Collection

1996 Annual Conference

Authors

Robert P. Morgan; Nirmala Kannankutty; Donald E. Strickland

formalCenter, Institute, Laboratory, an so on). This was somewhat surprising given that almost half our samplewere participants in an organized engineering research unit and given the higher levels of industry findingassociated with organized research units.21 The average number of research grants awarded to researchers in 1992 and 1993 did not diner bymajor source of tiding. The average duration of research grants, however, did difller depending onwhether the primary tiding source was industry or the federal government. In particular, faculty with highindustry support were more likely than those with high federal support to receive grants for less than sixmonths duration (34°/0 vs. 14°/0) and for durations of six to 12 months (73°/0 vs. 5 10/O

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1996 Annual Conference

Authors

Paulo S. F. Barbosa

difficulties in finding a compromise solution between analysis (scientific emphasis) and synthesis (designemphasis) in the curriculum;3) the difficulties of students with introductory disciplines like calculus, chemistry and physics;4) the compartmentalized curriculum, which lacked an interdisciplinary content;5) not enough, if any, industrial practice and experience embedded in the curriculum;6) insufficient hands-on and laboratory experience in the curriculum;7) absence of societal factors, especially those concerning ethnic and cultural diversity;8) student lack of adequate communication skills upon graduation;9) difficulties in strengthening extra-engineering training, such as that related to managerial, ecological, social .and political areas;10

Collection

1996 Annual Conference

Authors

Paul J. Antaki

andanswer” approach, the question ideally motivates the audience to listen long enough to hear the answerand supporting information. Also, students can incorporate focal points into their academic presentations. For example,suppose a group of laboratory students presents the results of an experiment that all groups willeventually perform. If the other groups have not yet performed it, a possible focal point is: Z7zree WaysTo Save Time During l?ze Experiment. The corresponding narration could be: “During this presentation,we’ll show three ways you can save time when performing the experiment. ”c. Caution: Does the focal point make sense? A pitfall in using a focal point is selecting one that doesn’t make sense to the audience

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1996 Annual Conference

Authors

Pau-Chang Lu

- Page 1.18.1 +iii-’ } 1996 ASEE Annual Conference Proceedings ‘..+,~l~.?ical and engineering languages; they have retained surprisingly little conceptualizing andmanipulative skills after sitting through so many courses in mathematics, physics, engi-neering mechanics, and other engineering sciences; and, finally, t,hey lack the proficiencyin interpreting, in engineering language, data generated (either in a laboratory or on acomputer). To counteract these negative influences of the modern educational technol-ogy, we have chosen for our students a “survival kit” into which we put an absolutelyminimum (barebone) selection of mathematical and engineering items. These items wedevelop, discuss, and

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1996 Annual Conference

Authors

Sheryl A. Sorby; Beverly J. Baartmans

for women (23.3) was stillsignificantly lower than that for men (25 .6). These results are shown in Figure 2.CURRENT PROJECT In January of 1993, the authors of this paper were awarded a curriculum development grant from theNational Science Foundation to develop a course for the improvement of 3-D spatial visualization skills offreshman engineering students. The course (GN102) has a lecture as well as a computer laboratory component. Page 1.251.2 $iiik: } 1996 ASEE Annual Conference Proceedings ‘?.,MJ3

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1996 Annual Conference

Authors

Ramesh Narang

any laboratory work at this time. The course is participative in nature. The course content is breed on the industrial experience of theinstructor and the students. It includes basic and practical manufacturing knowledge that the students ofmanufacturing technology should be exposed to in a baccalaureate program. The course also requires eachstudent to write a project report on a relevant topic and present it in the class. This paper describes some of thehighlights of the course and shows the way the course content is presented to the students. Manufacturing Process Planning This section describes briefly the course catalog description, the course objectives, how the course cameinto

Collection

1996 Annual Conference

Authors

Harold L. Broberg

Proakis J. G.; “Digital Signal Processing Laboratory using the ADSP- 2101Microcomputer”, Prentice-Hall, 1991 [5] Bookware Companion Series, Robert D. Strum, Series Editor, PWS Publishing CompanyHAROLD L. BROBERG: A retired Lt.Col of Marines, Hal received his P.E. in 1988, and his PhD (EE) inAugust, 1993. His dissertation involved improvements to the GOES weather satellite, which is used for allTV weather satellite photos. He is a consultant for ITT on weather satellite servos and uses Matlabextensively. He is Acting Chair of the Electrical Engineering Technology Department, President of theAnthony Wayne Chapter of the Indiana Society of Professional Engineers, and a senior member of IEEE

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1996 Annual Conference

Authors

Henry G. Ansell

. vii3. S. Sharan, ed., Cooperative Learning; Theory and Research, Praeger, New York, 1990, p. xiv HENRY G. ANSELL Henry G. Ansell received a Ph.D. (Electrophysics) from Polytechnic Inst. of Brooklyn. He wasemployed for 25 years as an electrical engineer by AT&T Bell Laboratories. Since fall 1987 he has beenteaching at Penn State Berks Campus. Page 1.299.5 f$iii’ F 1996 ASEE Annual Conference Proceedings ‘.yllllj .

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1996 Annual Conference

Authors

Michael L. Swafford; Donna J. Brown

professor in Electrical and Computer Engineeringand in the Coordinated Science Laboratory at the University of Illinois at Urbana-Champaign. Her researchinterests include the design and analysis of algorithms and asynchronous learning environments. Page 1.307.7

Collection

1996 Annual Conference

Authors

James C. Watters

committee just as is normally required of an M. S. student. A judicious choice of thesis area andelective courses allows the student to specialize in a specific sub-discipline of chemical engineering, e.g.,Process Control, Polymers, Separations, or Waste Management. Many of these M.Eng. theses result in 2refereed publications, while others may develop new or improved undergraduate laboratory experiments . Inyet other instances M.Eng. thesis work may involve fleshing out of faculty ideas or generating preliminarydata for subsequent research proposals. Some M.Eng. projects are sponsored by local industries or on grantsor contracts

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1996 Annual Conference

Authors

Norbert L. Ackermann; Anthony G. Collins

. TABULATION OF DEPARTMENT GOALS Issue addressed by Goal % of replies sharing this issue as a goal1. Undergraduate education 100% 1.1 Preparation for professional practice 63% 1.2 Development of social, ethical and professional values 61% “ 1.3 Preparation for graduate school (post Baccalaureate) 47% 1.4 Development of laboratory and teaching facilities 30% 1.5 Maintenance of ABET accreditation

Collection

1996 Annual Conference

Authors

Donald E. Richards

was important for curriculum.students to see how the general ideasfrom ES 201 are applied in disci- Figure 5- Advantages for Studentspline-specific areas. It also is a rec-ognition that there are discipline-specific arialysis techniques that students must be familiar with; however, we believe conservation andaccounting background provides a better foundation for moving into these applications. Each of the wintercourses has three laboratory experiences. In the spring (ES 205), the focus shifts to basic systems concepts used in the analysis and modeling ofsimple multidiscipline and complex single-discipline engineering systems. Time is also spent introducingthe overall design process and giving

Collection

1996 Annual Conference

Authors

Robert L. Avanzato

program, and to develop a bridge program for high school students. As an example of possible integration, a physics laboratory to experimentally investigate DC motor speedhorque relationships and gear reduction systems for robotics is currently under construction. Also, computer-aided drafling and design (CAD) coursework appear to have natural links with the robotics design activity .- and will be explored. Preliminary results from high school participation in the Philadelphia, PA and York PA areas show great promise. Four Philadelphia area high school teams successfully participated in the Robo-Hoops competition held at the Penn State Abington-Ogontz campus in December of 1995

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1996 Annual Conference

Authors

Robert Madar; David L. Huggins

College of Science and the College of Engineering atPenn State. The faculty of the CES at Penn State are actively involved in this process. The first step is understanding the capabilities of the tools available today. We will attempt to show theprocess for developing distant learning using PictureTel as part of the instructional delivery mode for a Strength ofMaterials lecture/problem-solving course. One advantage for this specific course was the laboratory componentthat was handled in the traditional method at each site, which allowed additional interaction with the students andany problems they may be having. If distant learning is to take a viable place in the education of future students, it is absolutely necessary todevelop

Collection

1996 Annual Conference

Authors

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

visual aids in the engineering classroom. Indeed, we attempt to do some sort of physical demonstration at least once in every class. In our elastic torsion lesson, we use cylindrical shafts made of rubber and foam to demonstrate torsional deformations; we also show steel and brass laboratory specimens which have been tested to failure in torsion. ● We often use supplemental written material, distributed to students prior to the start of class. Typically, these handouts provide the problem statements (but not the solutions/) for example problems which will be worked in class. Q We avoid using viewgraphs, except when a particular form of information (e.g., tabular data

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1996 Annual Conference

Authors

Christopher Stook; Asad Azemi

Laboratories. Proceedings of the ASEE Annual Conference, pp. 1307-1308, 1992.[2] D. Andrews, A. Azemi, S. Charlton, and E. Yaz. Computer Simulation in Electrical Engineering Education. Proceedings of the ASEE Gulf-Southwest Section Meeting, pp. 77-82, 1994.[3] A. Azemi and E. Yaz. PSpice and MATLAB in Undergraduate and Graduate Electrical Engineering Courses. Proceedings of the 24th Frontiers in Education Conference, pp. 456-459, 1994.[4] E. Yaz and A. Azemi. Utilizing MATLAB in two Graduate Electrical Engineering Courses. Proceedings of the 25th Frontiers in Education Conference, pp. 2c6.1-2c6.4, 1995.[5] Roger L. Haggard. Classroom Experiences and Student Attitudes toward Electronic Design Automation. Proceeding

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1996 Annual Conference

Authors

N.W. Scott; B.J. Stone

there were two 45-minute lectures chose to do their work during their assigned times.and two one-hour problem classes. These classes were heldin a large computer laboratory with 128 Macintosh™ Tuesday, 22 August 1995 11:35:03 AM LOGI 11:35:09 AM stack "Login to Dynamics 100"; card "loginCard"; goToProblemAfter 12090 11:35:19 AM stack "Kinematics Tests 1 v1"; card id 13074; 12100; openCard 11:35:39 AM stack "Kinematics Tests 1 v1"; card id 13074; 12100; studentAnswer = -16.52m/s^2 11:35:47 AM stack "Kinematics Tests 1 v1"; card id 13074; 12100; dialog: Your answer is incorrect. Try again for 2 marks, or view the help for 2 marks. (Help, *Try Again, ) 11:37:43

Collection

1996 Annual Conference

Authors

Richard Lundstrom; Jawaharlal Mariappan; K. Joel Berry

students have had a chance to listen to the instructor’s missionstatement. In our classes, we had all of our colleagues in learning providing their own mission statement forthe course.Self Evaluation Concept from William Glasser to Improve Teaching We are attempting to apply William Glassar’s (1986, 1993) recommended process for self evaluationwith the aim of producing quality work, in our case, quality teaching in the classroom and laboratory. Adeliberate process is important when improved quality, reduced cost, and reduced delivery time (QCD) areimportant. We think this is the situation in teaching. There is a high interest in improved quality, in fact thishas always been true in higher education. There is always a limit on cost

Collection

1996 Annual Conference

Authors

Leevones Dubose; Jean Newman; Cecil Ramage; Burke Johnson; Brenda Litchfield; Edmund Tsang

design experience is developed and integrated throughout the curriculum"1. A new curriculum, which provides greater flexibility to upper division students to meet their diverseinterests and which enhances the design experience for lower division students, was implemented in Fall,1995 as a result of that effort. A new, four-credit hour "Introduction to Mechanical Engineering" replaced aone-credit hour course in the old curriculum so substantial design and curriculum integration can beimplemented; this course was taught for the first time in Winter Quarter, 1996. Other lower-divisioncurriculum ehancements include three new courses: (a) a one-credit hour, sophomore-level laboratory courseintegrating materials, manufacturing and design was

Conference Session

Innovative Techniques for Freshmen (0630)

Collection

1996 Annual Conference

Authors

Mark A. Palmer, Rensselaer Polytechnic Institute; John B. Hudson, Rensselaer Polytechnic Institute

real data, with the assistance of an instructor, one is able to illustrateexperimental error.Demonstrations and Experiments As mentioned above, an integral portion of the interactive approach is the presentationof hands-on experiences both in the classroom and in an accompanying laboratory. A summaryof the demonstrations and laboratories developed for this course is given below:First Semester1. Conservation of Energy 1996 ASEE Annual Conference Proceedings Page 1.276.5 A putty ball was raised above a table top, then released. It was explained that as the ball fell, the initial potential

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1996 Annual Conference

Authors

Ph.D., Richard H. Turpin

mind.” We all learn best by experience. Teaching is not defined by the knowledge we give too the students,but rather teaching is that which stimulates students to gain knowledge. “The eye must do its own seeing, theear its own hearing, and the mind its own thinking, ..” states Dr. Gregory. Not an easy thing to do with a largeroom full of students, but still a worthy and necessary goal. The laboratory orientation of most engineeringcurricula serves well to aid in meeting this “law.” Rules for teachers, as prescribed by Dr. Gregory, include: (1) Excite the students’ interest in the subject.. attempt to awaken inquiry; (2) place yourself frequently in the position of a student among your students, andjoin in the search for some

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1996 Annual Conference

Authors

Michael V. Doran; Herbert E. Longenecker; David L. Feinstein; David D. Langan

Page 1.3.3knowledge", relies on the mastery of previous levels. Level 3 requires definition and discussion skills and thekind of trial-and-error experiences gained through extensive practice in a laboratory. Students will be guidedin the use of the facts to produce solutions. Both "closed" structured labs and "open" programming labs areextremely critical to the success of reaching targeted Level 3 knowledge. Structured labs promote opendiscussion of the ideas and provide immediate solutions to problems that otherwise would be put off until lateror simply forgotten. These labs allow for the timely comparison of algorithms and code solutions. Thus, labshelp to accomplish Level 2 and 3 objectives. The target levels for students in

Collection

1996 Annual Conference

Authors

David G. Meyer

variety of report formats generated are also described. INTRODUCTION In the early 1970’s, the School of Electrical & Computer Engineering (ECE) at Purdue Universityadopted a course & instructor evaluation system to be used in all courses (undergraduate and graduate, lectureand laboratory classes). The evaluation system adopted was based on a series of questions that students couldrespond to using a five-point scale, with answers ranging from "strongly agree" to "strongly disagree" (the Pur-due Center for Instructional Services has compiled a large set of such questions — referred to as theCAFETERIA System — from which "customized" course & instructor evaluation forms can be

Collection

1996 Annual Conference

Authors

Jr., Fred O. Simons; Aaron L. Robinson

Session 1220 The Design of Optimal Digital Filters Directly from Analog Prototypes Aaron Robinson and Fred O. Simons, Jr. High-performance Computing and Simulation (HCS) Research Laboratory Department of Electrical Engineering Florida A&M University and Florida State UniversityAbstract - Generally analog prototype filters are not candidates for the design of optimum digital jilters because the processingrequirements to convert from the analog protoppe jZter to the target digital

Collection

1996 Annual Conference

Authors

Lucian P. Fabiano

over two semesters. Eachsemester consists of fourteen weeks . During each week of the firstsemester two hour lectures are given on the basic topics related to theproject development process. The topics covered including thefollowing: - Projects and their .inter-dependencies . - Th~ project life cycle and- its phases. - Project life cycle deliverables. - The development process as its relates to the project life cycle. – Project management. - The-concurrent engineering design process. – Design review meetings. - Project development evaluation and reporting.The second semester consists of two hour, weekly laboratory

Collection

1996 Annual Conference

Authors

L. F. Borjón; F. Martín del Campo

establishes basic requirements for each course but thelecturer is free on the way he teaches and other topics that could be included. This way new interesting topicsare continuously inserted in the curricula. This process is supervised and evaluated by a program coordinator inorder to control the overall quality of the engineering degree. 2) Hands-on experience: This is one of the main concerns of the engineering programs and is enforcedby means of laboratories, workshops, demonstrations, and work field experiences among others. The academicdepartments have operational and development plans to guarantee that the student obtains an experience thatwill be significant and useful when he/she works. 3) Lecturers evaluation: Students fill out

Collection

1996 Annual Conference

Authors

Joan A. Burtner; Benjamin S. Kelley; Allen F. Grum

courses during the fall term(five credits each), and one review/problem solving course during both the winter and spring terms (two creditseach). The instructors for these courses were recruited from the regular engineering faculty, based on theirteaching excellence and interest in and sensitivity to the needs of freshmen. -We also hired one or more studentassistants each of the AIMS courses. The two AIMS courses offered in the fall term were the benchmark courses of the program. One ofthese five-credit courses (AIMS Math) consisted of guided laboratory exercises and exploring calculusconcepts through the use of the MAPLE software package. The other five-credit course (AIMS Chemistry),which is the primary focus of this paper, emphasized

Collection

1996 Annual Conference

Authors

Susan B. Millar; Steve Kosciuk; John C. Wright; Debra Penberthy

-- —.. - .- Acknowledgements The Chem 110 evaluation research was funded by the ARPA TRP “Diversity and Cultural Change:Mafifacturing Engineering Education for the Future” grant, EEC8721545 (administered by the NSF), theNew Traditions: Revitalizing the Curriculum” grant from the NSF's Course and CurriculumDevelopment: Systemic Changes in the Chemistry Curriculum program (Grant No. Due-9455928), and aHilldale Foundation grant from the University of Wisconsin-Madison Chancellor to the LEAD Center. References1. For a thorough description of the course design and the underlying rationale, see “Authentic LearningEnvironment in Analytical Chemistry using Cooperative Methods and Open-Ended Laboratories in LargeLecture

Collection

1996 Annual Conference

Authors

Silvia G. Middleton; Monika Lumsdaine; Kimberly A. Buch; J. William Shelnutt

HBDI was used to form the teamsfor the semester, which were multi-disciplinary. The team projects were also interdisciplinary in nature. Theteams in ENGR 1202, offered first in the spring 1996 semester, are disciplinary, as are the projects. This isintended to assist in the formation of “base groups,” or teams of students that move through the curriculumtogether. The class focuses further on the development of team and design skills, with a laboratory for thedisciplinary work. All entering students in the engineering technology program are required to complete EGET 3071.Offered for the first time in the fall of 1995, this one credit-hour course taught team skills and organized theteams to learn eight computer programs on the college’s

Collection

1996 Annual Conference

Authors

Sandra L. Bishop; Mary E. Besterfield-Sacre

Activities Mentors are used as student resources for two major annual engineering recruitment programs. In addition,there are twelve scheduled admissions office programs. The major engineering program dates are mandatory for thementors to attend. As mentioned previously, all mentors are trained to give engineering building tours, which includeengineering laboratories and facilities. A major focus of the tour is the interaction that occurs between the mentor andthe prospective engineering student. Phone-a-thons are another recruitment responsibility of the leadership team. Prospective engineering studentsare contacted following admission into the engineering school to congratulate them and to answer questions.Prospective students are