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1998 Annual Conference

Authors

William J. de Kryger; David A. Lopez

to observe foreign industrial technology, to provide cross-culturalexperiences, and give the students and faculty an opportunity to collaborate on technical projects. Page 3.144.1The first two objectives were easily accomplished, the third is well underway, accompanied bycontinual challenges and refinements.One measurement of the exchange program’s success is the most recent agreement, which wassigned in October 1997. The new agreement, a change from the first, is an open-ended document,allowing greater flexibility and is based on mutual expectations and trust, attributes which had tobe earned. The early exchanges had many challenges and

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1998 Annual Conference

Authors

Mark A. Shields

Session 3661 Collaborative Teaching: Reflections on a Cross-Disciplinary Experience in Engineering Education Mark A. Shields University of VirginiaIntroductionMost of us know a lot more about cooperative learning than about collaborative teaching. We arealso far more sympathetic to the former than the latter. The principled virtues and practicalbenefits of having our students work together in teams seem altogether less attractive when weenvision ourselves joined in (chained to?) a common teaching enterprise. While collaborativelearning seems to offer an

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1998 Annual Conference

Authors

Ian R. Simpson; Brian Manhire

Session 2660 Engineering Education in France Ian Simpson and Brian Manhire Ecole Nationale Supérieure des Télécommunications de Bretagne / Ohio UniversityAbstract— The aim of this paper is to present the main characteristics of Engineering Educationin France. For historical reasons, the French system is not easy to analyze succinctly and theauthors have had to resort to some oversimplifications. Aspects such as the mutual recognition ofdegrees and professional qualifications have not been examined in this paper. I. INTRODUCTION TO THE FRENCH ENGINEERING EDUCATION SYSTEM Compared to

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1998 Annual Conference

Authors

Kathi Cahill; Joe C. Guarino

Session 1658 TS/2 IMPLEMENTING DESIGN-BASED ENGINEERING EDUCATION WITH COMPUTER SIMULATIONS Joe C. Guarino, Kathi Cahill Mechanical Engineering Department Boise State University ABSTRACTDesign-Based Engineering Education (DBEE) is a method for introducing design intobasic engineering science courses. DBEE uses specially structured computer-simulationmodules to introduce basic principles through a discovery-learning process. The DBEEmodules are supported by Working ModelTM; an engineering simulation software packagedeveloped and

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1998 Annual Conference

Authors

Surya Kalidindi; Philip Perdikaris; John Lannutti; John DiNardo; Gary Ruff; Charles McMahon; Jed S. Lyons; Alan Lawley; Linda Schadler

Session 1364 The NSF Gateway Engineering Education Coalition Materials Project Jed Lyons - University of South Carolina Surya Kalidindi, Alan Lawley, Gary Ruff, John DiNardo - Drexel University John Lannutti - Ohio State University Charles McMahon - University of Pennsylvania Philip Perdikaris - Case Western Reserve University Linda Schadler - Rensselaer Polytechnic InstituteABSTRACT The Gateway Coalition Materials Project is a collaborative effort to improve the teaching ofMaterials Science and Engineering fundamentals

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1998 Annual Conference

Authors

K. Swyler; A. Peskin

BNL’s technicalprograms. Semester students receive academic credit for the experience. A newcommunity college faculty-student research program is intended to help the schoolsdevelop their own resources in engineering technology and other areas. The Laboratory isalso a member of the Northeast Partnership for Environmental Technology Education(NE PETE), an association of community and technical colleges and other organizationsfocused on providing training for HAZMAT technicians.ConclusionIt has long been recognized that quality engineering education should present the studentwith an environment that duplicates as much as possible that which the graduate willencounter in industry. And there is growing evidence that collaboration with theindustrial

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1998 Annual Conference

Authors

K. Swyler; A. Peskin

BNL’s technicalprograms. Semester students receive academic credit for the experience. A newcommunity college faculty-student research program is intended to help the schoolsdevelop their own resources in engineering technology and other areas. The Laboratory isalso a member of the Northeast Partnership for Environmental Technology Education(NE PETE), an association of community and technical colleges and other organizationsfocused on providing training for HAZMAT technicians.ConclusionIt has long been recognized that quality engineering education should present the studentwith an environment that duplicates as much as possible that which the graduate willencounter in industry. And there is growing evidence that collaboration with theindustrial

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1998 Annual Conference

Authors

Roman Z. Morawski; Jerzy Woznicki; Andrzej Krasniewski

, System for Quality Assessment in Higher Education Institutions (developed and verified by the Council for Higher Education), Council for Higher Education, Warsaw, 1996 (in Polish).10. H. R. Kells, Self-Regulation in Higher Education: A Multi-National Perspective on Collaborative Systems of Quality Assurance and Control, Higher Education Policy Series 15, Jessica Kingsley Publishers, 1992.11. A. Krasniewski, R. Z. Morawski, J. Woznicki, "Some Underestimated Aspects of Quality Assessment in Engineering Education", Proc. American Society for Engineering Education Annual Conf., (CD-ROM), Milwaukee, June 1997.12. A. Krasniewski, E. Toczylowski, "A Methodology for Development of Flexible and Adaptable Engineering

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Authors

Mark A. Shields; John P. O'Connell

(see below). 4A "strong-program” interpretation of the ABET criteria would stress the importance not just of"supplementing” technical coursework with courses in the humanities and social sciences, butrather building more direct, systematic, and coherent links between the technical andnontechnical components of engineering education. Thus, by this interpretation, a strong liberal-arts foundation would be one that offers at least some coursework which explicitly integratestechnical, social, and ethical analysis/problem-solving. Ideally, such coursework would also bedeveloped and taught collaboratively (to some degree at least) by technical and nontechnicalengineering faculty

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1998 Annual Conference

Authors

Thomas R. Williams; Judith Ramey

column addresses the secondmajor failing of many curriculum proposals written by engineering educators: an apparentunfamiliarity with the literature of instructional theory, as evidenced by a paucity of citations tothat literature. For instance, assuming that it indeed is the case that traditional approaches toteaching physics are "too abstract," that they are "ineffective," and that they adversely affectstudent recruitment to the sciences and engineering, what evidence exists that would suggest that"hands-on" or collaborative versions of freshman physics would ameliorate the problem? Or, inthe absence of such evidence, what can at least be inferred from the similar work of others? Ifthere is no research directly related to the teaching of

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1998 Annual Conference

Authors

Susan Ambrose

Session 1213 Session 1213 Changing the Culture: What's At the Center of Engineering Education? Susan Ambrose Eberly Center for Teaching Excellence Carnegie Mellon University1. Introduction: Old and New ParadigmsOver the past few years engineering educators have been talking about a paradigm shift whichfocuses more on learning than on teaching, on skills as well as knowledge, and which placesstudents, not faculty, at the

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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

Session 0575 The Engineering Education Scholars Program— Preparing a New Generation of Faculty Eric Matsumoto, Christine Masters University of Texas at Austin/Pennsylvania State University Alkim Akyurtlu, David Hill, Melody Ivory Pennsylvania State University/University of California at Berkeley Amelia Regan, Erol Tutumluer University of California at Irvine/University of Illinois at Urbana-Champaign Kathleen Coppock, Sandra Courter, Kathleen Luker, Sarah Pfatteicher

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1998 Annual Conference

Authors

Randall L. Musselman

weekly labs for a semester-long project. In doing so, they willbecome accustomed to taking responsibility for their own education. Student commentssuggested that treating students as professionals, and expecting them to behave so, cultivatesprofessionalism.REFERENCES1. Dutson, A. J., R. H. Todd, S. P. Magleby, C. D. Sorensen, “A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses,” Journal of Engineering Education, vol. 86, no. 1, 1997, pp. 17-28.2. Mourtos, N. J., “The Nuts and Bolts of Cooperative Learning in Engineering,” Journal of Engineering Education, vol. 86, no. 1, 1997, pp. 35-37.3. Howell, K. C., “Introducing Cooperative Learning into a Dynamics Lecture Class,” Journal of

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Authors

Ann D. Christy; Marybeth Lima

Page 3.584.1The Accreditation Board of Engineering and Technology (ABET) recently publishedEngineering Criteria 2000, which sets new standards for evaluating, assessing and accreditingengineering programs in North America [1]. The criteria are purposefully vague in nature toencourage innovation in engineering education [2]. Proceedings from the National Conferenceon Outcomes Assessment for Engineering Education [3] reflect educators’ frustration with thisissue. The process for implementing new means of assessment will be iterative in nature, andwill involve collaboration among educators, industry leaders, accreditors, and stakeholders [2].Engineering Criteria 2000 cited the student portfolio as a means for meeting criterion three:program

Conference Session

Integrating Ethics into the Curriculum

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1998 Annual Conference

Authors

Michael E. Gorman, University of Virginia

Tagged Divisions

Liberal Education (LED)

., Stocker, J., & Mehalik, M. M. (1997, ). Using detailed, multimedia cases toteach engineering ethics. Paper presented at the American Society for Engineering Education,Milwaukee, WI.Okada, T., & Simon, H. A. (1997). Collaborative discovery in a scientific domain. CognitiveScience, 21(2), 109-146. Page 3.265.4

Conference Session

Integrated Humanities and Social Sciences Programs (3661)

Collection

1998 Annual Conference

Authors

Michael E. Gorman

Tagged Divisions

Liberal Education (LED)

., Stocker, J., & Mehalik, M. M. (1997, ). Using detailed, multimedia cases toteach engineering ethics. Paper presented at the American Society for Engineering Education,Milwaukee, WI.Okada, T., & Simon, H. A. (1997). Collaborative discovery in a scientific domain. CognitiveScience, 21(2), 109-146. Page 3.266.4

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1998 Annual Conference

Authors

Lucy C. Morse; Jack Selter

whohave completed either an Associate of Arts Degree, an Associate of Science Degree, or theequivalent. The engineering technology at-a-distance program is modeled by a twenty-yearexperience by the College of Engineering in FEEDS (Florida Engineering Education DeliverySystem). FEEDS is and continues to be a primarily tape only program offered by all FloridaState University System engineering schools for working individuals seeking a Master’s degreein engineering. Two key factors in the success of FEEDS are ease of access to the taped lecturesby the students and the determination to complete the selected program of study by participatingindividuals (primarily practicing engineers

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1998 Annual Conference

Authors

Wayne Hager; Jacques Lesenne; Dominique Saintive; Richard Devon

iseasy to conclude that this sort of comprehensive collaboration makes each new activity botheasier to do, and more successful when it is done, than trying to start cold with a new partner.References1. Devon, Richard, Wayne Hager, Jean-Francois Pauwels, and Jacques Lesenne, “Building an International Collaboration,” Journal of Global Engineering Education, forthcoming, 1998.2. Guehenno, Jean-Marie, The End of the Nation State. Minneapolis: University of Minnesota Press, 1993. Page 3.13.103. Wriston, Walter B. The Twilight of Sovereignty. New York: MacMillan, 1992.4. Guehenno, op. cit.5. Kanter, Rosabeth Moss

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1998 Annual Conference

Authors

Sohail Anwar

in sales,service, maintenance, production, and installation of equipment, processes, and plants. Theengineering and engineering technology graduates of The US educational institutions must beprepared to work in multicultural teams in multinational corporations, some of the educationpreparation they need will come from international collaborative experiences that developabilities and familiarity with information technology, team work, international collaboration, anddesign methodologies in a global environment. The collaboration between Penn State Altoonaand IUT Bethune, France is a unique initiative to create an early educational awareness of theglobal implications of engineering education - engineering professional through the use

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1998 Annual Conference

Authors

Joan A. Burtner; Laura Moody

Education, October 1995, pp. 361-367.6. Yokomoto, C. and R. Ware,. “Variations of the Group Quiz that Promote Collaborative Learning”, ASEE/IEEE Frontiers in Education Conference Proceedings, 1997, Session T4H1.7. Sears, W., “Implementing Cooperative Learning in a Well-Established EET Curriculum,” ASEE Annual Conference Proceedings, 1995, Session 1675.8. Jones, J. and D. Brickner, “Implementation of Cooperative Learning in a Large-Enrollment Basic Mechanics Course,” ASEE Annual Conference Proceedings, 1996, Session 2230.9. Howell, K. “Introducing Cooperative Learning into a Dynamics Lecture Class,” Journal of Engineering Education, January 1996, pp. 69-72.10. Lavelle , J., K. Needy, H. Umphred .”Engineering Economy: A Follow

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1998 Annual Conference

Authors

Audeen W. Fentiman

particularlyhelpful to students. The format and writing style outlined in the handbook will not beappropriate for many other engineering courses requiring written reports. However, asimilar document may well prove to be useful.AcknowledgmentThis project of the Gateway Engineering Education Coalition, (NSF Award EEC-9444246), is supported in part by the Engineering Education and Centers Division of theNational Science Foundation.References1. Britton, R.R., A.W. Fentiman, F.D. Meyers, “Are We Preparing Engineering Students with the RightSkills in Engineering Graphics and Computer Training? A Survey”, Engineering Design Graphics Journal,Vol. 58, No. 2, pp. 22-36, 1994.2. Fentiman, A.W., R.R. Britton, F.D. Meyers, “The First Two Years: Are Engineering Students

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1998 Annual Conference

Authors

Ronald J. Bennett

intechnology. Yet many with non-engineering education are also challenged to manage change,which is largely a cultural issue subject to the widely varied responses of individuals to change,most of which is negative. Machiavelli observed some 500 years ago that “There is nothingmore difficult to take in hand, more perilous to conduct, or more uncertain in its success, than totake the lead in the introduction of a new order of things, because the innovator has for enemiesall those who have done well under the old conditions, and lukewarm defenders in those whomay do well under the new.” More recently a veteran philosopher, speaking on the samesubject, was quoted saying “I’ve been around a long time; I’ve seen a lot of change: and I’veopposed darn near

Conference Session

Impact of Information Technology on Engineering Education (3215)

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1998 Annual Conference

Authors

Tahar El-Korchi, Worcester Polytechnic Institute; Paul P. Mathisen, Worcester Polytechnic Institute; Frederick L. Hart, Worcester Polytechnic Institute

Tagged Divisions

Civil Engineering (CE)

information is available on how these topics should beincorporated into the undergraduate curriculum. An overview of some literature related todistance engineering education can be found at http://cee.wpi.edu/ceedee/. For the purposes ofthis paper, we only note one comprehensive investigation which revolved around a collaborative Page 3.332.1course by the British Open University that involved student groups from three countries.9 This Session 3215investigation showed that the collaborative approach enhanced motivation, enjoyment, andcamaraderie. However, the authors noted

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1998 Annual Conference

Authors

Sudhir Mehta

. Page 3.163.1 The second section describes the results of a nation-wide survey on large class offeringsin engineering education. The third section describes cooperative learning strategies that wereused inside or outside of a classroom. The results and conclusions are given in the fourth andfifth sections, respectively. II. LARGE CLASS OFFERINGS IN ENGINEERING EDUCATION A nation-wide survey was conducted to determine the prevalence of large classofferings in engineering education. The survey polled the American Society for EngineeringEducation (ASEE) campus representatives to determine large engineering class offerings ontheir respective campuses. Campus representatives from seventy institutions responded to thesurvey

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1998 Annual Conference

Authors

Dongmei Gui; Jens Jorgensen; Joseph A. Heim

collaborative model to adequately respond tothe challenges of business, so must we as educators find fitting means to address the needs of ourcustomers and absorb the expanding knowledge created by our various disciplines.Traditional mechanisms such as workshops and conferences have served well when we had thetime and resources to meet and exchange information. But today we find less time to attendappropriate meetings, and our conferences, workshops and forum are more internationallydistributed as engineering education becomes a competitive goal for many newly industrializedeconomies. One result is that faculty have even less chance of participating as the costs and timecommitment increase and the participants are scattered globally across many

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1998 Annual Conference

Authors

M. A. Mooney; K. K. Muraleetharan; H. Gruenwald; B. E. Vieux; Randall L. Kolar

field of studyWe are aware of other university s efforts in engineering educational reform, such as Drexel s E4Program which introduces design in the freshman year, and RPI s efforts with virtual labs6,24,30.Other institutions, and even our own department, have implemented/experimented withtechnology-based education, active learning, and collaborative learning. However, we are notaware of any effort, existing or proposed, that integrates all four reform themes listed abovethroughout the undergraduate engineering curriculum. Page 3.349.2THE PLAN1) Sooner CityMany organizations, ABET (Accreditation Board for Engineering Technologies) included

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1998 Annual Conference

Authors

Steven Youra

Session 3461 Integrating Communications into Engineering Courses: Dimensions of a New Paradigm Steven Youra Cornell UniversityEngineering students must develop the ability to communicate effectively. To address this need,a growing number of engineering programs are integrating communications into technicalcoursework. Writing and other forms of presentation can be central to engineering education forboth pragmatic and conceptual reasons: (1) The ability to communicate effectively is crucial tothe success of engineering projects and careers

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1998 Annual Conference

Authors

Robert E. Zulinski; Jon A. Soper; Dennis O. Wiitanen; David Stone; Allan R. Hambley; Martha E. Sloan; Noel Schulz

communication-systems course sequence to create aninnovative senior-year experience. Our newly established Undergraduate CommunicationSystems Laboratory, sponsored by NSF, parallels the industry work setting of practicing wirelesssystem design engineers. In this paper, we describe the innovative aspects of this project.BackgroundEngineering education has been widely criticized for turning out graduates who are poorlyprepared to enter industry. ABET has called for more design content in engineering curricula. 1ASEE has made extensive recommendations for curricular improvements. 2 Among other actionitems, the ASEE report, Engineering Education for a Changing World, calls for acceleratedcurricular change to incorporate team skills, collaborative learning

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1998 Annual Conference

Authors

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

from faculty, administrators, and alumni togive undergraduates more opportunities in speaking and writing.2 In EDC, while students learna user-centered process of design, they simultaneously learn an audience-centered process ofcommunication. They learn not only that good communication leads to more effectiveengineering but also that an engineering education can help them become more effectivecommunicators. This is often a surprising notion to students pursuing math and science—andwho sometimes assume that engineers can’t write, or won’t have to.EDC owes part of its development to the national resurgence of interest in design3-6 and drawson the strengths of innovative freshman and sophomore design courses from other institutions,such as Clive

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1998 Annual Conference

Authors

Russell G. Bly; Ph.D., Paul E. Givens; Anita L. Callahan

of studies comparing the performance of students and faculty in graduateengineering courses.The state of Florida currently supports a collaborative initiative among the colleges ofengineering to provide graduate engineering education to engineers throughout the state.The University of South Florida offers masters degrees in six disciplines (Civil andEnvironmental, Chemical, Computer Science and Engineering, Electrical, Industrial andManagement Systems, and Mechanical). This is FEEDS (Florida Engineering EducationDelivery System) and since its inception at USF, over 575 degrees have been awarded todistance education students at the University of South Florida. Three-hundred-seventy-five of these degrees have been awarded by the Department of