Collection

2010 North Midwest Section

Authors

Thomas F. Quinn; Ronald H. Brown; George F. Corliss

The GasDay Project at Marquette University: A Laboratory for Real-world Engineering and Business Experiences Thomas F. Quinn, Ronald H. Brown, and George F. Corliss Department of Electrical and Computer Engineering Marquette UniversityAbstractThis paper presents Marquette University’s GasDay Project, a research activity that has beendeveloping natural gas demand forecasting models since 1993. The project provides studentswith opportunities for research and employment, and serves as a major technology transfer centerat Marquette by licensing software and forecasting models to energy companies across theUnited States. The project is part of the College

Collection

2010 North Midwest Section

Authors

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

ONGOING DEVELOPMENT OF A MODERN RADIO-FREQUENCY (RF) AND MICROWAVE ENGINEERING LABORATORY B. D. BRAATEN1, D. A. ROGERS1 AND R. M. NELSON2 1 Department of Electrical and Computer Engineering North Dakota State University Fargo, ND 2 Engineering and Technology Department University of Wisconsin Stout Menomonie, WIINTRODUCTION AND HISTORYAt North Dakota State University the RF and Applied Electromagnetics Laboratory has beensignificantly upgraded in order to give undergraduate and graduate students

Collection

2010 North Midwest Section

Authors

Allen L. Jones

established, known as the “a” through “k” outcomes. Evaluation of outcome“b”, “a graduating student should have an ability to design and conduct experiments, as well asto analyze and interpret data” was accomplished using a well-designed rubric, as is the subject ofthis paper. The rubric was established and administered in CEE-346L, Geotechnical EngineeringLaboratory. The means of assessment was a particular laboratory experiment, One DimensionalConsolidation Test. The rubric consisted of several indicators in each of the categories: “1” –Below Expectation, “2” – Meets Expectation, and “3” – Exceeds Expectations, with a desiredmetric threshold score of 2 or greater. The rubric was applied to the entire class for the selectedlaboratory exercise during

Collection

2010 North Midwest Section

Authors

Robert W. Williams; Salam F. Rahmatalla

and results.One way in which to help streamline hands-on laboratory education in terms of objectives,equipment, and products is to make the lab activities as relevant as possible to their interests,goals and future careers. This involves giving the students ownership of their lab experience.The concept of student ownership has many facets, including letting students plan educationalobjectives and activities, select educational materials, teach other students, and reflect criticallyon their expectations and experiences (Fletcher 2008). One of the objectives of the civil and environmental curriculum at The University ofIowa is to produce graduates who have a strong foundation of scientific and technical knowledgeand are equipped with

Collection

2010 North Midwest Section

Authors

Waddah Akili

, the paper relates author’s preliminary findingson teaching-learning practices in selected engineering colleges, sheds light on the pros and consof the lecture format, and identifies meanings and substance of different active learningprotocols focusing on cooperative engagement strategies. Next, it identifies common barriers toreformation in general, and to the use of modern pedagogical skills in particular. It is also arguedthat any meaningful change in classroom practices today (dominated by traditional lecture-basedmethods) must be mandated and supported by the university administration. What is necessary tocreate a change, is for the department or college, to have a comprehensive and integrated set ofcomponents: clearly articulated

Collection

2010 North Midwest Section

Authors

Beckry Abdel-Magid

Empowering Undergraduates to Design and Conduct Experiments and Attain Outcome 3b of the ABET Engineering Criteria Beckry Abdel-Magid Department of Composite Materials Engineering, Winona State University, Winona, MN 55987. Beckry@winona.eduAbstractTwo approaches of incorporating design of experiments in an undergraduate laboratory courseare presented in this paper. The first approach consisted of a semi-structured design ofexperiment project with prescribed experimental procedure, and the second approach consistedof an open-ended design project where students had to develop, justify and execute anexperimental program. Comparison and contrast

Collection

2010 North Midwest Section

Authors

Eric S. Musselman; Andrea J. Schokker

to the scaling back of laboratory and hands on courses and components [1].Within the development of the curriculum at UMD it was decided early on that there was a needfor a program that emphasized practical, hands on learning while still including the technical 2010 ASEE North Midwest Sectional Conferenceskills and fundamental knowledge that is required to be a successful engineer. In addition tothere being a need for this type of program, it was thought that having an intensive hands-onprogram would result in graduates who are better prepared to enter the workforce. Thejustification being that even if you are employed as a design engineer, the more practicalknowledge you have about what you are designing or where

Collection

2010 North Midwest Section

Authors

Waddah Akili

involvement in his or her academicwork, resulting in better retention of new knowledge and acquisition of desirable personal traits.Any such method that engages students in the learning process is labeled as: “active learning”method. In essence, active learning requires doing meaningful learning activities in groups underthe guidance of an informed and experienced teacher. As stated by Christensen et al (1991), “Toteach is to engage students in learning.” The main point is that engaging students in learning isprincipally the responsibility of the teacher, who becomes less an imparter of knowledge andmore a designer and a facilitator of learning experiences and opportunities. In other words, thereal challenge in college teaching today is not covering

Collection

2010 North Midwest Section

Authors

Melanie I. Cashin; Saeed Moaveni

Professionals: This course is designed tointroduce and develop the skills and knowledge necessary to create and present effective publiccommunication of technical content for a technical or general audience.In addition to these courses, students are required to write laboratory and design project reportsin many of their mechanical engineering courses such as Introduction to Problem Solving andDesign (ME 201), Engineering Analysis (ME 291), Mechanical Engineering Experimentation I(ME 336), Mechanical Engineering Experimentation II (ME 436), Mechanical EngineeringExperimentation III (ME 446), Mechanical Engineering Design Project I (ME 428), andMechanical Engineering Design Project II (438). During the senior year, students also arerequired to take the