Collection

2003 GSW

Authors

Farrokh Attarzadeh

Introducing Electromechanical Folk Art In Engineering Technology Programs Farrokh Attarzadeh Engineering Technology Department University of Houston AbstractThis paper presents the preliminary steps taken to introduce a course in Electromechanical FolkArt. The paper discusses the introduction of the idea to senior students enrolled in the ComputerEngineering Technology Program at the University of Houston. The presentation included a 10-minute narrated slide show, highlighting the reasoning behind the proposed course, ademonstration of several

Collection

2003 GSW

Authors

Bonnie Boardman; Lynn Peterson

success at UTA. The committee agreed thatthese, along with the goal of creating and retaining a community of engineering students, shouldbe the main objectives of any freshman course structure. With these objectives in mind, thecommittee proceeded to examine the current structure of freshman courses and to proposechanges to allay the previously mentioned concerns. Changes were then approved by the Deanof the COE as well as all Department Chairs.In discussing different directions to explore, the committee considered the curricula at otherengineering colleges in the United States. This benchmarking resulted in consideration of muchliterature lauding the benefits of interdisciplinary freshman courses.4,5,6 A freshman coursecommon to all disciplines

Collection

2003 GSW

Authors

David L. Cocke; John L. Gossage; Emrah Alicli; Beytullah Misirli; Kuyen Li

of our co-op students use one of theComputer Aided Modeling and Simulation packages (such as ASPEN, PRO II, and HYSYS) Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington Copyright  2003, American Society for Engineering Educationduring the co-op time period. CAMS prepares them early enough that they are able to move intothe work situation quickly to solve practical problems in industry. Returning co-op students havea “problem based learning” pedagogical mind-set and more appreciation learning thefundamental principles in junior/senior engineering basic courses. This helps to pave-the-way forPBL pedagogy in the

Collection

2003 GSW

Authors

Richard Bannerot

It May Be Engineering Design, but Is It Design? Richard Bannerot Department of Mechanical Engineering University of Houston AbstractCreative design is not taught in most engineering academic programs. The engineeringdesign textbooks (and presumably engineering design classes) do a good job presentinganalytical schemes for the systematic evaluation of design and linear design processes --both of which are necessary and appropriate for much of engineering design -- but theyreally have little to say about the creative, parallel processing necessary for design. It issuggested that engineering students

Collection

2003 GSW

Authors

Chun-Ling Huang

activity or task in mind. Pajares (1996) has suggested thatdomain-specific assessments, such as asking students to identify their confidence to learnmathematics or writing, are more explanatory and predictive than excluded measures andpreferable to general academic judgments. Thus, a growing body of research relating Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington Copyright © 2003, American Society for Engineering Educationself-efficacy beliefs to academic outcomes has been generated. The differing role playedby beliefs of personal skills versus self-efficacy about likely outcomes continues to be anarea of study.Self-efficacy As A Predictor of

Collection

2003 GSW

Authors

Tariq A. Khraishi

and to try to statistically contrast the results. Such statistics would be the ever moreenhanced if collected over the course of several semesters of teaching.In conclusion thus, the author’s first experiment with PBL in an engineering Dynamics classproved helpful although certainly not perfect. It appears that more preparation and carefulplanning for such experiments is an absolute must. Qualitative evidence pointed to the benefit ofsuch an experiment to student learning as reflected by student feedback and general studententhusiasm about the assigned design project. References 1. National Research Council, 2000, “How People Learn: Brain, Mind, Experience and School,” National Academy

Collection

2003 GSW

Authors

Shantanu Bhattacharya; Jordan M. Berg; Darryl James

A Flow Visualization Experiment for a First Course in Micro-fluidics Shantanu Bhattacharya, Jordan M. Berg, Darryl James Mechanical Engineering Department Texas Tech University, Lubbock, Texas Shubhra Gangopadhyaya Department of Physics Texas Tech University, Lubbock, Texas AbstractPhysical intuition developed for fluid flows at the macro-scale can be very misleading whenapplied to flows in microchannels. The Reynolds number of these flows is typically low, andthus they remain totally laminar. Under microflow conditions

Collection

2003 GSW

Authors

Ronald E. Barr; Justin Cone; Robert J. Roselli; Sean P. Brophy

. Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington Copyright 2003, American Society for Engineering EducationReferences1. Bransford J.D., Brown A.L., and Cocking R.R. (1999). How People Learn: Brain, Mind, Experience, and School. National Academy Press, Washington, D.C.2. Schwartz D.L., Brophy S., Lin X., and Bransford J.D. (in press). “Software for managing complex learning: Examples from an educational psychology course.” Educational Technology Research and Development.3. Harris, T.R., Bransford, J.D. and Brophy, S.P. (2002): Roles for Learning Sciences and Learning Technologies in Biomedical

Collection

2003 GSW

Authors

Ronald E. Barr; Marcus G. Marcus G.; Anthony Petrosino; Lawrence D. Abraham; Tejas Karande; Bijal Patel

EducationReferences1. Harris, T.R., Bransford, J.D. and Brophy, S.P. (2002): Roles for Learning Sciences and Learning Technologies in Biomedical Engineering Education: A Review of Recent Advances. Annual Review of Biomedical Engineering, 4: 29-48.2. Bransford J.D., Brown A.L., and Cocking R.R., Editors (1999). How People Learn: Brain, Mind, Experience, and School. National Academy Press, Washington, D.C.3. Schwartz, D. L., Brophy, S., Lin, X., Bransford J. D. (1999). Software for Managing Comp lex Learning: Examples from an Educational Psychology Course. Educational Technology Research and Development. 47(2), 39 -59.4. Whittle, M. W. (1996): Gait Analysis: An Introduction, Second Edition. Oxford: Butterworth – Heinemann.5. Winter, D.A

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2003 GSW

Authors

James M. Gregory; Xuepeng Xie; Susan Mengel

Education (Gulf-Southwest Section), Austin, Texas. 6. Gregory, J. M., Carter, W. J., Gregory, P. S., 1997, The Student's Handbook for Academic Survival in College, McGraw-Hill. 7. Maas, J. B., Wherry, M. L., Axelrod, D. J., Hogan, B. R., Blumin, J. A., 1999, Power Sleep: The Revolutionary Program that Prepares Your Mind for Peak Performance, HarperPerennial, New York. 8. Roffward, H. P., Muzio, J. N., Dement, W. C., 1966, Ontogenetic Development of the Human Sleep-Dream Cycle, Science 152:604-619.JAMES M. GREGORYDr. Gregory has served as Associate Dean for Undergraduate Studies in the College of Engineering atTexas Tech University for eight years. He has spent over a decade in the research and

Collection

2003 GSW

Authors

Melanie Hagewood; Ken Van Treuren

Mapping the Flow Characteristics of the Baylor University Wind Tunnel Melanie Hagewood and Ken Van Treuren Department of Engineering Baylor University AbstractThe purpose of this experiment was to capture and analyze the flow characteristics of BaylorUniversity’s subsonic wind tunnel to determine the uniformity of both velocity and turbulenceintensity in the test section. Tunnel flow was accelerated to 15 meters per second and a square-mesh, square bar turbulence generation grid was inserted perpendicular to the flow. The tunnelhas a cross section of 8” by 12” inches. Three cross-sectional areas