Collection

1996 Annual Conference

Authors

Paul F. Packman; Charles M. Lovas

from all engineering disciplines. DEED continues tosupport the Engineering Case Library~ which evolved from the Engineering .Case Program originated atStanford University in 1964. The Sloan Foundation in the 1950’s and 1960’s funded many of the strongest engineering design pro-grams that continue at institutions such as Worcester Polytechnic Institute and Drexel University. The SloanFoundation was a founding supporter of six Engineering Design and Design Education Conferences held inalternative years between 1963 and 19734. During the 1960’s and 1970’s many of the local design programspublished compendiums of student senior design projects. A large number of these senior design projects werecollected nationally into the Design Projects

Collection

1996 Annual Conference

Authors

Pieter A. Voss; James M. Tien; Anil K. Goyal

to the uncertain andstochastic nature of, as examples, project cash flows and interest rates. Unfortunately, this traditional approachdoes not provide students with the skills to deal with real world situations, which inherently involve uncertaintyand thereby, risk. Typically, most Engineering Economy texts for undergraduate students deal with uncertaintyand risk only in brief chapters, usually at the end of the book. The uncertain environment is introduced as aspecial case, rather than as the norm. In this paper, we propose an approach to learning Engineering Economythat is characterized by treatment of uncertainty and is motivated by risk; in fact, it considers the deterministiccase as a special case. The availability of computers today

Collection

1996 Annual Conference

Authors

Benoit Cushman-Roisin; Elsa Garmire

. Throughthe Cook Engineering Design Center, corporations submit to Thayer School a wide variety of designproblems, which become the basis of individual and group projects requiring close interaction betweenstudents and sponsoring companies. Further, opportunities are made available for all M.E. degreecandidates to assume internships in industry prior to graduation. The selection of projects andinternships is facilitated by the strong corporate and alumni network maintained by Thayer School.1. Introduction The economic success of the United States, and of the developed world in general, can beattributed unequivocally to industrial activity, which owes its very existence to both technologicalprogress and business management. While industry has

Collection

1996 Annual Conference

Authors

Forrest S. Keeler; Dr. Mihir K. Das

. The Unique Features of the Program An added feature in the CSULB/Rockwell International planning is development and incorporation of a realistic “Interdisciplinary Concurrent Engineering Project” into the program in lieu of a Master’s Degree thesis. The goal is to provide the Engineering student “hands-on” Capstone experience with a real research program into various aspects of the SE process, SE procedures, SE tools, and SE products as part of the MSE-SE program. The MSE-SE program “core” course set (12 semester units) and Interdisciplinary Concurrent Engineering project (6 semester units) combined with graduate level Engineering “electives” of each student’s own choosing (12 semester units) will result in

Collection

1996 Annual Conference

Authors

W. Max Lucas

philosophy of the architectural engineering curriculum at the University of Kansas is toexpose students to the wide range of engineering and architectural subjects involved in the design andconstruction of buildings. While students do have a series of elective courses available in each of theabove areas, which allow them to develop an “area of emphasis”, students do not “major” in any singlearea. However, graduating seniors are required to complete their education with a capstone course taken ‘during their last semester in school which does allow them to design complete building systems in theirchosen area of emphasis. The capstone course for students with an emphasis in structural analysis and design is ARCE 681- Architectural Engineering

Collection

1996 Annual Conference

Authors

Said Ahmed-Zaid; James J. Carroll

complete a sequence of three labora- overall design spirit. According to the personal experiencetories culminating in the senior capstone design laboratory. of the investigators, many students performed poorly due to a number of deficiencies which can be attributed as follows:The first two electrical engineering laboratoritis are takenduring the sophomore and junior years, respectively, and are 1. Meaningful senior design projects require inter-common to all electrical engineering disciplines. ln t hfise disciplinary teamwork between students of various elec-introductory laboratories, students are introduced to the trical engineering backgrounds

Collection

1996 Annual Conference

Authors

Michael L. Mavrovouniotis

intermediate-level courses with engineering design elements.INTRODUCTION engineer makes a multitude of choices in process configurations, units, and materials, and economicIn most undergraduate Chemical Engineering factors are central in these decisions (Hazelberg,curricula, engineering economics is covered in the 1994). Economic considerations likewise guide thesenior-level capstone design course which is operation of an existing process.project-based and involves the design of a chemicalplant. The early modules of the course include Very often, these choices are guided by rules of(Peters and Timmerhaus, 1991

Collection

1996 Annual Conference

Authors

Steve Howell; Ken Collier; Debra Larson; Jerry Hatfield

division ismanaged by a faculty member who role plays as a division manager. This paper describes the piloted junior level Path to Synthesis course, called EGR386 Engineering Design III - The Methods, which is vertically integrated with thesophomore course, EGR 286 Engineering Design II - The Process. The junior courseemphasizes analytical engineering skills along with sophisticated project managementtechniques including subcontract management. Written and oral communication skillsand topics on professionalism and ethics are also addressed. Greater emphasis is placedon rigorous planning and scheduling, cost estimation and economics, and coordination ofefforts between: the Design II and III teams, the Design III students and the customer,and

Collection

1996 Annual Conference

Authors

Judith E. Miller; James E. Groccia; David DiBiasio

model. The Davis model was introduced and discussed in the Seminar in College Teaching. A third important course component was an introduction to project-based learning. Since 1971 WPI has been a leader in using noncourse-based project curricula to teach humanities, integrate societal and technological issues, and to provide a capstone design/research experience within the major discipline. We wanted to instruct future faculty in how to properly design and conduct these project structures. More details on the course can be found by visiting the Web site constructed by some students as one of their optional projects (see below). The site address is: http://www.wpi.edu/-isg_501. ..- Course Assessment and Evaluation Evaluation

Collection

1996 Annual Conference

Authors

Craig Gunn

communication ispart of our existence. From our first cries when we are born to the movements we make as we leave theworld, we are communicating either to ourselves or to the world around us. Because this activity is so mucha part of our lives, we cannot separate it from any of the other activities that we perform. Communication is, Page 1.407.1 {hx~~ 1996 ASEE Annual Conference Proceedings ‘.,+,RYR’..’therefore, never an entity unto itself, and should never be considered as such. Ronald L. Miller and BarbaraOlds in “A Model Curriculum for A Capstone Course in

Collection

1996 Annual Conference

Authors

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

the structure. Several differentbracing systems can be installed. These include X, K, and knee bracing (creating an eccentrically bracedframe, or EBF), as well as pieces of Styrofoam that simulate concrete shear walls. The different bracing typesare easily interchangeable. Thus, in class, the instructor can use the models to demonstrate how each systemachieves its lateral stability, and to illustrate the relative effectiveness of each system in controlling lateraldrift.K’NEX Building Set Often we have felt the need to model a particular structure, or perhaps just a portion of a structure, toillustrate a teaching point or to explain an upcoming design project. We have found an ideal tool for thispurpose--the K’NEX Building Set (Figure 9

Collection

1996 Annual Conference

Authors

III, Thomas K. Miller; Catherine E. Brawner

viable their product is, and the value of their contribution throughout the entireproject. Page 1.64.1 {hii$$ 1996 ASEE Annual Conference Proceedings ‘.ylllml’j Students are organized into teams (5- 10 is the ideal size) with one to four (2 is ideal) senior leaders, whoare fidflhng their capstone design requirements. Other members of the team are taking the course for one hourcredit and may be at any point in their academic careers. Students are encouraged to take the class for multiplesemesters, which allows for continuity of the projects and the

Collection

1996 Annual Conference

Authors

Russell R. Barton; Robert P. Smith; José L. Zayas; Craig A. Nowack

more dynamic discussion of casestudy issues. Unfortunately, these results did not last the entire semester. The remaining discussions werestill healthy, but they lacked the edge gained from the team building activities. Faculty/curriculum assessment has been through course evaluation questionnaires. At UPRM thelectures have been evaluated by the students as a feedback mechanism to insure continuous improvement.overall, the students rated the course as a very interesting, but exhausting experience. Reasons for this feelingincluded the range of topics covered (too large), the readings (too extensive), and the projects (too fuzzy, toolengthy). Many students compare the amount of work to that of a capstone design course. Students enjoyedthe

Collection

1996 Annual Conference

Authors

John Y. Hung; Carlee A. Bishop

’s and 70’s Engineering Science ⇒ In-class Lecture1980’s Engineering Design ⇒ In-class Lecture, Laboratory and Projects, Capstone Design1990’s Thinking and Problem Solving ⇒ Combination of others plus new teaching methods (applied to real world problems) In short, the changes in engineering education and objectives point to the present-day conclusion thatproblem solving skills are not being effectively instilled in students. Why not? Perhaps the engineer's naturalinclination toward exactness tends to promote the importance of the correct final answer to a problem.However

Collection

1996 Annual Conference

Authors

George A. Bohlen; Donna C.S. Summers

, business process re-engineering, continuous quality improvement concepts, and activity-based-cost accounting. Students were divided into teams consisting of both business students and engineeringstudents to accomplish two major projects. One project consisted of flow charting the processes in theUniversity Bursar’s office. The students had to flow chart the existing process and recommendimprovements. As a term assignment, each student team was required to contact a local firm, interviewrepresentatives from all levels of management and evaluate the firm against each of the Malcolm BaldrigeNational Quality Award Criteria. Each student team was required to orally present their findings from theBursar’s office project and to present their conclusions

Collection

1996 Annual Conference

Authors

Kurt J. Colella; Vincent Wilczynski

presented to illustrate how students were able to design an automobile jack thatoperated on thermodynamic principles. The portfolio included artifacts from student experiments such as astudent built experimental apparatus, a poster-board describing experimental results, and videos of studentspresenting their results. The capstone experience in the senior year was used to select examples for the last section of theportfolio. Two projects were highlighted: a remotely operated vehicle and a solar powered boat. In each case,components from the design process were included as artifacts to show how the designs progressed from ideason paper, to computer simulations, to prototypes, and finally to the final product. In addition to these artifacts,a

Collection

1996 Annual Conference

Authors

Joseph A. Untener

: Secretary’s Commission on Acquiring Necessary Skills (SCANS) Society of Manufacturing Engineers (SME) Curricula 2002 National Council of Teachers of Mathematics State and local Tech Prep Consortia from the states of Ohio and Washington In addition to these external sources, project team members reviewed existing courses at Sinclair andthe University of Dayton to identify key manufacturing-related content across all academic programs.Overall, this benchmarking process yielded an initial list of over 800 discrete competencies that might beappropriate for the curriculum. Detailed Design. For purposes of discussion and review, the list of 800 competencies was summarizedinto a list of 175 skill sets. These skill sets were

Collection

1996 Annual Conference

Authors

R. Rinker; J. Peterson; H. Hess; Richard Wall; Kathy Belknap

compressed video system will be presented by UI faculty at the ASEE 1996 Annual Conference.[7]. Faculty visit each other typically once or twice per semester to maintain personal contact. Facultyfrom both sites found opportunities to collaborate in research. Much of the industrial activity in the stateis in the Boise area. With local industry connections, numerous small projects quickly developed:sponsors included Hewlett-Packard, Morrison-Knudsen, Idaho Power Company, Preco, Santa ClaraPlastics, Intel, and J.R. Simplot Company. Often these took the form of senior design projects that havebeen a catalyst for significant student-industry interaction.[8,9] Also, some senior design projects haveled to funded research projects with industry

Collection

1996 Annual Conference

Authors

K.A. Korzeniowski

non-Electrical Engineering student. Most engineeringstudents take some introduction to basic electric circuit analysis, DC and AC circuits, therefore this course is notmeant to be another Electrical Engineering circuit theory course. Some of the books used in the basic circuit 1 2analysis courses at the USNA are listed in the Bibliography section of this paper ’ . This course was developed to meet a need expressed by members of Physics, Chemistry and theEngineering Departments at the USNA, to provide a course that applied the circuit theory material to the nextlevel. Most of these students will be involved with Capstone Design projects and will be

Collection

1996 Annual Conference

Authors

Steven Beyerlein; John Law; Donald M. Blacketter; Herbert Hess

1996 ASEE Annual Conference Proceedingsscheduling request, and to clarify instructor as well as technician roles.[4] The coursewould stress a structured approach to engineering problem solving, would involve tenhands-on sessions in a computer lab, and would require students to work together in amini-design/modeling project. Both classes would meet together twice a week in a lectureenvironment and would meet separately once a week in a computer lab. Twenty-fivestudents were expected on the Moscow campus and ten students were expected at theBoise campus. The Electrical Engineering curriculum requires the student take three of sixintroductory senior-level technical electives for technical breadth. The ElectricalEngineering course, Power

Collection

1996 Annual Conference

Authors

Dr. Edward M. Lenoe; Dr. Eddie Fowler

. , . . . . . . . . *,. . . . . . . . . . . . .. Various approaches to nurturing creativity and developmg creative thinking skills.. Comparison and contrast of traditional versus holistic approaches,. Discussion of various educational theories,. Brief introduction to the SUNRAYCE’95 competition.. Discussion of various design methodologies and teaching strategies for developing both critical andcreative thinking skills.. Actual design experience.. Attempting to develop a stronger sense of community among the participants.Meanwhile the program director independently prepared and submitted his proposal and committedUSMA for the competition. SUNRAYCE ’95 was offered to the cadets as a two semester “capstone”design.Initially thirty five cadets expressed interest in the project, then twenty eight

Collection

1996 Annual Conference

Authors

Dr. John W. Nazemetz; Dr. John B. Solie; Dr. David R. Thompson

Compliance with Accepted Drafting Practice Develop an Appreciation of the Role of Drafting in Each Engineering Discipline Provide a Design Team Experience to the Students Develop Design Documentation and Reporting Skills and Experience Demonstrate the Role of the “Foundation Courses” (Math, Chemistry, Physics, Etc.) in the Design Process Provide a Common Design Experience that Subsequent Courses Could Build Upon Provide a Design Experience that Would Improve the Students’ Performance in Capstone Design Courses Provide the Student with

Collection

1996 Annual Conference

Authors

Robert M. Edwards; Kwang Y. Lee

Session 1626 COMBINED RESEARCH AND CURRICULUM DEVELOPMENT FOR POWER PLANT INTELLIGENT DISTRIBUTED CONTROL Kwang Y. Lee, Robert M. Edwards The Pennsylvania State UniversityABSTRACT An NSF combined research and curriculum development project was conducted from 1992 to 1996.New graduate courses on 1) Power Plant Dynamics and Control and 2) Power Plant Intelligent DistributedControl were developed and presented. The capstone course Power Plant Intelligent Distributed Controlcovered advanced subjects and laboratory experiments

Collection

1996 Annual Conference

Authors

Karen E. Schmahl

students in Manufacturing Engineering (ABET accredited) and another 90 students in the interdisciplinaryEngineering Management program with a technical specialty in Manufacturing Engineering. All seniorengineering students are required to take a two semester (two credit hours each semester with four credit hoursof design) capstone course. In the first semester the students define and research an engineering ormanufacturing related problem, develop and evaluate solutions and present their chosen designs. The secondsemester focuses on implementation of solutions and assessment of project outcomes. These senior designprojects are often coordinated with industry or conducted within the university laboratories. The Manufacturing Engineering

Collection

1996 Annual Conference

Authors

Raj Mutharasan; Alan Lawley

, melt atomization, and sprayforming. Clean Metal Technology. The intent of this segment of the course is to rationalize the need for clean metal, and to then develop the necessary process models using the principles of fluid and solid mechanics and rate processes. Industrial practices of molten metal filtration technology were discussed by Dr. C. Ed Eckcrt, Apogee Technology, Verona, PA. The capstone segment of the clean metals technology module is the design and selection of melt filtration processes for Im-rous and non-ferrous metals. Practical design problems arc posed and solved in class. Melt Atomization. This segment of the course introduces the need for melt atomization and then develops the

Collection

1996 Annual Conference

Authors

T.C. Young; S.E. Powers; Norbert L. Ackermann; Anthony G. Collins

and Environmental Engineering, ClarksonUniversity, where he has been a faculty member since completing his Ph.D. at Michigan State University in1977. His teaching and research interests are in environmental engineering and address topics related to thetransport and fate of pollutants in aquatic systems.SUSAN E. POWERS received her B.S. in Chemical Engineering (1983) and M.S. in Civil and EnvironmentalEngineering (1985) from Clarkson University. After two years as a project engineer with Engineering Sciencein Syracuse, NY, she completed the Ph.D. in Environmental Engineering (1992) at the University ofMichigan. In 1992, Dr. Powers became an Assistant Professor of Civil and Environmental Engineering atClarkson University.ANTHONY G. COLLINS is

Collection

1996 Annual Conference

Authors

Sandra Gronhovd; Sudhir Mehta

supported by the National Science Foundation under grant number DUE-9452143. References 1. Gunn, J. C., 1994, “What We Have Here is a Need to Communicate,” ASEE Prism, October 1994, pp. 26-29. 2. “Engineering Education for a Changing World,” ASEE Projects Report, Prism, December 1994, pp. 20-27. 3. Gunn, J. C., “Approaching Communication Skill Awareness,” Proceedings, ASEE Annual Conference, pp. 2467-2469, Anaheim, CA, June 1995. 4. Gronhovd, S. and Danielson, S., “Encouraging Learning Transfer: From the Communication Classroom to Engineering Courses,” Proceedings, ASEE Annual Conference, pp. 745-747, Edmonton, Canada, June 1994. 5. Borkowski, C., Goplen, S., Gronhovd, S., “Use of

Collection

1996 Annual Conference

Authors

Professor Michael J. Rabins; Jr., Professor C. Edwin Harris; Jeremy E. Hanzlik

: Wastewater Engineering Suggested Courses: Transportation DesignLevel: 4 Level: 34. “Contract, Contract, Who Gets the Contract?” 8. “The Sinking Tower”Charles White Borns, Fletcher, & VeshoskySuggested Courses: Construction Methods Management Suggested Courses: Soils, Capstone DesignLevel: 3, 4 Level: 3, 4 Page 1.77.3 1996 ASEE Annual Conference Proceedings

Collection

1996 Annual Conference

Authors

Michael S. Leonard; Donald E. Beasley; D. Jack Elzinga

1.134.4 1996 ASEE Annual Conference Proceedings1. Preparation: Identify a group of faculty members (and staff members, if desired) who will serve asparticipants in the strategic planning process. Note that if strategic planning is being done solely for curricularpurposes, this planning group could be, but does not have to be, the CDT. From this group, select four teams(with two to four individuals on each team) to address the following questions and to develop summaries of theirobservations and findings: a. What are the organization's strengths and weaknesses? b. What future projections can be made concerning the practice of the discipline(s) taught in the