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2001 Annual Conference

Authors

Elaine M. Cooney; Kenneth Reid

Session 1647 Using the Internet as a Course Textbook Kenneth Reid and Elaine Cooney Electrical Engineering Technology, IUPUIAbstractThis paper describes the creation and use of an online textbook for a course in ElectronicsManufacturing. This project originated when no appropriate textbook could be found in print forEET 360: CIMT in Electronics Manufacturing. Creating an online textbook in this area waspossible because of the plethora of information available on the web about electronicsmanufacturing. Trade magazines and vendors provide a wide variety of up-to-date and in

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2001 Annual Conference

Authors

Orlando Baiocchi; Atlas Hsie

SUNYITSUNYIT is an upper division Institute for transfer and graduate studies. Students whocomplete their first two years of study may transfer up to 64 credits into our program.IET program requires a minimum of 128 total semester credits to graduate for a BS or aBT degree. Required core courses in the IET major for BS or BT track are the same: ITC320 Application Project I (2 cr.) Page 6.819.1 ITC321 Application Project II (2 cr.)Proceedings of the 2001 American Society for Engineering Education Annual conference & ExpositionCopyright ©2001, American Society for Engineering Education©Ã ITC311

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2001 Annual Conference

Authors

Marilyn Smith

as use and understand the experiments developed by all theother teams in the class. Here, technology comes into play in all aspects from findinginformation and knowledge across disciplines and levels, to conducting experiments, analyzingresults, creating their own web resources to let others use their work, and reporting on the workin classroom presentations. The course is generally conducted in a multi-media-equipped Page 6.1050.3classroom, where the students and instructor can access the Internet, and project material onto Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition

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2001 Annual Conference

Authors

William de Kryger

education. It will enumerate the rewards that accrue to both facultyand students through an international exchange and the components that must necessarily beincluded in the program if it is to be successful and live a long and prosperous life. It willinclude such things as: making the initial contact, evaluating the proposed site, developing abudget, generating support, documenting the responsibilities of each institution, planning for thetrip, emergency contingency plans, orientation meetings with the students, language difficulties,academic credit, recruiting, technical projects, and final evaluation.The paper will conclude by reviewing two different exchange programs, one in Europe, which iswell established and has been operating for many years

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2001 Annual Conference

Authors

Robert Tener; Michael Winstead; Edward Smaglik

administration of the intern’s experience;c. The student intern’s employer (“sponsor firm”) is actively engaged in management and execution ofmajor construction projects and conscientiously mentors the student intern;d. The student, the university, and the sponsor firm all share a common goal: highly effective studentlearning through authentic involvement, ande. The student appreciates the importance of learning from, and the benefits of succeeding in, the internshipexperience.Internship work periods typically are scheduled so that the student can complete the university course ofstudy in the normal (say, eight semesters in residence) time. In the internships on which this study is based,students can be assigned to work locations anywhere in the U.S

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2001 Annual Conference

Authors

Hugh Blanton; Mark Rajai

Session 2525 Designing Global Monitoring System to Locate Missing Children and Alzheimer Patients Mark Rajai, Hugh Blanton East Tennessee State UniversityAbstractThis paper presents a joint effort between engineering students from various majors, and theiradvisors to design a sophisticated global monitoring system to monitor location of children,Alzheimer patients and other valuable items. This project was part of a capstone design coursedeveloped to introduce engineering students to real world problems. This funded project wasdeveloped in response to

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2001 Annual Conference

Authors

William Strenth

typical assignment (Figure 3) would consist of a PowerPoint presentation andInternet-linked reading assignments (Figure 4). Included in each segment was a virtual fieldtrip. An example was the I-26 construction in Madison City, North Carolina(2). The websitewas an unofficial one for the I-26 project currently under construction. Students wererequired to view vicinity maps, photographs, and up-to-date information about the project.After viewing the photographs, students had to determine the processes and the equipmentbeing used in each of the photographs. Reading assignments included articles fromperiodicals such as Engineering News Record (3) and Hot-Mix (4). Other links were toproducts, manufacturing, and Department of Transportations

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2001 Annual Conference

Authors

Zhongxiang Zhao; Eugene Rutz

Engineering Education2.2 Web Based Course FormatIn the following paragraphs, course organizational structure, page navigational structure, and pagelayout are discussed.2.2.1 Course Organizational StructureFigure 1 shows the organizational structure of the course. There are eight content units alltogether. Other components of the course are the course outline, the class introduction, contactinformation and the instructor biography. Since the conversation opportunity between students andinstructor may be less in a web-based course than in a traditional course, the last two parts aboutthe instructor are necessary. When students need help on assignments or projects, contactinformation will be very helpful

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2001 Annual Conference

Authors

William Marcy; Marion Hagler; Juan Ramirez; Jose Tamborero

is that each institution may agree to “double count” courses by granting credit to astudent for a course taken at one institution towards satisfying the degree requirements at bothinstitutions. Transferring credit is straightforward because the Southern Association of Collegesand Schools accredits both institutions.Central and South West Corporation funded the project in November 1996 and the program waslaunched in 1997. Students who began the program informally under an earlier exchangeagreement between the University of the Americas and Texas Tech University received dualdegrees in 1997 and 1998.In the fall of 1998, the first students received fellowships that covered the approximate cost oftuition, fees and cost of living for 7 months

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2001 Annual Conference

Authors

Paul Marquard; Bruce R. Dewey; Sally Steadman; Raymond Jacquot

course include aspects of appreciating engineering, participating in designprojects, learning engineering problem-solving methodology, developing skill in computerprogramming, becoming familiar with various computer applications, and fostering teamwork inengineering contexts.Several driving forces are responsible for these themes. NSF Engineering Coalitions1 havesought to implement a new engineering paradigm characterized by active, project based learning;horizontal and vertical integration of subject matter; and the introduction of mathematical andscientific concepts in the context of application. Multiple reports2, 3, 4 have recommended directexperience with the methods and processes of inquiry and with multidisciplinary curriculacombined with

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2001 Annual Conference

Authors

Hilda Black; Jenna Carpenter

. Supporting material includes itemssuch as syllabi, review sheets, course documents and links to text-specific web-based tutorialmaterial. The instructors also made use of optional communication tools, such as e-mail and thevirtual classroom.Tracking was used to collect data on student use, and students were surveyed at the end of eachterm to assess the strengths and weaknesses of the sites, interest in options not utilized in thecourse, ease of access to the site, etc. Improvements were then made to the sites, incorporatingthe student feedback and instructor experiences. Based on the feedback from this and othersimilar projects, plans are to seek funding to expand and implement a web-based system for usein integrated curriculum

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2001 Annual Conference

Authors

Robert Avanzato

applications and data. A brief chronology and overview of the Penn State Abington experiences withPalm handheld integration follows. Through support from 3Com and Palm, thirty-five students in an introductoryInformation Sciences and Technology (IST) course were each provided with a PalmIIIx™ handheld computer in the fall of 1999. Classroom activities supported by the useof these handhelds included electronic team quizzes, distribution of notes, interactivesoftware reviews, collaborative database projects, and access to web-based materials.Student teams developed prototypes for commercially feasible PDA applications in areassuch as health care, inventory management, and law enforcement. The handheldcomputer requirement for students in

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2001 Annual Conference

Authors

Robert Montgomery

Dean and Department Head at Purdue. All the usualitems were included: the teaching objectives, to help me become a better educator, the researchobjectives, to help me become a better researcher, and the learning objectives, to help me avoidbecoming stale. There was even a major writing project included in the objectives – a textbook,no less – to help demonstrate, in the long run, my value as an educator on a larger scale than justto my immediate classes and students. I was clearly trying to establish that the leave wouldincrease my value to Purdue. Most of the smaller objectives had been carefully written to support the large project –the textbook – and were not designed to facilitate generation of a large number of papers of anysort

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2001 Annual Conference

Authors

William J. Daughton

, guidelines for successfulremote team projects, and an overview of the entire Baldrige framework. The last two items areincluded since the students must complete a semester long team project which involvesanalyzing a mock company’s application for the Baldrige Award. This aspect of the course willbe described later in this paper. The remainder of the course sessions are structured around theseven Baldrige categories.The detailed criteria under each category provide a framework for discussing managementprinciples as they apply in the typical environment that a new technical manager encounters.This framework is universally valid since the Baldrige criteria by design are non-prescriptive.The focus in the criteria is on what a company, or in this case an

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2001 Annual Conference

Authors

James Wood; Elaine L. Craft

, American Society for Engineering EducationAdvanced Technological Education (SC ATE) Center of Excellence, is focused on increasing thequantity, quality, and diversity of engineering technology graduates to support economicdevelopment. The SC ATE Center is funded by the National Science Foundation and the SCState Board for Technical and Comprehensive Education. The SC Technical College Systemconsists of 16 two-year technical colleges.The SC ATE project was begun to address a number of key concerns:• Limited number of technicians available.• Need to tap in to an increasingly diverse population of students. The expanding career opportunities in engineering technology have created additional opportunities for the technical college student

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2001 Annual Conference

Authors

Steven McCabe; Francis Thomas

engineeringconference, and 3) the asphalt paving conference. The planning of each of these conferencesinvolves the faculty and representatives of local industry. The conferences present invitedspeakers as well as faculty presentations that address the needs of the respective engineeringparticipants.The engineering community has, in recent years, requested a different form of continuingeducation. The degree programs do not address the needs of those who do not desire anadvanced degree. The conferences address a different need than the degree programs, but theypresent a scheduling problem in that it is necessary to miss an entire day of work in order toattend the conference. This can be difficult, in some cases, due to project deadlines, etc. In anattempt to

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2001 Annual Conference

Authors

Ralph Tanner; Johnson Asumadu

Session 1526 REMOTE WIRING AND MEASUREMENT LABORATORY Johnson A. Asumadu, Ralph Tanner Western Michigan UniversityAbstractIn this project, a new architecture called "Remote Wiring and Measurement Laboratory(RwmLab)" is proposed that will allow students to physically wire up electrical and electronicscircuits using an Internet access. Likewise, they will be able to take real measurements overtheir Internet access. In this way, students will experience the nuts and volts, frustrations, andhands-on experience of a real-world laboratory environment while accessing the

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2001 Annual Conference

Authors

Micheal Parten; Heath Keene

systems along withthe high frequency of transmission makes it difficult to develop undergraduate laboratories that can beused to teach the needed concepts. Some teaching systems exist but cannot be easily tied to existingcommercial systems. Equipment to test and characterize these new commercial communicationsystems is complex and expensive.To overcome some of these problems, student projects can be developed using a PC-based system forsimulation and application. The PC-based system used in this example is LabVIEW, or LaboratoryVirtual Instrument Engineering Workbench, a graphical programming language developed by NationalInstruments. It is used extensively for data acquisition, instrument control and analysis.4 In thisexample, a communications

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2001 Annual Conference

Authors

Shafaat Qazi; Sam Gile; Mustafa Guvench

-bandwidth performance of student designed CMOS operational amplifiers which were fabricatedthrough MOSIS. The system was built and the programming was done as a part of senior electrical engineeringcapstone project at the University of Southern Maine. Figures 3, 4, and 5 shown in the remaining pages giveresults obtained with two different circuits, (1) a JFET-input AC-coupled Three-stage BJT audio amplifierdesigned in junior year Electronics II laboratory, and (2) an inverting 10X gain amplifier constructed from aNMOS-input CMOS operational amplifier. The CMOS operational amplifier was designed as a part of ELE444 Analog Integrated Circuits class, and sent out to MOSIS, fabricated and packaged. The 10X amplifier wasbuilt as an application of the

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2001 Annual Conference

Authors

Robert Fithen

Page 6.248.4location as shown in figure 4.Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2001, American Society for Engineering Education Figure 4. Introduction screen.Five major areas are available to the student as shown in Figure 4. The “Homework”section contains all the homework assigned to the student during the course includinglocations to submit each assignment. The “Exams” area contains all exams giventhroughout the course including on-line as well as paper exams in pdf format. The“Projects” area contains a location for large homework problems. This section was notused during the Fall 2000 semester. The “Grades” area contains a dynamic page

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2001 Annual Conference

Authors

Sanjay Joshi; Richard Wysk; D.J. Medeiros; Amine Lehtihet; Timothy Simpson

working on a student-run newspaper. The course integrates thetraditional capstone design experience with hands-on experience in volume production andmanufacturing; students must consider all aspects of manufacturing – including processplanning, tooling, assembly, outsourcing, and final costs – so that they can produceapproximately 100 units using the new Factory for Advanced Manufacturing Education. Thecourse also focuses on creating an environment that promotes self-directed learning, problemsolving, teamwork, project planning, communication, and presentation skills. Assessmentstrategies for evaluating team performance and the impact on students’ learning readiness arediscussed. In particular, design notebooks and frequent design reviews are

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2001 Annual Conference

Authors

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

SoftwareDevelopment Center. This paper will discuss design philosophy in terms of the identification offundamental concepts, development steps, and assessment implementation within the context ofongoing projects. These projects include modules for an optics curriculum, tutorials for aninterdisciplinary course, and interactive software for a basic engineering course.I. Introduction The objective of this paper is to discuss the development philosophy of the Media Designand Assessment Laboratory1 (MDAL) at the University of Missouri-Rolla (UMR). The purposeof the MDAL is to facilitate the interaction between multimedia developers and contentproviders. The goal of the MDAL is to provide faculty with the classroom-enhancingmultimedia tools that will best

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2001 Annual Conference

Authors

Kay C. Dee

thereviewers’ jobs easy. 5. Don’t be modest. Do be accurate.Some people find various forms of “self-promotion” distasteful. The third-year review is not atime to be overly modest or to discount your own hard work. Be proud of what you’veaccomplished. If you have encountered obstacles to your research, teaching, or professionalactivities, your third-year review materials are not the place to discuss the complexities of thesituation in detail. Briefly state what the obstacle was, that it was difficult to work through, thatyou did eventually triumph or find a way to work around it, and that since the obstacle is nolonger an issue, you are ready to tackle exciting new projects. This way, your materials reflect asense of achievement and enthusiasm

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2001 Annual Conference

Authors

Paul Wojciechowski

bachelor’sdegree level…with an institutional decision no later than the end of 1993-94 academic year….”Two projects were initiated to accomplish this goal. First, engineering educational consultantswere retained to survey the college’s academic structure and prepare recommendations regardingthe addition of a bachelor’s degree engineering program. Second, the president and board oftrustees would ascertain the extent of interest and financial support available from regional firmsto underwrite the initial capital costs and continuing equipment needs of such a program at YorkCollege.The first of these projects began in early 1992 with a meeting at York College with theengineering dean of a neighboring university to explore the feasibility of initiating a four

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2001 Annual Conference

Authors

Harriet Cornachione; Tim Brower

little or no college-student input or participation. Minimalfollow-up is performed within the schools or one-on-one with the participants.Hence, when the national organization of the ASME offered the Diversity Action Grant (DAG)Program, student members, in cooperation with their faculty advisor responded with a proposal.The proposal sought funding for additional recruitment activities specifically to enhance femaleenrollment in the MET program at Oregon Tech.IV. ASME DAG Project8Project Goals & ObjectivesWeekly ASME student meetings at Oregon Tech reflect the lack of gender diversity in the METDepartment. This observation drove the DAG project goal of expanding and encouraginggender diversity within the MET program at Oregon Tech. The

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2001 Annual Conference

Authors

Scott Dennis; Jeff Ball; Martin Bowe; Daniel Jensen

ofacademic majors, abilities, etc. Each section responds, as a class, to a faculty preparedstatement-of-work (SOW). The SOW specifies requirements for a system the cadets mustdesign and build without mention of how to meet those requirements. Each section generally hasits own project, i.e., there is not a course-wide SOW. Cadets in one particular section of Engr410 were tasked to develop a teaching aid on the operation of an automatic transmission for apopular senior-level engineering course, MechEngr 490--Automotive Systems Analysis. Thefaculty provided the section of Engr 410 two fully assembled 42LE transmissions donated byDaimler Chrysler. The transmission is of course a major subsystem of the automobile and is apart of the MechEngr 490 syllabus

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2001 Annual Conference

Authors

Vincent Gallogly

student population had an insufficient background in business finance;and 2) the teams were a bit at sea as to organizing and preparing a business plan. Toresolve the finance issue a clearer segment on capital and market valuation was installed,and for team organization matters I scheduled and still schedule a one hour meeting witheach team to discuss one on one their organization, concepts and planned process forcompletion of the project. This session is held two thirds of the way through the semester.Additionally, I now require a preliminary market analysis and cost profile at midsemester. These tasks assist in keeping all work on track and give me direct insight intoeach team members growth and helps form a basis for grading individuals.CLASS

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2001 Annual Conference

Authors

Ricardo Molina; Claudio da Rocha Brito; Melany Ciampi

Session 2360 A Contribution for Engineering Education in Brazil Claudio da Rocha Brito, Melany M. Ciampi, Ricardo Castillo Molina SENAC School of Engineering and TechnologyAbstractIn 1996 the Education Ministry of Brazil published the Federal Law no. 9.394 known as LDB –Basis and Directress Law of Education. With this new Law it started the educational reformswith the objective of increasing the quality of 3rd Grade in the Country. Although the reformsare associated to a political project of the present team of Republic, the real motivation is due tothe consequences of a new social and technical post

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2001 Annual Conference

Authors

John Klegka; Robert Rabb

ability to function as amember of a design group and gives the non-engineering students an appreciation for variousengineering topics. This paper demonstrates how a five course sequence in mechanicalengineering is designed to meet institutional educational objectives, reinforces fundamentalengineering principles, exercises the engineering problem solving process, and exposes studentsfrom various disciplines to material they will encounter for years after graduation. The outcomesof this program are substantiated with student surveys and feedback from the various courses.I. Academic Program Goals “I enjoyed the design projects. As we progressed in the course, we were able to apply the knowledge we learned to something worthwhile

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2001 Annual Conference

Authors

Rafiqul Islam

DigitalHierarchy) , ATM (Asynchronous Transfer Mode) and Gigabit Ethernet, providing datatransmission rate of 10 Gbps and beyond1. WDM technology is also being applied tointernational undersea fiber optic cable networks such as Africa ONE. This project integratesseveral telecommunications technologies such as satellites, digital mobile radio and terrestrialfiber optic networks to connect all the African countries2. Current cables from Alcatel SA, Paris,for example, carry 10 Gb/s on each of 42 wavelengths for a total capacity of 420 Gb/s over asingle fiber and that is likely to grow to 68 wavelengths by one year. The latest optical fibershave at least 3000 times the capacity of their coaxial forebears. All undersea cables havecomparatively sheltered life