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2010 North Midwest Section

Authors

Eric S. Musselman; Andrea J. Schokker

Constructing a Civil Engineering Program from the Ground Up Eric S. Musselmana, PhD, PE; Andrea J. Schokkerb, PhD, LEED AP a Assistant Professor, University of Minnesota Duluth, Duluth MN 55812 b Professor and Department Head, University of Minnesota Duluth, Duluth MN 55812AbstractThis paper discusses the development and continuing refinement of the curriculum for the newCivil Engineering Program at the University of Minnesota Duluth. Included is a discussion ofthe program objectives, curriculum development, and integration of assessment into thecurriculum.IntroductionThe University of Minnesota Duluth (UMD) is a comprehensive regional university located inDuluth, MN. There is an active student

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2010 North Midwest Section

Authors

P. B. Ravikumar

existence and roles of the auxiliary processes and the addition of theJudging (J) and Perceiving (P) preference4, 5, 6. Thus Jung’s eight types (2*2*2) were extendedto the Myers-Briggs’ sixteen types (2*2*2*2). Sixteen “Myers-Briggs Type Indicators” (MBTI)arise from every possible combination of one selection from each pair of dichotomies as shownin Figure 1 (ISTP, ENTJ are two example types of the possible 16). The abbreviations E, I, S, N,T, F, J, and P as shown will be used throughout this paper. Extroversion E Introversion I Sensing S Intuition N Thinking T Feeling F Judging

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2010 North Midwest Section

Authors

Lance D. Yarbrough; Scott F. Korom; Zhengwen Zeng

need for a streamlined assessment plan andprocesses. Because we found that a single ABET-knowledgeable individual in the program willhave a difficult time convincing colleagues of the importance of assessment, we suggest that atleast t o facult trained in assessment are necessar for the program s continued gro th. ABETaccreditation is needed to attract new students, yet the work required to retain that accreditationcan certainly seem overwhelming. The death b assessment mantra might begin to ring inone s ears. However, it does not have to completely consume your time. With proper trainingand a willing set of faculty, you can offer a growing, improving program, while providingstudents an enriched engineering education.HOW DID WE VIEW ASSESSMENT

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2010 North Midwest Section

Authors

B. D. Braaten; D. A. Rogers; R. M. Nelson

the opportunity towork with new and up-to-date professional measurement equipment and software. Begun almosta half century ago, the laboratory capabilities and student experiments were originally based onmeasurement equipment in the VHF, UHF, and X-bands. In the early years core experimentswere based on use of the slotted line and General Radio equipment at the lower frequencies andthe slotted waveguide and Hewlett Packard equipment in the X-band. In time, computer analysisand design of microwave devices was added.STUDENT EXPERIMENTS IN THE EARLY YEARSThe applied electromagnetics laboratory of the 1970 s included labs such as the following: (1)measurement of transmission-line characteristics, (2) microwave power measurements, (3)modeling

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2010 North Midwest Section

Authors

Harry C. Petersen

e es ns s ng r

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2010 North Midwest Section

Authors

Bart Johnson; Ron Ulseth

Universities system (MnSCU) as well as a memberof the Northeast Minnesota Higher Education District (NHED). The college offers a number oftwo year transfer and terminal programs. The college is exceptionally known (regionally andnationally) for its associate of science engineering transfer program.The ICC engineering program is an open admissions program with approximately 1/3 of thestudent body ready to start their math sequence with calculus 1, 1/3 with pre-calculus, and 1/3 ata math course below pre-calculus. T e a ac c 6e ee / cinstructors, 2 math instructors, and 1.5 chemistry instructors. The program has grown from 10students in 1993 to 150 students in 2010 (Ulseth 2004).S de c e e ICC e ee

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2010 North Midwest Section

Authors

Christopher R. Carroll

value of using Fuzzy Logic in such applications depends onthe situation. Using Fuzzy Logic to detect and control the “darkness” of a piece of toast in atoaster seems to be a force-fit application, but in more complex situations, Fuzzy Logic allowsimplementation of non-linear control without complicated mathematical support.The Freescale S12 microcontroller includes specific instructions in its instruction set to supportFuzzy Logic applications. The presence of these four instructions as primitive operations in theS12 makes that microcontroller unique, and especially well-suited to Intelligent Controlapplications. This paper details those instructions in the S12’s instruction set that implementFuzzy Logic operations, and provides some

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2010 North Midwest Section

Authors

D. A. Rogers; O. R. Baiocchi

, earning the Ph.D. degreed e g a a ee a j b ffe . S , a e i e e ed i a academic i i i i ki g e ha h ee m e ea f life be d he bachel deg ee. S me field migh e i e kexperience in the profession or post-doctoral studies. If the position is obtained, tenure will beeither earned or denied. So, conceivably after about 10 years of study and work the individualmight have failed in the pursuit of an academic career and some major or minor career changecould be necessary. A negative aspect of pursuing a Ph.D. is that, if a teaching position is notavailable, having the Ph.D. degree might in some cases reduce employment opportunities. In thecase of a traditional engineering position, the candidate might be viewed

Collection

2010 North Midwest Section

Authors

AnnMarie Thomas; Amy Miller; Heather Spicuzza

given a real client, a more open-ended initialdesign brief, and a strict timeline. The engineering students participated in a movementworkshop to familiarize themselves with some of the methods the dancers would be using.Additionally, they met with their clients to establish user needs and engineering specifications e ec . S de de e e then commented on, via the internet, by dancers, setdesigners, potential users of the set piece, and potential manufacturers of the set piece. Thestudents deliverables included written descriptions of their designs, CAD models, and oralpresentations. This paper will address some of the strengths and weaknesses of this collaborativeproject, as well as lessons learned that can be applied to

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2010 North Midwest Section

Authors

Waddah Akili

thathave to be mobilized at the start of PBL. At the start of learning in PBL is the selection of realproblem(s). This is, in fact, the major driving force for learning. Effort and time dedicated to theselection of problem(s) is time well-spent and will eventually pay off. The problem(s) should bewell crafted to engage and immerse students in learning new materials, as well as challengingexisting knowledge, skills, and attitude. It is important to note that PBL is not only about givingproblems and solving them in classroom, but it is also about creating opportunities for students toconstruct knowledge through interactions and collaborative inquiry (Allen et al 1996).In PBL, the instructor is primarily a facilitator, whose role is to make the

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2010 North Midwest Section

Authors

Daniel Ewert; Ron Ulseth; Bart Johnson; Andrew McNally

–- America will once again have the highest proportion of college graduates in the world. That is a goal that we are going to set." [7]It is in the context of a defined need for change, the call for change, and the Educating theEngineer of 2020's call for system level approach that the IRE model was developed.Rationale Supporting IRE ModelThe same sources that have called for a change in engineering education have also givendirections for this change that led to the aspects of the IRE model of student empowereddevelopment of technical and professional knowledge and competencies in context of industrysponsored project-based learning.The call for engineering education to be student empowered (or centered) development ofcompetencies is summarized in

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2010 North Midwest Section

Authors

Frank M. Kelso

: Utility Square (Customized)An adjustable weight is mounted on the top of the square, and its horizontal position can beadjusted by sliding it into place and locking it down with a set screw. The adjustable weightassembly is shown below in Figure 4. The top of the weight assembly is drilled and tapped toaccommodate an accelerometer. Figure 4: Adjustable Weight Assembly Proceedings of the 2010 ASEE North Midwest Sectional ConferenceA hole to receive the axle is shown at the junction of the long and short legs of the L-Square(Figure 3), and a hole to accommodate spring(s) is shown at the tapered end of the short leg. Aphoto of the pendulum and its support plate is shown in Figure 5 below

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2010 North Midwest Section

Authors

Robert W. Williams; Salam F. Rahmatalla

the hands-on education necessary to produce engaged and competent engineers. Proceedings of the 2010 ASEE North Midwest Sectional Conference 7AcknowledgementsProf. Colby Swan at the University of Iowa provided some valuable feedback for this paper. Hishelp is greatly appreciated.ReferencesBloom, B. S. and D. R. Krathwohl (1956). Taxonomy of educational objectives; the classification of educational goals, by a Committee of College and University Examiners. Handbook I: Cognitive Domain. New York, D. McKay Co.CEE. (2008). "The Mission, Objectives, and Outcomes of UI's Civil Engineering Program of Undergraduate Education

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2010 North Midwest Section

Authors

Allen L. Jones

threshold, then same response as 4b above. b. For those metrics that previously were less than the established threshold from 4b: i. If the metric now exceeds the threshold value, then no action is required, ii. If the value of the metric again is less than the established metric value, then the situation is considered to be a concern. The departmental faculty will at this time develop potential corrective action(s) that will be agreed upon by consensus. 6. For subsequent evaluation cycles: a. If the value of the metric exceeds the established threshold value, then no action is necessary, b. If the value of the

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2010 North Midwest Section

Authors

Swaminathan Balachandran; Justin Kile

. Skills and Tasks for Jobs - A SCANS (Secretary's Commission on Achieving Necessary Skills) report for America 2000, U.S. Department of Labor, U.S. Government Printing Office, ISBN 0-16-036177-X. 5. http://nsse.iub.edu/html/about.cfm, National Survey of Student Engagement (NSSE), the Center for Postsecondary Research (CPR) in the Indiana University School of Education. 6. http://www.merriam-webster.com/dictionary/engagement 7. http://www.career-journal.com/en/leadership/206.html?infoView=25455, Which are the Employability Skills – Hard Skills or Soft Skills? Prof. M. S. Rao, March 31, 2010. 8. Career Directions, 10, 2003, pp. 22-23. 9. http://www.uwplatt.edu/pacce/ 10. http://www.ccsse.org

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2010 North Midwest Section

Authors

Byron Garry

Capstone Design Project. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Albuquerque, NM12. Brodie, L.M. & Porter, M. 2008. Engaging Distance and On-Campus Students in Problem- Based Learning. European Journal of Engineering Education. Vol. 33, No. 4, 433–443.13. Oberoi, S. & Finger, S. 2009. Designwebs: Toward the Creation of an Interactive Navigational Tool to Assist and Support Engineering Design Learning. Proceedings of the 2009 American Society for Engineering Education Annual Conference & Exposition, Austin, TX14. Racicot, K. & Pezeshki, C. 2007. Active Assessment in Capstone Design Using a System Approach. Proceedings of the 2007 American Society for

Collection

2010 North Midwest Section

Authors

Thomas Shepard

.), Lessons Learned: Practical Advice For the Teaching ofPsychology (pp. 57-60). Washington, DC: American Psychological Society.Reid, K.J., & Gwinn, S. (1997). Administration and Results of Extra Credit Projects. AmericanSociety for Engineering Education Annual Conference & Exposition, Milwaukee, WI: Session1275.Wilder, D.A., Flood, W.A., & Stromsnes, W., (2001). The Use of Random Extra Credit Quizzesto Increase Student Attendance, Journal of Instructional Psychology, 28(2), 117-120.Wilson, M.L. (2002). Evidence that Extra Credit Assignments Induce Moral Hazard. AtlanticEconomic Journal, 30, 97. Proceedings of the 2010 ASEE North Midwest Sectional Conference AppendixExtra

Collection

2010 North Midwest Section

Authors

Rebecca Bates; Andrew Petersen

Press. Proceedings of the 2010 ASEE North Midwest Sectional Conference.[3] Chen, J.C., Whittinghill, D.C., and Kadlowec, J.A. 2006. Using rapid feedback to enhance student learning and satisfaction. Frontiers in Education.[4] Ferster, C.B. & Skinner, B.F. 1957. Schedules of Reinforcement. New York: Appleton-Century-Crofts.[5] Hausfather, S. J. 1996. Vygotsky and schooling: Creating a social context for learning. Action in Teacher Education. (18) 1-10.[6] Johnson, D.W., Johnson, D.T. & Smith, K.A. 1998. Active Learning: Cooperation in the College Classroom, 2nd Ed. Edina, MN: Interaction Book Company.[7] Jones, D.W. 1996. Empowering teams in the classroom can work. Journal for Quality and Participation, 19(1