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1999 Annual Conference

Authors

Terry Martin

is given below in Figure 1. During Week 1 through Week 4, the structure andoperation of a PLC is presented in a class/laboratory setting. The students are setting at a PLCworkstation and the instructor is presenting material via overhead projection. As each instructionis presented, the students are able to do small exercises at that time utilizing the instruction tobetter understand the instruction. Also, during these weeks the students are working on several Page 4.420.1small homework types of problems outside of the scheduled laboratory time. Class Schedule Week 1 PLC

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1999 Annual Conference

Authors

Frank E. Falcone; Edward Glynn

Session2315 CEE 2602, Civil Engineering Measurements: A “Hands On” Introduction to the Profession Frank E. Falcone, Edward F. Glynn Department of Civil & Environmental Engineering Villanova University; Villanova, PA 19085AbstractThe paper describes a sophomore-level course developed by the authors to provide anintroduction to the civil engineering profession. The course uses a blend on “hands on” fieldand laboratory work, case histories and projects to provide the students with an overview of thetasks and projects they will encounter in their professional

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1999 Annual Conference

Authors

J. A. Bragg; Stephen P. DeWeerth; Clinton D. Knight

leveraged in such a way that the students produce, as a final project, anengaging, interactive demonstration of a basic ECE concept; many of thesedemonstrations have already found their way into the classroom in other courses. Theresult is a course with dual, complementary goals: teaching Java-based programmingconcepts and developing computer-enhanced educational courseware.I. MotivationEngineering topics, especially those in Electrical and Computer Engineering, are oftentaught by first presenting the underlying equations and then, by exploring thoseequations, revealing the topic’s fundamental principles. This approach, while common,has the unfortunate effect of postponing intuitive understanding of the topic until wellinto the process, when the

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1999 Annual Conference

Authors

William Durfee

, Introduction toEngineering, which now has an enrollment of just under 200 students per year. The course has ahands-on approach and students learn engineering fundamentals and specific engineering skillsthrough a series of dissection and design assignments. Resources were developed to allowstudents to fabricate their design projects at home and to use the Web rather than course staff as afirst source of information and guidance. In this way cost and teaching staff for the course wereminimized. The course has completed its third year and has gathered anecdotal evidence ofsuccess.I. IntroductionThe goal of this project was to change the way in which design was taught at the University ofMinnesota, and thus serve as a model for design education at any

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1999 Annual Conference

Authors

Emma Torbert; Eleanor Abrams; David Bourgeois; Carmela Amato-Wierda; Anneliese Mueller; Christopher F. Bauer

projects in which studentteams investigate chemically-related problems from various disciplines, including chemistry,engineering, materials science, biochemistry, earth science, soil science, and environmentalscience. Chemprojects are developed in consultation with faculty from these disciplines andindustry. Science education experts are evaluating the effects Chemprojects on student practices,attitudes, and performance. This paper discusses various aspects of the Chemprojects curriculumreform, including: objectives, description of implemented Chemprojects, modifications to lectureand laboratory format, student teams, description of evaluation methods, and preliminary studentreactions.The General Chemistry Curriculum: What Is Needed?There is an

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1999 Annual Conference

Authors

Frank J. Fronczak; John G. Webster

Session 2309 A Series of Design Courses in Biomedical Engineering Frank J. Fronczak, John G. Webster University of Wisconsin-MadisonAbstractThe curriculum for the BSBME degree at the University of Wisconsin-Madison requires a seriesof six design courses. Students begin in their third semester with prerequisites of calculus,physics and chemistry. We solicit real projects from faculty in biomedical engineering and thelife sciences. Groups of two or three students interact with these clients to define thespecifications for their projects. Instructors teach them design principles and

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1999 Annual Conference

Authors

Kevin Schmaltz; Morrie Walworth; Ajay Mahajan; David McDonald

the senior design project experience at LakeSuperior State University. The School of Engineering and Technology offers a verystrong senior design experience that involves inter-disciplinary student teams.[3,4]During the 1997-98 school year, a senior design team made significant progress on thelaboratory by identifying the six unique lab stations, purchasing or building the systems,and providing development work on each. During the 1998-99 school year, a secondsenior design team is completing the development work in the laboratory, focusing on thegeneral-purpose stations and implementation of the lab exercises for the specializedstations. The remainder of this paper will expand upon the integrated concept, outline theintegrated set-ups, and

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1999 Annual Conference

Authors

Brett Barraclough

Problems (EDPs) were linked by a common theme. In 1998, thedepartment began coordination with the Army Tactical Missile System (ATACMS) touse the weapon as a thread of continuity to show how all the topics taught in EM370 arerelated to real-world problems. The new series of ATACMS EDPs demonstrated howdesign information could be shared in a collaborative engineering environment.Moreover, the course improvement project included an opportunity to incorporate theway the Department of Defense (DoD) uses top-down design in the acquisition process.Simulation Based Acquisition (SBA) is a proposed system to apply top-down design andensure that product data can be transferred across all the phases of the acquisitionprocess. One of the main goals of the SBA

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1999 Annual Conference

Authors

Philip Doepker

Session 1625 Integrating the Product Realization Process (PRP) Into the Design Curriculum Philip E. Doepker, P.E. University of DaytonAbstractFor nearly the decade, team projects have been implemented in design related projectcourses. Although many of these courses are “capstone” type courses, some may belaboratory project courses linked with more traditional design courses. Certain elementsremain common to team projects independent of the venue. The purpose of this paper isto outline the major items that are addressed as part of the implementation of projectsassociated

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1999 Annual Conference

Authors

Laura J. Genik; Craig W. Somerton

were power system analysis, refrigeration systems, psychrometrics,combustion, heat exchangers, and numerical heat conduction. Though this list of topics mayseem to be a hodgepodge, it is somewhat reflective of the eclectic nature of engineering.Through the use of a theme problem for the course, three computer mini-design projects wereconducted. The use of the theme problem provided continuity to the course and demonstratedthe engineering relationships of these eclectic topics.The theme problem chosen was the analysis of a land based gas turbine power system. The threemini-design projects assigned focused on power system analysis, heat exchanger design, andnumerical heat conduction. For the first project, students were provided with computer

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1999 Annual Conference

Authors

Daniel Davis

Page 4.129.1momentum, architectural and engineering professionals must be prepared to treat their careers asdynamic entities that need continuous upkeep and upgrading.7 How then can faculty hope tostay abreast of current developments? Just as professionals must stop thinking of education aswhat they did in college many years ago, educators must stop thinking of industrial experienceas what they did with a company many years ago. Everyone must start seeing both academiceducation and employment experience as a project of life-long learning.Other studies have also shown that faculty with industrial experience spend a greater percentageof their time on teaching. Furthermore, studies have also shown that work experience positivelyaffects faculty

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1999 Annual Conference

Authors

Claudia House

Session 3586 Faculty Internships in Industry* Claudia House Nashville State Technical Institute/SEATECFaculty internships in business and industrial settings serve both the academic and thebusiness communities. The Tennessee Exemplary Faculty for Advanced TechnologicalEducation (TEFATE) project, funded by the National Science Foundation, utilizedfaculty internships as a fundamental component in two of its focus areas: (1) facultydevelopment and (2) instructional product/case study development. The mission of theTEFATE internship program is to assist in the development of faculty who

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1999 Annual Conference

Authors

Francis Wang; El-Hadi M. Aggoune

such as design projects and national test results to prove that their graduateshave met the required outcomes under Criterion 3 of EC 2000. In many cases, however, a lack ofthe fundamental concept of educational outcomes assessment is clearly visible – the linkagebetween portfolio content, content assessment, corrective action planning and implementation,and evidence of program improvement.In this paper, we share our experience in portfolio development and present a tool that assisted usin the assessment of student educational outcomes set forth by ABET. In the following sectionswe first answer the question where does the portfolio fit in a typical assessment plan. Second thegoal, content, evaluation, and analysis of the portfolio are

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1999 Annual Conference

Authors

Peter J. Shull; Joseph C. Hartman; Jerome P. Lavelle; Robert Martinazzi

this “first” and sometimes only course inthe subject. This also leads to a variety of topics covered [1]. On the other hand, faculty with littleor no formal education or experience in the subject are greatly disadvantaged and may tend to treatthe course material from a “survey” perspective. They do not have an in depth understanding of thematerial and its application to a wide variety of engineering projects to rely on for guidance. Thecourse syllabi of faculty on both ends of the education and experience spectrum may varysignificantly resulting in a wide variety of material taught in an introductory EngineeringEconomics course.In view of the above, the purpose of this paper involves laying out a multiple year projectculminating in a series of

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1999 Annual Conference

Authors

Zbigniew Prusak

institution. Examples of types of exercises and projects for solving problems infields of production control and planning of manufacturing operations, and GeometricDimensioning and Tolerancing. Project requirements for students to fulfill learning objectives offorming important professional abilities of engineers and technologists. Learning advantages ofworking with spreadsheets and influence on teaching environment and difficulties encounteredon different stages of simulation exercises are described.1. IntroductionIn science and engineering, the relationship between previously acquired knowledge, reasoning 1, 2, 3, 4ability and structured problem solving

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1999 Annual Conference

Authors

Wallace Fowler

self) - Each member of the team isrequired to evaluate the work of every members of the team. These peer evaluations are used indetermining relative grades of members of the team.Receive grade credit for their work based both on individual and team contributions - Itis made clear at the beginning of the semester that the grade of the individual members of theteam will be based on both the effort of the individual and the quality of the work (designpresentations, reports, models, and posters) done by the team.Goal 2: As a result of working in teams on a project, some very important skills will bedeveloped by the students. Students will:Develop the ability to find, interpret, share, and evaluate information pertinent to theirdesign task - Design

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1999 Annual Conference

Authors

Suzanne Mildren; Karen Whelan

importance of various applications ofteamwork to the concept and successful outcome of an integrated, holistic engineeringcurriculum. In these first two years it also became evident that to incorporate effective teamteaching and student teamwork would require a specific and concentrated effort. As a result in1997 the University of Ballarat sought and was successful in obtaining a 12 month NationalTeaching Development Grant (NTDG) from the Committee for University Teaching and StaffDevelopment (CUTSD). The grant was awarded in order to fund a project in partnership withtwo other universities in Australia, Swinburne University of Technology (in Melbourne,Victoria), and the University of Tasmania. The project title being, "Co-operative Developmentof

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1999 Annual Conference

Authors

Venkateswaran Nallaperumal; S. A. Chickamenahalli

Session 3659 Lathe Instrumentation utilizing LABVIEW S. A. Chickamenahalli, Venkateswaran Nallaperumal Wayne State UniversityAbstractThis paper presents an innovative instrumentation project that consists of instrumentation on alathe using National Instruments Data Acquisition (NIDAQ) tools and display using Labviewsoftware. The aim was to carryout real-time measurement and display acquired waveforms on aPC screen and also store these waveforms for later use. This work is part of a NSF fundedGreenfield Coalition’s New Manufacturing Engineering curriculum project. Sensing and displayof

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1999 Annual Conference

Authors

R. J. Helgeson; Douglas Sterrett

have been added to the course to morerealistically reflect a real-life design project. These enhancements include a number of features,all of which attempt to show the relationship between analysis and design. The studentsemployed spreadsheet based mathematical models to optimize key parameters in their designprojects. Experiments were carried out to empirically determine energy-related parameters thatmay affect their design. Finally, limited application of error analysis was introduced byencouraging the students to examine expected performance when key parameters were varied.This paper discusses the success of this modified project approach, and possible improvementsthat might be incorporated in the future

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1999 Annual Conference

Authors

Barry Jackson

team oriented activities. Page 4.556.1The problem with the vertical separation between disciplines is that students from each disci-pline learn to solve their part of the problem independently. This separation discourages themfrom understanding the relationship among the problem components. The students can completetheir projects without having the opportunity to gain insight to the trade-offs required for anoptimal solution. While courses in each department include information about the other disci-plines, each is taught in a manner which tends to diminish the importance of integration.Moreover, the ultimate professional relationship among the

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1999 Annual Conference

Authors

John Naber; Jerry Branson; Glenn Edelen; Don Ruoff

capitalinvestment. A laser printer is used to print a circuit layout onto ink-jet paper or a commercialproduct (i.e. PnP-Blue from Technics, Inc.). The image is then transferred to a copper clad boardusing a standard household clothes iron. The transferred toner acts as an etch resist in a FerricChloride (FeCl3) bath. Using this method, it is possible to fabricate PCBs with state-of-the artfeature sizes as small as 4 mils using a 300 dpi laser printer. A higher resolution printer isexpected to give finer resolutions. Tradeoffs between the ink-jet paper and the PnP-Blue paperwill be analyzed and discussed. This approach has been used for graduate-level coursesincluding a VHDL class project to implement an ALU using a 44-pin CPLD and a microwaveclass project

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1999 Annual Conference

Authors

Dennis Stevenson

Session 2238 Using Computer Graphics for Descriptive Geometry-style Problems in a Freshman Graphics Course Dennis R. Stevenson, P. E. University of Wisconsin-ParksideAbstractThis is a report on a project to incorporate more challenging graphics in the form of traditionaldescriptive geometry problems, in a freshman graphics course. As a result of this project, studentsdo a greater amount of three-dimensional spatial analysis problems on computer instead of on paper.This project reflects a number of objectives of the program faculty. This institution uses

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1999 Annual Conference

Authors

Walthea V. Yarbrough; Sarah J. Rajala; Richard L. Porter; Hugh Fuller; Laura Bottomley; Mary Clare Robbins

course is the problem-solving laboratory facilitated by undergraduate studentassistants. The laboratory component is strongly linked with the lecture and has a device-dissection component as well as a project design competition. Incorporation of a meaningfulhands-on experience for all students presented a considerable challenge. Facilitation of thelaboratory is discussed and the device-dissection component is described in another paper 8.Students’ attitudes about engineering and the entire first year experience were assessed usingthe Pittsburgh Freshman Engineering Attitudes Survey © (PFEAS) 9,10,11. Page 4.349.1II. Course DesignBased upon lessons

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1999 Annual Conference

Authors

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

Session 2220 Using ROBUS in Electrical and Computer Engineering Education François Michaud, Mario Lucas, Gérard Lachiver, André Clavet, Jean-Marie Dirand, Noël Boutin, Philippe Mabilleau, Jacques Descôteaux Université de Sherbrooke (Québec Canada)AbstractROBUS (ROBot University of Sherbrooke) is an autonomous mobile robot designed to facilitateinterdisciplinary engineering design in Electrical Engineering (EE) and Computer Engineering(CE). Its primary purpose is to serve as an integrated platform for a project called INGÉNIUSthat introduces electrical and computer engineering simultaneously to a large group

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1999 Annual Conference

Authors

Sandra Courter; Ruthie Lyle; Ranil Wickramasinghe; Lisa Schaefer; Kevin Nickels; Jodi Reeves; David Noyce; Annie Pearce

-solving in the engineering classroom.Group problem-solving may take many forms, from short 10-15 minute group designs used asimmediate practice for new concepts, to semester-long class projects, to year-long capstonedesigns. The use of formal group development and training in group dynamics enables thegroups to accomplish very challenging tasks. For example, at Georgia Tech, Trinity University,and the University of Massachusetts, project-based group learning has been used to exposestudents to traditional engineering problem-solving in real-world contexts.Group problem-solving can provide many advantages to the classroom learning environment.One advantage to the consistent and frequent use of group problem-solving in the classroom isthe diagnostic

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1999 Annual Conference

Authors

Bernard Gallois; Keith Sheppard

anddesign courses to enhance learning. Open-ended projects together with experiments in thedesign courses are chosen to provide context for and reinforce the engineering science taughtconcurrently. The Design Spine will also provide the vehicle to develop key competencies inproblem solving, effective communication, project management, ethics, economics ofengineering, teaming and industrial ecology in an evolutionary manner throughout the sequence.1. IntroductionIt has been estimated that approximately 70% of the life-cycle costs of product realization, i.e.the conception, development and bringing to market of a product, are determined during thedesign phase1. There has been a growing recognition that engineering curricula in the U.S. havenot been

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1999 Annual Conference

Authors

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

Session 2633 Power Electronics and Motion Control Laboratory ShyShenq P. Liou, Hans Soelaeman, James Kang, HonShing Wu, and Peter Leung School of Engineering San Francisco State University1. Introduction The Power Electronics and Motion Control Laboratory (PE&MC) of the School ofEngineering, San Francisco State University serves three senior electrical engineering courses:ENGR 455 Power Electronics, ENGR 447 Control Systems, and ENGR 306 ElectromechanicalSystems. There are many projects configured for these three courses, using various apparatus.Some of

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1999 Annual Conference

Authors

Paul P. Mathisen

course off-site via videotape. The undergraduates in this course enrolledin CE 4061 (Introduction to hydrology) and took the course on-site at WPI. For theundergraduate class, course requirements included individual homework assignments, in-classquizzes, and group projects. For the graduate class, course requirements included homeworkassignments, take-home quizzes, and an independent project. While the lectures are covered thesame material for the undergraduates and graduates, the graduates were responsible for a morein-depth understanding of basic topics and additional advanced topics. A number of efforts usingavailable technologies (including videotapes, US Mail, telephone, email, the World-Wide Web(WWW) and interactive video) were used to

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1999 Annual Conference

Authors

Milan Degyansky

Session 3592 GENDER EQUITY STUDY OF FEMALE CET STUDENTS/GRADUATES AT GEORGIA SOUTHERN UNIVERSITY MILAN E. DEGYANSKY GEORGIA SOUTHERN UNIVERSITY In 1995 five universities in Georgia (Georgia Southern University, the University ofGeorgia, Georgia Institute of Technology, Georgia State University and Clark Atlanta University)and the AAUW of Georgia received a three year $800,000 National Science Foundation grant fora collaborative project titled Integrating Gender Equity and Reform (InGEAR.) The projectinvestigated educational approaches

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1999 Annual Conference

Authors

Anthony Brizendine

. Yet, the author’s observation about software is that it cantake on a life of its own - students can get bogged down in the computerassignments, and faculty get bogged down addressing hardware and softwarequestions at the expense of the fundamental concepts of the course. Still, itremains the author’s parallel desire to furnish cogent computer/video experiencesexpected by the MTV- or X-Generation10 while stealthily conveying thefundamentals necessary to evaluate and solve real problems and meanwhile,discern bad output – hence, the impetus for undertaking this experiment.Software Series in Civil Engineering Technology: An Independent LearningExperiment (SSCETILE)The project described in this paper, the Software Series in Civil