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2001 Annual Conference

Authors

Eric Wiebe; Theodore Branoff; Nathan Hartman

survey of 16 EDG members regarding the types of activities that need to beresearched relative to the engineering design graphics curriculum. He reported that the mostimportant topics were considered to be developing 3D visualization skills, parametric modeling,3D solid modeling, manual sketching, and a new generation of teaching materials. Itemsconsidered of least importance were lettering, manual construction using instruments, virtualreality, descriptive geometry, and computational geometry. In a review of 3D modeling programs,Ault 5 concluded that there must be an increased emphasis on solid modeling, parametrics andmodern graphical analysis within the engineering graphics curriculum. She also recommended thatnew teaching methods be

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2001 Annual Conference

Authors

Abraham Michelen

Session 1520 Designing Interactive GUI with MATLAB® Abraham Michelen Hudson Valley Community College Troy, New York 12180 micheabr@hvcc.eduAbstractIn this paper we introduce a tutorial on the use of the Guide facility of MATLAB.Guide is a development platform composed of several interrelated tools withinMATLAB that allows the user to build complex graphical user interfaces that can beused as teaching tools or as automated programs. Several examples related toengineering disciplines are presented.I. IntroductionMATLAB is a

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2001 Annual Conference

Authors

Haruo Sakamoto

) Extracurricular activities, herein, mean the student activities outprovide such an active learning opportunity, a learning environment is of class, and the credit is not given for the activities. Therefore, thisneeded rather than just teaching in classes. Education on does not relate to so-called first year design or capstone designmanufacturing is considered to be of great importance as well as the conducted in class in the USA.basic sciences such as mathematics and physics

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2001 Annual Conference

Authors

Jeff Fant

, local ham radio clubs, and local radio-controlled aircraft organizations. TheTAP Program includes workshops for training teachers in wireless telecommunicationsand summer camps for middle school (grades 7-9) students with game-based activitiesthat teach the fundamental technologies that will prepare them to enter further studies inResidential Broadband Wireless, Voice over IP · TCP/IP Wireless Networks, and Voice,Video and Data Integration. Plans also include transmissions to and from theInternational Space Station and other projects coordinated with the help of NASA.Background:The U.S. Census Bureau reveals that less than twenty percent of all new jobs created inthe twenty-first century will require a four-year degree or higher. Greater than

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2001 Annual Conference

Authors

Rick Duley; S P Maj; D Veal

analysts’ when, as mentioned above, CS faculty (through nofault of their own) do not have the experience to teach them?” Figure 1 : PresentCertainly, there are structures to encourage industry input into curriculum construction — aswith most, if not all, Australian universities there is a Consultative Committee at ECU for thatpurpose — but there appears to be a considerable difference between curriculum constructionand the provision of adequate, timely, experience-based preparatory education for undergraduatestudents. [This is not to suggest that the function of a university is solely to prepare students fortheir first job — it is not, that is the function of a Community College — the function of auniversity is to educate someone for a

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2001 Annual Conference

Authors

Steven O'Hara; Suzanne D. Bilbeisi

Architectural Engineering survey resulted in a 100% response. The surveyincluded 16 questions common to all university graduates and 15 questions developed by theArchitectural Engineering or Architecture Faculty. The majority of the architectural engineeringgraduates surveyed felt that the “Design and Development” studio was a valuable learningexperience in preparing them for their professional responsibilities, and some indicated that itwas the most useful course in the curriculum that prepared them for their professional career.6The third group is the faculty. The faculty will provide annual assessment of each course theyteach in relationship to EC-2000 criteria (a)-(k). The teaching faculty of each required course inthe curriculum will evaluate

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2001 Annual Conference

Authors

Nesreen Ghaddar; Fadl Moukallid

service, where students as customers arebuying their education and want an educational system that matches their expectationsand skills4. Student evaluation of teaching, whenever used as a measure of teachingperformance5-7, may be another factor that contributes to grade inflation.In the remainder of this article, the SAT I scores of students admitted to FEA over the pastfive years are first presented. This is followed by the rules on how averages forengineering courses are calculated. Then grade statistics for the University in general andfor FEA in specific are provided and compared with equivalent GPA’s in US Universities.II. SAT-I Scores of Entering First Year Students:Approximately 1200 students apply yearly to the various engineering

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2001 Annual Conference

Authors

Eugene McVey; Gary Dempsey

EngineeringDepartment at Bradley University in Peoria, IL. He currently teaches the undergraduate control theory sequence,senior and graduate laboratories, and artificial neural networks.EUGENE S. McVEYEugene McVey received the Ph.D. degree in engineering from Purdue University in 1960. He was Instructor andAssistant Professor from 1957 to 1961 at Purdue University. From 1962 to 1994, he was Associate Professor (1961-1966) and Professor (1966-1994) at the University of Virginia. He is the author of over 140 archival publications, holds18 patents, and supervised 30 Ph.D. dissertations and 55 Master Theses during his teaching career. Page

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2001 Annual Conference

Authors

Mohammad Zaharee; Gregory Neff; Susan Scachitti

promotion and tenuredocuments.2. Course Update Forms After each semester, every faculty member turns in a course updateform, which is obtained from a department web page6. The form shows any courseimprovements made, such as new textbooks, rewritten syllabi that include student objectives orassessment measures, laboratory improvements, grants or other evidence of continuousimprovement. If no form is turned in, it is assumed the faculty member has coasted in thatcourse that semester. The course update forms produced by an individual are attached to his orher annual report. An example form is shown in the appendix. Page 6.271.3 Proceedings of

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2001 Annual Conference

Authors

William Keat; Ann Anderson; Richard Wilk

of this course are to teach students to workin teams, lead projects, communicate effectively, apply design principles to the design ofthermal/fluids systems and to apply principles of engineering economic analysis.Design of Mechanical Systems (DMS) is a capstone, project-based course in machine design.The course is designed to give students: (1) experience in solving challenging open-endedproblems in mechanical design (2) a practical working knowledge of basic machine elementssuch as motors, gears, belts, bearings, shafts, flywheels, and fasteners and (3) experienceworking on a large team (16 students per team). The term working knowledge in this contextimplies: an intuitive understanding of how the machine elements work, the ability to

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2001 Annual Conference

Authors

Larry McKenzie; Kenneth Gentili; Jr., Richard Crain; Jeffrey McCauley; Forrest Parkay; Denny Davis; Michael Trevisan

. He held a joint appointment as Senior Engineer, Applied Physics Laboratory, University ofWashington. He had been teaching at the University of Washington since 1979. In 1991, Dr. Calkinsreceived the SAE Ralph R. Teetor Award and in 1993 won the SAE Faculty Advisor Award. More recentlyhe was recognized for outstanding teaching at the University of Washington. Page 6.26.11DR. DENNY C. DAVIS is a professor in the Department of Biological Systems Engineering at WashingtonState University, where he has served as Department Chair since 1999. He served as Associate Dean,College of Engineering and Architecture, WSU, from 1986-1998. He received

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2001 Annual Conference

Authors

Roman Morawski; Andrzej Krasniewski

societies, and –consequently – towards engineering education:− New technologies become out of date after ca. 3 years while the cycle of reaching full professional efficiency by a graduate is 6–8 years (4–6 years of study and 2 years of initial professional experience). Consequently, it seems to be useless to base the education of the future engineers on the ideas that will become obsolete at the beginning of their professional careers. The rapid advancement of technologies is accompanied by an exponential growth of the volume of engineering knowledge that cannot be unlimitedly added to the engineering curricula. This should be the reason for more synthetic and methodical teaching of the fundamentals.− The main competence of an

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2001 Annual Conference

Authors

Rose Marra; Andrew Lau; John Wise; Robert Pangborn

; • exposure to learning support services and career development resources • information on participation in cooperative education, internships, international experiences, professional societies and other student organizations • help in developing effective study, time-management, decision-making, critical thinking and learning skills3. Provide exposure to some of the professional skills and competencies associated with academic study and practice of engineering; • practice in skills such as use of e-mail and the Web, computation, library research • introduction to design, case studies, global perspectives, teamwork and problem-solving • opportunities to use laboratory facilities or engage in hands-on activities4. Encourage

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2001 Annual Conference

Authors

Robert Tener; Michael Winstead; Edward Smaglik

Intuitive Concerned about Impatient abstract concepts PushyPreferred Learning Brainstorming Lectures Laboratory Do it themselvesActivities Role playing Reading Simulations Design Discussion Objective testing Problem solving Open-ended problems Questioning Seminars Experiments Work experience Visualization Example problems Reports Teach someone else Journals

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2001 Annual Conference

Authors

Clare Cook

advantages anddisadvantages of each operating environment and the issues of loading an operating system.Linear interface and calibration can be examined with the temperature sensor circuitry. Finally,loading a web server and writing scripts to access the server can provide many experiences withInternet enabled designs. This project alone could provide many laboratory experiences for acourse in embedded computer systems. Work is currently under way at to incorporate laboratoryexercises from this project into the embedded computer systems course taught in the ComputerNetworks and Systems program at Ferris State University. Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition

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2001 Annual Conference

Authors

Ahmed Elsawy; Ismail Fidan

estimation, life cycle analysis, machineprogramming, tool and workpiece selection, production rate, and number of machiningsteps etc. In this paper, a knowledge-based tool (KBT), which is still under development,has been presented. The current development and its implementation are also given inthe present paper.I. IntroductionWhile it is important for technology programs to educate students about the use ofcomputer aided design (CAD) tools, they must also ensure that the students have a basicunderstanding of the underlying principles upon which these computer programs arebased. Striking a balance between teaching the fundamentals and giving the studentshands-on experience with the technology continues to be a challenge.All technology majors are

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2001 Annual Conference

Authors

Hilda Black; Jenna Carpenter

courses.IntroductionThe College of Engineering and Science at Louisiana Tech has replaced the traditionalcurriculum for freshman and sophomores engineering majors with an integrated curriculumwhich incorporates mathematics, engineering and science. The curriculum integrates topicsacross the disciplines and incorporates active/cooperative learning, various technologies,freshman and sophomore design projects, and hands-on-laboratories. During the freshman year, Page 6.452.1the mathematics portion of the integrated curriculum focuses on differential and some integral“Proceedings of the 2001 American Society for Engineering Education Annual Conference &

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2001 Annual Conference

Authors

Andrew Scanlon; Andrea Schokker

in the laboratory. However, the primary objective of a structural design courseis to provide the students with an experience that will enable them to enter a design office andhave an understanding of the process by which a complete set of design calculations, drawingsand specifications is produced. In addition, because the design process in large projects involvesa team effort with input from experts in different fields, students need to understand how thedesign process works in the broad sense.The approach being used to integrate these various facets of the design process is to use a themeproject in related courses at various stages of the curriculum. The initial effort has been todevelop the theme project in the introductory reinforced

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2001 Annual Conference

Authors

Joey Parker

test stand with several pneumatic cylinders,solenoid valves, pushbutton inputs, and other function is used for laboratory exercises in PLCprogramming. Specific examples of PLC program analysis, de-bugging, and program design Page 6.660.7have been presented. Senior design projects that use PLCs for control have also been described. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationStudent response to this material has been uniformly positive, primarily due to their recognitionthat this is useful, “real

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2001 Annual Conference

Authors

John Steele

, participated in acombination of presentations, laboratory experiments, pedagogical discussions and fieldtrips to engineering companies. Post workshop evaluations and interviews establishedthat this pilot workshop was viewed as a strong success by the teachers who attended.Expansion of the program is planned for 2001. A description of the program is givenhere in hopes of aiding others in their development of similar activities.IntroductionThe objectives of the workshop were threefold: • First, we hoped to develop, among the teachers who attended a better understanding of what engineers do. • Second, we wanted to provide these teachers with an in-depth exposure to some aspects of our engineering curriculum at CSM. • Third, the workshop

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2001 Annual Conference

Authors

Robert Fithen

more that oneitem, partial credit can be given on any assignment. Page 6.248.7Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2001, American Society for Engineering EducationAcknowledgmentsThe author wish to thank NSF for supporting this project under NSF project #9952284Bibliography1. Clinton Pierce, Teach Yourself Perl in 24 Hours, SAMS, 1999.2. Larry Wall, Tom Christianson and Jon Orwant, Programming Perl, 3rd edition, OReilly3. Open SSL Web Site: http://www.openssl.org4. ModSSL Web Site: http://www.modssl.org5. Apache Web Site: http://www.apache.orgBOB FITHENBob Fithen

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2001 Annual Conference

Authors

Berrisford Boothe; Todd Watkins; John Ochs

context.1,2,3,4 The question that confronts those that teach design is how broad andinclusive is the context that is presented to the our student. Many schools have addressed thisissues in the capstone project class5 [This reference contains an additional 36 references ofvarious schools’ approaches]. Our answer is “as broad as possible” including engineering, Page 6.311.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationbusiness, industrial design and social sciences. To achieve this broadest possible

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2001 Annual Conference

Authors

Joseph Walsh; David Kelso; John Troy; Barbara Shwom; Penny Hirsch

been considered an important, if subordinate, skill for engineers.Until the early 90s, two paradigms for teaching engineers to write dominated the pedagogicalscene. In the first model, engineering students were required to take stand-alone courses incomposition or technical writing, generally offered by faculty in English departments or at leasttrained in English composition. The theory was that students are best taught writing by expertsin the field and that once students have a good foundation in writing, they can build on thatfoundation in their majors. For years Northwestern University followed this approach;engineering freshman and sophomores fulfilled a writing requirement by taking English coursesin basic or intermediate composition

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2001 Annual Conference

Authors

Thomas Harmon; Glenn Burks; Eva Baker; Gregory Chung

criterion map was devised by the instructor and teaching assistantfor the course, and included 17 concepts to be linked by 4 relationships. Students were given atutorial on the mapping exercise, then asked to perform the exercise prior to the start of the ISISproject, and again after the completion of the 5-week project. The class completed both thepretest and posttest mapping exercises in a controlled environment. A list of all student mappropositions (192 of a possible 1088) was compiled and each was assigned a score by theinstructor (illogical/impossible = 0; pragmatic understanding = 1; scientific understanding = 2;highly principled, scientific understanding = 3). Student maps were scored in terms ofproposition quality. Overall, the results

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2001 Annual Conference

Authors

Tony Rogers; David Miller; Bruce Barna

simulation throughout the curriculum so that when startingsenior design, they have a good understanding of the benefits, limitations, and generalfunctionality of the process simulator. In practice, most students arrive in their senior designclasses without knowing how to use a simulator to help solve open-ended problems. In general,their experience has been with small, well-defined problems. To help alleviate this problem, ashort-term design project has been developed to teach the basics of process simulation within thecontext of analyzing an existing plant and suggesting process improvements. Specific goals ofthis project include (1) learn how to simulate a wide variety of unit operations, (2) learn benefitsand limitations of different

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2001 Annual Conference

Authors

Rhonda Lee; Vincent R. Capece; John Baker

. Laboratory exercises can often “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”provide reinforcement to core lecture material more effectively than a textbook. It seemsthat appropriate use of finite element software, utilizing the powerful graphicscapabilities of the software, can produce a similar reinforcing effect.2. FEA Software as a Teaching ToolClearly, FEA is a relevant topic to engineering education. As noted above, a level ofcompetency in FEA seems essential for engineers graduating in today’s technicalenvironment. Of course, learning to use software that produces accurate results, forexample, in a heat

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2001 Annual Conference

Authors

Michael Carter; Sarah Rajala

departmental administration (also insofar as it helps to support the objectives) • the curricular outcomes defined under Criterion 3 • the courses in the curriculum • the faculty teaching in the program • the facilities • the financial resources • information pertinent criteria It is important to demonstrate how these various parts are related to each other in two ways: (1) how each part either influences the goal of the whole OR contributes to attaining that goal and (2) how each part is connected to a larger process of continual improvement of the Page 6.400.6 program through various forms of

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2001 Annual Conference

Authors

Ty Newell; Timothy Shedd

performance levels, and it is important to letthem know that you need to spread their expertise and abilities to help teach others. Second,help students realize that being assigned to a different team does not form a boundary in terms ofcooperative learning activities. Last, but probably less satisfying, it may help to emphasize thatthe choice of team members in the job environment will be one in which they have little or noinput.Teamwork and team responsibilities must be formally explained. It is important to describedifferent functions and positions of responsibility that teams need to formally assign to itsmembers. Also, it is essential that members rotate through positions of responsibility in order toevenly share the workload, to experience

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2001 Annual Conference

Authors

Rick Duley; A Boyanich; S P Maj

arises from hisexperiences in teaching SE principles in programming classes. r.duley@cowan.edu.auDr S P MAJ is a recognized authority in the field of industrial and scientific information systems integration andmanagement. He is the author of a text book, 'The Use of Computers in Laboratory Automation', which was commissionedby the Royal Society of Chemistry (UK). His first book, 'Language Independent Design Methodology - an introduction' ,was commissioned by the National Computing Centre (NCC). Dr S P Maj has organized, chaired and been invited to speakat many international conferences at the highest level. He has also served on many national and international committeesand was on the editorial board of two international journals concerned with

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2001 Annual Conference

Authors

Thomas Stanford; Michael Aherne; Duane D. Dunlap; Mel Mendelson; Donald Keating

engineering innovation. Graduate education must be responsive to this change and mustbuild a new type model of in-service graduate professional education which reflects thesubstantial changes and characteristics of the engineering innovation process itself, and thestages of lifelong growth, professional dimensions, and leadership responsibilities associatedwith the modern practice of creative engineering in a knowledge-based, innovation-driveneconomy. Whereas traditional research-based graduate engineering education and teaching haveresulted during the last three decades as a byproduct of the linear research-driven model ofinnovation, a new model of graduate professional education has been developed which focuseson lifelong professional education for