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2001 Annual Conference

Authors

Victor L. Paquet; Ann Bisantz

declined, performance on an open-ended, design oriented final exam improved. Thus,the results gathered to date indicate some positive impact of the new laboratories in terms ofstudents’ abilities to apply Human Factors knowledge to more real-world, design orientedproblems.AcknowledgementThis work was supported by an NSF Course, Curriculum, and Laboratory Improvement Grant #DUE-9980971, and a University at Buffalo Ed-Tech Grant.Bibliography1. Chinowsky, P.S. and J. Robinson, Enhancing civil engineering education through case studies. Journal of Engineering Education, 1997. 86(1): p. 45 - 50.2. Cliff, W.H. and A.W. Wright, Directed case study method for teaching human anatomy and physiology. Advances in Physiology Education

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Authors

Eric Wiebe; Theodore Branoff; Nathan Hartman

Session 2538 Constraint-Based, Three-Dimensional Solid Modeling in an Introductory Engineering Graphics Course: Re-examining the Curriculum Theodore J. Branoff, Nathan W. Hartman & Eric N. Wiebe North Carolina State UniversityAbstractThe content of engineering graphics courses has remained the same for many decades. Whenthree-dimensional modeling became available, many educators considered the new technology anovelty. Industry, however, realized the potential of using the 3D model as the center of the designprocess, deriving from it drawings

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2001 Annual Conference

Authors

Beatrice Isaacs; Donald Leone

Session 2525Combining Engineering Design with Professional Ethics Using an Integrated Learning Block Donald Leone, Beatrice Isaacs University of HartfordAbstractThis paper deals with the development of a new sophomore level engineering design course atthe University of Hartford. The new course is part of a NSF grant, “Integrating EngineeringDesign with the Humanities, Social Sciences, Sciences and Mathematics”, which impacts all fouryears of the undergraduate curriculum. The new engineering design course shares a one creditintegrated learning block (ILB

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2001 Annual Conference

Authors

Barrie Jackson

complexities of the engineering profession. TheIntegrated Learning initiative will transform engineering education at Queen’s, and will positionCanada as a leader, in engineering education worldwide.A uniquely designed facility, the Integrated Learning Centre (ILC), will allow for the delivery ofa redesigned curriculum that addresses new challenges facing engineering educators:• An exponential growth in knowledge. An explosion of curriculum material and heavier course load has led to an increasing trend to specialization within engineering programs.• Desire for breadth and professional skills. The tendency to specialize is in direct contrast to increasing demand by the profession for a strong foundation in theory coupled with the

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2001 Annual Conference

Authors

Barbara Olds; Ronald Miller

& Exposition Copyright  2001, American Society for Engineering EducationIn selecting the Connections students, we decided to recruit “average” CSM students because wewanted our program to be an enrichment program for typical CSM students, not for thoseentering with academic deficiencies or for those with advanced placement. Therefore, weextended an invitation to join the program to all incoming students who would be enrolled in thenormal core curriculum and then selected the participants randomly from those who indicated aninterest in the program. As Table 1 indicates, the incoming SAT and ACT scores of Connectionsstudents are similar to those of incoming students in their cohort, though the SAT scores forConnections

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2001 Annual Conference

Authors

Jose Roesset; James Yao

curriculum that properly balances mathematics, natural sciencesand engineering with humanities and social and political sciences must be developed andimplemented. This new undergraduate curriculum should provide students with a basicknowledge of the following topics: (1) Mathematics, basic and engineering sciences; (2)Broad-based technical aspects of civil engineering; (3) Principles of uncertainty and riskanalysis; (4) Decision analysis and business principles; (4) Management principles; (5)Societal needs, ethics, public policy, and political science; and (6) Communication andleadership skills. These topics should be taught in an integrated manner, and reinforcedthroughout the curriculum repeating their applications in various classes. In addition

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2001 Annual Conference

Authors

Richard Behr; Christine Masters

friction coefficient or the block dimensions.Incorporation of MechANEX into ‘Traditional’ Statics CoursesThe Accreditation Board for Engineering and Technology (ABET) states quite plainly in it’sCriteria For Accrediting Engineering Programs the need to teach our engineering students toapply their classroom theory to practical problems in a way that emphasizes both analytical andexperimental skills: “The overall curriculum must provide an integrated educational experience directed toward the development of the ability to apply pertinent knowledge to the identification and solution of practical problems … and must include both analytical and experimental

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2001 Annual Conference

Authors

James Newell; Kathryn Hollar; Mariano Savelski; Stephanie Farrell; Dianne Dorland; Robert Hesketh; C. Stewart Slater; Kevin Dahm

courses given in the senior and graduateyears. The most recent by Abraham describes possibly the only pollution prevention course thatis required for all seniors. 4 For example, Grant et al.5 describes a senior/graduate elective taughtat North Carolina State University that focuses on environmental management, while Simpsonand Budd6 describe a similar course developed at Washington State University. These coursesare designed to provide a select set of students that are interested in the environment, anexcellent set of tools to tackle problems in pollution prevention. When pollution prevention istaught as an elective course, the majority of students will pass through the curriculum without theknowledge regarding the impact of chemical technology

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2001 Annual Conference

Authors

Brett Gunnink; Kristen Sanford Bernhardt

; calculus-based physics; and general chemistry, (m) proficiency in a minimum of four major civil engineering areas, (n) the ability to conduct laboratory experiments and to critically analyze and interpret data in more than one of the recognized civil engineering areas, (o) the ability to perform civil engineering design by means of design experiences integrated throughout the professional component of the curriculum, and (p) an understanding of professional practice issues such as: procurement of work; bidding versus quality based selection processes; how the design professionals and construction professions interact to construct a project; and the importance of professional

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2001 Annual Conference

Authors

David Schmidt; Gregory Plett

learning of control-systems concepts.Future plans include the development of a Digital Control Systems Laboratory course, using theGyroscope unit in an Aerospace Digital Flight Control course and in advanced graduate courses.We also hope to integrate the MAE and ECE undergraduate control-systems courses for a fullmultidisciplinary experience. We believe that the intermingled perspectives of two disciplineswill lead to better-rounded learning.AcknowledgementThis laboratory was made possible and this work was supported in part by the National ScienceFoundation under grant DUE–981009. Also special thanks to Ali Pak from ECP, and both NickCostescu and Darren Dawson from QRTS for helping to design an affordable system; for emailand telephone support

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2001 Annual Conference

Authors

Terrence Kelly; Aaron Cowin

Session 15470 Modernization of an Aircraft Maintenance Curriculum: Measuring up to the TAC of ABET Aaron R. Cowin, Terrence K. Kelly Parks College of Engineering and Aviation Saint Louis UniversityAbstractThe Department of Aerospace Technology at Parks College of Engineering and Aviation, SaintLouis University has offered a Bachelor of Science Degree in Aeronautics with a concentration inAircraft Maintenance Engineering since 1949.1,2 The degree was developed in an era when aircraftmanufacturing was in its infancy and

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2001 Annual Conference

Authors

Valarie Arms; J. Weggel; Aly Valentine

discussion began with a look at the question - What are some of the characteristics of TDECthat you think of immediately if you were going to describe tDEC to a friend?Students shared that tDEC is an integrated curriculum which provides a sense of process andunderstanding. In addition, students indicated that the tDEC provided preparation for real world Page 6.209.2engineering and development of the student as a professional. All this is accomplished in a "Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society of Engineering Education

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Authors

Daniel Waldorf

in fracture at a specified location in the part material. Unfortunately, a simplemodeling approach could not be found that yielded reasonable convergence and clear results.Therefore, this exercise, too, was deemed beyond the current level of the Tool Engineeringcourse.III. ImplementationThe new curriculum design with FEM lecture and exercise material was integrated into theSpring 2000 offering of Tool Engineering at Cal Poly. 10 students were enrolled in the class andall participated in the new material. Approximately 3 hours of lecture time were used to presentthe FEM material described above. Only one of the computer exercises was assigned (#1 above)because the others were not in a completed state at the time of the offering. About an hour

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2001 Annual Conference

Authors

Robert Erlandson

grant on the development of prototype curriculum material for accessibledesign (AD) the Enabling Technologies Laboratory (ETL) at Wayne State University (WSU)developed integration strategies as well as educational material (DUE 9972403). Table 1summarizes some of the strategies.I want to focus on the last two categories, engineering and non-engineering, in that I believethese to be the most problematic with respect to the integration of AD material. Experience hasshown that while instructors are not opposed to the inclusion of AD material, they do not havethe time to research and develop examples, case studies and special homework assignments. Ifmaterials were readily available, however, most instructors would try to include the AD materialif

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2001 Annual Conference

Authors

Mary Cardenas; Patrick Little

engineering education. Any proposal or experiment to use the studio must beexamined in the larger context of assessing the engineering curriculum. One must begin with anexplicit consideration of the goals of the studio course, propose measures by which one candetermine the effectiveness of the course in reaching these goals, and be prepared to modify thecourse based on the results. This can be quite problematic for studio courses, since the primaryoutputs consist of students and their designs.This forms the context within which we experimented with our introductory design course.2. E4, An Example of a Studio-based Engineering Design CourseE4, Introduction to Engineering Design, has been offered as a first course in engineering formore than 35 years

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2001 Annual Conference

Authors

Roman Stemprok

implement the World Bank funded MalaysiaPolytechnic Development (MPD) Project in 1994. This six-year-old project has been verysuccessful and now enters a new phase of development with an anticipated extension of thefunding. This project focuses on extensive in-service training and development involvingexchange of personnel for both short and long term consultancies. This paper discusses teachingand curriculum development for a new university in South Malaysia where the consultantworked with local students on a daily basis for one year. The consultant's work was performed atthe Institute of Technology Tunn Hussein Onn (ITTHO), Malaysia. Lecturing covered the areasof Automation & Control Systems and Real Time Systems. Supporting curricula were

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2001 Annual Conference

Authors

Ilya Grinberg

Session 1433 Power Systems Curriculum and Course Structure in Electrical Engineering Technology Program Ilya Grinberg State University of New York, College at Buffalo1. IntroductionRecent years have witnessed an extraordinary increase in the fields of microelectronics,computers, telecommunications, and other so-called hi-tech disciplines.Because of this significant shift to new technologies, the shortage of electrical engineers,engineering technologists, and technicians with adequate knowledge of power systems theoryand practice has now reached a critical point

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2001 Annual Conference

Authors

Donald Richards

presented for conservation of linear mo-mentum to illustrate how the equations are developed. Several examples are included to demon-strate how students solve problems using problem-specific models developed from the generalequations instead of using a “plug-and-chug” approach. Experience with using this approach forteaching and curriculum design is discussed. Results to date indicate that this approach can im-prove student performance and help them develop a more integrated understanding of materialthat has traditionally been taught as unrelated topics.IntroductionImagine for a moment what it is like to be a freshman or sophomore engineering student. After aheavy dose of physics, chemistry, and mathematics, you are excited to finally be taking

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2001 Annual Conference

Authors

Elsa Napoles

integrating trends related tothe engineering content had been developed for many years in the universities and these trendsbecome more important in the beginning of the XXI century due to the growing interdisciplinarycross.Many authors describe their experiences about the integration of knowledge in the mechanicalengineering curriculum. This integration has different ways to link different courses and indifferent academic years .Bordogna, Fromm and Ernst1, describe an integrated continuum, with which the engineeringhuman resources are formed and where the engineering nucleus is integrated and unified.Larson et al2, explain the curricular design of the mechanical engineering integrated coursesnamed Fundamentals of Engineering I, II, III, where Energy

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2001 Annual Conference

Authors

Rhonda Lee; Vincent R. Capece; John Baker

Session 1520 Integration of Finite Element Software in Undergraduate Engineering Courses John R. Baker, Vincent R. Capece, Rhonda J. Lee University of KentuckyAbstractComputer-based engineering analysis tools have become more powerful and user-friendly in recent years. Most commercial software packages are now available for useon standard Windows-based PC’s. Aided by increases in readily available computingpower, finite element analysis (FEA) codes, in particular, have gained widespread use.FEA is now considered by many to be a standard tool for engineers

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2001 Annual Conference

Authors

Timothy Wright; Elizabeth Myers; Donald Bartel; Marjolein van der Meulen

corresponding exchange program for medical doctors in training at HSS toattend the Sibley School of Mechanical and Aerospace Engineering in a masters degree program.The main goal of the MD/MS Fellowship Program is to allow medical students or residents toparticipate in biomedical engineering curriculum. The program provides graduate levelengineering education for medical students or residents who wish to collaborate with biomedicalengineers but who do not wish to pursue an MD/PhD. To date, one resident in orthopaedicsurgery at the Hospital for Special Surgery has completed the program. He is back operating atthe hospital and collaborating effectively in mechanics research.SummaryGraduate education in biomedical engineering must include exposure to

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2001 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman

copyright  2001, American Society for Engineering EducationII. Program design criteriaIn designing our new undergraduate BME degree program our faculty had the advantage of a“fresh start” and in fact none of the original ES BME option program elective courses wereretained in the new curriculum. The set of guidelines adopted for the content of the new BMEdegree program included the following: ABET criteria for BME degree program accreditation are required to be met; a particular need is to effectively integrate the life sciences with engineering subjects in curriculum coursework. The curriculum is packaged as a four-year program in order to compete effectively with other

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2001 Annual Conference

Authors

Michael Rudisill

IBMThinkpads to students enrolling for the fall semester. A standard software package includingMicrosoft Office 2000 Premium Suite (Word, Excel, PowerPoint, FrontPage, Access, Outlook),MS Internet Explorer 5.5, MS Outlook Express, MS Netware Client, Eudora Pro 4.3.2, LPR(TCP/IP printing support), Cisco Wireless Card, Norton AntiVirus, Aladdin Expander, AdobeAcrobat, RealPlayer, and Windows MediaPlayer was included with each laptop. In additionsome software was available only for students taking certain classes (e.g. Visual Basic forstudents taking a Visual Basic programming class).The challenge for the faculty was to integrate the laptops into the curriculum in the mostefficient manner from both an educational and the student’s perspective. This was

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2001 Annual Conference

Authors

William Schultz; Marc Smith; Marc Perlin; John Foss

, B.R., Powell, K.G., Robertson, C.R., &Thoroddsen, S.T., Multi-Media Fluid Mechanics, Cambridge University Press, 2000.7. Gaddis, J.L., & Ochterbeck, J.M., “Foundations of Thermal-Fluid Sciences: An Introductory Sophomore Coursefor Mechanical Engineering Majors,” Heat Transfer Division, ASME, Vol. 361-3, 1998, p. 3-7.8. Incropera, F.P. & Fox, R. W., “Revising a Mechanical Engineering Curriculum: The Implementation Process,”Journal of Engineering Education, July 1996.9. Jensen, M.K., Smith, R.N., Kaminski, D.A., & Hirsa, A., “Towards an Integrated Thermal/Fluids Engineering,”Heat Transfer Division, ASME, Vol. 361-3, 1998, p. 9-16.10. Komerath, N.M., “Experimental Curriculum in Diagnostics and Control of Unsteady Flows,” Journal

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2001 Annual Conference

Authors

Charles Knight

Session 2366 DEVELOPING A 21st CENTURY MECHANICAL ENGINEERING LABORATORY CURRICULUM Charles Knight, University of Tennessee at ChattanoogaAbstractElectronic instrumentation and computer data acquisition has revolutionized the experimentallaboratory. Universities with limited funding face major challenges in upgrading theirlaboratories. Industry advisors tell us they expect our engineering graduates to have modernlaboratory skills. Many engineering faculty members do not possess the modern skills requiredto develop and/or teach laboratory curriculums required in the 21st century. This situation hasdeveloped

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2001 Annual Conference

Authors

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

projects for all Senior Capstone Projects• The Faculty involved has gone through a training program in the area of active and collaborative learning and useful pedagogues. A new design laboratory for interdisciplinary, integrated student learning has been created. Further efforts are in progress to create measures to assess the effectiveness and outcomes of the new implemented methodologies.Various parts of the project have addressed engineering curriculum reform from the freshman tosenior year based on a problem based collaborative learning approach. In addition, the curricularreform is very relevant to the new ABET accreditation guidelines with focus on outcomes. Theprojects have taken an

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2001 Annual Conference

Authors

Marilyn Smith

memorize have little basisfor the transfer of information from one class to another (near transfer) or from school to work(far transfer)10. To master this material, a major investment of time by the student is required –even by "talented" students11. Again, in an adaptive integrated curriculum, near and far transfercan be made routine and much less costly. Singley et al12 describe the time required to learn thematerial as being proportional to the amount of material to be learned. This assertion isinteresting in that it reflects the traditional view of sequential learning. The authors’ experiencewith an iterative scheme13, 14 is that a re-organization of the order of presentation, homework andevaluation schemes can produce a large increase in the

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2001 Annual Conference

Authors

Zorica Pantic-Tanner

solutionsinto undergraduate curriculum and has also developed an active undergraduate research programin the EMC area. The theoretical principles are integrated in two electromagnetics, onecommunications and one undergraduate EMC course, and are supported by hands-on experiencein a state-of-the-art EMC/Communications laboratory. Students capstone design projects canalso contain an EMC component. The seed money for the EMC curriculum development wasfunded by the Santa Clara Valley (SCV) chapter of the IEEE Page 6.604.1Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright  2001, American

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2001 Annual Conference

Authors

Carrie Girstantas; William Scherer

whilemaintaining the integrity of quality engineering curriculum. The Department of Systems Engineering at the University of Virginia initiated aMaster’s program in a weekend format in the fall of 1999, called the Executive Master’sDegree Program. The general content of the systems engineering curriculum is the samefor both the traditional “on-grounds” program and the weekend degree program. Thispaper highlights some of the pedagogical choices by way of a general taxonomy that thetwo different educational settings provide for professional engineers. This paper will frame similarities and differences within each educationalexperience that are related to characteristic elements of the structures in each degreeprogram. This paper will compare

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2001 Annual Conference

Authors

David J. Ahlgren; Igor Verner

Aviv.While engaging university and high-school students from a wide geographical area, the contesthas provided an ideal medium for introducing under-represented female and minority Hartford-area high-school teams to the field of engineering. Through the United Technologies TrinityCollege Engineering Initiative (UTCEI) high-school student have worked on research teams thatinclude Trinity faculty and undergraduates. A significant number of high-school students havedeveloped fire-fighting robots and have participated in the TCF2HRC [8].Given this increased popularity of robot competitions in engineering education, it is appropriateto evaluate the integration of the contest in the curriculum and to carry out an authenticassessment of the learning