Education Symposium Co-Chairs:

Education Symposium Peer Reviewers:

Presentations
8:00am-8:25am		*EDU01	Educating the Next Generation
8:30am-8:55am		EDU02	A Math Foundation to Build Strong Engineers
9:00am-9:25am			Coffee Break - Visit the Open Technical Exchange Poster Session
9:30am-9:55am		EDU03	Engineering as a Career Option for Women at a University without an Engineering Degree
10:00am-10:25am		EDU04	Distance Learning: An Educational Reality for the Next Millennium
1:00pm-1:25pm		EDU05	From Industry to Academe: A Reflective Essay
1:30pm-1:55pm		EDU06	Outlook on Women with Doctorates - A Status Report
2:00pm-2:25pm		*EDU07	The Joint Graduate Program, Biomedical Engineering, Memphis, TN
2:30pm-3:25pm		EDU08	Enhancing the Industry and University Link in Designing Initiatives for Women in Engineering Programs
Posters
		EDUP02	The Chilly Classroom Climate
		EDUP03	Students to Experience Engineering and Science (SEES)
		EDUP04	The Denver Earth Science Project: Training Teachers to Attract Students to Study Petroleum Engineering, Geology and Geophysics

Session Codes
*xxxnn		Both an oral presentation and a poster
xxxPnn		Poster Only

*EDU01
Educating the Next Generation
Dian Hardison, Hazardous Materials Engineer, NASA, Kennedy Space Center
Wednesday, 8:00am–8:25am

Without adequate education, our next generation will not be equipped to carry on the work begun by the pioneers of space exploration. Although there are still students performing at high academic levels, the average student's SAT scores continue to fall.

The current public education system was devised to meet the demands of a nation barely through the industrial revolution, and with a population of less than half of today's. Our universities were designed for small numbers of high performers going into specialized fields. The idea of global business and globally-interdependent science was unimagined when the current format was laid out. Today, reading and arithmetic are more important than at any time in history, and yet the number of illiterates who can't add is growing. College-level education is a prerequisite for all but the most menial jobs, and yet the cost of that education is increasingly out of reach of all but the children of the wealthy. This results in a vicious cycle, concentrating the high-paying jobs in the hands of fewer and fewer people, and leaving the potential of more and more of our would-be future engineers and doctors undeveloped.

This paper presents potential solutions to restructuring public education to meet the demands of the next century.

EDU02
A Math Foundation to Build Strong Engineers
Elaine Kyriacou, Rutgers University, Department of Mathematical Sciences
Wednesday, 8:30am–8:55am

What type of Mathematics foundation is needed to be an engineer? Most people would reply Calculus, Differential Equations, and Linear Algebra. The author believes that subject matter is not enough to build strong engineers. How Mathematics is taught and how Mathematics is learned are the keys to a solid foundation.

The characteristics of a strong engineer are the following: excellent problem solving skills, creativity in design, the ability to work cooperatively, the ability to communicate technical ideas to others, and the ability to use technology. Mathematics should be taught with these skills as objectives. Students should be challenged to use Mathematics in life situations to develop reasoning and problem-solving skills. Students learn Mathematics well in cooperative settings, and they should write and talk about mathematical topics. They also should use calculators and computers as tools in learning Mathematics. This type of Mathematics education should begin in Kindergarten and continue through college.

The author will give teaching techniques and examples of classroom activities to be used. She will also illustrate how SWE members can ensure that their schools are laying this type of Math foundation.

EDU03
Engineering as a Career Option for Women at a University without an Engineering Degree
Don E. Edwards, PhD, Associate Professor of Computer Science, Texas Woman's University, Department of Mathematics and Computer Science
Frances McBroom Thompson, EdD, Professor of Mathematics, Texas Woman's University, Department of Mathematics and Computer Science
Wednesday, 9:30am–9:55am

Texas Woman's University (TWU) is a comprehensive public university, primarily for women. A teaching and research institution, the university emphasizes the liberal arts and specialized or professional studies. TWU participates in the Foundation Coalition (FC), an Engineering Education Coalition sponsored by the National Science Foundation. The primary goal of the Foundation Coalition is to provide students with a program that features integrated course work with a focus on technology enhanced education and active learning strategies. This paper describes activities that have taken place at TWU in support of this goal and to encourage women in the pursuit of engineering careers.

EDU04
Distance Learning: An Educational Reality for the Next Millennium
Charles K. Davis, PhD, Professor of Information Technology, University of Houston - Downtown, Computer Information Systems
Wednesday, 10:00am–10:25am

The objective of this article is to examine the concepts and issues surrounding the distance learning phenomenon and arrive at a sense of how the future of higher education will unfold under its influence. This article begins with a historical example of a technological revolution similar to the one that is occurring now in higher education. It then explores the various definitions of distance learning, addresses the rationale for having distance learning in the first place, considers what it would be like to teach via distance learning in a university, and presents mini-cases that illustrate approaches to distance learning currently being pursued by universities. The article concludes with a summary of the issues involved in, and the forces driving, the distance learning phenomenon.

EDU05
From Industry to Academe: A Reflective Essay
Karen E. Schmahl, PhD, PE, Assistant Professor of Manufacturing Engineering, Miami University
Wednesday, 1:00pm–1:25pm

With completion of my dissertation and a strong manufacturing background to offer students, I was ready to make the transition from industry to academe. I had worked in industry for thirteen years, most recently supporting implementation of advanced manufacturing technologies and production systems for a major defense contractor. I had just completed my PhD, a feat accomplished while maintaining my professional position. I wanted to make the transition because I wanted greater autonomy in a job, wanted my summers off and I thought I would enjoy the responsibilities of being a professor. In making the transition, all was not what I expected. Making the transition proved more of a culture shock than I had anticipated. This essay reflects upon my expectations versus the reality of an academic career.

EDU06
Outlook on Women with Doctorates - A Status Report
Adeola Kehinde Adediran, PhD, Design Engineer, Walter P. Moore and Assoc.
Wednesday, 1:30pm–1:55pm

From time to time there needs to be an evaluation of progress. This paper presents a report card on women with doctorate degrees. This is a pat on the back as well as a critical assessment of women in this area often referred to as research and development. The paper shares available data in a light that would be useful for a critical self review on an individual basis and corporately as a society. It seeks to answer such questions as why go for a doctorate degree, what in-roads have women made in the enrollment and graduation in/from doctoral programs, what problems do women face in the programs, where do women in the broad spectrum end up, what responsibilities are associated with obtaining the Degree, how are women generally fairing in these responsibilities and where have we been failing. It is the intent of the writer that the presentation end up in a brainstorming workshop that would suggest answers to problems that would be raised.

*EDU07
The Joint Graduate Program, Biomedical Engineering, Memphis, TN
Semahat S. Demir, PhD, Assistant Professor, University of Tennessee - Memphis, School of Biomedical Engineering
Wednesday, 2:00pm–2:25pm

The University of Memphis (UM) and the University of Tennessee Memphis (UT) provide education in biomedical engineering (BME) through their Joint Graduate Program, which offers MS and PhD degrees. The BME faculty and academic activity are organized as the Department of Biomedical Engineering within the Herff College of Engineering at UM and the School of Biomedical Engineering within the College of Graduate Health Sciences at UT. Academic, research, and training opportunities in BME stress the application of engineering and physical science to medical problems, including research and development of new technologies. The curriculum seeks to provide each student with integrated skills in life science, applied mathematics and engineering and offers research specialization in four major subdisciplines: 1) Biomechanics, including orthopedic implants, prosthetic devices and their design, rehabilitation engineering, and tissue mechanics; 2) Cell and tissue engineering, focusing on the cardiovascular system and including artificial organs, biomaterials, hemodynamics and tumor biology; 3) Electrophysiology, including measurement methods, modeling and computation, and signal analysis; and 4) Imaging, including novel medical image-acquisition devices, computational image processing and quantitative analysis techniques. Approximately 67 students (16 females) are enrolled in the Joint Graduate Program in biomedical engineering. Both The University of Memphis and The University of Tennessee Memphis combine efforts with the local businesses to provide career opportunities and quality research for the future.

EDU08
Enhancing the Industry and University Link in Designing Initiatives for Women in Engineering Programs
Jan Rinehart, Director, Texas A&M University, Women in Engineering, Science, and Technology (WEST) Program
Sherry E. Woods, EdD, Director, The University of Texas at Austin, Women in Engineering Program (WEP)
Wednesday, 2:30pm–3:25pm

Most university-based women in engineering programs, including the Women in Engineering, Science, and Technology (WEST) Program at Texas A&M University and the Women in Engineering Program (WEP) at The University of Texas at Austin, were established in the early 1990's. Consequently, many practicing engineers did not benefit from programs like WEST and WEP during their undergraduate engineering preparation and are unfamiliar with the range of activities these programs offer. Likewise, many program administrators and undergraduate engineering students - immersed in the university engineering environment - do not have a full understanding of the challenges women face in industry once the school-to-work transition is made.

This session is designed to be an idea exchange with two objectives: (a) to educate engineering professionals about the goals and activities of university-based women in engineering programs like WEST and WEP; and (b) to generate ideas for improving the industry/university link in designing initiatives to increase the recruitment, graduation rates and career development of women engineers.

Following short overviews of WEST and WEP, the presenters will facilitate an open discussion to generate program ideas for enhancing the goals and effectiveness of women in engineering programs. This session will benefit practicing engineers, undergraduate engineering students and university-based program administrators interested in enhancing the career development of women in engineering.

EDUP01 - Withdrawn

EDUP02
The Chilly Classroom Climate
Michelle Lynn Maggiore, Civil Engineering Student, Penn State University

As greater numbers of female students enter the higher education system, the post-secondary community has become increasingly concerned with the low enrollment of women in traditionally male dominated fields. I believe that women in the male dominated field of engineering are experiencing a chilly classroom which is a barrier to their success.

Most faculty want to treat all students fairly. However, some faculty may treat male and female students differently in the classroom. These patterns by which female students are either singled out or ignored because of their sex may leave women feeling less confident than their male classmates in the college community. This is the Chilly Classroom Climate. It can have devastating effects on the education and self-esteem of females.

I am interested in presenting at the poster session of the 1998 SWE National Convention because understanding chilly classroom is empowering to women. I think I can bring a new and innovative approach to dealing with chilly classroom and changing behaviors to take steps to eliminate it. My hope is to empower females to stay in engineering, deal with conflict, and change their lives to make positive environments in graduate and post-graduate work and in professional careers.

EDUP03
Students to Experience Engineering and Science (SEES)
Betty P. Preece, Science and Engineering Education Consultant, Indialantic FL

The Students to Experience Engineering and Science (SEES) presentation is designed to provide students in grades 5 and 6 with three hours of hands-on science activities by rotating through four different stations. It is usually presented on the campus of a local engineering college for about 100 minority low-socioeconomic students. This program allows SWE sections to make contacts with local school districts and teachers. The SEES presentation is usually organized in conjunction with student SWE sections, teacher groups such as the American Association of Physics Teachers, and various other engineering/scientific professional societies. The SEES activity has been presented in a variety of settings and locations over the past few years and is always enthusiastically received by the students, the teachers and the presenters. Part of the SEES presentation includes take-home bags with career guidance information and small science-related toys for the students and expanded bags including classroom activities for the teachers. Learn how to make the contacts, plan and carry out the SEES activity, locate the funding, obtain publicity, and assure that students, teachers and presenters will see that Science is fun for everyone.

EDUP04
The Denver Earth Science Project: Training Teachers to Attract Students to Study Petroleum Engineering, Geology and Geophysics
Jim Proud, Manager, Earth Science Resource Center, Denver Earth Science Project, Office of Special Programs and Continuing Education, Colorado School of Mines
Chris Donofrio, Senior Research Specialist, Exxon Exploration Co.
Holly Krus, Consulting Engineer, Technical Support and Consulting, Merak Projects, Inc.
C. Susan Howes, PE, Staff Engineer, Operations Engineering, Anadarko Petroleum Corporation

The Denver Earth Science Project (DESP) at the Colorado School of Mines provides K-12 teachers with five earth science modules for various ages such as "Oil and Gas Exploration," "Ground Water Studies," "Paleontology and Dinosaurs," "Energy: A Closer Look At Oil and Gas," "Do You Know Your 3 R's? Radiation, Radioactivity, and Radon."

The teacher's Resource Kit for the "Oil and Gas Exploration" module permits students to solve problems in the search for hydrocarbons as they use the crude oil samples, seismic sections, core samples, electric logs, and maps provided. The students learn about the variety of petroleum products used in everyday life, discover the geographic distribution of oil reserves and consumption worldwide, and appreciate the technical, economic, and financial issues related to oil and gas exploration.

In nine years, the "Oil and Gas Exploration" module has been taught to 478 classroom teachers across the United States who have in turn taught the curriculum to over 100,000 students.

The Gulf Coast Section of the Society of Petroleum Engineers (SPE) facilitates the DESP by raising funds through corporate cash sponsorships and in-kind donations, providing instructors, and recruiting teachers. SPE supports DESP to attract outstanding students to study petroleum engineering, geology and geophysics.