Collection

2004 ASEE Midwest Section Conference

Authors

George D. Gray; Raju Dandu

A Process Model for Establishing Engineering Technology Programs at Technical Colleges George D. Gray Applied and Engineering Technology Division Wichita Area Technical College Raju Dandu Engineering Technology Department Kansas State University – SalinaAbstractThis paper will outline the procedural steps for starting a new associate degree level engineeringtechnology program at a post secondary technical college. It will include the motivation andreasoning behind establishing the program as

Collection

2004 ASEE Midwest Section Conference

Authors

S. B. Pidugu; S. Midturi

ENVIRONMENTAL AWARENESS AND CLEAN ENVIRONMENT TECHNOLOGY S. B. Pidugu and S. Midturi University of Arkansas at Little Rock Department of Engineering Technology 2801 S. University Avenue Little Rock, AR, 72204AbstractThe University of Arkansas at Little Rock (UALR) partnered with the Arkansas Department ofEconomic Development Energy Office (ADED), the Arkansas Department of EnvironmentalQuality (ADEQ), Entergy and select local high schools to instruct the students in keyenvironmental issues facing Central Arkansas and the principles and

Collection

2004 ASEE Midwest Section Conference

Authors

Suzanna Long; David G. Spurlock

Meeting the Needs of Employers and Students: Implications of Global Business Trends and Changing Student Characteristics for Engineering and Engineering Technology Programs Suzanna Long, University of Missouri-Rolla, David G. Spurlock, Ph.D., University of Missouri-RollaAbstractIn this paper we discuss work in progress where we are studying issues of timing and motivationfor pursuing academic credentials and certification, along with implications for institutionsproviding academic credentials. Economic factors have altered the face of industry andmethodology for conducting business. Outsourcing, downsizing, and other factors have ledmany individuals to consider academic

Collection

2004 ASEE Midwest Section Conference

Authors

Saeed M. Khan; Beverlee Kissick

two different sets of diversity competencies [4-5] thathave evolved separately. Briefly put, the authors have primarily concerned themselveswith helping science and technology students develop diversity skills, not just in responseto the stipulations of regulatory bodies like Technology Accreditation Commission of theAccreditation Board for Engineering and Technology(TAC of ABET), but also from a deeply felt need to help students succeed in theincreasingly diverse workplace.It is important to point out that while the cultural and ethnic diversity of faculty, staff andstudents play a crucial role in the multicultural training of students, and while every stepmust be taken to increase underrepresented groups on campus, such diversity is also

Collection

2004 ASEE Midwest Section Conference

Authors

Marcus O. Durham; Robert A. Durham; Rosemary Durham

Success in a World Gone Tech, Dream Point Publishers, Tulsa, OK, www.drmod.com, 2004. 2. F. Lawrence Bennett, The Management of Engineering, John Wiley, New York, 1996. 3. D. I. Cleland and D.F. Kocaogly, Engineering Management, McGraw Hill, New York, 1981. 4. Dale Carnegie, How to Win Friends and Influence People, 1939.MARCUS O. DURHAMMarcus O. Durham is a Professor of Electrical Engineering at the University of Tulsa. He is also Principal Engineerfor THEWAY Corp., President of Advanced Business Technology, Inc., and Chairman of Board for NexeanBroadband. He is a registered Professional Engineer, a state licensed electrical contractor, a FCC licensedradiotelephone engineer, a ham radio operator, and a commercial pilot

Collection

2004 ASEE Midwest Section Conference

Authors

Z. Carpenter; J. C. Diaz; G. R. Kane

Small Autonomous Mobile Robots for Teaching Introductory Programming to Engineering Students Z. Carpenter, J. C. Diaz, Ph.D., G. R. Kane, Ph.D., P.E. EE-U Tulsa, CS-U Tulsa, EE-U TulsaAbstract:Spirit and Opportunity, the mobile robots or rovers on the surface of Mars, motivated theconstruction of a fleet of rovers with various capabilities and sensors to be used to teachintroductory programming. The rovers were designed and built by the students in our EEsenior level robotics class using mostly off-the-shelf components. The rovers weredesigned to be programmed to achieve a series of predefined tasks autonomously such asline following, wall hugging, and pick and place. The

Collection

2004 ASEE Midwest Section Conference

Authors

Cathryne Stein

The Botball Educational Robotics Program: Engineering outreach for middle school, high school and college students Cathryne Stein KISS Institute for Practical Robotics cstein@kipr.orgAbstractThis paper will describe the Botball Educational Robotics Program, an engineeringoutreach program that uses the activities of designing, building, and programming robotsto engage students in the fields of engineering, science, technology, and math. Botballwas originally designed for middle and high school students, but a collegiate division wasadded last year to allow students to continue their

Collection

2004 ASEE Midwest Section Conference

Authors

Rebeca G. Book; William Pfannenstiel

A Moral Foundation: How to begin? Rebeca G. Book, William Pfannenstiel Pittsburg State UniversityIt is evident by the stories in the media that ethics are missing in our society. How can we teachethics to our engineering or technology students? This paper will explore different methods andtools that can be implemented and then assessed in trying to teach ethics to students. One of themain points is that students must be taught at lower levels or at the beginning of their universityexperience. Tools and methods that will be covered are: student handbooks – publicity andexpectations, actions and consequences, ties to professional occupations, use of

Collection

2004 ASEE Midwest Section Conference

Authors

Troy Harding

Experiences in Developing a Web-based Assessment System Troy Harding Engineering Technology Department Computer Systems Technology Kansas State University – SalinaAbstractLike many departments around the country, the Engineering Technology Department at KansasState University – Salina is trying to find ways to effectively manage assessment of its programs.Students in the Web Development Project course were assigned the task of developing aprototype assessment system to manage and track student learning outcomes. In addition, thespecifications called for a way to track suggestions for program and

Collection

2004 ASEE Midwest Section Conference

Authors

Angie Crist; Russ Newcomer; Michael Propst; Pedro Leite

Business Projects and Authentic Learning Angie Crist Russ Newcomer Michael Propst Pedro Leite Engineering Technology Department Computer Systems Technology Kansas State University – Salina Abstract This paper describes our experiences working with two student-led team projects: an internship project and a volunteer project. Both projects involved the design, development, and

Collection

2004 ASEE Midwest Section Conference

Authors

Ken Bernard; Judy Collins; Fred Guzek; Pedro Leite; Jung Oh; Gail Simmonds

the group once a week sharing meetingwith new and creative perspectives on hybrid instruction. The survey in 2003 shows that in four Proceedings of the 2004 American Society for Engineering Education Midwest Section Conferencedisciplines (Aviation, Chemistry, Computer Systems Technology, and English), a majority(70%) of students found KSOL to be convenient and beneficial to their learning. Students’demand for access to KSOL features in their courses across the curriculum led to increasedfaculty support for its adoption, and consequently, to a continuous improvement process to thesystem due to its developers solicited and acted upon faculty feedback. In March of 2003,KSU’s Student

Collection

2004 ASEE Midwest Section Conference

Authors

Roger G. Harrison; Matthias U. Nollert; David W. Schmidtke; Vassilios I. Sikavitsas

science and engineering technology. Undergraduate students in engineeringtypically receive good training in how to solve well defined problems. However, they usuallyreceive very little training in the creative activity that is involved in the development of newtechnology; often, students read only their textbooks in engineering courses.One way to get students to think creatively about developing new technology is to incorporate arequirement for a research proposal into the course. However, a survey of the literature ineducation has revealed that little has been reported about using research proposals in coursestaken by undergraduates. In fact, only two such instances have been found. In an undergraduatecourse for chemistry majors entitled

Collection

2004 ASEE Midwest Section Conference

Authors

Jung Oh

theseassignments become enjoyable course work and learning projects they are attached to in apersonal way. This project is one of my teaching strategy tools to respect a variety oflearning styles, to connect chemistry into our daily lives, and to engage students learningwith their own talents and insights.Introduction and ObjectivesOne of the seven principles of good practice in undergraduate education by Chickieringand Gamon’s is to respect diverse talents and ways of learning1. I have used theVARK(Visual, Aural, Read/Write, Kinesthetic) learning styles survey by Bonwell andFleming2 to recognize different leaning styles among my students and observedkinesthetic style as predominant learning style among engineering technology students asreported earlier3

Collection

2004 ASEE Midwest Section Conference

Authors

Steve Menhart

Transitioning a Microcontroller Course from Assembly Language to C Steve Menhart, Ph.D. Dept. of Engineering Technology University of Arkansas at Little Rock 2801 S. University Ave. Little Rock, AR 72204 AbstractThis paper describes improvements made to an integrated lecture and laboratory course dealingwith microcontrollers, taught in the Engineering Technology Department, at the University ofArkansas at Little Rock (UALR). This course initially used the Motorola 68HC11microcontroller, but currently uses the Motorola MC9S12DP256B

Collection

2004 ASEE Midwest Section Conference

Authors

Norman D. Dennis

Board for Engineering and Technology (ABET), requires students to beprepared for engineering practice “…trough the curriculum culminating in a major designexperience based on the knowledge and skills acquired in earlier coursework…”. Thisculminating design experience has been labeled by many as the “Capstone Design.” ABET doesnot prescribe the mechanics of how this experience is to be administered. It instead allows theindividual institution the latitude to define what a culminating experience is and how thatexperience meshes with its curriculum. As a result a wide variety of culminating experiencesexist at various institutions. Welch, (2004) reports the use of one-semester design-build projectsas an excellent venue to satisfy criterion 4

Collection

2004 ASEE Midwest Section Conference

Authors

Judy Collins; Beverlee Kissick; Jung Oh; Alysia Starkey

concern to foster ILcurriculum development. Though our goals are far-reaching and wide-spread, we have identifiedsmall projects for immediate implementation.Near-term goals: Identify cooperative faculty willing to collaborate on Inservice visits tailored to the needs of specific courses taught. Develop and pilot course assignments that integrate Inservice visits with course content. Meet regularly to discuss, evaluate, revise, and reimplement our collaborative projects.Mid-range goals: Develop a plan for assessing IL across curriculum. Identify where IL instruction is currently taking place in major programs and options at the College of Technology and Aviation (COTA) (Engineering Technologies, Aviation Professional Pilots

Collection

2004 ASEE Midwest Section Conference

Authors

Scott Shepard

empirical data on the lengthdependence of a free-space infrared link; and fiber losses in Erbium-doped-fiber. Many “mysteries” werediscovered and resolved in this work; whereas other “mysteries” remain unresolved. In both cases, we notehow these illustrate our seven point motivational paradigm.IntroductionThe primary educational objective of this paper is to try to understand what factorsfacilitate “learning outside the classroom,” within the context of an undergraduateresearch project. This project stemmed from a student’s interest in a particular topic thatoriginated as part of a required course (ECEN 420 Electrical Communication Circuits) inthe Engineering Technology Department at Kansas State University. The undergraduateresearch was performed

Collection

2004 ASEE Midwest Section Conference

Authors

Thomas Mertz

team experience. 5. My previous team experience was of no use to me in this class. 1.54Bibliography[1] ABET (Accreditation Board for Engineering and Technology), Criteria for Accrediting Engineering Programs,Effective for Evaluations During the 2003-2004 Accreditation Cycle, [2] Felder, R. and Brent, R., “Cooperative Learning in Technical Courses: Procedures, Pitfalls and Payoffs,” ERICDocument Reproduction Service Report ED-377038, October 1994, .[3] Felder, R. and Brent, R., “Designing and Teaching Courses to Satisfy the ABET Engineering Criteria,” Journalof Engineering Education, January 2003, pp. 7–25.[4] Felder, R. and Brent, R., “Effective Strategies for Cooperative Learning,” Journal of Cooperation

Collection

2004 ASEE Midwest Section Conference

Authors

Pat Ackerman; Kathy Brockway; Raju Dandu; Pedro Leite; Jimmy Splichal

a five-year agreement to provide after-school seminars for at-risk5th-8th grade students. The overarching objectives of the after-school seminars were to introducethe middle school students to the technology programs offered by the College of Technology andAviation, to provide opportunities for college students and middle school students to interact,and to create a desire for middle school-aged students to further their education after leaving thepublic school system.Faculty from the Department of Engineering Technology; Department of Aviation; and theDepartment of Arts, Sciences, and Business (within the College of Technology and Aviation)voluntarily created nine-week modules built around their interests and specialties. The

Collection

2004 ASEE Midwest Section Conference

Authors

Julia Morse; Jung Oh

portfolios. Recent searches for faculty in engineering technology and mathematicspositions at Kansas State University yielded few applications which incorporated evidences ofteaching performance beyond statements of classes taught and possibly statements of teachingphilosophy.Lack of historical use and examples of teaching portfolios has been partially responsible for alack of adoption. Others resist consideration of a practice which seems to be yet anotherpaperwork burden. However, the teaching portfolio should not be viewed as a rigid documentrequirement, but rather as a flexible opportunity for summarizing and documenting teachingeither for performance evaluation or for teaching improvement. Material and structure can beselectively adapted and

Collection

2004 ASEE Midwest Section Conference

Authors

Ganesh K. Venayagamoorthy

ofweeks. Many engineering courses can include a module or two on neural networks depending onthe course taught. Teaching technological courses today requires updates every time a course istaught due to the vast amount of research and developments in these disciplines. Additions ofProceedings of the 2004 American Society for Engineering Education Midwest Section Conferenceneural networks modules can be looked at in a similar manner and added to currentundergraduate courses.This paper presents a simple software tool developed in JAVA to teach the basic concepts ofneural networks and its training with backpropagation. This software is used in introducingneural networks concepts in an experimental course offered at the 300 level to bothundergraduate

Collection

2004 ASEE Midwest Section Conference

Authors

Ing-Chang Jong

complex as well as simple problems in mechanics without a need to solvecoupled simultaneous equations. This powerful feature of the virtual work method may initiallyappear as a magic black box to students, but it kindles great interest and excitement in them. Thispaper reviews the fundamentals of the virtual work method, compares it with the conventionalmethod, and points out the inherent advantages and challenges. Seemingly challenging examplesin addition to simple examples are included.I. Fundamental ConceptsEngineering and technology students learn the definition of work when they take the course inphysics usually in their freshman year. In mechanics, a body receives work from a force or amoment that acts on it if it undergoes a displacement

Collection

2004 ASEE Midwest Section Conference

Authors

Christopher C. Ibeh; Marjorie Donovan; Oliver Hensley; James Otter

programand course participants, the “clients and products.” Responses from participants are validbecause CUES-AM makes use of the average values of the responses. The good to excellent true satisfaction ratings of the thermoplastic resins families’segment of the Thermoplastics Resins course, despite the accompanying relatively highdifficulty ratings, indicate that the students and faculty are in agreement that this is thefocus of the course. The introductory and prelude segments have been designed foreffective instructional delivery and ease of learning. The “apparent instabilities” of the laboratory section depicted on Graph IIvalidates the capacity of CUES-AM for system monitoring and trouble shooting. Theplastics engineering