Collection

1998 Annual Conference

Authors

Naseem Ishaq; Salahuddin Qazi

used in updating courses and labs in fiberoptics, optical communications and data communications and networking. A new topic on$Industrial applications of optical fiber # was introduced as a part of a graduate course on specialtopics on advanced technology. Involvement of students in research and spin-off undergraduateprojects also resulted in these research projects.2. Feature Extraction From Digitized Retinal ImagesThis research was sponsored by the State University of New York graduate initiative grant program.It involved interdisciplinary work between the departments of computer science and electricalengineering technology, and a graduate student was hired to help conduct research. Cooperationwith a local small business ( PAR Inc.of New

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1998 Annual Conference

Authors

Albert Lozano-Nieto

that have been traditionally forgotten by academia but will have a high impact in the students professional careers, such as regulatory issues, aspects of technical writing, ethics, and interactions with other professionals among others (Elder et al. 1996).At the end of the Guest Lecture Program the students at the Wilkes-Barre Campus were asked toanonymously respond to a survey regarding the program and the videoconferencing media thatwas used to transmit the lectures with their responses analyzed in this paper.RESULTSAll the students indicated a preference for the lectures that had a high technical content andconcentrated in medical equipment rather than the lectures that focused on interpersonal

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1998 Annual Conference

Authors

Lance Schachterle

impact of engineering solutions in a global/societal context; (i) a recognition of the need for and an ability to engage in life-long learning; Q) a knowledge of contemporary issues; and (k) an ability to use the techniques, skills and modern engineering tools necessary for engineering practice. ” Many of the criteria in the second half of this list exemplify desirable student performance outcomesthat are frequently associated with study in the humanities and social sciences. (It is wol~h noting that theH/SS-related outcomes are couched not in terms of “ability” but in distinctly vaguer terms, perhapsacknowledging greater difficulties in assessing non-technical outcomes--solving calculus problems vs.ethical

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1998 Annual Conference

Authors

M. Wayne Hall; Marilyn Barger, Hillsborough Community College

AC 1998-543: Sustainability in Environmental Engineering EducationM. Wayne Hall,Marilyn Barger, Hillsborough Community College Page 3.524.1© American Society for Engineering Education, 1998 Session 3551 Sustainability in Environmental Engineering Education Marilyn Barger, M. Wayne Hall Civil and Environmental Engineering FAMU-FSU College of EngineeringABSTRACT More than a decade has passed since the Brundtland Commission report, Our CommonFuture, and six years since Agenda 21 and the Rio Declaration on Environment andDevelopment

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1998 Annual Conference

Authors

Jay S. DeNatale; Gregg L. Fiegel

-to-face communication is fostered by inviting the professionalcommunity to participate in the instruction of the students. Approximately 10% of the lectures ineach geotechnical course are delivered by highly respected practitioners. Most of these seminarsare case-study type presentations that emphasize the application of analysis and designprocedures that have been introduced in earlier traditional lecture-type presentations.On occasion, practitioners are invited to prepare a realistic design exercise for the students tocomplete as a homework problem. Normally, these exercises are a limited-scope version of arecent project from the visitor's own practice. In one instance, the students enrolled in the SlopeStability course (CE 585) were

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1998 Annual Conference

Authors

Jule Dee Scarborough

delivery to include such content. The approach engages students and student teams in innovative activities using both traditionaland authentic assessment strategies, including portfolio development. The second approach,however, seems to have several advantages over the first one. It builds students knowledge andskills on project management, teaming, and design over time, and they develop individualportfolios. Students also work with an interdisciplinary faculty team throughout the three-courseproject management sequence and then again in the senior design capstone course. Not only willthey work with students from other disciplines, but multi-tasking will be required as well. TheIT feels that this is one of their next steps to continuous

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1998 Annual Conference

Authors

Robert Martinazzi

and efficiency of the team’s operating processes, lies both“participation” and “collaboration”. While a fine line delineates these two distinct terms, aninseparable connection exists between the two words. Students must thoroughly understand thisrelationship and how each term applies to the other. One could easily argue that collaboration isnot possible without participation and that participation leads to collaboration. In short,summarizing the connection between the two terms, every individual has to be a proactivemember of the team exercising initiative and accepting responsibility for their individualcontributions to the success of the SLT.Participation or the willing and deliberate engagement in the SLT’s “work” is essential to takefull

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1998 Annual Conference

Authors

Gary D. Keller; Fred Begay; Antonio A. Garcia; Albert L. McHenry

challenging goals in higher education: increasing the number of African American,American Indian, and Hispanic bachelor degrees in science, mathematics, engineering, andtechnology. This alliance, known as the Western Alliance to Expand Student Opportunities(WAESO), has relied heavily on engaging students in academic and research activities outsidethe classroom involving science and engineering faculty and student peers in order to improveretention and increase graduation rates of underrepresented students. Over the past six years we have had 4,251 student participations within our alliance activitieswhich include: (1) peer study groups; (2) summer bridge programs; (3) faculty-directedundergraduate students research; and (4) graduate preparation

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1998 Annual Conference

Authors

Randall L. Ness; Carl A. Erikson

- The students make up a supportive learning community. One student writes about the first project in the course. This project was a scale madewith edible components such as lasagne noodles, candy, vegetables, etc. “Although this lab did give me additional information about such principles as torque, the majority of mylearning involved becoming familiar with the engineering process and toning my group work skills. We initiallycame up with an idea which seemed almost fail proof, and yet when we tried it, sure enough it was ineffective. Mygroup had to continually adjust our thinking and our prototype as we tested and failed numerous times. Throughoutthis process, the three of us had to learn to work together. It was absolutely

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1998 Annual Conference

Authors

Sara McComb; Robert Kiesow; Eric Mulkay; Douglas Boyd; James D. Jones; William Oakes

activity doesn't go well, students may get discouraged. It is important toremind them of the positive impact that they are having on campus. Also, the advisor can helpguide the chapter by serving as a sounding board for potential ideas the leadership is considering.Finally, the advisor must know when to step in and assist the leadership and when to step backand let the leadership struggle on its own.Conclusions and Recommendations This paper has been a retrospective of the experiences and lessons learned during the firstfive years as a student chapter of ASEE at Purdue University. The three most important lessonslearned by the chapter involve organization, communication, and funding. Effective delegationof responsibility and authority has

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1998 Annual Conference

Authors

Donald J. Winiecki

potential impact. Thistechnique is called “emoting” and is accomplished by embedding posture or attitudinalinformation in a message (Turkle, 1995). For example, to display embarrassment, and achildhood innocence, a message sender might write: Gosh...To display an almost fanatical devotion to an idea being discussed, the researcher once typed thefollowing message: Long live B. F. Skinner!To exhibit approval for a student’s effort, but also to encourage him to press on despite persistentdifficulties, the researcher once wrote: use the force, Aaron.Interestingly, the technique of “emoting” was spontaneously adopted by several of theresearcher’s students in their own messaging. Through telephone interviews with these students

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1998 Annual Conference

Authors

Andrew S. Crawford

Page 3.390.1discussed.ASEE Paper #2632 Page 1, 04/06/98 II. THE MODEL FOR LEADERSHIP EDUCATION AT MICHIGANA. MLI Organization and Task Force The importance of helping students become effective leaders and active citizens isdemonstrated throughout the University of Michigan community. The University’s missionstatement explicitly references “developing leaders and citizens who will challenge the present andenrich the future”.iii As is evident in the mission statement and throughout the work of theinstitution, the University values the importance not only of providing leadership and developingactive and engaged citizens, but also of excelling as we strive to make our mark on the world. The Michigan Leadership Initiative

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1998 Annual Conference

Authors

Robert A. Hall; Mark W. McK. Bannatyne

output and take account of the qualitative composition of secondary school graduates, their general education foundation, academic achievement, proportion of sexes, and so on (p. 39).However, while problems associated with Russia's infrastructure are at best exasperating, most ofthe problem associated with changing the educational philosophies within Russian schools can beattributed to the difference of opinions between students and their instructors in regards to theirindividual view of the social revolution which has gripped Russia. As Kitaev (1993b) explained: Middle-aged and older teachers and parent communities in general are reluctant to change their behavior and

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1998 Annual Conference

Authors

Sherra E. Kerns; Robert T. Nash; David V. Kerns

experience needed byyoung engineers to cope with management responsibilities in technical enterprises.MT 230. Technology and Human Values. Provides the understanding necessary to engage indiscussions and participate in decisions about the uses of technology by society. To achieve thisrequires an examination of moral problems arising out of the impact of technology on man.Readings and class discussions of important works in ethics and political philosophy are undertakenalong with readings and case studies of the impact of technology on the individual and on society.Prerequisite: junior standing or above.MT 231. Principles and Management of Technological Innovation. Principles of technologicalinnovation presented and examined through case studies. 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

to teach and the courage to try new ideas that I believecan improve the classroom environment and help students learn better. But even more importantthan the specific techniques that were presented, EESP made all the participants aware of thevast resources available for us to continue learning about the field of learning and teaching. Themost important idea I left the conference with was expressed by one of the assistant professorswho shared her perspectives on the early years of a career in academia: be yourself, and be trueto yourself. Engaging Students in Lecture—20-minute lecture blocks and in-class problem solving Amelia Regan, Assistant Professor Department of Civil Engineering, University

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1998 Annual Conference

Authors

Robert K. Tener; Vincent Drnevich

Page 3.433.1 and superb technical capabilities, but following industry’s lead, those colleges must educate their students to work as part of teams, communicate well, and understand the economic, social, environmental and international context of their professional activities. In today’s world and in the future, engineering education programs must not only teach the fundamentals of engineering theory, experimentation and practice, but [also] be RELEVANT, ATTRACTIVE and CONNECTED: • RELEVANT to the lives and careers of students, preparing them for a broad range of careers, as well as for lifelong learning involving both formal programs and hands-on experience; • ATTRACTIVE so that the

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1998 Annual Conference

Authors

Arthur B. Sacks

introductions to the humanities-at either liberal arts or technicalinstitutions-focus on human systems solely, ignoring the biosphere (Nature) except as it has beenviewed in purely cultural contexts. As the first humanities course for prospective engineers,applied scientists and economists-professions which are engaged in transforming the face of theEarth-the LAIS faculty deemed it especially important that NHV be consciously organized tofocus on human interactions with environmental systems, to explore the ways the naturalenvironment influences and shapes human society, the impacts humans have upon theenvironment, and the feedback of these human-induced impacts on society. In this, we concurwith our Colorado State University colleague, environmental

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1998 Annual Conference

Authors

Francis D. McVey; James D. Lang

engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding 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 Page 3.335.1 global and societal context (i) a recognition of the need for, and

Collection

1998 Annual Conference

Authors

Peter A. Koen; Pankaj Kohli

15. Effective oral communication. 16. Effective writing skills.8. Broad education necessary 17. Appreciation and understanding of history, world affairs and cultures.to understand the impact of 18. Able to function in a multicultural and diverse work environment.engineering solutions in a Breath of engineering sciences (repeat of item 3).global and societal context.9. Recognition of the need for 19. Motivation and capability to acquire and apply new technologies.an ability to engage in life-longlearning.10. Knowledge of Appreciation and understanding of history, world affairs and cultures (repeat ofcontemporary issues. item 17).11. Ability to

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1998 Annual Conference

Authors

Melvin Cherno

experiences of theDivision of Technology, Culture, and Communication at the University of Virginia. I The new criteria for accrediting programs in engineering in the United States, announcedas "Engineering Criteria 2000" by the Accreditation Board for Engineering and Technology,demand that graduates have a wide range of abilities and understandings, about half of which arebased on knowledge transmitted by the humanities and social sciences; among these are "anunderstanding of professional and ethical responsibility," "an ability to communicateeffectively," "the broad education necessary to understand the impact of engineering solutions ina global and societal context," and "a knowledge of

Collection

1998 Annual Conference

Authors

Melvin Cherno

experiences of theDivision of Technology, Culture, and Communication at the University of Virginia. I The new criteria for accrediting programs in engineering in the United States, announcedas "Engineering Criteria 2000" by the Accreditation Board for Engineering and Technology,demand that graduates have a wide range of abilities and understandings, about half of which arebased on knowledge transmitted by the humanities and social sciences; among these are "anunderstanding of professional and ethical responsibility," "an ability to communicateeffectively," "the broad education necessary to understand the impact of engineering solutions ina global and societal context," and "a knowledge of

Collection

1998 Annual Conference

Authors

Melissa S. Goldsipe; Martha J.M. Wells; Harsha N. Mookherjee; Dennis B. George; Arthur C. Goldsipe

required tohelp complete a task or reassign it to another team member if someone had difficultyaccomplishing it on time. Student project managers gained an intense understanding andappreciation for the different roles within their teams.Understanding the Impacts: Societal ConsiderationsThe teams’ sociologists found most of their demographic information from the U.S. CensusBureau’s web site13 or the Bureau’s Topologically Integrated Geographic Encoding andReferencing (TIGER) files, available on CD-ROM 14. The most meaningful information,however, was collected by talking with representatives from the affected community. During thesite tour, influential Chattanooga Creek residents described struggles to inform the communityabout remediation efforts

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1998 Annual Conference

Authors

Carol Fulton; Barbara L. Licklider

invites faculty to consider learning as thefoundation upon which to frame practice. This opportunity to pause and think deeply aboutlearning moves teaching beyond technique. Whereas traditional development practices offerfaculty tips and strategies, the opportunity to critically reflect on practice and develop their ownbeliefs about learners, learning, and content engages faculty in “the scholarship of teaching”.A second and overlapping factor contributing to the impact of Project LEA/RN has been itssuccess in building community around a common purpose. In a sense, Project LEA/RN hasserved as a catalyst for a collective identity. Prior to getting involved, many faculty had beensearching for new ways to engage students in learning. Some had been

Collection

1998 Annual Conference

Authors

Robert Heidersbach; David Gibbs; Daniel Walsh; Alan Demmons

possess 1) an ability to apply knowledge ofmathematics, science and engineering, 2) an ability to design and conduct experiments as well as to analyze andinterpret data, 3) an ability to design a system, component or process to meet desired needs, 4) an ability to functionin multidisciplinary teams, 5) an ability to identify, formulate and solve engineering problems, 6) an understanding ofprofessional and ethical responsibility, 7) an ability to communicate effectively, 8) the broad education necessary tounderstand the impact of engineering solutions in a global/societal context, 9) a recognition of the need for and anability to engage in life long learning, 10) a knowledge of contemporary issues, and 11) an ability to use thetechniques, skills

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1998 Annual Conference

Authors

Steven H. VanderLeest; Edward G. Nielsen

students to rate thevalue of 54 different academic topics, such as history, geography, verbal communication skills,and aesthetics. For each topic the student was asked to rate the value of the topic on a scale of 1to 5, where 1 was “highly valuable” and 5 was “of little value”. They made this evaluation forbefore and after the course, estimating the change in their own attitudes toward the subject.Our students were probably representative of most engineering students, in that they rated anumber of non-technical subjects with relatively little value. The lowest five topics (least valuedfirst) as rated for “before the course” were: • Philosophy (3.8) • Language arts (3.2) • Art (3.2) • Sociology (3.1) • History (2.9

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1998 Annual Conference

Authors

Daniel Walsh; David Gibbs; Alan Demmons

Improve communications skillsAn ancillary goal of the effort is to provide teaching and mentoring opportunities for upper-class engineers andgraduate students.The course is presented in a modular fashion, involving teams of faculty and student assistants who present materialto the students, and subsequently engage them in laboratory study and open-ended problem solving experiences. Wedesigned this course to pander to the “tinkerer” in all humans. A mapping of human features rendered in proportionto the extent of their coverage on the cerebral cortex provides an interesting figure called the homunculus. Thisfigure has a tiny body with huge face and hands. It provides an explanation not simply for the value of laboratorybased instruction but also

Collection

1998 Annual Conference

Authors

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

. Awareof the innovations and research into engineering education occurring at such places as Drexel,Harvey Mudd, and Rose Hulman, we knew that we could achieve a standard of excellence thatwould prepare our students to be leaders in the 21st century.III. What We Changed: Content and Educational GoalsMercer University’s School of Engineering was already doing a number of things right. We hada strong common core that fostered better communication among engineering disciplines. Wehad integrated design experiences beginning in the freshman year and culminating in aninterdisciplinary senior design project involving almost a full year of realistic engineeringteamwork. We had a strong emphasis on technical communication and on team projectrequirements

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1998 Annual Conference

Authors

Sanjiv Sarin

analyze and interpret data, (c) an ability to design a system, componentor process to meet desired needs, (d) an ability to function on multi-disciplinary teams, (e) anability to identify, formulate, and solve engineering problems, (f) an understanding ofprofessional and ethical responsibility, (g) an ability to communicate effectively, (h) the broadeducation necessary to understand the impact of engineering solutions in a global/societalcontext, (i) a recognition of the need for and an ability to engage in life-long learning, (j) aknowledge of contemporary issues, (k) an ability to use the techniques, skills and modernengineering tools necessary for engineering practice

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1998 Annual Conference

Authors

Louis L. Bucciarelli

traditional single-answer problems found in the textbook.Other student design projects engage students outside the regular curriculum: One group atHoward, working with industrial sponsors, designs a solar car intended to compete in an annual, Page 3.391.1national competition. Another, under the direction of Bob Efimba in Civil Engineering, designsand builds a steel bridge; they too compete with others at the national level. Two student teams atCCNY do interdisciplinary design projects at the capstone level under the direction of facultyfrom three different engineering departments.Still other ECSEL educational renovations make “hands-on” activity

Collection

1998 Annual Conference

Authors

J.R. Phillips

interpret data; 3) An ability to design a system, component, or process to meet desire needs; 4) An ability to function on multi-disciplinary teams; 5) An ability to identify, formulate, and solve engineering problems; 6) An understanding of professional and ethical responsibility; 7) An ability to communicate effectively; 8) The broad education necessary to understand the impact of engineering solutions in a global and societal context; 9) A recognition of the need for, and an ability to engage in, lifelong learning; 10) A knowledge of contemporary issues; 11) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice