Summary form only given. ECSEL, one of the first of the NSF-sponsored Engineering Education Coalitions, has been engaged in an ambitious and multifaceted effort, woven around the twin goals of the transformation of the learning environment and improving attraction and retention rates, particularly for underrepresented groups. The diverse platform of schools in the coalition, as well as the diverse approaches that have been developed at the various schools, offer us the opportunity to gain insight into a variety of aspects of the interplay between these twin goals. We present results to date on the impact of changes in the learning environment, both in-class and out-of-class, on retention of students in engineering in our seven schools. The focus in our first five years has been primarily on the first two years of the undergraduate program, as well as on K-12 outreach efforts, while in Years 6-10, we are placing a heavy emphasis on upper level interdisciplinary design experiences. Our presentation outlines how what we have learned as a coalition in Years 1-5 informs the strategies for our newer efforts.
{"title":"ECSEL Coalition techniques and results for improving retention","authors":"G. Kalonji","doi":"10.1109/FIE.1995.483168","DOIUrl":"https://doi.org/10.1109/FIE.1995.483168","url":null,"abstract":"Summary form only given. ECSEL, one of the first of the NSF-sponsored Engineering Education Coalitions, has been engaged in an ambitious and multifaceted effort, woven around the twin goals of the transformation of the learning environment and improving attraction and retention rates, particularly for underrepresented groups. The diverse platform of schools in the coalition, as well as the diverse approaches that have been developed at the various schools, offer us the opportunity to gain insight into a variety of aspects of the interplay between these twin goals. We present results to date on the impact of changes in the learning environment, both in-class and out-of-class, on retention of students in engineering in our seven schools. The focus in our first five years has been primarily on the first two years of the undergraduate program, as well as on K-12 outreach efforts, while in Years 6-10, we are placing a heavy emphasis on upper level interdisciplinary design experiences. Our presentation outlines how what we have learned as a coalition in Years 1-5 informs the strategies for our newer efforts.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127670682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Considerable attention is currently being paid to the development of innovative curricula that are responsive to today's demands on students, faculty, and resources, and are attentive to the needs of graduates. In engineering, these curricula are under several external constraints such as ABET standards, industrial advisory board recommendations, number of faculty, diversity of faculty effort, number of students, available resources, etc. The development of a modern curriculum requires the optimization of course offerings (and other elements of the curriculum) within the imposed constraints. A method, based on a scheme for innovation and continuous improvement, for the development of an engineering curriculum and an example case of its application (medical engineering) are described.
{"title":"Curriculum development: an integrated approach","authors":"D. Beasley, S. Biggers, C. Huey, J. Liburdy","doi":"10.1109/FIE.1995.483199","DOIUrl":"https://doi.org/10.1109/FIE.1995.483199","url":null,"abstract":"Considerable attention is currently being paid to the development of innovative curricula that are responsive to today's demands on students, faculty, and resources, and are attentive to the needs of graduates. In engineering, these curricula are under several external constraints such as ABET standards, industrial advisory board recommendations, number of faculty, diversity of faculty effort, number of students, available resources, etc. The development of a modern curriculum requires the optimization of course offerings (and other elements of the curriculum) within the imposed constraints. A method, based on a scheme for innovation and continuous improvement, for the development of an engineering curriculum and an example case of its application (medical engineering) are described.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"113 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126558274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An update is given on experiences with the use of project scheduling software in a sequence of design classes. In addition to reviewing a previous approach (T.W. Schultz, 1994), it describes new steps taken to improve the student acceptance of the software. The initial learning process has been eased by "Cue Cards" included in the new version of PROJECT. Student acceptance has improved remarkably. The PERT chart has become unnecessary since task dependencies can now be shown directly on the Gantt chart. Homework to teach the concepts of tasks, dependencies, and scheduling now precedes the introduction of the software. This develops a clearer idea of task and scheduling concepts so the software becomes a simple tool rather than an inflexible master. Requiring weekly tracking Gantt charts increases the students' perception of the software's value. The paper concludes with fresh student comments and plans for future changes and improvements.
{"title":"More experiences with Microsoft PROJECT in senior design classes","authors":"T. W. Schultz","doi":"10.1109/FIE.1995.483071","DOIUrl":"https://doi.org/10.1109/FIE.1995.483071","url":null,"abstract":"An update is given on experiences with the use of project scheduling software in a sequence of design classes. In addition to reviewing a previous approach (T.W. Schultz, 1994), it describes new steps taken to improve the student acceptance of the software. The initial learning process has been eased by \"Cue Cards\" included in the new version of PROJECT. Student acceptance has improved remarkably. The PERT chart has become unnecessary since task dependencies can now be shown directly on the Gantt chart. Homework to teach the concepts of tasks, dependencies, and scheduling now precedes the introduction of the software. This develops a clearer idea of task and scheduling concepts so the software becomes a simple tool rather than an inflexible master. Requiring weekly tracking Gantt charts increases the students' perception of the software's value. The paper concludes with fresh student comments and plans for future changes and improvements.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128175051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Scientific and technological developments of the last decade have transformed the welding industry. Today, the welding industry needs highly educated people, capable of operating sophisticated equipment and controlling complex processes. Thus, academia must equip students with appropriate knowledge and skills in order that they may easily integrate into the 21st century workplace. The paper describes changes in an advanced welding course offered in the Mechanical Engineering Technology Department, Purdue University.
{"title":"Modernizing welding courses","authors":"Mileta Tomovic","doi":"10.1109/FIE.1995.483154","DOIUrl":"https://doi.org/10.1109/FIE.1995.483154","url":null,"abstract":"Scientific and technological developments of the last decade have transformed the welding industry. Today, the welding industry needs highly educated people, capable of operating sophisticated equipment and controlling complex processes. Thus, academia must equip students with appropriate knowledge and skills in order that they may easily integrate into the 21st century workplace. The paper describes changes in an advanced welding course offered in the Mechanical Engineering Technology Department, Purdue University.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133170082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Beginning in the Fall 1994 semester, the Department of Mechanical Engineering at The City College of The City University of New York has introduced the utilization of computer animated modules in its undergraduate dynamics course which are intended to help the students visualize and obtain a better understanding of important concepts covered in the course. The software which these modules are based on is called Working Model and is commercially available from Knowledge Revolution, San Francisco, CA. The software allows the user to create two dimensional mechanical systems on the screen containing devices such as springs, masses, pulleys, dampers, motors and actuators. Various types of forces may be simulated including gravitational, frictional and electrostatic forces. Clicking a RUN button animates the experiment. Controls may be introduced which allow the user to vary physical parameters such as initial position, velocity, and acceleration of objects, magnitude and direction of applied forces and torques, etc. Physical quantities such as velocity, acceleration, linear and angular momentum and kinetic energy may be measured and displayed while an animation is in progress. Several illustrative modules have been developed covering a variety of topics. In addition, as the students became acquainted with the software, they were given specific topics and asked to develop their own modules. The paper describes some of the modules developed and the students' reactions to this learning experience.
{"title":"Computer-animated teaching software for engineering dynamics and mechanical vibration","authors":"P. Ganatos, B. Liaw","doi":"10.1109/FIE.1995.483152","DOIUrl":"https://doi.org/10.1109/FIE.1995.483152","url":null,"abstract":"Beginning in the Fall 1994 semester, the Department of Mechanical Engineering at The City College of The City University of New York has introduced the utilization of computer animated modules in its undergraduate dynamics course which are intended to help the students visualize and obtain a better understanding of important concepts covered in the course. The software which these modules are based on is called Working Model and is commercially available from Knowledge Revolution, San Francisco, CA. The software allows the user to create two dimensional mechanical systems on the screen containing devices such as springs, masses, pulleys, dampers, motors and actuators. Various types of forces may be simulated including gravitational, frictional and electrostatic forces. Clicking a RUN button animates the experiment. Controls may be introduced which allow the user to vary physical parameters such as initial position, velocity, and acceleration of objects, magnitude and direction of applied forces and torques, etc. Physical quantities such as velocity, acceleration, linear and angular momentum and kinetic energy may be measured and displayed while an animation is in progress. Several illustrative modules have been developed covering a variety of topics. In addition, as the students became acquainted with the software, they were given specific topics and asked to develop their own modules. The paper describes some of the modules developed and the students' reactions to this learning experience.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128828182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Typical projects in basic electronics laboratories focus on teaching key concepts by having the students design, build and test many simple circuits. At the end of each laboratory, the circuit is disassembled. As a result, students are often frustrated as they never quite get to the level where they can design and build anything practical. We have started a new approach in our Junior year electronics laboratories. Several laboratory projects were changed to give the students the opportunity to design and build useful circuits that they then can keep and use in follow-on projects. This approach takes advantage of our "Electronic Prototyping Facility" which offers a vertical integration of advanced CAD tools with an automated printed circuit board manufacturing system. The students are able to rapidly prototype electronic systems and experience the entire design-production cycle just as they would in industry. The projects the students constructed include an adjustable power supply, a variable frequency/duty cycle clock and a linear amplifier. The details of this experiment in electronics laboratory instruction along with the promises and drawbacks are discussed.
{"title":"Making things real in electronics laboratories","authors":"Christopher G. Braun","doi":"10.1109/FIE.1995.483212","DOIUrl":"https://doi.org/10.1109/FIE.1995.483212","url":null,"abstract":"Typical projects in basic electronics laboratories focus on teaching key concepts by having the students design, build and test many simple circuits. At the end of each laboratory, the circuit is disassembled. As a result, students are often frustrated as they never quite get to the level where they can design and build anything practical. We have started a new approach in our Junior year electronics laboratories. Several laboratory projects were changed to give the students the opportunity to design and build useful circuits that they then can keep and use in follow-on projects. This approach takes advantage of our \"Electronic Prototyping Facility\" which offers a vertical integration of advanced CAD tools with an automated printed circuit board manufacturing system. The students are able to rapidly prototype electronic systems and experience the entire design-production cycle just as they would in industry. The projects the students constructed include an adjustable power supply, a variable frequency/duty cycle clock and a linear amplifier. The details of this experiment in electronics laboratory instruction along with the promises and drawbacks are discussed.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131288232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Group assignments in a cooperative learning environment can improve student learning. The paper discusses the use of cooperative learning in a junior level electronics course where the students work in groups on both complex classroom problems and laboratory projects. The discussion outlines the types of assignments and presents an evaluation of the use of the cooperative learning method in this course. Although the paper focuses on the application of cooperative learning in an electronics course, the method and the types of assignments are appropriate for any problem solving course.
{"title":"Improving student learning with group assignments","authors":"D. McDonald","doi":"10.1109/FIE.1995.483058","DOIUrl":"https://doi.org/10.1109/FIE.1995.483058","url":null,"abstract":"Group assignments in a cooperative learning environment can improve student learning. The paper discusses the use of cooperative learning in a junior level electronics course where the students work in groups on both complex classroom problems and laboratory projects. The discussion outlines the types of assignments and presents an evaluation of the use of the cooperative learning method in this course. Although the paper focuses on the application of cooperative learning in an electronics course, the method and the types of assignments are appropriate for any problem solving course.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133818805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Software based products are an ever increasing portion of industrial output. However few engineers who produce software have had formal training in the specification, design, implementation, documentation, and maintenance of large software systems. In addition, few have had training in software engineering management and development tools and processes. KSU has implemented a Master of Software Engineering degree program which provides an opportunity for new engineering graduates and practicing engineers to learn state of the art software engineering analysis and processes. The purpose is to provide students a foundation in the software engineering "life cycle", software measurement, software management, software specification, and software validation and verification. In addition to the core courses on software methodology, students are required to take courses in an application area which is reliant on software development. This involves faculty from many engineering and science disciplines who teach these courses and supervise the development of the student's software "portfolio" in the designated engineering or science area. The goal is to integrate the software engineering process into traditional engineering processes.
{"title":"The Master of Software Engineering degree: an integrative engineering discipline","authors":"D. Gustafson, B. Hankley, V. Wallentine","doi":"10.1109/FIE.1995.483043","DOIUrl":"https://doi.org/10.1109/FIE.1995.483043","url":null,"abstract":"Software based products are an ever increasing portion of industrial output. However few engineers who produce software have had formal training in the specification, design, implementation, documentation, and maintenance of large software systems. In addition, few have had training in software engineering management and development tools and processes. KSU has implemented a Master of Software Engineering degree program which provides an opportunity for new engineering graduates and practicing engineers to learn state of the art software engineering analysis and processes. The purpose is to provide students a foundation in the software engineering \"life cycle\", software measurement, software management, software specification, and software validation and verification. In addition to the core courses on software methodology, students are required to take courses in an application area which is reliant on software development. This involves faculty from many engineering and science disciplines who teach these courses and supervise the development of the student's software \"portfolio\" in the designated engineering or science area. The goal is to integrate the software engineering process into traditional engineering processes.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115239627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The focus of industrial relationships for the Foundation Coalition in its first two years has been different by design at the coalition level and the individual institutional level. At the coalition level, a National Advisory Board was formed with a broadly defined role that includes providing input relevant to the Coalition's vision and long-range strategic directions; providing input on desired student outcomes to guide curriculum development; and helping promote acceptance and support of curriculum change among the various affected constituencies. The Board has provided assistance in defining student outcomes, strategic planning, budgeting, and locating internships for Coalition students. Future plans are to involve the Board more in development efforts to obtain financial matching support from industry and private foundations. At the institutional level, industry interactions have focused on specific activities to bring industry personnel to campus and vice versa, i.e. to give students and faculty the opportunity to visit various industries. Industry visitors have been especially helpful in establishing and increasing support for the Coalition goals and programs among students and faculty at individual institutions. Some of the industry visits arranged by individual schools have been expanded when appropriate to include representation from multiple Coalition schools. The Coalition continues to attempt to expand and better utilize the industrial interactions outlined above, particularly its interactions with the National Advisory Board.
{"title":"Building effective industrial relationships: the Foundation Coalition experience","authors":"J. Froyd, C. Malavé","doi":"10.1109/FIE.1995.483013","DOIUrl":"https://doi.org/10.1109/FIE.1995.483013","url":null,"abstract":"The focus of industrial relationships for the Foundation Coalition in its first two years has been different by design at the coalition level and the individual institutional level. At the coalition level, a National Advisory Board was formed with a broadly defined role that includes providing input relevant to the Coalition's vision and long-range strategic directions; providing input on desired student outcomes to guide curriculum development; and helping promote acceptance and support of curriculum change among the various affected constituencies. The Board has provided assistance in defining student outcomes, strategic planning, budgeting, and locating internships for Coalition students. Future plans are to involve the Board more in development efforts to obtain financial matching support from industry and private foundations. At the institutional level, industry interactions have focused on specific activities to bring industry personnel to campus and vice versa, i.e. to give students and faculty the opportunity to visit various industries. Industry visitors have been especially helpful in establishing and increasing support for the Coalition goals and programs among students and faculty at individual institutions. Some of the industry visits arranged by individual schools have been expanded when appropriate to include representation from multiple Coalition schools. The Coalition continues to attempt to expand and better utilize the industrial interactions outlined above, particularly its interactions with the National Advisory Board.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115387144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Materials Science and Engineering Department (MSE) comprehensive undergraduate writing- and communications-across-the-curriculum program is integrated into eight required MSE courses over students' three years of study in the Department. The program focuses mostly on the development of students' discipline-specific writing skills but also includes instruction in public speaking, interpersonal communications in the workplace, creative scientific thinking, and collaborative writing. In addition, the program includes faculty training and support for integrating writing into technical coursework, developing writing assignments, assisting students in revising their own writing, and grading written assignments. Our writing and communications program is integrated into eight required MSE courses in such a way that the writing and communication tasks in each class do not too often duplicate those addressed in subsequent program classes. We are developing methods for teaching course content using writing and communications as learning tools in such a way that time for technical content instruction is not sacrificed.
{"title":"Writing- and communications-across-the-curriculum in the Materials Science and Engineering Department at Virginia Tech","authors":"R. Hendricks, E. Pappas","doi":"10.1109/FIE.1995.483175","DOIUrl":"https://doi.org/10.1109/FIE.1995.483175","url":null,"abstract":"The Materials Science and Engineering Department (MSE) comprehensive undergraduate writing- and communications-across-the-curriculum program is integrated into eight required MSE courses over students' three years of study in the Department. The program focuses mostly on the development of students' discipline-specific writing skills but also includes instruction in public speaking, interpersonal communications in the workplace, creative scientific thinking, and collaborative writing. In addition, the program includes faculty training and support for integrating writing into technical coursework, developing writing assignments, assisting students in revising their own writing, and grading written assignments. Our writing and communications program is integrated into eight required MSE courses in such a way that the writing and communication tasks in each class do not too often duplicate those addressed in subsequent program classes. We are developing methods for teaching course content using writing and communications as learning tools in such a way that time for technical content instruction is not sacrificed.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1995-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115587968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：