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}
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}
All undergraduate engineering education programs provide for laboratory experience. However, the approach used to provide the experience varies considerably at different institutions. Design is also a crucial ingredient in all engineering curricula. However, due to time and budget constraints, the design experience in a university is often very limited. To satisfy both of these needs, the Department of Electrical Engineering at Texas Tech University (USA) began stand-alone project design laboratories in the early 1960s and has continued to develop this concept over the past 30 years. This paper describes the undergraduate electrical engineering laboratories at Texas Tech and how the laboratories are used to incorporate design and research into the curriculum.
{"title":"A different approach to engineering laboratory instruction","authors":"M. Parten","doi":"10.1109/FIE.1994.580595","DOIUrl":"https://doi.org/10.1109/FIE.1994.580595","url":null,"abstract":"All undergraduate engineering education programs provide for laboratory experience. However, the approach used to provide the experience varies considerably at different institutions. Design is also a crucial ingredient in all engineering curricula. However, due to time and budget constraints, the design experience in a university is often very limited. To satisfy both of these needs, the Department of Electrical Engineering at Texas Tech University (USA) began stand-alone project design laboratories in the early 1960s and has continued to develop this concept over the past 30 years. This paper describes the undergraduate electrical engineering laboratories at Texas Tech and how the laboratories are used to incorporate design and research into the curriculum.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"45 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":"121561065","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 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}
This paper describes the steps used by the author to write a textbook (The Technology of Metallurgy, Merrill/Macmillan, 1994). Although the process seemed evolutionary, in retrospect it was a reiterative one. Feedback from students and reviewers helped define the scope and content of the text. In total it took six years from first draft to the last. The versatility and flexibility of the computer was invaluable. Initially copyright problems seemed challenging, but they proved to be manageable. The author encourages teachers of technical subjects to write text materials adapted both for their particular course(s) and for the learning style(s) of their students.
本文描述了作者编写教科书(the Technology of Metallurgy, Merrill/Macmillan, 1994)的步骤。虽然这个过程似乎是渐进的，但回顾起来，它是一个反复的过程。来自学生和审稿人的反馈有助于定义文本的范围和内容。从初稿到定稿总共花了六年时间。计算机的多功能性和灵活性是无价的。最初，版权问题似乎颇具挑战性，但后来证明是可以解决的。作者鼓励技术学科的教师编写适合其特定课程和学生学习风格的文本材料。
{"title":"Writing a textbook, the easy way","authors":"W. K. Dalton","doi":"10.1109/FIE.1994.580599","DOIUrl":"https://doi.org/10.1109/FIE.1994.580599","url":null,"abstract":"This paper describes the steps used by the author to write a textbook (The Technology of Metallurgy, Merrill/Macmillan, 1994). Although the process seemed evolutionary, in retrospect it was a reiterative one. Feedback from students and reviewers helped define the scope and content of the text. In total it took six years from first draft to the last. The versatility and flexibility of the computer was invaluable. Initially copyright problems seemed challenging, but they proved to be manageable. The author encourages teachers of technical subjects to write text materials adapted both for their particular course(s) and for the learning style(s) of their students.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"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":"126193063","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 educators usually resort to either general purpose computer programming languages or specific software packages for high level problem solving. The balance has recently tipped in favor of specific packages. These, however, inhibit the development of programming skills for active, innovative and dynamic education processes. One reason is that the syntax of traditional languages adds one more level of distraction to the point that the engineering context of the problem may be lost. The recent emergence of graphical programming languages for engineers (such as LabVIEW) remedies this situation by providing an environment which focuses on the process. The modularity of such languages enables the instructor to adjust the programming challenge so that the engineering content of the problem may be highlighted. In this paper, three representative problems from the subjects of manufacturing, dynamics and component design are selected to illustrate the use of a graphical programming language to both introduce early basic engineering and programming concepts and in the solution of typical mechanical engineering problems. These problems are all parametric in nature and simulate real world problems.
{"title":"Innovation in teaching mechanical engineering applications","authors":"O.A. Abu Zeid, M. Tanyel","doi":"10.1109/FIE.1994.580474","DOIUrl":"https://doi.org/10.1109/FIE.1994.580474","url":null,"abstract":"Engineering educators usually resort to either general purpose computer programming languages or specific software packages for high level problem solving. The balance has recently tipped in favor of specific packages. These, however, inhibit the development of programming skills for active, innovative and dynamic education processes. One reason is that the syntax of traditional languages adds one more level of distraction to the point that the engineering context of the problem may be lost. The recent emergence of graphical programming languages for engineers (such as LabVIEW) remedies this situation by providing an environment which focuses on the process. The modularity of such languages enables the instructor to adjust the programming challenge so that the engineering content of the problem may be highlighted. In this paper, three representative problems from the subjects of manufacturing, dynamics and component design are selected to illustrate the use of a graphical programming language to both introduce early basic engineering and programming concepts and in the solution of typical mechanical engineering problems. These problems are all parametric in nature and simulate real world problems.","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":"130546008","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}
The authors argue that the goal of training a world-class engineer should be to utilize the knowledge of the physical world for benefits of the society. Certain specific attitudes are required to meet this goal. The ingenious person, i.e., engineer has to have knowledge, ethicalness and appropriate skills to a high degree. He or she must be willing and acquire skills to determine a course of action in the face of incomplete and often contradictory information. Here, the authors present a comparison of American and Asian methods in providing education and training to meet the demands listed above.
{"title":"American and Asian perspectives in training world-class engineers","authors":"V. Arora, U.R. Nejib","doi":"10.1109/FIE.1994.580502","DOIUrl":"https://doi.org/10.1109/FIE.1994.580502","url":null,"abstract":"The authors argue that the goal of training a world-class engineer should be to utilize the knowledge of the physical world for benefits of the society. Certain specific attitudes are required to meet this goal. The ingenious person, i.e., engineer has to have knowledge, ethicalness and appropriate skills to a high degree. He or she must be willing and acquire skills to determine a course of action in the face of incomplete and often contradictory information. Here, the authors present a comparison of American and Asian methods in providing education and training to meet the demands listed above.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"24 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":"126749342","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 using a testbed instructional multimedia delivery system in an experimental offering of a "mainstream" computer engineering course. The experimental course format was designed to investigate how the use of technology-based instructional delivery impacts student performance and perceptions. Data from an exit survey, course and instructor evaluation, exam scores, and class GPA are presented along with student comments to document the results obtained.
{"title":"Experience using the VideoJockey system for instructional multimedia delivery","authors":"D. Meyer, R.A. Krzyzkowski","doi":"10.1109/FIE.1994.580531","DOIUrl":"https://doi.org/10.1109/FIE.1994.580531","url":null,"abstract":"This paper describes the authors' experiences using a testbed instructional multimedia delivery system in an experimental offering of a \"mainstream\" computer engineering course. The experimental course format was designed to investigate how the use of technology-based instructional delivery impacts student performance and perceptions. Data from an exit survey, course and instructor evaluation, exam scores, and class GPA are presented along with student comments to document the results obtained.","PeriodicalId":288591,"journal":{"name":"Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94","volume":"37 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":"127180181","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}
Drexel University has adopted the E/sup 4/ experiment (An Enhanced Educational Experience for Engineering Students) as its curriculum for all entering engineering students. Drexel have extended the E/sup 4/ influence by revising the entire undergraduate curriculum using the principles developed and tested in the E/sup 4/ years. The process hasn't been completely smooth, nor is it yet finished, but it is under way. This paper reviews the progress.
德雷塞尔大学(Drexel University)已将E/sup 4/ experiment (a Enhanced Educational Experience for Engineering Students)作为所有工程专业新生的课程。Drexel通过使用E/sup 4年开发和测试的原则修改整个本科课程，扩大了E/sup 4的影响。这个过程并不完全顺利，也没有完成，但它正在进行中。本文就这方面的研究进展作一综述。
{"title":"Institutionalization of E/sup 4/","authors":"J. Mitchell","doi":"10.1109/FIE.1994.580629","DOIUrl":"https://doi.org/10.1109/FIE.1994.580629","url":null,"abstract":"Drexel University has adopted the E/sup 4/ experiment (An Enhanced Educational Experience for Engineering Students) as its curriculum for all entering engineering students. Drexel have extended the E/sup 4/ influence by revising the entire undergraduate curriculum using the principles developed and tested in the E/sup 4/ years. The process hasn't been completely smooth, nor is it yet finished, but it is under way. This paper reviews the progress.","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":"130351085","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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