Collection

2003 ASEE North Midwest Section Conference

Authors

Fernando Rios-Gutierrez; Marian S. Stachowicz

Design Workshop on Intelligent Toys and Fuzzy Logic Fernando Rios-Gutierrez, Marian S. Stachowicz Electrical and Computer Engineering University of Minnesota Duluth, USA friosgut@d.umn.edu, mstachow@d.umn.eduAbstractThis paper describes the academic experiences obtained during a Design Workshop courseoffered at the Electrical and Computer Engineering Department (ECE) at the University ofMinnesota Duluth (UMD). This workshop course is one mechanism by which studentscompleting the ECE program at UMD can satisfy the requirement for a senior design project.The design workshop topic for the spring 2003 was the use of fuzzy logic to implement anintelligent toy. In

Collection

2003 ASEE North Midwest Section Conference

Authors

B. L. Steward; T. J. Brumm; S. K. Mickelson

Understanding patterns in student learning styles to guide curriculum innovation B.L. Steward, T. J. Brumm, S. K. Mickelson Agricultural and Biosystems Engineering Iowa State University ABSTRACTStudent learning styles effect how students learn. If there is a mismatch between moststudents’ learning styles in a class and the teaching style of the instructor, student learning canbe compromised. Learning styles of the students of two curriculums in the Agricultural andBiosystems Engineering Department (ABE) at Iowa State University, Agricultural Engineering(AE) and Agricultural Systems Technology (AST), were measured in

Collection

2003 ASEE North Midwest Section Conference

Authors

Michael P. Hennessey

curve, experimental – purple triangles).References[1] University of St. Thomas, 2002-2004 Undergraduate Catalog, St. Paul, MN, 2002.[2] Scofield, C., O’Brien, M., and Nelson, R., “Modeling the Kinematics of a GCA Par Systems DKP300V Robot Manipulator,” 15th Annual Winchell Undergraduate Research Competition, sponsored by the Minnesota Academy of Science and hosted by the University of St. Thomas, April 27-28, 2001. [3] McClelland, S. R., “Characterizing Slop in Mechanical Assemblies Using SolidWorks ,” ASME RSC Region VII Old Guard Competition, Wichita, KS, April 5, 2002.[4] Hennessey, M. P., Shakiban, C., and Shvartsman, M

Collection

2003 ASEE North Midwest Section Conference

Authors

Frank Peters; John Jackman; Sarah Ryan; Sigurdur Olafsson

Leadership 49(7), 20-25.5. Olafsson, S., Huba, M., Jackman, J., Peters, F. and Ryan, S., 2003, “Information Technology Across the Curric ulum,” Proc. of the 2003 American Society for Engineering Education Annual Conference and Exposition, June, 2003, Nashville, Tennessee.6. Terenzini, P.T., Cabrera, A.F., Colbeck, C.L., Parente, J.M., and Bjorklund, S.A., 2001, “Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains,” Journal of Engineering Education 90(1), 123-130.

Collection

2003 ASEE North Midwest Section Conference

Authors

Rebecca E. Burnett

. ß Mixed methodologies. Despite the extreme positions taken by some researchers in the protracted data wars, both quantitative and qualitative data provide valuable insights about students’ acquisition of communication skills and the growth of their expert-like behaviors. Assessment should include both quantitative and qualitative data that are triangulated.The problem then becomes making decisions about selecting the most appropriate data to helpanswer the specific research question(s)—given limited financial resources, limited time, andthe criticality of having assessment promote rather than interfere with students’ learning.Assessment strategiesThe following figure indicates some of the ways that

Collection

2003 ASEE North Midwest Section Conference

Authors

Justin Morrill; Stephen Bostrom; Joshua Olson; Steven Hietpas

. Completed ALBsReferences[1] V. Kambhammettu and J. Ziebarth, “Proposal for New Energy Laboratory in the Crothers Engineering Hall Addition”, SDSU College of Engineering, 2001.[2] T. Harrell, S. Horner, M. Jensen, and W. Ziegeldorf, “Automated Control of a 3Ф Water Rheostat”, EE-465 Final Design Report, SDSU, 1999.[3] J. Kautz, M. Karlgaard, and S. Hoberg, “Automated Load Bank”, EE-465 Final Design Report, SDSU, 2000.[4] A. Koob, J. Ziebarth, T. Metzger, “Automated Load Bank & Power Processing Station Upgrade”, EE-465 Final Design Report, SDSU, 2002.[5] V. Kambhammettu, “Design of New Energy Laboratory Power Processing System”, SDSU Masters of Science in Engineering Final Design Paper, 2003.[6] J. Morrill, “A

Collection

2003 ASEE North Midwest Section Conference

Authors

Larry F. Hanneman; Pat N. White; Loni K. Pringnitz; Peter J. Sudbeck

://www.abet.org/EAC/eac2000.html, accessed March 10, 1998. 2.) Hanneman, L.F., "A Collaborative Effort of Faculty and Employers to Develop ABET Criteria 2000 Outcomes Assessment Tools for Cooperative Education." American Society for Engineering Education Conference for Industry and Education Collaboration, 2000, Session CED 415. 3.) Mickelson, S. K., L. F. Hanneman, R. Guardiola, and T. J. Brumm, "Development of Workplace Competencies Sufficient to Measure ABET Outcomes.” Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition, Session 1608. 4.) Hanneman, L.F., S.K. Mickelson, L.K. Pringnitz, and M. Lehman, "Constituent- Created, Competency-Based, ABET

Collection

2003 ASEE North Midwest Section Conference

Authors

Peter J. Sudbeck; Amy D. Schlechte; Thomas W. Ligouri; Pat N. White; Larry F. Hanneman

Criteria 2000 Outcomes Assessment Tools for Cooperative Education." American Society for Engineering Education Conference for Industry and Education Collaboration, 2000, Session CED 415. 2. Mickelson, S. K., L. F. Hanneman, and T.J. Brumm, "Validation of Workplace Competencies Sufficient to Measure ABET Outcomes." . Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition. 3. Hanneman, L.F., S.K. Mickelson, L.K. Pringnitz, and M. Lehman, "Constituent-Created, Competency-Based, ABET-Aligned Assessment Tools for the Engineering Experiential Education Workplace. 2002 ABET National Annual Meeting 2nd National Conference on Outcomes Assessment For program

Collection

2003 ASEE North Midwest Section Conference

Authors

Richard Valentine; Keri Hornbuckle; James Stoner; Julie Jessop

lectures are arranged in content "modules". The specific content is selected based uponseveral criteria, including its "genericness", importance, and instructor needs and preferences.The concept is that one or more modules can be replaced by the responsible instructor(s)teaching the course depending on changing needs. This aspect is designed into the course tofoster its sustainability. It addresses the critical need to introduce new skills and ideasThe initial lecture content and schedule is made up of six modules. The primary purpose of thecompanion project/activity section is to provide the students with opportunities to becomefamiliar with the 10-step structured design process (Figure 1) through practice and application ofcommon elements (Table

Collection

2003 ASEE North Midwest Section Conference

Authors

Gwendolyn C. Archibald

, Iowa. The students’ diplomas were signed byPresident David Skorton, and presented by the Dean of the College of Engineering, Dr.Barry Butler.AssessmentStudents are given pre-session and post-session surveys in order to assess theeffectiveness of the program, as well as allow them the opportunity to provide feedbackto the coordinator(s). Students overwhelmingly report positive experiences with theprogram, and often ask for it to be longer. One 2003 ACE Academy student said, “I hadso much fun and gained so much college-life experience. I am so glad I was a part ofthis camp because it really helped me decided that biomedical engineering is almost forcertain what I would like to major in…I had no idea what to expect, but I was pleasantlysurprised

Collection

2003 ASEE North Midwest Section Conference

Authors

Fahmida Masoom; Abulkhair Masoom

students that each professional program canaccommodate, admission to the individual professional programs is somewhat competitive.Twice a year, each degree-granting department establishes a minimum Core Grade PointAverage (CGPA) required for admission to its program(s) at the end of the semester. Admissionto a specific program is based on the program CGPA requirement in effect during the semester inwhich the student completes the GE requirements.Assessment practices with (frequency of use), purpose of assessment and how it is used inthe GE Department are presented below. These are carried out on a regular basis to monitor thesuccess of the GE program: A Fundamentals of Engineering exam (Twice a year) - to determine if graduates have the

Collection

2003 ASEE North Midwest Section Conference

Authors

Melinda Gallagher; Lawrence J. Genalo

engineering principles.The Engineering ABC Book Project was introduced and assigned at the beginning of thesemester. Through classroom activities and short lectures, students were provided withbackground information about the field of engineering. Students were first asked to thinkabout a field of engineering and then choose a grade level. The preservice teachers thenexamined the curriculum for their target grade level(s) to see how their work would fitwhat students at that particular age were learning in the classroom. The preserviceteachers formed their own groups according to the particular field of engineering thatthey wanted to research.Students spent the first month of the Toying With TechnologySM course researching thefield of engineering that