Collection

1997 Annual Conference

Authors

Roger A. Messenger

,rather comprehensive, design problem, which involves selection of PV modules, batteries andcontrollers, based on stated loads and location. The final exam is twice as long andcomprehensive, with design and analysis components.SUMMARY The goal of the course was to stimulate student interest in PV systems design. Evidencethat this goal has been achieved is found in the number of capstone senior design projects whichhave been related to PV systems since the course has been offered. It is particularly encouragingthat some of these designs are being put to serious use, such as a water pumping system for aremote area of Haiti and a PV powered fountain which one student has given to his parents as athank you for their support of his education

Collection

1997 Annual Conference

Authors

Ravi Jain

. These activities included humanities and social sciences courses with internationalfocus, a capstone design clinic involving international projects and companies, and a uniqueopportunity to live and work abroad as an intern with a company either in Japan or Germany.Some of the critical issues associated with implementing such an international engineeringprogram, including critical issues for continued program success, are identified.AcknowledgmentsPersonal interest and support of University of Cincinnati President Joseph Steger made the IEPpossible. A grant from FIPSE provided the necessary resources to fully develop, implement, andinstitutionalize a unique international engineering program and provided an opportunity toexplore innovative

Collection

1997 Annual Conference

Authors

Brian Armstrong

software. Their experiment designs - as distinct from their results in the laboratory - arecritically graded with respect to items l-5, above. The format for the laboratory report is quite open: "Think of your laboratory report as a project report that you are writing as a consultant-subcontractor to a company with a major prime contract. Your report should be concise, and yet sufficiently complete to be useful. It should include: 1. A short abstract, describing what parameter was observed, how it was measured and summarizing the measurement. 2. A description of the measurement setup that is suffi- ciently complete that the measurement could be reproduced

Collection

1997 Annual Conference

Authors

Susan L. Murray

industrial engineering students see theinterconnections between the various courses they have taken. Others assume that the seniordesign capstone course will "bring it all together" for the students. Unfortunately, this is notalways true and students tend to approach problems with a single minded focus. This problemcan continue as they enter the workforce and receive specific narrow job titles such asmanufacturing engineer, ergonomist, or quality engineer. We need to clearly illustrate the needfor an integrated approach to our industrial engineering student whether it is through industryclass project, case studies, or personal experience.References1. D.L. Goetsch, "Occupational Safety and Health," 2nd edition, Prentice-Hall, Inc., 1996.2. S. Konz

Collection

1997 Annual Conference

Authors

Marilyn Dyrud

letters or memos.Perhaps shorter pieces of writing will accomplish the same purpose and better suit the goals ofthe course. Documents such as abstracts, a series of short report memos, and annotatedbibliographies are all valuable exercises and help keep students in the practice of writing. Theyalso can be evaluated quickly, with minimal grading anxiety.Some courses, such as senior capstone projects, require longer reports, and students certainlyneed to know how to write longer technical papers. But longer papers, of course, increaseevaluation time. The following suggestions will help faculty cope with assessing long papers:& Do not attempt to grade a whole set of papers at one sitting. Grade three or four and then do something else

Collection

1997 Annual Conference

Authors

John T. Bell; H. Scott Fogler

capstone design courses which operate almostentirely at the upper levels of Bloom's taxonomy. ) Level 1, Knowledge: The basic ability to recall information, without requiring any understanding of the material being recalled. Questions typical of level 1 are: Write the equation for ..., What is the molecular weight of ..., When ..., Who ... Level 2, Comprehension: The ability to understand and interpret material or situations, and to extrapolate that understanding to areas not covered by the original input. Level 2 questions might include: Explain in your own words ..., Using the Antoine equation, determine the vapor pressure of ..., What would be the effects of changing ... in example ..., Show