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1999 Annual Conference

Authors

Francisco Ruiz; Michael E. Gorman; Phil Weilerstein

(1992) 2. Covey, S. R., “Principle-Centered Leadership.”, New York: Simon and Schuster (1992) 3. Schön, D.A., “Educating the Reflective Practitioner”, San Francisco: Jossey-Bass, (1991) 4. Schrage, M., “No More Teams!”, New York: Random House (1996). 5. Illinois Institute of Technology. “Report to the Board of Trustees.” The National Commission for IIT, public document. Chicago, 1994. 6. Gorman, M. E., Richards, L. G., Scherer, W. T., & Kagiwada, J. K. (1995). Teaching invention and design: Multi-disciplinary learning modules. The Journal of Engineering Education, 84(2), 175-186 7. Gorman, M. E. Transforming nature: Ethics, invention and design. Boston: Kluwer Academic Publishers. (1998). 8. URL: http://repo

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1999 Annual Conference

Authors

R. J. Helgeson; Troy Henson

course content sheet should reflect that using a word processor such asMicrosoft Word to type a homework assignment requires a lower computer skill level than usingthe Simulink package within Matlab. In addition, the course content sheets should also show, atleast in a qualitative sense, the amount of time or effort the student expends on a given areawithin each of the five content categories. An example of a course content sheet is shown inFigure 5. ENGIN 471 HEAT TRANSFER ENGINEERING ELECTIVE (ME) DESIGN COMPUTER USAGE LABORATORY EXPERIENCE WRITTEN COMMUNICATION ORAL COMMUNICATION BEGINNING INTERMEDIATE

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1999 Annual Conference

Authors

Barbara Olds; Ronald Miller

transmitting objective knowledge to passive students, laboratoryfaculty use coaching and socratic questioning techniques to help students understand complextechnical phenomena by constructing mental models which reflect reality as perceived byacknowledged experts while minimizing models containing significant misconceptions. Use ofconstructivist pedagogies creates an ideal context for assessing students’ abilities to completeauthentic engineering tasks rather than relying on artificial examinations which emphasize non-contextual recall of facts and closed-ended problem-solving.In this paper, we briefly describe the course structure, the process we used to create and validatea new performance assessment scoring rubric for written laboratory reports

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1999 Annual Conference

Authors

Chuck Keating; Paul Kauffmann; Abel Fernandez

4.36.3with the career development example that is discussed in the following sections. The specificinformation used in this example generally reflects the authors’ experiences but has beensimplified to emphasize the method and to highlight basic model concepts. Exhibit 1 Comparison of QFD Applications Product Development Application of Quality Function Deployment Whats: Customer or Hows: Technical characteristics that Product Development Product Requirement impact customer product requirements Data Characteristics desired Mapping of interrelationships of customer Importance ranking of by customer. product requirements and the

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1999 Annual Conference

Authors

Halvard E. Nystrom

results make sense. Any result that does not seem right is discussed until there is a consensus that the method and the results are reasonable.4. The results are modified to comply with the consensus opinion of the users.5. The model is used by the decision-makers and continuously modified to reflect the changing realities.There are many advantages to this approach. It generates a financial estimate that can becompared to other alternatives to facilitate the decision making process. The analysis enables Page 4.108.6organizational learning since the analysis points out the key factors that generate the value,which are based on explicit

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1999 Annual Conference

Authors

Howard I. Epstein

reduced the 144 credit hour requirement to more nearly liberal arts standards as engineering enrollments decreased. The 5-year baccalaureate programs of the 1950s that he mentioned were, in the writer’s opinion, an excellent idea except for one defect. They should have awarded the M.S. degree then. Had they, all schools today would be regarding it as the first designated degree for entry into the profession. The 1968 ASEE Goals Study did recommend that, but its suggestion was also ignored.Curricula in accredited engineering programs is definitely influenced by ABET. It has been theauthor’s experience, from the viewpoint of both a faculty member and an ABET visitor, thatprograms quickly reflect changes in ABET

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1999 Annual Conference

Authors

E. Dendy, Jr. Sloan; Anthony E. Vigil; Ronald Miller

reached the senior design class, they have a number of experiences in simulationand have overcome the initial fear associated with the use of simulators. For some, thependulum has swung to the use of simulators whenever possible, sometimes with minimaljudgment imposed on the simulator results.The object of our design course was to provide a process troubleshooting experience whichwould integrate and stretch our students’ education, while reflecting some of the new trendslisted above. At the same time, we wished to build upon the positive base of traditional designclasses which have been time-proven for engineering students.The Design CourseProcess design at CSM is taught in one three-semester credit course meeting approximately fourhours per week

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1999 Annual Conference

Authors

Hakan B. Gürocak

bothanalog and digital control systems, as well as their actual physical implementation in a singlecourse. Consequently, the total credit requirement for the degree is not increased yet thestudents graduate with a working knowledge of both analog and digital control systems.Course ContentME 375 Manufacturing Control Systems course is a three semester-credit course with two hoursof lectures and three hours of laboratory per week. The course was offered for the first time inSpring 1998 in the Manufacturing Engineering program at Washington State University inVancouver. The course content (Table 1) has been carefully organized to reflect the basicconcepts, namely, dynamic system specifications, stability, concept of feedback and dynamiccompensation

Collection

1999 Annual Conference

Authors

Anton Pintar

integral part of the day to day work in the laboratory. Theimportance of safety in the unit operations laboratory is reflected in the course syllabus(Caspary, 1998); the first objective of the course is stated as: “Develop a constant awareness ofsafety in the laboratory so that all laboratory work is carried out in a safe manner.”The MTU unit operations laboratory involves safety hazards typical of an industrial pilot plant:high-voltage electricity, moving shafts and belts, steam and condensate lines, gas cylinders,remotely located valves that require the use of stepladders and potentially hazardous chemicals.The chemicals include kerosene, glacial acetic acid, ethanol, sodium hydroxide, potassiumhydroxide, siloxanes, mercury (in manometers and in

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1999 Annual Conference

Authors

Sal Arnaldo

points for URL sites that contain instructional resources for ethics are:National Society of Professional Engineers (NSPE) http://www.nspe.org/eh-home.htmTexas Tech Engineering Ethics Site http://murdough.ttu.edu/Ethics Center for Engineering & Science http://ethics.cwru.edu/These sites link to other useful sites.VI. Adaptations of Teachable Topics to Technical CoursesWe will now look at ways that ethical principles can be applied within actual technical coursesin the undergraduate civil engineering curriculum. Most of the examples cited reflect theauthor’s own experience in public works engineering practice.VII. Computer and Numerical MethodsIn this example, incorrect output values that are not fully explained on a homework cover

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1999 Annual Conference

Authors

Scott Danielson; Sudhir Mehta

byMehta and Schlecht (1998)12 Page 4.490.2To encourage active participation and to keep the students engaged, a typical class period isdivided into two or three mini-lectures of 15 to 20 minutes each. After a mini-lecture, studentsare given one or two multiple-choice questions. Students discuss answers to these questions inan informal group of neighbors. The voice level during these two to three minute periodsincreases, reflecting the level of interaction and collaboration going on in the classroom. Themultiple-choice questions can be formulated to test knowledge and comprehension as defined byBloom’s Taxonomy (Bloom, 1956)2. The taxonomy

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1999 Annual Conference

Authors

Sameer Hamoush; Jason Lockhart; Catherine E. Brawner; John Chen; Mike Ellis

discipline roughly reflects their predominance oncampuses (e.g. electrical/computer, mechanical, civil engineering had the highest numbers,architectural, bio/biomedical, mining/minerals, nuclear engineering had the lowest).Table 1 shows demographic information of the respondents. Note that not all 360 respondentscompleted all survey questions, which accounts for the Total values in Table 1 being less than360. Generally, respondents from larger campuses (Clemson, Georgia Tech, NCSU, Florida, andVa Tech) are comprised of more Full Professors than Associate or Assistant Professors. Theremaining, generally smaller, schools have a more uniform distribution between the three ranks.All schools show a low percentage of Adjunct, Instructor and Other faculty

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1999 Annual Conference

Authors

Trevor Harding

a brief overview of the developmental process thatGSIs undergo.As they progress from new student to experienced student to Ph.D. candidate, graduatestudents are invariably changing how they think, behave, and reflect on theirenvironment. This same process is occurring among students who are teaching. In fact,the two are closely interconnected. Sprague and Nyquist7,8 have conducted much of thework on developmental processes in GSIs. They established three primary stages thatGSIs pass through on their way to becoming potential professors: senior learner,colleague-in-training, and junior colleague.At the senior learner stage, students have just recently become graduate students and arestill striving to shed the identity of being an

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1999 Annual Conference

Authors

Sam Thompson; John I. Hochstein; Tom Benson; Jeff Marchetta

determine how a component performs. The final output from this process was aperformance curve which was compared to results presented in typical compressible flow textbooks. In using this program the student saw the same output presented in three ways;performance plots, numerical data, and bar graphs.This software was particularly useful in gas dynamics in demonstrating many basic conceptssuch as oblique and normal shock waves and Prandtl-Meyer centered expansions. The packagedemonstrates intersecting shock waves of the same family when considering two wedges insuccession. The intersection of shock waves of opposite family occurs in the opposed wedgeproblem. By setting one of the opposed wedges to zero degrees, simple shock reflection from asolid

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1999 Annual Conference

Authors

Michael Werner

to merit application in other courses.The experience clearly demonstrated that students are motivated and able to acquire theknowledge needed to complete projects from the Internet, rather than from the professor. Theprofessor in turn needs to function as a coordinator, facilitator, and evaluator, and is alsoresponsible for providing the minimum infrastructure. Finally, it should be noted that studentsbecome more self-reliant and confident as a result of their usage of the Internet.1 C.J. Pilgrim And Y.K. Leung. Appropriate Use of the Internet in Computer Science Courses, SIGCSE Bulletin,Vol 28, Special Issue, September 1996, pp. 81-862 F. Eitel And M. Moore-West. Reflections on Problem-Based Learning, http://www.gma.mwn.de/wbl1

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1999 Annual Conference

Authors

Matt C. Smith; David K. Gattie

variousscientific stripes under the guidance of mentors who themselves have such skills. Such is thepurpose of the capstone project. Projects that have already been proposed are given in Table 2and reflect real needs for real customers. Complete solutions for these projects will require aninterdisciplinary approach.Benefits of the ProgramThe benefits of this interdisciplinary certification program will be institutional as well aseducational. At the institutional level, the University of Georgia will benefit from theestablishment of a conduit between engineering and basic sciences, not only of technicalinformation but of philosophical thinking, reasoning, approaches, etc. The University is in astrong position with its excellent engineering, basic sciences

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1999 Annual Conference

Authors

William Darby; Richard Grodsky; Joseph Pietroburgo; Nancy Shields

potential effect, Trice’sAcademic Locus of Control Scale was administered at the beginning and at the end of theprogram.8 The scale is designed to measure the extent to which individuals view their ownacademic outcomes as being determined by internal (personal) or external (environmental)factors.Students were asked to answer “true” or “false” to the following questions. The scale wasscored by assigning a point to every response that suggested an “internal” response.Accordingly, higher scores indicate higher internal academic locus of control. Page 4.53.61. College grades most often reflect the effort you put into classes.2. I came to college because

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1999 Annual Conference

Authors

Parviz Famouri; Heather Collier; Brian Inman; Wils L. Cooley

, and then choosing the"best" alternative. When a team sees the construction and performance of the artifacts producedby other teams, they may see the result of pursuing a path which they had considered and rejected. This causes them to reflect about whether or not they did make the best choices, and whether ornot their modeling and analysis were appropriate.ConclusionsOur main conclusion is that design competitions offer a superb way of creating enthusiasm, andreinforcing and even evaluating learning at all levels of engineering education. The principalweaknesses are that they usually do not provide students with much with the earliest stages ofdesign (problem formulation, client needs analysis, development of design requirements), do notforce

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1999 Annual Conference

Authors

Melvin Cherno; Kathryn A. Neeley

when werealized that the term “integration” actually does not appear in the ABET 2000 accreditationguidelines. We believe that the models for thinking about integration that we have presentedhere reflect a philosophy that is remarkably similar to the one underlying ABET 2000, but we Page 4.142.6also realize that the integrative foundation of the new criteria needs to be clearly articulated ifpeople are to act on it in a meaningful way. At a minimum, we believe that a curriculum thatmeets the demands of ABET 2000 will transform the traditional disciplines that are includedwithin it and be permeated by a point of view that encompasses systems as

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1999 Annual Conference

Authors

Robert Borchert; David Yates; Daniel Jensen

FEELING MANNER IN WHICH A PERSON COMES TO CONCLUSIONS Focus is on timely, planned Focus is on adaptive process of J conclusions and decisions. decision making. P JUDGEMENT PERCEPTION2.1.1.2. VARK Learning Style PreferencesThe present work also builds on student learning style preferences, as obtained from aninstrument called the VARK Catalyst. Rather than being a diagnostic tool for determining astudent’s learning preference, the VARK test serves as a catalyst for reflection by the student[Bonwell]. A student’s VARK descriptor is based on a simple 13-question test that is aimed atdiscovering how the

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1999 Annual Conference

Authors

Clark Colton; Bonnie D. Burrell

duplication in a business situationAt the end of the term, the students fill out the questionnaire again. There is invariably a largedifference, which reflects their increased sophistication in teamwork. The dialogues support allthe diverse objectives of the course by organizing the team for effective communication. Thedialogues enhance productivity in activities ranging from management of literature searches towriting and oral presentation assignments. The dialogues make the students more open tolistening and responding and to coordinating their talents into a set of skills they can use in theworkplace.VI. SummaryEffective communication (open and honest, frequent, nonjudgmental, constructive) betweenteam members is

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1999 Annual Conference

Authors

Donald V. Richardson

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1999 Annual Conference

Authors

Wayne Padgett

and record valuablevideo data of the flame and barrel hazards. Their precautions against heat were quite successfulat protecting the on-board electronics. New cooling fans on the computer and power boards kept Page 4.164.4them operating smoothly, and reflecting foil on the modems and effective use of shady areas keptthe other electronics in working order despite 105 Fahrenheit temperatures.Unfortunately, last minute component failures are a hallmark of this competition, and 1998 wasno exception. The hard drive used to develop the on-board computer code failed the day beforeflight day and had to be rebuilt from backups. The helicopter’s clutch

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1999 Annual Conference

Authors

Michael J. Caylor; Bruce Chesley

Page 4.178.12 • Inquiry and discovery: stimulating critical and creative thinking, problem solving, and reasoning • Groups and teams: facilitating learning through group activities and team projects • Experience and reflection: drawing learning from the practical experience gained from participating in the projectThe effect of assigning cadets to small teams with dedicated faculty mentors is that this approachrequires a substantial commitment from the faculty to work closely with the students and witheach other. The need for strong communication and integration across all the faculty memberson the project is one of the primary challenges we face in executing the program.IV. ConclusionOur

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1999 Annual Conference

Authors

Norman L. Fortenberry

engineeringeducation. This approach is similar to that used by Wankat in which he found that only 13.4percent of the articles published in the five years between 1993 and 1997 cited a specificeducational theory10. Page 4.64.4Two hundred fifteen papers (excluding educational briefs) in nineteen issues published betweenJanuary 1993 and January 1999 were examined (not including 6 issues published during thisperiod) for their conformance to the taxonomy indicated above as shown in Table 1. Multiplecounting was allowed for papers which appeared to cross multiple categories. The columnlabeled “Other” reflects articles which did not fit any of the other categories (for

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1999 Annual Conference

Authors

Michael Morrow

. Page 4.65.5V. The CurriculumThe EE462 Microcomputer Interfacing course syllabus was redesigned to reflect the use of theDSK based lab station. The syllabus includes the topics as summarized below. TMS320 Register Architecture and Instruction Set Lab Station Memory Map, Bus Signals and Timing Parallel Interfacing, Address Decoding and Bus Control Serial Interfacing Techniques and Protocols Hardware Interrupts and Interrupt Service Routines Direct Memory Access (DMA) Controller Applications Display and Control Interfaces Signal Acquisition Final Design Integration ProjectEach topic area is supported by one or two hands-on laboratory design exercises that expose thestudents to a new device or

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1999 Annual Conference

Authors

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

the learning process.1.2 Interactive, Student-Centered Learning “Student-centered instruction is a broad teaching approach that in- cludes substituting active learning for lectures, holding students re- Page 4.91.2 sponsible for their learning, and using self-paced and/or coopera- tive (team-based) learning” (Felder and Brent, p. 43). [12]Meyers and Jones [13] describe active learning as a way to provide “opportunities for students totalk and listen, read, write, and reflect as they approach course content—all of which requirestudents to apply what they are learning” (p. 1

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1999 Annual Conference

Authors

William Durfee

to teach this kind of course; (6) It is impossible or difficult to evaluate designprojects which means we can’t give students grades. In reality, creating and running a coursebased on hands-on projects need be no more resource nor staff intensive than a course based ontraditional problem sets. And, what a student learns or didn’t learn is reflected just as much in adesign and the documentation associated with a design as it is in a problem set. Thus, one of theproject goals was to demonstrate that hands-on activities could indeed take place in large,undergraduate engineering courses.III. Course Description“Introduction to Engineering I & II” (ME1010/12) is a new, required two-quarter lower divisiondesign course. The course was built on a

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1999 Annual Conference

Authors

Alfred J., Jr. Bedard

• Maximum height -- six feet • Easily disassembled for storage • Easily transported • Safe • Multi-disciplinary • Reliable • Include analysis • Demonstrate Creativity/ingenious problem solving • Short repetition time • Professional appearanceThe grading structure is reflective of these requirements and reinforces the students needto address each of these areas in their design work. The scoring sheet includes each often areas weighted equally at ten points. The areas are: Page 4.316.31. Safety1. Multi-disciplinary1. Reliable1. Analysis component1. Creativity1. Problem solving7. Short repetition time1. Professional Appearance1. Presentation1

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1999 Annual Conference

Authors

Scott Wayne; Alfred Stiller; Kristine Craven

’ as he directs student inquiry, guides design activities, and provides reflective feedbackbased on his own knowledge and experiences. Although the Guided Design Model was welldeveloped and widely recognized, there existed a growing perception among faculty within thecollege that students entering the sophomore year were weak in math and computer skills andhad difficulty integrating knowledge. Recently, pilot Freshman Engineering courses were implemented to address theseconcerns [3, 4, 5, and 6]. In these courses, specific emphasis was focused on: • Incorporation of more rigorous design, based on math and science principles into design project activities; • Reinforcement of math and basic science concepts through parallel