Collection

1998 Annual Conference

Authors

Sameer Kumar; John Walker; Jeffrey A. Jalkio; James Rehg

lessons learned and benefits of manydifferent approaches to distance learning undertaken by this university. Many issues need to beaddressed for those who wish to be involved in distance learning. The important ones include thefollowing:• How is distance learning being used by businesses, and educational users?• How should the distance learning faculty, program designers, system administrators and other participants be trained to maximize the effectiveness of the system?• What technologies are best for the training applications? (digital satellite broadcasts, interactive video conferencing, audio conferencing, audio-graphic conferencing, computer conferencing, and so forth)• What type of course content is appropriate for each type of

Collection

1998 Annual Conference

Authors

Renecia Jones; Kerric Bennett; Ganelle Grace; Bala Ram

the advisor will sign and date the Student /Advisor Portfolio Review Form . Students will not be allowed to register until this step is completed.• Graduation Requirement: It is pertinent for students to understand the importance of undergraduate portfolio development. Those students who do not maintain undergraduate portfolios throughout their stay in the Department of Industrial Engineering will not be allowed to graduate. The portfolio will count for a significant portion of the student’s grade in the final senior design class, Design Projects in Industrial Engineering (INEN 495). Those students who have not maintained portfolios from semester to semester will see a significant negative effect on his

Collection

1998 Annual Conference

Authors

Zbigniew Prusak

achieved versus required, skills that are outdated and skills that are not taught but are required in practice.5- Development of more flexible curricula (especially for junior and senior years) which allow for a greater freedom in choosing elective courses in pursuit of student’s individual objectives.6- Introduction of a university-industry cooperative learning early in the curriculum (freshman or sophomore).7- Development of a well structured industrial apprenticeship for engineering students as an integral part of mandatory portion of the curriculum (e.g. 2 semesters spent working in the industry, preferably at two different places). It is clear that striking a good match between the best designed curriculum and the

Collection

1998 Annual Conference

Authors

Elaine L. Craft

impact their studentsand local business communities is expanding.BackgroundThere is a profound need for systemic change throughout the educational system in order tobecome more sensitive to and consciously respond to the learning styles of students, thetechnological opportunities available to teachers, and the increased demand for better trained,more sophisticated employees. Industrial leaders continue to emphasize the change occurring in the workplace and the need for a better educated workforce for U.S. industry to be competitive in the world marketplace. Employers need a pool of highly qualified, technically sophisticated, and versatile engineering technology graduates. These new technicians must be team players

Collection

1998 Annual Conference

Authors

Robert K. Tener; Vincent Drnevich

faculties to teaching the exam, and (3) because of the nature of the exam it would beat best a shallow instrument. Further, requiring the use of the FE exam would violate the preceptof Criteria 2000 which promotes independence in program design among institutions, and wouldbe especially contrary in universities where research and graduate education are key programgoals for graduates. Significantly, to standardize assessment means with a nationally-normedexam would be to regress from the desired direction for U.S. civil engineers, who are expected tocontinue to broaden their capabilities and contributions, and to find new ways to apply their civilengineering education in continually changing environments.Opinions of Civil Engineering Department

Collection

1998 Annual Conference

Authors

Karen E. Schmahl

issue as the actual needsof the department’s students were dependent on the industry in which they obtained a job upongraduation. The students in the course tended to gain only a cursory knowledge of severaladvanced technologies. The process plans prepared in the course project were at a relatively highlevel. In addition, all aspects of the process planning for the design project are performed in apaper-based mode and in relative isolation when considering the impact and links of processplanning beyond the process selection.An alternate approach to the course was explored to address these drawbacks. It was decidedthat future employers would benefit if students “learned how to learn” a process in an actual

Collection

1998 Annual Conference

Authors

Carol Fulton; Barbara L. Licklider

invites faculty to consider learning as thefoundation upon which to frame practice. This opportunity to pause and think deeply aboutlearning moves teaching beyond technique. Whereas traditional development practices offerfaculty tips and strategies, the opportunity to critically reflect on practice and develop their ownbeliefs about learners, learning, and content engages faculty in “the scholarship of teaching”.A second and overlapping factor contributing to the impact of Project LEA/RN has been itssuccess in building community around a common purpose. In a sense, Project LEA/RN hasserved as a catalyst for a collective identity. Prior to getting involved, many faculty had beensearching for new ways to engage students in learning. Some had been

Collection

1998 Annual Conference

Authors

M. Wayne Hall; Marilyn Barger, Hillsborough Community College

constantbackdrop for design development, as well as a ubiquitous and important constraint in all types ofproblem solving and project development. This paper will review examples of these various modes of incorporating Sustainabilityinto the fabric of civil and environmental engineering education, in the context of engineeringhistory and philosophy. It will tie these to modern engineering professional practice ingovernment and industry aimed at achieving a more Sustainable way of life. Page 3.524.2 Session 3551INTRODUCTION If one poses the question

Collection

1998 Annual Conference

Authors

Linda Hardymon; Katherine Mathis; Ahad S. Nasab; Saeed Foroudastan

FOROUDASTAN received his doctorate degree in mechanical engineering from Tennessee Technical University in 1987. He has fourteen years of industrial and academic experience. He has been performing externally funded research and teaching in the area of mechanical engineering and environmental science and technology at Middle Tennessee State University. He has a patent and published several technical papers. MARY KATHRYN MATHIS is the coordinator of the environmental science and technology program at Middle Tennessee State University. She has been a consultant in the area of solar building design and energy efficient homes. She is a member of the technical committee at MTSU which is responsible for the implementation of the

Collection

1998 Annual Conference

Authors

Jay S. DeNatale; Gregg L. Fiegel

stratigraphy, (2)estimates of the safety factor for both the existing and remediated slopes, and (3) a qualitativediscussion of the probable environmental impacts of the remediation project. Needless to say,this project was an extremely well-received and worthwhile experience.INDUSTRIAL SUPPORT FOR THE PROGRAMThe number of scholarships and job offers received by Cal Poly graduates interested ingeotechnical engineering indicates that industry supports the hands-on approach. Manypractitioners recruit almost exclusively at Cal Poly because of the practice-oriented educationthat its graduates have received. Interest by the professional community in the Cal Polygeotechnical engineering program has led to tremendous cooperation and support. As discussed

Collection

1998 Annual Conference

Authors

William E. Cole

,” Engineering Design Graphics Journal, Winter 1993, p29.16. Flori, Ralph E., Koen, Mary A., and Oglesby, David B., “Basic Engineering Software for Teaching (BEST) Dynamics,” Journal of Engineering Education, January 1996, p61.17. Gramoll, K/, “Using Working Model to Introduce Design to a Freshman Engineering Course,” Proceeding of the ASEE 1994 Annual Meeting, Edmonton, Alberta, Canada, June 26-29, 1994.18. Iannelli, J., “Mechanics in Action: On the Development of Interactive Computer Laboratories for Engaging Engineering Mechanics Education,” Proceeding of the TBEED 1994 Annual Conference, Gatlinburg, Tn, November 18-19, 1994. WILLIAM E. COLEDr. Cole received his Bachelors of

Collection

1998 Annual Conference

Authors

Richard Gilbert; Mark Maughmer; Marilyn Barger, Hillsborough Community College; Renata Engel, Pennsylvania State University

engineering curriculum. It will alsoillustrate the companion role that problems and projects play in the student learning experience.Overview There are several real constraints assigned to the task of transforming a college freshmaninto a proficient engineer. Time, talent, and tender certainly top the list. Even if talent andtender were eliminated, for example, by momentarily considering the best student body at a well-endowed engineering college taught by the best faculty possible, time would still be a formidableissue in itself. An engineering curriculum must use its courses to move its students frompotentially algebra illiterate high school graduates through a reasonable introduction of thevarious engineering disciplines and finally into

Collection

1998 Annual Conference

Authors

Roman Z. Morawski; Jerzy Woznicki; Andrzej Krasniewski

. The second-stage studies are also specialization-oriented, butinclude in addition advanced applied mathematics and science courses, as well as individualreading and research courses. The last semester is devoted solely to the preparation of theMaster's thesis.The system offers the student a lot of flexibility in designing his/her education path. After threeyears of study, the student can leave the Faculty with a certificate of basic engineering educationand take an employment (at that time he/she has enough knowledge and skills to get a reasonablejob offer) or stay at the Faculty and either continue with the first-stage studies (BS program) orapply for admission to the second-stage studies (MS program). Another possibility is to

Collection

1998 Annual Conference

Authors

Bahador Ghahramani

thenon-organic materials. The remaining materials will have to be landfilled or incinerated. Both areless than desirable, but a properly run and properly controlled incinerator has the upper handwhen dealing with the non-recyclable and noncompostable materials.ACKNOWLEDGEMENTS Support of the NJK Holding Corporation throughout this project is gratefuly appreciated andacknowledged. The author wishes to express appreciation for the support of his colleagues in the School ofEngineering and the Economics Department at the University of Missouri-Rolla, and to his graduate students MarkWilson and Richard Chi-Chung Leung for their inputs. Also, his sincere gratitude is given to Systems Engineers inBell Laboratories and IBM Watson Research Center

Collection

1998 Annual Conference

Authors

Cliff J. Schexnayder; Avi Wiezel

, there has been a proliferation of multimedia technologies forteaching at various academic levels. MM with its digital transformation and control ofmultiple modes such as voice, music, sound effects, printed text, still images, video, andanimation can be very attractive to students. There are real advantages when teachers useMM tools as part of an education delivery system.1. Reliable access and recall of information stored in the computer rather than having to write on a chalk board.2. Adding, editing, and updating of lecture material is quick and easy, whether the material is text, video clips, or still images.3. Instructor designed MM educational applications are tailored for the specific purpose and do not include irrelevant

Collection

1998 Annual Conference

Authors

N. Mohankrishnan; Sandra Yost

is a useful paradigm fordeveloping these skills in our students. Furthermore, participation in groups representing adiversity of backgrounds and cultures prepares the engineering graduate to function in the globalarena.Many studies argue that the use of formal cooperative learning groups in engineering courses hasa positive effect on student outcomes. While the literature reports many successes with thisteaching methodology, it is more difficult to find practical strategies for beginning to integratecooperative learning groups in a significant way in courses that have traditionally been taught ina predominantly lecture mode.This paper approaches the adoption of a formal cooperative learning component from a practicalperspective. The first