technologies. Thispaper discusses the authors’ experiences in identifying and understanding the deficiencies andtheir work to address these deficiencies in the required freshman Introductions to Engineeringcourse. This course has many components, including software and tablet PC use, and these Page 25.1265.3components make it ideal for addressing the technical literacy of the students.2. Background InformationGumport and Chun give three general areas of higher education that are potentially impacted bytechnology: the nature of knowledge, the process of teaching and learning, and the socialorganization of teaching and learning. 1 They accurately point
both. Increasingly, debates around quality and adherence todifferent development goals, economies, and technology widely-accepted standards serve to create a consensus aroundenvironments all lead to and indicate different purposes for how much theory and how much practice is needed in theeducation. Some nations built their engineering training engineering curriculum. Accreditation efforts and increasedsystems to serve a more vocational/technical focus, while connectivity between training programs reflect broader pushesothers focus on practical, R&D preparation, and still others for more national education standards in general and coherencefocus on scientific training of advanced
including serving as General Co-Chair of the 2006 Frontiers in Educa- tion (FIE) Conference, on the FIE Steering Committee, and as President of the IEEE Education Society for 2009-2010. She is an Associate Editor of the IEEE Transactions on Education. She and her coauthors were awarded the 2011 Wickenden Award for the best paper in the Journal of Engineering Education. In Spring 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China teaching and doing research.Prof. Yongming Tang, Southeast University Prof. Tang has get the bachler, master and Ph.D degree from Southeast University in Nanjing, China. Now he is the deputy dean of School of Electronic Science and Engineering, who is in charge of the
). This steptook 10 minutes at each of the 3 institutions.Ideation Session 1: Students generated and recorded their ideas for 20 minutes without using aformal ideation method; this was repeated at the 3 institutions.TRIZ Training Intervention: A common TRIZ PowerPoint presentation lecture was given to theTRIZ intervention groups (not to the control groups). Students received a list of TRIZ principlesand the Contradiction Matrix handouts; this was repeated at the 3 institutions.Ideation Session 2: Students were asked to generate and record ideas for 50 minutes (UTEP) or20 minutes (UMD and Penn State) following the TRIZ method while the control group wasasked to generate ideas without following a formal ideation method.Ideation Homework: Students
the modeling, analysis and manufacturing of four working Formula-1 type racecar. Dr. Jensen has also conducted research in Engineering Design and Modeling found in the specific areas of Computer Aided Geometric Design, Parametric CAx Modeling, and Multi-discipline CAD-centric Design Optimization. He is currently involved in the development next generation CAx tools, curvature matched machining methods, parametrics and customization of CAx tools for industries like Boeing, GM, Pratt & Whitney, ATK, Ford, Belcan, etc.Mr. Barry McPherson, The Boeing CompanyJames Fehr, The Boeing Company James Fehr is currently the Learning, Training and Development (LTD) Senior Manager responsible for Engineering Learning
V1−V2 L (1) dx= × V1+V2 2The experimental apparatus is general purpose in nature, with suitable adjustments it can beadapted as a component in various projects. The sensitivity and calibration of the experimentalapparatus is dependent on the distance y of the reflective film and the angle θ of the laserbeam, as shown in Figure 1. Apart from the experimental apparatus, we implemented our ownsignal conditioning electronics, a LabJack5 model U3 data acquisition module was used, and alaptop and a netbook computer each served as the host.The topics presented in this paper can be used in the classroom as well as with
Wintersgill, M. “The Andes Physics Tutoring System: Lessons Learned.” International Journal of Artificial Intelligence in Education, 15(3), pp. 147-204, 2005. Page 25.977.10 Figure 1. Knowledge object from a fully automated manufacturing course. The virtual realitywindow on the right contains the virtual instructor and interactive lab. The lecture window in the center is running an Adobe Flash animated slide. The speech window at the bottom contains a text version of the virtual tutor’s computer generated speech. The outline window on the left contains a hierarchical clickable tree of the lecture’s knowledge objects
mechanical systems and has conducted research in stability of drivetrains, in- cluding universal joints. His current work relates to modal analysis, stability of drivetrains, finite element analysis, and computer aided engineering. He is an active member of ASEE, SAE, and SEM.Prof. Raghu Echempati, Kettering University Raghu Echempati is in the Department of Mechanical Engineering at Kettering University. He has several years of teaching, research, and consulting experience. He is an active member of ASEE, ASME, and SAE. He has more than 100 technical paper publications in journals and conference proceedings of repute. He has chaired several sessions at national and international conferences and delivered numerous invited
, inBoolean Algebra, one plus one is not two. It is shown to be 1 + 1 = 1. In fact, Boolean variablesand constants may only have one of two possible values, either one or zero2.Similarly, a circuit in a digital system can be in one of two states, HIGH or LOW. Thiscorresponds with the idea that computers operate in 1s and 0s, with 1 being HIGH and 0 beingLOW. Digital logic students will often begin the study of circuits by learning two logic gates, theAND gate and OR gate. The AND gate can take multiple inputs, and will go HIGH when all ofits inputs are HIGH , and be LOW the rest of the time. The OR gate will go HIGH when any ofits inputs are high and LOW if and only if all of its inputs are LOW.In Boolean Algebra, OR is represented by '+' and AND is
categories of entities who ‘needs’ the CBDM functionality. Moreover,industrial needs and educational needs are, in general, intricately bound. Industry will useCBDM technology to produce raw goods and services. Obviously, industry depends oneducational entities for the following: (1) to educate students on the basic principles andfoundations of CBDM systems in order to accomplish their economic goals and (2) to conductcutting-edge research and development on the underlying details of CBDM systems. Hence, theeducational and industrial entities are intricately bound.3.1 An Integrated Design and Manufacture Infrastructure for CBDMAs a first step toward realizing our goals and vision of CBDM, a corresponding architectureneeds to be developed. Over the
the need for effective tools that will enable multi-universitiesto effectively schedule those distributed group projects. This paper presents a Web-based toolthat was developed in the context of a globally distributed software engineering course. TheWeb-based software enables instructors from multi-universities to view instructors’ informationand schedule projects throughout the year. The authors of the paper discuss the challenges increating multi-university projects, as well as present the main features of the software and anexample of how it is being used to create globally distributed software projects.1. IntroductionTeaching students how to work in globally distributed teams is difficult. But figuring out how toschedule the various
largerstroke groups based on the distance and elapsed time between the strokes. Then, in the last stageof our classification algorithm, we correct intra-grouping classification errors. Page 25.243.2Figure 1: A typical handwritten statics solution comprising equations (green strokes), free bodydiagrams (cyan strokes), and cross-outs (black strokes).A number of techniques have been developed to classify strokes. Peterson et al.3, Patel et al. 4,and Bhat et al. 5 each use a feature-based technique to classify pen strokes. They all characterizeeach pen stroke using several features. Patel et al. used a set of features describing the temporaland spatial
this context, we use self-explanation as a means to developmetaskills.Chi et al.1 made comparisons between two groups of students: “poor” and “good”performing students. These students were asked to generate self-explanation after studyingworked out example problems. The results of this study demonstrated that students whoperform poorly are typically unable to generate sufficient self-explanation of the worked outexample problems.Steif et al.4 present and evaluate a strategy for teaching statics concepts which focuses onstudent’s conceptual knowledge. During instruction, students are given example free body Page 25.246.3diagrams and asked whether they
with the CAD tool and also in providing reference material. Page 25.1281.4 Figure 1: Schematic from tutorialOur choice to use Xilinx ISE CAD software was made based on convenience, as we have priorexperience and that it is already installed on college computers. We specifically chose XilinxISE 10.1 as the 32 bit version includes the graphical tool shown in Figure 2 that generates thetest bench files needed to perform simulation. In using the tool, input values are assigned simplyby pointing at the corresponding waveform and then clicking the mouse. Unfortunately, thisfeature is absent in the 64 bit version as
.1–11 Additionally,these applications, whether using real world signals, systems, or both, provide immediate rele-vance for what students may otherwise view as just more theory. Our students are quick to tell usthat what they view as “theory for theory’s sake” does not hold much interest for them.Real-time digital signal processors, for example the popular C6x series from Texas Instruments,can easily generate algorithm-based signals and system implementations of devices such as filters,transmitters, receivers, and so forth,6, 12–15 but there is another category of interesting signals thatinstead need to be recorded prior to a demonstration. The recording of audible signals has becomeall but trivial using a modern a computer (with a built in
using RAM to store the truth table for the desiredfunction to be generated. This approach essentially makes each individual minterm of thefunction being implemented a separate implicant of the function, as indicated in Figure 3. 38 decoder CD 7 y 00 01 11 10 C 2 6 0 0 0 1 0 D 0 G 7/0 5 4 f(C,D,y) = Σm (1,3,6,7) y 1 1 1 1
AC 2012-5224: TEACHING-TO-LEARN SESSIONS TO ACHIEVE SUB-JECT RELEVANCE IN AN INTRODUCTION TO BIOMEDICAL ENGI-NEERING COURSEDr. Steve Warren, Kansas State University Steve Warren received a B.S. and M.S. in electrical engineering from Kansas State University in 1989 and 1991, respectively, followed by a Ph.D. in electrical engineering from the University of Texas, Austin, in 1994. Warren is an Associate Professor in the Department of Electrical & Computer Engineering at Kansas State University. Prior to joining KSU in Aug. 1999, Warren was a Principal Member of the technical staff at Sandia National Laboratories in Albuquerque, N.M. He directs the KSU Medical Com- ponent Design Laboratory, a facility partially
problems of randomly selected topologies and element values that aresuitable for use in courses on elementary linear circuit analysis. The circuit generationalgorithms are discussed in detail, including the criteria that define an “acceptable” circuit of thetype typically used for this purpose. The operation of the working prototype is illustrated,showing automated problem generation, node and mesh analysis, and combination of series andparallel elements. Various graphical features are available to support student understanding, andan interactive exercise in identifying series and parallel elements is provided. When fullydeveloped this engine will be incorporated into a tutorial system designed to supplementconventional instructional approaches.1
as the Technical Evangelist for the USA west coast area.Manuel Abraham Robles, University of Arizona Page 25.239.1 c American Society for Engineering Education, 2012 Attitude Control for Optimal Generation of Energy From Multiple Energy Sources Abstract This paper presents the design of algorithms and a low-cost experimental setup for a grad- uate course on hybrid control systems offered to non-electrical engineering majors. The pur- pose of the developed hands-on educational kit is two-fold
need for, and an ability to engage in life-long learning 10. a knowledge of contemporary issues 11. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice5.These, of course, correspond to ABET general criterion 3 outcomes a – k5. Students respondedusing a 5 point Likert scale, with 5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, and 1= Strongly Disagree.The second part of the survey addressed how different components contributed to interest in andunderstanding of the course material. Again, a 5 point Likert scale was used, with 5 = VeryHigh, 4 = High, 3 = Moderate, 2 = Low, and 1 = Very Low.How well did each of these elements contribute to your INTEREST in the course
; humanizing of meaning; collections and hobbies; revolt and idealism; context change Philosophic Drive for generality; processes; lure of certainty; general schemes (theoretic use of and anomalies; flexibility of theory; search for authority and truth language) Ironic Limits of theory; reflexivity and identity; coalescence; (reflexive use of particularity; radical epistemic doubt language)Table 1: The five phases of understanding and the cognitive tools upon which IE is based.Adapted from [7 and 8].In addition to narrative, Talk to Me uses the cognitive tools and features of mythic and romanticphases of understanding—the phases most relevant to middle school learners
interaction is more collaborative than cooperative, but a higher degree of learning, is reached. Work with the teacher is stressed, as well as the extent of feedback from evaluations.Participation and collaborative learning are the keys of the model: participation is present inall activities carried out by the student. It is extremely importance to determine the value oflabor from each of these activities. The interaction takes the form of the extent ofcollaboration and cooperation generated by the communication process.Motivation is the engine that drives teachers and students to participate actively adding valueto the resources used and developed. It covers the following aspects: (1) the teachermotivation influences the student
Engineering and Technology Education for the creation and dissemination of EPICS. Jamieson is a member of the American Academy of Arts & Sciences and the U.S. NAE and a Fellow of ASEE and IEEE. Page 25.1233.1 c American Society for Engineering Education, 2012 Taking Stock: Progress toward Educating the Next Generation of EngineersAbstractAt the 2011 ASEE Conference in Vancouver BC, Purdue sponsored two sessions focused onprogress toward achieving the aim of adapting engineering education to the new realities of the21st Century world. Before the conference, a
design. Further, during information-gathering, femalestudents were more likely to desire information about users and surroundings while malestudents were more likely to desire information about budget and costs. In a more recent study,female students exhibited a client-centered focus during a short design activity, while malestudents were more likely to discuss technical limitations and provide evaluations15. Thesefindings suggest possible differences in the way engineering students frame design problems andsuggest that male and female students may identify different solutions to similar problems. Wefound no studies, however, that directly investigated gender differences during idea generation
of the final project reports from the SignalProcessing Module (see below). Lecture 13 provided an introduction to the importanceof ethical and cultural issues in engineering in general, and the specific issues introducedby technological innovation. The IEEE code of ethics14 was used as the ethicalframework for this discussion. This was followed two weeks later (Lecture 15) with abrainstorming session during which students were divided into groups and asked to listthe great engineering achievements that they expected to see in the next 100 years. Thiswas followed by a discussion of the ethical and cultural challenges that such Page
to choose to study engineering. The researchquestion this study addresses was: What are the influences on the lived experiences of low-SESfirst-generation students who pursue engineering study?This study used a phenomenological inquiry approach, purposive criterion sampling, anddescriptive and topical coding. Interviews were semi-structured, and consisted of open-endedquestions. Transcripts were coded to identify general and unique themes that resulted in fourassertions. These low-SES first-generation students were influenced to pursue engineering studyby 1) elements of engineering experienced in informal learning settings; 2) their self-identifiedattributes and interests and their advanced skills; 3) their understanding of the image of the
developed as part of a multidisciplinaryundergraduate certificate in power and energy. The course was designed to address the policy,economic, and societal issues of energy, in order to complement the more technical coursesrequired as part of the undergraduate certificate. In order to minimize any additional credit hoursrequired of students pursuing the certificate, the course was also designed to fit within theUniversity’s new General Education requirements as a “Global Dynamics” course. The course isalso well suited to cover the broader “impacts” of engineering as required by ABET. The paperalso overviews class structure and teaching method to promote active student inquiry into thematerial. I. IntroductionIn Fall 2010, the University of
Simon’s “problem space”12). Some ideas in this space are easy tofind because they are obvious, or they have been seen before in existing products. Other, lessobvious ideas require more effort to identify. Ideally, this search for less obvious ideas wouldentail visiting all feasible ideas in the design space. The resulting set of design solutions is betterinformed by understanding all possibilities.Novice and experienced designers often struggle with divergent thinking13. Sometimes,limitations in technology or technical expertise make it difficult to generate multiple differentsolutions to a design problem. Often, novices struggle to think of solutions that differ fromexisting products or examples. Attempts at diverging from these solutions either
AC 2012-4138: TEACHING PYTHAGORAS’S THEOREM USING SOFT-WAREDr. Bert Pariser, Technical Career Institutes Bert Pariser is a faculty member in the Electronic Engineering Technology and Computer Science Tech- nology departments at Technical Career Institutes. His primary responsibility is developing curriculum and teaching methodology for physics, thermodynamics, electromagnetic field theory, computers, and databases. Pariser has prepared grant proposals to the National Science Foundation, which produced the funding for a Fiber Optics Laboratory. He served as Faculty Advisor to the IEEE and Tau Alpha Pi National Honor Society. Pariser was instrumental in merging Tau Alpha Pi National Honor Society into the ASEE. In
assessment ofthe student’s performance in the areas of Technical Accuracy and Completeness,Organization and Development of the presentation material, Neatness andProfessionalism, and use of Visual Aids and Presentation skills. These areas are rated bythe panel on a scale of 1 to 5, 5 being the highest level of performance. The results of thefour-member panel are given below: Table 2: Industry Panel Scores Average Score out of 5 Technical Accuracy and 3.9 Completeness Organization and Development 4.4 Neatness and Professionalism 4.6 Visual Aids and Presentation skills