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1996 Annual Conference

Authors

Paulo S. F. Barbosa

. . Page 1.228.1the institutions which adopted the “research university model” is found in the public education system, which ~#2&: } 1996 ASEE Annual Conference Proceedings ‘.,.e~TEyalso accounts for the graduate programs throughout the country. In the last 30 years, two important governmentactions had a great influence on engineering education system. An official university reform was established in1972 by the Ministery of Education and was implemented throughout the public education system. This reformado~eci the credit system and the semester period, and offered to students the possibility of choosing to registerin a whole spectrum of

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1996 Annual Conference

Authors

Mark Gordon; Joel Greenstein; Jack Hebrank; Douglas E. Hirt; Daniel P. Schrage; Bill Mason; Tom Miller; Jim Nau

integratingengineering design and industrial practice throughout all stages of Curriculum 21.” The NSF-funded coalitionsEXCEL and SYNTHESIS also are involved with early design. Especially notable is the work at the Universityof Maryland with freshmen,1 which was recently recognized by Boeing as one of the top four educationalefforts in the country. EXCEL and SYNTHESIS research has focused primarily on incorporating design in thefreshman year. SUCCEED has focused on integrating design throughout curricula. In the first year of funding, theCenter for Engineering Practice sponsored approximately 10 early-design projects. At the end of the secondyear, these projects were grouped together into a team called the Early Design Megaproject. The purpose ofthe

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1996 Annual Conference

Authors

Richard W. Crain; Michael S. Trevisan; Kenneth L. Gentili; Dale E. Calkins; D. C. Davis

implementation of a design solution. Theirachievement is essential to preparing graduates for engineering practice; thus, they serve aseducational objectives for both curriculum design and outcomes assessment. Definitions of the eight categories of competencies are given below with examples ofspecific measurable competencies to help clarify each category. These specific competenciesare generic enough to apply to all engineering disciplines and from freshman to graduatingsenior. Additional competencies may be added under these categories to complete the set for agiven discipline.CommunicationEngineers must be able to communicate effectively at all stages of development andimplementation of a design. This includes skill in listening and speaking to

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1996 Annual Conference

Authors

P.E., Dr. M. David Burghardt

. Gaining thiscredibility requires that one be a good listener, find out what they perceive are their problems and determinewhether or not you can generate activities that will ameliorate them. One of the CTES goals is to infhse moremathematics and science in the technology activities. The infbsion works best when it is based in an activity thatthe technology teachers have asked assistance on. For example, the teachers wanted to have an activity that would be exciting to school children and havehigh visibility, showing technology education in a very positive light. From this the middle school magneticlevitation (maglev) contest was born. In this contest students design vehicles with permanent magnets on theirbottom surflace, magnets of the

Collection

1996 Annual Conference

Authors

John E. Shea; Thomas M. West

content and structure of the curricula. The advantages of this approach are that thetechnical components of the curriculum are continually updated, and, in many cases, additional instructionallaboratory equipment is available following completion of research activity. However, technical knowledge is only one of the factors to be considered when designing an engineeringcurriculum. First, the curriculum must satisfy university, college, ABET, and course sequence requirements. Inaddition, the curriculum must be designed such that graduates possess the knowledge and skills needed forsuccess in the industrial sector, where the majority of graduates are employed. The process of designing a curriculum is similar to engineering design with

Collection

1996 Annual Conference

Authors

Jean K. Sando; Gloria Rogers

\’.. ~%,, {~~~ 1996 ASEE Annual Conference Proceedings ‘.,,,yyy’,: .— - .....Improvement of Synthesis ‘Curriculum Activities. Presented by Stanford: Institute for Research on Learning,Meyers, Isabel Briggs, and Mary H. McCauley (1990) A guide to the development and Use of the Meyers- Briggs Type Indicator Consulting Psychologists Press, 3803 E Batshore Road, Palo Alto, CA 94303. Moore, Pamela L. et al. (1995) Do Freshman Design Texts Adequately Define the Engineering DesignProcess? ASEE Annual Conference Proceeding. pp. 164-170. Mullins, Carrie and Cynthia J. Atman. (1994) Freshmen Engineer’s Strategies for Solving Open-endedProblems [sic]. ASEE Annual Conference Proceedings, pp. 220-223. GLORIA ROGERS is

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1996 Annual Conference

Authors

Z. T. Bieniawski

”). Page 1.249.1 ----- A recent study (Bieniawski, 1995) included a proposal for the integration of engineering design throughoutthe cuzzicdum based on the following five design fundamentals: (i) Product realization processes in business “organizations, (ii) Design of components by systematic design theory and methodology, (iii) Design formanufacture, (iv) Concurrent multifunctional team design, and (v) Case studies of best design practice.However-this proposal was aimed at satisfying the current industrial needs as appropriate for this decade, Willthis be good enough for the next century? In a stimulating paper “A Curriculum for the Citizen of the 21st Century,” Kline (1995) argued that currentcurricula at Stanford and other research

Collection

1996 Annual Conference

Authors

Evan D. H. Green; Emily L Allen; Linda Vanasupa

Session 3226 Cooking Without Recipes: a Case Study for an Open-Ended Laboratory Experience in Semiconductor Processing E.L. Allen, E.D.H. Green, L.S. Vanasupa San Jose State University/California Polytechnic University-SLOIntroductionThe need for graduate engineers with the ability to think critically about a design problem, work withteammates from different disciplines, communicate ideas effectively in both written and oral format, and tocomprehend “the big picture” has been well-documented1,2. We have proposed a new method of designinglaboratory

Collection

1996 Annual Conference

Authors

III, John J. Bausch; Fredric M. Gold

Fixture Design Fixturing is one of the least understood and yet most fundamental of manufacturing processes. Wherea part is fixtured, what process it is undergoing, and the part requirements significantly change the designof the fixture. The more precise and accurate the final dimensions of the part, the more precision andaccuracy required of the fixture. Engineers design the part and then give the drawings to manufacturing.The tool designers and machinists must determine how to hold the part for the required operations. Thisis ofte”n a heuristic approach, with fixture design being more of an art than a science. However, since it isso fundamental, students should be aware of it from the onset. But, as is often the case, the best way tolearn is

Collection

1996 Annual Conference

Authors

Vinay Govande; Kristine Laubach; Jr., Dr. Emory W. Zimmers; Jennifer Montemurro; Dr. Roger Nagel; Alice Swanger

. The participants described in this model bring diverse expertise required for thisreengineering effort. The project involves systems analysis, constraint management, development of a factory-in-a-factory layout, implementation of demand flow technology, value-added engineering analysis, and set-uptime reduction. The project is critical to the company in order to survive in the changing market place. It isimportant to the local government as it will ensure employment for a significant work force and developcompetency of the” work force through training on world-class manufacturing practices. Several graduate,undergraduate, and work-study students participated actively in this project and gained valuable problemsolving experience. The case

Collection

1996 Annual Conference

Authors

Joseph A. Untener

the process to achieve the results are presented here.OVERALL STRATEGYCURRICULUM The curriculum definition process followed three phases: Preliminary Benchmarking, Detailed Design,and External Validation. Preliminary benchmarking. Realizing that a significant amount of work has already been done bygroups from industry and academia in the area of skills requirements, the Curriculum content team focused on Page 1.362.1 1996 ASEE Annual Conference Proceedingsidentifying best practices with respect to manufacturing skills. Key sources included, but were not limited to,the following

Collection

1996 Annual Conference

Authors

Stephanie L. Blaisdell; Peggy Fussell; Manuel Aroz; EIT, Maria Reyes; Catherine R. Cosgrove; Mary Ann McCartney; Maria A. Reyes; Mary Anderson-Rowland

auniversity survival skills course for the College.STEPHANIE BLAISDELL is the acting director of Women’s Programs for the College of Engineering andApplied Sciences at ASU. Stephanie previously served as the assistant director for the program since itsinception in 1993. Stephanie holds a master’s degree in Counseling, and is a Ph.D. candidate in CounselingPsychology at ASU. Her research focuses on women’s career development in non-traditional fields.CATHERINE COSGROVE earned an MS in Environmental Resources from Arizona State University (ASU).She was the Director of Recruitment and Women's Programs for the College of Engineering and AppliedSciences at ASU. She designed and implemented programs to attract, support and retain students toengineering and

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1996 Annual Conference

Authors

Michael L. Smith; Mary R. Marlino; Jeff V. Kouri; D. Neal Barlow; A. George Havener

instead of a sequence ofclassroom lectures, the pedagogical setting for student teams is an Air Force System Program Office responsiblefor design and deployment of a manned research base on Mars. Instruction follows the Socratic method whereinstudents are guided to identify the relevant tasks and engineering requirements pertinent to the plan. Traditionalinstruction is used sparingly to present specific tools and concepts. Quantitative assessment data from the firstoffering are encouraging because a significant improvement in the students’ ability to frame and resolve ill-defined problems (a priority outcome) has been measured. Qualitative assessment-findings show that thestudents learned important engineering fundamentals, liked the course and

Collection

1996 Annual Conference

Authors

Scott R. Short

is something that should be instilled in engineering students. Some studentshave never had the opportunity to be instructed in matters like this.. The need for students to gain confidence in their ability to solve problems. This may be one of the mostimportant character traits that can be developed in a student as he/she advances toward graduation. Thedifference between an entry-level engineer with average problem-solving skills and one with better problem-solving skills is many times reflected merely by the amount of confidence that the person displays. One ofthe best ways to nurture this maturation process is to have students begin a laboratory course performingsimple experiments, then continue through the semester performing experiments

Collection

1996 Annual Conference

Authors

Laura L. Sullivan; Winston F. Erevelles

recommendations for (a) modified part or tool design or (b) modified laser pattern curing of part. 4. The usage of the SLA system will allow CIM students working in concurrent engineering design teams to thoroughly examine and functionally test multiple design alternatives because the time to prototype will be reduced by several orders of magnitude. This iterative process of product visualization, verification, and optimization is consistent with current best practices in industry and will constitute an invaluable learning experience. Page 1.271.3 ---- $i!ih’-’ ) 1996 ASEE

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1996 Annual Conference

Authors

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

molecular & ionic equations mole concept significant figures limiting reactants molar concentration quantitative analysis percentage yield gas laws The goal of this section of the course was to empower the student with chemistry knowledge and confidence through study, understanding, practice, and association to perform at a higher level that would otherwise have been accomplished in Mercer’s freshman chemistry offerings. Whenever possible, we emphasized active learning. For example, Mr. Craig Anderson, Mercer’s Engineering Education Specialist

Collection

1996 Annual Conference

Authors

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

Seminar in College Teaching course was first offered the summer of 1995. Twelve students enrolled in this two-credit graduate level course. The course was team taught by the authors. The seminar was designed to acquaint students with some of the basic principles and theories of education and with instructional practices associated with effective college teaching. 5 G Required texts for the course were McKeachie and Wankat and Oreovicz . Some general learning objectives were that as a result of the course, students would be: --- ● prepared for a career as a college professor ● understand the basics of college teaching