Summary form only given. The current methods of teaching many electronic courses do not reinforce the design and application in the teaching/learning process. The outcome of existing methods is engineering graduates who learn a lot of theory and definitions but little or no knowledge of application and design. Therefore, in the present engineering job market, it would be very difficult for them to be hired without sufficient design background. The top-down method shows the possibility of integration of design and into the most electronic courses. In the top-down method, the starting point is a design and application of an electronic product directly related to the course.
{"title":"Top-down method of teaching electronic courses","authors":"M. Moussavi","doi":"10.1109/FIE.1995.483105","DOIUrl":"https://doi.org/10.1109/FIE.1995.483105","url":null,"abstract":"Summary form only given. The current methods of teaching many electronic courses do not reinforce the design and application in the teaching/learning process. The outcome of existing methods is engineering graduates who learn a lot of theory and definitions but little or no knowledge of application and design. Therefore, in the present engineering job market, it would be very difficult for them to be hired without sufficient design background. The top-down method shows the possibility of integration of design and into the most electronic courses. In the top-down method, the starting point is a design and application of an electronic product directly related to the course.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"82 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":"132930320","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}
Summary form only given. We have designed and conducted a pilot multidisciplinary design workshop for a team of graduate students. We are a multidisciplinary group of educators from computer science, geography and education. A primary motivation for our workshop was the reality that increasingly design and problem solving in engineering are complex, multidisciplinary tasks. Our shared interest is to better facilitate and educate multidisciplinary teams of students in group design and group design process. We conducted a pilot workshop in January, 1995, for a multidisciplinary group of six students, five graduates and one senior level undergraduate. Three were from geography (each with graduate training in cartography, geographic information systems (GIS) and/or map animation). Three were from computer science (each having taken one or more graduate courses in human computer interaction, graphics and/or visualization). The students were given the task of designing an interactive, software animation showing some aspect of the growth of the Internet.
{"title":"Creative multidisciplinary design workshop","authors":"C. Kilpatrick, B. D. Dent, C. Bartlett","doi":"10.1109/FIE.1995.483181","DOIUrl":"https://doi.org/10.1109/FIE.1995.483181","url":null,"abstract":"Summary form only given. We have designed and conducted a pilot multidisciplinary design workshop for a team of graduate students. We are a multidisciplinary group of educators from computer science, geography and education. A primary motivation for our workshop was the reality that increasingly design and problem solving in engineering are complex, multidisciplinary tasks. Our shared interest is to better facilitate and educate multidisciplinary teams of students in group design and group design process. We conducted a pilot workshop in January, 1995, for a multidisciplinary group of six students, five graduates and one senior level undergraduate. Three were from geography (each with graduate training in cartography, geographic information systems (GIS) and/or map animation). Three were from computer science (each having taken one or more graduate courses in human computer interaction, graphics and/or visualization). The students were given the task of designing an interactive, software animation showing some aspect of the growth of the Internet.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"235 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":"133252947","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}
In 1993, the University of Kansas merged the Department of Computer Science in the College of Liberal Arts and Sciences with the Department of Electrical and Computer Engineering in the School of Engineering. The resulting department, called the Department of Electrical Engineering and Computer Science (EECS), resides in the School of Engineering and brings together the broad fields of electrical technology computing, telecommunications and information science. Among other things, the merger enabled the consolidation of courses, enhanced classroom experiences for the students, and expanded research opportunities. The EECS Department now offers three Bachelor of Science degrees in electrical engineering, computer engineering and computer science, as well as masters and doctoral degrees in electrical engineering and computer science. This paper first describes the philosophy we applied in developing the three programs as they now stand. We then describe the curricula themselves. We point out where the curricula are the same, where they are only similar and where they are distinctly different. Finally, we discuss future changes that we anticipate in the programs. We feel that the merger has created the opportunity for significantly improved teaching and research. This paper shares some of our experience and ideas.
{"title":"Electrical engineering vs. computer engineering vs. computer science: developing three distinct but interrelated curricula","authors":"K. Demarest, J. Miller, J. Roberts, C. Tsatsoulis","doi":"10.1109/FIE.1995.483188","DOIUrl":"https://doi.org/10.1109/FIE.1995.483188","url":null,"abstract":"In 1993, the University of Kansas merged the Department of Computer Science in the College of Liberal Arts and Sciences with the Department of Electrical and Computer Engineering in the School of Engineering. The resulting department, called the Department of Electrical Engineering and Computer Science (EECS), resides in the School of Engineering and brings together the broad fields of electrical technology computing, telecommunications and information science. Among other things, the merger enabled the consolidation of courses, enhanced classroom experiences for the students, and expanded research opportunities. The EECS Department now offers three Bachelor of Science degrees in electrical engineering, computer engineering and computer science, as well as masters and doctoral degrees in electrical engineering and computer science. This paper first describes the philosophy we applied in developing the three programs as they now stand. We then describe the curricula themselves. We point out where the curricula are the same, where they are only similar and where they are distinctly different. Finally, we discuss future changes that we anticipate in the programs. We feel that the merger has created the opportunity for significantly improved teaching and research. This paper shares some of our experience and ideas.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"98 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":"133445659","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 visualization techniques translate large and/or multidimensional numerical data sets into images. Properly prepared images enable the user to more readily correlate information, determine cause-and-effect relationships, and gain insight into the underlying principles embodied in the data. Concepts from scientific visualization have been used to develop CircuitViz, a tool for visualizing the behavior of dynamic circuits. This circuit visualization technique places a 2D circuit schematic in a 3D coordinate system. The third spatial dimension displays circuit variables (current, voltage, power, stored energy) directly on the schematic diagram, and animation displays the temporal dimension. The visual cues are designed to be intuitively appealing and to reinforce understanding of device operation. The technique, implemented as a Mathematica package, was pilot-tested for two weeks in a second-quarter sophomore circuits class studying the transient response of first- and second-order circuits. The animated imagery stimulated student interest in the material, and students made insightful observations about how circuits work as a result of viewing the global operation of the circuits.
{"title":"Scientific visualization in the circuits curriculum: enhancing student insight","authors":"E. Doering","doi":"10.1109/FIE.1995.483087","DOIUrl":"https://doi.org/10.1109/FIE.1995.483087","url":null,"abstract":"Scientific visualization techniques translate large and/or multidimensional numerical data sets into images. Properly prepared images enable the user to more readily correlate information, determine cause-and-effect relationships, and gain insight into the underlying principles embodied in the data. Concepts from scientific visualization have been used to develop CircuitViz, a tool for visualizing the behavior of dynamic circuits. This circuit visualization technique places a 2D circuit schematic in a 3D coordinate system. The third spatial dimension displays circuit variables (current, voltage, power, stored energy) directly on the schematic diagram, and animation displays the temporal dimension. The visual cues are designed to be intuitively appealing and to reinforce understanding of device operation. The technique, implemented as a Mathematica package, was pilot-tested for two weeks in a second-quarter sophomore circuits class studying the transient response of first- and second-order circuits. The animated imagery stimulated student interest in the material, and students made insightful observations about how circuits work as a result of viewing the global operation of the circuits.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"2 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":"114566492","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 "traditional" preparatory curriculum for beginning engineering students has served several generations, but its demise may be imminent. First and second year courses such as calculus, physics, chemistry, electricity mechanics, etc., which have traditionally been assumed as essential for freshman and sophomore engineering students, are under serious scrutiny for possible modification or elimination. Perhaps the most dominant reason for this change in educational philosophy stems from the realization that many of the current "MTV Internet Surfing, raised-on-TV" generation appear to be insufficiently motivated by, or prepared for what has worked in the past. These tried-and-true static presentations of mathematical and technical material may offer too little direct interaction to the student accustomed to getting their information (and stimulation) from the high-tech communication media. These traditional presentations may simply be in need of updating and reconfiguring. There also appears to be significant fragmentation, either real or perceived by students, between these required math/science/engineering fundamental courses and subsequent advanced engineering courses. Sources of this fragmentation, and means of correcting it, are addressed in this paper.
{"title":"Defragmentization strategies for pre-engineering curricula","authors":"M. Cutchins, T. Shumpert, P. Zenor","doi":"10.1109/FIE.1995.483185","DOIUrl":"https://doi.org/10.1109/FIE.1995.483185","url":null,"abstract":"The \"traditional\" preparatory curriculum for beginning engineering students has served several generations, but its demise may be imminent. First and second year courses such as calculus, physics, chemistry, electricity mechanics, etc., which have traditionally been assumed as essential for freshman and sophomore engineering students, are under serious scrutiny for possible modification or elimination. Perhaps the most dominant reason for this change in educational philosophy stems from the realization that many of the current \"MTV Internet Surfing, raised-on-TV\" generation appear to be insufficiently motivated by, or prepared for what has worked in the past. These tried-and-true static presentations of mathematical and technical material may offer too little direct interaction to the student accustomed to getting their information (and stimulation) from the high-tech communication media. These traditional presentations may simply be in need of updating and reconfiguring. There also appears to be significant fragmentation, either real or perceived by students, between these required math/science/engineering fundamental courses and subsequent advanced engineering courses. Sources of this fragmentation, and means of correcting it, are addressed in this paper.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"121 2 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":"129100622","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 successful learning of an engineering student depends substantially on the instructor's ability to adapt instruction, both the content and the various teaching styles, to individual differences among students. The emergence of computer applications in education and training, such as intelligent tutoring systems, provides a viable alternative to achieve these teaching tasks. Computerized instruction is a significant tool for the effective application of adaptive teaching. ITS-Engineering is a tutoring system shell intended to provide a developing framework for applications in the engineering domains with less time and cost. Based on R.M. Gagne's (1985) instructional design and the multiple teaching style paradigm, the application is able to deliver instruction that adapts in both content and teaching styles. The available teaching styles in ITS-Engineering include instructor oriented, guided discovery, user initiated and exploratory styles. The instructor oriented and the guided discovery style represents the teacher control paradigm. In contrast, the user initiated and the exploratory style represent the learner control paradigm. The application of these teaching styles and their adapting capabilities are demonstrated in ITS-CPM (Intelligent Tutoring System for Construction and Project Management); an ITS application developed within the framework of ITS-Engineering.
工程专业学生的成功学习在很大程度上取决于教师适应教学的能力，包括教学内容和各种教学风格，以适应学生的个体差异。计算机在教育和培训中的应用，如智能辅导系统的出现，为实现这些教学任务提供了一个可行的替代方案。计算机化教学是适应性教学有效应用的重要工具。ITS-Engineering是一个辅导系统外壳，旨在以更少的时间和成本为工程领域的应用程序提供一个开发框架。基于R.M. Gagne(1985)的教学设计和多元教学风格范式，应用程序能够提供适应内容和教学风格的教学。资讯科技工程的教学模式包括指导者导向、引导式发现、使用者导向和探索式。以教师为导向和引导的发现风格代表了教师控制范式。相反，用户发起型和探索型代表学习者控制范式。并在ITS-CPM (Intelligent Tutoring System for Construction and Project Management)中展示了这些教学方式的应用及其适应能力;在资讯科技工程框架内开发的资讯科技应用系统。
{"title":"ITS-Engineering: providing adaptive teaching in the engineering tutor","authors":"C. Srisethanil, N. Baker","doi":"10.1109/FIE.1995.483025","DOIUrl":"https://doi.org/10.1109/FIE.1995.483025","url":null,"abstract":"The successful learning of an engineering student depends substantially on the instructor's ability to adapt instruction, both the content and the various teaching styles, to individual differences among students. The emergence of computer applications in education and training, such as intelligent tutoring systems, provides a viable alternative to achieve these teaching tasks. Computerized instruction is a significant tool for the effective application of adaptive teaching. ITS-Engineering is a tutoring system shell intended to provide a developing framework for applications in the engineering domains with less time and cost. Based on R.M. Gagne's (1985) instructional design and the multiple teaching style paradigm, the application is able to deliver instruction that adapts in both content and teaching styles. The available teaching styles in ITS-Engineering include instructor oriented, guided discovery, user initiated and exploratory styles. The instructor oriented and the guided discovery style represents the teacher control paradigm. In contrast, the user initiated and the exploratory style represent the learner control paradigm. The application of these teaching styles and their adapting capabilities are demonstrated in ITS-CPM (Intelligent Tutoring System for Construction and Project Management); an ITS application developed within the framework of ITS-Engineering.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"45 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":"132130042","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}
Recent developments within the World Wide Web (WWW) and attendant user interfaces (e.g. Mosaic, Netscape) have produced well defined protocols for describing, communicating, and viewing hypertext information. This ability to uniformly handle different types of information has created tremendous opportunities for re-engineering the means by which disparate information is managed and communicated among individuals and organizations. In the School of Electrical and Computer Engineering (ECE) at the Georgia Institute of Technology, this technology is being used as the building block for integrating administrative, instructional, and research services. The paper describes some of our experiences as well lessons that we have learned while migrating our services to this technology.
{"title":"An integrated solution to distributed data requirements","authors":"P.W. Flur, J. Lockhart, S. Yalamanchili","doi":"10.1109/FIE.1995.483227","DOIUrl":"https://doi.org/10.1109/FIE.1995.483227","url":null,"abstract":"Recent developments within the World Wide Web (WWW) and attendant user interfaces (e.g. Mosaic, Netscape) have produced well defined protocols for describing, communicating, and viewing hypertext information. This ability to uniformly handle different types of information has created tremendous opportunities for re-engineering the means by which disparate information is managed and communicated among individuals and organizations. In the School of Electrical and Computer Engineering (ECE) at the Georgia Institute of Technology, this technology is being used as the building block for integrating administrative, instructional, and research services. The paper describes some of our experiences as well lessons that we have learned while migrating our services to this technology.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"80 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":"132423188","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}
A definition of cooperative learning and a brief overview of types of cooperative learning groups-informal, formal, and base, are presented. Essential elements of a well-structured formal cooperative learning group are considered along with the professor's role in structuring a problem-based cooperative learning group. A summary of research support for cooperative learning is also presented.
{"title":"Cooperative learning: effective teamwork for engineering classrooms","authors":"K. Smith","doi":"10.1109/FIE.1995.483059","DOIUrl":"https://doi.org/10.1109/FIE.1995.483059","url":null,"abstract":"A definition of cooperative learning and a brief overview of types of cooperative learning groups-informal, formal, and base, are presented. Essential elements of a well-structured formal cooperative learning group are considered along with the professor's role in structuring a problem-based cooperative learning group. A summary of research support for cooperative learning is also presented.","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":"132473127","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}
This paper presents the results of two semesters of experiments involving distance teaming and distance teaching. In the Fall of 1994, students from senior-level digital signal processing classes at the University of Colorado and at George Mason University participated in joint project teams to design solutions to digital signal processing problems involving real data. In the Spring of 1995, a Special Topics in Digital Signal Processing course continued this joint experiment, with joint teaching by Professor Etter and Professor Orsak. Lectures were shared by video tape, and the Internet was used for general questions and comments between the students and the professors. Mosaic pages were developed relative to the classwork and were available on the World Wide Web. We believe that these experiences are excellent opportunities for students to prepare for the jobs, since companies frequently team their employees over widespread regions when undertaking large and detailed projects. At present, these industrial enterprises use leased analog and digital communication lines but they will no doubt switch to computer networks as the Information Superhighway becomes a reality. From a pedagogical point of view, this modern approach to teaming requires that educators develop in their graduates the skills required for this new reality. These skills include, among others, identifying expertise and interest within a larger distributed group, segmenting tasks in a meaningful fashion, integrating designs across a high-speed network verifying performance against specifications, and compiling and writing a comprehensive final report. The joint teaching efforts also allow universities to pool their talent, and hence, students have access to the wider pool of topics that are represented by a group of faculty at various universities who are interested in joint teaching.
{"title":"Using the Internet for distance teaming/distance teaching","authors":"D. Etter, G. Orsak","doi":"10.1109/FIE.1995.483080","DOIUrl":"https://doi.org/10.1109/FIE.1995.483080","url":null,"abstract":"This paper presents the results of two semesters of experiments involving distance teaming and distance teaching. In the Fall of 1994, students from senior-level digital signal processing classes at the University of Colorado and at George Mason University participated in joint project teams to design solutions to digital signal processing problems involving real data. In the Spring of 1995, a Special Topics in Digital Signal Processing course continued this joint experiment, with joint teaching by Professor Etter and Professor Orsak. Lectures were shared by video tape, and the Internet was used for general questions and comments between the students and the professors. Mosaic pages were developed relative to the classwork and were available on the World Wide Web. We believe that these experiences are excellent opportunities for students to prepare for the jobs, since companies frequently team their employees over widespread regions when undertaking large and detailed projects. At present, these industrial enterprises use leased analog and digital communication lines but they will no doubt switch to computer networks as the Information Superhighway becomes a reality. From a pedagogical point of view, this modern approach to teaming requires that educators develop in their graduates the skills required for this new reality. These skills include, among others, identifying expertise and interest within a larger distributed group, segmenting tasks in a meaningful fashion, integrating designs across a high-speed network verifying performance against specifications, and compiling and writing a comprehensive final report. The joint teaching efforts also allow universities to pool their talent, and hence, students have access to the wider pool of topics that are represented by a group of faculty at various universities who are interested in joint teaching.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"285 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":"132451089","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}
A pair of courses, Foundations of Engineering I and II, form the two-semester engineering component of Foundation Coalition's integrated freshman year at the University of Alabama (UA). These courses replace two existing freshman engineering courses which are devoted to computer programming and engineering graphics. In order to present a more realistic and interesting introduction to engineering as a profession, the courses focuses on the engineering design process. Both courses are organized around four three-week-long design projects. The projects are selected from a variety of areas, covering the breadth of engineering disciplines taught at UA. The design projects also complement the current subject matter of the integrated mathematics, chemistry and physics courses. For example, while both physics and chemistry are introducing the ideal gas law, the engineering project involves the design of a compressed natural gas tank for an automotive application. Each design project requires a team report in written and oral form. The students are introduced to a variety of computer tools to aid their presentation of reports, such as word processors, spreadsheets and presentation packages. Student access to the Internet and e-mail is also provided. This paper provides an in-depth examination of the first of these two courses. It includes a brief overview of the relationships that exist between the integrated courses in the freshman year a detailed examination of the nature and scope of the design projects included within the course, and feedback from both faculty and students on the merits of the approach.
{"title":"Engineering design in the freshman year at the University of Alabama-Foundation Coalition program","authors":"J. Parker, D. Cordes, J. Richardson","doi":"10.1109/FIE.1995.483235","DOIUrl":"https://doi.org/10.1109/FIE.1995.483235","url":null,"abstract":"A pair of courses, Foundations of Engineering I and II, form the two-semester engineering component of Foundation Coalition's integrated freshman year at the University of Alabama (UA). These courses replace two existing freshman engineering courses which are devoted to computer programming and engineering graphics. In order to present a more realistic and interesting introduction to engineering as a profession, the courses focuses on the engineering design process. Both courses are organized around four three-week-long design projects. The projects are selected from a variety of areas, covering the breadth of engineering disciplines taught at UA. The design projects also complement the current subject matter of the integrated mathematics, chemistry and physics courses. For example, while both physics and chemistry are introducing the ideal gas law, the engineering project involves the design of a compressed natural gas tank for an automotive application. Each design project requires a team report in written and oral form. The students are introduced to a variety of computer tools to aid their presentation of reports, such as word processors, spreadsheets and presentation packages. Student access to the Internet and e-mail is also provided. This paper provides an in-depth examination of the first of these two courses. It includes a brief overview of the relationships that exist between the integrated courses in the freshman year a detailed examination of the nature and scope of the design projects included within the course, and feedback from both faculty and students on the merits of the approach.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"208 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":"132221744","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}
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