Collection

2001 Annual Conference

Authors

Kathryn Jablokow

30%, content quizzes worth 20%,and class participation worth 15%. While the creative thinking journal does not require a largeamount of time to complete, it is weighted heavily to encourage the students to engage in theserious reflection and self-assessment that it requires as the course progresses. Page 6.1041.10 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education Figure 5. Individual Course Project for SYSEN 550: Creativity, Innovation and Change SYSEN

Collection

2001 Annual Conference

Authors

Robert Hendricks

steel table. There is astainless steel exhaust scavenger over the oxidation tube end cap that is tied in to the facilityexhaust ducts. We maintain an air flow of approximately 50 ft 3/min over the end of the tube.In support of this unit, as well as for the diffusion furnaces described below, we have developeda set of custom-designed stainless steel tools for removing and mounting the furnace end cap andfor supporting it when not mounted on the furnace tube. A photo of the unit is shown in Figure3(a).We have acquired a Filmetrics Model F20 thin film measurement system for determining/verifying the grown oxide film thickness. This unit uses spectral analysis of reflections from thetop and bottom of the thin-film to provide film thickness and

Collection

2001 Annual Conference

Authors

Jon Dixon

thecontinuum depending upon the market approach methodology used to create the product.Regions A) and B) represent extreme positions. The region denoted C) illustrates abandwidth approach. This bandwidth may move left or right, be tighter or narrow for anygiven producer. Product offerings may be generally placed along the bandwidth, somerepresenting more market pull emphasis, others more technology push. The center ofregion C) represents an average of the producer’s offerings, and reflects its generalphilosophy towards new product development. The width of the band represents theproducer’s ability, willingness, or more likely culture, to approach new productdevelopment from different perspectives along the continuum. The width of the band

Collection

2001 Annual Conference

Authors

Robert King; Joan Gosink

laboratories should reflect the objectives of the program andABET should not require all universities to offer the same laboratory experiences. The newaccreditation process was designed to permit this flexibility.Laboratories in the Department of Civil, Environmental, and Chemical Engineering atYoungstown State University do not match all of the EC2000 criteria, so they propose tocooperate with service departments in Chemistry and Physics to provide the EC 2000 b(i) andb(ii) outcomes in designing and conducting experiments and analyzing data as well as on otheroutcomes8.4 Implementing Objectives in MEL to Meet EC 2000 Criterion 3 OutcomesBased on the previous explanation of the CSM and Engineering Division goals and objectivesalong with their

Collection

2001 Annual Conference

Authors

Vicki Eller; Steve Watkins; Richard Hall; Joel Balestra; Asha Rao

Engineering Educationcommunication are kept open the media resource can effectively exploit the capabilities of thetechnology and reflect the priorities of the content provider. If the development does not includecontinual communication, the delivered product may require another complete iterative cycle.The product development may then be discontinued because of time and financial limits. Figure 2 — The identification of fundamental concepts is the first concept in the MDAL development philosophy During an initial discussion, the intended audience, usage context, and learning goals areclearly stated. The intended audience is usually a college level student with some computerexperience. The usage

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2001 Annual Conference

Authors

P. Kelly Joyner; Teresa Larkin-Hein

physics class, students are given short writingactivities in the form of "folder assignments" (submitted to the instructor in a two-pocket folder;hence the name). Typically, students receive 5 - 10 folder assignments each semester. Uponcollection of the folders, a block of time is set aside (approximately 6 - 8 hours) by the instructorto read them and provide each student with written feedback. This written feedback isabsolutely essential. Numerous studies have pointed out the importance and value of promptand thoughtful feedback to students 26 - 30. When students take time to reflect on their writing Page 6.781.3 Proceedings of the 2001

Collection

2001 Annual Conference

Authors

Alisha Waller

developed by the researchers independently from the data, therefore it may bedeveloped before data collection. In ethnographic analysis, the coding scheme emerges from thedata analysis and is therefore done during and after data collection, but never before. This aspectof ethnographic text analysis provides more flexibility to modify and/or expand the codingscheme as needed, keeping it inherently linked to the data as it is collected.Qualitative research methods could enhance this research program in many different ways. Forexample, a primary assumption of VPA is that talking aloud will not significantly alter theapproach to the activity which the subject uses. Reflective interviews with the students after thedesign experience could explore the

Collection

2001 Annual Conference

Authors

Marilyn Smith

traditional methods utilized in other corecourses, an aspect of Hawthorne effect is apparent when new methods are introduced at such anadvanced level in the curriculum. It is noted that this effect was only obvious in the requiredcourse; student opinions on the elective course did not reflect the same attitudes. This may be Page 6.1050.4 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Educationbecause the elective class was taken only by students who were learning-oriented, as opposed tothe required course, which

Collection

2001 Annual Conference

Authors

Srinand Karuppoor; Ravinder Chona; Christian Burger

the design has to be realized. Based on this, a functionstructure is developed which identifies the various functions and sub-functions that are to beperformed by the design. The function structure is a list of all the functions that the design mustperform to achieve the need. Based on the FRs and NFRs, the designer creates a list of designspecifications. Thus, the understanding gained in this stage is reflected in the designrequirements and it dictates the rest of the design process.Care must be taken at this stage to maintain independence of the FRs, as coupled FRs wouldresult in poor design and significantly increase the product development time and cost 1,4. Also,the solution space is kept as large as possible without precluding any

Collection

2001 Annual Conference

Authors

Neelam Soundarajan

opinions expressed in this article are those of the author asan individual educator and researcher. They do not in any way reflect the official position of theOhio State University, its College of Engineering, or the Dept. of Computer & Information Science.Further, throughout the paper, ‘I, my’ etc. refer to the author; ‘we, our’ etc. refer to the faculty ofthe CIS Department as a whole.1. IntroductionBy now it is well understood in the engineering community that preparing for accreditationevaluation under Engineering Criteria 2000 (henceforth abbreviated EC2000) is a demandingtask4, 8, 6 . Perhaps the most challenging of the EC2000 requirements are those that have to dowith objectives, outcomes, and assessments. Traditionally, most

Collection

2001 Annual Conference

Authors

Don Rhymer; Marty Bowe; Daniel Jensen

, weconducted follow-on research using the same process, testing the same mechanical concepts butaltering the visualization modules. As a result of the fall 1999 assessment results, changes weremade before module presentation. It was hypothesized that the students’ negative response tothe multi-media presentation was due to two main factors: 1) the students were not aware thatconcepts presented were testable and 2) the visualizations involved too much finite elementmethod (FEM) background that proved counterproductive to the students’ understanding of themechanics being taught. Therefore, the current fall 2000 work reflects data resulting from twochanges to the fall 1999 experiment: 1) an emphasis on the presented concepts as being exam-testable and 2

Collection

2001 Annual Conference

Authors

Warren Phillips; Joseph Clair Batty; John Gershenson; Christine Hailey

systematicprocess to act upon assessment results as emphasized by Lohman.22 The purpose of this paper isto describe the curricular review process that we have developed for the Mechanical andAerospace Engineering (MAE) program at Utah State University (USU). It not only establishesperformance criteria and assessment methods, but also systematizes corrective actions tocontinuously improve the overall program. Our proposed review process is novel in severalrespects and has not been reflected in the current literature. It is also sufficiently flexible that itcan be applied to any engineering program seeking ABET accreditation. Our process provides aformal way of closing the feedback loop at all programmatic levels from the course level to theobjective level

Collection

2001 Annual Conference

Authors

Ronna Turner; Ken Vickers; Greg Salamo

Collection

2001 Annual Conference

Authors

Donald Richards

information collected, it is now possible to solve the problem.If you have not been referring back to Figure 1, do so now and look for the terms you find famil-iar. As you reflect on the lists, you will recognize that each course has its own special term for ageneric concept. You will find definitions in Figure 2 for the bold-faced terms used in the previ-ous paragraphs.The Accounting PrincipleThe underlying organizing principle for this approach is what I will refer to as the accountingprinciple. The key ideas here are that every system has associated with it numerous extensiveproperties and that the behavior of the system can be determined by monitoring changes in theseproperties. Any change in an extensive property within the system can be

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2001 Annual Conference

Authors

Judson Singer

will not be quickly forgotten and laid aside. Yes, Working Model is capable ofcontributing to great engineering. The author has chosen to introduce it through a smiling backgate of the playground where discovery learning, disguised as play, is actively encouraged.On Creativity In reflecting upon a Final Project design (singer.kettering.edu/current-design-project-102.htm) one freshman engineering student had this to say: “This also lets us use our own creativity to design something that we think will do goodin society, this is why some of us chose to actually be engineers. Many times people drop amajor, or a certain career that they want to do, is because the subject matter that they cover inclasses discourages them from going on

Collection

2001 Annual Conference

Authors

Jahan Kauser; Carlos Sun; Ralph A. Dusseau; Jess Everett; Joseph Orlins; Beena Sukumaran; Douglas Cleary

courseassignments, surveys, exit interviews, faculty reflection, etc. Many assessments have numericalresults that are related to green, yellow, and red flags. Green flags indicate that expectations arebeing met, while yellow flags indicate that correction may be needed. Red flags indicate that animmediate corrective action is needed. Other assessments are qualitative in nature. For example,the faculty meets at the end of each semester to discuss courses just completed. The resultingreflection can lead to improvement in individual courses or in a series of related courses.In this paper, we describe our curriculum (and its development) and our ABET assessmentsystem

Collection

2001 Annual Conference

Authors

James Masi

in theiroriginal peer-reviewedform, preserving theindividuality among thepapers and reflecting theauthor’s style and method.The TABLE OF CONTENTS(FIG 5) classifies thepapers into sevencategories: Structure,Testing & Evaluation,Metals, Polymers,Ceramics, Composites,Electronic & OpticalMaterials and MaterialsCurriculum.To find desireddocument(s) the user can: Fig 5 - Table of ContentsS Browse the Table of Contents which is organized by types of materials or processes, orS Use the full Text Search capability, searching by: Author Title Subject Text words in contextThe PDFs are indexed for full text search when using the ADOBE™ ACROBAT READER