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1999 Annual Conference

Authors

Teri Reed Rhoads; Susan Haag; Gwen Lee-Thomas

Engineering Design, Calculus with Analytic Geometry, Physics,and First-Year English Composition.RHIT had its beginnings with the first-year integrated curriculum during the 1990-91 academicyear, however, RHIT’s initial participation in the FC occurred during the 1993-94 academic year.At RHIT, the design of the FC curriculum is based on the tradition that the typical RHIT studenttakes 16-18 credit hours per quarter. Therefore, the FC course load consists of 12 credit hoursper quarter encompassing nine one-hour sessions and three three-hour laboratory periods. Inaddition, FC students take an elective each quarter in humanities, social science, physicalscience, or life science. Also, RHIT FC included students in engineering and the sciences.Based on the

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1999 Annual Conference

Authors

Suzanne Mildren; Karen Whelan

societal context and to teachengineering concepts in a way that highlights the connections and relationships between areasof study rather than as delineated, isolated topics. In a ‘big picture’ sense the course aims toproduce engineers who are ready and able to work across traditional engineering disciplinesand factor in relevant ethical, political, cultural, environmental and economic issues. Theoverall structure of the course uses applied engineering design and systems as the means forachieving this integrated approach [4].The principal characteristics of the new Bachelor of Engineering course at UB are [4]:Use of applied engineering design as an integrating theme

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1999 Annual Conference

Authors

David E. Hornbeck

assure quality and integrity, but to promote improvement through continuous self-study and evaluation." -- National Commission on the Cost of Higher Education2Historically, TAC has evaluated programs by assessing what existed at the institution at the time of thevisit---the snapshot approach---and comparing that to criteria. In determining an accreditation action for acollege visited in the fall, TAC has considered only corrective measures which have been completed bythe time of the annual ABET Commissions meetings in the following July. Under this snapshot-in-timeapproach, there is little to insure that program quality at a given institution is maintained betweenaccreditation cycles. This is especially critical if the cycle is

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1999 Annual Conference

Authors

Don Lewis Millard

. Such modules are currently being used in our introductory courses incircuits, electronics, instrumentation, and signals and systems, all of which are taught usingRensselaer’s Studio mode of delivery. The initial experiences by both faculty and students have beenvery positive, indicating that a combination of using interactive learning modules along with theStudio format of course delivery offers a new model for engineering education.I. IntroductionComputers are such an integral part of our day-to-day lives that they control the microwave that heatsour morning coffee, the publication of the newspaper we read with our breakfast, the car that carries usto work, and almost every aspect of the job once we get there. We gather information on the

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1999 Annual Conference

Authors

Bahman S. Motlagh; Alireza Rahrooh

Session 2547 The Fundamental Digital Circuits Laboratory at The University of Central Florida Bahman S. Motlagh, Alireza Rahrooh University of Central FloridaAbstractA course in Digital Circuits is an essential part of a well-rounded Electrical EngineeringTechnology (EET) curriculum. With hands-on experiments significantly improving theunderstanding and visualization of complex subject matters, a series of laboratory experimentshave been developed in order to enhance the teaching and learning processes of Digital Circuitsat the University of Central Florida. The

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1999 Annual Conference

Authors

John E. Nydahl; Colin K. Keeney; Ann Peck

Session 3530 Effective Strategies to Motivate Engineering Students to Develop Their Technical Writing Skills Ann Peck, John E. Nydahl, Colin K. Keeney Department of Mechanical Engineering/ Department of Mechanical Engineering/ Department of English University of WyomingAbstractMany engineering students have a real aversion to writing-intensive assignments. This paperdiscusses several curriculum changes incorporated in a mechanical engineering program todemonstrate just how vital communication skills are in an engineering environment

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1999 Annual Conference

Authors

Mulchand S. Rathod; Joella H. Gipson

]. Population projectionsthis virtual center is to collaboratively focus on indicate that the non-white racial and ethnic groupsrestructuring product design curricula and teaching will constitute an increasing percentage of the totalpractices with authentic activities in an application US population in the next century. Demographicmode. realities manifest an urgent need for intervention to assist and promote the representation of all people In the fast changing world of science and and especially under represented ethnic and racialtechnology, there exists a need for an integrated

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1999 Annual Conference

Authors

S. Kant Vajpayee

Environment as athree-credit-hour elective within the General Education Curriculum. As an introductory coursewith annual enrollment in hundreds, ESC 301 attracts a variety of majors, including engineeringtechnology. Most enrollees are liberal arts major, while some are non-degree adult students.Besides discussing the strong correlation between human population and environment degradation,we cover most problems of pollution and resource depletion. Sustainable development and aworldview of the environment are the integrating themes. While several relevant topics arecovered in ESC 301, I make special efforts to emphasize the first R. Page 4.401.1The

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1999 Annual Conference

Authors

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

, L. E., Burniston, E. E., Gastineau, J. E., and O’Neal, J. B., "An Integrated First-YearEngineering Curriculum at North Carolina State University," 1995 Frontiers in Education Conference Proceedings,Atlanta, GA, November 1995.2. Felder, R.M., Beichner, R.J., Bernold, L.E., Burniston, E.E., Dail, P.R., "Update on IMPEC," presented at 1997ASEE Annual Conference, Milwaukee, WI, June, 1997.3. Beaudoin, D. L., and Ollis, D. F., "A Product and Process Engineerng Laboratory for Freshmen," Journal ofEngineering Education, Vol. 84 [4], 1995, pp.1-6.4. Brown, A., and Ollis, D. F., "Team Teaching: A Freshmen Engineering Rhetoric and Laboratory," ASEE 1996Annual Conference Proceesings, Washington, DC, June 1996.5. Sutton, J. and Brickley, J.J., "A

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1999 Annual Conference

Authors

Marcus Huggans; Nystrom Hal

help educators design effective learning modules that take into account learning styles.Bibliography1. Huggans, 1998, The Impact of the Integration of Learning Styles Theory with a We-based Asynchronous DistanceLearning Process to Enhance Learning by Electrical Engineering Students, Ph.D. Dissertation, University ofMissouri – Rolla.2. Della-Dora, D. and Blanchard, L., 1979, “Moving toward Self-directed Learning: Highlights of RelevantResearch and of Promising Practices,” Association for Supervision and Curriculum Development, ISBN:0871200945.3. Keefe, J., 1990, “Learning Style: Where are we Going?” Momentum, Vol. 21, Iss. 1, February, pp.44-48.4. Felder, R. et. al, 1988, “Learning and Teaching Styles in Engineering Education” Engineering

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1999 Annual Conference

Authors

Kip P. Nygren; Wayne Whiteman

, and documenting their work.3 In the absence of a freshman-level design coursein our curriculum, we find early design experiences in typical engineering sciencecourses indispensable.This paper offers one example of an early design project in vibration engineering withstrong instructional content that enhances the learning environment. The students engagein reflective engineering problem definition and solution procedures, work as part of ateam, communicate their engineering ideas, and achieve high performance. Our targetaudience is students in the second semester of their engineering curriculum. The designis a culminating event for the first half of the course.III. Background of the ProblemThe appliance industry is continually moving toward

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1999 Annual Conference

Authors

S. Kant Vajpayee

Session 1463 Instruction of Manufacturing as an Honors College Seminar S. Kant Vajpayee The University of Southern MississippiAbstractAs elsewhere, our Honors College attracts in its programs some of our brightest students. Amajor component of its curriculum is HON 403: Honors Seminar. Most students in this courseare liberal arts major. Driven by my fascination of manufacturing’s impact on modern living, Isuggested manufacturing as a possible topic for the seminar. The College liked the idea, andsoon I found myself facing the question: How to teach manufacturing to a group of

Collection

1999 Annual Conference

Authors

Barry Jackson

team members. In anonymous evalua-tions, the students commented that “I liked the team thing as an idea. It didn’t work out for methough because I had a hard time with my partners. I do think in the future, team design is agood idea.” Or “Groups of peopled helped but caused many disagreements which slowed downprogress. Although the thought of putting people together was a good one.” The extended historyof the studio as a collaborative one aids in the development of teamwork because it generallyexcludes students who are determined to undermine the concept.ConclusionThe metaphor, changing the culture of the curriculum, may seem slightly pedantic; however,methods of teaching have been passed from generation to generation in the most

Collection

1999 Annual Conference

Authors

Raffaello D'Andrea

[6], and the Working Model 2D and3D multibody code software from Knowledge Revolution [4]. A new course is being being developed aroundthese experiments, entitled “Experimental Model Based Control Design Using Multibody Codes”. Limitedversions of the experimental setups have, and will be used, in other senior electives at Cornell. To our knowledge, no other projects of this scope exist; there are several projects, however, which sharea similar philosophy. In [2], a laboratory is described where computer simulations are compared to actualmeasurements as integral parts of an undergraduate mechanics laboratory. It is argued quite convincingly inthis paper that simulations should not replace real experiments in the undergraduate curriculum

Collection

1999 Annual Conference

Authors

Nick J. Kok

programmes are regularly reviewed andevaluated in consultation with the industries and communities which it serves. The paper brieflyoutlines this review process with reference to various performance indicators and questionnairescompleted by freshmen, graduates, alumni and employer organisations and the assessment byquality assurance panels specially appointed for every programme offered. The paper focuses on the strategies followed to ensure continuous improvement of theteaching in the institution to promote student learning. These measures inter alia are the- selection of suitable faculty,- induction and development of faculty on an on-going basis,- proper curriculum design to reflect the specific and critical educational outcomes as required by

Collection

1999 Annual Conference

Authors

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

integrated curriculum for electronics students”, ASEE Annual proceedings, 1996. 5. Burks Oakley II, “Implementation of a Virtual Classroom in an introductory circuit analysis course”, ASEE Annual Conference Proceedings, 1995. pp. 187-191. 6. D. D. Long et al., “Multimedia and Live classroom demonstrations: ‘Demomedia’”, ASEE Annual Conference Proceedings, 1995. pp. 429-435. 7. Emory W. Zimmers et al., “Distanced delivery and multiple teaching methods for manufacturing engineering education”, ASEE Annual Conference Proceedings, 1995. 8. I.I. Suni et al., “Development of a CD-ROM on Thin film technologies:Usability assessment and evaluation from a student perspective”, ASEE Annual proceedings, 1996. 9. McMahon, “Development of a CD-ROM-based

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1999 Annual Conference

Authors

R. J. Helgeson; Douglas Sterrett

. Original Structure of the Design CourseThe freshman engineering students at UT Martin take a design course in their first semester.This course was developed in response to several factors. In recent years engineering educationhas come under increasing criticism from the industrial community, and our Industrial AdvisoryBoard, concerning the lack of preparation for teamwork on design projects. In reaction theSchool of Engineering at UTM has undertaken an extensive revision of its curriculum2, withincreased emphasis being placed on communications skills and experience in working as amember of a team. Ideas from Koen3 and a March, 1995 workshop titled "Integrating Designinto the Engineering Curriculum"4 have been incorporated into this new course

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1999 Annual Conference

Authors

May Movafagh Mowzoon; Mary Aleta White; Stephanie L. Blaisdell; Mary Anderson-Rowland

; 2) Report on their involvementand activities in one of three ways: a workshop for teachers in their district, a presentation tofaculty on their own campus, or participation at a district curriculum writing activity; 3)Participate in an electronic forum; 4) Participate in the one-day workshop; and 5) Participatein the assessment process of their students pre and post implementation of the engineeringapplication.In addition to their workshop and internship, counselor participants are required to: 1) Write adescription of their outreach program to be disseminated through the project’s World Wide Webhome page; 2) Implement their outreach program on their campus; 3) Attend at least one of theengineer mentor team’s presentations on their campus

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1999 Annual Conference

Authors

Francesco Costanzo; Gary L. Gray

Engineering Education, Octo- ber, pp. 315–320 (1997).[9] Gary L. Gray and Francesco Costanzo, “On the Concept of the Interactive Classroom and its Integration into the Mechanics Curriculum,” To appear in the International Journal of Engineering Education.[10] Joe Schall (1995), “Style for Students: Effective Writing in Science and Engineering,” Burgess Publishing (Edina, MN). Page 4.335.12GARY L. GRAYGary earned a Ph.D. in Engineering Mechanics in 1993 from the University of Wisconsin–Madison. Prior to that, hereceived an M.S. in Engineering Mechanics from the University of Wisconsin–Madison, an S.M. degree in Engi

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1999 Annual Conference

Authors

Mary Anderson-Rowland

significant difference in the retention rates of FFFminority students who took ECE 100 in the fall or the spring. However, there was a significantdifference in the retention of FFF minority students who took ECE 100 and those who did nottake the course. An alarming number of students withdrew from the CEAS before they hadtaken even one engineering course. Minority focus groups with FFF taking ECE 100 in thespring and those freshmen who have not taken ECE 100 will be used to clarify their programneeds.IntroductionIt is well known that the retention of engineering students is a national problem. Manyapproaches are being implemented to increase retention. These approaches range from specialdesign courses1 and experiences2 to integrated curricula3 and

Collection

1999 Annual Conference

Authors

Mary Anderson-Rowland

significant difference in the retention rates of FFFminority students who took ECE 100 in the fall or the spring. However, there was a significantdifference in the retention of FFF minority students who took ECE 100 and those who did nottake the course. An alarming number of students withdrew from the CEAS before they hadtaken even one engineering course. Minority focus groups with FFF taking ECE 100 in thespring and those freshmen who have not taken ECE 100 will be used to clarify their programneeds.IntroductionIt is well known that the retention of engineering students is a national problem. Manyapproaches are being implemented to increase retention. These approaches range from specialdesign courses1 and experiences2 to integrated curricula3 and

Collection

1999 Annual Conference

Authors

Timothy Holman

4.150.3terminal windows (figure 4), typed text, video clips, or animations can be integrated into the Figure 2. Sample screen shot showing the "virtual whiteboard" in a recorded lecture. Figure 3. A lecture screen incorporating graphics and text from a PowerPoint slide. Page 4.150.4Figure 4. A demonstation of a UNIX-based CAD software package using an X-window terminal.lecture with relative ease. Because of the dynamic lecture format that this technique encourages,students are more inclined to take notes as they watch and listen, just as in an actual classroom.IV. Examples of Computer-Recorded LecturesSamples of this lecture technique can be viewed on the

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1999 Annual Conference

Authors

L. Davis Clements; John S. Cundiff; Dennis Schulte; George Meyer

application examples from both plant and Page 4.551.2 animal systems. It is expected that this introduction will be expanded, if needed in a specific curriculum, by requiring a following course in biological chemistry.5. Planning for the $Thermodynamics for Living Systems# course is based on the expectation that it will be an introductory three-credit course taught in the sophomore year. The level of treatment of the material will be geared for second-year engineering students. Adequate examples and sample problems will be presented to fully develop the basic concepts. More detailed application of these

Collection

1999 Annual Conference

Authors

James Hanson

industry. A primary component of CE1413 is an individualexperimental test program designed by the students. The project has been successful incapturing student interest in civil engineering and has helped reach department goals associatedwith outreach education, recruitment, and retention. The content of CE1413 and theexperimental project is described. How the new course format fits into the entire curriculum isdiscussed. The manner in which the project interfaces industry and research is detailed. Thebenefits of this project to the department are identified. Student assessment of the program andfuture directions for the project are briefly presented

Collection

1999 Annual Conference

Authors

Recayi Pecen

Manitoba HVDC Research Center will beused as a digital simulation tool in both courses. Two example cases are simulated, and theresults are reported in this study. The first one is a power system fault study, which includesgenerator, transformers, transmission lines, circuit breakers, and three separate loads includingone 500 HP induction motor. The second case study is an AC/DC power system interactionbased on a proposed 1000 MW High Voltage Direct Current (HVDC) transmission line betweenWyoming and California in order to export Wyoming’s rich electrical power resources.Key Words: Power Systems, Curriculum Development, Digital Simulation, and StabilityAnalysis.I. IntroductionAlthough electrical power engineering education continues to be a

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1999 Annual Conference

Authors

Sanjeeve Sharma; Robert Thompson; Akihiko Kumagai; Aju Mathew; S. A. Chickamenahalli

Engineer for Patti Engineering, asystems integrator located in Rochester Hills, MI.SANJEEVE SHARMASanjeeve Sharma is a graduate of Wayne State University. He received his Masters of Science degree in ComputerScience in December 1998. He is currently working as a computer engineer at Flextronics International in San Jose,CA.ROBERT THOMPSONRobert Thompson is an undergraduate Electrical Engineering student in the College of Engineering at Wayne StateUniversity, Detroit, MI. He is pursuing a bachelors degree in the areas of Electrical and Computer Engineering. Heis actively involved in micro-controller, computer-camera control and vehicle network research at the University

Collection

1999 Annual Conference

Authors

Shahen Akelyan; Rupa Purasinghe; Javed Alam

design aspects of Engineering throughout the curriculum, Civil Page 4.594.3Engineering Department at California State University at Los Angeles has developed a newFigure 3: CSLA E&T Virtual Community Class Room: Communication Room 3freshman year design project course CE 195 (Civil Engineering Design I). This open-endeddesign project course integrates various disciplines of essential design concepts. Since it’s afreshman level course, many students enter the course lacking the knowledge of concepts toimplement a comprehensive Engineering design project. Also, since CSLA is a predominantly acommuting campus, student centered learning model is a

Collection

1999 Annual Conference

Authors

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

ensure that the projects are appropriately defined and that student interaction with the Page 4.121.5public is on a sufficiently professional level. By offering this structure as an integral part of theclassroom experience, instructors are able to help keep continual motivation throughout thecourse7.The degree of structure imposed by the instructor is a major factor in the learning achieved bystudents participating in group projects. Particularly for group projects early in a student’scareer, a greater degree of instructor-imposed structure may be necessary to introduce studentsto ways of dealing with different team roles, personalities, and

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1999 Annual Conference

Authors

Prawit Rotsawatsuk; Anil Sawhney; Andre Mund

Page 4.239.1undergraduate curriculum; 2) development of an undergraduate degree in constructionengineering and management; and 3) development of graduate level programs in constructionengineering and management. This research project— aimed at future “managers ofconstruction”— primarily targets the undergraduate civil and construction engineering curricula.II. Construction Engineering EducationOver the past few years national organizations such as American Society of Civil Engineers(ASCE), American Society of Engineering Education (ASEE), National Science Foundation(NSF), and National Research Council (NRC) have sponsored numerous studies to gauge thecurrent status of undergraduate engineering education and to develop an agenda forimprovement

Collection

1999 Annual Conference

Authors

John I. Hochstein; E. H. Perry

possibly pass the course without getting the competency questions correct.One problem with this approach is the interaction between exams designed to assess ability leveland those designed to document minimum acceptable threshold abilities. Consequently, wechose instead to integrate the competency testing in precisely the same spirit with which theyfirst arose: they are go/no-go tests. To receive an “A” for the course, a student must pass acompetency exam in every topic area. If there is one topic for which a student cannot pass acompetency exam, the highest course grade possible is a “B”, no matter how high scores may beon the other evaluative components of the course. If the student cannot pass a competency test intwo of the topics, the highest