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2000 Annual Conference

Authors

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

, 4) Provide a structured opportunity for students to reflect critically on their experience, 5) Articulate clear service and learning goals for everyone involved, 6) Clarify the responsibility of each person and organization involved, and 7) Provide feedback and assessment mechanism to all involved.III. Implementing Service Learning in the Concurrent Engineering ClassIn Spring 1999 the College of Engineering was approached by teachers at Colonial High School,a magnet school for the severely disabled in Orange County Public Schools. The high schoolteachers were searching for faculty and students interested in developing products for severelydisabled high school students. Recognizing the opportunity, the Concurrent

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2000 Annual Conference

Authors

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

same education and experience. For example, all team members aresenior mechanical engineering students. This does not reflect the reality of the "real-world" where an engineer ortechnician has specified responsibilities for a project and must interact with other people on the project whose jobresponsibilities, education and experience differ from their own.In traditional university design projects, an individual team is usually responsible for all aspects concerning thedesign and implementation of the product or system. However, each Remote Design/Manufacturing project team isresponsible for only a portion of the assigned project, for example, mechanical system design or control systemdesign. Hence, the successful completion of the assigned

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2000 Annual Conference

Authors

Joseph R.V. Flora

the author and do not necessarily reflect the views of thefunding agency. Mention of any specific trade name does not constitute endorsement of theproduct by the sponsors.References1. Report of the Committee on Evaluation of Engineering Education, Journal of Engineering Education, 83(1), 74-94, 1994.2. ASCE Summary Report: 1995 Civil Engineering Education Conference, American Society of Civil Engineers, New York, NY, 1995.3. Hertz, D.W. Collaborative Development of New Design Tools to Improve Productivity, Innovation, and Learning, Environmental Engineering Education – The Relationship to Engineering Practice, Association of Environmental Engineering Professors Publication, Orono, ME, pp. 15-18, 19964. Denton, D.D

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2000 Annual Conference

Authors

Linda M. Head; Zenaida O. Keil; Beena Sukumaran; Kauser Jahan

. (1994). Women in Engineering. Engineering Workforce Bulletin, 133.[3] How Schools Shortchange Girls. AAUW Report. Action Guide, 1992.[4] Honey, M., Moeller, B., Brunner, C., Bennett, D., Clemens, P. and Jan Hawkins (199). Girlsand Design: Exploring the question of technological imagination. Imagination, 77-90.[5] Lane, Melissa J., et al. (1990). Women and Minorities in Science and Engineering.Washington D.C.: National Science Foundation.[6] Keller, E. (1985). Reflection on gender and science. New Haven: Yale University Press.[7 Carter, R. and G. Kirkup (1990). Women in Engineering. London: MacMillian Education Ltd.[8] Nobbe, George. (1990). How we are shortchanging women engineers. Graduating Engineer,Women’s Issue 52:60.[9] Robinson, G.M

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2000 Annual Conference

Authors

Aaron Blicblau

33.39.45.51.57.63.69.75.81.87.93. Figure 5. Overall distribution of final scores for the major project incorporating all the assessments.This has shown to be bias-free with regards to high or low grades and was a reflection ofstudent’s grades in other subjects. It has been found that students who perform well in thefinal year major project tend to perform well in their other subjects. In particular, whenstudents present for job interviews, it is their major report which shows the employers theirwell developed writing skills. Page 5.10.7It is their verbal skills which were

Collection

2000 Annual Conference

Authors

Traxon Rachell; Kaori Sakaguchi-Hall; Chris Swan

structure for these activities that will benefit the students academic learningand progress.The second conclusion is gratifying, from an educators point-of-view, as students are often led toaccept liberal education as learning for the sake of learning. This conclusion suggests that manystudents desire learning for the sake of serving. Hence it is our job to help them appreciateserving for the sake of learning. To make this happen, the students gave the followingsuggestion:1. Provide more help and guidance on managing the project and on communicating across professions2. Have more reflection discussions with course professor, SL faculty, SLTA, community partners, etc.3. Have a firm relationship with community partners to facilitate

Collection

2000 Annual Conference

Authors

James J. Alpigini

reason, the students may selecta project of their choice from the list shown in Table 3. It has been found that the students willgenerally attempt the most advanced project of which they feel capable. In fact, it is rare toobserve students select a project simply because they find it easy. The majority of studentsperform one of the Pentium comparisons, which again reflects their personal interest in thearchitecture. Students without any technical background tend to gravitate toward project 1,which is to compare the architectures of the Intel 8086 and Motorola 68000 microprocessors.While dated, these processors contain many elements of the newest chips and aptly reinforce theconcept of design tradeoff. The more advanced students, typically with

Collection

2000 Annual Conference

Authors

Richard Barke

. Sustainabledevelopment raises questions that can be answered only by a dialogue that includes physicalscientists, life scientists, engineers, social scientists, and ethicists, as well as the lay public,policy makers, and business leaders. Bodies of scientific and technical knowledge areseparated by disciplinary boundaries that reflect not only cognitive and methodologicaldifferences, but also political forces within the disciplines. These are manifested in thearticulation, aggregation, and representation of each discipline’s interests within systems ofprofessional rewards that are resistant to change. Disciplinary forces are also exhibited in theinfluence of disciplines and their formal organizations on research practices, and in thecurricula and textbooks by

Collection

2000 Annual Conference

Authors

Brian S Macherone; Jagdish T. Gajjar; Cherrice Traver

make them multidisciplinary.Multidisciplinary projects help motivate students to be interested in topics outside their eventualmajor and to appreciate the connections between disciplines and the need for life long learning.The projects also needed to be large enough for every student to play a valuable part while stillholding out the possibility of completion to a functional state within one ten week term. Theactivity therefore needed to be fairly large, realistic, and multi-disciplinary and to have somelongevity past its completion. The last criterion, longevity, was used both as a motivationalfactor for the students and also to serve as a point of reflection later in their education.Another criterion for the formulation of the project was

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2000 Annual Conference

Authors

Marilyn J. Smith

required senior level course, it was apparent that although most students felt that theybenefited from the experiential opportunities provided during class time, many were still veryresistant to preparations outside of class (reading material that was previously class lectures).Because this method of teaching is different than the traditional methods utilized in other corecourses, it appears that the Hawthorne effect is apparent when new methods are introduced atsuch an advanced level in the curriculum. It is noted that this effect was only obvious in therequired course; student opinions on the elective course did not reflect the same attitudes. Thismay be because the elective class was taken only by students who were learning-oriented, asopposed

Collection

2000 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

, butrather to raise awareness of the criteria and characteristics one should consider when creatingnew faculty development activities, and to provide an example of a model that has worked in ouruniversity environment. Assessment results indicate the workshop is useful to new faculty.However, in order to maintain that level of usefulness we must continually re-evaluate thechanging needs of our new faculty population, adjust our pedagogy and re-measure oureffectiveness.References[1] A. E. Austin and M. D. Sorcinelli, “Summary and further reflections,” in Developing New and Junior Faculty, vol. 50, New Directions For Teaching and Learning, M. D. Sorcinelli and A. E. Austin, Eds. San Francisco: Jossey-Bass, 1992, pp. 97 - 100.[2

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2000 Annual Conference

Authors

Joseph H. Nevin; John L. Bellando

navigation panel with usefulbuttons and two sets of forward/back arrows. The navigation panel extends along the left handside of the screen, and due to its coloration and distinct appearance, captures the users eyewithout overwhelming the information presented in the main area of the screen. The user ispresented with a number of navigation buttons, each of which is labeled at the top of the screenas the mouse is moved over them. In this way, the user is able to choose the area of the programto explore. These areas are chosen for their global nature and do not necessarily reflect specificsections within the application. Each of these buttons will be explained in detail in the followingsections.The second group of navigation buttons—two sets of

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2000 Annual Conference

Authors

Mark L. Smith; Kenneth E. Rowe; Carlos R. Morales; Rick L. Homkes

the document is very important because it reflects the values of the schoolgranting tenure. Therefore it is a good idea to find the sample format in the promotion andtenure manual described in the previous section and create the template for your own document.If you can, get a copy of someone else's document, preferably someone who has just achievedtenure. You may be surprised that the stated value of your organization does not match theactual values. Do not worry if it contains lots of accomplishments compared to yours, they havealready been through the process, you are just beginning. You must start immediately, however,as it will be almost impossible to create an entire document, often 20 pages in length, in onlyyour fifth year. Thus you

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2000 Annual Conference

Authors

Saleh M. Sbenaty; Claudia House

, and who possesses the required communication tools.Another job skill easily explored through case-based instruction is teamwork. Cases are oftenassigned as small group work to be completed both in and outside classroom. Groups must shareresources and work toward a common goal. This reflects the problem-solving method most oftenemployed in industry: interdepartmental committees. Each of the TEFATE and SEATEC casestudies has components that are easily adaptable for small group work such as communicationsassignments (reports, memos, and/or oral presentations).VI. Participation by Other FacultiesIn order to support and develop instructors who want to use the case method in their classrooms,a Professional Development Team was formed from SEATEC

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2000 Annual Conference

Authors

Vincent M. Allen; Garrett Harris; Bruce Segee

++. Programmers had reusable libraries thatcould be used in their code, but like the boards had to be tailored to their specific application. Inmodern times, it is possible to buy sections of houses already built, and join them together in anymanner desired. A whole house can be made literally room by room, with a minimal amount ofconstruction required. All the homebuilder needs to do is join the ready-made modules together.This is completely reflected in the design nature of ActiveX controls. Previously writtencomponents are joined together with minimal amounts of code.The progression of software engineering to reusable components has significantly reduced theamount of time for developers to go from the initial conception of an idea to a finished

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2000 Annual Conference

Authors

Rahul Bargava; Michael Rosenblatt; Howard M. Choset; Amy Graveline

large number of students in the course, provides anobjective standard for evaluation, and reinforces the importance of producing workingresults. Conversely, it discourages creativity, and often does not reflect the amount ofeffort that has gone into an assignment where 90% of the robot works, but a minimal 10%prevents it from accomplishing the task. In cases such as these, the current grading criteriadoes not take into account the 90% functionality, and a poor grade becomes negativereinforcement of what in many cases were still 10-15 hour efforts. We are currentlyconsidering a number of hybrid design-review/performance grading schemes.We are currently planning the Fall 2000 semester version of the course. The updatedschedule will drop one lab

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2000 Annual Conference

Authors

Andre Clavet; Mario Lucas; Gerard Lachiver; Francois Michaud

. This followsprinciples of experiential learning as developed by Kolb7: "Learning is the process wherebyknowledge is created through the transformation of experience" (p. 38). Finally, we can seesome connections between the contest and ideas related to project-based learning, problem-based learning and cooperative learning principles. Project-based learning and problem-basedlearning as two new models of teaching and learning that emphasize curricula that provideopportunities for sustained thinking. “Project-based learning (…) starts with a problem, called a«driving question», (…) focuses on the construction of intermediate and final artifacts that serveas foci for discussion and reflection. In both cases, the authenticity (i.e., how much the

Collection

2000 Annual Conference

Authors

Leon L Van Dommelen; Yousef Haik; Namas Chandra

lectured, and more time onunderstanding it. However, when the instructor lectures by computer, the lecture is likely to goat a more rapid pace because the constraint of writing essential information on a blackboard isgone. One of us (NC) increased the number of examples, while the other (LvD) expandedexplanations. NC also expanded explanations in his notes, while LvD’s notes reflect what heused to write on the blackboard in earlier years. NC added a significant number of worked-outexamples not previously possible. All the web pages used in the lectures were compiled bychapter and are made available to students.One of us (LvD) once taught an entire lecture through the whiteboard when the web server didnot want to serve the lecture notes. Several

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2000 Annual Conference

Authors

Hakan Gurocak

with touch monitors. Just like the hardware used in thefirst laboratory session, it has a push button and a latching stop button (Figure 5b). The studentswill run the HMI on their laptops and will push its buttons on the touch monitors with theirfingers, actuating the lights of the signal tower in Vancouver over the Internet. Figure 5a. Hardware for laboratory 2 Figure 5b. HMI to be used with touch Page 5.356.8 next to a PLC. A small motor with a monitors to control the hardware for reflective wheel was installed under the laboratory 2 from remote sites over the signal tower

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2000 Annual Conference

Authors

Charles V. Camp; Anna P. Phillips; Paul Palazolo

, and problem solving skills based on authentic civil engineeringtasks.During the spring semester of 1994, the Department of Civil Engineering at a large urbanuniversity in the Mid-South reviewed the courses offered for the freshman and sophomore years.The course offerings included a three-hour traditional surveying course, a three-hour course oncomputer usage, and a three-hour programming course. Each of the courses had been developed anumber of years earlier and appeared to no longer reflect the skills or needs of studentpopulations. Both faculty and student interest in these courses was waning. Students would oftenput these courses off until their final year in the program when they were "gotten over with

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2000 Annual Conference

Authors

Mike Papadakis

one case we found a Fault tree concerning CAT.I failure of a main attitude instrumentcalled the gyro horizon. The failure mode and effect went like this.A: Failure - day light - good weather, Instrument not required.B. Failure - night – bad weather, Stand by indicator, condition controlled.The problem was that some years later the Accident board found the stand by instrumentunreliable and defective and said replacement required.This entry was not reflected in an updated failure modes and effects study.DOCUMENTS: Fault Tree and USAF accident report Late date fault tree/update II.In a case where the First Article testing of a submersible fuel pump required dry runningfor several hours without

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2000 Annual Conference

Authors

Cecil Beeson; William Gay

. Page 5.4.6The advisory committee continued to meet. Important issues discussed were 1) the increasingneed for computer network training, 2) what network operating systems to introduce, 3) the needfor a full time faculty member to be hired as a teacher and program director, 4) employmentopportunities, 5) present and future laboratory needs, and 6) the availability of co-op positions.VIII. The third year ( 1998-1999 )During the early summer of the second year of the program, we decided to pause for a period ofanalysis, assessment and reflection. The program was maturing in an orderly, controlled mannerand the time was right to perform some pre-planned tasks.When the program was initiated in 1996, two (2) study plans were available: a 16 credit

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2000 Annual Conference

Authors

Veronica Ramirez; Saleh M. Sbenaty

Company.IV. Air Monitoring System DevelopmentThe proper development of a cost effective air quality survey involves not only air qualitymonitoring, but also meteorological monitoring, calibration, and data acquisition systems.Failure to recognize this fact results in a design that is based on many compromises, which mayfail to meet the sampling objectives. A cost effective system should reflect both the realities ofcurrent air quality monitoring system technology and the ultimate application for which themeasurement system is intended. It is especially important to develop a systematic plan for theimplementation of the system in advance of choosing specific pieces of hardware.Air quality monitoring systems require the determination of air quality in

Collection

2000 Annual Conference

Authors

Qunying Gao; Robert W. Nowlin; Rajeswari Sundararajan

these objects. Page 5.132.3DatabaseA database is a collection of related data. It has the following implicit properties:1. A database represents some aspect of the real world, like names, locations, and addresses. Changes to the data are reflected in the database.2. A database is a logically coherent collection of data with some inherent meaning. A random assortment of data cannot correctly be referred to as a database.3. A database is designed, built, and populated with data for a specific purpose. It has an intended group of users and some preconceived application in which these users are interested.A database can be of any size and of

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2000 Annual Conference

Authors

Veronica D. Hinton-Hudson; Brenda Hart

(game).” “No snacks between the breaks.” “No breakfast in the morning at the 9:00am session.”These comments indicate that the students clearly reflected on their most and least likedelements of each Saturday’s session. This feedback was used to further improve and enhancefuture camp programs. Page 5.134.10VIII. Preliminary Post Secondary ResultsA survey was sent to the 23 students who were graduated in the class of 1999. These studentshad been 10th graders when they participated in this pilot study. There was a 65.2% return rate(n=15). When asked about their career choice as they prepare to enter college during fall 1999,4.6% indicated a

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2000 Annual Conference

Authors

Jeffery M. Saul; Rhett J. Allain; Duane L. Deardorff; David S. Abbott; Robert J. Beichner

preparedUnsatisfactory Consistently failed to show up or complete assignments, unpreparedSuperficial Practically no participationNo show No participation at allThese ratings should reflect each individual's level of participation and effort and sense of responsibility,not his or her academic ability. You will be graded on the quality of the evaluation. In other words, youneed to thoroughly justify your decisions. Name of team member Role(s) Rating JustificationYour signature _________________________________ adapted from R. Felder

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2000 Annual Conference

Authors

Ron Humble; Michael Caylor

the Academy."While we would like to think this is true, it does reflect the effectiveness of the "learning spaceby doing space" approach to undergraduate engineering education.Bibliography1. Chesley, Bruce C. and Caylor, Michael J. "Developing an Integrated Curriculum for Small SatelliteEngineering," ASEE Conference, Session 2302, Charlotte, NC, 1999.2. Humble, Ronald W., Henry, Gary N., and Larson, Wiley J. Space Propulsion Analysis and Design, New York: Page 5.533.12McGraw-Hill Companies, (1995), Ch. 1.MIKE CAYLORMichael J. Caylor is the Director of Laboratories and Research and an Assistant Professor in the Department ofAstronautics

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2000 Annual Conference

Authors

Narayanan Komerath

show the student how all the other disciplinesfit into the knowledge base. Thus the DCI is an excellent vehicle to introduce users at any level,to the knowledge base of any other discipline. This structure is therefore used as the Gateway tothe Aerospace Digital Library.IX. Concluding remarksThe Design-Centered Introduction to Aerospace Engineering has caught on in the 3 years since itwas first tried, with senior instructors adopting and adapting it. Student reaction is very positive,reflecting the experience of coming up with a credible design for an advanced flight vehicle. Thiscourse reveals the strengths of the freshman students, their capacity for innovative thinking, andacceptance of open-ended problems requiring bold guesswork and

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2000 Annual Conference

Authors

William C. Oakes; Ronald Wukasch; Richard Foretek; Jennifer Watia; Jeffery L. Gray; Leah H Jamieson; Edward Coyle

, the program has grown to twenty projects in Spring of 2000. Once aproject has been selected for the EPICS Program, the service agency that will be directlyinvolved is designated the Project Partner. Phase 2 - Assembling a Project Team: Once a project and Project Partner have beenidentified, a student team is organized. This is done by advertising the project in undergraduateclasses, through academic advisers, call-out meetings and on the World Wide Web. Eight tofifteen students are chosen for each Project Team. Depending on the needs of the Project Partner,teams may reflect a single engineering discipline or may be multidisciplinary, including studentsElectrical, Computer, Mechanical, Civil, Aerospace, Industrial and/or Materials Engineering

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2000 Annual Conference

Authors

William C. Oakes; Leah H Jamieson; Edward Coyle

operation of EPICS teams and allow the program to continue to grow to meet the community needs Impact: Improved production from EPICS teams in meeting community needs Facts: Begun spring 2000, Disciplines: CE, EE, Comp E, ME, Mgmt, CS. Page 5.281.5Phase 2 - Assembling a Project Team: Once a project and Project Partner have been identified,a student team is organized. This is done by advertising the project in undergraduate classes andon the World Wide Web. Eight to fifteen students are chosen for each Project Team. Dependingon the needs of the Project Partner, teams may reflect a single engineering discipline or may bemultidisciplinary