This Innovative Practice Full Paper describes case studies from an instructional design process based on design thinking, illustrating tools used during stages of design. Instructional teams investigated the potential relevance of design thinking in engineering course design in electrical and computer engineering. Two teams of educators used a design thinking process in the redesign of two computer engineering courses, one in embedded systems and one in computer organization and architecture. The process of applying design thinking methods and tools was led by a facilitator with expertise in design thinking and electrical and computer engineering. The process leveraged specific tools and collaboration. This paper presents examples from each course, focusing on the design thinking tools used by the instructors and team members, highlighting what design thinking looks like when applied in this setting, and giving specific examples. The purpose is to suggest strategies and provide information and guidance for educators to use tools in their own course design efforts.

Wired serial communication (e.g., UART, I2C) is widely used to exchange information between sensors, actuators, and controllers in automation, control, and cyber-physical systems. In this work, it is demonstrated that intentional electromagnetic interference (IEMI) can be utilized to not only induce spurious serial communications but to also alter legitimate communications, arbitrarily and at a distance, through attacks that cause controlled, bidirectional bit flips. To prove the efficacy of such attacks, two attack signal types, which require differing levels of attacker knowledge and resources to be effective, are proposed and evaluated against UART and I2C serial communication systems. The first attack waveform, which we call simple, is an inexpensive--to--produce narrowband waveform that has high power and tight timing constraints, but requires little attacker knowledge about the targeted system, while the second waveform, which we call complex, leverages a wideband signal that requires less power to achieve the same effect, is more tolerant of timing error in the signal processing phase, but requires a high amount of attacker knowledge of the targeted system. The simple waveform is shown to be over 98.3% effective at inducing a desired bit sequence into randomly transmitted UART frames, which indicates that an attacker could also choose to inject spurious UART frames, at will. On the I2C data streams, the complex waveform is demonstrated to be overall 75% effective in inducing random bits. Countermeasures are discussed and experimentally validated in high-IEMI scenarios.

While it is commonly held that debugging is a critical activity for engineers, particularly computer engineers, it is rarely a core component in engineering curriculum. Often it is either considered an innate skill or one to be developed indirectly through coursework. We argue that debugging is more authentically a constellation of mindsets or intrinsic beliefs, values, and dispositions that orient behavior. We define the debugging mindset, describe a series of activities to support the development of such a mindset, and offer evidence of a debugging mindset among students in two computer engineering project courses.

This presents a descriptive analysis of the relationship of competence and virtue for engineering and computing professionals. Rooted in recent developments in competence theory, including the development of the Computing Curricula 2020 (CC2020) guidelines, this work illustrates the relationship between competency-based and virtue-oriented approaches to education. It presents the case for connecting virtue, and the development of virtue, as a necessary aspect for the formation of competent engineering and computing professionals. It suggests a proposed set of engineering and computing (E/C) dispositions drawn from the lifetime learning and computing competency literature that can be used to frame competency-based and/or virtue-oriented E/C education and outlines how dispositions like these serve as a means of bridging competency and virtue as learning goals. The paper concludes with the case for formation in professional virtue is a critical component of engineering and computing education.

This work in progress paper presents an approach to introducing the basics of Electromagnetism for 3rd-year students in Electrical Engineering. Electromagnetism is one of the essential subjects by faculty and programs in Electrical Engineering education. It has been the foundational knowledge, historically and practically, of many areas in Electrical Engineering as well as other fields. However, students often view it as a very theoretical, mathematically challenging, and conceptionally difficult subject.In this work, we present our experience in teaching Electromagnetism using an inquiry approach based on the Deweyan philosophical basis [1]. We also introduce the modified Kolbian cycle to the students to help them examine and reflect on their learning and intellectual journey in the class. The main perspective of the class is based on the premise: If we all learn from mistakes, why do we punish them and not reengineer them as an experiential learning process. This paper describes the foundational assumptions, methods, and tactics associated with this approach. We will examine some of the students’ work, reflections, and reviews. The approach focuses on how we encourage and facilitate the students’ journeys in getting more comfortable with the material and with their process of learning. It is important for the students to learn from mistakes, and not assume all mistakes processes are failures. We all learn from mistakes and expand our knowledge based on that. This is particularly true when learning Electromagnetism. Finally, we will present examples of the students’ reflections, on the challenges, and propose a pathway to apply this method to other classes in different areas.

In most electrical engineering programs, the undergraduate electromagnetics course is required for all students. Broadly, the course delves into historical perspectives, vector calculus-based problem solving and concepts of wave propagation. Several students consider the course to be challenging since they are required to connect electrical engineering concepts through the platform of vector calculus. To address this challenge, in our course, students participate in a set of in-class activities (reflections) where they discuss, review, and think about the concepts and their learning, and then solve related problems in small groups. Each student brings a unique perspective in terms of what they might already know or have figured out while listening to the instructor. The groups work together to solve the problems and submit their work (reflections) at the end of the activity. Our approach provides students with an opportunity to interact with one another, learn from different perspectives, work through the problems and also reach out to the instructor with possible questions. It is expected that while the concepts are still challenging, the students can find ways of working through them by solving problems in class with the support of their peers. This method, where students share their learning process in-class and learn together is the main approach towards creating a community-based inquiry environment where the humans can engage not as viewers but as active participants and thinkers. In our work, we will study the in-class activities to quantify the impact of the learning environment on the students learning. Ultimately, we will seek to see if the students benefit from learning as a community.

In 2003 Rosalind Williams who had been Dean of Students and Undergraduate Education at MIT published a short and controversial paper in the Chronicle of Higher Education with the title “Education for the profession formerly known as engineering”. Discussion about its argument was short-lived and, apart from one paper, it has been scarcely mentioned at either ASEE's annual conferences or at the Frontiers in Education Conferences even though it focused on a major issue of concern to all engineers, namely the identity of engineering, and as an unspoken consequence, the identity of engineering educators. Essentially Williams argued that engineering “has evolved into an open-ended profession of everything in a world where technology shades into science, art, management with no strong institutions to define an overarching mission”. Each new technology causes the development of a degree program in that area which develops its own language and identity thereby separating itself from other areas with whom it does not communicate. This separateness is reflected in the institutions that serve engineering education. ASEE is divided into divisions which never the twain shall meet. To establish something that is new, a division must be established. Similarly, FIE is based on sessions. In both cases moving between sessions or divisions is extremely difficult and individuals tend to remain in the silos constructed for them by the organizational structure. The purpose of this paper is first, to review Williams' thesis and show how it has impacted engineering education. Second, to review recent work on identity and the engineering profession, and third to make suggestions as to how engineering educators and organizations like FIE and university departments might respond to the challenge to engineering education implicit in William's thesis.

This Innovative Practice Workshop aims to expose engineering educators and students to the basics of sketchnoting as a creative and non-traditional visual listening and idea generation methodology. It has shown to foster in-class engagement during lectures especially in the virtual environment, when lectures are paced accordingly. When applied in an engineering learning environment it has been investigated to foster subject matter comprehension and retention; based on the premise that in order to visualize a concept it has to be understood. The session participants will actively learn, practice, and develop basic sketchnoting skills, addressing the conference theme of convergence in engineering education by exposing students and faculty to this low-fidelity visualization technique originated in design disciplines. The session will provide an introduction to the building blocks for visual notetaking focusing on engineering and scientific disciplines. The session will be interactive and hands-on covering the process from learning the basics, to developing an understanding for sketchnoting and how to apply it.

This Research-to-Practice Full Paper describes the implementation of integrated reflective activities in two computer engineering courses. Reflective activities contribute to student learning and professional development. Instructional team members have been examining the need and opportunities to deepen learning by integrating reflective activities into problem-solving experiences. We implemented reflective activities using a coordinated framework for a modified Kolbian cycle. The framework consists of reflection-for-action, reflection-in-action, reflection-on-action, and composted reflections. Reflection-for-action takes place before the experience and involves thinking about and planning future actions. Reflection-in-action takes place during the experience while actively problem-solving. Reflection-on-action takes place after the problem-solving experience. Composting involves revisiting past experiences and reflections to inform future planning. We describe the reflective activities in the context of the coordinated framework, including strategies to support reflection and increase the likelihood of engagement and success. We conclude with an analysis of the activities using the CPREE framework for reflection pathways.

In the present day, most engineering programs are focused on imparting highly detailed technical knowledge to their students. Some of the forward-looking programs and faculty are bringing socio-technical perspectives to engineering education, but to- date they are not the majority. Though the students remain interested in technical content, oftentimes they face difficulty connecting what they learn to practicality. Consequently, students resort to learning through memorization and example-based learning implying that students quickly forget what they have learned. It is well documented that students can retain more about courses where they have participated in team activities, problem solving, etc. Since they can work on connections and sharing ideas as a community. In recent years, it is also becoming apparent that a lack of attention to human values and the human side of engineering will create disconnects between the social responsibility of engineers and their place as technical citizens and leaders. However, if a connection exists between the students’ education and their personal learning goals, would there be an improvement in how they learn? Through our work, we seek evidence that when a student engages personally and is socio-technically aware they are more receptive to learning. We would like to know if incorporation of a human sided approach to engineering (through an inquiry classroom), enables engineering students to be more engaged and involved in their learning and eventually towards societal issues. Additionally, we will perform a content analysis of student reflections to investigate if an inquiry-based environment is suitable for students to engage in the human side of engineering.

This Research-to-Practice Full Paper presents the redesign of a course project to promote student professional formation in engineering in the Electrical and Computer Engineering Department at Iowa State University. This is part of a larger effort to redesign core courses in the sophomore and junior years through a collaborative instructional model and pedagogical approaches that promote professional formation. A required sophomore course on embedded computer systems has been assessed and revised over multiple semesters. The redesign of the project was initiated with the purpose of promoting student professional formation, interest, autonomy and innovation, and it was undertaken using a collaborative process. This paper describes the course, final project, redesign process, assessment, results and future work. Several conclusions from the research may be useful to other educators. A small change to the course project yielded positive effects in interest and autonomy and may influence longer term effects of the project. There was evidence of difference in engagement with the project. The difference observed was not only due to option selected by students but why students selected the option.

This Innovative Practice Full Paper presents a student experience model being implemented in the Electrical and Computer Engineering (ECE) Department at Iowa State University. The department has been implementing, adapting and enhancing a student experience model as part of a scholarship program designed to support and increase the success of students from underrepresented groups in the fields of electrical, computer, software, and cyber security engineering, including community college transfer students. The student experience model uses evidence-based practices focused on professional and leadership development. Interventions include a weekly seminar; group activities such as outreach projects and volunteering; conference participation; faculty and peer mentoring; academic and social support; and collaborative activities with diversity programs, learning communities, student organizations, and companies. Feedback from students and input from peer mentors have been used to improve programming with an emphasis on sense of belonging, professional development, supportive community, leadership, and holistic well-being. In addition, due in part to various entry points into the model, the wide variety of student backgrounds, needs and experiences has been illuminated. This has helped the department and faculty become more aware of issues and consider new models and structures. This paper provides an overview of the student experience model and outcomes, including a summary of research results.

This innovative practice work-in-progress paper examines the application of design thinking in engineering literacy courses and argues that, for engineering and technological literacy applications, design thinking exercises benefit from situating design activities within technological domains. This approach also facilitates assessment of the student design abilities. Design thinking is a well-known process for problem solving. However, when used in engineering literacy courses for non-engineering majors, the outcomes of the ideation stage are severely constrained by the student's internal technological knowledge base. Student design thinking exercises can result in technologically vague concepts. Liberal arts students from non-technical disciplines become frustrated and see the design process as suspect and fail to embrace a multidimensional perspective on design. Non-engineering students lack critical engineering science knowledge relevant to the problem but the nature of engineering literacy courses for non-engineers precludes in-depth mathematics-based engineering science prerequisites. We have found that the platform of technological domains effective in supporting students between the innovation of design thinking and the empowerment of engineering science. Technological systems form clusters or domains of related systems around a set of shared components based on similar underlying physical principles, for example, vapor-compression refrigeration systems. We have found that students benefit if design exercises are conducted in the context of a technological domain. In the work reported here, students studied the familiar domestic refrigerator as typifying the technology enabled by the engineering science underlying the vapor-compression cycle. Students were then presented with a design challenge involving a cooling application but different from the function of a domestic kitchen refrigerator. Non-engineering students were able to develop potentially feasible system design concepts at the component level that were novel to them. This approach made it possible to assess knowledge transfer and design ability of liberal arts students in a general education engineering literacy course.

This Work in Progress in the Research to Practice Category paper will discuss the design and implementation of an extensible teaching tool for social engineering education and awareness. With the bulk of recent research within the field of computer and information security being focused squarely on the implementation or theory of security controls and mechanisms at the application, operating system, network, and physical layers, there has been relatively little attention has been paid to the user layer by contrast, especially from a sociotechnical perspective. Thus, while the technical countermeasures for data security grow increasingly sophisticated, user education and awareness has not kept up by comparison. This leaves them a far more attractive avenue of attack, susceptible to social engineering attacks such as phishing, computer virus hoaxes, and so on. Here then, we will endeavor to present a concise overview of the necessary background as well as discuss some of the design decisions that went into our implementation of an extensible teaching tool in the form of a serious game designed to help instill practical and relevant computer security practices to users who might not necessarily have a technical background, in an effort to guard against some of the more common social engineering attacks.

Embedded and cyber-physical systems are critically dependent on the integrity of input and output signals for proper operation. Input signals acquired from sensors are assumed to correspond to the phenomenon the system is monitoring and responding to. Similarly, when such systems issue an actuation signal it is expected that the mechanism being controlled will respond in a predictable manner. Recent work has shown that sensors can be manipulated through the use of intentional electromagnetic interference (IEMI). In this work, we demonstrate thatboth input and output signals, analog and digital, can be remotely manipulated via the physical layer---thus bypassing traditional integrity mechanisms. Through the use of specially crafted IEMI it is shown that the physical layer signaling used for sensor input to, and digital communications between, embedded systems may be undermined to an attacker's advantage. Three attack scenarios are analyzed and their efficacy demonstrated. In the first scenario the analog sensing channel is manipulated to produce arbitrary sensor readings, while in the second it is shown that an attacker may induce bit flips in serial communications. Finally, a commonly used actuation signal is shown to be vulnerable to IEMI. The attacks are effective over appreciable distances and at low power.

This innovative practice work-in-progress paper presents a study on the relation between student-mentors' engagement in the inquiry cycle with their practice of inquiry. Since every student has a personal style and way of inquiry, an assessment of the student-mentors' definition of inquiry was performed through personal interviews, reflections, and periodic observations and discussions. The findings of this study show that reflective practices help in development of deeper thought and connected learning for students. Furthermore, factors such as maturity in the program, personal belief in the inquiry process, affinity to inspiring students, etc. all contribute to student-mentors' growth in inquiry-based learning environments.

This innovative practice work in progress paper presents an initial review of the emerging role of the American Society for Engineering Education (ASEE) Technological and Engineering Literacy and Philosophy of Engineering (TELPhE) Division from the perspective of a community of transformation. The group seeks to reframe, redesign, and reposition technological and engineering literacy as a central pillar of engineering education. With a philosophical perspective and a critical view of education that connects engineering education to the liberal arts, the group has been moving forward to make an impact in the engineering education community. The goal of the group via all of the collective efforts, discussions, papers, articles, special reports, publications, special sessions, and workshops has been focused on providing a new forum and platform for discussions, debate and dialogue in advocating public awareness of technological and engineering literacy. As an ASEE Division, TELPhE has grown in attracting and engaging practitioners of engineering education, technological and engineering literacy, and philosophy in an ongoing examination of engineering philosophy, the scope of engineering education, and the impact of engineering and technology. Thus far the group has evolved organically but now seeks a theoretical framework to inform strategic planning and goal setting. To this end, the development of the group is framed as a community of transformation. The paper briefly reviews the evolution of the group from the Technological Literacy Constituent Committee and the internal and broader-based discussions and growth into the Technological and Engineering Literacy and Philosophy of Engineering Division. By starting to review the evolution and metamorphosis of the ideas that were developed by the group members and associates, the paper begins an analysis of TELPhE as a community of transformation to inform effective avenues for future activities to impact engineering, engineering education, and technological and engineering literacy.

The goal of this panel session is to introduce audience members to the challenges and successes of significant cultural and curricular change as enacted by awardees in the NSF program Revolutionizing Engineering and Computer Science Departments (RED). This panel will explore how organizations go about the process of cultural investigation and how they embark on culture change, using RED awardees of 2016 as the featured panelists (the second cohort). These teams are engaged in high-risk, high-trust-required activities focused on both the organizational and operational structure of their departments, and on re-envisioning engineering and computer science curricula to create professionals with 21st century skills like problem solving and teamwork. A panel session allows the wider community to peek into these projects to see from the inside what's happening, even if only a bit. This paper captures short narratives on different themes of interest, developed by the individual teams and aggregated here as a first glimpse into the operations, challenges, and successes of these projects.

In this work, effects of inquiry cycles on freshmen engineers are evaluated. In particular reflection based methods are studied and discussed. The paper summarizes our early findings of a phenomenographical analysis of student reflections. A first year engineering course was designed as Deweyean inquiry-base class allows freshmen engineers to think, learn and engage with old and new concepts while developing aptitude for systematic thinking, problem solving and critical thinking. students' reflections were analyzed at different points in time during the semester and selected keywords were phenomenographically classified into superficial and deep learning. Our assessment shows that most students were initially in the lower stages of learning and describing, and by adopting reflective practices students could move to higher learning stages. However, design of reflection questions and instruction styles do need to be modified to assist superficial learners to modify their learning methods.

Today's engineers' needs are evolving rapidly as the information and technologies that compete for their attentions. At the same time, our institutions and systems are stretched to their limits to keep up with the changing demands of the times. There is, especially, a need to sustain reflective integration of social and technical knowledge into the future generations of engineering, to make engineers more humane, in order for them to generate technological solutions that are more human-centric. Addressing such needs requires new approaches to teaching and designing engineering courses. Any advancement in the education sector from here forward requires a new thinking paradigm that can be applied in large-scale systematic reform of education: design thinking. This paper outlines means to use design thinking as the foundational methodology for transforming a traditional electrical and computer engineering department into an agile department where design thinking, systems thinking, professional skills and inclusion are promoted, and collaborative, inquiry-driven processes are stimulated to create and sustain new ways of thinking, interacting, teaching, learning and working.

The goal of this paper is to provide a forum to discuss design activity from two different perspectives: industrial design and electrical engineering. We start with a general overview of design activity as defined by Larson and Dorst[1]. Next, perspectives on design are presented by two of the paper's authors, specifically in the following areas: identifying and framing design problems, design representations, the iterative process, reflection, and evaluation. Finally distinctions and connections across the perspectives are described. A deeper understanding of the differences and similarities in the perspectives of design activity across the two fields of design and engineering, that engage in design help identify spaces for shared language or where abstractions may be necessary, enabling better collaboration and thus, adding to the technical literacy of all design related areas.

In this study we provide our methodology and implementation strategy of Sketchnoting in Freshman Engineering and Technological Literacy classes. The objective is to improve students' learning, visualization, and communication proficiencies, as well as to foster advancement in knowledge retention, and critical thinking. This study provides the motivation, supporting research background, design, and the first set of results of this new approach implemented in engineering and design curricula.

Within the field of computer and information security, there has been a relatively recent surge of interest on a multitude of topics, ranging from secure programming practices, protocols and algorithm design to cryptography and ethics. However, this body of research typically focuses on the implementation or theory of security controls and mechanisms at the application, operating system, network, and physical layers. The user layer, long recognized as the weakest link in the security chain, has had little to no attention paid to it by comparison, especially from a sociotechnical perspective which is comparatively new to engineering. Thus steps have to be taken then to instill safe cyber security practices in the general computer user, overcoming their propensity to act without forethought for the consequence of their actions, including ignoring warning messages, visiting unsafe websites, and communicating with unauthenticated entities. While there are significant studies that show the importance of game-based learning for the process of cognitive development and learning concepts of students, there have been relatively few papers or attempts at presenting forms of assessing the potential of these resources. Here then, we will endeavor to present a brief overview of the necessary background as well as a concise view of the current state of serious games dealing specifically with the topic of cyber security.

The percentages of women in undergraduate electrical and computer engineering programs at Iowa State University averages below the national average. An external assessment of diversity and inclusion provided an impetus for faculty, staff and administrators to discuss issues, focus on specific areas, and collaborate on planning. In particular, the department has teamed up with the university's Program for Women in Science and Engineering to better integrate their programs with departmental activities. This has resulted in an enhanced student experience model being designed for undergraduate ECE women. The model leverages effective practices including learning communities, leadership and professional development, academic support and advising for the ISU Engineering Basic Program, academic preparation for the ECE field, and state and national resources for inclusive ECE career awareness, recruiting and teaching. The WI-ECSEL Initiative has been designed to improve diversity and inclusion in Iowa State's electrical, computer, and software engineering programs; improve educational pathways including transfer transitions from community colleges; provide a supportive and integrated student experience; establish a community of practice for faculty; and use research to inform practice.

Metaphors help create realities for us, especially social realities. A metaphor influences behavior; to attract and/or divide. Metaphors for education provide symbolic representations of what we intend in education; insight into the philosophy that underlines both how we educate, and what we are trying to educate. E.g., "Education as a journey" conveys a different meaning and intention than "education as a manufacturing process." Similarly, "Education is not the filling of a pail, but the lighting of a fire" encapsulates both an educational philosophy and guide for action. This special session focuses on exploring metaphors for engineering design education, and how these metaphors divide and limit engineering design. Facilitated by the session leaders, participants will share and discuss their own metaphors, and begin a process for evaluating how metaphors limit and exclude. Participants will leave with an expanded repertoire of engineering design metaphors and reinvent the vocabulary of how metaphors inform teaching and learning of engineering design. Opportunities for future collaboration will be explored.

This paper examines the use of reflections in engineering education. The paper provides a review of practices in engineering education, especially during the last century. It starts by reviewing the research and pedagogical approaches in utilization of reflections and various reflective activities in engineering education. Then the authors provide various perspectives regarding reflective activities. The first part of the paper establishes the case for featuring reflective activity in engineering education. The writers were a pairing of a committed reflective practitioner and a staunch disciple of Dewey. An alternative commentary is given by the third author.

Within the field of computer and information security, there has been a relatively recent surge of interest on a multitude of topics. However, this body of research typically focuses on the implementation or theory of security controls and mechanisms at the application, operating system, network, and physical layers. The user layer, long recognized as the weakest link in the security chain, has had little to no attention paid to it by comparison, especially from a sociotechnical perspective which is fairly new to engineering. With the introduction of new technologies putting modern society in an almost constant state of flux, familiarity with technology is no longer simply a luxury, but almost a necessity. To that end, we propose the development of an educational game to help instill vital engineering skills as well as practical and relevant computer security practices to users who might not necessarily have a technical background. This approach would take advantage of the relatively recent explosion in the popularity of video games and digital distribution platforms such as Steam to reach a wider potential audience base. In addition, we would assess the effectiveness of this approach utilizing the evaluation of training programs as proposed by Kirkpatrick.

This special session presents applications of the philosophy of engineering to the understandings of engineering design. The philosophical basis of engineering provides particular insight into framing and interpreting design experiences. This interactive sessions/workshop aims to discuss and analyze engineering design and its place in engineering education. This includes examining perspectives from practitioners and educators on engineering design, and how these can better shape priorities and learning experiences in undergraduate engineering education.

The experts in pedagogical and curriculum development such as John Heywood and others have advocated that the liberating element of liberal studies are vocational elements of liberal education [1-2]. Since the 1960s, this statement constituted some of the leading work in curriculum development, managing mastery, and retraining programs of continued education in Europe and the US. It should be noted that some experts are viewing engineering education with a liberal art perspective [3-6] as well. This paper would like to argue a new twist in this argument. This paper will examine the following: The liberating essence of engineering education is the practical/pragmatic elements of engineering. The liberation is achieved by injecting pragmatism into engineering education. Changing our pedagogical approaches can do this liberation. We should help our students to use their knowledge gained from mathematics, sciences, and other fields to focus on making, building, examining, designing, and inventing things. Liberations for engineering come out of making change by designing, building, and inventing. This is the main missing piece of most engineering curricula. This paper reviews research and activities in pedagogical development of engineering curriculum throughout the last century and especially after World War II. The paper reviews distinct directions and curriculum trends that dominate engineering education and will raise the main question: “What makes engineering special and different from sciences and mathematics?” The paper provides the support for this argument by examining the main trends of engineer development to prove that the practical/pragmatic aspects of the engineering fields are the true essence that uniquely distinguishes the engineering education. Consequently, the pragmatic essence of engineering (which needs to be reflected in the engineering education) has been (and must be) the unique identifier and the liberating element of the engineering curricula. The idea of liberation is meant as a guiding concept to help educators reflect on pragmatic essence of engineering when balancing between mathematical rigor, scientific basics, engineering systems level thinking, and identifying a common knowledge base and methodologies.

This paper describes a unique and an innovative pedagogical experiment conducted between engineering and design faculty. The goal of the experiment is to create innovative bridges between student design and creative activities and projects that would converge and unify two different approaches: Engineering and Industrial Design. In this class, third and fourth year students from Material Engineering and Electrical and Computer engineering are teamed up with the students from the graduate level Industrial design studio. Together the teams are assigned to a major industry sponsored design project. This paper discusses the class concept, execution, outcomes, reflections, surprises, and will provide discussions on designing, implementing, and modifying such classes. This work mixes students with different academic levels from three departments of the engineering college together with the first year graduate students in the college of Design. They are all working on a semester long industry sponsored design activity. The paper describes the goal of the experiment, the implementation, and the unique findings of the experiment. In particular, this paper focuses on early results of this pedagogical experiment. Discussions are provided about the issues of implementation, identification of the hurdles, difficulties, and the commonalities. Possible approaches and paths to make such classes possible in diverse environments and cultures are provided. Faculty, students, and industrial client reflections and observations are included. Finally attempts to bring about some guidelines for initiating, conducting daily activities, project planning, and ways for bridging the cultural gaps between the seemingly separated fields are described.

In this work, engineering students are asked what engineering is and what it means to be an engineer. Their responses suggest that there may be an inconsistent development of the image of an engineer as the student progresses within their engineering program, and a lack of philosophical discussion that leads to a deeper understanding of their field. Additionally, non-engineering students are given the same questions, providing an interesting perspective. The survey questions are presented and an analysis of the results is provided with suggested approaches to improve the observed issues.

In this paper, we attempt to envision - in the spirit of a mind experiment - a specific and practicable engineering course (an engineering studio) using as our guide the basic principles of John Dewey's educational philosophy, which continues to influence all levels of American education (as can be seen, for example, in references to his ideas on education in the Boyer Report).

A new method of assessment is developed that comprehensively maps students' progress in a course. The technique involves the use of two grading rubrics measuring performance in technical and conceptual proficiency, respectively. With these rubrics, one can identify students' progress and learning more effectively and future activities can be adapted accordingly. This paper discusses the development of these rubrics, how to use them, how to interpret their results, and describes an experiment showing their effectiveness in a freshman engineering classroom.

This work sets forth a systematic approach for the investigation and utilization of the signal characteristics of digital devices for use in a security context. A methodology, built upon an optimal detector, the matched filter, is proposed that allows for the reliable identification and tracking of wired Ethernet cards by use of their hardware signaling characteristics. The matched filter is found to be sensitive enough to differentiate between devices using only a single Ethernet frame; an adaptive thresholding strategy employing prediction intervals is used to cope with the stochastic nature of the signals. To demonstrate the validity of the methodology, and to determine which portions of the signal are useful for identification purposes, experiments were performed on three different models of 10/100 Ethernet cards, totaling 27 devices in all. In selecting the cards, an effort was made to maximize intramodel similarity and thus present a worst-case scenario. While the primary focus of the work is network-based authentication, forensic applications are also considered. By using data collected from the same devices at different times, it is shown that some models of cards can be reidentified even after a month has elapsed since they were last seen.

This paper reviews the framework and provides new result for the implementation of a new program designed to develop more effective future faculty in engineering. The core of the proposed program will be based on our efforts regarding the recently developed Minor in Engineering Studies (MES). This program will team up effective engineering faculty to train, mentor, and evaluate a select group of graduate students to teach classes in our MES program. The goal is to help the engineering graduate students (the graduate educators) become better communicator and better educators by training non-engineering students in technological literacy classes. This practice is being introduced as a possible venue to develop and enhance the effectiveness of the graduate educators as classroom instructors and that therefore this is the way to train effective future faculty in engineering. This paper will introduce new results, and describe the new findings and developments in this project. In this paper we introduce the conceptual framework of the MES and the results of the early implementation of this study.

In this paper, we present a new paradigm for security in conventional networks that has dramatic implications for improving their physical layer network security. We call this paradigm, Detecting Intrusions at Layer ONe (DILON). DILON’s enabling hypothesis is that the inherent variability in the construction of digital devices leads to significant variability in their analog signaling. This is true not only for different device models but even for nearly identical devices of the same manufacturing lot. The idea is that by oversampling digital signals to make analog measurements that constitute “voiceprints” of network devices. These form a profile that can be used for detecting MAC address spoofing, reconfiguration of network topologies, and in the long term possibly predict the failure of network devices. This paper discusses historic references and how digital networks enable new approaches as well as a number of applications.

We consider the effect of multiple fibers on wavelength division multiplexing networks without wavelength conversion. We study networks with dynamic wavelength routing and develop accurate analytical models to compare various possible options using single- and multiple-fiber networks. We use results of an analytical model and simulation-based studies to evaluate the blocking performance and cost of multifiber networks. The number of fibers required providing high performance in multifiber networks and their costs are compared. A case is made for using multiple fibers in each link with fewer wavelengths instead of using a single fiber with many wavelengths. In particular, we show that a network with four fibers per link and with four wavelengths on each fiber without any wavelength conversion on any node yields similar same performance as the networks with one fiber per link and 16 wavelengths per fiber on each link and with full wavelength conversion capability on all nodes. In addition, the multifiber network may also offer the cost advantage depending on the relative cost of components. We develop a parametric cost model to show that multiple fibers in each link are an attractive option. Finally, such multifiber networks also has fault tolerance, with respect to a single fiber failure, already built into the system.