Conference Session

Difference, Disability, and (De)Politicization: The Invisible Axes of Diversity

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society

-108.10. Pfatteicher, S.K.A. (2005). Anticipating engineering’s ethical challenges in 2020. IEE Technology and SocietyMagazine 24, 4: 4-43.11. Moon, N.W., Todd, R.L., Morton, D.L., and Ivey. E. (2012). Accommodating students with disabilities inscience, technology, engineering and mathematics (STEM). Atlanta, Georgia: Center for Assistive Technology andEnvironmental Access/SciTrain: Science and Math for All (National Science Foundation).12. Supalo, C. et al. (2007). Talking tools to assist students who are blind in laboratory courses. Journal of scienceeducation for students with disabilities 12, 1: 27-32.13. Siebers, T. (2010). Disability theory. Ann Arbor: University of Michigan Press.14. Verstraete, P. (2007). Towards a disabled past: Some

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

citingRussell Bishop’s44 argument that “story telling is a useful and culturally appropriate way ofrepresenting the ‘diversities of truth’ within which the story teller rather than the researcherretains control.” (p. 145) Thus the methodology we employ in this project, when used ethically,holds substantial power to help illuminate the experience of race and gender in engineeringeducation.Problems with using narrativesHowever, there is a problematic aspect to white researchers (as I am and as a number – althoughnot all – of my research team are) studying people of color and their stories. Some key problemsmight be summarized as: appropriation and often theft of cultural artifacts and knowledge bynon-Native or white researchers; the application of

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

addition to conducting research, students participated in weekly seminars on topicsrelated to diabetes (basic research, clinical treatment, public health, and healthcare policy),weekly ethics seminars, and off-campus tours of research and clinical facilities. These activitieswere designed to expose students to the broad health impact of the diabetes and the importanceof research related to the treatment and potential cure of this disease and related complications.Sample Since the launch of the REU in 2009 at the Midwest research university, there have beena total of 50 student participants. This study focused on two of the 13 students who participatedin an REU in 2012. Eleven of the 13 students were enrolled in either four-year

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

Shane Brown

social and economic productivity of nations [9]. Specifically, Fukuyama Page 10.1162.2indicates that successful communities are “formed out of a set of ethical habits and reciprocalmutual obligations internalized by each of the community’s members” [9]. In terms of economic Proceedings of the2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Educationproductivity, Fukuyama claims that a nation’s success is based on the level of trust inherent inthe society. Coleman makes a similar claim in terms of group productivity when he claims that

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

George Nowak; Barry Shoop; Lisa Shay

Conference Session

ERM Potpourri

Collection

2004 Annual Conference

Authors

Susan Etheredge; Glenn Ellis; Thomas Gralinski; Domenico Grasso; Baaba Andam

grade level, applicationof the engineering design process through redesign and design projects, student teaching ofengineering topics, and team development of interdisciplinary engineering curricula. Pre- andpost-workshop student surveys indicate that the intended learning outcomes of the workshopwere met. The experience positively impacted how students viewed engineering and theirintentions for including it in their teaching.INTRODUCTION “Most people think that technology is little more than the application of science to solve practical problems…They are not aware that modern technology is the fruit of a complex interplay between science, engineering, politics, ethics, law, and other factors. People who operate under

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Tim Ameel; Ian Harvey; Bruce Gale

out of a lab-report mentality, and into an"engineering recommendation" mentality that includes data-driven decision making, andeffective engineering communication. A second objective is to provide exposure to principaltools of day-to-day microsystems engineering including: resource allocation (including projectplanning and budgeting), engineering ethics, microsystems application to concurrentengineering, experimental design, reliability engineering, statistical process control and reductionof variability, failure analysis methodology, construction analysis techniques (sample preparationand use of SEM), and an overview of characterization techniques. A third objective is tofacilitate multidisciplinary team building where teams are based on

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Tim Anderson; Marc Hoit; Richard M. Felder; Matthew Ohland; Guili Zhang

eight prominent and diverse southeastern colleges ofengineering with a shared vision of creating sustainable engineering education reform havingnational impact. This vision was articulated through the definition of a curriculum model based onthe desired attributes of engineering graduates. It was desired that the graduates of thiscurriculum be technically competent, critical and creative thinkers, life-long learners, effectivecommunicators, team players, and globally aware. They should understand process and systemsdesign and integration, display high ethical standards, and appreciate the social context ofengineering and industry business practices. The curriculum model was designed to develop thesequalities through changes in the curriculum

Conference Session

Design in Freshman Year

Collection

2004 Annual Conference

Authors

Anita Mahadevan-Jansen; Christopher Rowe

student engagement.Thus the three-module structure was distributed as shown below. Module 1: 7 weeks General problem solving, basic Excel, basic Matlab Module 2: 4 weeks First discipline specific module Module 3: 4 weeks Second discipline specific moduleConcepts such as networking/Internet material, engineering ethics, and advanced Matlabapplications were not covered in this course. Topics such as teambuilding and technical writingwere briefly introduced in the general module and reinforced in Modules 2 and 3 if timepermitted.Students select their top three choices of engineering disciplines that they would like to learnmore

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

James Middleton; Cheryl Gengler; Antonio Garciq; D. L. Evans; Sharon Robinson Kurpius; Peter Crouch; Dale Baker; Mary Anderson-Rowland; Chell Roberts; Stephen Krause

design process,” or the process of DET, can provide aframework for teaching activities, while providing excellent opportunities for developingstudents’ appreciation for societal, economic, and ethical issues important for civilization. Fig. 1 The Technological Design Process will be used as a Tool for Identifying Curricular Development Opportunities across the National Science StandardsThere is evidence that DET expansion in the curriculum works. The Materials TechnologyInstitute (MTI), an NSF-sponsored project at the University of Washington and EdmundsCommunity College 8 begun in 1997, trains high school teachers to teach the subject of MaterialsScience and Technology. The goal is to provide the teachers with the background

Conference Session

Project Based Education in CE

Collection

2002 Annual Conference

Authors

Eric Matsumoto

Page 7.511.1experiments; understand professional and ethical responsibility; understand the impact of Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Educationengineering solutions in a global and societal context; and recognize the need for, and have anability to, engage in life-long learning. In addition, few involve interaction with engineeringdesign and construction professionals.Many engineering programs count on the capstone design class to address these importantcriteria. However, implementing a suitable project in a design class improves student learning andallows students to develop abilities and

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Carolyn Clark; Prudence Merton; Jim Richardson; Jeffrey Froyd

needed.There was already a system in place that had been used to staff the courses in the first-yearcurriculum, and it provided a mechanism to address this issue with the new curriculum. Known asthe barter system, it involved a complex calculation, made in the associate dean’s office, of howmany faculty each department would provide to teach the sophomore courses, as well as otherservice courses, like engineering ethics. Once the determination was made, the department headsproposed specific faculty and the associate dean makes the final selection (the so-called right offirst refusal). The downside, however, is that there is less control over who exactly teaches thesecourses.In the pilot phase, at least early on, an apprenticeship model was used to

Collection

2001 Annual Conference

Authors

Warren Phillips; Joseph Clair Batty; John Gershenson; Christine Hailey

Collection

2000 Annual Conference

Authors

Joseph D. Torres; Tom Cummings

public school teachers’ to teach mathematics, science and technology.Our vision is to graduate engineering, mathematics and science students who are motivated, havegood work ethics and serve as role models in their own communities, and to achieve this in anextended community environment that fosters academic excellence.IV. Program ComponentsIn order to address the concerns and achieve the goals cited in Sections II and III, the MEMSprogram at UNM has developed a comprehensive program: •= To foster community in an environment of academic excellence, •= To cultivate academic success strategies in its students, and •= To provide opportunities for professional development, such as; internships, co-ops and undergraduate

Conference Session

Focus on Undergraduate Impact

Collection

2002 Annual Conference

Authors

Kathryn Jablokow

course taken by students after their sophomore year and an off-campus internshipcompleted during the summer after their junior year. The on-campus portion of the ILTM,which is the primary source of material for this paper, engages the students in an extremelyintensive six-week program that focuses on issues such as globalization, ethics, communicationskills, critical thinking, teamwork, and leadership. The students hear lectures and attendworkshops by faculty and corporate leaders, travel to selected industrial and business sites, andwork with companies on significant and real-world management and technological projects.For the project portion of the program, the 20 students are div ided into 4 project teams of 5students each. Each team is

Collection

2001 Annual Conference

Authors

Ronna Turner; Ken Vickers; Greg Salamo

and ethical side of technology decisions. Specific objectives incorporate thestudents developing business plans to evaluate the potential marketability of applications orproducts created during structured classroom activities. In this way we will meet our objective ofthe theoretical knowledge gained through traditional academic being clarified and integrated intothe students’ personal skill set through their efforts to productize their own creative efforts.b) Integrating traditional physics education with creativity trainingNext-generation Physics students have a need to concentrate on the ever-deepening body ofknowledge in a technical specialty. This may be viewed as being in conflict with the need for ascientist or engineer to be able to

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

their parents and teachers, while achieving its educational objectivesfor the first year engineering students as well as the education students.IntroductionENGR 100: Exploring EngineeringENGR 100: Exploring Engineering is a first-semester course taken by all engineeringstudents as well as interested students from the college of Arts and Sciences, with atypical enrollment of 200 students. The course follows a modular structure, wherein allstudents attend overview lectures on engineering, teamwork, ethics, and the disciplines,but break into much smaller sections for an in-depth exploration of a given discipline(called a “seminar”) [1, 2]. Each student takes three of nine possible seminars, sostudents arrive at the end of the semester through very

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University; Christopher D. Wilson, Tennessee Technological University

Tagged Divisions

Chemical Engineering

theequivalent of a video game. Course/lab teams must be viewed as real world teams with anobjective. In fact, the objective of the course team is to get a good grade in the course. To dothat, the team must deliver on its goals, this is the real world. The extent to which the teammembers are concerned about their grade is, however, the factor that motivates them individuallyand the instructor has little control over that. Students, after all, are not subject to being fired andsome would like quite well to ride along on the coat tails of others. This creates opportunity forthe introduction of content on ethics, which has been used by Biernacki as well, however, is notgenerally introduced in the two interdisciplinary courses of interest here.The

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

, why do K-12 educators’ participate in professional developmenton engineering curricula and adopt engineering curricula? The reasons are less well-documentedin the literature, but they include a desire to increase their students’ technological literacy;expose them to engineering technology as educational and career pathways from an early age;make science and mathematics relevant by providing real-world applications; and providecollege credit for entry into engineering and engineering technology programs. 12, 13 Otherreasons include fostering interpersonal “process skills” such as teamwork, communication,documentation, ethics, and aesthetics,14 and providing a vehicle to increase student motivationand reduce anxiety in STEM subjects.15Robotics

Conference Session

Developing Systems Engineering Curriculum, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alice F. Squires, Stevens Institute of Technology; Jon Wade, Ph.D., Stevens Institute of Technology; Douglas A. Bodner, Georgia Institute of Technology; Masataka Okutsu, Purdue University; Dan Ingold, University of Southern California; Peter G. Dominick Ph.D., Stevens Institute of Technology, W.J. Howe School of Technology Management; Richard R. Reilly, Stevens Institute of Technology; William R. Watson, Purdue University; Don Gelosh, ODDRE/Systems Engineering

Tagged Divisions

Systems Engineering

grouped according to three primary “units of Page 22.970.8competences” – analytical, technical management, and professional. The analytical unit covers13 competencies related to the technical base for cost and aspects of the system life cycle. Thetechnical management unit addresses 12 competencies focused on the technical side of projectmanagement. The professional unit covers the broader competencies of communication, problemsolving, systems thinking and ethics.22The SERC Technical Lead Competency Model, shown in part below, includes 12 primarycategories of competencies and 71 unique competencies; the 12 primary categories are:23 1. professional

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

alsorepresented a third of the tools used to describe engineering, and included blueprints, modelingand diagrams. Design tools include items like rulers and compasses, and seemed to be toolsrelated to creating the planning tools of blueprints and diagrams; design tools formed about afifth of the mentions of tools across all participants. “Constructive” tools include objects likepipe wrenches and glue guns, and, surprisingly to us, made up just over a tenth of all the kinds oftools discussed in the pre-interviews.Six of our 19 participants mentioned something having to do with values in their interview. Webroke engineering values into six different values: precision and accuracy, creativity, logic andpracticality, progress, efficiency and ethics and

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, they are not necessarily included in the participants’formal engineering classes. Kevin stated: It helps develop professional skills that an engineer needs that they won't necessarily learn in a normal classroom, like etiquette and how to present yourself, ethical design, you don't often get that in other classes.Ian believed that his experiences with PFP were very helpful in obtaining a summer internship: I got, the internship that I have this summer, the reason that I even got asked to interview for the company was because FIRST was in my resume … that was something that the recruiter told me when I went to meet him…because it's like an applied leadership experience which is something that in the

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University; Chris Jurado, Stevens Institute of Technology; Alice F. Squires, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

competenciesof communication, problem solving, systems thinking and ethics. Table 1: SPRDE-SE/PSE Competency Model 1. Technical Basis for Cost Analytical 2. Modeling and Simulation Page 22.1277.3 (13) 3. Safety Assurance 4. Stakeholder Requirements Definition (Requirements Development) 5. Requirements Analysis (Logical Analysis) 6. Architectural Design (Design Solution) 7. Implementation

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ron D Dempsey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Hey You: Effectively Engaging Students in the Classroom

Collection

2012 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College

Tagged Divisions

Civil Engineering

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

and celebration. The team designed their own logo, advertised their presentation,bought pizza for themselves and the TA (though the TA abstained for ethical reasons), andpresented their new knowledge for over two hours.6 Discussion The students in our control IE sections and our control IM sections began the semester assimilar populations of students. The students had similar prerequisites and displayed comparablelevels of domain knowledge prior to entering the course as demonstrated by the DLCI. Thestudents’ motivations were similar as well. Some students were motivated by grades or by theirenjoyment of learning, but most were motivated by their desire to pursue a career in electricaland computer engineering or general interest in

Conference Session

Innovative Energy Projects

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

Conference Session

Software Engineering Topics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Walter W. Schilling Jr., Milwaukee School of Engineering

Tagged Divisions

Software Engineering Constituent Committee

: Measured ABET Outcomes Outcome 1: An ability to apply knowledge of mathematics, science and engineering. Outcome 2: An ability to design and conduct experiments, as well as to analyze and interpret data. Outcome 3: An ability to design a system, component or process to meet desired needs. Outcome 4: An ability to function on multi-disciplinary teams. Outcome 5: An ability to identify, formulate, and solve engineering problems. Outcome 6: An understanding of professional and ethical responsibilities. Outcome 7: An ability to communicate effectively. Outcome 8: The broad education necessary to understand the impact of engineering solutions in a global and societal context. Outcome 9: Recognition of the need for and an ability to engage in life-long

Conference Session

Innovatiive Methods to Teach Engineering to URMs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jorge Crichigno, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College

Tagged Divisions

Minorities in Engineering