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1999 Annual Conference

Authors

Thomas G. Stanford; Donald Keating

who are pursuing responsible professional leadership careers, which are not centered onresearch, but which are centered on creative engineering leadership for continuous improvement and innovation ofproducts, processes, systems, and operations responsive to real-world industrial and societal needs.The curriculum will be planned to meet already assessed educational needs of the practicing profession in industry,and to be commensurate with the professional dimensions of creative engineering leadership, Accordingly, theprofessional-oriented curriculum will be specifically designed as a matrix of advanced graduate studies which willcoherently match and support actual assessed educational growth needs of engineer-leaders in industry

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1999 Annual Conference

Authors

Lawrence H. Trachtman; David Ringholz; Carolyn M. Sommerich

Design. In Preiser, W.E., Vischer, J.C., & White, E.T. (Eds.) Innovation by Design, New York: Van Nostrand Reinhold.3. Connell, B.R. & Sanford, J.A. (in press). Research implications of universal design. In Steinfeld, E. & Danford, GS. (eds.). Enabling Environments: Measuring the Impact of Environment on Disability and Rehabilitation, New York: Plenum Press4. Norman, D.A. (1988). The Design of Everyday Things, New York: Bantam Doubleday Dell.5. Steinfeld, E. (1996). Universal design as innovation. Center for Inclusive Design and Environmental Access, University at Buffalo, Buffalo, NY.6. Greenstein, J.S. "Introducing Human-Centered Design Early in the Engineering Curriculum," Proceedings of the Human Factors and

Collection

1999 Annual Conference

Authors

Frederick Orthlieb

and proposals for further support,student entrepreneurial teams gather, evaluate and interpret both technical and marketinformation using processes that surprisingly resemble those that engineering faculty must nowlearn to assess the state of existing engineering programs and plan for continuous improvementunder ABET EC2000. Both sets of tasks involve conceptual integration at a higher level thanis usual in undergraduate engineering education, but is more commonly practiced in the liberalarts.1. Product Development as Design InstructionProviding authentic instruction and experience in design-based engineering entrepreneurship isalways a challenge. Set-piece design innovation problems may be new to individual students,but they cannot

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1999 Annual Conference

Authors

Norman L. Fortenberry

National Science Foundation.work was done on mathematics and science instruction at the pre-college level, and very littleresearch, in any SMET discipline, was supported at the undergraduate and graduate levels.In fiscal year 1997, NSF initiated the Research and Educational Policy and Practice (REPP)program, a broader effort to enhance the quality and impact of the Nation’s SMET education bybuilding a knowledge base of ideas, practices, and policy alternatives to strengthen the researchbase and build a foundation to advance educational practices from classroom to state-widelevels4. In addition to research on teaching and learning, REPP incorporates elements of theprevious portfolio in support of educational technologies. However, the predominant

Collection

1999 Annual Conference

Authors

John R. Wagner

Session 3522 Evolving Industry Expectations for Engineers - The Impact of Global Manufacturing John R. Wagner Department of Mechanical Engineering, Clemson UniversityAbstract Practicing engineers need to develop a career plan to ensure that they can meet thechallenges in the evolving global workplace. The academic foundation established by anengineering degree may launch a professional career, but individuals must take a proactive rolein their professional development activities to permit career advancement. This task is becomingmore crucial as

Collection

1999 Annual Conference

Authors

Debi Switzer; Siegfried M. Holzer; Richard M. Felder; Douglas E. Hirt

adoptionof instructional methods and materials that have been proven effective by classroom research; (2)to improve institutional support for teaching at each of the coalition campuses; and (3) to have asustainable engineering FD program in place on each campus by the end of Year 10.Many universities throughout the United States have faculty development programs, usuallycoordinated by a campus-wide teaching center. Some of these programs have played animportant role in raising the quality of instruction in colleges of engineering, but most have hadrelatively little impact on the engineering faculty. For various reasons, many engineers lackrespect for pedagogy as a discipline and consider programs sponsored by campus teachingcenters as largely

Collection

1999 Annual Conference

Authors

H. Öner Yurtseven; Patricia L. Fox; Stephen Hundley

styles, as well as modes oflearning assessment.Third, at a time when institutions are asked to be more accountable, they most are alsoincreasingly being asked to do more with less. Resource constraints are a reality on campuses –public and private – and such constraints often limit what individual faculty can realisticallyinitiate to improve their instructional practices in the classroom. In many universities, theexpectation that faculty will secure funding from outside sources is a given. Most externalfunding, however, is generally earmarked for and designed to further specific modes of research– and it is rare that such funding opportunities center on pedagogic improvements to the teachingand learning process in higher education. The challenge

Collection

1999 Annual Conference

Authors

Christopher Ibeh

trend in theindustry appears to be the focus of changes in undergraduate curricula. Some of the notablediscussions and efforts in this area are presented under this section.Braham, J., “Where are the Leaders?” Machine Design, October 10, 1991, Page 58-62. JenniferChalsma, Staff Editor at Machine Design, after interviewing some practicing engineers fromFortune 500 companies, concludes that “Readers call for more practical, “real world” coursesand less theory.” Suggestions for improving engineering and technological curricula include: theuse of Co-ops and Internships, and increasing the number of laboratory courses and projects.Hiles, K. E., “A Project-Based Freshman Engineering Design Experience-FIRST,” ASEEAnnual Conference Proceedings

Collection

1999 Annual Conference

Authors

Mary E. Besterfield-Sacre; Larry J. Shuman; Jack McGourty

have been implicitly doingthis for sometime, the focus on outcomes now requires it to become explicit.This new focus on student learning outcomes will have an impact on curriculum at the programlevel. The traditional way of building an engineering curriculum is based on providing afoundation in the sciences, adding engineering science and then introducing program subjectmatter with increasing levels of depth. A parallel process exists for skill development,particularly for acquiring the important engineering design skills. Here, one starts with freshmanexperiencing simple design processes. By the senior year, the student is expected to incorporate

Collection

1999 Annual Conference

Authors

Karl Stephan

need foundations in mathematics and physicswhich are best taught by members of the departments of mathematics and physics, which there-fore offer service courses to students in other departments. Since the study of engineering at theundergraduate level has not traditionally provided a foundation for the practice of any professionother than engineering, few non-engineering students take engineering courses for purely utilitar-ian reasons. Page 4.603.1 The second reason for such courses is cultural. Nearly all institutions of higher learninghave “general education” or “core” requirements which constitute the school’s notion of what

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1999 Annual Conference

Authors

S. A. Chickamenahalli; M. Bolepalli; Venkateswaran Nallaperumal; Chih-Ping Yeh; Bonnie Shelnut

State University, Detroit, MI. Dr. Chickamenahalli is PI of an NSF-sponsored Greenfield coalition project in electric machines. She received a Page 4.118.5bachelor and master of electrical engineering degrees from, India, in 1983 and 1986. Dr. Chickamenahalli obtained aPh.D. in electrical engineering from the University of Kentucky in May 1995. She worked in industry for four years.MADHAVI BOLLEPALLIMadhavi Bollepalli is a recent MS graduate of Wayne State University in electrical engineering. Madhavi worked onthe project:‘Development of CBI courseware for Electric Machines’, as a graduate research assistant under theguidance of

Collection

1999 Annual Conference

Authors

Francisco Ruiz; Michael E. Gorman; Phil Weilerstein

, whichallows the transmission of a type of knowledge that would be difficult to transmit in astandard course3. The sense of whether a certain composition “works” is developed withtime, by carefully exposing the students to situations that challenge them to use theirdeveloping aesthetic sense. In the same way, engineering students can learn whatcombinations of physical elements, practical and commercial considerations areconducive to a satisfactory result, so that their designs “work” in a very real sense.The engineering studio course "Invention and Innovation" was created as part of thenew requirement for IIT undergraduates to have at least six semester credit hours of

Collection

1999 Annual Conference

Authors

Russel C. Jones

all graduates from engineering institutions aroundthe World measure up to the quality levels needed to fulfill that responsibility.Education for Sustainable Development - Engineering educators and the programs theyprovide to their students must be geared to enhancing the environmental sensitivity oftheir students. Design methodologies incorporating the principles of sustainabledevelopment must be utilized throughout the education of engineers.Standards for environmental protection, such as ISO 14000, should be highlighted duringthe formative period of engineers, so that their use becomes a natural part of the laterpractice of the engineer after graduation.Social Impacts of Engineering - Engineering students must be taught to predict

Collection

1999 Annual Conference

Authors

Timothy Anderson; Robert Serow; James Demery; Carl Zorowski; Catherine E. Brawner

periodic qualitative assessment would identifyopportunities for improving interactions and promote the sharing of best practices. Also, studentlearning outcomes are becoming more dependent on multiple departments. A morecomprehensive qualitative assessment approach applied to a college, such as that outlined in ourmodel, could provide valuable feedback. Other examples where the model might be appliedinclude distributed research centers, distance education curricula that involve multiple sources,and linked institutions such as community colleges in a state system. In each of these examples,multiple entities share a common educational mission, but are only minimally linkedoperationally. This relationship makes the assessment scheme outlined above a

Collection

1999 Annual Conference

Authors

Patricia M. Yaeger; Rose M. Marra; Francesco Costanzo; Gary L. Gray

in active learning classrooms reported statistically significant gains in teamworkand computer skills. The data indicate the new course design reinforces the ABET goals of en-couraging innovative practices in the classroom that enhance learning and develop skills neededin the workplace.This paper addresses several issues: (1) how do we develop measures that accurately reflectlearning objectives given the innovative teaching practices, (2) what learning outcomes are af-fected when active learning strategies are employed in the engineering classroom, and (3) howcan we use these assessments to improve teaching, learning, and assessment in future semesters?We used the data to enhance activities and assessment for classes being taught during fall

Collection

1999 Annual Conference

Authors

Francois Michaud; Mario Lucas; Gerard Lachiver; Andre' Clavet; Jean-Marie Dirand; Noel Boutin; Philippe Mabilleau; Jacques Descoteaux

games; they can add pyroelectric sensors anddevelop a people-following behavior; they can make the robot look more like a small animal byadding a tail on a servo-motor or a disguise; they can add a leach to guide the robot; etc. It is upto the students to develop the capabilities they believe to be appropriate for the robot. Thisshould lead to a great variety of interesting solutions, making the best of the sensors and theactuators available, the processing capabilities of the microprocessor board and what can be donein practice, while still consider the social impacts of their designs. In accordance to cooperativelearning principles5, the competition is then much more oriented toward the challenge ofbuilding an interesting product for this

Collection

1999 Annual Conference

Authors

Juan Lucena; Gary Lee Downey

.Graham, Loren. 1993. The Ghost of the Executed Engineer: Technology and the Fall of the Soviet Union.Cambridge: Harvard University Press.Globalization. 1995. Careers and the Engineer, Fall.Government-University-Industry Research Roundtable. 1992. Fateful Choices The Future of U.S. AcademicResearch Enterprise. Washington, D.C.: NAS Press.Higgins, Richard. J. 1998. Global Innovation for Engineers: Experiences in Preparing Engineers for the GlobalEnterprises of their Careers. Paper read at the annual meeting of the American Society for Engineering Education,28 June - 1 July, Convention Center, Seattle, Washington.Honeywell. 1998. Globalization: A Phenomenon of the 90s. Phoenix, Arizona: Honeywell Co

Collection

1999 Annual Conference

Authors

James Kang; HonShing Wu; Shy-Shenq P. Liou; Peter Leung; Hans Soelaeman

Underland, and William Robbins, Power Electronics, Converters, Applications, and Design, John Wiley and Sons, 2nd edition, page 100, 1995.[2] Application Note for LM18200 Full Bridge Motor Driver, National Semiconductors, Inc.[3] LabView Instruction Manual, National Instrument, Inc.SHYSHENQ LIOUShyShenq Liou received a B.S.E.E. degree from National Taiwan University in 1981. He obtained his M.S.E.E. andPh.D. degrees from University of Texas at Austin in 1985 and 1989 respectively. After two years in Center forElectromechanics, University of Texas at Austin as a research engineer, he joined San Francisco State University in 1991as an Assistant Professor. He was promoted to Associate Professor in 1994 and Professor in 1998. Dr