The underrepresentation of women in engineering is a very serious national problem for the United States. Women constitute approximately 17% of the bachelor graduates in engineering and a disproportionate number of these take jobs after graduating rather than pursuing graduate degrees. The Nation cannot afford the continued loss of talented human resources in engineering if it is to be highly competitive internationally. Integrating academic and experiential learning is deemed to be a viable approach to increasing the number of women graduates. Working women constitute a large pool of candidates and this papers focuses on ways and means for attracting and retaining them for degrees.
{"title":"Innovations in educational methodologies for attracting more women into engineering","authors":"M. Baker","doi":"10.1109/FIE.1994.580570","DOIUrl":"https://doi.org/10.1109/FIE.1994.580570","url":null,"abstract":"The underrepresentation of women in engineering is a very serious national problem for the United States. Women constitute approximately 17% of the bachelor graduates in engineering and a disproportionate number of these take jobs after graduating rather than pursuing graduate degrees. The Nation cannot afford the continued loss of talented human resources in engineering if it is to be highly competitive internationally. Integrating academic and experiential learning is deemed to be a viable approach to increasing the number of women graduates. Working women constitute a large pool of candidates and this papers focuses on ways and means for attracting and retaining them for degrees.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"131 8 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":"124248579","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}
After presenting the various distinct types of laboratory activity, the authors describe in some detail how they have modified a sophomore circuits laboratory course. Traditionally, this course has engaged students in rediscovering what they already should have learned in their lecture course. The authors have made the experience into one of circuit design evaluation, where the students are asked to explore the differences between practical realities and theoretical possibilities by evaluating the performance of their own designs. They outline some of their exercises to clarify the distinction they are making from the traditional approach, and present evidence of student interest.
{"title":"Matching laboratory courses to engineering activities","authors":"W. L. Cooley, R. McConnell, N. Middleton","doi":"10.1109/FIE.1994.580588","DOIUrl":"https://doi.org/10.1109/FIE.1994.580588","url":null,"abstract":"After presenting the various distinct types of laboratory activity, the authors describe in some detail how they have modified a sophomore circuits laboratory course. Traditionally, this course has engaged students in rediscovering what they already should have learned in their lecture course. The authors have made the experience into one of circuit design evaluation, where the students are asked to explore the differences between practical realities and theoretical possibilities by evaluating the performance of their own designs. They outline some of their exercises to clarify the distinction they are making from the traditional approach, and present evidence of student interest.","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":"134479558","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}
Engineering students tend to view their chosen discipline as isolated from other engineering disciplines while many real world problems are interdisciplinary. This paper describes how a small scale railgun is being used to change this student perception in the Department of Electrical Engineering and Computer Science of the United States Military Academy. The railgun is a simple, but elegant, device ideal for a student design project. The student must combine electrical and mechanical engineering science into a single design and analysis project; in the process, the student learns that electrical and mechanical engineering are closely related-and in fact inseparable. The railgun system provides several attractive features as a teaching vehicle. The essential concepts are taught in introductory physics. The student must develop a mathematical system model (three first order, variable coefficient differential equations) and computer simulation to predict system behavior. The wise student makes first order engineering estimates to bound component values before trying to simulate the system. Using the simulation, the student selects an appropriate system design. The circuit is easily and inexpensively built and tested. Finally, a properly designed railgun dramatically grabs the observer's attention when fired.
{"title":"Using railguns to break barriers between engineering disciplines at the United States Military Academy","authors":"K. E. Reinhard","doi":"10.1109/FIE.1994.580509","DOIUrl":"https://doi.org/10.1109/FIE.1994.580509","url":null,"abstract":"Engineering students tend to view their chosen discipline as isolated from other engineering disciplines while many real world problems are interdisciplinary. This paper describes how a small scale railgun is being used to change this student perception in the Department of Electrical Engineering and Computer Science of the United States Military Academy. The railgun is a simple, but elegant, device ideal for a student design project. The student must combine electrical and mechanical engineering science into a single design and analysis project; in the process, the student learns that electrical and mechanical engineering are closely related-and in fact inseparable. The railgun system provides several attractive features as a teaching vehicle. The essential concepts are taught in introductory physics. The student must develop a mathematical system model (three first order, variable coefficient differential equations) and computer simulation to predict system behavior. The wise student makes first order engineering estimates to bound component values before trying to simulate the system. Using the simulation, the student selects an appropriate system design. The circuit is easily and inexpensively built and tested. Finally, a properly designed railgun dramatically grabs the observer's attention when fired.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"68 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":"133190987","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 have developed an engineering design competition for pre-college students which is educational, fun, and successful. Now in its 4th year, nearly half of the high schools in the state participate at some level, and a number of these have incorporated the contest into their physics curriculum. The contest is called Design TASC (Technology and Science Connection) since engineering design couples science and technology. Key features of this competition include the following: (1) a design problem which may be solved inexpensively with readily available materials and which is relevant to the first-semester of the high school physics course; (2) an associated portfolio competition which teaches participants how to document the engineering design process; (3) the involvement of both practicing engineers and undergraduate engineering majors as reviewers and judges. The contest gives participants some design experience they might not otherwise get in high school, and it encourages students to learn more about engineering.
{"title":"A model for a successful high school engineering design competition","authors":"S.L. Titcomb, R.M. Foote, H. Carpenter","doi":"10.1109/FIE.1994.580489","DOIUrl":"https://doi.org/10.1109/FIE.1994.580489","url":null,"abstract":"We have developed an engineering design competition for pre-college students which is educational, fun, and successful. Now in its 4th year, nearly half of the high schools in the state participate at some level, and a number of these have incorporated the contest into their physics curriculum. The contest is called Design TASC (Technology and Science Connection) since engineering design couples science and technology. Key features of this competition include the following: (1) a design problem which may be solved inexpensively with readily available materials and which is relevant to the first-semester of the high school physics course; (2) an associated portfolio competition which teaches participants how to document the engineering design process; (3) the involvement of both practicing engineers and undergraduate engineering majors as reviewers and judges. The contest gives participants some design experience they might not otherwise get in high school, and it encourages students to learn more about engineering.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"30 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":"132582479","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}
New laboratory hardware supporting undergraduate electric machine and power systems instruction has been developed and installed at the Department of Electrical Engineering and Computer Science of the United States Military Academy. The new equipment integrates the transformers, machines, power supplies, loads, and meters necessary to support electric power engineering laboratory instruction into an electric power workstation; the workstation is designed to be a self-contained unit for students to perform laboratory exercises in their entirety. The workstation is built around induction, DC, and synchronous machines sharing a common shaft and three single-phase, tapped transformers. Variable speed drives are available to power each machine. Electrical connections between components are made on external console panels-designed for easy access and to reinforce student understanding. GPIB capable digital instruments measure AC, DC, and mechanical performance. Laboratory exercises that model, analyze, and verify performance can be performed in significantly less time. Examples are given.
{"title":"Undergraduate electric machines laboratory innovation at the United States Military Academy","authors":"H. Hess, K. E. Reinhard, P. F. Barber","doi":"10.1109/FIE.1994.580589","DOIUrl":"https://doi.org/10.1109/FIE.1994.580589","url":null,"abstract":"New laboratory hardware supporting undergraduate electric machine and power systems instruction has been developed and installed at the Department of Electrical Engineering and Computer Science of the United States Military Academy. The new equipment integrates the transformers, machines, power supplies, loads, and meters necessary to support electric power engineering laboratory instruction into an electric power workstation; the workstation is designed to be a self-contained unit for students to perform laboratory exercises in their entirety. The workstation is built around induction, DC, and synchronous machines sharing a common shaft and three single-phase, tapped transformers. Variable speed drives are available to power each machine. Electrical connections between components are made on external console panels-designed for easy access and to reinforce student understanding. GPIB capable digital instruments measure AC, DC, and mechanical performance. Laboratory exercises that model, analyze, and verify performance can be performed in significantly less time. Examples are given.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"27 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":"133036502","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 present an approach to introduce electric power engineering students to new topics of research. Publications show how some classes of power systems and electromagnetic problems are solved using artificial neural networks. Some students at the American University of Beirut, willing to further their careers along academic lines or in research and development, are encouraged to take special projects to investigate and laydown the foundation for more serious research. Two such developments are reported in this paper. The first is a neural network-based automatic mesh generation method capable of developing meshes that preserve major properties such as Delauney triangulation and Dirichlet tessellation. In the second application, we demonstrated the possibility of creating a single artificial neural network to estimate the critical clearing time of faults in a realistic power system with differing load levels, fault locations, and network topologies.
在本文中，我们提出了一种方法，以介绍电力工程专业的学生新的研究课题。出版物展示了如何使用人工神经网络解决某些类型的电力系统和电磁问题。贝鲁特美国大学(American University of Beirut)的一些学生，如果愿意沿着学术路线或在研究和开发方面进一步发展自己的职业生涯，我们鼓励他们参加特殊项目，进行调查，为更严肃的研究奠定基础。本文报告了两个这样的发展。第一种是基于神经网络的自动网格生成方法，能够开发保留主要属性的网格，如Delauney三角剖分和Dirichlet镶嵌。在第二个应用中，我们演示了在具有不同负载水平、故障位置和网络拓扑的现实电力系统中，创建单个人工神经网络来估计故障的关键清除时间的可能性。
{"title":"Artificial neural networks: a new approach for treating electrical engineering problems","authors":"S. Karaki, R. Chedid","doi":"10.1109/FIE.1994.580605","DOIUrl":"https://doi.org/10.1109/FIE.1994.580605","url":null,"abstract":"In this paper we present an approach to introduce electric power engineering students to new topics of research. Publications show how some classes of power systems and electromagnetic problems are solved using artificial neural networks. Some students at the American University of Beirut, willing to further their careers along academic lines or in research and development, are encouraged to take special projects to investigate and laydown the foundation for more serious research. Two such developments are reported in this paper. The first is a neural network-based automatic mesh generation method capable of developing meshes that preserve major properties such as Delauney triangulation and Dirichlet tessellation. In the second application, we demonstrated the possibility of creating a single artificial neural network to estimate the critical clearing time of faults in a realistic power system with differing load levels, fault locations, and network topologies.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"38 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":"116897431","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}
S. Starks, M. Beruvides, W. Fisher, V. Kreinovich, S. Piñón, M. Robbins, C. Turner, W. Turner, E. Villa
This paper describes an engineering curriculum reform effort being conducted at the University of Texas at El Paso (USA) and supported through the University of Texas System for Minority Participation which addresses the freshman year experience for engineering majors. This effort has resulted in the creation of a new sequence of interdisciplinary introductory courses in engineering which incorporate contemporary pedagogical techniques. It is anticipated that the implementation of these courses will increase the retention of engineering students through the freshman year and will better prepare them for subsequent studies in engineering.
{"title":"Restructuring the freshman year in engineering at UTEP","authors":"S. Starks, M. Beruvides, W. Fisher, V. Kreinovich, S. Piñón, M. Robbins, C. Turner, W. Turner, E. Villa","doi":"10.1109/FIE.1994.580552","DOIUrl":"https://doi.org/10.1109/FIE.1994.580552","url":null,"abstract":"This paper describes an engineering curriculum reform effort being conducted at the University of Texas at El Paso (USA) and supported through the University of Texas System for Minority Participation which addresses the freshman year experience for engineering majors. This effort has resulted in the creation of a new sequence of interdisciplinary introductory courses in engineering which incorporate contemporary pedagogical techniques. It is anticipated that the implementation of these courses will increase the retention of engineering students through the freshman year and will better prepare them for subsequent studies in engineering.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"200 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":"115015770","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}
"Engineering up front" succinctly describes the recent trend of incorporating engineering courses in the first year of the undergraduate engineering curriculum. A variation of that concept has been developed at Rensselaer Polytechnic Institute (USA) to put "electronics up front". The new course is a one-credit electronics laboratory intended to motivate freshmen for further study of engineering in general and to spur interest in electrical and computer engineering in particular. Unlike most engineering courses, the primary role of this lab elective is not to impart cognitive knowledge. Instead, its major thrust is in the affective domain. The course gives students first-hand experience with electronic circuits chosen to demonstrate that engineering work is relevant, rewarding, and even fun! Initial student reaction indicates that the course has, indeed, stimulated their curiosity about electronics and increased their interest in engineering.
{"title":"Electronics up front: a motivational lab course","authors":"A.B. Carlson, P. Schoch","doi":"10.1109/FIE.1994.580472","DOIUrl":"https://doi.org/10.1109/FIE.1994.580472","url":null,"abstract":"\"Engineering up front\" succinctly describes the recent trend of incorporating engineering courses in the first year of the undergraduate engineering curriculum. A variation of that concept has been developed at Rensselaer Polytechnic Institute (USA) to put \"electronics up front\". The new course is a one-credit electronics laboratory intended to motivate freshmen for further study of engineering in general and to spur interest in electrical and computer engineering in particular. Unlike most engineering courses, the primary role of this lab elective is not to impart cognitive knowledge. Instead, its major thrust is in the affective domain. The course gives students first-hand experience with electronic circuits chosen to demonstrate that engineering work is relevant, rewarding, and even fun! Initial student reaction indicates that the course has, indeed, stimulated their curiosity about electronics and increased their interest in engineering.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"5 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":"116160138","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}
Just as the competitive advantage of Japanese industry prompted leaders of American businesses to examine the effect of Japanese culture on its workers/associates, academic leaders need to examine the effect of university culture and its effect on the professoriate. This paper describes university culture, notes the importance of senior faculty leadership in that culture, outlines the promotion policy format in most universities, and details the distinctive aspects of promotion documents in the School of Technology at Purdue University.
{"title":"Changing university culture through promotion policies","authors":"T. Smith","doi":"10.1109/FIE.1994.580600","DOIUrl":"https://doi.org/10.1109/FIE.1994.580600","url":null,"abstract":"Just as the competitive advantage of Japanese industry prompted leaders of American businesses to examine the effect of Japanese culture on its workers/associates, academic leaders need to examine the effect of university culture and its effect on the professoriate. This paper describes university culture, notes the importance of senior faculty leadership in that culture, outlines the promotion policy format in most universities, and details the distinctive aspects of promotion documents in the School of Technology at Purdue University.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"28 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":"116779810","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 NASA JOVE program was developed with a threefold purpose: (1) to assist in the strengthening of research in US universities; (2) to encourage students to choose careers related to the space program; and (3) to encourage outreach and contacts among university faculty and others related to NASA's mission. Here, the author examines the impact of the JOVE program on university senior design projects in the USA.
{"title":"The impact of JOVE on senior design projects","authors":"L. Nagurney","doi":"10.1109/FIE.1994.580638","DOIUrl":"https://doi.org/10.1109/FIE.1994.580638","url":null,"abstract":"The NASA JOVE program was developed with a threefold purpose: (1) to assist in the strengthening of research in US universities; (2) to encourage students to choose careers related to the space program; and (3) to encourage outreach and contacts among university faculty and others related to NASA's mission. Here, the author examines the impact of the JOVE program on university senior design projects in the USA.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"47 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":"115235884","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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