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2000 Annual Conference

Authors

John Duffy; Edmund Tsang; Susan M. Lord

University of San Diego (USD) to meet community and academic needs. Inthis project, first-year engineering students worked with 6th grade students in a science class at alocal middle school with an economically disadvantaged and ethnically diverse student body.Middle schools need to keep students interested in science and motivated to go to college,become technically literate, and possibly pursue technical careers. First-year engineeringstudents need to learn about what engineering is, why it is useful to society, and othernontechnical skills such as communication and teamwork. Students worked in teams to preparea hands-on, fun, and educational activity. The academic learning goals for the project were toeffectively communicate to a "real live

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2000 Annual Conference

Authors

Asif M. Shakur; Ali Eydgahi; Abhijit Nagchaudhuri

middle schools fortheir Service-Learning project. The activity is being designed to prepare them for their futureteaching career in Elementary and Middle schools.IV. Learning Outcomes"Service-Learning" emphasizes both "Service" and Learning" and can be distinguished fromactivities that may be labeled as "Volunteerism" or "Community Service", where the "Learning"aspect is insignificant. Students "Learn" as they "Serve" their community. Therefore, it isimportant to identify and encourage activities that have specific learning outcomes consistentwith course and curricula within which such activities are performed. In the category of theacademic outcomes, "Bloom’s Taxonomy of Educational Objectives in the Cognitive Domain"was found to be extremely

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2000 Annual Conference

Authors

Nora Valeiras; Luis A. Godoy

communicate.The reasons why the young researcher wants to publish include to gain recognition in thefield; to progress in the academic career; to establish relations with others in the field; toobtain founding for further research; to spend more time doing research.7. Evaluation of the workshop by the participantsThe workshop is evaluated using an instrument with some multiple-choice questions andsome open questions. Some important aspects reflected by the evaluations are:• 36% of the participants said that they were not familiar with the material discussed, 55% were moderately familiar, 9% were familiar, and 0% were very familiar.• 73% responded that the work done would be of top help to increase their productivity in terms of research paper

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2000 Annual Conference

Authors

Richard A. DeVries; Douglas C. Stahl

have “no reason to believe that curiosity about the physical meaning of the Page 5.558.1subjects they [are] studying [is] necessary.” He makes the case, as do Petroski2 and Backman3,that some recent high profile engineering failures—as well as innumerable examples of poordesign that do not result in catastrophe—are the result of engineers trying to apply theory theydon’t understand, rather than following an intuitive sense of how structures behave. Parmelee4expresses a position that many of his contemporaries seem also to hold – that reliance on a sliderule for calculations during their education and for much of their careers somehow put

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2000 Annual Conference

Authors

Yi-Xian Qin; Partap Khalsa; Michael Hadjiargyrou; Mark W. Otter; Kenneth J. McLeod; Danny Bluestein

to develop a curriculum that achieves the goal of producing a graduate with vision andflexibility, faculty need to incorporate hands on learning, develop communication skills, andinstill a sense of creativity and innovation which the students will need throughout theirengineering careers (7). To these ends, we have developed an approach to curriculum deliverycomposed of what we call Contextual Learning Modules (CLM).Goals of the Contextual Learning Module ApproachThe goals of the CLM approach are:1) To integrate physical science, life science, and engineering in each module.2) To provide at least one "hands on" experience each day.3) To use the module itself as an implicit model of how to tackle complex problems (i.e. break them down into

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2000 Annual Conference

Authors

Richard Layton

://www.engr.washington.edu/~uw-epp/Pepl/Ethics/index.html. Professional Engineering Practice Liaison Program (PEPL). College of Engineering, University of Washington. December 1999.4. Felder, R.M., Stice, J.E. and Brent, R. (1999). Informal cooperative learning structures. In handbook, National Effective Teaching Institute. ASEE, Charlotte, June 1999.5. URL: http://www.ncbels.org/. North Carolina Board of Examiners for Engineers and Surveyors, December 1999.RICHARD A. LAYTONRichard A. Layton received his Ph.D. from the University of Washington in 1995 and he is currently an AssistantProfessor of Mechanical Engineering at North Carolina A&T State University. Prior to his academic career, Dr.Layton worked 12 years in consulting engineering, with the

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2000 Annual Conference

Authors

Shirley J. Dyke; Phillip Gould; Kevin Truman

), “Earthquake Engineering Educa- tion: A Modern Approach,” Proceedings of the American Society of Engineering Educators Conference, St. Louis, Missouri, June (in preparation). Page 5.184.8SHIRLEY J. DYKEShirley Dyke is an Assistant Professor of Civil Engineering at Washington University in St. Louis. She is the Director ofthe Washington University Structural Control and Earthquake Engineering Lab. Dr. Dyke received her B.S. degree inAeronautical Engineering from the University of Illinois in 1991, and her PhD in Civil Engineering from the Universityof Notre Dame in 1996.Dr. Dyke was a recipient of the 1997 Presidential Career Award for

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2000 Annual Conference

Authors

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

and universities. The LSAMP project supports undergraduate education systemic reform in alliances that include partners from two- and four-year higher education institutions,businesses and industries, national research laboratories, local, state, and federal agencies. Inaddition to this principal focus, LSAMP projects also give consideration to the critical transitionpoints in SMET education: high school to college; 2-year and 4-year college; undergraduatestudy; and graduate-to-faculty career. Page 5.185.11 NSF Grant # HRD

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2000 Annual Conference

Authors

John Razukas; Jean Le Mee; Gerardo Del Cerro

theirperceptions on personal progress in each of these competencies With only a few exceptions,students in each year seemed to have enjoyed and learned from their experiences in the course.They recognized that the course had exposed them to substantial learning experiences in theabove competencies. In addition, they became aware of the importance of these competenciesfor their professional careers, and seemed to have developed them to a considerable extent.When asked “What is the most important thing learned?” the most frequent comments were“Interpersonal interaction,” “working in groups,” “enjoy doing work and not to freak out,” and“look at complete picture” when doing design.Students commented very enthusiastically about the opportunities given to them

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2000 Annual Conference

Authors

Jr., Michael E. Hanyak; James A. Van Fleet

,courseware development and the electronic classroom. Courseware and pedagogical developments have been thefocal points of his professional career. Page 5.262.6

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2000 Annual Conference

Authors

Douglas H. Baxter

from teaching fundamental prin-ciples.The balance between teaching skills and fundamental principles is further strained by making stu-dents learn several major software packages during their freshman year. Students are expected touse these software packages throughout their career at Rensselaer. Students must understand howto use the software, and, more importantly, how the software works. If students have some under-standing of what the software is accomplishing, then they are better able to recognize when thesoftware can be utilized in future assignments. Again, it becomes necessary to teach a skill (usingthe software) but more importantly, to teach the fundamental principles so that students under-stand why the skill they are learning

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2000 Annual Conference

Authors

William Peterson

students can fit into their schedules. Since thecurriculum requires 16 to 18 credits per semester, a third semester of eight to twelve credits isneeded. The students and local companies enthusiastically support the full year intern (versusrotating coop plans) so the MFE program has evolved into three semesters per year, whichallows students to still graduate in four years with extensive practical experience.ConclusionsThe manufacturing engineering program at Western Michigan University was design by industryto meet local industry needs. The program is designed to develop job-ready engineers, who willbe contributing to their organizations’ growth from early in their careers. All four of the studentsgraduating at the end of the Fall 1999 Semester

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2000 Annual Conference

Authors

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

LANTZKristen Lantz is a physics major at Grinnell College in Grinnell, Iowa. She contributed to this project whileparticipating in an NSF-sponsored Research Experiences for Undergraduates program at Hope College.DANIEL LAPPENGADan Lappenga is a physics and education major at Hope College. He plans a career as a secondary school physicsand mathematics teacher. He participated in the work described here through an NSF Award for the Integration ofResearch and Education.MATTHEW SCHOLTENSMatthew Scholtens is currently pursuing an MS degree in rehabilitation engineering at the University of Michigan.He was formerly and engineering-physics major at Hope College. Matthew’s work as a research assistant at HopeCollege led to numerous improvements in the

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2000 Annual Conference

Authors

Richard Felder

devise stimulatinglectures and rigorous but fair assignments and tests, how to motivate students to want to learnand how to make them active participants in the learning process, and how to help them developcritical problem-solving, communication, and teamwork skills. Perhaps hardest of all, they havehad to figure out how to balance the competing time demands of teaching, research, and otherprofessional and personal responsibilities. Learning all these things by trial and error usuallytakes years. Some new faculty members eventually learn them; many others never do and eitherfail to earn tenure or spend their careers as unproductive researchers and/or ineffective teachers.Both experience and common sense suggest that appropriate mentoring and

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2000 Annual Conference

Authors

John A. Kleppe; Eric L. Wang

guestspeakers to testify as to the importance of what is learned. Likewise, alumni of the College thatdid not have the course overwhelmingly support the course because they wish they had been aswell prepared as our current graduates are.Towards the FutureTo better quantify the learning outcomes assessment, we have begun surveying the alumni of thecourse. Of primary interest is how useful the course has been in their professional careers. Wouldthey recommend this course to a friend? Additionally, pre- and post-tests will be compared toassess what the students felt they learned in terms of both engineering and teamwork skills6.ConclusionsBased on the experience of the past two offerings of this multi-disciplinary course, the followingconclusions can be

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2000 Annual Conference

Authors

Donna J. Michalek

I give the team exam to let the students choose their ownpartners, or to let them take the exam with their homework teams, I have not tried either of theseoptions. An additional reason for assigning the exam teams is to give the students a different typeof teaming experience; a short term, intensive, time-on-task experience. While most students donot think they will experience this in their engineering careers, I have been assured by practicingengineers that they will. It is common for teams to convene for a single day to solve a problem.The people on these teams may, or may not, have worked together previously, and they must, in ashort period of time, determine how to work best as a team to solve the problem at hand. Theteam exam gives

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2000 Annual Conference

Authors

S P Maj; D Veal

career at a senior technical or Page 5.367.3supervisory level in this field of activity. It combined theory, practical work and presentationtechniques with the associated industrial management problems. The focus of all moduleswas industrial applications, ranging from basic electronics to control systems theory. TheInstitution of Electronics and Electrical Incorporated Engineers, leading to IncorporatedEngineer status, accredited the course. In both years of the course students undertake projectwork. Projects include investigations of materials to be used, costing, standards and codes ofpractice. An important part of the course is the development of

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2000 Annual Conference

Authors

W. Nicholas Delgass; Phillip C. Wankat; Frank S. Oreovicz

preparing students for engineering practice. Almost 40% of thegraduates participate in the five-year coop program. A smaller number (31% in the 1994survey) participate in at least one summer internship. These experiences are not requiredsince some students plan to use a ChE degree as a background for other careers, and sinceit is impossible to guarantee industrial employment when the economy is down.IV. Surveys of Graduates and EmployersTo assess the ability of our graduates to compete in industry, we have surveyed ourgraduates at irregular intervals. Before ABET 2000 the most recent survey was done in1994 of graduates from the 1989 to 1993 graduation classes. This survey did notspecifically ask about all of the current ABET soft criteria. The

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2000 Annual Conference

Authors

Muthanna H. Al-Dahhan

the piping, valves, pumps, etc.along with the theoretical design concepts is required considering that a design engineer not onlyhas to design the plant, but has to start up, troubleshoot, and operate the plant. The designengineer requires not only theoretical number crunching ability, but also practical experience andknow-how as well. I believe that your lectures and labs have given me the important diverseeducation that is required for a typical chemical engineering career”, The quantity and quality ofinformation that is provided in the manuals and the labs are very helpful in the everyday use for aProcess Engineer. I hope you can relate the message to your current students of how importantand useful this information is to the typical

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2000 Annual Conference

Authors

Julie Ann Stuart

. Facilities Planning (John Wiley & Sons, Inc., New York, 1996).33. Stuart, J.A. in "Clean Manufacturing." To appear in Handbook of Industrial Engineering (ed. Salvendy, G.)(John Wiley & Sons, Inc., 2000). Page 5.379.7JULIE ANN STUARTJulie Ann Stuart is an Assistant Professor of Industrial and Systems Engineering at The Ohio State University. Sheis a registered Professional Industrial Engineer in the state of Ohio. She has received both a CAREER grant and anIndustrial Ecology grant from the National Science Foundation. She was awarded a SLOAN Foundation grant toattend the ASEE/IEEE Frontiers in Engineering Education Conference in 1997

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2000 Annual Conference

Authors

Bethany S. Oberst; Russel C. Jones

International Practice”, Proceedings, SEFI AnnualConference 1999, Winterthur and Zurich, Switzerland, September 1-3, 1999, p. 261-266.Russel C. JonesRussel C. Jones is a private consultant, working through World Expertise LLC to offer services inengineering education in the international arena. He previously served as Executive Director of theNational Society of Professional Engineers. Prior to that, he had a long career in education: faculty memberat MIT, department chair in civil engineering at Ohio State University, dean of engineering at University ofMassachusetts, academic vice president at Boston University, and President at University of Delaware.Bethany S. OberstBethany S. Oberst is Executive Director of International Education at James Madison

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2000 Annual Conference

Authors

Qiuli Sun; Kevin Stubblefield; Kurt Gramoll

information if available. If the user has no previously saved datathe simulation will use the default data set of information.A key aspect of this Virtual City is that each student builds and maintains his or her ownworld. There is not just one Virtual City, but also one for each student. Only the ownerof the world can change and add to the city, but others can view them on the web. In themanner, students can collaborate with other students and with the instructor. At the endof the four years, the student can also use the Virtual City as a visual portfolio of theirdesign work during their engineering education career. Fig. 7 An overview of the Virtual City

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2000 Annual Conference

Authors

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

structures. Although the diversity of conceptsinvolved in the integrated lecture course may present a challenge to the average freshman,repeated emphasis on fundamental concepts throughout the course leads to improved studentlearning, facilitates the transition between the various topics included in statics and mechanics ofmaterials, and it illustrates the existing relationships between these various topics. Furthermore,other important topics as defined by the ABET 2000 criteria have been implemented in theassociated design laboratory course to enhance the engineering practice skills early on in thestudents’ academic career. Page 5.590.7Figure 1

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2000 Annual Conference

Authors

William G. Fahrenholtz; Mohamed N Rahaman

Page 5.678.1appreciation for laboratory practice. Furthermore, it is important that students learn and refinelaboratory skills in order to perform effectively in their future careers in industry or academia.This paper outlines the undergraduate laboratory program in Ceramic Engineering at UMR. Acoordinated series of laboratory classes has been developed to provide students with a practicalbackground to complement the knowledge that they acquire in lecture courses. A summary of thelaboratory courses is given in Table 1. It should be pointed out that the academic schedule atUMR is based on the semester system with courses offered in Fall and Winter terms.Table 1: Laboratory courses in Ceramic Engineering at the University of Missouri-Rolla

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2000 Annual Conference

Authors

Robert L. Armacost; Robert Hoekstra; Michael A. Mullens

doing things that “givesomething back to the community”.12Service learning has not only benefited the community and the student. Ansell17 reports thatobserving the personal interface of student and patient (client) and the metamorphoses resultingin attitudes, friendships, and overall learning, was one of the most rewarding experiences of his38 year career as an engineering professor. Gokhale and Aldrich12 indicate that the School ofEngineering and Technology also benefited from a service learning project through the publicityit received in local newspaper and on television.While liberal art educators have been on the forefront of service learning, the engineeringeducation literature does describe some service learning type experiences. Large

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2000 Annual Conference

Authors

Kenneth A. Knowles; Carl E. Wick

additional protection will be added to the positive disconnect switch discussed above. C. Although the ship model was large, it still became crowded when several sections were working in the laboratory after hours. In a new design of the ship model we will make the individual compartments removable boxes so that work can be accomplished away from the basic ship platform.Our students became very interested in this project because they could see the application ofnetworked embedded processors in their careers. In spite of the difficulties mentioned above,most teams designed and built systems that operated partially to requirements and we hadseveral teams build systems that completely fulfilled all design parameters. We can see

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2000 Annual Conference

Authors

J. Arvid Andersen

educators must constantly look at interestingtrends that may illustrate where engineering careers are going. The new ABET 2000 elevenpoint program should be observed with great interest. In my opinion this program certainlytry to create a competent graduate ready to perform work immediately. We must try to predictwhat knowledge and base skills is needed by the new graduates if they have to make thetransition from college to work smoothly and perform successfully2. One way to prepare fortomorrow is to have a thorough understanding of to day.The futureThe Danish society develops towards a more and more service oriented society. Themanufacturing industry will be highly automated with increasing use of robotics. Ourengineers should therefore have a

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2000 Annual Conference

Authors

Stacy Marie Olaskowitz; Shane T.J. Kemper

categories: academia orresearch.Upon completion of establishing the laboratory goals, the next step is to identify whichavenues of funding to pursue. For example, if building a research lab were the objective,one would pursue funding from the research allocated funds.In identifying potential local donors, it is suggested to pursue different avenues. Someleads to start your funding search are the following: the local chamber of commerce,local newspaper, the college career office and the R&D department at the school.In some cases the donations from industry may be less then desirable. However, it isrecommended to accept these donations. There are several unrecognized benefits toused equipment donations such as: a learning experience is provided by

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2000 Annual Conference

Authors

James J. Alpigini

Option B – Elective option (9 credits; select three courses from approved I.S. curriculum)A tenet of the MSIS program is that to manage technology effectively, it is necessary first tounderstand the technology. For this reason, a course in computer architecture is included as oneof the engineering core courses. The course is introductory in nature, offered at the level of asenior undergraduate or first year graduate. Despite its fundamental nature, teaching the courserepresents a major challenge for the instructor due to the diverse technical backgrounds of thestudents, many of whom are “career shifters.” That is, they are shifting into the field ofinformation science from non-technical backgrounds such

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2000 Annual Conference

Authors

Susan M. Lord; Jose A. Macedo; Rick T. Olson

engineering practice, 37% of the students mentioned thedocumentation, 17% referred to problem solving with alternative solutions, and 17% to the oralpresentation. The following are representative student comments in response to the questions "Inwhat ways did NIFTY affect your opinion of engineering as a career alternative?" and "WhichNIFTY activities contributed most to your understanding of engineering practice?" "I found Engineering much more interesting when we got into NIFTY – after the 1st semester I was considering leaving engineering, but now I don't plan on it." "The NIFTY project only supported and changed my opinion of engineering for the better. The project showed me more about design and the processes it requires, communication