The integration of an environmental theme into the entire undergraduate engineering curriculum at Grand Valley State University (USA) is described. This integrated approach for all students is driven by industry demand that all engineers understand how the practice of their profession impacts the environment. A new set of tools is required to meet this demand, yet the typical undergraduate curriculum is already so crowded that the insertion of new material is extremely difficult. This paper describes how this challenge has been met by the program at GVSU and provides guidance for continued curriculum development.
{"title":"Integrating an environmental ethic into undergraduate engineering education. II. A case study at Grand Valley State University","authors":"S. T. Fleischmann","doi":"10.1109/FIE.1994.580642","DOIUrl":"https://doi.org/10.1109/FIE.1994.580642","url":null,"abstract":"The integration of an environmental theme into the entire undergraduate engineering curriculum at Grand Valley State University (USA) is described. This integrated approach for all students is driven by industry demand that all engineers understand how the practice of their profession impacts the environment. A new set of tools is required to meet this demand, yet the typical undergraduate curriculum is already so crowded that the insertion of new material is extremely difficult. This paper describes how this challenge has been met by the program at GVSU and provides guidance for continued curriculum development.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122703018","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 Japan, because of the large number of university and college students, so-called 'mass education' is inevitable especially at private schools. It is needless to say that individual students' abilities must be taken into account for the effectiveness of education to be maximized. Clearly it is beyond the capability of even the most dedicated teacher to be totally aware of each student all the time. Therefore CMI is necessary to cope with mass education. It is also necessary for teachers to introduce a system which gives students constant feedback concerning their academic progress. This allows the student to work up his or her true potential and provides them with useful advice. This paper describes how the authors have developed a new CMI system being introduced into a new teaching system currently being used in the instruction of part of the engineering curriculum.
{"title":"A new CMI system for feedback on students' progress","authors":"Y. Araki, T. Ono, Y. Kobori, H. Imamura","doi":"10.1109/FIE.1994.580569","DOIUrl":"https://doi.org/10.1109/FIE.1994.580569","url":null,"abstract":"In Japan, because of the large number of university and college students, so-called 'mass education' is inevitable especially at private schools. It is needless to say that individual students' abilities must be taken into account for the effectiveness of education to be maximized. Clearly it is beyond the capability of even the most dedicated teacher to be totally aware of each student all the time. Therefore CMI is necessary to cope with mass education. It is also necessary for teachers to introduce a system which gives students constant feedback concerning their academic progress. This allows the student to work up his or her true potential and provides them with useful advice. This paper describes how the authors have developed a new CMI system being introduced into a new teaching system currently being used in the instruction of part of the engineering curriculum.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123647022","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}
We live in times of rapid change. Today's engineering students must learn to cope with more and more change. The author proposes two educational approaches that will help students react to change. The first is to stress the unchanging fundamentals, and the second is to give students a realistic understanding of the limitations of the engineering process. The author believes that if students see the process as other than ideal it will be easier for them to adjust to changes when they come.
{"title":"Educating engineers for times of rapid change","authors":"T. Healy","doi":"10.1109/FIE.1994.580468","DOIUrl":"https://doi.org/10.1109/FIE.1994.580468","url":null,"abstract":"We live in times of rapid change. Today's engineering students must learn to cope with more and more change. The author proposes two educational approaches that will help students react to change. The first is to stress the unchanging fundamentals, and the second is to give students a realistic understanding of the limitations of the engineering process. The author believes that if students see the process as other than ideal it will be easier for them to adjust to changes when they come.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129768019","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}
Macsyma, the first computer algebra software, was developed in 1959 at Massachusetts Institute of Technology. There are currently a number of computer algebra programs available, such as Mathematica, Maple, etc. This paper focuses on Maple software for engineering technology education applications because it is easy to learn, which allows students to spend more time on engineering problems and less time learning a new computer language and programming.
{"title":"Computer algebra systems enhance teaching engineering technology courses","authors":"M. Tomovic, V.S. Hillman","doi":"10.1109/FIE.1994.580497","DOIUrl":"https://doi.org/10.1109/FIE.1994.580497","url":null,"abstract":"Macsyma, the first computer algebra software, was developed in 1959 at Massachusetts Institute of Technology. There are currently a number of computer algebra programs available, such as Mathematica, Maple, etc. This paper focuses on Maple software for engineering technology education applications because it is easy to learn, which allows students to spend more time on engineering problems and less time learning a new computer language and programming.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129915184","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}
At Purdue University we have addressed the challenge of providing students with opportunities to integrate and expand their skills in communication, design and earlier thermal sciences courses while pursuing industrial heat transfer problems. We observed that student motivation towards course fundamentals has increased, based upon a "need to know" that is associated with the industry-sponsored work. Our approach has involved two primary elements: enhanced traditional laboratory experiments allowing the student to set objectives using LabVIEW and an industry sponsored long-term project requiring self-designed experimental procedure. A further purpose of the paper is to describe how the course has been reshaped to meet the School's overall curriculum revision goals.
{"title":"Integrating fundamentals and industrial applications in a heat transfer course","authors":"R. Schoenhals, D. Dewitt","doi":"10.1109/FIE.1994.580582","DOIUrl":"https://doi.org/10.1109/FIE.1994.580582","url":null,"abstract":"At Purdue University we have addressed the challenge of providing students with opportunities to integrate and expand their skills in communication, design and earlier thermal sciences courses while pursuing industrial heat transfer problems. We observed that student motivation towards course fundamentals has increased, based upon a \"need to know\" that is associated with the industry-sponsored work. Our approach has involved two primary elements: enhanced traditional laboratory experiments allowing the student to set objectives using LabVIEW and an industry sponsored long-term project requiring self-designed experimental procedure. A further purpose of the paper is to describe how the course has been reshaped to meet the School's overall curriculum revision goals.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125266676","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 this paper, we will describe an experiment in helping students begin to self-assess their learning processes through a simple homework activity tied to examinations. This exercise was developed to provide students with an opportunity to work on their meta-learning skills, where they reflect upon learning instead of simply focusing on contents and carrying out assignments. Since awareness is considered to be the first step in growth in some models of human development, self-assessment may be one of the keys to helping students be better prepared for exams. Students performed the self-assessment of their exam performance by reflecting on their graded exams and completing a questionnaire that asked them to comment on the following: (1) how were points lost, (2) what additional information was needed to solve the problem correctly, and (3) was that knowledge known at the time of the exam? The self-assessment was assigned in two sophomore level courses in the electrical engineering department.
{"title":"Helping students develop self-awareness skills to improve learning and exam performance","authors":"C. Yokomoto, R. Ware","doi":"10.1109/FIE.1994.580660","DOIUrl":"https://doi.org/10.1109/FIE.1994.580660","url":null,"abstract":"In this paper, we will describe an experiment in helping students begin to self-assess their learning processes through a simple homework activity tied to examinations. This exercise was developed to provide students with an opportunity to work on their meta-learning skills, where they reflect upon learning instead of simply focusing on contents and carrying out assignments. Since awareness is considered to be the first step in growth in some models of human development, self-assessment may be one of the keys to helping students be better prepared for exams. Students performed the self-assessment of their exam performance by reflecting on their graded exams and completing a questionnaire that asked them to comment on the following: (1) how were points lost, (2) what additional information was needed to solve the problem correctly, and (3) was that knowledge known at the time of the exam? The self-assessment was assigned in two sophomore level courses in the electrical engineering department.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127896114","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}
EMI study has a definite place in the technology curriculum. In addition to introducing EMI sources and general EMI elimination methodologies, specific sources of EMI should be discussed and examples demonstrated in the lab. A very effective review of the entire EET curriculum can be implemented in an EMI course. One example of integrating the EMI techniques into the curriculum would be the process of designing a simple radio frequency interference (RFI) receiver, troubleshooting the receiver and then using the receiver to detect other RFI sources.
{"title":"Electromagnetic Interference (EMI) is everybody's concern. Where is it in the engineering and technology curriculum?","authors":"D. Blanchard, N. Sorak","doi":"10.1109/FIE.1994.580578","DOIUrl":"https://doi.org/10.1109/FIE.1994.580578","url":null,"abstract":"EMI study has a definite place in the technology curriculum. In addition to introducing EMI sources and general EMI elimination methodologies, specific sources of EMI should be discussed and examples demonstrated in the lab. A very effective review of the entire EET curriculum can be implemented in an EMI course. One example of integrating the EMI techniques into the curriculum would be the process of designing a simple radio frequency interference (RFI) receiver, troubleshooting the receiver and then using the receiver to detect other RFI sources.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116520483","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}
Even excellent students have trouble applying their knowledge to real applications. These neophyte engineers have little personal understanding of what they have studied. They are excellent at applying the theories they know if they are shown what equations apply, what the relevant inputs are, the plan of attack, and the form desired for the answer. Without these critical inputs, they are initially not very valuable. We can aid our students understanding by associating their theory with mental and physical models and applications. The cost is getting professors to upgrade their class notes so that they are self standing when reproduced, somewhat alter their teaching style, and invest some time in preparing demonstrations. The benefits to the students are: (1) improved design performance, as they will have better access to what they know; (2) better jobs because they make better impressions during interviews, and (3) industry will assimilate them more easily because they are already beginning to think like experienced engineers.
{"title":"Why don't they understand what they know? What to do about it!","authors":"B. Howard","doi":"10.1109/FIE.1994.580606","DOIUrl":"https://doi.org/10.1109/FIE.1994.580606","url":null,"abstract":"Even excellent students have trouble applying their knowledge to real applications. These neophyte engineers have little personal understanding of what they have studied. They are excellent at applying the theories they know if they are shown what equations apply, what the relevant inputs are, the plan of attack, and the form desired for the answer. Without these critical inputs, they are initially not very valuable. We can aid our students understanding by associating their theory with mental and physical models and applications. The cost is getting professors to upgrade their class notes so that they are self standing when reproduced, somewhat alter their teaching style, and invest some time in preparing demonstrations. The benefits to the students are: (1) improved design performance, as they will have better access to what they know; (2) better jobs because they make better impressions during interviews, and (3) industry will assimilate them more easily because they are already beginning to think like experienced engineers.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122334220","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 describes the authors' experiences at the United States Military Academy (USMA) at West Point integrating advanced technologies into undergraduate engineering courses. They describe some of the advantages and disadvantages of using an advanced technology classroom laboratory (ATCL) and how it may apply at other universities. This laboratory combines several emerging technology tools so that each instructor can present his course's material in the manner most conducive to increasing student comprehension in a specific discipline. Instructor response has been positive and initial indications are that student comprehension of course material has significantly improved as a result of their learning experience in this classroom.
{"title":"Integrating advanced technologies into an undergraduate curriculum","authors":"F.H. Caffrey, C.A. Carver","doi":"10.1109/FIE.1994.580536","DOIUrl":"https://doi.org/10.1109/FIE.1994.580536","url":null,"abstract":"This paper describes the authors' experiences at the United States Military Academy (USMA) at West Point integrating advanced technologies into undergraduate engineering courses. They describe some of the advantages and disadvantages of using an advanced technology classroom laboratory (ATCL) and how it may apply at other universities. This laboratory combines several emerging technology tools so that each instructor can present his course's material in the manner most conducive to increasing student comprehension in a specific discipline. Instructor response has been positive and initial indications are that student comprehension of course material has significantly improved as a result of their learning experience in this classroom.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127250490","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 describes the underlying rationale and motivation for developing a unique "pedagogical microprocessor" (or, "P/spl mu/P") that is specifically targeted for meeting instructional objectives of undergraduate computer engineering curricula. To better understand the need for such an educational tool (along with the supporting development tools and accompanying textbook), various types of curricula that utilize microprocessors as pedagogical elements are compared and contrasted. Having established the need for such a device, the ancillary benefits of using it as the "cornerstone" of a computer engineering curriculum are enumerated. This paper concludes with a brief synopsis of progress to date and future development plans.
{"title":"An FPGA-based pedagogical microprocessor for introductory computer engineering courses","authors":"D. Meyer, E. P. Burke","doi":"10.1109/FIE.1994.580563","DOIUrl":"https://doi.org/10.1109/FIE.1994.580563","url":null,"abstract":"This paper describes the underlying rationale and motivation for developing a unique \"pedagogical microprocessor\" (or, \"P/spl mu/P\") that is specifically targeted for meeting instructional objectives of undergraduate computer engineering curricula. To better understand the need for such an educational tool (along with the supporting development tools and accompanying textbook), various types of curricula that utilize microprocessors as pedagogical elements are compared and contrasted. Having established the need for such a device, the ancillary benefits of using it as the \"cornerstone\" of a computer engineering curriculum are enumerated. This paper concludes with a brief synopsis of progress to date and future development plans.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1994-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134398382","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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