An undergraduate EET course in digital signal processing with a heavy emphasis on laboratory based applications using the Analog Devices ADSP2101, 16 bit fixed point processor is described. Exercises in waveform generation, filtering and spectral estimation are covered and extended into DSP applications designed to spark the students' enthusiasm. Waveform generation is extended to include generation of a waveform derived from an automobile engine speed sensor, FIR filtering is extended into /spl times/8 output over-sampling of audio signals and the IIR filter is extended to a 6 band graphical audio equaliser. Elements of hardware interfacing through the processor's high speed serial ports are also included.
{"title":"Hardware and software tools and laboratory experiments for an undergraduate EET course in digital signal processing","authors":"A. Oxtoby","doi":"10.1109/FIE.1995.483213","DOIUrl":"https://doi.org/10.1109/FIE.1995.483213","url":null,"abstract":"An undergraduate EET course in digital signal processing with a heavy emphasis on laboratory based applications using the Analog Devices ADSP2101, 16 bit fixed point processor is described. Exercises in waveform generation, filtering and spectral estimation are covered and extended into DSP applications designed to spark the students' enthusiasm. Waveform generation is extended to include generation of a waveform derived from an automobile engine speed sensor, FIR filtering is extended into /spl times/8 output over-sampling of audio signals and the IIR filter is extended to a 6 band graphical audio equaliser. Elements of hardware interfacing through the processor's high speed serial ports are also included.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"12 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":"127782655","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 first year engineering design sequence provides an opportunity to combine technical and team skills to successfully resolve open-ended problems. These problems provide students with a unique opportunity to develop management and communications skills to sell their technical ideas. The purpose of the quality management project is to modify this project-based curriculum with an emphasis on quality management. Quality management encompasses an organization and procedures to provide a product and service that respond to the needs of the customer. A survey of students' perceptions of quality management tied characteristics of educational and student quality to business quality. The benefit was a creative and exciting laboratory which simulated today's decision-making environments.
{"title":"Fluids transport competition-an integration of quality management and technical skill","authors":"R. Knecht","doi":"10.1109/FIE.1995.483197","DOIUrl":"https://doi.org/10.1109/FIE.1995.483197","url":null,"abstract":"A first year engineering design sequence provides an opportunity to combine technical and team skills to successfully resolve open-ended problems. These problems provide students with a unique opportunity to develop management and communications skills to sell their technical ideas. The purpose of the quality management project is to modify this project-based curriculum with an emphasis on quality management. Quality management encompasses an organization and procedures to provide a product and service that respond to the needs of the customer. A survey of students' perceptions of quality management tied characteristics of educational and student quality to business quality. The benefit was a creative and exciting laboratory which simulated today's decision-making environments.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"3 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":"127324527","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}
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}
Freshmen students are often treated as incapable of operating without carefully detailed instructions for many types of laboratory experiences. At Purdue-Kokomo, six different laboratory exercises are provided for our freshmen taking the initial course in Materials and Processing, MET 141. In the past, detailed written laboratory instructions were provided, spelling out exactly how to make the necessary measurements, how to use the equipment, how to convert measurements to the appropriate units, how to define the terms, etc. Almost a full hour was devoted to demonstrating how to use the equipment. Each lab group was visited to see the correct procedures were being used. For the Fall, 1994, semester this author decided to change to a style that includes the concept of self-directed work teams, using team building techniques where possible to enable students who are not well acquainted with each other and from varied backgrounds to work together as a team to solve the laboratory problem. Each group is required to turn in a group lab report for the first lab exercise, with individual reports for the remaining labs. This method allows for the collaborative experience to occur. The instructor arbitrarily selects a leader and the other team members. Selection criteria are arbitrary with an effort to balance each group. Each group is given a separate sample set and a set of equipment necessary to perform the lab. The instructor and technician then maintain a hands-off policy until asked questions by the lab groups. Assistance is provided when asked with respect to verifying measurements, etc., but, the students are required to ask questions that can be answered either "yes" or "no" when trying to determine why results do not seem to be correct. The results of this approach were very encouraging, resulting in better quality laboratory reports, and a clearer understanding of the use of measurement equipment.
{"title":"Collaborative learning experience in a freshman materials laboratory exercise","authors":"J. Williams","doi":"10.1109/FIE.1995.483057","DOIUrl":"https://doi.org/10.1109/FIE.1995.483057","url":null,"abstract":"Freshmen students are often treated as incapable of operating without carefully detailed instructions for many types of laboratory experiences. At Purdue-Kokomo, six different laboratory exercises are provided for our freshmen taking the initial course in Materials and Processing, MET 141. In the past, detailed written laboratory instructions were provided, spelling out exactly how to make the necessary measurements, how to use the equipment, how to convert measurements to the appropriate units, how to define the terms, etc. Almost a full hour was devoted to demonstrating how to use the equipment. Each lab group was visited to see the correct procedures were being used. For the Fall, 1994, semester this author decided to change to a style that includes the concept of self-directed work teams, using team building techniques where possible to enable students who are not well acquainted with each other and from varied backgrounds to work together as a team to solve the laboratory problem. Each group is required to turn in a group lab report for the first lab exercise, with individual reports for the remaining labs. This method allows for the collaborative experience to occur. The instructor arbitrarily selects a leader and the other team members. Selection criteria are arbitrary with an effort to balance each group. Each group is given a separate sample set and a set of equipment necessary to perform the lab. The instructor and technician then maintain a hands-off policy until asked questions by the lab groups. Assistance is provided when asked with respect to verifying measurements, etc., but, the students are required to ask questions that can be answered either \"yes\" or \"no\" when trying to determine why results do not seem to be correct. The results of this approach were very encouraging, resulting in better quality laboratory reports, and a clearer understanding of the use of measurement equipment.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"1 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":"130378810","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 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}
The paper describes the use of integrative multimedia courseware designed to scaffold student learning and accommodate learning style differences. Synthesis courseware aimed at improving the retention of under-represented engineers has been further designed to work effectively in a range of educational settings, including classroom, high-tech small study groups and self-paced individualized learning. As an example, the paper focuses on the spatial reasoning project aimed at improving the retention of female engineering students through scaffolding students in spatial reasoning. The courseware described can be found on the NEEDS (National Engineering Delivery System) database of engineering courseware.
{"title":"Learning style based innovations to improve retention of female engineering students in the Synthesis Coalition","authors":"A. Agogino, S. Hsi","doi":"10.1109/FIE.1995.483165","DOIUrl":"https://doi.org/10.1109/FIE.1995.483165","url":null,"abstract":"The paper describes the use of integrative multimedia courseware designed to scaffold student learning and accommodate learning style differences. Synthesis courseware aimed at improving the retention of under-represented engineers has been further designed to work effectively in a range of educational settings, including classroom, high-tech small study groups and self-paced individualized learning. As an example, the paper focuses on the spatial reasoning project aimed at improving the retention of female engineering students through scaffolding students in spatial reasoning. The courseware described can be found on the NEEDS (National Engineering Delivery System) database of engineering courseware.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"21 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":"132566566","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 STudio for Engineering Practice, "STEP", is a first step in introducing freshman engineering students to "hands-on engineering practice", including design, construction and testing. The initial cohorts of students have performed design team experiments supplied by the electrical, mechanical and civil engineering departments as well as computer utilization for analysis and simulation, in order to introduce students to those disciplines. The studio culminated with a multi-disciplinary design project. This project is in many ways similar to others being introduced across the engineering academic environment and one particular emphasis is to make the project cost effective in both finances and faculty time. We imported appropriate materials from other successful curriculum experiments to reduce development cost and modified the material to fit the local situation. Of particular interest is the challenge to scale up the project from the experimental cohorts to full scale implementation. This project was sponsored by the SUCCEED Engineering Education Coalition and materials were shared and imported from other Coalition members. The external evaluation is to be provided by the Coalition Evaluation and Assessment Team to reduce cost and utilize professional evaluation talent. The paper presents an outline of the freshman studio experience, a summary of the evaluation results, a discussion of problems encountered in the two year trial and a few recommendations to improve the project.
{"title":"STudio for Engineering Practice, \"STEP\", lessons learned about engineering practice","authors":"R. Coleman","doi":"10.1109/FIE.1995.483075","DOIUrl":"https://doi.org/10.1109/FIE.1995.483075","url":null,"abstract":"The STudio for Engineering Practice, \"STEP\", is a first step in introducing freshman engineering students to \"hands-on engineering practice\", including design, construction and testing. The initial cohorts of students have performed design team experiments supplied by the electrical, mechanical and civil engineering departments as well as computer utilization for analysis and simulation, in order to introduce students to those disciplines. The studio culminated with a multi-disciplinary design project. This project is in many ways similar to others being introduced across the engineering academic environment and one particular emphasis is to make the project cost effective in both finances and faculty time. We imported appropriate materials from other successful curriculum experiments to reduce development cost and modified the material to fit the local situation. Of particular interest is the challenge to scale up the project from the experimental cohorts to full scale implementation. This project was sponsored by the SUCCEED Engineering Education Coalition and materials were shared and imported from other Coalition members. The external evaluation is to be provided by the Coalition Evaluation and Assessment Team to reduce cost and utilize professional evaluation talent. The paper presents an outline of the freshman studio experience, a summary of the evaluation results, a discussion of problems encountered in the two year trial and a few recommendations to improve the project.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"172 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":"132751356","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 freshman interdisciplinary laboratory class was recently adopted as a permanent course in the engineering curriculum at the University of Florida. This class is one of the projects developed under the Southeastern University and College Coalition for Engineering Education (SUCCEED). This class replaced the standard one-hour-per-week introductory freshman lecture. The class rotates 14 groups of 20 students each through weekly three-hour laboratory sessions in 11 engineering disciplines. Each discipline's lab exposes the students to hands-on experiments representing concepts related to the discipline's specialty. This paper discusses the efforts required to take an experimental course and make it a permanent one. Included are statistics which indicate that women experience significantly improved retention through the new course and minority retention is raised to the level of the general population.
佛罗里达大学(University of Florida)最近将大一新生的跨学科实验课作为工程学课程的固定课程。本课程是东南大学与学院工程教育联盟(success)开发的项目之一。这门课取代了标准的每周一小时的新生导论课。该课程由14个小组轮流授课，每组20名学生，每周在11个工程学科上进行三小时的实验。每个学科的实验室都让学生接触到与该学科专业相关的概念的动手实验。本文论述了开设实验课程并使之成为一门永久性课程所需要的努力。其中的统计数字表明，通过新课程，妇女的保留率大大提高，少数民族的保留率提高到一般人口的水平。
{"title":"Institutionalizing curriculum change: a SUCCEED case history","authors":"M. Hoit, M. Ohland","doi":"10.1109/FIE.1995.483090","DOIUrl":"https://doi.org/10.1109/FIE.1995.483090","url":null,"abstract":"A freshman interdisciplinary laboratory class was recently adopted as a permanent course in the engineering curriculum at the University of Florida. This class is one of the projects developed under the Southeastern University and College Coalition for Engineering Education (SUCCEED). This class replaced the standard one-hour-per-week introductory freshman lecture. The class rotates 14 groups of 20 students each through weekly three-hour laboratory sessions in 11 engineering disciplines. Each discipline's lab exposes the students to hands-on experiments representing concepts related to the discipline's specialty. This paper discusses the efforts required to take an experimental course and make it a permanent one. Included are statistics which indicate that women experience significantly improved retention through the new course and minority retention is raised to the level of the general population.","PeriodicalId":137465,"journal":{"name":"Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century","volume":"111 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":"128095623","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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