan, and Wayne State University; as well as industrial partners Chrysler, Ford,General Motors, Detroit Diesel and Cincinnati Milacron; and the Society ofManufacturing Engineers. The goal of the Coalition is to develop a new approach to theeducation of technicians, technologists and engineers working in the manufacturing field.The CAT, where the students (referred to as ‘candidates’) are full-time employees, is theprimary

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1998 Annual Conference

Authors

Thomas G. Stanford; Donald Keating

needs. Second, that there are two primary approaches to the acquisitionof new or improved technological capability; the science-driven approach and the needs-drivencreative engineering approach. Of the two primary approaches, the “lion’s” share of technologyis generated by deliberate and systematic needs-driven creative engineering development fromexploratory development for proof of feasibility and concept through advanced engineeringsystems development for operational quality and capability, for cost-effectiveness, safety,environmental protection and customer use. Third, that the primary source of the nation’s futuretechnological capability for economic growth, improvement in the quality of life, and forensuring national security is the

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1998 Annual Conference

Authors

Sameer Kumar; John Walker; Jeffrey A. Jalkio; James Rehg

education.To know the payoff from their investment in continuing education, Horton adopted the balancedscorecard approach covered in the Managerial accounting and performance measurement courseoffered in our Manufacturing Systems and Engineering curriculum. It measures four broad areas– financial, customer, internal business and innovation/learning. In the area of innovation/learning, Horton breaks out education and training in the balanced scorecard. Education ismeasured as the total percent of employees involved in continuing education; training ismeasured by the number of hours of training completed per month. The company uses thismeasure as a leading indicator for expected financial performance in the future. Thus far, it ispaying off.AT&T’s

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1998 Annual Conference

Authors

W. Wood; M. Becker; L. Meekisho; J. F. Holmes

Session 1664 Curriculum Development via Segmented Courses M. Becker, J. F. Holmes, L. Meekisho, W. Wood Oregon Graduate Institute of Science and TechnologyCourses in the Department of Materials Science and Engineering (MSE) at the Oregon GraduateInstitute have been divided into segments for separate credit delivered over portions of a term.This segmentation facilitates curriculum development around basic and generic subjects. It alsoreduces the effort associated with developing new courses, and makes education more costeffective through reduction of the duplication of course material. This is

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1998 Annual Conference

Authors

Thomas V. Mecca; Sara Cushing Smith; Lynn G. Mack

educational environment to fulfill the needs ofindustry in this changing situation.”3Institutional Implications of Workplace ResearchInstitutions and their administrators adopting new curriculum models based on workplaceresearch must be ready to embrace change and to address the implications arising from it. Anintegrated curriculum has the potential to better prepare students for the complex workplace.Research on an integrated or interdisciplinary approach to presenting content material in acurriculum supports strategies needed to implement changes in the Engineering Technologycurriculum.4Faculty from various academic disciplines must be given time from their normal teaching load torestructure the content of the curriculum and to design new

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1998 Annual Conference

Authors

J. A. Isaacs

. Drivers for Environmental and Economic FocusStudents can gain a broader understanding and strengthen their comprehension of the economicand environmental consequences of materials choices by incorporating these ideas into existingtechnical courses or new technical electives. Within the Department of Mechanical, Industrialand Manufacturing Engineering (MIME), there are three undergraduate course offerings thatfocus on materials science. Current graduate materials courses provide a good foundation forgraduate students focusing on a degree in materials science. Through required and electivecourses available in the industrial engineering curriculum, students have opportunities to learnabout engineering economy, project management and other pertinent

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1998 Annual Conference

Authors

Douglas G. Schmucker

Session 1675 Innovative Teaching Methods in the Civil Engineering Curriculum at The Pennsylvania State University Douglas G. Schmucker The Pennsylvania State UniversityAbstractThis paper describes several innovative teaching methods that the author has implemented in four courses in order toincrease student involvement in the lessons. These methods include questioning techniques, physicaldemonstrations, team-oriented in-class exercises using toolkits developed by the author, and lesson presentationtechniques. The methods have been

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1998 Annual Conference

Authors

Alice Agogino; Ann McKenna

Session 1280 Integrating Design, Analysis, and Problem Solving in an Introduction to Engineering Curriculum for High School Students Ann McKenna and Alice Agogino Graduate Group in Engineering, Science and Mathematics Education/ Department of Mechanical Engineering, University of California at Berkeley, CA 94720AbstractThe current paper describes an Introduction to Engineering class that was taught to a group ofhigh school students in the summer of 1997. The class was offered through an outreach programat the University of California at Berkeley called the Academic Talent Development Program(ATDP