Collection

1996 Annual Conference

Authors

Yildirim Omurtag; Rawin Raviwongse

human resources for manufacturing.This paper attempts to present an overview of the status and the recent developments in university-levelmanufacturing-related education in Thailand. Features of the higher education system and the examples ofthe manufacturing-related courses from various educational institutes are presented. Concluding remarksand recommendations for preparations to make advances in the 21 st century are also provided.I. Introduction Over the past decades Thailand has consistently been among the five fastest growing countries inthe world.[1] The main factor behind this growth is the balanced development of the agricultural, service,and manufacturing sectors. Within these fields, the manufacturing sector plays an important

Collection

1996 Annual Conference

Authors

Karl P. Trout; Charles A. Gaston

Conference Proceedings ‘.J13111~’;: Required equipment should be low in cost and easy to acquire. Everything a teacher needs to know in order to run the project should be available in a clear and concise form. (It should be easy to incorporate into existing courses, with relatively little effort.) It must be fun!Nine Levels of Difficulty After much discussion, a succession of nine different problems was defined, all of which could betested using a relatively simple framework with three basic adjustments, plus a few accessories. Figure 1provides a simple line diagram of the framework, plus a very concise description of the nine levels ofdifficulty. An expanded explanation follows:Level 1

Collection

1996 Annual Conference

Authors

Ph.D., J.G. Shiber; H.R. Bogale

10% --2. What best reflects student success? Learning and retaining course material, irrespective of grades 58% 79% Getting A's, & B's, plus learning & retaining material 38% -- Getting A's & B's, irrespective of learning 1% 21% No response 3% --3. An A in a course reflects student Student ability 53% 72% success usually as a result of

Collection

1996 Annual Conference

Authors

W. Ernst Eder

neglected to date is that a second kind of knowledge exists, andis used. This kind of knowledge relates to procedures, methods and methodologies, process knowledge. Itconsists of a set of steps, stages, phases or items which should be considered in general, when a (usually open-ended) problem is to be solved. Usually, steps are either undefined or not acknowledged. The typical steps and their procedural contents (and needed object knowledge) can be recognized atseveral levels of action -- from elementary operations (hierarchical level 5 according tol,z) and activities ofgeneral thinking (level 4), through problem-solving (level 3), and design operations (level 2), up to the com letedesign (or re-design) process (level 1). They cannot be

Collection

1996 Annual Conference

Authors

William W. Predebon; Peck Cho

established: 1. It must result in a substantial improvement in the teaching effectiveness of TA’s. 2. It must be useful to the TA’s themselves in their own graduate studies and for their professional growth. 3. It must be sustainable as a yearly program with a minimum cost to the Department. The first principle points towards creating a training program that would be quite demanding from theTA’s perspective in terms of both time and effort. However, we believe that TA’s must be motivated to acceptthe demanding program whole-hearted before a genuine improvement in their teaching skills can be expected.This belief underlies the second guiding principle. The third guiding principle is added for the continuity of theprogram in a ever

Collection

1996 Annual Conference

Authors

Craig Gunn

undergraduates will generate avaluable experience for all involved.BibliographyBarbara Gross Davis, Tools for Teaching, San Francisco: Jossey-Bass, 1993.Norbert Elliot et al. “The Assessment of Technical Writing: A Case Study,” Journal of Technical Writingand Communication, VOI,24, No. 1, Winter 1994, p.9.Ronald L. Miller and Barbara Olds, “A Model Curriculum for A Capstone Course in MultidisciplinaryEngineering Design,” Journal of Enxineerin~ Education, VOI.83,N0.4 October 1993, pp. 311-323.Peer commentaw on Peer Review : A Case Studv in Scientific Ch.mlitv Control, New York: CambridgeUniversity Press, 1982CRAIG JAMES GUNNCraig James Gunn is the Director of Communication for the Department of Mechanical Engineering atMichigan State University. He was

Collection

1996 Annual Conference

Authors

Arvind Ramanathan

would be counterproductive. Therefore it was decided that basic physiology would be acomponent common to lectures in the areas of biomedical measurements, biomedical optics, physiologicalsystems analysis, biomechanics, and biomaterials. A syllabus (see table 1 for details) comprising these topicswas created such that the essence of each area could be conveyed in a short series of lectures. The syllabus alsotakes into consideration the fact that enrolled students would have already taken most if not all of the fiverequired engineering science courses- chemical engineering principles, introduction to electrical engineering,materials engineering, introduction to computer engineering, and engineering mechanics. Students were also asked to

Collection

1996 Annual Conference

Authors

James A. Newell

followingexperimental analysis techniques:1. The elimination of “bad” data using the statistical q-test.2. The determination of 95% confidence intervals from standard deviations using the statistical t-tables. Homework Problem #l An inventor claims that he can increase the tensile strength of a polymeric fiber by adding a small quantityof the rare element toughenitupneum during spinning, To prove her claim she provides data obtained by testingsamples with and without her addition. The six samples tested without the addition had tensile strengths of 3100,2577,2715,2925,3250, and 2888 GPa, respectively. Six samples tested with the added element has strengthsof 3725, 3090, 3334, 3616, 3102, 3441 GPa. Has the

Collection

1996 Annual Conference

Authors

B. Lee Tuttle

Page 1.410.1 @X~~ 1996 ASEE Annual Conference Proceedings ‘Jyyy’: Term Project Presentations The description of the evolution of the course is best approached by describing the three aspects of the course separately: (1) changes inthe topics and methods of delivery in the lecture, (2) changes in the topics and delivery style in the practicum, and (3) changes in theelements of the term project.Early Years - Lecture Format: The original lectures were delivered in the traditional engineering ( or university ) style with the professor espousing the great learnedknowledge to the masses. Since there was no textbook there were considerable notes to

Collection

1996 Annual Conference

Authors

M. Nabil Kallas; Dhushy Sathianathan; Renata Engel

Session 2553 Teaching Design Skills in the Freshman Engineering Curriculum M. Nabil Kallas, Renata Engel, and Dhushy Sathianathan Division of Engineering Design and Graphics The Pennsylvania State University University Park, PA 16802 With the mission of introducing engineering early in the undergraduate curriculum, the freshmanengineering course has developed the following goals: (1) Introduce an engineering approach for problem-solving through team projects; (2) Demonstrate the importance of graphical, oral, and written

Collection

1996 Annual Conference

Authors

James Rehg

effectively support classes of 16 students for laboratoryexercises ranging from basic control concepts to the control of a large discrete manufacturing systems. Thelaboratory was designed (Figure 1) with Student Programming Laboratory Benches (SPLB) that support basiccontrol exercises at the bench and exercises in control and programrning of the single large manufacturing systemby students at each SPLB. The SPLB concept was important because teaching students to work on the complex systems used inautomated manufacturing is a two step process. First, students must master the operation of the hardware andprogramming of the sofiware for the individual automation machines; second, they must learn how to integratethe machines into a production

Collection

1996 Annual Conference

Authors

Robert Madar; David L. Huggins

Collection

1996 Annual Conference

Authors

Ingrid H. Soudek

of ethics in thecontext of the culture at large has forced them to examine their own beliefs, as well as the values inherent in oursociety. Analyzing the engineering case studies has personalized the study of ethics for them. They are muchbetter prepared to face the challenges of the work place because they know how to recognize, frame and thinkabout ethical problems; they are ready to take their place in our technological society.Reference 1 Ethics in Engineering, Second Edition, Mike W. Martin and Roland Schinzinger, McGraw-Hill.Biographic InformationINGRID H. SOUDEK is Associate Professor and Chair of the Division of Technology, Culture, andCommunication in the School of Engineering and Applied Science at the University of Virginia

Collection

1996 Annual Conference

Authors

Mel I. Mendelson

Collection

1996 Annual Conference

Authors

III, John J. Bausch; Fredric M. Gold

. I As part of the REALIZATION Consortium (discussed later) a Gaps Analysis was initiated todetermine where the perceived gaps in undergraduate education are and where academia should focus theirattentions: The areas shown, in table 1, are most of the highest gaps identified and point out the need forproject centers such as the Learning Factory, These areas that students were felt to be deficient in, are thevery ones stressed in the project groups. To summarize the gaps analysis, 8 companies were queried andthe results tabulated. The average response in the table is based on the eight companies surveyed and isbased on a scale of O (no importance) to 10 (most important) (Sisson 1996). Gap Area

Collection

1996 Annual Conference

Authors

Randy L. Haupt; Gregory J. Toussaint; Daniel J. Pack

havedeveloped MATLAB-based software with a graphical user interface to teach the fundamentals of geneticalgorithms. The program allows a user to adjust several different parameter values associated with geneticalgorithms including the optimization function, the population size, the crossover rate, and the mutation rate.A user can graphically monitor how these parameters affect the evolutionary path the algorithm takes to findan optimal solution. This approach of teaching students to experiment with genetic algorithms increases theirlevel of understanding and allows them to quickly grasp the essential properties of the method. We willdemonstrate how users can execute the genetic algorithm software to solve some sample engineeringoptimization problems.1

Collection

1996 Annual Conference

Authors

David J. Beebe

instrumentation classes. Seventeen replies were received (4 of the 17 had noundergraduate BME program). The survey included questions about the number and content of anyinstrumentation courses, the number of hours spent on human subject and animal experiments and softwareused. Figure 1 shows the results of the survey relative to the total, the majority of the courses included lessthen 20 hours of human subject experiments and only 4 (31%) included any animal experiments. The resultssuggest that many programs are not providing significant hands-on laboratory experience for biomedicalengineering students. Page 1.418.2

Collection

1996 Annual Conference

Authors

George Meyer; James K. Randall; Charles T. Morrow

Session 1675 Teaching Instrumentation and Controls using Multimedia and Television Instructional Methods George E. Meyer, James K. Randall / Charles T. Morrow 1 University of Nebraska - Lincoln / Pennsylvania State University ABSTRACT Teaching Electronic Instrumentation to both resident and distant students in biological andengineering sciences using television presents interesting challenges for instruction. Hands-on laboratoryexperiences are especially difficult. However, a good laboratory experience not only considers basicprinciples of instruments

Collection

1996 Annual Conference

Authors

John T. Berry; Gregory L. Ferguson

institutions to better leverage state resources whichallowed The University to implement these courses without purchasing new manufacturing lab equipment.Introduction The United States’ negative trade balance has steadily increased over the last several decades. TheNational Research Council report Improving Engineering Design [1] cites manufacturing goods as a primarycontributor of the trade deficit. They concluded the best way to correct this is for concurrent engineeringtechniques to be practiced by industry and taught by the engineering educational establishment. Manufacturingcourses taught in the traditional hands-on laboratory format have fallen from vogue as they were viewed, oftenunfairly, as lacking sufficient scientific content. As a

Collection

1996 Annual Conference

Authors

Maurice Bluestein

errors canoccur anywhere along the chain of measuremen~ from the sensor through to the recording of the data. Thetotal uncertainty of a measurement combines both bias and precision errors in a root-mean-squm sense asl: u = (B + P)””s 2 (1) Page 1.421.1 {hxd~ 1996 ASEE Annual Conference Proceedings ‘.,,,IZI13Jwhere U is the total uncertainty of the measurement B is the bias error, and P is the precision error, allexpressed in the unit of measurement

Collection

1996 Annual Conference

Authors

Saeed B. Niku

. When the results are verified and evaluated by both the students and the instructor, studentscontinue with the next part. Experiment number 1 involves digital input and analog output. A light bulb is turned on and off fromthe motor port when a switch, connected to the digital input port, is turned off or on. Experiment number 2 involves digital input and digital output. A proximity sensor connected to thedigital input port activates a beeper connected to the special functions port of the Mini-Board. When a magnetis about 1 to 1.5 cm from the sensor, the beeper will beep. Experiment number 3 involves analog input and analog output. The speed of a motor connected to themotor port of the Board is controlled by the intensity of

Collection

1996 Annual Conference

Authors

Constantine A. Ciesielski

: 1. Instructional, 2. Informational, 3. Developmental, 4. Soliciting Opinions, and 5. Reconciliatory. Depending on the purpose of the meeting, either a traditional format or an interactive format may beselected for use. The traditional meeting format is one wherein the meeting leader orchestrates theproceedings in a relatively structured manner. Alternatively, the interactive type meeting is one in which noone person is in the traditional leadership role. In this type meeting, usually a facilitator and a recorder arethe key people with the manager/chairperson playing a participatory role within the group. Everyone has astake in the outcome and is equally responsible for the group’s

Collection

1996 Annual Conference

Authors

Karl F. Meyer; Stephen J. Ressler; Thomas Lenox

blackboard can be used with the lights on. In our experience, when the lights go out, the students tune out.Modem technology clearly has its place in the engineering classroom, but we believe it should always besupplemental to the effective use of chalk on slate. Thus the blackboard is the focal point of the methodology wedescribe below.Organizing the Class: A 5-Step ModelOur preferred methodology for organizing a class is as follows:● STEP 1: For the given lesson, formulate a series of clear, concise, action-oriented objectives for theprescribed material. These are the essential concepts and skills we expect our students to master for thisparticular lesson. The number of objectives will vary with the nature of the lesson material, but 3

Collection

1996 Annual Conference

Authors

Bryan Pfaffenberger; Susan Carlson-Skalak; John P. O'Connell; Timothy P. Scott; Mark A. Shields

1.424.5more traditional communication curriculum of TCC 1996 ASEE Annual Conference Proceedings TCC 101 Syllabus Fall 1995 Mr. Shields/Mr. Pfaffenberger UNIT I Getting StartedWeek 1 The Challenger Disaster: A Communication Failure?Week 2 Locating information/documenting Engineering student, know thyself! sources (Interpreting the MBTI) UNIT II What They Don’t Teach

Collection

1996 Annual Conference

Authors

Zhongming Liang

,identification, and visual servoing and navigation,1 the manufacturing technology department sees theimportance of teaching fundamentals of machine vision. It has been a difficult topic to teach since it involves anumber of concepts that many students in manufacturing technology programs are not familiar, especiallywhen laboratory support was not completely ready. In the spring and the summer of 1995, with help of a student majoring in electrical engineeringtechnology, the author used the basic vision system to develop a number of experiments for robot vision. Theyinclude thresholding, image binarization, edge detection, object recognition, image feature extraction andrandom object picking. This paper will briefly discuss all the

Collection

1996 Annual Conference

Authors

Martha Ostheimer; Hal Tharp

skills, willprepare our students to better evaluate their future work in industry. INTRODUCTION Results of a survey conducted by Arizona State University that asked its engineering seniors,alumni, faculty, and industry representatives that employ new engineering graduates to rank the relativeimportance of a set of ten desirable attributes and the performance of new graduates in these attributes,indicate that the ability to recognize and solve problems is significantly more important than any otherattribute ranked by the four rating groups [1]. Additionally, both industry and alumni rated communicationskills second in importance over mathematics skills, science skills, and depth and breadth of

Collection

1996 Annual Conference

Authors

Jerry W. Samples; C. Conley; Thomas Lenox

offered to facultyfrom other institutions. First is the success of the ISW participants - it is clearly a program that works. Secondwas the recognition that most institutions do not have such a teacher training program, nor were any trainingprograms identified in which the participants actually practiced teaching. Third was the favorable reviews ISWreceived from Visiting faculty in the department, and finally, was the favorable reaction to a shortened versionof the program that has been given to the civilian faculty that are joining the department as part of thecivilianization of USMA. The content and format of the developed 1-week course, that is in essence a 1-weekversion of ISW, and that is clearly focused on the teacher, will now be

Collection

1996 Annual Conference

Authors

Mary Kantowski; Marc Hoit; Matthew Ohland

guiding students into engineering careers. The survey primarily measures interest andbackground knowledge, with a few questions which specifically evaluate the program as a whole which areincluded in the survey administered at the completion of the institute. Many survey questions were taken directlyfrom an instrument previously used at the University of Pittsburgh[1] and the University of Florida[2] in order toprovide the opportunity for cross-comparison. Additional questions were added to suit the particularcircumstances of those in the teaching profession. A five point (Likert) scale was used to assess studentagreement with survey statements. The scale is shown in Table 1. Table 1: Definition of survey

Collection

1996 Annual Conference

Authors

Francisco Vaz; Ana Maria Tomé; Paulo J. S. G. Ferreira

. This Department has interests on Electrical and Computer Engineering, andis responsible for a degree on Electronics and Telecommunications Engineering, as well as aMaster´s degree on the same area. The faculty of the Department is composed by over sixty professors and lecturers (23 withPh.D. degrees). Annually, the Department receives around 150 undergraduate students, and over50 graduate students. The total number of students in the Department is over one thousand. Recently, we have reformulated the curriculum of the Engineering degree, which is fiveyears long (ten semesters) and has the following structure: Area Year 1 Year 2 Year 3 Year 4 Year 5 Mathematics

Collection

1996 Annual Conference

Authors

John S. Gillard; Gary P. Maul

ineffectiveness of this method was seen when associates were required toshow on-the-job use of at least one tool after taking classes to learn about each tool. The examples presentedgenerally did not show tools helping solve a problem, but rather showed a tool injected into a previously solvedproblem. This diluted the worth of these classes. A better method had to be developed.A second method of teaching uses two concepts as guides: 1. The characteristics of adult learners2 3 2. The theory of knowledge.Teaching adult learners is different from teaching other students in four ways: 1 The learners, not the instructor, determine what is important. 2. The content should be immediately