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Problem Based Design Experience In Engineering And Education Schools Via Computer Based Training Development For Lucent Technologies

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.805.1 - 6.805.9

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Paper Authors

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Stephen Bronack

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Horace Moo-Young

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2793

Problem-based Design Experience in Engineering and Education Schools via Computer Based Training Development for Lucent Technologies

Horace Moo-Young, Stephen Bronack Lehigh University


The current paper describes the partnership between Lucent Technologies Microelectronics Division in Allentown, PA and Lehigh University to develop three training modules for students in K-9. Lucent Technologies Microelectronics Division currently employs over 5,000 people in the Lehigh Valley. One of the major problems facing Lucent Technologies is community outreach. After conducting a survey of K-9 grade students in the Lehigh Valley, it was evident to Lucent that the community did not understand Lucent’s business. Thus, Lucent Technologies requested the help of Lehigh University to develop prototype computer based training (CBT) modules for student in grades K-9 to teach these students about various topics in semiconductors and fiber optics. Lucent wanted to publicize and education K-9 graders on what Lucent does and the importance of the business supply.

I. Introduction

Applied science as practiced by professionals such as civil, electrical, chemical and mechanical engineers is firmly grounded in a process of progressive problem solving— that is, the process of inquiry into particular scientific problems at increasing levels of complexity. However, the typical environment in which engineering students learn about such problems historically has not been conducive to progressive problem solving behaviors, and students are often unable to communicate functionally what they know to others. Accreditation boards such as Accreditation Board for Engineering and Technology (ABET) have restructured how they assess engineering and technology programs to emphasize multidisciplinary teamwork, communication skills, and life-long learning. One of the major changes in these new guidelines is the emphasis on the stakeholders (i.e., employers, alumni, students, and parents) to evaluate the program’s success.

Likewise, a renewed interest in teaching and learning for understanding in education has sparked reform in colleges of education. Accrediting and advising organizations such as the Association for the Accreditation of Colleges of Teacher Education (AACTE) are encouraging colleges of education to produce educators who are problem-solvers, critical thinkers, and reflective practitioners. Unfortunately, education students are often expected to develop such attributes while engaged in design, development, and assessment activities divorced from any real contexts and real instructional problems.

Proceeding of 2001 American Society for Engineering Education Annual Conference and Exposition Copyright  2001, American Society for Engineering Education

Bronack, S., & Moo-Young, H. (2001, June), Problem Based Design Experience In Engineering And Education Schools Via Computer Based Training Development For Lucent Technologies Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.

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