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2001 Annual Conference

Authors

Russell Barton; Mary Frecker; Joseph Goldberg; Gary Stump; Britt Holewinski; Timothy Simpson

technology become more readily available. While companies such asChrysler,1 Raytheon,2 and Boeing3,4 are learning how to harness the power of visualization toexpedite and integrate product and process development, the state-of-the-art in optimizationvisualization is in its infancy.5 Ng6 advocates the use of data visualization and interaction tosupport the designer in making informed decisions and tradeoffs during multiobjective designand optimization. Jones7 argues that design optimization is more than just algorithmdevelopment; appropriate representations (i.e., visualization strategies) are needed to betterunderstand the models, algorithms, data, and solutions obtained during the design optimizationprocess. Finally, Eddy and Mockus8 argue that

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2001 Annual Conference

Authors

Leo Smith; Hisham Alnajjar; Donald Leone; Mohammad Saleh Keshawarz; Ladimer Nagurney; Devdas Shetty

well-roundedprojects sponsored by outside agencies and industries. The project has a significant chance ofsustained impact on engineering education.1. IntroductionIn the last decade, there had been several attempts by educational institutions to developintegrated curriculum (Denton1). Some of these have focussed on the integration of science andmathematics into problem solving and design, while others had placed emphasis on co-operativelearning, assessment, and industry involvement (Everett, Imbrie, and Morgan2). Comprehensive Page 6.612.1Proceedings of the 2001 American Society for Engineering Education Annual Conference &

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2001 Annual Conference

Authors

Mark Clark; Don McMurchie

. Page 6.613.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationII. GoalsWe set the following goals for our course: 1) Linkage of historical and technical material for engineering technology students 2) Exposure of non-engineering students to technical concepts 3) Improvement of communication skills for all studentsIII. PlanningPlanning for our course took into account a number of factors, most notably instructorbackground and experience, the target audience for the course, the overall course structure, andassessment.Dr. Clark’s education and teaching experience is in the history of technology, with a

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2001 Annual Conference

Authors

Jeremiah Neubert; Cynthia Widstrand; C. Swanson; Arthur Ellis; Ann Pumper

Graduate School; and the chemistry students of James MadisonMemorial High School and the Madison Metropolitan School District who participated in field tests fortheir assistance with this project. We thank Nicola Ferrier for encouragement. This work wasgenerously supported by the National Science Foundation through the Materials Research Science andEngineering Center for Nanostructured Materials and Interfaces (DMR-9632527 and -0079983), theResearch Experiences for Teachers program (DMR-9632527 and -0079983), and GK-12/K-Through-Infinity Professional Development Partnership (9979628). The Institute for ChemicalEducation is thanked for providing some of the supplies used in this project.References[1] National Research Council. National Science

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2001 Annual Conference

Authors

Mileta Tomovic

to 3 lab periods that are enough toprovide students with sufficient knowledge to produce simple 3D solid models and resultingproduction drawings. A typical example used as project assignment is shown in Fig. 1. Figure 1. IronCAD solid model of a flange produced by Metal Technologies Inc.During the second part of the lab, students use COSMOS/M - DesignSTAR module for linearstress analysis. 3D solid models generated in IronCAD are exported in the ACIS file format andsubsequently imported into DesignSTAR. Once the part has been imported into DesignSTAR,user has to specify material of the part (i.e. material’s mechanical properties), boundaryconditions, and loading conditions. Meshing and processing part of the FEA are automatic

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2001 Annual Conference

Authors

Donald Goddard

year.Students who fall into quadrant D of the Herrmann Brain Dominance Instrument, as discussed byMonika and Edward Lumsdaine 1, that is to say those whose favored way of knowing isdependent on visual and conceptual aspects, are strongly helped by PRP. The key PRP featuresfrom which these students benefit are rapid prototyping and the ability to create wax or real partsby “desktop” fabrication facilities2. Many of these students, who have been struggling to keeptheir grades up with their analytically oriented peers, often blossom and make great progress andcontributions to their teams because of being able to touch and examine real parts and utilizethem in explaining concepts to other students in their team. Because the desktop fabricationfacilities

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2001 Annual Conference

Authors

Heather Nachtmann

projects provided the students with experience in open-ended problem solving, technicalreport writing, team building skills, and public speaking.CasesIn addition to traditional homework assignments, the students completed mini case studies on theprimary topics in the course. The importance of the case study approach to engineeringeducation has been recognized as a method to overcome the use of over-simplified exampleswithin the classroom. 1 Introducing students to research-based case studies allows them toappreciate real world applications of the course content.Research discussionsDiscussion of the instructor’s related research was provided throughout the course, along withthe relevant work of other researchers. This exposed the class to ongoing

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2001 Annual Conference

Authors

David Myszka

Engineering Technology courses. The work wasdivided into three phases: 1. The initial phase of the study involved an investigation into the evolution of computer-aided design (CAD). This phase involved investigating and documenting the specific capabilities of the different CAD software packages, both 2-D and 3-D. To accomplish this, numerous training sessions, involving different software packages, were attended. 2. The second phase involved a comprehensive review of the specific uses of solid modeling. To accomplish this, full time employment, in a design engineering capacity, was obtained at an industrial sponsor. The primary responsibility included designing special

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2001 Annual Conference

Authors

Donald Richards

core because of its breadth. The goal Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education Page 6.619.2of the paper is to introduce the basic approach and challenge you to consider how this might helpyour students.Common Concepts in the CoreFor purposes of discussion, let’s assume that the mechanical engineering core consists of eightcourses: statics, dynamics, mechanics of materials, fluid mechanics, thermodynamics, heat trans-fer, electrical circuits and system dynamics (See Figure 1).What are the

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2001 Annual Conference

Authors

Robert Wells; Jeffrey Mountain; Donald Goddard

, and enhanced several courses in the designsequence. The objective has been not only to achieve a distributed presentation of the PRP acrossour curriculum, but also to let students experience the production end of the PRP at close range.2Table 1 summarizes the curriculum development undertaken in the project. Table 1. Curriculum Development Components. COURSE DESCRIPTION OF ACTIVITY Develop additional PRP course contentMENG 4319 Introduction to Manufacturing centering on the desktop manufacturing equipment. Change to required course

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2001 Annual Conference

Authors

R. Williams; F. Edwards; E. Egemen; Adrian Hanson

231OFFICE PHONE: 646-3032 OFFICE HRS: M-W: 1:00-3:30 Ege Egemen, EI OFFICE EC II, Rm 248OFFICE PHONE: 646-6012 OFFICE HRS: M-W-F: 9:30-11:30CLASS MEETING SCHEDULE AND LOCATION:Lecture: MW, 3:30 - 4:20 Room ECII 106Laboratory: F, 2:30 – 5:20 Room ECII 226PREREQUISITES: CE 256 Environ. Science; CE 356 Intro. to Environ. EngineeringTEXTS:COURSE GOALS: This course is designed to teach the civil engineering student the process ofestablishing boundaries on a problem and the applying engineering design principles of water

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2001 Annual Conference

Authors

David J. Ahlgren; Igor Verner

. Our findings are based on analysis of specific curricula as well asassessment surveys carried out at the 1999 and 2000 fire-fighting competitions.I. IntroductionTraditional approaches to engineering curriculum and instruction are being changed in responseto current and anticipated priorities in cross-disciplinary linkages, systems approaches, andproject-oriented learning in interdisciplinary teams. This emphasis is evident in the EC2000criteria published by the Accreditation Board for Engineering and Technology [1]. Under theEC2000 model, engineering programs are evaluated by assessing success in meeting statededucational outcomes, including ABET's basic outcomes a – k.One ABET outcome, the "recognition of the need for, and an ability to

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2001 Annual Conference

Authors

Migri Prucz

, whereas the university is striving to earntheir business by offering a high-value educational package, tailored to the specific needsand expectations of every potential customer. The enrollment of engineering freshmen atWVU has risen steadily since this program was initiated, from a low of 268 students in1995 to the current freshman class size of 448 students (a total increase of 67%), which isthe single most credible assessment of its level of success. An earlier, overview article onthis topic [1] describes the primary approach, tasks, activities, and outcomes of theconcerted recruitment efforts at WVU. The present paper is focused on one particularaspect of the overall, multifaceted program, namely that of including face-to-facediscussions

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2001 Annual Conference

Authors

Andrew Scanlon; Andrea Schokker

concrete design course. A detaileddesign example has been developed for a five-story reinforced concrete office building. Atvarious stages of the course this design example is used to demonstrate the concepts developed inclass, such as calculation of design loads, or shear design of floor beams. The students are notprovided with the complete design example. In the version provided to the students some of thematerial is deleted, with the details to be completed in class. This approach forces the students toremain actively involved in the development of the design example. Figure 1 shows a floor planand elevation of the building used in the design example.The detailed design example covered in class provides a template for the students' own semester

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2001 Annual Conference

Authors

Martha N. Cyr; Barbara Bratzel; Ben Erwin

actively engaged in the learningprocess. This idea is commonly referred to as constructivism, Piaget's idea that knowledgecannot be "poured into" the head of a student, but rather that the student must activelyconstruct knowledge inside of her head. The primary reason that knowledge must beconstructed and not absorbed is that learning depends on direct experience (Dewey 1). Whenconcepts and ideas are connected with a student's direct experience they lead to deeperunderstanding. The theory of constructionism, which comes to us from Seymour Papert andother pioneers at the MIT Media Lab, adds to constructivism the notion that the best way for astudent to construct knowledge inside of his head is to experience something - design, build orprogram, test

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2001 Annual Conference

Authors

Gwan-Ywan Lai

Session 1526 Integration of Enhanced Coordinate Measuring Machine Systems with Manufacturing Engineering Laboratories and Curriculum at Kettering University Gwan-Ywan Lai Kettering UniversityI. IntroductionCoordinate Measuring Machines (CMMs) are one of the most powerful and widely usedmetrological instruments in the manufacturing industry. There is virtually no workpiece whosedimensions cannot be measured with a properly equipped CMM system [1-6]. This NationalScience Foundation funded project (NSF-ILI: DUE-9851082) is to enhance two existing CMMsin

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2001 Annual Conference

Authors

Rhonda Lee; Vincent R. Capece; John Baker

scenarios.1. IntroductionWith recent advances in computing power, commercial finite element analysis (FEA)codes have gained widespread use. FEA is now the predominant tool in stress analysisof mechanical components, and is widely used in other types of engineering analyses,such as heat transfer, fluid flow, and vibrations. While not all engineering students willbecome FEA practitioners, all will need a good grasp of the wide ranging capabilities,and also the limitations of FEA. Also, one of the ABET criteria is familiarity withmodern engineering tools, and FEA certainly fits that category. Page 6.626.1 “Proceedings of the 2001 American

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2001 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

questions:1. Prior to class, answer the following questions:Establishing your own knowledge• What do I already know about engineers? What words do I associate with them?• What kinds of work do I think they do?• What skills do I think they have to possess? What skills are less important to them? What would surprise me in terms of skills they must possess?• What are the common misconceptions about engineers? What would most people be surprised to discover?• How do my views of engineers differ from most people’s views?Questions for your engineer• Write a list of questions that you will use to interview your own engineer. In addition to discovering what they do at work, the culture of their workplace, the skills they employ on a daily basis

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2001 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

designed to generate ideas about this topic. We begin with work on what values theyhold as individuals and we compare that to values they hold as Americans, using the ancientrhetors’ definition of values as honor, justice, goodness, and expediency . Then, we ask studentsto consider if their values differ from our values as teachers and whether they think values havechanged over time. These activities are outlined below: Page 6.628.4Group Activity #1:Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright©2001 American Society for Engineering Education1. Make a list of values that you

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2001 Annual Conference

Authors

Beatrice Isaacs; Donald Leone; Mohammad Saleh Keshawarz; David Pines

early 21st century. An ILI grant from the National ScienceFoundation (NSF) enabled the CEE Department to establish a student centered multimedialaboratory, with a GIS component as its centerpiece.At about the same time, the State of Connecticut, through the University of Connecticut,established an on-line library of digital geospatial data called the Map and GeographicInformation Center (MAGIC). The digital data which is in the public domain and available onthe World Wide Web include1 • Named streets with address ranges (1:100,000 TIGER, by county and town, vector data) • Census geography (i.e. block group, tract, 1:100,000 TIGER, by county and town, vector data) • 1970, 1980, & 1990 decennial

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2001 Annual Conference

Authors

Elsa Napoles

Camaguey.The Applied Mechanics discipline is one of the most fundamental disciplines in the mechanicalengineering career and its action field is to design machines, industrials equipment andinstallation and it’s composed of the courses in Table 1 Table 1. The courses in the Applied Mechanics discipline Academic year I Semester II Semester 2nd Theoretical Mechanics I Theoretical Mechanics II 3rd Strength of Materials I Strength of Materials II 3rd Theory of Mechanisms and Machines 4th

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2001 Annual Conference

Authors

Andrew Otieno; Radha Balamuralikrishna; Clifford Mirman

,programmable logic controllers, computer numerical control machines, materials handlingsystems, manufacturing vision systems, computer-aided testing, automated materials handlingsystems and automated storage and retrieval systems. As observed by the SME, “…Studentswith a solid grounding in science and math, strong hands-on project experience and teamworkskills make the best manufacturing engineers”4. Although several changes were made to the program keeping our objectives in mind, wewill focus here on the major issues. In general, the program changes initiated have allowed thedepartment to integrate either new skills or advanced skills into our curriculum. Table 1 showsthe redesigned MET program for the 2001/2002 academic year. As a result of

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2001 Annual Conference

Authors

William Edward Howard; Joseph Musto

revision of the Introduction to Engineering Concepts course,and most importantly the development of a new course entitled Computer Applications inEngineering. This new course, taken by all Mechanical Engineering Department freshmen as ofthe 1999-2000 academic year, was designed to meet four specific curricular objectives: 1) Tofamiliarize the students with the laptop computing environment and infrastructure at MSOE; 2) Tofamiliarize the students with specific software tools required for both their academic careers atMSOE and professional practice; 3) To develop formal problem solving methodologies whichintegrate the use of the computer; 4) To expose the students to the various areas of technicalconcentration available in the Mechanical Engineering

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2001 Annual Conference

Authors

Brett Hamlin; Gretchen Hein

collabora-tive teaching/learning styles used in the engineering courses, and recommends strategies forcrossing the boundaries between departments and colleges.IntroductionIn the fall of 2000 Michigan Technological University switched to a common first year for enter-ing engineering students. During the 1999-2000 academic year, in preparation for the commonfirst year engineering program (1), two pilot courses were developed and delivered. In thesecourses students were taught computer and technical writing skills along with an introduction tothe engineering profession. This was done in an active, collaborative learning environment. Thestudents in the pilot group were also “cohort” scheduled in pilot sections of Calculus and Physicsto facilitate and

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2001 Annual Conference

Authors

Hal Nystrom

participated in integrated teams.The ResultsThe students were asked, "If you were designing this class, based on your experience,would you control the teams regarding integration, or let them choose to form as theydesire?" "Control" was given a value of "0" and "choice" was "1". The scores displayedin Table 1 are the mean scores that also reflect the percentage of the students thatrecommended "choice". For example, the score for all students was 0.65, and it meansthat 65% of the students recommended that they be given the choice. These scores areprovided for students grouped based on their characteristics such as location, sex andlevel of satisfaction. The satisfaction grouping is based on the response of anotherquestion in the questionnaire that

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2001 Annual Conference

Authors

Daniel Davis; Elizabeth Petry; James Fuller

sides of the profession also sharean obligation to serve the needs of the community, the built environment and society.4II. Revised Program CurriculumInitially our design sequence was fractured and non-continuous. In an eight semester programwe had design studio courses only in the first, third, fifth and sixth semesters. In the finalsemester, we offered a thesis studio for our architectural graduate school bound seniors.. Initial Design Sequence in Context: 1998-1999 AET Curriculum . Sem 1 Course Credits Sem 2 Course Credits AET 110 Architectural Drafting 3 AET 122 Intro to Arch CAD 4 AET 113 Intro to

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2001 Annual Conference

Authors

Rui Shen; Maruthi Dantu; Carl Steidley; Mario Garcia

Session 1520 Intelligent Diabetes Management Mario A Garcia, Carl Steidley, Maruthi Dantu, Rui Shen Texas A&M University Corpus ChristiAbstractDiabetes is a disease that affects many people in the world 1. Diabetes cost in the U.S.A. isestimated to represent 5.8% of total personal health-care expenditures. In Europe diabetes isestimated to consume about 10% of the total health care budget. An Intelligent DiabetesManagement System was developed by computer science students at Texas A&M UniversityCorpus Christi to help people monitor and control the blood glucose level. The

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2001 Annual Conference

Authors

Nathan Chao; Bernard Mohr

initiative within the ECET department. We performed the trial with volunteers from aregular lab class comprised of students, not pre-selected in any way, whose average HS entrancegrade hovers near C. Our cohort was typical for an urban community college where many arepoorly prepared for college work, lack good study skills, and are poorly motivated. Indeed, wedo have some students who are well prepared and highly motivated. In this environment, ourhope is to provide answers to the following questions: 1. Will students be able to successfully carry out all parts of a lab experiment at home using e-LAB, Internet based instrument operating panels, online experiments and tutorials? 2. Will the instrument hold up to months of unsupervised

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2001 Annual Conference

Authors

Kenneth Manning; Luke Bellandi

userscould derive a complex equation through a series of guided steps.In the Equation Activity, the student is given a modified calculator interface, as shown in Figure1. In addition to the standard numeric buttons and arithmetic operator keys, the interfacehas buttons that make any variables available. These variables are specific to the equation thestudent is deriving, and are specified by the activity developer. The student is also given a textwindow called the “requirement window”, shown as (1) in Figure 1, where the professorspecifies the current equation to be built by the student. The student enters her answer in the“build window” (2) by using any buttons from the “build console” (3). Correct answers areavailable for reference in the

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2001 Annual Conference

Authors

Lizette R. Chevalier; James N. Craddock

Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education Page 6.636.2training in all areas. It can be very cost effective and increase retention rates dramatically [1].Computer technology and multimedia applications are particularly relevant in engineeringeducation [2- 4]. They give students the opportunity for self-paced learning in an interactiveenvironment [5, 6]. The format is nonlinear, allowing the student to review certain parts in amanner that is much easier than with simple videotapes or audiocassettes. The effectiveness ofcomputer-based instruction has