Collection

2000 Annual Conference

Authors

Hakan Gurocak

contains automation hardware, a PLC and an industrialrobot. In some of the laboratory sessions, the robot alone will be used to teach the fundamentalsof robot programming. The students will be controlling the robot over the Internet using customsoftware developed for this project. Details are explained in section III.1, Laboratory 5.The fundamentals of CNC programming will be taught using two table top Techno Da VinciCNC milling machines mounted on carts. These are small machines with 10” x 12” tables.Each machine will have a computer connected to it. This computer and a dedicated controlsoftware for the CNC will be accessed by the remote students using another software--pcANYWHERE. This is a software that uses server/client model. The server part

Collection

2000 Annual Conference

Authors

Timothy Benson; Paul Berke; Nathaniel Bair; Matthew Scholtens; Kristen Lantz; David Woessner; Daniel Lappenga; Dale Corlew; John Krupczak

x xExplained by a few basic scientific principles x xUses common tools and equipment x xNo specialized expertise needed to teach x x Page 5.325.2Simple project setup x xSeveral characteristics must be designed into the projects to make them especially suitable fornon-science majors. Laboratories which are taken from majors’ courses with the mathematicsremoved are not likely to meet the needs of non-science majors. Projects which the studentstake home with them must have a low cost

Collection

2000 Annual Conference

Authors

J. Nazalewicz; H. Hadim; D. Donskoy; B. Gallois; Keith Sheppard

laboratory is implemented with emphasis on thefollowing objectives:1. Integration of design and engineering practice into engineering mechanics2. Providing a smooth transition from the introduction to engineering design course offered during the first semester53. Integration of statics and strength of materials as a more effective way of teaching engineering mechanics4. Providing ‘hands on’ experience as a more effective learning tool5. Teaching of other ‘soft skills’ based on ABET 2000 criteria6. Stimulating student interest in the subject of engineering mechanics7. Improving the retention rate for the engineering freshmen.The main aspects of the approach needed to achieve these objectives are described in thefollowing sections.III. Integration

Collection

2000 Annual Conference

Authors

Mark Cutkosky; Christopher Richard; Allison Okamura

Session 3668 Feeling is Believing: Using a Force-Feedback Joystick to Teach Dynamic Systems Christopher Richard, Allison M. Okamura, Mark. R. Cutkosky Center for Design Research, Stanford UniversityAbstractAs an innovative approach to teaching the laboratory component of an undergraduate course ondynamic systems, we present the haptic paddle: a low-cost, single-axis, force-feedback joystick.Using the paddle, students not only learned to model and analyze dynamic systems, but by usingtheir sense of touch, they were able to feel the effects of phenomena such as viscous damping

Collection

2000 Annual Conference

Authors

Tracy L. Chandler; John A. Petersen; Janet M. Sharp

engineering and education in a one-week,workshop-type, summer course. They encountered a variety of engineering ideas includingcompression, tension, strength, load, and buckling11. Through a laboratory, hands-on approach,the teachers learned about these and other engineering ideas. As indicated earlier, how teacherslearn new ideas must be consistent with how they will one day teach these ideas.For one of the experiments in that course, the professor used a small, plastic (hobby-store) I-beam. The teachers tested the I-beam for its critical buckling load. For a different experiment,the professor used some latex rubber tubes. The teachers used those tubes to learn aboutYoung’s Modulus. In so doing, the teachers used mathematics (vectors) and science

Collection

2000 Annual Conference

Authors

Ed Gohmann

Session 3548 Opportunities to Teach Teamwork, Collaboration, and Interpersonal Communications in Mechanical Engineering Technology Courses Ed Gohmann Purdue University School of Technology at New AlbanyEmployers of Engineering Technology graduates look for experience working together in teams,ability to collaborate on projects and the ability to effectively communicate technical matter inboth oral and written forms. Opportunities to expose the students to these areas abound in the sixassociate degree MET courses taught by the author. Three of these courses have labs where

Collection

2000 Annual Conference

Authors

Jean-Michel I. Maarek

student will have learned much more from the laboratory experience than thepassive student.Paper-and-pencil examinations have been used for assessment of student performance inlaboratory classes2. While written tests can to a certain extent recreate experimental situationsand results encountered in the laboratory, the tests limit the range of manipulation that a studentcan undertake to contrived situations predetermined by the test designer. Hofstein and Lunetta1in their review on the role of laboratories in science teaching reported the work of Kruglak who Page 5.472.1asserted that certain psychomotor laboratory skills cannot be measured with

Collection

2000 Annual Conference

Authors

Jim Henry

teammembers. And 4. as a longer experiment is in progress, the system response can beviewed periodically.Student Support with Remote LaboratoriesEducational Materials for Remote Laboratory OperationEducation materials for Web-based laboratory experiments includes the tutorials,assignments and supporting materials needed to assist learning on the part of thestudents. It also includes the teaching aids for use by instructors. The educationalmaterials being developed at UTC include descriptions of the equipment, examples ofexperiments, procedures for conducting the experiments and sample topics fordiscussion. These educational materials will be on a Web site that has interactiveprogramming, extensive photos and diagrams as well as video and audio

Collection

2000 Annual Conference

Authors

Seung H. Kim; James Scudder

education, but also intransforming traditional teaching mechanisms to computer-screen-based interactive structures.The goals in the development of the multimedia-based laboratory manual in the Manufacturingand Mechanical Engineering Technology (MMET) programs are to provide fundamentalinformation and to visualize laboratory practices in plastics testing for distance-learning students.This paper presents the development of a multimedia-based laboratory manual in plastics testingin the distance-learning program in the MMET Department at R.I.T. The paper also considerssome change needed to improve teaching quality by adapting asynchronous interactions

Collection

2000 Annual Conference

Authors

Nizar Al-Holou; Lisa Anneberg; Ece Yaprak

entry, synthesis, and verification tools. This implementation willgive the WSU, UDM, and LTU students an edge in the job market. With the AlteraCorporations funding, these schools will also be able to implement the same type oflaboratory instruction in their own programs.The following describes the role of each partner university in the project forimplementing the project activities. WSU’s role in this project is to transfer to UDM andLTU the laboratory teaching experience and lab materials in the digital design area usingprogrammable logic devices. To implement this transfer, the WSU will:• Assist the partner universities in implementing the transfer to their institutions, and share the already developed laboratory materials with them

Collection

2000 Annual Conference

Authors

Matthew A. Dettman

included utilizing this laboratory as an extension of WKU’s materials laboratory. SinceScottys office is close to campus and they have a fully equipped classroom within theirlaboratory for the training of their own personnel, it became an ideal place to teach constructionmaterials related courses utilizing their state-of-the-art equipment. This virtually doubledWKU’s laboratory space related to construction materials and allowed students and facultyaccess to more modern equipment than currently available in the existing laboratories withouthaving to purchase and maintain any new equipment.In addition to the laboratory and teaching space, the gift funded release time for the facultydirector of CETAC to actively engage in applied research

Collection

2000 Annual Conference

Authors

Rosalyn S. Hobson

responsibilities engineers have to the larger community.There have been several examples of successful programs where service-learning has beenincorporated into science, mathematics, and engineering curricula. Examples of these programsinclude Duke University where students work in a rehabilitation hospital for chronically illchildren; Copper Union University where engineers teach laboratories and tutor in a highschool outreach program and visit elementary schools where they demonstrate technicalprojects for children; Purdue University where they have a center for Engineering Projects inCommunity Service (EPICS); WPI where sophomores and seniors work on project that thestudents select that benefit a community partner; University of South Alabama where

Collection

2000 Annual Conference

Authors

Farrukh Alvi; Chiang Shih

emphasis on the introduction of experimentaltechniques, data analysis methods and enhancement of oral and written communication skills, thenew laboratory course will be taught at the same time with the thermal fluids course thusproviding the “just-in-time” hands-on experience for students. In summary, our endeavorexperience with this wholesale curriculum renovation, including difficulties encountered andsuggestions for future improvements, will be discussed in detail.1. IntroductionAs we are entering the 21st century, the traditional methodology for teaching engineering is beingscrutinized as to whether it can effectively produce competent engineers who can handle themany challenges brought upon by the multiplying, interrelated-technologies and

Collection

2000 Annual Conference

Authors

Lizette R. Chevalier; James N. Craddock

], strength of materials [23], andengineering economy [24], to advanced topics such as finite element analysis [25]. One area that hasreceived considerable attention is manufacturing with some work done on laboratory applications[26, 27] and other work on using multimedia simulations to teach design [28]. Some work has alsobeen done in the area of environmental engineering [29 - 31].The topic of trying to supplement or replace basic engineering laboratories has also been studied.The concept of virtual engineering laboratories was introduced for electric circuits at Vanderbilt in apaper by Mosterman et al [32]. Simulations in manufacturing process laboratories andmanufacturing design have been presented by Hailey and Hailey [27] and by Riggs et al

Collection

2000 Annual Conference

Authors

Rosa Betancourt de Perez; Rosa Buxeda; Moises Orengo; Lueny M. Morell; Jose R. Lopez

addition to traditional exams and quizzes, students were requested to document learning experiences in a student portfolio. C. Integration of Class & Laboratory Dr. José R. López chose to integrate the Physics for Engineers course lecture and laboratory sessions using a constructivist approach to promote active learning. The goal was to put the student at the center of the teaching- learning process7. Originally, the traditional course consisted of four one-hour lecture sessions and a separate two-hour laboratory, for a total of six contact hours each

Collection

2000 Annual Conference

Authors

R. Mark Worden; Daina Briedis

occurred before the course began. The mentors were introduced to suchconcepts as collaborative learning and team management, and were given guidelines (rubrics) bywhich to evaluate the students in their teams.A brief description of the type of materials and classroom exercises that were covered in therecitation is given below:♦ Multidisciplinary team skills. Various in-class exercises were used to develop an understanding of the team dynamics and the “language” of other disciplines. Specific approaches used were peer teaching, listening and interpretation exercises, peer teaching of research methods in the laboratory, and the use of the jigsaw method7 for team problem solving. The “listening and interpretation” exercise was performed in

Collection

2000 Annual Conference

Authors

Rafic Bachnak

organization of industrial facilities. Another goal is to familiarize students withthe responsibilities of technicians, technologists, and engineers working in various technicalpositions. Delivery of the course involved three mechanisms: lectures, laboratory lessons, andfield trips. This paper describes how lectures, laboratory lessons, and field trips contributed toaccomplishing the course objectives. The paper also presents the results of a survey wherestudents showed satisfaction with their learning experiences but made some important suggestionsfor improving the course.IntroductionEngineering and engineering technology programs have recognized the importance of involvingindustry in the educational process1-6. Similarly, the engineering technology

Collection

2000 Annual Conference

Authors

Stephen G Ritchie; Carlos C. Sun

include the Edison International Field(Anaheim Angels baseball), and the Arrowhead Pond (Mighty Ducks hockey and Los AngelesClippers basketball). In addition, there are numerous hotels and convention center facilities. Thisprovides an excellent laboratory site for teaching students about traffic management related tospecial events. All special events in Anaheim are coordinated centrally at the TransportationManagement Center (TMC). Page 5.471.3 3Course and Laboratory DescriptionThe OAK-TREE course was divided into four major topics. The first topic is traffic controlhardware. This course was led by

Collection

2000 Annual Conference

Authors

Duane L. Abata

the following:1. faculty outside of the department want to participate because of the broadening experience, the potential to pursue research and research funding in an area of interest outside of their traditional box, and the opportunity to talk to and instruct students in other departments (i.e., it’s just plain fun), and,2. faculty inside of the department are less willing to participate because of a perceived threat of territorial invasion and loss of competitive advantage (teaching favorite courses, laboratory space, graduate students, equipment, etc.).In order to be successful, it is necessary for faculty to overcome the desire to be independentlycompetitive if the university environment wishes to foster team efforts. When

Collection

2000 Annual Conference

Authors

Ron Baddock; Catherine S. Bolek; Kenny Fotouhi; Ali Eydgahi

university and eachindustry partner. Each partner in the relationship adds a unique element. The universityadds the teaching facility and the instruction, Lab-Volt Systems provides the modern labequipment, and Amtek Company provides the lab consulting and designs services. Themain goal of this partnership is to establish an undergraduate advanced communicationlaboratory for teaching and undergraduate research purposes at the University ofMaryland Eastern Shore and to use the laboratory as the designate Lab-Volttelecommunications training facility for the United States and internationally. Anothergoal for the university is to attract new students to its engineering and engineeringtechnology programs from local Microwave and Communication industries

Collection

2000 Annual Conference

Authors

Lang Wah Lee; Tamer Ceylan

included the following three components: Ä Lecture and discussion - The purpose was to reinforce concepts in mathematics and science, and to lay the groundwork for laboratory and design activities planned for that day. Typically, the lecture and discussion would last less than one hour. Ä Laboratory work - A number of simple and inexpensive home-built devices and toys were provided to teachers to illustrate science and mathematics principles and to provide teachers with a set of useful teaching tools for use in their classrooms. Page 5.557.2 Ä Design - It was a project-based learning experience in which

Collection

2000 Annual Conference

Authors

David F. Ollis

and D. F. Ollis, "Product and Process Engineering Laboratory", J. Engineering Education, 1995,July, pp. 106.2. Felder, R. M. and Brent, R., “Navigating the Bumpy Road to Student-centered Instruction”, College Teaching,44(2), 43-47, 19963. Dale, E. , Audio-Visual Methods in Teaching (3erd) ed, Holt, Rinehart, and Winston.4.(a) A first structure version appears in Susan B. Millar, “Full Scale Implementation: The Interactive “WholeStory’ ”, in Conference Proceedings of Project Impact: Disseminating Innovation in Undergraduate Education,National Science foundation, 1994, pp 14-19. 4.(b) The “structure” milestones for implementation are reduced from nine to eight (Table 1) in Susan B. Millarand Sandra Shaw Courter, “From Promise to Reality: How to

Collection

2000 Annual Conference

Authors

Douglas Mattox; Bahador Ghahramani

math and science specialists in these grades. Becauseclassroom instruction may now be linked to unlimited virtual resources through readyconnection to the worldwide web, the potential exists to bring extensive math and scienceexpertise to the support of teachers and students in math and science education. To begin torealize this potential we are developing web-based teaching science concept modules forstudents and teachers alike, which are oriented to the four most widely recognized learningstyles of students. Developing modules will be systematically keyed to existing, publicschool lesson plans, therein serving as reference sources for teachers and follow-up sites forstudents with web access. Self-paced, follow-up learning can take place

Collection

2000 Annual Conference

Authors

Richard W Freeman; Carl J. Bern; Steven Mickelson

laboratories that enhanced learning of the engineering design process.Product dissection projects at ISU and other Coalition schools have included systems such asdrills, bicycles, internal combustion engines, transmission, and robots5,6. The success of gettingstudents excited about the field of engineering and the design process through product dissectionand other hands-on laboratories is well documented6,7.8. Page 5.424.2III. The watt-hour meter evaluation and product dissection laboratoryThe watt-hour meter can be used to teach many aspects of the engineering design process. Thebreadth and depth that one might want to cover depends on the time

Collection

2000 Annual Conference

Authors

Donald D. Carpenter

laboratory instructors so they get significantlecture experience, but usually are still lacking in their development since they do not writesyllabi or exams. Despite these deficiencies, they are working towards a career in academia.Typically, their graduate student responsibilities do not fully prepare them for their future facultypositions.Normally, when recent graduates start their first academic jobs, they have immediate jobpressures. They are expected to quickly learn the inner-workings of their new department,school, and university, while adjusting to life in a new city, starting a research program, servingon a committee, advising students, and, time permitting, teaching. This can be a daunting taskfor someone straight out of graduate school

Collection

2000 Annual Conference

Authors

William H. Dennis; Jeff A. Risinger; Thomas Hall

facultymembers are teaching many of the courses, but they are complemented by adjunct faculty, someof whom are Alliance engineers. Copeland Corporation, the majority owner of Alliance, haseight other manufacturing facilities in the United States and others overseas. Future plans callfor including other Copeland plants in the partnership with Northwestern.VI. Incentives and BenefitsAlliance Compressors strongly encourages its employees to take part in the NSU @ Allianceprogram. Incentives go far beyond the education they receive. Alliance will pay the tuition,fees, and cost of books for employees who are willing to take part in the program. In turn, theemployee/student must earn a grade of “C” or better in the course.However, the real incentives for the

Collection

2000 Annual Conference

Authors

Richard A. DeVries; Douglas C. Stahl

showed that there have been several significant projects that bringstructural experiments into the classroom. None that we are aware of, however, attempts toexpand this idea across the curriculum; they are all directed at individual courses. The majorityfocus on structural design in a generic sense or on structural analysis, whereas the StructuralEngineering Workshop focuses on the behavior of real structural components to failure. The“Integrated Teaching and Learning Laboratory” at University of Colorado5 upends the idea ofbringing physical models into the classroom. The building itself is instrumented, so studentscould conceivably experiment with occupant-induced loadings or see interesting data when thewind off the Front Range is unusually

Collection

2000 Annual Conference

Authors

Richard E. Pfile; Maher E. Rizkalla; Charles F. Yokomoto

. Box 894 Indianapolis, IN 46206 I. AbstractIn this paper, we describe how the design and analysis of power electronics can be made alive tostudents by focusing all classroom and laboratory experiences on a high-profile, high-tech,production unit such as General Motors’ propulsion system for its EV1 electric vehicles. Usingthis strategy, an interdisciplinary team of faculty at our university successfully designed a seniorelective for electrical engineering and electrical engineering technology students in powerelectronics. Developed under a FIPSE grant, the course covers both the design of state-of-the-artpower electronics and the design of associated computer

Collection

2000 Annual Conference

Authors

Michael Mackay; George DeLancey; Richard Cole; Bernard Gallois; Keith Sheppard; Gerald Rothberg

first semester of sophomore year is the coupling of a design course, Engineering Design III(2-credit lecture/lab.) to the introductory course in thermodynamics. The latter has beenexpanded from 3 to 4 credit-hours to include energy-conversion topics.2. Integration of Engineering CoursesThe revised engineering curriculum at Stevens puts high priority on at least some integrationamong different courses. While very tight integration is not necessarily a goal, interplay betweendifferent courses is required to be conscious, recognizable, and representative of the mutualinterdependence that exists among “different” engineering subjects.In the third semester, opportunity exists for integration of the design laboratory withThermodynamics & Energy

Collection

2000 Annual Conference

Authors

Robert P. Hesketh; C. Stewart Slater

undergraduate curriculum. The workshop has introductory lectures on the field of process science and engineering andemerging areas of the chemical industry. Detailed lectures on specific topics are presented byexperts from industry. Laboratory experiments and demonstrations are integrated throughout theworkshop. These bench-scale experiments are designed so that they can be effectively integratedinto the curriculum at the participants’ home institutions. The workshop has a computer sessionon the use of simulators in the process industry. The workshop also has sessions devoted tocurriculum development. The workshop instructors utilized an active teaching and learningstyle. Lecture and laboratory sessions were held in Henry M. Rowan Hall, home of