The authors address a critical area of undergraduate engineering education that has been consistently criticized and undervalued: academic advising and career development. A comprehensive program to meet career development needs within undergraduate engineering education is proposed using emerging computer technology. The goal of the hyper-engineering career planning project is to provide a user-friendly interface, with graphics, sound, and direct manipulation of input devices, to familiarize students both with the value of working in fields and with the specific character of problem-solving in technical disciplines. This software should help engage students with possible careers as well as inform them about various engineering fields. The Macintosh II with hypercard was chosen for the delivery of the counseling services planned. The hypertext has the ability to access multi-media and gives the user flexibility in implementing computer-based modules. In hypertext it is not necessary for the developers to decide in advance which instructional approach they want to utilize at the beginning or late stages of development; they can have the flexibility to insert materials at any place where they are appropriate and at any time during the development of program modules.<>
{"title":"Interactive hyper-engineering career planning","authors":"F. Taghaboni, W. LeBold, H.-C. Cheng","doi":"10.1109/FIE.1989.69386","DOIUrl":"https://doi.org/10.1109/FIE.1989.69386","url":null,"abstract":"The authors address a critical area of undergraduate engineering education that has been consistently criticized and undervalued: academic advising and career development. A comprehensive program to meet career development needs within undergraduate engineering education is proposed using emerging computer technology. The goal of the hyper-engineering career planning project is to provide a user-friendly interface, with graphics, sound, and direct manipulation of input devices, to familiarize students both with the value of working in fields and with the specific character of problem-solving in technical disciplines. This software should help engage students with possible careers as well as inform them about various engineering fields. The Macintosh II with hypercard was chosen for the delivery of the counseling services planned. The hypertext has the ability to access multi-media and gives the user flexibility in implementing computer-based modules. In hypertext it is not necessary for the developers to decide in advance which instructional approach they want to utilize at the beginning or late stages of development; they can have the flexibility to insert materials at any place where they are appropriate and at any time during the development of program modules.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"15 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120889394","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}
V. V. Neis, R. Burton, D. Forgie, E. Llewellyn, M. Reeves, M. Sachdev, C. A. Shook, R. Strayer
Engineering curriculum design at the University of Saskatchewan presents the universal challenge of providing a program of studies that develops technical excellence in mathematics, science, and engineering synthesis together with the breadth of knowledge, social awareness, ethics and humanitarian studies needed by today's engineers. The College of Engineering also faces special challenges since it must offer studies in a number of engineering disciplines and also serve a constituent base of students from a provincial population that is relatively small. As part of the solution to the problems associated with limited resources distributed over eight rather wide ranging programs, a common core of courses for all engineering programs has been utilized. By stressing the common core nature of many engineering courses, curricula were developed which should cause no major teaching-related disruptions within the college. For theses curricula, the contents of many courses has been modified and course responsibilities have been shifted from the general program to departmental programs. Also, a number of courses have been dropped and there are a number of new courses.<>
{"title":"Engineering curricula at the University of Saskatchewan: eight programs with a common core","authors":"V. V. Neis, R. Burton, D. Forgie, E. Llewellyn, M. Reeves, M. Sachdev, C. A. Shook, R. Strayer","doi":"10.1109/FIE.1989.69410","DOIUrl":"https://doi.org/10.1109/FIE.1989.69410","url":null,"abstract":"Engineering curriculum design at the University of Saskatchewan presents the universal challenge of providing a program of studies that develops technical excellence in mathematics, science, and engineering synthesis together with the breadth of knowledge, social awareness, ethics and humanitarian studies needed by today's engineers. The College of Engineering also faces special challenges since it must offer studies in a number of engineering disciplines and also serve a constituent base of students from a provincial population that is relatively small. As part of the solution to the problems associated with limited resources distributed over eight rather wide ranging programs, a common core of courses for all engineering programs has been utilized. By stressing the common core nature of many engineering courses, curricula were developed which should cause no major teaching-related disruptions within the college. For theses curricula, the contents of many courses has been modified and course responsibilities have been shifted from the general program to departmental programs. Also, a number of courses have been dropped and there are a number of new courses.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115610567","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 graphical animation authoring system has been developed which makes it possible for the course instructor to add text, arrows, lines, blocks, and waveforms to textbook schematic diagrams. Moving cursors on the waveforms and varying lengths of the arrows or VU meter displays emphasize the source and resulting response nature of the circuit operation. Standard overhead projector transparencies are used with a liquid-crystal-display unit attached to a portable PC for in-class presentations. The displayed information is organized as frames within each page, so that successively more complex pictorials can be revealed in succession for each page. The resulting displays are used to aid visualization of circuit operation. Some animation examples are given.<>
{"title":"A graphical animation authoring system for in-class demonstration of circuit operation","authors":"C. Croskey","doi":"10.1109/FIE.1989.69396","DOIUrl":"https://doi.org/10.1109/FIE.1989.69396","url":null,"abstract":"A graphical animation authoring system has been developed which makes it possible for the course instructor to add text, arrows, lines, blocks, and waveforms to textbook schematic diagrams. Moving cursors on the waveforms and varying lengths of the arrows or VU meter displays emphasize the source and resulting response nature of the circuit operation. Standard overhead projector transparencies are used with a liquid-crystal-display unit attached to a portable PC for in-class presentations. The displayed information is organized as frames within each page, so that successively more complex pictorials can be revealed in succession for each page. The resulting displays are used to aid visualization of circuit operation. Some animation examples are given.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"11 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113932196","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 discuss their efforts and innovations in developing a low-cost microwave laboratory course at Cornell. In this two-semester course, students can design, build, and test a variety of microstrip circuits, making use of a computer-aided design program, a nonconventional fabrication procedure, and computer controlled test equipment.<>
{"title":"New methods in the practice of microwave engineering education","authors":"R. York, R. Compton","doi":"10.1109/FIE.1989.69394","DOIUrl":"https://doi.org/10.1109/FIE.1989.69394","url":null,"abstract":"The authors discuss their efforts and innovations in developing a low-cost microwave laboratory course at Cornell. In this two-semester course, students can design, build, and test a variety of microstrip circuits, making use of a computer-aided design program, a nonconventional fabrication procedure, and computer controlled test equipment.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131188076","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 present the experience gained in establishing and running the Projects Laboratory in the Mechanical Engineering Department of Qatar University, which was planned to not only provide facilities for identification of elements and components encountered in mechanical engineering, but also to provide means of enhancing creative work. Numerous examples of mechanical systems associated with electrical and electronic devices that can be constructed by means of modular units are displayed. Modular-component kits are described that are appropriate for constructing various basic modules that can be added together to set up a useful model. Hands-on experience in using some of these kits is reported. The approach used to motivate students with a view to enhancing their creative capabilities is then described. Some case studies are included.<>
{"title":"Model-aided techniques for creative mechatronics designs","authors":"T. Abdel-Rahman, G. Shawki","doi":"10.1109/FIE.1989.69407","DOIUrl":"https://doi.org/10.1109/FIE.1989.69407","url":null,"abstract":"The authors present the experience gained in establishing and running the Projects Laboratory in the Mechanical Engineering Department of Qatar University, which was planned to not only provide facilities for identification of elements and components encountered in mechanical engineering, but also to provide means of enhancing creative work. Numerous examples of mechanical systems associated with electrical and electronic devices that can be constructed by means of modular units are displayed. Modular-component kits are described that are appropriate for constructing various basic modules that can be added together to set up a useful model. Hands-on experience in using some of these kits is reported. The approach used to motivate students with a view to enhancing their creative capabilities is then described. Some case studies are included.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128105220","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 describe the development of a self-contained computer environment to assist in the teaching and learning process involved in the art and science of experimentation. Six main components comprise this environment: an intuitive interface to data acquisition units, computer-based control of the experiment, an information base for the underlying theory describing the phenomena being investigated, experimental procedures for the experiment, experimental hardware descriptions, and tools to facilitate report writing and construction. All six components are equally important and should be provided to form a coherent teaching and learning environment. A heat exchanger experiment was constructed to provide the specific test stand to illustrate the use of the environment. It is noted, however, that this environment could be used in almost any experimental situation. Two different educational experiences with the experimental environment are described. In both experiences, the students were provided with an excellent illustration of how a computer can be used for control of the experiment, data collection, data reduction, and analysis of the data to illustrate the underlying phenomena being investigated.<>
{"title":"The computer as an aid to teaching experimentation: an example in the thermal sciences","authors":"C. Borkowski, M. Jensen, A. Bergles","doi":"10.1109/FIE.1989.69378","DOIUrl":"https://doi.org/10.1109/FIE.1989.69378","url":null,"abstract":"The authors describe the development of a self-contained computer environment to assist in the teaching and learning process involved in the art and science of experimentation. Six main components comprise this environment: an intuitive interface to data acquisition units, computer-based control of the experiment, an information base for the underlying theory describing the phenomena being investigated, experimental procedures for the experiment, experimental hardware descriptions, and tools to facilitate report writing and construction. All six components are equally important and should be provided to form a coherent teaching and learning environment. A heat exchanger experiment was constructed to provide the specific test stand to illustrate the use of the environment. It is noted, however, that this environment could be used in almost any experimental situation. Two different educational experiences with the experimental environment are described. In both experiences, the students were provided with an excellent illustration of how a computer can be used for control of the experiment, data collection, data reduction, and analysis of the data to illustrate the underlying phenomena being investigated.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126606282","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 author discusses the integration of computer-assisted workstations into the teaching laboratory curriculum at Virginia Polytechnic Institute and State University. He documents the Electrical Engineering Department's efforts to incorporate these workstations into the undergraduate laboratories to complement the PC requirement. Consideration is given to workstation hardware, logistics of setting up the workstation in the laboratory, workstation software, and evaluation of the use of the workstation and student reactions. It is noted that, along with a fundamental understanding of the basic principles of electronics and circuits, the students have gained valuable experience with the tools of computer interfacing and data acquisition. A majority of students agreed that the integration of the computer workstations helped them learn more about electronics and networks, fulfilling the main goal of these laboratory courses.<>
{"title":"Automated networks/electronics teaching laboratories","authors":"N. Schulz","doi":"10.1109/FIE.1989.69377","DOIUrl":"https://doi.org/10.1109/FIE.1989.69377","url":null,"abstract":"The author discusses the integration of computer-assisted workstations into the teaching laboratory curriculum at Virginia Polytechnic Institute and State University. He documents the Electrical Engineering Department's efforts to incorporate these workstations into the undergraduate laboratories to complement the PC requirement. Consideration is given to workstation hardware, logistics of setting up the workstation in the laboratory, workstation software, and evaluation of the use of the workstation and student reactions. It is noted that, along with a fundamental understanding of the basic principles of electronics and circuits, the students have gained valuable experience with the tools of computer interfacing and data acquisition. A majority of students agreed that the integration of the computer workstations helped them learn more about electronics and networks, fulfilling the main goal of these laboratory courses.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128899799","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}
An instruction format is described which includes short, professionally produced television modules that are presented to classes by teaching assistants (TAs) who answer questions, guide discussions and exercises, and administer quizzes. The viability of this course (entitled Electrical Circuits and Power Distribution) depends not only on the combination of TV and TA, but also on the attention given to testing procedures, the written materials provided for students, careful scheduling, and the professor's long-term commitment not only to the operation of the course but also to continuing evaluation and updating of the course materials and operating procedures.<>
{"title":"Innovative format using television and teaching assistants in a heavily-enrolled electrical engineering service course","authors":"J. Robinson, J. Canelos","doi":"10.1109/FIE.1989.69425","DOIUrl":"https://doi.org/10.1109/FIE.1989.69425","url":null,"abstract":"An instruction format is described which includes short, professionally produced television modules that are presented to classes by teaching assistants (TAs) who answer questions, guide discussions and exercises, and administer quizzes. The viability of this course (entitled Electrical Circuits and Power Distribution) depends not only on the combination of TV and TA, but also on the attention given to testing procedures, the written materials provided for students, careful scheduling, and the professor's long-term commitment not only to the operation of the course but also to continuing evaluation and updating of the course materials and operating procedures.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116728430","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 author describes an approach to the problem of educating microwave engineers which relies on computer-aided engineering (CAE). A two-course sequence is described, and illustrated with design examples. The two courses comprising the microwave program are senior design electives. They have as their foundation courses in circuit theory, electromagnetic fields, and transmission lines. In broad terms, the circuit design course covers basic RF and microwave components which are simulated on a computer using professional quality CAE software (TOUCHSTONE). One design from this course is then selected for completion in the second course. Computer-aided drafting software (MiCAD) is used to make the physical layout for the fabrication of a microstrip circuit. The completed component is evaluated in a test laboratory using a vector network analyzer. A special effort has been made to introduce students to modern design methods and test equipment that are standard in the industry.<>
{"title":"Development of a microwave design program for undergraduate engineering","authors":"B. Smilowitz","doi":"10.1109/FIE.1989.69393","DOIUrl":"https://doi.org/10.1109/FIE.1989.69393","url":null,"abstract":"The author describes an approach to the problem of educating microwave engineers which relies on computer-aided engineering (CAE). A two-course sequence is described, and illustrated with design examples. The two courses comprising the microwave program are senior design electives. They have as their foundation courses in circuit theory, electromagnetic fields, and transmission lines. In broad terms, the circuit design course covers basic RF and microwave components which are simulated on a computer using professional quality CAE software (TOUCHSTONE). One design from this course is then selected for completion in the second course. Computer-aided drafting software (MiCAD) is used to make the physical layout for the fabrication of a microstrip circuit. The completed component is evaluated in a test laboratory using a vector network analyzer. A special effort has been made to introduce students to modern design methods and test equipment that are standard in the industry.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116110979","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 Paint Line Videotape and Simulation (PLVS) software package, based on an actual manufacturing process, is used in statistics and quality control classes to design and analyze solutions to quality problems. It has proven effective in adding a design component to homework and laboratory problems by bridging the gap between textbook and real-world problems by enabling engineering students to design solutions, solve, and evaluate results of industrial problems. For example, it has been observed that while students often have no problem solving textbook problems, they at first often lack the ability to apply the techniques to PLVS problems. The manufacturing environment from which PLVS was derived is described, several PLVS-based assignments are listed and discussed, and the advantages of using PLVS are noted.<>
{"title":"PLVS: a tool for incorporating design into the statistical education of engineers","authors":"J. Maleyeff","doi":"10.1109/FIE.1989.69406","DOIUrl":"https://doi.org/10.1109/FIE.1989.69406","url":null,"abstract":"The Paint Line Videotape and Simulation (PLVS) software package, based on an actual manufacturing process, is used in statistics and quality control classes to design and analyze solutions to quality problems. It has proven effective in adding a design component to homework and laboratory problems by bridging the gap between textbook and real-world problems by enabling engineering students to design solutions, solve, and evaluate results of industrial problems. For example, it has been observed that while students often have no problem solving textbook problems, they at first often lack the ability to apply the techniques to PLVS problems. The manufacturing environment from which PLVS was derived is described, several PLVS-based assignments are listed and discussed, and the advantages of using PLVS are noted.<<ETX>>","PeriodicalId":319513,"journal":{"name":"Proceedings 1989 Frontiers in Education Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1989-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121978118","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：