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1998 Annual Conference

Authors

Joseph R.V. Flora; A. Steve McAnally

inthis material are those of the authors and do not necessarily reflect the views of the fundingagency. Mention of any specific trade name does not constitute endorsement of the product bythe sponsors.References1. User’s Guide for the Pro-Designer (BioPro, EnviroPro, and SuperPro) Family of Simulation and Design Tools for the Process and Environmental Industries, Intelligen Inc. New Jersey, 1996.2. Petrides, D., Calandranis, J., and Flora, J.R.V. Clean Water Begins with a Mouse: A comprehensive computer simulation can simplify the task of designing a cost-effective wastewater treatment plant. Industrial Wastewater, 33-40, May/June 1997.3. Jennings, A.A. A bioremediation teaching module based on BIO1D, Environmental Modelling

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1998 Annual Conference

Authors

Zhang Wenxue; Yuan Dening; Chen Zhi

-professional factors. For a long time, the educational concept of narrow special training hasbeen observed, which has been deeply rooted in the students’ minds. Quite a few studentsdisregard extracurricular activities, taking them as a waste of time instead. The narrowconcept of specialty among the students reflects the extremes of education. The deviation ofpure “sense of tool” in education combining with the sense of utilitarianism somewhat lead tothe defects of university students. To prevent education from being too much specialized andbecoming tools only, and to attach importance to non-professional factors, teachers shouldmake a good start. The multi-functions of education (political, economical, cultural) should

Collection

1998 Annual Conference

Authors

William R. McShane; Joanne Ingham

reductions. It may also be that the seminar provides increasedmotivation for some students to remain in school without the determination to commit toa rigorous academic schedule for the whole semester. Some simply give up before finals. Students are required to write a final paper reflecting on their learning strengthsand defining what they need to do to be academically successful at the university. Thesefinal papers were placed on file and provided insights into the qualitative and human sideof academic life at the university. As described by the Big Fish, Little Pond (BFLP)effect, students consistently describe their overwhelming sense of feeling “stupid” afterfinding out that they failed. Many had never failed a course before, let alone

Collection

1998 Annual Conference

Authors

Susan E. Babcock; Oscar Marcelo Suarez

should be expected that the assessed curve reflects higher ~values of D for a slightly higher treating temperature. 1E-09 Computed values G. Brunel et al. [Ref. 8] Ref. 9 Interdiffusion Coefficient (cm²/s) 1E-10 1E-11 1E-12

Collection

1998 Annual Conference

Authors

Donald J. Winiecki

,I learned that my “emoting” comments elicited laughter, reflection and surprise – but in all cases,the students described that the use of “emotes” led to a much faster, and deeper understanding ofthe comment than they felt could have been realized otherwise.Serendipitous side effectsThe social processes and the cooperative development of technical skills and communicationtechniques described above has also had the serendipitous side effect of engendering acooperative and interdependent learning culture among students (Winiecki, 1997). Soon afterthe emergence of “language games” and “emoting,” students increased their mutual problemsolving and help seeking activities. They became much less reliant on the teacher as a source ofanswers, and

Collection

1998 Annual Conference

Authors

Rebecca K. Toghiani

or a boundary. At a boundary, theyare reflected back into the volume at an angle equal to their angle of incidence. If they bumpinto another molecule, they collide elastically - turn 180° and move away at the same speed.Molecules are advised to keep a count of their molecular encounters (an alternative is to assign apair of students to work together: one a molecule, the other a counter who observes and keepstrack of encounters; roles can be switched for different scenarios given below). At the end of aprescribed time period, a tally can be made of the number of molecular encounters each studentmolecule experienced. Simulations can be conducted at low or high temperatures (studentmolecules move at a leisurely pace or a fast walk); under ideal

Collection

1998 Annual Conference

Authors

Terry Hrudey; Stanley Varnhagen; Shelley Lorimer; Roger Toogood; Bill Lipsett; Art Peterson

science, and applied mathematics. Thus, there is apotentially large user community for courseware of this type, which is then reflected in the largereffort that can be afforded on its development. For the present modules, this has required theefforts of five content experts, two educational technologists, a graphic designer, and a halfdozen student programmers, with the effort spread out over three years.From a learning standpoint, CBL means that students can proceed through the material at theirown pace. These courses are typically presented to class or section sizes of 70 to 100 studentswho have diverse backgrounds and preferred learning styles. As might be expected, differentstudents are able to absorb new material at different rates and in

Collection

1998 Annual Conference

Authors

Melody Ivory; Kathleen Luker; Kathleen Coppock; Erol Tutumluer; David Hill; Christine Masters; Amelia Regan; Alkim Akyurtlu; Eric Matsumoto; Sandra Shaw Courter; Sarah Pfatteicher

general idea is to make the classroom experience more of a discussion andless of a one-way lecture. Reflecting on the classes I had taken as both an undergraduate and agraduate student, I realized that, with very few exceptions, they unfortunately fell into the lattercategory. All too often, it seemed the role of the professor was to present as much material aspossible, and the role of the student was to dutifully record it for later processing. These “hand-cramping” sessions did little to foster discussion and understanding of the material, however.I am fortunate to have a perspective from the other side of the classroom as well, as I spent twosemesters lecturing at San Francisco State University while I was a graduate student. Theevaluations I

Collection

1998 Annual Conference

Authors

Betsy Palmer; Rose M. Marra; Thomas Litzinger

manycourses. Such experiences are intended to produce in our students the skills just described.While anecdotal evidence may exist to support the effectiveness of these types of changes, strongquantitative evidence is also needed. This study examines the effects of recent curricularchanges in Penn State’s College of Engineering on first-year students’ intellectual developmentas measured by the Perry Model (Perry, 1970). These results are part of a larger study which isdescribed in the Method section.The Perry model suggests that studentsí cognitive processes develop over time from simpleblack/white thinking to a more complex evaluation of alternatives. Students’ cognitive levels areassessed by a structured interview which asks them to reflect on the

Collection

1998 Annual Conference

Authors

Vipin Kumar; Scott Grove; Rajendra K. Bordia; John E. Weller

students have a well formulated plan, they can thenbegin machining their parts.During the course, student are encouraged to keep notes on the effectiveness of their process plans; theykeep track of what worked and what did not. At the end of the quarter, they are required to submit acomplete process plan that details all of their experiences. This plan is intended to be used by futurestudents who will produce the same parts. Using these plans will then allow future students to benefitfrom the successes and failures of all previous students who have produced these parts. The detail ofthese reports is required to reflect the new knowledge the students have gained throughout the quarter

Collection

1998 Annual Conference

Authors

Stephen R. Fleeman

any industry to reflect itsElectronics Association.) particular needs and economic development.Please give an example of a standard for your project. AEA National Skills Standards Project EIA National Skills Standards ProjectCritical function: Assure production process N Demonstrate an understanding ofmeets business requirements. acceptable soldering/desolderingKey activities (one example): Meet health, techniques, including through-hole andsafety, and legal requirements with regard to surface-mount devices.product, process, and people

Collection

1998 Annual Conference

Authors

P. Hirsch; J.E. Colgate; J. Anderson; G. Olson; D. Kelso; B. Shwom

their language difficulties and Page 3.242.6 shyness to perform at a particularly high level. The confidence and enthusiasm being developed in the freshman class is reflected in excellent student reports and oral presentations, which often rival the work done by senior design students in format, structure, clarity, and general professionalism.ChallengesDespite the significant advantages offered by EDC, we still face challenges, which we continueto address as we scale up the course.Faculty issuesA collaborative cross-school course raises questions about how to meld faculty and methodsfrom two different disciplines and especially how to

Collection

1998 Annual Conference

Authors

Gary D. Keller; Fred Begay; Antonio A. Garcia; Albert L. McHenry

); Page 3.262.2• summer bridge programs;• faculty-directed undergraduate students research; and• graduate preparation, mentorships, and research conference participations.We have served 467 students in our Phase II activities, thus on average, about 5% of our studentsparticipate in two activities. Most of the data is given in the form of student participation whichaccurately reflects the number of student engaged in a specific activity. This distribution showsthat we have a concerted, focused effort which reaches a significant number of undergraduateSMET minority students within our region. In our alliance each specific activity is developed through a peer review process similar to thepeer review system at NSF. Committees made up of

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1998 Annual Conference

Authors

Wayne Hager; Jacques Lesenne; Dominique Saintive; Richard Devon

seen a growing interest amongundergraduate engineers at Penn State to include an international experience in their education,particularly international co-ops. An additional indicator of the importance of internationaleducational experience is reflected by the Penn State Schreyer Honors College, which, withconsiderable donor funding, recently established a goal of having half of its students have asignificant international experience during their undergraduate education. About 30% of thestudents in the Honors College are engineering majors and there will now be financial support forthem to gain international experience. Significantly, the Honors College policy is to avoid“academic ghetto” experiences where the American students would all stay

Collection

1998 Annual Conference

Authors

Dava J. Newman; Amir R. Amir

reflect the realnature of the hands-on design element. The use of the World Wide Web (Web) was made an inte-gral part of the course. Utilizing the Web allows for more flexibility in teaching and learning thanconventional approaches [2]. Interactive courseware has been developed for almost every level ofengineering education. The most relevant materials are multi-media curricula developed to aug-ment hands-on design courses [3], [4]. Introduction to Aerospace and Design combines the new opportunity to interactively presentand disseminate curricula over the World Wide Web with a hands-on, lighter-than-air vehicledesign project to motivate and teach students about engineering. The Lectures encompass tradi-tional classroom presentations as well as

Collection

1998 Annual Conference

Authors

Anton Pintar

integrating process safety principles into the unit operations laboratory, the studentsreceive a “hands on” exposure to process safety. The intention is to make process safety anintegral part of the day to day work in the laboratory. The importance of safety in the unitoperations laboratory is reflected in the course syllabus, which states the first objective ofthe course as:“Develop a constant awareness of safety in the laboratory so that all laboratory work iscarried out in a safe manner.” (Caspary and Ellis, 1997)The MTU unit operations laboratory provides an ideal setting for teaching process safetyand for preparing chemical engineers for safety in the chemical industry. The laboratoryhas two levels (each approximately 30’x85’) and a third level

Collection

1998 Annual Conference

Authors

John T. Bell; H. Scott Fogler

the time this paper is presented. Page 3.626.9V. ConclusionThis paper has discussed the use of virtual reality in chemical engineering education, focusing onchanges that have occurred since 1996 and on implementation guidelines. Information has beenprovided on how to download and install the software, and recommendations made forintegration into a course curriculum. In particular, it is recommended that the modules beimplemented as an optional extra-credit activity, available 24 hrs/day, with a suitable set ofquestions to encourage analysis and reflection of the topics covered.VI. AcknowledgmentsThe authors wish to gratefully acknowledge the

Collection

1998 Annual Conference

Authors

James A. Houdeshell; Robert Mott

wide variety of learning styles.All of these factors contribute to a stronger resource base, a curriculum linked to the real-world,and higher skilled facilitators who will reach more students with engaging and meaningfulactivities which will better prepare participants for success in the 21st Century.* Partial support for the National Center of Excellence for Advanced Manufacturing Education has been supplied bythe National Science Foundation under grant number DUE-9454571. Any opinions, findings, and conclusions orrecommendations expressed in this paper are those of the authors and do not necessarily reflect those of the NationalScience Foundation.References1. Society of Manufacturing Engineers (1997), "Manufacturing Education Plan: Phase I

Collection

1998 Annual Conference

Authors

Lynn Bellamy; Barry McNeill

answers to question 1.Learning Objectives - What Is Involved?In developing the learning objectives associated with a course we rely on the followingassumptions about learning: Page 3.112.11. There is a taxonomy associated with learning, i.e., there are different levels of learning to which someone can know and use information (knowledge).2. The different levels of learning are observable or measurable.3. The levels of learning are reasonably hierarchical.The first and second assumptions reflect the observation that there are noticeable, measurabledifferences between a novice and an expert in how they use information. The third assumption isbased on

Collection

1998 Annual Conference

Authors

Neima Brauner; Mordechai Shacham

accurate values for the condition numbers forhigh order polynomials). The condition numbers are minimal for the z-transformation andincrease in the following order: w-transformation, normalization and no transformation. Thereduction of the condition number corresponding to a particular polynomial order when using thew and z transformation (instead of normalization) is reflected in the lower variance valuesachieved with these transformations. It is to be noted, however, that the reduction in thecondition number when using normalized data instead of the original data, has no significanteffect on the order of the best-fit polynomial and its variance.Fitting Clapeyron’s and Riedel’s Equations to the DataClapeyron’s equation (the first two terms in eq

Collection

1998 Annual Conference

Authors

Paul Duesing; Morrie Walworth; Jim Devaprasad; Ray Adams; David McDonald

is subjective. To further emphasize the subjectivenature of industry type evaluation, a certain percentage of the final lab grade is purely subjective.As an example, if the total lab points is 100, the breakdown of these points could be as follows:x successful completion of projects assigned 50 pointsx written assignments (memos and discussions) 15 pointsx presentation/demonstration of projects 10 pointsx overall subjective evaluation 15 pointsThe subjective evaluation is used to reward teams and team members when they produce resultsbeyond the minimum expected outcomes. In addition, the subjective evaluation also reflects onan individual’s interpersonal skills. At the

Collection

1998 Annual Conference

Authors

Linda Parker; Lawrence Burton

Table 1. Over 98% of the all engineering degree recipients can be placed in one of fourcategorites of degree combinations: Engineering Only, Engineering and Business (orManagement), Engineering and Science, and Engineering and Other. (It is important to note thatthese labels begin with engineering, but do not reflect actual degree order. However, the lastdegree earned is shown in Table 2, discussed later in this section.) Within the categories, Page 3.369.22 Throughout this paper management fields have been subsumed into the “business” category. 2individuals may have taken

Collection

1998 Annual Conference

Authors

Ben Erwin

like a natural scientist. One of the main tasks of educators today is to make subject matter more hands-on andmore relevant to student’s lives. What has yet to be accepted is that engineering is very much ahands-on subject and engineering is real life. In his curriculum, John Dewey used real worldproblems as projects. Students worked on defining the problem, made observations necessary tosolve the problem, etc., much in the same manner that a systems engineering project isundertaken. Dewey believed that learning should be as close to real-life as possible and not just apreparation for the future. He also believed that children in schools should be engaged in thetypes of activities that reflect the life of the larger society (Tanner

Collection

1998 Annual Conference

Authors

Katherine E. Scales; Michael S. Leonard; Donald E. Beasley

curriculum revisions. Objectivesare the threshold values of these measures that any proposed curriculum revision must satisfy.Milestones are the dates by which a proposed curriculum revision must achieve the establishedobjectives. The choices of performance measures made by the CDT must reflect ABETgeneral and program-specific evaluation criteria. In addition, the choices of values that theCDT makes for specific performance measures, objectives and milestones are constrained bythe resources available for curriculum changes and for ongoing operation of the revisedcurriculum. Constraints that may slow or prevent implementing curriculum changes must beidentified. Common constraints may include, but are not limited to: time, money, and thenumber of

Collection

1998 Annual Conference

Authors

Peter D. Heimdahl

PicnicThe Student Center catered an outdoor barbeque picnic in the green area adjacent to the facility.6:00-8:00 Scavenger HuntA scavenger hunt was used as a vehicle by which the girls would become acquainted and tofamiliarize them with the dorm and the surrounding area. Prizes, such as UW-Stout decals, wereawarded at each success.8:00-10:00 Snacks, Discussion, Quiet TimeThis period was used to reflect upon the day’s activities, to prepare for the next day, to writenewsletter articles, to socialize, and to wind down before bedtime. A different snack, such askool aid and granola bars, was provided each night. Teams met together as a group. Supervisedby the team counselors, they would report on what they liked and didn’t like about the day

Collection

1998 Annual Conference

Authors

Narayanan Komerath

own exponential drag rise expression to solve the problem. 101. All but 1 out of 39 turned in a Design Report. One was so late that the final grades had alreadybeen assigned, but his grade was changed to reflect his persistence.2. More than half met all the specifications, and most met the one about lettering size on graphs.By comparison, we spend more time convincing graduate students of the need for large lettering.3. The drawings were still widely non-uniform in technical quality, ranging from full AutoCADdrawings to color freehand sketches, but they were also dazzlingly original.4. Many designers had names and interesting sales-pitches for their “companies” and aircraft.5. The Design

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1998 Annual Conference

Authors

Matt W. Mutka; Betty H. C. Cheng; Diane Rover

engineering problems to be solved in industryare problems of resource management and allocation, timing constraints, and limitations inmemory and power for embedded systems, we want to bring new modules to our operatingsystems course to reflect these situations.We are beginning to integrate issues in embedded computing systems into the operatingsystems course by focusing on real-time systems. Since scheduling is the key for the design ofreal-time embedded systems, our undergraduate computer science and engineering studentsare being instructed in the mature results from research of real-time scheduling, includingalgorithms such as rate monotonic, earliest deadline first, and least-laxity first. In particular,they are being taught the concepts of

Collection

1998 Annual Conference

Authors

Thalia Anagnos; Michael W. Jennings

which employers might be able to providesupport in obtaining data.2.2 Planning and scheduling activities for implementation of the assessment programA schedule which reflects the planning and progress of the implementation plan provides a good foundation fordiscussions within the Assessment Coordination Committee and the COE. A formal schedule also represents anassessment tool for the implementation project. The COE schedule is used to set the agenda for the approximatelybiweekly meetings of the Assessment Coordination Committee and is reviewed at each meeting. The schedule forcontinuing assessment is a product of the implementation project and the current version will be presented in theABET evaluation report. There is an overlap between the