Collection

2000 Annual Conference

Authors

Osama Ettouney; James Stenger; Karen E. Schmahl; James Moller; Christine Noble

through a process of continuous improvement. The key to this process isassessment. The primary purpose of assessment is to provide information that will be used toimprove our program. Since a variety of components are involved in a complete description ofstudent outcomes at various stages in the academic program, it is essential that multiplemeasures of quality be employed.As part of our assessment plan, we developed and implemented twelve assessment methods toassess the degree to which our graduates have achieved the discipline-oriented outcomecharacteristics enumerated in the ABET 2000 criteria. The methods were developed throughinputs of all Manufacturing Engineering faculty, staff, student representatives and the dean’soffice. The twelve

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2000 Annual Conference

Authors

Lucy C. Morse

each phase of the project 2. Planning • Agree on tasks. • Clarify responsibility within the group and identify leaders for the tasks. • Create a plan for the kind of technology that will be using within and without the group. 3. Managing/Action Phase • Review your process and create a model for the control of the various tasks. • Review technological tools, and organizational system.Added to these elements the complexity of e-teams is increased by the number of differentchoices for team interaction. Traditional teams typically interact face to face, at least some of thetime. E-team interactions are almost always mediated by electronic communication andcollaboration technology. E-team interaction in

Collection

2000 Annual Conference

Authors

Ted Eschenbach

highest priority. They may question your priorities when you focus onteaching, but they appreciate having better prepared students in their courses.Your ExpectationsTo quote from a Cat Stevens song, “You can’t please everybody, so you have to pleaseyourself.” If you are here at ASEE, you have demonstrated a higher than average commitment toteaching. Most engineering colleges contain senior and junior faculty who care intensely aboutteaching. You just have to become part of that network. ASEE is a very efficient way tobecome a better teacher.You have to achieve a dynamic balance of your personal life and of the professional triad –teaching, research, and service. I recommend an annual plan with specific measures or goals foreach area. Life as a

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2000 Annual Conference

Authors

Joseph A. Shaeiwitz

Session 3513 Assessing Chemical Engineering Education as it is Delivered Joseph A. Shaeiwitz West Virginia UniversityIntroductionIs the typical response to the need to develop an outcomes assessment plan to leave thecurriculum and routine teaching activities fundamentally unchanged and to implement alumniquestionnaires, exit interviews and questionnaires, and perhaps some type of portfolioassessment? These are mostly summative assessment instruments that are added on to theexisting curriculum. Feedback from this type of assessment plan has a significant time lag sincemost of the

Collection

2000 Annual Conference

Authors

Scott Danielson; Sudhir I. Mehta

and keep their learningat the center of our teachings. Many instructional strategies are provided in the literature toreach students with various learning styles (Felder & Silverman, 1988; Felder, 1993). It is alsoimportant that we take student intellectual ability into account as we teach. For example, adistribution of student intellectual ability at Stanford is different as compared to a communitycollege. Correspondingly, instructional methods should consider these differences. However,being learner-centered does not mean being lenient. In fact, one of the NG Principles (#11) is toset appropriately high standards and have high expectations from students. Being learner-centered includes planning and delivering instruction such that

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2000 Annual Conference

Authors

Jeffrey L. Newcomer

-dress specific desired student learning outcomes.IntroductionEC2000 and proposed new TAC/ABET criteria have provided an impetus to provide a more co-herent assessment of programs and the achievement of student learning outcomes.1,2 While theassessment of student learning outcomes is challenging, it is extremely useful for educators toget a fresh look at the skills their graduates possess. Once assessment is underway, it is not un-common to discover that graduates’ skills in certain areas are not as strong as initially thought.One approach to address shortcomings in student learning outcomes is to utilize design projectsand other realistic, open-ended problems. Carefully planned and integrated design projects canbe used to both enhance and

Collection

2000 Annual Conference

Authors

Zheng-Tao Deng; Abdul R. Jalloh; Amir Mobasher; Ruben Rojas-Oviedo

interesting to note that respondentswill be almost twice as motivated to discuss views on Design for Reliability than plainReliability. The most surprising from the list above is to find that the minimum number ofcomments go to Design for Performance. This data suggests that there may be a weakconnection between reliability and performance which is certainly not true.SMEOn August , 1996 the Society of Manufacturing Engineers (SME), launched its ManufacturingEducation Plan. As a result in 1997 SME and its Education Foundation produced a reportentitled: Manufacturing Education Plan: Phase I Report. In this report the question ofcompetency gaps among recent manufacturing engineering graduates and technologists wereapproached directly. SME has stated its

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2000 Annual Conference

Authors

Thomas M. Jacobius; Gerard Voland

against humanity before theInternational War Crimes Tribunal for the former Yugoslavia. Another cluster of sequential IPRO teams focused upon the problem of revitalizing anurban Chicago neighborhood. Bronzeville once thrived as the home of Chicago’s blues and jazzcommunities, but the neighborhood has enjoyed little success in new business developmentduring recent times. With support from the John D. and Catherine T. MacArthur Foundation,several IPRO teams developed a plan to revitalize the neighborhood by converting an historiclandmark -- the Overton Building -- into a ‘business incubator’, in effect serving as a programsite offering business know-how, start-up support and shared overhead to neighborhoodentrepreneurs. Team members from

Collection

2000 Annual Conference

Authors

Robin S. Adams; Cynthia Atman

evaluating representcoding categories for information processing behaviors.Decision activities capture what kinds of changes were made to a design state. Therefore,coding categories include changes to a design plan, the problem representation, or a solutionrepresentation. These are goal-directed decisions based on utilizing information. Examples ofdecision activities include redefining a design constraint, modifying a solution to improveperformance, and identifying and scheduling design tasks. Both information processing anddecision activity codes are described in detail in reference (11). Together, these activitiesprovide a means for measuring transitions behaviors as a function of the number of and amountof time engaged in information processing

Collection

2000 Annual Conference

Authors

Kandace K. Martin; Carol Fulton; Barbara L. Licklider

provides for a higher probability that changed practice will actually take place.Project LEA/RN™, therefore, is not about easy answers to education's problems. We are not about thebusiness of offering "tips and techniques" or twelve point plans guaranteed to deliver success. We believe Page 5.423.3that faculty need to know why certain strategies work. They need to understand what about the strategiesmakes them work (or not work). They need to be aware of the dispositions students must have thatcontribute to making these strategies work and how to develop these dispositions. We believe that theseunderstandings only occur if faculty work

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2000 Annual Conference

Authors

Sheikh A. Akbar; Prabir K. Dutta

Education: - Combined-Research Curriculum Development (CRCD)/NSF - Technology Enhanced Learning and Research (TELR)/OSU - Honors House/OSU Figure 1 CISM research and education thrust areas. The curriculum is designed around the multidisciplinary approach of CISM and focuseson an interactive approach emphasizing problem solving, team work, communication, andindustrial experience. Workers in the 21st century will need skills beyond the technical, such as Page 5.52.2management, leadership and ethics. Plans include expanding the students’ technical education toinclude business, management

Collection

2000 Annual Conference

Authors

Douglas M. Mattox; Bahador Ghahramani

address nonpoint source pollution management,identify critical areas of concern on which to focus, and develop and assess methods for bettercontrol and management of these areas. In many cases, these plans will result in economic benefits through the associated costs ofreduced tillage and the better utilization of fertilizers and pesticides that create a win-winsituation for the producer and for water quality. Page 5.64.2DEFINING NONPOINT SOURCE POLLUTION Nonpoint source pollution can basically be categorized into three major producers:Agricultural activities, residential/ urban runoff, and construction/ mining operations. Nonpointsource

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2000 Annual Conference

Authors

Samuel Homsy; Wayne Whiteman

. • Curriculum design concentrates on the integration of the learning experience • Curriculum design is the responsibility of all.At the conclusion of the January 1999 workshop, a Teaching and Learning Initiative Committeewas formed of which the lead author became the chair. This committee refined the followinginitial outcomes to support the achievement of the shared vision. 1) Document an evolving action plan that integrates all efforts of the initiative into acoherent program. 2) Gain the support of the Dean of the Academic Board, and others who can provideresources for the initiative. 3) Integrate processes developed as part of the initiative into the existing USMAAssessment System and make these processes consistent

Collection

2000 Annual Conference

Authors

Mohammad A. Zahraee; Gregory P. Neff; Susan Scachitti

requirements of the Criteria for AccreditingPrograms in Engineering Technology. Use the T4 in preparing for the accreditation visit andyou will be ready for the accreditation visitor who will be using the T4 to evaluate your program.With the program evaluation cycle beginning in 1999, evaluators started looking for evidencethat a written continuous improvement plan has been implemented and that assessment data arebeing used to improve the program. These requirements have been a part of the criteria for anumber of years but evaluators did not check beyond survey data showing achievement. Beyondthis year into the near future, the New Criteria for Accrediting Technology Programs beginningin the year 2001 (TC-2K) is performance based and heavily dependent

Collection

2000 Annual Conference

Authors

John Razukas; Jean Le Mee; Gerardo Del Cerro

Technology students.II. Course OrganizationThe course is divided into two parts of five and ten weeks duration respectively, though theyare overlapping to provide for continuity and thoroughness. The schedule included at the end ofthis paper gives a week-by-week plan of the work distribution over the course of the term.Essentially, during the first five weeks, the emphasis is on disassembly–reassembly of a pieceof equipment, such as a floppy disk drive. Here, students typically work in groups of two,learning through hands-on experience the importance of giving attention at the design stage toconsiderations of accessibility, repair, replacement, choice of materials, recycling, and safety.Students develop the ability to make observations and record

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2000 Annual Conference

Authors

Robert D. Knecht; Barbara M. Moskal; Michael J. Pavelich

organization of the document; "Coherence" emphasizes the details ofwritten communication (e.g., sentence structure, grammar and spelling).The scoring rubric was designed to assess a student’s progress from their freshman year tograduation. Currently, the rubric is only being used to assess the students' performances in the Page 5.618.3EPICS courses; however, there are plans to use the rubric for the evaluation of juniors and Table I. Content Portion of Scoring Rubric Used to Score Final Reports from EPICS’ Teams -0- -1- -2

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2000 Annual Conference

Authors

William Peterson

Page 5.301.3create a shortfall in excess of $400,000. To offset this shortfall, local manufacturing companies,the MCC Foundation, local civic groups, and WMU’s Division of Continuing Educationpledged $470,000 in supplemental support to underwrite the program. Indicative of the supportthis program has had from MCC is the lead in raising startup funds that was taken by MCC’spresident.Program InitiationThe plan for the curriculum and the plan for conducting the program were submitted to thevarious committees, councils, and boards with final approval for the program being obtained inthe summer of 1996. Almost immediately upon final approval of the program, the Department ofManufacturing Engineering was made operational with the hiring of its first

Collection

2000 Annual Conference

Authors

Lisa Wipplinger

building structure inlieu of a comprehensive final exam. The students work in assigned teams to perform a preliminarydesign based on material they have learned in class. The teams generally all work on one buildingwith minor variations. Each team is required to turn in calculations, plans, sketches and individualjournals. The class professor serves as $senior engineer#, providing guidance during the designprocess and assessing the final project for accuracy and clarity. Smaller design projects have alsobeen used in the Concrete Theory/Design classes.Evaluation projects have been used in the Steel Theory/Design classes to reinforce the structuralfundamentals of load path and material behavior. These projects generally involved analysis of

Collection

2000 Annual Conference

Authors

John A. Kleppe; Eric L. Wang

MBA studentselects one E-Team to focus on to develop a full-fledged business plan for. The selection processis treated like a venture capital screening process whereby the MBA students read each E-Team’s reports and proposals and selects one based on merit of the proposal and perceivedpotential for success.While the instructional material focuses on innovation and entrepreneurship, the goal of the Page 5.332.1course is not necessarily to produce entrepreneurs, but rather engineers better prepared to enter Session 1454the workforce. To achieve this goal

Collection

2000 Annual Conference

Authors

Sankar Sengupta; Ronald J. Srodawa; Robert P. Van Til; Michael J. Latcha

485 Statistical Quality Control course (containing both undergraduate and graduate engineeringstudents) via video conferencing.Results from these pilot projects are presented on a website, developed by the Seaholm High School students, whichcan be viewed at the following URL: • http://www.bizserve.com/seatec/spc.html. Page 5.31.4Projects in the area of engineering geometry are currently under development with initial plans for the design anddevelopment of a high school level course of the same title. This course’s goal will be to teach the high schoolstudents geometry through the use of various engineering and technology

Collection

2000 Annual Conference

Authors

J. Arvid Andersen

augmentthe work being done on the industrial project. A major aspect of the importance of the projectwork derives from the students own planning. Also programming of the process from projectformulation to submission of the group project report.SupervisorsThe main contribution of the academic supervisor of the project is to help the studentsunderstand the content of their project and ensure that they are making progress. It is also tonurture and facilitate group work and the group process. The supervisor must make sure thatthe advantage of working in groups is sustained. The work has to be completed with-in thetime schedule and to be presented at an assessment meeting. Great attention is paid to planand delegate, communicate and to co-operate as a

Collection

2000 Annual Conference

Authors

Natasha Balac; Daniel M. Gaines

would allow students to apply the knowledge they learn in class while allowingfor creative solutions. We also wanted the project to be fun for the students and encourageclass discussion. Inspired by success stories with the use of mobile robots at schools such asMIT [5], Case Western Reserve University [2], and Trinity College [1], we felt that the fieldof mobile robots would be an ideal match for our objectives. Mobile robots provide achallenging and exciting arena for developing, applying and evaluating AI techniques.Situated in the world, mobile robots must deal with issues of uncertainty, reliability andreal-time response [4]. They must be capable of integrating sensing and planning toproduce an appropriate course of action and, ideally

Collection

2000 Annual Conference

Authors

Srboljub R. Masala; Kevin W. Biggar; Colin Geissler

elementary idealizations intended only to illustrate theoretical concepts. These artificial materials exhibit very simplified test responses so that complex aspects of the behaviour of real materials cannot be fully addressed. The absence of real data (the results of tests on natural materials) in such teaching programs may be dangerous. It may develop exaggerated trust in the strength of numerical methods, without understanding of their limitations, and not prepare students to deal with the diversity of natural conditions and the peculiarities of real materials.III. Instructional design – starting conceptWhat was particularly beneficial in the planning stage of this project were discussions with ourcolleagues from the Faculty of Engineering

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2000 Annual Conference

Authors

Albert Lozano-Nieto

graduation.Students are exposed to “real-world” practices, extending what they have learned in ourclassrooms and laboratories. They are aware that their professional success in their first years inindustry depends on how confident they feel about their technical abilities as well as their actualknowledge. Internships in industry serve both cases, expanding their knowledge and giving themthe confidence that they need to be successful. However, while everybody agrees that aninternship experience in industry is a key component in undergraduate education in engineeringand engineering technology, it certainly requires more planning and preparation than traditionalclasses. Some faculty may feel overwhelmed by the logistics involved in preparing an internshipwhich

Collection

2000 Annual Conference

Authors

Majid Salim; John E Wagner; David R Finley

requiring some preparatory work outside of class.Typically, preparatory work includes reading and/or writing assignments, but does includethings as varied as a university fact-finding scavenger hunt. Class activities are designed todevelop the tools and techniques needed to excel in a student’s chosen academic program.The culmination of the course is a presentation on the student’s intended major. This month-long activity begins with interviews of an upperclassman, a faculty member, and a workingengineer in the major of interest. Each student writes a paper summarizing his or her findingsand outlining a plan of study. Students then work in groups of three with like interests (majorand job function) to develop an informational presentation which is

Collection

2000 Annual Conference

Authors

Shawna L. Fletcher; Mary Ann McCartney; Maria A. Reyes; Mary Anderson-Rowland

progress of the leaders through theorganizations and into industry. In 1996, the Society of Women Engineers (SWE) joined the Page 5.458.4CEMS students at the retreat since they share common issues and collaborate on many events.The event is currently titled (in 1999) the CEMSWE Leadership Retreat and is a tremendoussuccess.The retreat is planned for both incoming and outgoing board members as attendees bringing thetotal number of invited students to about 30. During the retreat, the students have an opportunityto: participate in ice-breaker activities, get to know each other better, to define what they havedone well as a group in the last year, and

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2000 Annual Conference

Authors

Natalie D. Segal

assignment as it was originally developed, the object had to be new; theprojects weren’t actually meeting the requirements of the assignment.The projects were, however, meeting the requirements of the patent law in Title 35 of theUnited States Code, which states in part that anyone who “invents or discovers any newand useful process, machine, manufacture, or composition of matter, or any new anduseful improvement thereof, may obtain a patent.”3 Because genuinely newimprovements are recognized as worthy of protection by the U.S. government, the projectwas redesigned to include patentable improvements. The redesign is not yet complete, butits broad outlines are in place, and information on the redesign and plans for the futureare presented here.Who

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2000 Annual Conference

Authors

Richard A. DeVries; Douglas C. Stahl

Engineering Workshopwill greatly enhance the power of each experiment, however, by providing a rich context for itthrough a web-based module that will allow students to explore the links between the observedbehaviors, basic structural concepts, and structural design procedures. The StructuralEngineering Workshop will enhance continuity in our program by including content directed atstudents in all years of study in graphics, mechanics, analysis, management, and design courses.This will help students understand the relationships between each of their separate courses. Thispaper describes our plans to implement the Structural Engineering Workshop.II. Literature Review: Structural Engineering Labs in Undergraduate EducationA review of the literature

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2000 Annual Conference

Authors

Ray Price; Jonathan R. Dolle

than one course--if any--exclusively withstudents for their department. As a result, many engineers lack a firm grasp of what their major isabout after their first year. Engineering 100 provides a unique opportunity for students to learnmore about their department as well as form a relationship with their ELA (who is typically anupper classman from their department). And, since most first year engineers are facingchallenges similar to those of their classmates in Engineering 100, this course provides a uniqueway for students to share personal challenges and discoveries with others.The high priority on networking in Engineering 100 means important steps must be taken byELAs to incorporate teambuilding activities into their lesson plans. These

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2000 Annual Conference

Authors

William M. Jordan; Debbie Silver; Bill B. Elmore

isevolving faster than institutions and bureaucracies can respond. NSF recognizes that scienceteachers exercise key roles in implementing effective reforms. It is, therefore, imperative thatinstitutions of higher learning ensure that science teaching methods for preservice teachers bespecifically related to the teaching/learning process as it applies to science. Experiences shouldbe planned collaboratively with professional practitioners in the fields of education, scienceeducation, mathematics, engineering, technology and science. Included should be a myriad of Page 5.176.1problem solving techniques combined with information and technology that have