The following is a list of all publications generated by the Foundation Coalition, listed by author. These documents require the use of the Adobe Acrobat software in order to view their contents.
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- Bellamy, L., McNeill, B., Bailey, J., Roedel, R.J., Moor, W., Zwiebel, I., Laananen, D., 1995, “An Introduction to Engineering Design: Teaching the Engineering Process Through Teaming and the Continuous Improvement Philosophy,” Proceedings of the Frontiers in Education Conference.
Abstract: In this paper we describe a first year required course in engineering design, initiated at ASU in the Fall '94 semester. The organizing thread and philosophy for the course is the process of engineering, utilizing teaming and continuous improvement, based on Deming's fourteen points. Process is defined as a collection of interrelated tasks that take one from input to output in the engineering environment.
The course has three components: Process Concepts, Design Laboratory, and Computer Modeling. In the concepts section, the emphasis is on a problem solving heuristic similar to the Deming Plan-Do-Check-Act process or the Boeing Seven Step problem solving process. The concepts section meets once a week for two hours in a large, multimedia classroom with a center podium and tables for teams of four students. The capacity of the concepts class is 120 students.
The design laboratory component of the class has two main portions: (1) A Mechanical Dissection and Reassembly of an Artifact, in which the reassembly process is developed, documented, and evaluated using community volunteers for testing, and (2) An Artifact Design for Reproducible Performance, in which an object is designed, constructed, and evaluated. In the Fall '94 semester, students dissected a telephone for the reassembly process and constructed a mouse trap powered model airplane launcher for the artifact design process.
In the computer modeling component of the course, students learn how to develop models conceptually and then evaluate these models with Excel spreadsheets and TKSolver. Nine different computer models are generated and evaluated in this portion of the course, which meets in a computer classroom which contains approximately 25 computers.
The class combines active learning and technology enhanced education. More details of the course content and the assessment and evaluation of the student performance will be described in the talk.
- Villareal, S., Zoghi, B., 1996, “A Collaborative, Multimedia, Web-Based Electronics Course: Project Description and Survey,” Proceedings of the Frontiers in Education Conference.
Abstract: Our interest, development and use of multimedia materials has proceeded mainly along two parallel paths. One has emphasizes Computer-animated simulations which are animations controlled by parameters set by the student. This approach enhances student learning by providing realistic, visual feedback of qualitatively correct results. The second path emphasizes virtual instrumentation which uses graphics and video-clip demonstrations via the internet. This approach increases student learning efficiency by providing students with simulated experiences with lab equipment and procedures before, during and after conventional lab activities.
One major obstacle to any kind of materials development, especially multimedia development, is the issue of resources. To most effectively combine our existing materials and leverage limited resources, we have established the framework for a coalition of technology programs with similar goals and interests. A brief interest survey sent to approximately 240 members of the Texas Junior College Teachers Association shows that 30% of respondents are already involved in multimedia development, 54% have internet connectivity, and 77% are interested in participating in our collaborative efforts.
- Villareal, S., Wynn, C., Eastwood, D., Zoghi, B., 1998, “The Design, Development, and Evolution of Web-Based Materials Featuring Computer-Animated Simulations,” Proceedings of the Frontiers in Education Conference.
Abstract: The need for more efficient and more effective teaching techniques led us to begin developing Computer Aided Instruction (CAI) modules featuring Computer Animated Simulations (CAS) in 1993. In this paper, we review the design, development and evaluation of our initial desktop CAI/CAS modules in two stages before presenting our most recent experience in developing and evaluating these materials in a web-based format. In the initial stage of desktop CAI development, we obtained valuable insight into ways to improve the animated simulations through informal student feedback and ongoing formative evaluation. A summative evaluation of this first stage consists of an analysis of actual test scores. This study shows that semesters using the desktop CAI are not statistically different from semesters not using these materials. However, we note that presentation time in both lecture and lab are significantly reduced by applying these modules.
The second stage of desktop CAI evaluation began after most of the suggestions from the initial stage had been incorporated. The evaluation of the desktop CAI in the second stage consists of a more direct measurement comparing pre-test and post-test scores for students conducting lab exercises in either the traditional hands-on assignment or in the CAI/CAS format. This study also shows no statistical difference between the two groups of students. However, this review demonstrates the importance of student feedback in both formative and summative evaluations and several key benefits of the CAI/CAS format.
Lastly, this paper presents our most recent development strategy for enhancing these materials and for converting them into a web-based format. Due to our disappointing experience with commercial web-authoring software, our strategy changed to a from scratch approach using inexpensive and easy to use web-based development tools. Cost for these tools, development time estimates and results of an informal evaluation of our first two web-based modules are also reported. A more rigorous evaluation of these web-based materials is planned with findings similar to those for the desktop CAI/CAS modules anticipated.
- Bowe, N., Taylor, L., Smith, K., Zuckerman, R., Moore, D.J., 2003, “Getting Engineers to Think and Act like Entrepreneurs,” Proceedings of the ASEE Annual Conference.
Abstract: Rose-Hulman Institute of Technology is pioneering the education of undergraduate entrepreneurial engineers. Engenius Solutions is a program funded through a grant from the Lilly Foundation. The project, at Rose-Hulman, is offering capital and other resources to help undergraduate engineers understand what it takes to recognize opportunities and turn them into entrepreneurial ventures. Students, faculty, and staff are encouraged to submit ideas to Engenius Solutions for evaluation and review. Following an in-depth qualification procedure, those deemed to have potential are then given project resources including student project teams, prototyping support, work space, Intellectual Property support, and project management to help develop their idea. Engenius Solutions also provides financial, marketing, and business insight to assist their clients (students, faculty, staff) in taking ideas from concept to market. Future plans include accepting clients from outside the Rose-Hulman community. The program is driven by a core management team of four undergraduate students managing the program with limited oversight provided by a Board of Governors. The board consists of faculty and staff from multiple disciplines across the campus.
This paper will present an overview of the program, including the management philosophy for both the funded program and the individual client projects. Also covered is a discussion of the underlying project objectiveallowing students to run a project, with limited faculty oversight, in an effort to allow engineers to become better acquainted with the business world and more capable of effectively handling interactions between entrepreneurs and large companies. The main focus of the paper will be on the benefits and opportunities provided by allowing students to work on exciting new ideas and projects and on developing their own intellectual property in a multidisciplinary setting. Specifically to be included are the interactions among different engineering disciplines, interactions between engineering disciplines and business disciplines from other schools, and how this will enhance the overall engineering education.