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Main Menu Session 1353

Using Imaging to Introduce Engineering to Freshmen

Paul Laplume, Michael Ruane Electrical & Computer Engineering, Boston University

Abstract

An independent 7-week module on imaging systems is being offered in spring 2002 to introduce freshmen engineering students to basic methods of problem solving, image analysis tools, and design. It offers several top-down, high-level methodologies for building solutions to interesting challenges, motivating the students to consider engineering as a problem solving discipline, rather than an assemblage of many low-level facts and skills. Preliminary assessment results will be given at the presentation of this paper.

The module begins with the presentation of basic digital imaging methods and issues, using PC hardware and web cameras available in the department electronics lab. As student proficiency grows, they advance in teams to the High Tech Tools and Toys Laboratory, which supports five dedicated imaging stations. At each station, the students face a particular imaging problem, which they solve using a variety of hardware and software tools. Solutions are structured to make sure the students can be reasonably successful with their novice level of understanding. The ‘Tools and Toys’ include different cameras, frame grabbers and digital channels, and imaging software ranging from MATLAB to LabVIEW and Vision Foundry.

Problem solving is emphasized, as is the engineer’s choice of appropriate and varied tools. The advanced stations present problems in gauging, pattern recognition, coin counting, tracking, and acoustic imaging. Several also incorporate data interfaces, so that the system can change the environment based on image analysis. The software tools illustrate a range of user control and programming, including menu-driven systems, LabVIEW, MATLAB and C++.

Introduction

Around 1990 it was suspected that retention of Boston University lower division engineering students was being hindered by the emphasis placed on math and science fundamentals during the first two years, and the low level of freshman student contact with engineering faculty. Math and science courses were taught by non-engineering faculty and presented few opportunities for students to understand and enjoy the fundamental problem solving role of the engineer. Boston University introduced the course ‘Introduction to Engineering’ to connect freshmen with engineering faculty, to help students explore different engineering majors, and to introduce engineering problem solving early in the curriculum.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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LaPlume, P., & Ruane, M. (2002, June), Using Imaging To Introduce Engineering To Freshmen Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11229