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1999 Annual Conference

Authors

Peter Rosati

students, Canadian and American, are compared directly, as shown inTable 1, there is no difference on the S/N dimension for male or female students but the UWOCanadian male students are significantly more I_FP.In summary, the engineering students seem to be more I_TJ than the general college studentsalthough more research data is needed to confirm the trend towards introversion. This I_TJemphasis fits the common concept of college engineering programs as requiring mostlyindividual work centred around objective, logical problems and busy with laboratory andassignment deadlines.Comparisons of male students / female students personality typesA direct comparison of the MBTI personality preferences of male and female students is shownat Table 3. The

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Authors

Michael D. Murphy; Daniel Jensen

curriculum.2.3 ME 290: 3-D “Integrated Course” in Engineering DesignThe desire to ease the curriculum at USAFA, especially for the 160-semester hour MechanicalEngineers, was the driving force to move CAD back into the sophomore level design course. Adowngrade in software performance was not acceptable and an expansion of the course wasobjectionable. This dilemma birthed a compromise: award an additional credit hour (4 vs. 3) byadding a 2nd hour laboratory to this already time intensive course and teach only the 3-D solid-modeling software (neglecting GD&T) to include drafting and assembly creation. The context ofthe original course could then be used to develop software and design skills concurrently. Due to

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1999 Annual Conference

Authors

Leonard Sokoloff

Controls laboratory at DeVry,in order to provide them with hands-on experience that they are likely to experience onthe job.Virtual Instrumentation is a current technology that is making a significant impact intoday’s industry, education and research. DeVry Institute selected LabVIEW as an goodrepresentative of this technology and is using LabVIEW in its curriculum at all DeVrycampuses in the United States and Canada. This article is a result of a research projectfor LabVIEW implementation into the Industrial Controls course. LabVIEW is also usedin the communication and physics courses. LabVIEW is one of many skills that thestudent will need as he enters today’s highly competitive job market.I. IntroductionLabVIEWTM (Laboratory Virtual Instrument

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1999 Annual Conference

Authors

Jerry A. Caskey

oflaptops in class in several ways. Students in Material and Energy Balances use them to workgroup problems in class that were too unwieldy previously. Students in Process Control can callup software from the campus network ( for example Tutsim ) for in-class demonstrationsbecause each seat in most classrooms can be connected to the Institute network. Students in ourStatistics elective course can also connect to software such as Minitab for in-class calculations.Student groups in Unit Operations Laboratory can perform data analysis and calculations whilein the laboratory. During the 1998-99 academic year all chemical engineering students hadChemCad IV design simulation software available for loading onto their laptops. ChemCadhas been used to

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1999 Annual Conference

Authors

Robert H. Bond

Session 1432 Leadership Training - A Different Look at Design Courses Robert H. Bond New Mexico Institute of Mining and TechnologyAbstractThe capstone design course contained in most engineering curricula is a multifacetededucational tool. This course’s primary aim is to allow students to synthesize solutions to real,open ended engineering problems. However, the course also provides a laboratory for thelearning, development, and practice of leadership skills. This paper deals with materials that canbe presented, and some results obtained, when leadership-management training

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1999 Annual Conference

Authors

Neda Fabris

purchased several SME Manufacturing Management videotapes that I show inclass.3. Assigned Projects with Emphasis on the Team WorkIn this class two projects are assigned to students:1. CAD-CAM project2. Ergonomics design group projectThe CAD-CAM project involves the Dyna numerically controlled milling machine and MasterCam CNC software. This project gives mechanical engineering students a hands-on opportunityto use our well-equipped automated manufacturing laboratory and learn about numericallycontrolled machines and Computer Aided Manufacturing. On this project two students work as agroup, designing and manufacturing two matching parts of dies that have close fit tolerances. Iexplain in class very briefly the principles of CNC, then students learn

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1999 Annual Conference

Authors

Ernest Tollner

. Terrace design and layout topics are Page 4.398.5justifiably minimized because the prominence of terraces in erosion control schemes is greatlydiminished with the coming of minimum tillage farming. The design of diversion channels isvery relevant in urbanizing settings. Laboratory exercises where students go to field sites,estimate peak runoffs for existing conditions, survey existing channels to determine stage-discharge relationships and survey existing culvert structures to determine peak capacity are wellreceived by students whatever their background.Hydraulic structures, especially culverts, are worthy of increasing emphasis. We enlarge

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1999 Annual Conference

Authors

Francisco Ruiz; Michael E. Gorman; Phil Weilerstein

, their inventions. Each student is expected to come up with a problem and apatentable solution for it: new, useful, and not obvious. Students have individualprojects but in a participating "small company" atmosphere. This atmosphere is createdat the "Invention Center" where each student has a personal desk, in addition to sharedcomputers for computation, word processing and Internet access and sufficientmechanical prototyping tools.Having a place for this activity provides a context for the students’ creativity that allowsthem to focus on their projects with an intensity that could not be achieved if they hadto go to different laboratories or information sources to piece their ideas together. Asthey work in this environment, they develop a

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1999 Annual Conference

Authors

E. J. Mastascusa; Brian Holt

4.414.7Introductory EE package has been used in several courses with good results. This design approach is being followed in the development of three sets oflessons, the control systems lessons described here, a set of lessons on introductorymaterial in electrical engineering, and a set of lessons on laboratory equipment within theelectrical engineering department. As we gain experience with lesson design we find thatprevious work that does not fully incorporate these principles often is not judged to be ofhigh quality, both by the authors and faculty, and by the students. In those cases, we findthat we need to go back and re-work previous lessons to bring them up to thesestandards, incorporating the design features and principles presented in this

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1999 Annual Conference

Authors

Walter J., III Gomes; Rulph Chassaing

) Program provided support to offer six workshops on DSP and Applicationsduring the summers of 1996-98 for a total of 113 faculty. The direct interface between MATLAB andthe DSK evolved during the 1998 workshop. The suggestions offered by Drs. T. Welch and C. Wrightwho attended that workshop are appreciated.References1. R. Chassaing, Digital Signal Processing-Laboratory Experiments Using C and the TMS320C31 DSK, J. Wiley, 1999.2. B. Bitler, R. Chassaing, and P. Martin,"Digital Signal Processing with the TMS320C31 DSK," in Proceedings of the 1997 ASEE Annual Conference.3. TMS320C3x DSP Starter Kit User's Guide, Texas Instruments Inc., 1996.4. TMS320C3x User's Guide, Texas Instruments Inc., 1997.5. TMS320C3x/C4x

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Authors

Sohail Anwar; Shamsa S. Anwar

Organization conductsapprenticeship training at its 12,000 square feet training center in Pittsburgh. Some of theapprenticeship training is conducted at classroom and laboratory space rented at communitycolleges (Such as Allegheny County Community College) and vocational-technical schools(such as Clearfield Vo-Tech School).Apprenticeships historically have consisted of formalized arrangements among employers,employer associations, labor unions, and state governments. Apprenticeship is typically anindustry-based basic or initial training process. By definition: Apprenticeship is characterized by a contractual employment relationship in which thefirm or sponsor promises to make available a broad and structured practical and theoreticaltraining of

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1999 Annual Conference

Authors

W. Thomas Calder; Gerald W. Jakubowski

qualifications, curriculum details including the number ofunits of mathematics, basic sciences, engineering science and engineering design, and adequacyof laboratory facilities and engineering equipment. The methods used to review a programunder the old criteria were sometimes referred to as “bean counting.” EC 2000, on the other Page 4.563.2hand, is a much broader document that also addresses processes and outcomes.This paper will not cover all of the requirements published in Engineering Criteria 2000.Suffice it to say EC 2000 has criteria that fall under eight rubrics: Students; ProgramEducational Objectives; Program Outcomes and Assessment

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1999 Annual Conference

Authors

Michael Werner

milestonesKnowledge The teacher and the textbook are The teacher has experience andTransfer presumed to have the knowledge background in designing and at the start, and the student not to executing solutions to problems. have it. Knowledge is transferred The teacher and, to a lesser extent, from the teacher and text to the the student have a broad background student. The student also benefits in computer science. Neither may from experiential learning in a have the specific skills required to laboratory environment that has complete the student project. The been carefully structured by the student may need to obtain

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1999 Annual Conference

Authors

Anthony J. Marchese; Shreekanth A. Mandayam; T. R. Chandrupatla; John L. Schmalzel

to provide specialization in separate and credible departments, yet small enough to permit the creation of a truly multidisciplinary cur- riculum in which laboratory/design courses areTable 1. Overview of course content in the 8-semester offered simultaneously to all engineering stu-Engineering Clinic sequence. dents in all four disciplines. Indeed, the hall- Year Clinic Theme (Fall) Clinic Theme (Spring) mark of the engineering program at Rowan Frosh Engineering Meas- Competitive University is the interdisciplinary, project- urements Assessment Lab

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1999 Annual Conference

Authors

Ronald H. Rockland

approached the development of code. When asked what they were trying to solve,most student groups had a difficult time stating the problem.While laboratories might have a “problem statement” already listed, the expectation for eachstudent should be to express the problem statement in his/her own words. As part of a pre-labassignment, each group must define what is really required, as opposed to what do they want todo. Problem statements should be one or two sentences describing what needs to be done.For the computer game example, most students had a difficult time wording the problemstatement. Some would simply rewrite the problem as it appears, not presenting the problemstatement in a concise manner. One possible problem statement would be “To

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1999 Annual Conference

Authors

A. Eberlein; M. R. Smith

experiences had inthe course. Some professors and students recognize the tremendous advantage that projectmanagement provides. Others simply state that the efforts associated with the formalizedplanning at the start of the course gets in the way of their efforts to get on with the project. Thisbimodal interest in project management techniques is also typical of industrial experiences.Many of these issues raised by professors and students simply echo the very problems that theproject course is intended to overcome. Students are typically very skilled in working on theirown and have considerable experience with laboratory groups on very short-term projects. Theydo not appreciate that the initial planning stages are necessary for every body on a team

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1999 Annual Conference

Authors

Y. Omurtag; T. Ioi; S. Enomoto; M. Matsunaga

), which was established at CIT in 1997 forthis collaborative approach, is described. Then, two case studies are introduced illustrating thenature of industry-academia cooperation and the use of real world cases resulting from suchcooperation to educate manufacturing professionals for Japanese industries.Our preliminaryexperiences with this new curriculum and approach to educating manufacturing professionals atChiba Institute of Technology in Japan since its implementation in 1997 is also presented in theconclusions.1. IntroductionIn the past, engineering education in Japanese Universities followed the classical model (1)-(3) oflecture methods and laboratory experiments to illustrate and reinforce the basic principles ofscience and technology. In

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1999 Annual Conference

Authors

Herbert Holland; Dean Bruckner

Learning ObjectivesC. StructureThe Electrical Engineering module is taught as a series of six class sessions, as shown in Figure4. Two of these, shaded in gray in the figure, are conducted in the classroom, while the other fourare held in the computer laboratory. Figure 4: EE Module StructureThe structure diagram illustrates the three layers of concepts that the cadets learn in sequence.Each of these building blocks is described in detail in the next section. Page 4.20.6IV. Electrical Engineering Module DetailsA. TextWhile many introductory level texts exist for freshmen engineering courses, and some of thoseeven

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1999 Annual Conference

Authors

Paul Mooney; Michael A. Mooney; Gerald Miller

school math and science education. Mike also conducts research ingeotechnical engineering. Page 4.507.5GERALD A. MILLERGerald Miller is an Assistant Professor at the University of Oklahoma. He received his B.S. and M.S. from ClarksonUniversity in Potsdam, NY and a Ph.D. from the University of Massachusetts in Amherst, MA. Educationalactivities include the development of a design oriented graduate level class on laboratory and field testing of soilsinvolving extensive “hands on” lab and field work, as well as participation in the Sooner City project. He is alicensed professional engineer in Oklahoma and a member of ASCE, ASTM, ASEE

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1999 Annual Conference

Authors

M. Mavromihales; K. Sherwin

4.171.1available for construction.2. Design briefThe following brief applies to one particular academic year in which the heat exchangerformed part of the general design course. Students were expected to work in groups of four,each group being required to design a cross-flow heat exchanger incorporating severalstaggered rows of rectangular tubes, to cool water flowing at a rate of 1.5 litres/min from70ºC to 55ºC. One type of rectangular tube, nominally 2 x 13 mm was available. Therewere no limits on the number of water-side passes but the heat exchanger was required tohave minimum tube length as a realistic design constraint.Air-flow was provided at ambient conditions within the laboratory by means of a constantspeed fan having an outlet duct 160 mm

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1999 Annual Conference

Authors

Kay C Dee

below.Bibliography1. Adviser, Teacher, Role Model, Friend: on being a mentor to students in science and engineering, (NationalAcademy of Sciences, National Academy of Engineering, Institute of Medicine), National Academy Press, 1997.2. P. C. Wankat and F. S. Oreovicz, Teaching Engineering, McGraw-Hill, Inc., New York, NY, 1993.3. W. J. McKeachie, Teaching Tips: Strategies, Research, and Theory for College and University Teachers, D.C.Heath and Company, Lexington, MA, 1994.4. J. Lowman, Mastering the Techniques of Teaching, Jossey-Bass Publishers, San Francisco, CA, 1985.KAY C DEEKay C Dee is an Assistant Professor and the Director of the Cell and Tissue Engineering Laboratory in theDepartment of Biomedical Engineering at Tulane University. She has served as

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Authors

Frank Franklin; Ed Espin; Christopher Viers; Lawrence Fryda

. Page 4.14.3LAWRENCE FRYDALawrence Fryda is a Professor and Chairperson in the Department of Industrial and Engineering Technology atCentral Michigan University. He has a Bachelors and Masters degree from the University of South Dakota and aPh.D. from Colorado State University. Dr. Fryda has extensive experience in the fields of electronics, automationand computer interfacing. His area of research emphasis includes moving experimental technology-based systemsout of the laboratory and into everyday applications.CHRISTOPHER J. VIERSChristopher Viers directs the International Services Office at Wayne State University. He is the current chair ofthe Michigan Association of Foreign Student Affairs and Board Member and Conference Chair of the

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1999 Annual Conference

Authors

Albert Lozano-Nieto; Willie Ofosu

electromagnetic waves in other equipment, with this course being the continuationof a traditional Electromagnetic Fields course. We believe that, especially for ElectricalEngineering Technology, a more hands-on experience EMC/EMI course will better suit theneeds of graduates. An outline of such course is shown in the next paragraph. We believe thatthe topics described in the outline would make up a rigorous course in which the weight hasbeen shifted from a theoretical to a laboratory content. We believe that this course should betaken by EET students in their senior year when the have the basis to comprehend and interrelatethe concepts from different areas in the profession.A model of a course in EMI/EMC1. Introduction to Electromagnetic

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1999 Annual Conference

Authors

Shann Coleman; Megan Gaberell; Harold W. Walker

the City of Columbus, and (2) a survey ofthe water quality in the Olentangy River for a community group called Friends of theLower Olentangy Watershed (FLOW). A major component of these projects was theparticipation of both the City of Columbus and FLOW during all stages of the project.At the beginning of the Autumn Quarter, the students were introduced to the two projects.Different teams of 3 students each were assigned to each of the following tasks: watersampling, sample analysis, synthesis and report writing, and preparing a finalpresentation. To guide student’s efforts, each team was given a detailed outline of thetasks to complete. Handout materials were also given, including a sampling proceduresmanual, laboratory analysis manual

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1999 Annual Conference

Authors

Brett Barraclough

Page 4.312.8improvement of any engineering design course through a coordinated collaborationeffort. Page 4.312.9Bibliography1. Barr, R.E. & Juricic, D., Extending Engineering Design Graphics Laboratories to Have a CAD/CAMComponent: Implementation Issues, The Engineering Design Graphics Journal, 60, (2), 27.2. Bolluyt, J.E., Design Modeling with Pro/ENGINEER, 3rd edition, Schroff Development Corporation,Mission, 1998.3. McGraw-Hill Dictionary of Scientific and Technical Terms, 5th edition. McGraw-Hill, New York,1994, p.2043.4. Barraclough, B.A., Memorandum, Army Tactical Missile System (ATACMS) Simulation BasedAcquisition Summary, 1998. PM ATACMS-BAT, ATTN

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1999 Annual Conference

Authors

Sema Alptekin; Deena Daggett

, 1996.5. Alptekin, S. E. and Lizabeth Schlemer, “Team Based Product Development in Mechatronics Design Class”, Proceedingsof the 1998 International Mechanical Engineering Congress and Exposition, LA, November 1998.6. Martin, F.G., "The Mini Board 2.0 Technical Reference", Media Laboratory, Massachusetts Institute of Technology,1994. Page 4.313.7DEENA DAGGETTDeena Daggett is a first year doctoral student at Georgia Tech in Industrial and Systems Engineering. She obtainedher B.S. in Operations Research and Industrial Engineering from Cornell University and M.S.I.E from StanfordUniversity. She worked for seven years as an

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Authors

Daniel Davis

University of Hartford began in 1991 - 1992 with only 6 students. Theprogram has grown to close to 100 students. Its mission is “to prepare students for a variety ofprofessional careers in the design and building industries”.The AET program’s goals are to: • provide a proper foundation in mathematics and the basic sciences. • retain the hands-on laboratory and studio features that are the hallmarks of all engineering technologies. • provide a broadly based education that will go beyond the bounds of technical competence. • enhance the graduates’ capacity for upward mobility within and beyond the profession.The objectives of the AET program are to provide students with the opportunity to developtechnical and professional competence

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1999 Annual Conference

Authors

Jerome Atkins

accredited institutions - college-level courses delivered by business, industry or the military and validated by the American Council on Education (ACE) - credit by examination (Regents College, CLEP, DANTES, GRE, etc.) - special and portfolio-based assessment. What Regents College does not provide is: instruction in coursework (correspondence or otherwise) of its own; clinical or laboratory experiences; automatic credit for all educational experiences towards a degree; or general credit for life experiences. What the College recognizes for credit is the learning that results from various professional college-level educational experiences. The

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1999 Annual Conference

Authors

S. Andrew Hale; Roger Rohrbach; Larry Stikeleather; John Parsons; James Young; Susan M. Blanchard

to increasethe application of basic principles of fluid and heat transfer to biomedical applications andconsequently to reduce the application of these same principles to agricultural situations. Thishas primarily been accomplished through the semester long special projects rather than withchanges in the organization of the lectures or laboratory periods.Prior to 1997, special projects were assigned which integrated the concepts of resistance to flowthrough a system, performance of pumps or fans, heat transfer, and psychrometrics through aproblem involving a batch grain drying system. Beginning in 1997, the emphasis of the specialproblem was shifted to a study of the flow of blood through the human vascular system, theperformance of the

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1999 Annual Conference

Authors

Michio Tsutsui

), Battelle Pacific-Northwest National Laboratories (3), and other companies (2)who took the first-year and second-year Japanese courses through the University ofWashington’s distance learning program. The main purpose of this survey was to find out whatthose professionals wanted to do using their Japanese skills. The survey asked the subjects howoften they meet business people from Japan or in Japan, how and how often they communicatewith Japanese people in either Japanese or English, and what professional duties or tasks theyperform, or want to perform, using their Japanese skills.The following is a summary of the survey responses.(1) How often the survey subjects meet business people from Japan or in Japan: rarely: 13