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2001 Annual Conference

Authors

Elizabeth Parry; Laura Bottomley

children started school we learned, toour great dismay, that our state measures the success of its students, teachers and schools basedon demonstrated competency in math and language. Science is a subject that is taught whenthere is time, and during a normal school day this “free” time seldom materialized. At the sametime, we were both struck by how eager the children we came into contact with were to learnabout science. All of these, combined with encouragement of the parents of children we knew,factored into our decision to launch Science Surround.We began our planning by talking to other parents about the kind of extracurricular activitiesthey were willing to seek out for their children, and commit time and money to. Science, as wehave observed

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2001 Annual Conference

Authors

David S. Cottrell

registered Professional Engineer and has taught courses in statics and dynamics, mechanicsof materials, graphic communications, and construction planning, scheduling, and cost estimating. Page 6.250.7Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright Ó 2001, American Society for Engineering Education

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2001 Annual Conference

Authors

Nicholas Cain; Julia McLees; Jason Bara; Gary Wnek; Bradford Crosby; Gary Huvard

a debate concerning whether problem solving,critical thinking, and creativity are innate or learned skills. Either way, there is ample evidencethat the development of these skills requires practice - and lots of it. For students given aproblem to solve, Rugarcia1 et al. tell us “they should be equipped to identify the goal and put itin context; formulate a systematic plan of attack that incorporates a suitable blend of analysis,synthesis, evaluation, and problem-solving heuristics; locate sources of information; identifymain ideas, underlying assumptions, and logical fallacies, and evaluate the credibility of theidentified sources; create numerous options and classify and prioritize them; make appropriateobservations and draw sound

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2001 Annual Conference

Authors

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

Design ProjectThe Civil Engineering Design Project is the culminating design experience for the graduatingseniors. The Design Project is a sequence of two 2-credit hour courses during the senior year.The senior civil and environmental engineering students work in teams of 4 or 5 students to solvean open-ended design project. Local engineering firms provide the projects and representativesfrom these firms participate in the evaluation process. The projects are either projects the firmsare currently working on or are projects they have already completed. Students must prepareengineering plans, specifications, cost estimates, and written and oral project reports. Becausethe course extends over two semesters, an attempt is made to place issues such

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2001 Annual Conference

Authors

Sarah Irvine; Mary Anne Lesiak; Andrea Prejean; Teresa Larkin-Hein

workshop team.Teachers were given intensive hands-on instruction on educational web design, and createdmaterials and resources to use in the process of integrating this instructional medium into theirteaching of mathematics, science, and language arts. Thus, the afternoon sessions were devotedto allowing teachers considerable amount of time to work together within their teams to plan anddevelop their projects.The focus of the projects that the teachers created were centered around an integrated lesson thatallowed the teachers to build on national standards in his or her own curricular area. The pointof this focus was to have the teachers build a series of activities that would not only give theirstudents the opportunity to construct their own

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2001 Annual Conference

Authors

Gary Boyd; Alan Insleay; Geza Joos

tolearning of just memorizing a collection of formulas, diagrams and algorithms. Whereaswhat is needed is a well-organized meta-cognitive self-management (planning, andexecution-monitoring)strategy if they are ever to be able to generate deep coherentunderstandings of how specific techniques are derived from basic principles andcontextual constraints(boundary conditions).In addition, teaching in Engineering has come under pressure from the new technologicalenvironment and the new industry demands and constraints:(a) “Just in time, just on topic” instruction is increasingly demanded by students and potential employers.(b) Modularity and adaptability in the selection and organization of course topics are highly desirable.(c) Breadth of

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2001 Annual Conference

Authors

Jeffrey Jones; David Niebuhr; Heather Smith; Lanny Griffin; Blair London; Linda Vanasupa; Katherine Chen

multiple learning styles; 3) is designed to develop teamwork and communication skills.Our paradigm loosely follows McCarthy’s adaptation7 of Kolb’s learning cycle8. As shown, itbegins with a reason for undertaking a study and is followed by facts (“Discovery of theProblem: What? Why?”). This stage is followed by a discovery activity or experiment(“Definition of Test Parameters”, “Plan Experiment”, “Set-up and Run Experiment”). The finalsections contain a series of questions that challenge the learner to apply the concepts to anunknown situation (“Analyze Results”). It incorporates components from all learning styles.Incidentally, the Kolb indicator is only one of the many learning style indicators. Researchshows that to engage all learners, it is

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2001 Annual Conference

Authors

Nakeya Norman; Janelle Meyer; Charu Dugar; Jason Keith

-on and multidisciplinary projects. Because ofthis, a new elective chemical engineering course at Michigan Technological University has beendeveloped, CM4900: Interdisciplinary Design, to fulfill these needs for students as well as forstudents in other disciplines. In this paper there will be a description of course goals, the coursestructure chosen to achieve these goals, results from the first semester of this course (taught inthe fall 2000 semester), and plans for improving this course in future semesters.I. IntroductionDuring the 2000-2001 academic year, two new, unique engineering programs have beendeveloped within the College of Engineering at Michigan Technological University. One ofthese is the “Engineering Enterprise,” where students

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2001 Annual Conference

Authors

W Meador; Carlos Morales

cost associated with the process, which can start out in the tens of thousandsof dollars. The cost can impact the user both in terms of the equipment required and theexpertise needed to engage the motion-capture process from planning to the actualapplication of the data to three-dimensional geometry. This paper details a method forengaging in motion-capture in a cost-effective manner through the use of low-cost rastertools.Production animation firms and academic institutions that can cope with the entry-levelcosts associated with this process benefit in numerous ways. First, they are able toproduce animations with more realism than production companies that do not have accessto this technology. In producing scenes for The Mummy, ILM used an

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2001 Annual Conference

Authors

Christopher Jorden; Farouk Attia

eliminate bottlenecks, which greatly improves lead-times and efficiencies.4Upon identifying the part number, all departments involved such as purchasing, will have anearly start identifying “hard to find” raw materials, etc. All subsequent manufacturing processeswill have a better planning time to a particular order. The EDCS identifies part numbers basedon previous applications, inquiries, and customer history. Knowing a part number quickly willgreatly lower the manufacturing lead-time. The EDCS will also identify other products orservices required when a particular product is purchased. It could identify special requirementsincluding field installation procedures on how to use a product, non-standard materials,personnel needed to install a

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2001 Annual Conference

Authors

Suzanne Weiner; Honora Nerz

quantity of work andcoordination required to build an instruction program that is truly curriculum-integratedoftentimes leads to a product that is course-integrated rather than curriculum-integrated. Aninformal survey was conducted of NC State University students in the Colleges of Textiles andEngineering and illustrates where course-integrated instruction falls short of its goal. This paperconcludes with an outline of a plan for implementing a curriculum-integrated instructionprogram.Introduction and Overview of Information Literacy "The explosion of information has serious implications for information seeking by allpersons, but especially for students. For example, in most cases there is not just one right sourceof information to answer

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2001 Annual Conference

Authors

Kathryn Jablokow

engineering.One unique feature of this course is its treatment of human psychology and the metacognitiveaspects of the design process using M. J. Kirton’s Adaption-Innovation theory3,4,5. Kirton’stheory describes the differences in creative style exhibited by people as they engage in problemsolving processes, including engineering design. In this course, students receive individualfeedback from the Kirton Adaption-Innovation (KAI) inventory, a highly validated assessmenttool that is administered at the beginning of the semester. The results of this inventory are alsoused in planning small group activities for the classroom that provide the students with further

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2001 Annual Conference

Authors

Luiz DaSilva

experience in teaching a large section of agraduate-level computer engineering course with synchronous lectures to nine locations inVirginia and the numerous supporting mechanisms utilized for communications among studentsand with the instructor. Results of a survey conducted with all students in the class are analyzedhere. We focus on students' experiences with working on a collaborative group research projectinvolving group members in multiple locations. The author concludes that there is value inproviding strong encouragement for student involvement across geographies; however, this is aprocess that will not typically occur naturally, so it requires both careful planning from theinstructor and the appropriate set of tools to make active

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2001 Annual Conference

Authors

Teodora Shuman; Greg Mason

action is planned for improving the students learningexperience during the next third of the term. In addition, questions for the next survey areformulated. Successive surveys should include: 1) questions from previous surveys, to identifytrends; 2) new questions, to address learning objectives specific to the next segment of the term;and, 3) clarification questions, when the results of the previous surveys were inconclusive orunclear.Step three in the assessment process is the peer review. The peer review follows the secondsurvey and is used to further clarify items from the previous two surveys and to solicit help fromstudents for improving the class where the surveys showed a decreasing trend.The final step in the process is to re-evaluate

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2001 Annual Conference

Authors

John Johnston; Ed Dammel; S.K. Ramesh; Eric Matsumoto

schools performed“hands-on” laboratory experiments and received a workshop manual containing handouts andideas for lesson plans, as well as other literature. The highly-interactive workshop formatallowed teachers to explore ideas which can be easily implemented at the high school level tomotivate students to study engineering.This paper describes one experiment that can be used to introduce fundamental structuralengineering concepts to students through a simple beam test. In addition to explainingexperimental procedures, the following sections review basic structural engineering conceptsnecessary for high school teachers to successfully implement the experiment. The approach

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2001 Annual Conference

Authors

Larry Richards

the schedule of labs for Fall Semester, 2000. Both the particular capabilities Page 6.895.3and the pattern of interweaving the material are evident from the table. In addition to the Proceedings of the 2001 American Society of Engineering Education Annual Conference & Exposition Copyright © 2001, American Society of Engineering Educationweekly lessons and homework, we assign two major projects: a personal web page, and aCAD (SilverScreen) modeling project. These projects require creativity, planning, andtimely implementation. They make our students go beyond what we teach them, masteradvanced capabilities of the

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2001 Annual Conference

Authors

Rose Marra; Andrew Lau; John Wise; Robert Pangborn

– A College-wide First Year Seminar Program [1].II. Assessment PlanIn concert with the Director of Engineering Instructional Services, an assessment plan wasdeveloped to achieve the following goals: • Determine to what extent the learning objectives of the program are being met and identify areas for improvement. • Determine to what extent the FYS’s are meeting students’ needs and identify areas for improvement. • Determine to what extent the FYS’s are meeting faculty’s needs and identify areas for improvement.In order to achieve these objectives, the following assessment approaches will be used: • An end-of-semester, written, student survey specifically designed for the engineering

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2001 Annual Conference

Authors

Scott Dennis; Jeff Ball; Martin Bowe; Daniel Jensen

proves on paper how all of the SOW requirements will be met. Thecustomer, SRO, and instructor must approve the design. Upon approval, permission to acquirematerials, begin construction of subassemblies, and formulate test plans is granted. Efforts arenow focused on specific tasks leading to a finished product that meets all SOW and customerrequirements.Engineering 410--The Automatic Transmission Project During the Spring 2000 semester, cadets in one particular section of Engr 410 weretasked to develop a teaching aid for the AT, to be used in a popular senior-level engineeringcourse, MechEngr 490—Automotive Systems Analysis. The faculty provided the section ofEngr 410 two fully assembled 42LE transmissions that were donated by Chrysler1

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2001 Annual Conference

Authors

Jose Roesset; James Yao

,social and political factors affecting all major engineering works as well as environmentalfactors and sustainable development (e.g., see Poirot, 1997). The planning of civilengineering projects requires the consideration of the complete economics of the project,integration of the design and construction processes, considerations of financingalternatives, and return on investment or other expected benefits to society. Projects thatmay not be justifiable at a particular time on the basis of simple economics alone may bedesirable because of social and political consequences such as the creation of jobs in adepressed area or providing a public service. Engineers must be aware of all these aspectsand must be able to incorporate them in their

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2001 Annual Conference

Authors

Richard Seagrave; R. Vigil; Debra Hawker-Schreiner; Charles Glatz

• Co-op Data • Annual Placement Analysis Departmental Committees (Faculty, Staff, Students)• Student Course Evaluations• Course Feedback Forms• Sr/Jr Surveys• Alumni Survey• Co-op Data Decisions & Action Plans• Annual Placement Analysis Figure 1 – Program Improvement Process Page 6.113.8 Proceedings of the 2001 American Society for Engineering

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2001 Annual Conference

Authors

Jeffrey A. Donnell

that are not always apparent in the statement or in the geometry of the total problem. Thus, the diagram aids in understanding all facets of the problem. • The diagram helps in the planning of a logical attack on the problem and in setting up the mathematical relations. • The diagram helps in recording progress in the solution and in illustrating the methods used. • The diagram allows others to follow your reasoning. (36)Here, fashioning a diagram constrains the author to clarify the engineering problem, to plan asolution and to document a solution process. The well-made diagram is then used by anaudience member who must be

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2001 Annual Conference

Authors

Caroline Hembel Beard

of success and failure. Rare is the program or institution that is not involved in a review,accreditation or strategic planning effort at any given moment. We conduct formative and summativeevaluations of student learning, student evaluation of courses, peer evaluation of teaching ability, andfollow-up studies from program level to institution. We review attrition, failure and completion rates.We compare student outcomes to stated course objectives, program goals in relation to the institution’smission statement. But how do we evaluate a program whose mission is to prepare students to leave theinstitution in order to reach the goal? Specifically, how does a pre-professional program — such as anengineering transfer program — account for the

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2001 Annual Conference

Authors

Scott Brigade; Laura Deam; La Toya Coley; Jessica Linck; Jan Kidwell; Elizabeth Goodson; Brent Robinson; Elizabeth Parry; Laura Bottomley

including hands-on activities, that enhance current teaching. This may have impact on student learning, but it is unlikely to have long-term impact on science teaching and attitudes unless careful attention is given to planning and integration with the teacher. In addition, the activities are unlikely to yield long-term empowerment of the students unless they contain an inquiry-based component. Simply duplicating an activity that has been outlined, and maybe demonstrated to them, may not impact how students view science as a subject. Page 6.684.2Proceedings of the 2001 American Society for Engineering Education Annual

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2001 Annual Conference

Authors

Medhat Morcos; David Soldan

equipment to implement training on policies,methodologies and tools. By working together in a partnership, the needed resources andexpertise can be pooled to exploit more fully than any single institution can the hugepossibilities offered by new technologies, and the Internet in particular, to establish a world-class provider with global reach.Distance education is a core educational strategy. It holds great potential on a number of levels.Yet, the potential for failure, or for mediocre distance programs is high. Developing proactive,strategic plans requires the commitment of entire institutions. Going that extra mile will ensurepedagogical integrity, student satisfaction, and ultimately, the success of distance educationprograms.Bibliography1

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2001 Annual Conference

Authors

Andre Clavet; Francois Michaud

such an event, but in fact it involves a lot of peopleover two semesters. Necessarily, this can only be accomplished with the involvement ofstudents, teachers and technical staff. Here is a list of issues that need to be covered for theorganization of the event:• Sponsorships and funding. Inevitably, the contest would not be possible without finding sponsors for providing the financial support required for the event. For solicitation, we prepare each year a file that describes the contest, the results of the previous years, and the impacts (in visibility and outcomes on the education of students and on the subject of autism). We also present the financial report of the previous year, and the budget plan for the current year. After having

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

: Amazon (3) - Leisure: Disneyland (4), Stevens Pass -a local ski resort (5) - Retail: Good Guys (6) - Shipping: UPS (7)In the second graded deliverable, the students were asked to work individually and focus oncharacterizing the scope of industrial engineering, describing the range of industrial engineeringprojects possible in their work setting, and describing detailed plans for one possible project.The strengths of these reports included (a) the comprehensiveness of the students’ descriptions ofthe scope of industrial engineering and (b) the completeness with which they developed lists ofpossible projects within their work settings. The former were surprisingly difficult to grade,while the latter were fun to read and easy to grade. The

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2001 Annual Conference

Authors

Lynn Mack; James Wood

teams, selected from volunteers from technical colleges acrossthe state, comprised the development teams. The engineering technology team members weredrawn from departments related to the topic area being developed. Teams assembled for a two- Page 6.806.5day retreat to establish initial competencies, following the development plan below. Teams were Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationfirst lead through a brainstorming process by a facilitator. The development teams later editedthe

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2001 Annual Conference

Authors

Andrew Rusek; Barbara Oakley

that happen to be handy in the laboratory, so that s-parameters can be found for the actual components students plan to use in laboratory circuits.Table 4 shows parasitic parameters for a number of common transistors. Connecting a transistor to a network Table 4: Comparison of parasitic parameters in common transistorsanalyzer can produce noticeable 2N5109 PN5179 2N5179 2N3478 MRF501deviation in s-parameter values due Tr 20 n 1.588 n 1.588 n 1.615 n 1.574 nto the effects of the cables. 7,8,9 This Tf 0.1 n 141.1 p 135.6 p 140.9 p 141.2 p Cje 10 p 939.8 f 1.52 p 939.8 f 939.8 feffect

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2001 Annual Conference

Authors

Raghu Echempati

studentswill have limited choice on the number of electives th"ey can choose within a particular MechanicalEngineering “Concentrations”. Thus the possibilities of integrating the two current elective courseson real and virtual metal forming in to a single stronger course are being explored, the results ofwhich will be presented in a future conference. In the meanwhile, the modified course layout ofME-510: Introduction to the Computer Simulation of Metal Forming Processes is presented inAppendix I. The modifications are in terms of integration of a limited real forming experience in tothe virtual forming course.Itemized objectives of the detailed plan for this course: I. Enhancement of the existing Computer Simulation of Metal Forming

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2001 Annual Conference

Authors

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

. Babcock, D.L., & Sachet, D.R. Continuing education for Engineering Management. In, L.P. Grayson & J.MBiedenbach, (eds.), 1986 World Conference on Continuing Engineering Education (pp. 228 - 232). May 7-9, 1986,Lake Buena Vista, Florida. New York: IEEE Education Society (1986).7. Ferguson, C. The continuous professional development of engineers and flexible learning strategies. InternationalJournal of Lifelong Education, 17 (3), 173-183 (1998).8. National Academy of Engineering. Focus on the future: A national action plan for career-long education forengineers. Washington, D.C.: National Academy of Engineering (ERIC Document ED 300251) (1988).9. Baker, M. Sharpening the focus of viewpoints between higher education and employers of the