Collection

2000 Annual Conference

Authors

Karim M. El-Dash

. In the developed construction management courses it is required to widen the perspectiveof the syllabus instead of concentrating on traditional areas such as planning, scheduling, costcontrol. It is required to extend the contents of the course to the understanding of the designphilosophy, engineering affairs, decision-making methods, and negotiation approaches. It isonly with these skills, the young engineers (as well as older engineers) could be able to face theneeds of interdisciplinary engineering needs.Teaching Communication Skills The objective of a Construction Management curriculum is to prepare staff with abilitiesto enhance and control production and marketing competence for future needs. In addition tostringent core courses

Collection

2000 Annual Conference

Authors

Jody A. Knoll; Jan T. Lugowski; Nancy L. Denton

the product suggested that the documentation project’s scope might be realisticfor completion within a one-semester three-credit course. The company was willing to workwithin the constraints of a standard semester timeframe. Course faculty agreed to undertake Page 5.285.1developing full design documentation for a cart-tipper as a student project integral to the seconddocumentation course. A sample cart-tipper, the hydraulic unit that tips and compresses garbagein a typical sanitation truck, was subsequently sent to Purdue University to confirm projectfeasibility and let course planning begin.II. MotivationThe Production Design and

Collection

2000 Annual Conference

Authors

Kenneth M. Bryden; Donald R. Flugrad

design objectives and constraints.2. The student should be able to implement various phases of the design process and use different tools and solution methods in each phase in the context of engineering design problems.3. The student should be able to use a wide variety of creative thinking methods and tools to develop unique, meaningful, and viable design options.4. The student should be able to incorporate analysis tools into the design process, choosing the correct tools for each aspect of the design process and each type of design.5. The student should be able to determine the best engineering design that satisfies all implicit and explicit constraints.6. The student should be able to schedule and plan engineering projects

Collection

2000 Annual Conference

Authors

Jeremy Koczenasz; Bradley Bashford; Anil Sawhney; Andre Mund

constructionprocesses. The key features of the ICMLS are: 1) the system uses the Internet as its launchingmedium, and 2) it utilizes multimedia databases, hypertext, 3-D modeling, and simulation to providestudents with an interesting and realistic view of the selected construction processes and constructionequipment. ICMLS uses an interactive and adaptive learning environment to train students in thearea dealing with the planning of construction processes and equipment. The system is process-oriented and mimics the challenges faced by a construction manager on a real life constructionproject. It allows students to apply their knowledge of construction materials and methods,estimating, scheduling, resource allocation and utilization, fleet size determination

Collection

2000 Annual Conference

Authors

Massoud S. Tavakoli

severalinterested industrial partners, a design environment called “Total Design Studio” has been set upat Kettering University. Here, all necessary tools for conducting a complete design cycle havebeen gathered under one roof. Access to CAD software and internet has been provided. A fewkey technologies, such as rapid prototyping and imaging systems, have been incorporated intothe studio as well. As phase one, a capstone design course has been given use of the facilities.The impact of the studio on the students’ design output has been qualitatively evaluated. Also,the advantages and the drawbacks of introducing high technology into undergraduateenvironment have been documented. As phase two, two alternative plans have been developed toexpand the design

Collection

2000 Annual Conference

Authors

Stephanie Blaisdell; Mona Moore; Marcela Castro; Mary Anderson-Rowland

designed to be particularly appealing to female andminority students. A case in point, one study found that young women planning careers inscience were drawn to them because of a desire to promote the well being of society [10].Although the ASU WISE Program spearheads the WI initiative, the program is the product of aunique collaboration of the ASU CEAS, ASU College of Education, six school districts, threecommunity colleges, and eight industry partners. At the heart of this collaboration are the Page 5.683.2engineering faculty members who are instrumental in the education of the teacher participants.Program DescriptionWISE Investments (WI) is an

Collection

2001 Annual Conference

Authors

Robert McLauchlan; Jennifer Crosby; Gary Weckman

Annual Conference & Exposition Copyright ©2001, American Society for Engineering Educationalso served to assess the effectiveness of the program. The assessment staff actively seeks theinvolvement of faculty and administration in the planning, creation, interpretation anddissemination of FC assessment processes and findings. TAMUK is working to implement thebest assessment and evaluation practices that can be adapted for classroom use. The informationshould serve to improve student learning with corrective feedback upon which they can improvetheir performance. The FC has maintained a comprehensive record of the history andperformance of all of its students. The A/E Center gathers this data. The basis for

Collection

2001 Annual Conference

Authors

Karen Batty; Joseph Clair Batty

courses and curricula that foster competencies, provides forcontextual learning, promotes lifelong learning, and promotes high standards of academiclearning and performance. Students acquire work experience related to their field of interest.School-to-Careers connects young people with supportive adults, mentors, and other role models.See Utah State University’s efforts to promote this model at www.usu.edu/stc. Activities for Lifelong Learning Practice ( 13-up) Preparation ( 11-12 up) Planning ( 9-10 up) Exploration (7-8 up

Collection

2001 Annual Conference

Authors

Paul Duesing; Kevin Schmaltz; Dan Goodrich; Pamela Schmaltz

, American Society for Engineering EducationSenior Projects Faculty Board to determine the team’s failure to design a control system.If that design review had also occurred in the fall, the team may have been able tocomplete the project on time, rather than during the summer after graduation. As a result,LSSU now has an increased emphasis on early design reviews and has implemented anextensive system of monitoring team progress. The major purpose for design reviews isto communicate proposed designs and plans, to solicit input on the designs and plans, andto finalize design issues. Two or three hour design reviews, attended by both faculty andrepresentatives of the sponsoring company, provide the teams with intense, useful inputinto the project. This

Collection

1998 Annual Conference

Authors

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

engineering students who have expressed a strong interest in pursuing teaching careers after graduation, and in some cases, also after a few years in industry or graduate school; and 3. similar interviews with nine recent engineering graduates who are currently working as K-12 teachers. The survey was administered to 288 engineering students, including 276 from City Collegeand twelve from other schools. The City College respondents were asked to complete thequestionnaire forms by students at the end of regular engineering classes. The questionnairescontained two questions about the student’s plans after graduation, with “Teach” as one of theoptions. Those who did not select this option were asked to answer five

Collection

1998 Annual Conference

Authors

Gulcin Cribb

librarians and the results wereintegrated into the overall marks for the subject.Towards the end of 1996, the Dean of Engineering who coordinates the subject, madefunds available to the Physical Sciences and Engineering Library to enhance theinformation skills component. This was a wonderful opportunity to explore use ofinteractive media. The funds were used to increase the hours of two part-time librariansand to pay a multimedia designer to create the webbooks. At the same time, plans wereunderway to establish a training room / electronic access facility with 16 Pentiumcomputers in the library.The reasons why we decided to move from print-based workbooks to the webbook were:• The Web provides flexibility as to where, when and how students learn and

Collection

1998 Annual Conference

Authors

Albert L. McHenry; Lakshmi Munukutla, Arizona State University

, infrastructure planning, academic scheduling and sharing institutional data. Thespecial collaboration extends to housing and academic/student support services as well. Theprimary focus of this paper is to illustrate the innovative educational partnership that existsbetween ASU East and CGCC and its benefits to students and the two institutions. Page 3.342.2BACKGROUNDASU East is a new campus of Arizona State University located in the city of Mesa, Arizona. It isat the former Williams Air Force Base in the southeast part of the Phoenix Metropolitan area,now know as the Williams Campus. The Williams Air Force Base conversion to a collegecampus has opened

Collection

1997 Annual Conference

Authors

Arnold F. Johnson

with job-related experience may already have extensive knowledge in various areas of their fields of study. This experience, in many cases, may be equivalent to what is being taught in some of the engineering courses or general education classes. Documentation of work experience through portfolio development may qualify students for an exemption from courses normally required to receive an engineering degree. At the end of the semester, the student and academic advisor will assess the contents of the portfolio and develop an individualized curriculum plan (ICP) based on the student’s demonstration of knowledge and experience in the field of engineering.Thomas Angelo5 points out that a number of

Collection

1997 Annual Conference

Authors

Mohammad M. Asoodeh; Carl W. Steidley

,permitting them to cross-train in tasks performed by other members of the team. This cross-training allows team members to alternate tasks during a work shift in order to minimizeboredom and improve productivity.We are developing a laboratory that will support four courses (2 Computer Science and 2Industrial Technology) that emphasize computer hardware, computer-controlled systems, andreal-time physical systems. It is planned that industrial technology and computer science courseswill be taught collaboratively. It is our plan to involve industrial technology students (ITstudents) and computer science students (CS students) in team projects in the laboratory.Moreover, we plan that CS students will serve as the system’s programmers as well as mentor

Collection

1999 Annual Conference

Authors

James Hanson

meeting. This schedulehas simplified recruitment efforts for ASCE membership of underclassmen. Attendance at themeetings has increased due to the convenience of the schedule. Interaction has increasedamong upper level students and the incoming students. The benefit of this interaction is muchbroader than a larger membership of the ASCE student chapter. Some of the most effectivelearning takes place among students alone. The upperclassmen have been impressed at thecaliber of the individual projects of CE Materials. Much interaction has taken place regardingthe planning of experimental test programs and the significance of the results.Departmental recruitment efforts have also been affected by the CE Materials experiments.Lawrence Technological

Collection

1999 Annual Conference

Authors

Phillip C. Wankat; Frank S. Oreovicz

should be able to plan a course--with confidence, choose appropriate teaching methods, present the material, develop rapport with the students, encourage the students to study the material and practice, test the students and assign final grades. Some understanding of the psychological principles of how people learn will enhance their future teaching as well as their own efforts to stay abreast of technology.3Once schools have learned how to satisfy ABET Criteria 2000 for the B.S. curriculum, it shouldnot be too difficult to extend this reform to the graduate courses. Graduate students aregenerally well mentored in research. It is in the third category, learning to teach, that the currentsystem of graduate

Collection

1999 Annual Conference

Authors

Prawit Rotsawatsuk; Anil Sawhney; Andre Mund

constructionprocesses and construction equipment. ICMLS uses an interactive and adaptive learningenvironment to train students in the area of planning of construction processes and equipment.The system is process-oriented and mimics the challenges faced by a construction manager on areal life construction project. It allows students to apply their knowledge of constructionmaterials and methods, estimating, scheduling, resource allocation and utilization, fleet size Page 4.239.2determination, productivity and cost calculations, and decision making in relation to constructionprocesses. The internal structure of ICMLS is shown in Figure 1. Internally, the

Collection

1999 Annual Conference

Authors

Jeffrey A. Griffin; Rick L. Homkes

cooperativeeducation activities, this practice has not been widely embraced by faculty members themselves.The need, however, is self-evident for faculty teaching in the applied engineering areas. Buthow are professional relationships established to enable a formalized internship program forfaculty? What are the advantages of internship participation for both the faculty and thecorporation? What are the steps in developing a faculty internship program? How can the “realworld” experience be incorporated into the classroom setting to enhance education? Thesequestions illustrate the critical issues surrounding the design of such a program. Throughcareful planning and design, however, the corporate world and the academic world can form apartnership to create

Collection

1999 Annual Conference

Authors

Frank Cheng; Daniel M. Chen

environment for the best engineering education in schools.This paper describes the authors’ initial experience of incorporating robotic workcell simulationtechnology into the undergraduate coursework of robotics and automation. This includes thediscussions about the significant impacts of robotic simulation technology on the processes oflearning and conducting robotic workcell design in both industries and schools. The practice hasshown that robotic simulation software is an excellent tool for people to study and developmethods of fast product design, manufacturing process planning, and plant floor/cell controlsupport.I. IntroductionRapid deployment has been proven by many companies to be successful solutions for meeting theimmense demand of product

Collection

1998 Annual Conference

Authors

Warren R. Hill

astrong voice in what happens within our respective departments, programs, schools or colleges.To become active rather than reactive, we administrators must take the lead in strategic planningfor our units. While strategic planning is not the be all and end all, it does provide a mechanismby which we can start to determine our future; a concept of where we want to be and how weplan to get there. Furthermore, such planning forms a sound basis for making decisions aboutsuch things as budget allocations, hiring, equipment purchases, and programmatic goals as arenow required for ABET accreditation. Finally an appropriately developed strategic plan providesfaculty, the institution and the public at large a mission statement and an agreed upon set of

Collection

1998 Annual Conference

Authors

Matthew J. Cline; Gary J. Powers

studentstranslating open-ended problems into detailed experimental plans. We have observed aswitch from “read the recipe in the lab manual and do what it says” to “think about thesolution of the larger open ended problem, perform some preliminary calculations todetermine the important features of the problem and then plan the important experimentalsteps.” Initially, students were hesitant to develop a solution without consultation withone of the course instructors. As the course progressed, students increasingly grewindependent in solving even basic problems. For example, one lab involved acquiringfour thermocouple readings simultaneously where only one was available. Students

Collection

1998 Annual Conference

Authors

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

senior year for completing the transition of our studentsinto practicing professionals. We are experimenting with several approaches to the senior-yearexperience. This paper describes our plans for communication systems students.Collaborative EducationA growing body of literature shows that students learn more effectively when they actively workin teams and help one another.12-15 One example is Peer Instruction, developed for introductoryphysics courses by Eric Mazur at Harvard University. 12 In this method, a concept is presented bythe lecturer, and then a related question or problem is posed. Individual students work on the Page 3.460.1

Collection

1998 Annual Conference

Authors

J. Rene van Dorp; Michael R. Duffey

conditional branching would add another dimension to subjectiveuncertainty estimation which would complicate but not necessarily improve modelvalidity. Is It Practical? The authors have observed the practical application of simulation-based projectrisk analysis, particularly among civil construction firms. Practices at one such firm,Ballast Nedam Engineering (based in the Netherlands, with $1.8 billion revenues in 1994),were documented in the course of a recent project [7]. Their risk analysis department hasbeen using simulation-based risk analysis in project planning and budgeting for over sevenyears. Typically large projects exceeding an overall budget of $30 million are candidatesfor a risk analysis

Collection

1998 Annual Conference

Authors

Mel I. Mendelson

be presented.II. Quality AssessmentAn assessment process has been identified using the principles of total quality: being focused onstakeholder needs, creating a strategic plan, establishing relationships between quality andstakeholder needs, having a strategic plan, establishing relationships between quality andoutcomes assessment, and measuring improvement. The quality assessment process that has Page 3.471.1been utilized is shown in Figure 1, which is similar to the process that has previously beenreported [1]. Evaluating Assessment

Collection

1998 Annual Conference

Authors

Melvin Cherno

, representing as many humanities/social science perspectives as possible. These faculty members, even if they are intensely devoted to cross-disciplinary work, will inevitably wish to pursue their independent research programs as well and have the opportunity to use their narrower professional expertise in their teaching; faculty members willnot want to deny their own specialized training and interests and should not be expected to do so. The Division has taken special care to provide for both these aspects--the pooling ofindividual interests and the maintenance of separate teaching/research programs. TCC 101, 401,and 402 are multi-sectioned courses, in the planning and teaching of which all Division membersare expected to participate by

Collection

1998 Annual Conference

Authors

Melvin Cherno

as many humanities/social science perspectives aspossible. These faculty members, even if they are intensely devoted to cross-disciplinary work,will inevitably wish to pursue their independent research programs as well and have theopportunity to use their narrower professional expertise in their teaching; faculty members willnot want to deny their own specialized training and interests and should not be expected to do so. The Division has taken special care to provide for both these aspects--the pooling ofindividual interests and the maintenance of separate teaching/research programs. TCC 101, 401,and 402 are multi-sectioned courses, in the planning and teaching of which all Division membersare expected to participate by contributing

Conference Session

Multidisciplinary Division Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer R Brown, Montana State University, Bozeman; Leslie Hopkinson, West Virginia University; Saundra Duplicate Johnson Austin, University of South Florida; Sara E Wilson, The University of Kansas

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

-COVID). A rubric was created, adapting existing rubrics anddefinitions reported by Gin et al. [6] and Stanny et al. [7]. Syllabus elements (i.e., grading policy,general absence policy, general makeup work policy, office hours, instructor contactinformation, important course dates, instructor encourages student contact, general campusresources, grading rubrics, emergency planning, and mental health resources, Table 1) wereevaluated using direct coding [8]. The presence or absence of each syllabus element wasrecorded for all syllabi (i.e., pre-COVID and post-COVID). In addition, the presence ofsubstantial changes between the early and late syllabi were recorded. The syllabi were codedindependently using two coders, and discrepancies were resolved

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois at Urbana - Champaign; Joe Bradley, University of Illinois at Urbana - Champaign

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

their research, educational goals, and career. 4. Explore–through outside stakeholders and their own community–how their research discoveries and knowledge might be implemented for societal impact. 5. Gather examples of citizen science and its impact. 6. Create a plan to make their educational and career objectives be more use-inspired and impactful. 7. Explain the pathways to impact within their own field of study and research area and how their discoveries could lead to societal impact. 8. Manage psychological barriers and conceptual misunderstandings about innovation that prevent individuals from seeing themselves as inventors, innovators, and entrepreneurs.Class sessions were 50-minutes in length and met

Conference Session

Empowering Marginalized Voices in STEM: Perspectives and Initiatives

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering Division(MIND)

consider marginalized communities and underrepresented groupsin the resilient infrastructure development processes associated with hazard risks. Enhancedequality has the potential to boost community adaptability and lessen the unequal allocation oflosses and damages resulting from extreme events.The concept of resilience has gained significant attention focusing on effectively managingdisruptions, challenges, and shocks within systems, particularly in disaster risk management [4].It involves the ability to plan for, absorb, recover from, and adapt to adverse events [5].However, communities of color and other marginalized and socially vulnerable groups frequentlylack the resources and expertise necessary to participate in risk mitigation, planning

Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Leslie Salgado, University of Calgary; Sreyoshi Bhaduri, ThatStatsGirl; Victoria Kuketz, Catalyst ; Solenne Savoia, Mila-Quebec AI Institute; Lilianny Virguez, University of Florida

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

individuals, whowere either organizers or participants, augmented with end-of-program feedback, we provide a rich description ofthe program's planning, activities, and impact. Specifically, our study draws from engineering education research,bridging the gap between research and practice to answer three research questions related to the program: (1) Howdid the program design enable a more effective understanding of interdisciplinary problem-sets? (2) How didparticipants experience the interdisciplinary work of the program? (3) Did the program affect participants' impact oninterdisciplinary problem-sets after the program? Our findings highlight the benefits of interdisciplinary, holistic,and hands-on approaches to AI education and provide insights for