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2001 Annual Conference

Authors

Hank Regis; Gaby Hawat

Session 2486 Pre-Engineering Programs: A Seamless Approach to Connecting K-12 to the University Dr. Gaby Hawat, Hank Regis Valencia Community CollegeAbstractValencia Community College offers the fundamental engineering classes needed for allengineering programs. In addition to the standard AA in pre-engineering, a more specialized AAis offered in pre-engineering. Credential requirements for engineering professors at Valenciainclude a minimum of a Master’s degree in engineering. Valencia also offers an “Introduction tothe Engineering Profession” class

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2001 Annual Conference

Authors

Karen Batty; Joseph Clair Batty

andmanufacturing, we will refer to families, K-12, and community colleges as"suppliers". Engineering schools are the "product realization" team and ourgraduates are the "product". Those businesses, industries, and governmentalagencies that employ engineering graduates are regarded as "customers".(We realize this analogy is greatly simplified and are aware, for example,that students may be regarded as suppliers, partners, and customers, and thatour customers are, in a sense, partners.)Following this model means that we regard K-14 suppliers and Business-Industry-Government(BIG) customers as part of the product realization team. Communication linkages would becometruly wide-band, barriers would be identified and either dismantled or tunneled through

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2001 Annual Conference

Authors

Teresa Larkin-Hein

. Learning styles: Link between individual differences and effective instruction. North Carolina Educational Leadership, 2(1), 4 – 22.25. Price, G., Dunn, R., & Dunn, K. 1990 Productivity Environmental Preference Survey: An Inventory for the Identification of Individual Adult Preferences in a Working or Learning Environment. Price Systems, Inc., Lawrence, KS.26. Research Based on the Dunn and Dunn Learning Style Model. (Annotated bibliography). 1990. New York: St. John’s University.27. Dunn, R. & Dunn, K. 1992. Teaching Secondary Students Through Their Individual Learning Styles. Boston: Allyn and Bacon.28. Dunn, R., Griggs, S. A., Olson, J., Beasley, M., & Gorman, B. S. 1995. A meta-analytic validation

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2001 Annual Conference

Authors

Julia Morse

strategies.I. IntroductionCommon approaches to the promotion of critical thinking involve the application of “activelearning” in the classroom and writing assignments outside the classroom.Schrivner1 has cited the difficulty in motivating students to participate, noting the importance ofsetting an expectation of participation in classroom dialog. Another common frustration is thedifficulty in finding time to move class room time beyond the first few levels of course materialintroduction and application while still fitting all the desired topics into the course.Writing assignments have gained popularity as a means of allowing students to practice theircritical thinking skills. This resurgence is due in part to the Writing-Across-the-Curriculum(WAC

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2001 Annual Conference

Authors

Robin Burt; Krishna Athreya; K-Y. Daisy Fan

Session 2793 The CURIE River Basin: Introduction to Engineering in a Social Context K-Y. Daisy Fan, Krishna S. Athreya, Robin J. Burt School of Civil & Environmental Engineering/ Women’s Programs in Engineering, Cornell University, Ithaca, New YorkAbstractThe Elements: 40 academically gifted high school girls; a nationally recognized engineeringcollege, seven days.The Task: Create a sense of excitement about and an awareness of the limitless possibilities inengineering.Cornell’s Strategy: The CURIE Academy, a week-long, residential summer

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2001 Annual Conference

Authors

Thomas Stanford; Michael Aherne; Duane D. Dunlap; Mel Mendelson; Donald Keating

Session 2793 Enhancing U.S. Technology Development Through Lifelong Education of Engineers and Technologists as Creative Professionals D. A. Keating, 1 T. G. Stanford, 1 D. D. Dunlap, 2 M. J. Aherne, 3 M. I. Mendelson 4 University of South Carolina 1/ Purdue University 2/ University of Alberta 3 Loyola Marymount University 4AbstractThere is growing recognition worldwide that traditional graduate engineering education neitherfits the engineering innovation process necessary for competitiveness in the global economy norreflects the way that graduate engineers and technologists learn and develop as

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2001 Annual Conference

Authors

Steve Watkins; Richard Hall; K. Chandrashekhara; Vicki Eller

Session 1526 WWW Site Design for Internal and External Audiences: The Smart Engineering Project Steve E. Watkins, Richard H. Hall, Vicki M. Eller, K. Chandrashekhara University of Missouri-RollaAbstract The Smart Engineering project seeks to develop a model for training engineers withinterdisciplinary skills and experiences. It involves an interdisciplinary course and a demonstrationhighway bridge. An associated WWW site provides course resources including tutorials in topicalareas, exercises promoting team interaction, and guidance for collaborative activities and

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2001 Annual Conference

Authors

Joan A. Burtner

Session 2661 Engineering, Technology and Society: Increasing the Dialogue Between Liberal Arts Majors and Engineering Students Joan A. Burtner Mercer UniversityAbstract The EC2000 Criterion 3 a-k outcomes have increased engineering educators’ awarenessof the importance of contemporary and global issues in undergraduate engineering education. Inan effort to increase college students’ understanding of ethical, professional, and contemporaryissues related to engineering, a senior-level discussion-based seminar has been offered at MercerUniversity

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2001 Annual Conference

Authors

Jeffrey A. Donnell

for technical writing treat graphicsand text management in separate chapters 2, 3, 4. Relatively little space is devoted to the concretediscussions that should integrate informational graphics with the text of a report. It falls tofaculty members in the student’s professional discipline to clarify the fit between informationalgraphics and words, and they are often uncomfortable in this role. To solve this problem, technical faculty have traditionally looked beyond theirdepartments in search of some sort of additional writing or presentation support for theirstudents. At some universities, this assistance comes in the form of tutoring or recitationsessions provided by the personnel at a campus writing center 5. Some departments

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2001 Annual Conference

Authors

Ron Hart; Marvin Adams; K. Peddicord; Ian Hamilton; Beth Earl; Alan Waltar

Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education today’s graduates can look forward to a full professional career at a single plant, should they choose to do so. But even beyond this, new life within the U.S. Department of Energy (such as the Generation IV efforts) provides students with at least some hope that new designs will receive serious attention. There are even “rumblings” of a new plant order within the U.S. in the relatively near future—something unthinkable even three years ago. The recent power shortages in the West are almost sure to spark renewed national discussion regarding the need

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2001 Annual Conference

Authors

Marie Plumb; Jerry Fong; Arnold Peskin

scientific visualizationfacilities at the two campuses, and mastery of selected measurement techniques residentat BNL. Later projects will focus on problems for which a combination of measurementcapabilities and visualization technology are uniquely helpful.The incorporation of immersive stereographic visualization techniques, in particular,makes possible the delivery of learning experiences not now in the domain of distanceeducation. Virtual laboratory experiences such as the remote control of instrumentation,navigation through apparatus, and computer-aided fabrication and analysis are introducedin a realistic, attention grabbing way despite the span of miles. Thus the workenvironment and teaming concepts introduced during the summer at Brookhaven

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2001 Annual Conference

Authors

W. Doyle St.John

single bar magnet down a tube through one coil and examining the inducedemf on an oscilloscope. The experiment then progresses to two magnets and two coils withvarying spacings amongst themselves. The reflective sensor is utilized for determining speed.An analytical model for this device is beyond the scope of the course, even beyond the scope ofundergraduate engineering, thus students see the value of empirical evidence and the role ofexperiment in design. Students discover that the ‘best’ output results when the coil spacing andmagnet spacing are matched.4.3 Strain GagesStrain gages are of the resistive type commonly used for measuring strain, force, and pressure.The strain gage consist of a thin film of conducting material applied to a film

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2001 Annual Conference

Authors

Brett Gunnink; Kristen Sanford Bernhardt

of professional and ethical responsibility, (g) an ability to communicate effectively, (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context, (i) a recognition of the need for, and an ability to engage in life-long learning, (j) a knowledge of contemporary issues, and (k) an ability to use the techniques, skills, and modern tools necessary for engineering practice.Additionally, ABET Civil Engineering-specific program criteria prescribe that Civil Engineeringprograms must demonstrate that graduates of the program have: (l) proficiency in mathematics through differential equations; probability and statistics

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2001 Annual Conference

Authors

Jerald Vogel; Rebecca Sidler Kellogg

questions need to be used to enable students to effectively generalizethe experience beyond its original scope so that it can be used as a springboard to future learning.Product dissection, or reverse engineering, can be an effective means to help students progressthrough the lower levels of Bloom and prepare them for synthesis16. As the name implies, thestudents trace through Bloom’s Taxonomy in reverse. The actual dissection process is usuallyinitiated by asking the students to reflect on a given product, considering alternative uses ordesigns. The student is then directed to take a product apart, or in other words decompose it intoits component parts. Students are typically given some instructions to assist them in thedecomposition and to help

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2001 Annual Conference

Authors

Suzanne Weiner; Honora Nerz

6.583.1competence." [2] This broader range of skills, while obviously having a technical component, Proceedings of the 2001 American Society for Engineering Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationdeal with the students’ ability to acquire, analyze and use information effectively in a decisionmaking process. They go beyond a particular discipline or profession and have been recognizedas an elemental part of the skill set of the life long learner.The information literate person is someone who has learned how to learn. "Learning (is) aprocess that culminates in the ability: • to ask the right questions and frame good problems, • to acquire information

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2001 Annual Conference

Authors

Jahan Kauser; Stephanie Farrell; Robert Hesketh; C. Stewart Slater; Kevin Dahm

reactor is to remove the lightreaction product hydrogen through the membrane and thus drive the reaction beyond theequilibrium constraint set by the reaction conditions. This reactor consists of a stainless steel shell with a Platinum coated ceramic membranetube. The ceramic membrane is obtained from US Filter with a pore size of 5nm. The tube wascoated using a choroplatinic acid process. The reactant and product concentrations will bemeasured using an HP 6890 Gas chromatograph and HP 5973 Mass spectrometer. Summary Through the support of NSF and several industries, multidisciplinary student projectshave been initiated by Chemical and Civil/Environmental Engineering and Chemistry facultythat challenge student teams to solve

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2001 Annual Conference

Authors

J.B. Troy; David Kanter; B.J. Reiser

, and a generalized knowledgeof the application of engineering techniques to biological or medical topics 1. At the end of theirtraining, Biomedical Engineers should uniquely possess such competencies. But beyond theagreed-upon merit of teaching systems physiology, there is little consensus on how best for BMEstudents to learn systems physiology, and what of this material to emphasize.As the knowledge base of biology and medicine changes with ever increasing speed— evolvingso rapidly as to require unprecedented on-the-job training by Biomedical Engineers— one couldargue that BME pre-professionals are best served by learning to apply systems physiology’sgoverning principles facilely to addressing unforeseen challenges. The Accreditation Board

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2001 Annual Conference

Authors

Geoff Swan; S P Maj; D Veal

take the full two hours normally available andthe proposed extra maths practice could reduce the time available to spend on the practicalexercises.6.4 Pre-Recorded TutorialsThese could include sound recorded sections talking students through the more difficultexercises and notes. An advantage of such an approach is that most students have readyaccess to a tape recorder. A major disadvantage is that it is not interactive. The OpenUniversity (OU) in the UK often used this approach. On some OU units the use of tapedrecorded audio as well as video instruction included self assessed questions as well as the useof reading material. However due to the both the size of the student base for many of the OUUnits and the ability of this university to

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2001 Annual Conference

Authors

Paul Wojciechowski

definition of these itemsalong with a complete description of the engineering program including IAC membership andco-op program information can be found on the York College Web site.1) The effect of thisprocess was to provide the IAC membership with a sense of ownership of the newly formedprogram and stewardship of its ongoing operation. This continues to this day through severalvenues including quarterly luncheon meetings with faculty, students and IAC industrialrepresentatives, and the co-op process. (These and other interactions are enumerated later in thispaper.)B. Industrial Curriculum Advisory Board (ICAB)Within three years of the start of the engineering program, an additional industrial advisorygroup was formed by the program coordinator for

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2001 Annual Conference

Authors

Shlomo Waks; C. Richard Helps; Stephen Renshaw; Barry Lunt

interest in this area. It was noted thatmany jobs are being filled by people with “Certification” training beyond the high school level.While these certified practitioners fill a valuable role the representatives expressed the feelingthat a full four-year BS, with graduate work options is highly desirable as a basis for a leadershiprole in this field. Certification is essentially a fairly narrow training, as witnessed for example, bythe fact that certifications expire. A life-long career requires a broader and deeper education. Themathematical and scientific content of a technical BS degree provides a good foundation for thisdiscipline.There are also other external and objective indicators of the need for programs of this type. TheDepartment of

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2001 Annual Conference

Authors

Robert Y. Ofoli; Mackenzie Davis; Craig W, Somerton

session, there is some lecturing, some active learningexercises, and considerable discussion. Guest instructors are frequently utilized. In this paper,the course is described in detail, including its evolution through two offerings. The results of acourse survey for the latest offering of the course are also presented and discussed.The second course involves a mentored teaching experience under the supervision of a collegefaculty member. The main component of this course is classroom teaching. Typically, a studentwill teach two to three weeks of a course that is officially assigned to a faculty member. Inaddition to preparing class presentations, the students will hold office hours, and prepare,monitor, and grade assignments including homework

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2001 Annual Conference

Authors

P. Kelly Joyner; Teresa Larkin-Hein

college science courses and has argued that typicalclassrooms are "…competitive, selective, intimidating, and designed to winnow out all but the'top tier' … there is little attempt to create a sense of 'community' among average students ofscience" (p. 9). Hence, a traditional science classroom may present potential barriers that couldinhibit learning for some students. The active process of writing may provide one non-threatening mechanism through which students could reduce or even remove these barriers tolearning. Tobias 17 also indicates that writing can serve as a means to help students relieve theiranxiety and help them unlearn models and techniques that have proven scientifically unsound.This paper describes a novel technique for infusing

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2001 Annual Conference

Authors

Thomas Grover; Terry Parker; Robert King; Joan Gosink

sophisticated, whichmakes it more difficult for the instructor to help them quickly.4 ConclusionsA multidisciplinary laboratory course sequence was developed, taught and evaluated in theEngineering Division at the Colorado School of Mines. The three courses are taught sequentiallyin the sophomore, junior, and senior years. MEL prepares students for their professional careersby providing a more realistic, professional experience through integrating discipline specificcomponents into complete systems and building subject matter depth through a multiple-coursesequence. The sequence allows experiments to move beyond basic theory verification toreorganizing knowledge and connecting concepts from several courses.Independent evaluators concluded that MEL

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2001 Annual Conference

Authors

Linda Broadbelt; L. Catherine Brinson; Kathleen Issen; Brad Kinsey

, tenure, funding, teaching and service. Seed questions provided afoundation for lively, interactive discussions consisting of student-posed questions and diversefaculty perspectives. While most panelists were Northwestern University engineering faculty (tofacilitate scheduling and minimize costs), a final capstone event included engineering facultyrepresenting several different types of institutions. The capstone event highlighted similaritiesand differences in engineering faculty life and responsibilities between institutions. Theinformation and perspectives students obtained through this series will assist them in determininga career path: academia, industry or government. Those choosing academic careers are betterprepared to identify and

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2001 Annual Conference

Authors

John Chandler; A. Dean Fontenot

Session 3453 Texas Tech University’s College of Engineering Building Computers, Families, and Communities After-School Program John R. Chandler, Ph.D., and A. Dean Fontenot, Ph.D. College of Engineering, Texas Tech UniversityAbstractThe Texas Tech University College of Engineering has developed an after-schoolprogram with local junior high schools to establish a practical means for getting seventh-through ninth-graders excited about science, engineering, and technology. The pilotoffering suggests the program has significant potential to attract students frompopulations that

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2001 Annual Conference

Authors

Scott Brigade; Laura Deam; La Toya Coley; Jessica Linck; Jan Kidwell; Elizabeth Goodson; Brent Robinson; Elizabeth Parry; Laura Bottomley

2 3 4 5 Grade level Figure 5: Students answering “no” to “Are you good at science?” separated by grade levelIn general the shift of "no" answers upward in grade level tends to support the hypothesis thatchildren in grades four and five are deciding that they are not good at science. In the fall, 30 ofthe 43 "no" responses came from grades K through three, and 13 came from grades four and five.In the spring, 11 of the 25 "no" answers came from kindergarten through third graders, and 14came from fourth and fifth graders. The program seems to have had an effect in grades Kthrough three. The effect in grades four and five might be seen when a survey is completed at anunrelated school

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2001 Annual Conference

Authors

John Klegka; Robert Rabb

Session 2566 A Modern Mechanical Engineering Sequence for the United States Military Academy Major Robert J. Rabb, Colonel John S. Klegka United States Military AcademyAbstractMany institutions are revising their engineering curricula and developing programs and coursesto meet the needs of industry. With or without the valuable, external assessments of engineeringprograms from ABET’s EC2000 Criteria, engineering educators cannot ignore the changes inreal world engineering and design. Engineering programs must prepare their graduates forsuccess beyond

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2001 Annual Conference

Authors

Elizabeth Parry; Laura Bottomley

, areplaying an increasingly important part in the lives of all professionals, technical or not. Theability to successfully manage the balance in a manner that manifests growth both personally andprofessionally is a sought-after attribute.This paper describes the development of a small business focusing on science education. Thepartners who founded Science Surround are female engineers who, after becoming parents,realized the need to balance their professional and personal lives. Both have a passionate interestin sparking an early realization of the prevalence of science and math in everyday life. Inaddition, through the experiences gained both in industry and academia, they realized theimportance of modeling to children success in science, math

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2001 Annual Conference

Authors

Robert King; Joan Gosink

systems through a sequence ofcourses. Page 6.712.11Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education4.10 ABET outcome k: use modern tools for engineering practiceEvery experiment in MEL uses modern tools found in engineering practice for example: • Computer data acquisition systems • Graphical user interfaces • Modern graphical programming tools • Transducers – strain gage, thermistor, accelerometer, linear potentiometer, pressure, flow meter, proximity transducer, optical encoder, rotary

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2001 Annual Conference

Authors

Sang Ha Lee; Betsy Palmer; Rose M. Marra; John Wise; Thomas Litzinger

students wererandomly selected during their first year and invited to participate in three hour-long interviewsessions. During the interview, each student reflected on his or her view of knowledge,education, and learning. The interviews were transcribed and sent to a rater experienced inassigning positions relative to the Perry Scheme based on student responses to these types ofquestions. While it was hoped that students would progress from simple dualistic views(position 1 / 2) through complex dualism (position 3) and relativism (4 / 5) to commitment inrelativism (position 6+), most students in this sample did not make it beyond position four. Thispaper will review the findings with an eye towards curricular activities that may or may