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2001 Annual Conference

Authors

Willis Tompkins, University of Wisconsin, Madison

AC 2001-1092: USING DESIGN AS THE BACKBONE OF A BME CURRICULUMWillis Tompkins, University of Wisconsin, Madison Page 6.1104.1© American Society for Engineering Education, 2001 Session 2209 Using Design as the Backbone of a BME Curriculum Willis J. Tompkins Department of Biomedical Engineering University of Wisconsin-MadisonAbstractIn this paper, I summarize my experiences as an advisor supervising biomedical engineeringdesign projects in three different programs: 1) first-year

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2001 Annual Conference

Authors

William Watkins; John Sullivan

(FAR) Part 147 for eligibility to obtainAirframe and Powerplant Mechanic Certifications.Each discipline (AAE and AOT) has course work that incorporates teamwork activities. Thereare five (5) such courses offered in AAE of which two are required4. AOT has twelve (12) thatincorporate team activities. Eight (8) of these are required courses. With the exception of twocourses in each discipline however, each activity is directed toward a common goal and isperformed by individuals with the same basic academic background and orientation. These twointerdisciplinary courses are the focal point of this paper.1 http://aae.www.ecn.purdue.edu/AAE/2 http://www.tech.purdue.edu

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2001 Annual Conference

Authors

Daniel Dobson; Fazil Najafi

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2001 Annual Conference

Authors

William Jordan; Debbie Silver; Bill B. Elmore

”instructional techniques.1. IntroductionOur problem-solving course was created through sponsorship of the NASA Opportunities forVisionary Academics (NOVA) program. NOVA was created out of a concern for howuniversities prepare new teachers. Comprising a network of 76 member institutions, NOVA Page 6.1107.1 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright ©2001, American Society for Engineering Education”partners are working to produce enhanced scientific literacy for pre-service teachers. This effortis being accomplished through the demonstration of an

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2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

for our LC. By having students take acommon set of linked courses, we hope to create community and meaning for our incoming first-year students. Students must enroll for two of the three classes in the learning community core inorder to participate.AE First-Year Learning Community Core Fall 1999 & 2000 • Engr 101 (R cr.)c Engineering Orientation for AE Students • Engr 170 (3 cr.) Engineering Graphics and Design • Engl 104 (3 cr.) First-Year Composition I (course link with Engr 170) Spring 2000 & 2001 • A E 110 (1 cr.) Experiencing Agricultural & Bioystems Engineering • Engr 160 (3 cr.) Engineering Problem Solving with Computational Laboratory • Engl 105 (3 cr.) First-Year

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2001 Annual Conference

Authors

Mitzi Vernon; Richard Goff

Educationthe team delivered a final oral presentation. The complete details and results of this project werereported at the 1997 EDGD Mid-year meeting in Madison, WI 1. One outcome we discoveredwas that the volume of projects limited our ability to coach each team. Also, weaker teams didnot have resources (additional members) to support them through hard times.The following spring, we formed teams of four students each. Two engineering students and twoindustrial design students made up each team. The charge this year was to design a push-pull toythat would satisfy more rigorous criteria than was used the year before. The results of the largerteam size and consequently smaller number of teams were mixed. Having fewer teams seemed toproduce less

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2001 Annual Conference

Authors

Kathleen Kramer

electronics.Despite the rather extensive course background of the students, the theoretical nature of thecommunication systems topics and the complexity and cost of appropriate hardware systemsmotivated the development of simulation exercises.Simulation ExercisesThree different simulation exercises described here were written to be performed usingMATLAB, although other mathematical computation packages such as Mathcad would alsoprovide a suitable platform.The three exercises described here are: 1. Calculating Auto-Correlations and Cross-Correlations of Binary Sequences 2. Grade-of-Service and Trunking 3. Observing Results of Flat FadingThe first of the exercises builds upon a previous laboratory where students had built a simplePN-code generator using

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2001 Annual Conference

Authors

F. Andrew Wolfe

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2001 Annual Conference

Authors

William T. Lin; Richard Pfile

identify them. The data packets captured in the laboratories are complete with all theraw data from all layers. The purpose of these exercises is to allow students to see packets andbetter understand layered communications protocols.The laboratory should be connected through a hub for these exercises since a switch caneliminate computers from the communications path, not allowing all students to see thecommunications sequences. Page 6.1112.1“Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2001, American Society for Engineering Education”Exercise 1 Internet Protocol (IP) PacketIn

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2001 Annual Conference

Authors

Charles Pierce

. Page 6.1113.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationII. Teaching Platform for CourseThere are three major course topics for Introductory Geotechnical Engineering: 1) SiteExploration, 2) Soil Classification and 3) Soil Properties. Instead of simply providing the majorstudy topics to the students, the author believes that the students should determine these topicsfor themselves. To do so, there are three important questions that students need to raise aboutthe subsurface when constructing in or above ground. The first question is “What’s there?” andthe second question is “What do we

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2001 Annual Conference

Authors

Zhong Gu; Sheela Ramanna; James Peters; Hal Berghel; Daniel Berleant; Steve Russell

Session 2632 Using Software Engineering Concepts and Techniques to Leverage Learning: A Novel Approach Daniel Berleant1, Zhong Gu1, Steve Russell1, James F. Peters2, Sheela Ramanna3, and Hal Berghel4 1 Department of Electrical and Computer Engineering Iowa State University, Ames, Iowa 50011 / 2 Department of Electrical and Computer Engineering, University of Manitoba, Winnipeg, Manitoba R3T 5V6, Canada / 3 Department of Business

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2001 Annual Conference

Authors

Knud Hermansen; James Patton

class? What are the technical problems? How should the course be structured? Whattools can be used? Can you or should you mix on-campus audiences with off-campus students?Is the technology ready? The extensive experience of several University of Maine faculty isdrawn together in a Macromedia Director presentation to answer these questions and drawconclusions. The process of creating the Director presentation is discussed as well.ProcessWe created a multimedia presentation that documents how faculty at the University of Maine areusing streaming media in their classes. See Figure 1. We videotaped the remarks of sevenfaculty who have used the media in several different ways:• Live streaming audio in which the professor is teaching from a home

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2001 Annual Conference

Authors

Eric Bell

presenting problems. The studentidentifies him or herself by name or student ID number. The student then selects a problem setfrom which he/she selects a particular problem. The current version of the system is stand-alonePC based, so tracking student access isn’t implemented yet. Future versions of the system willtrack student access and attempts at each problem. The current version is an initial entry into thefield. The student can change the problem set at the conclusion of each problem, so students areable to move ahead in the problem sets.The student is then presented with the primary interaction window, shown in figure 1. Thisconsists of the problem display, a text based narrative, navigation buttons, and formula entrycontrols including hint

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2001 Annual Conference

Authors

William J. Daughton

Engineering degree for working engineers preparing for early managementassignments. The degree is offered both locally on campus, in the Denver metropolitan area vialive television, and around the world asynchronously using videotapes. The nature and content ofthe degree program and the use of modern communication technology to engage remote studentsin this program have been described previously by this author.1-3The first course in the Program is entitled Introduction to Engineering Management.4 This courseserves to introduce the Program and to provide the students a first-look at many of themanagement concepts and topics that they will encounter as they navigate the curriculum. It isdesigned to create awareness and perspective about the complex

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2001 Annual Conference

Authors

Elaine M. Cooney; Kenneth Reid

Oncourse is a password protected framework for classroom activity to occur over the web. The software requires no knowledge of HTML or web publishing and is user friendly for students and faculty. Course space is automatically created and can be filled with content, syllabus information, tutorials, and links. Tools are provided to distribute, accept and grade assignments, and conduct tests and surveys with a variety of question types. Oncourse contains chat rooms and bulletin boards that students can use to communicate with each other. Participants have theFigure 1: Syllabus as presented to students in OnCourse

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2001 Annual Conference

Authors

John Anderson

the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationThe examples in this paper were designed to introduce information gathering skills at 200level (Sophomore) courses. With some creative adaptation, similar problems could bedesigned for a wide range of courses.Example 1 - Polymer Resin PropertiesIn a sophomore level survey course in polymers and manufacturing methods one of thegoals was to get students to compare properties of common commodity plastic resins and todraw some conclusions from that comparison. The matrix shown in Fig.1 was designed as ahomework assignment. Figure 1 - Student Assignment Sheet, Properties of

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2001 Annual Conference

Authors

Joseph Hartman; Louis Plebani

, problems and studentreaction is presented.I. IntroductionA difficulty in teaching subjects involving quantitative methodologies such as basic statistics anddecision analysis is that students are not motivated to drill the homework problems required tocement the concepts taught in lectures. At the same time, while drills are important, it is widelyaccepted that students understand material better, retain it longer, and enjoy their classes mostwhen they take the lead to think about what they are doing. In short, problems should not becookbook; students should be made to think. With regard to motivation, research [1,2] has shownthat positive influences are: (1) when students work on problems they perceive as meaningful orrelevant; and (2) when

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2001 Annual Conference

Authors

Fereydoun Jalali

, can be in kHz, forwhich the measurement equipment are readily available, even in small EET programs. Thedetails of construction and how to determine the number of sections and values of thecomponents were given earlier.1 The model is based on the traditional analysis of wave Figure 1. Lumped-Element Transmission Line Circuitpropagation along uniform lines, which considers the line as a large number of differential-valued RLGC components, connected in a cascade, as shown in Figure 1.The analysis leads to the solution of voltage and current as functions of time and distance,as well to the relations for the characteristic impedance and the propagation constant. If Rand G are omitted (R=G=0), the model represents a loss-less

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2001 Annual Conference

Authors

M. Catherine Hudspeth; Angela Shih

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2001 Annual Conference

Authors

Andrew Rose

students is a goal throughout engineering technologyprograms. ABET,1 colleges and universities with ET programs,2 as well as employers3 all agreethat student communication skills need to be improved. Written communication skills are one ofthe areas especially needing improvement. Additional writing courses, however, are not the mosteffective way to improve student writing.4 Adding additional courses to the curriculum is difficultin the already crowded course sequence at most institutions. In addition, improved student writingtends to occur more through writing assignments that provide regular practice in major disciplinecourses, rather than through separate writing courses. 5 As a result, ET faculty should look to theirexisting courses to see how

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2001 Annual Conference

Authors

Otto Helweg

concerning an ongoing study at North Dakota State University to replicate theresults of the literature with special regards to skills in the first course in vector mechanics,statics. Preliminary findings show a very weak correlation between the PSVT and success instatics, which would seen to indicate that success on the PSVT is not a good predictor of successin this course.I. IntroductionThere is certainly an incentive to discover basic skills that can improve learning in engineeringcourses. Engineering programs suffer from high drop-out rates, especially among femalestudents.1 Many researchers have studied this extensively. Sorby Baartmans at MichiganTechnological University sought to identify and improve spatial visualization skills amongfemale

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2001 Annual Conference

Authors

Charles Nippert

and is available to anyone who has access to the world-wide-web(www2.widener.edu/~crn0001). Students who did not submit a printout of the completedexperiment were required to perform the experiment in class before they could begin theexperiment. This approach was used in both the junior and senior year courses.Development of VCELVCEL was developed as a series of instructional modules associated with particular aspects of alaboratory experiment. Each module consists of a brief on line description, followed by aninteractive module that simulates either the entire experiment or a portion of the experiment.The purposes of the VCEL are: 1. To provide practice in data analysis prior to real laboratory. 2. To supplement the existing

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2001 Annual Conference

Authors

Steven Hart; Ronald Welch

were much better design requirement handouts than the instructor alone couldever produce.In the second semester, the multiple design teams of four or five students produce designsubmittals that provide: the site layout to include surveying, the foundation design, the structuraldesign, the hydraulic design, the architectural scheme, the cost estimate, a physical model, adisplay board, and a project report. Each design team was (can be) provided varying designconstraints that are caused by possible fund raising or lending limits. Each design team submits10, 35, 65, and 100 percent products during the semester (Table 1). Table 1: List of Important Products in Each Submittal 10% 35

Collection

2001 Annual Conference

Authors

Steven Hart; Ronald Welch

differenttimes with different instructors. Accordingly, report formats, grade plans, and due dates weredifferent. In an effort to alleviate potential problems, the instructors for the two courses didsome very specific coordination prior to the start of the term. Due dates were coordinated andclass schedules adjusted such that both the environmental and civil teams were learning therequired skills and submitting required assignments to support the other teams.Because the students were inexperienced in this type of multi-disciplinary work, the instructorsdeveloped an initial schedule of required information exchanges (Table 1) to ensure that much ofthe required information was changing hands in a timely manner. Since the groups were

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2001 Annual Conference

Authors

Rosalyn Hobson; Esther Hughes

-solving skills.Upon successful completion of this course, the student is able to: 1) decompose a complexsystem into simpler modules, and think logically about problems and the process of obtainingsolutions, 2) apply basic circuit laws to analyze simple circuits, 3) use behavioral models ofsemiconductor devices such as diodes and transistors in circuit analysis, 4) understand theworkings of various transducers such as speakers and motors, 5) build Karnaugh maps anddevelop Boolean expressions, 6) implement Boolean expressions using logic gates such as AND,OR, NAND, and NOR, 7) appreciate the practicalities of getting things to work and realize thatactual products / systems behave differently from what is predicted by theory.One of the important

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2001 Annual Conference

Authors

Steven O'Hara; Suzanne D. Bilbeisi

practice of architecture and architectural engineering. This professional focus is to educate not just qualified candidates for the degree, but graduates who, during their careers, will be licensed professionals and will assume positions of leadership within the profession and society.”1 Page 6.1129.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationIn the 1940’s, the accreditation of schools of engineering and of architecture was instituted.OSU's School was accredited for both

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2001 Annual Conference

Authors

Vincent Gallogly

roots in entrepreneurial education at the business schools ofAmerica.1 We, at Cooper Union, are utilizing a combination of case studies, guestlectures and off campus visits to deliver the required tools and motivation. The courseculminates in the student presentation of their business plans to their classmates and agroup of venture capitalists.THE PROGRAM AT COOPER UNIONTo support the entrepreneurial curriculum and to participate in the classroom, both forimparting the tools and for plan review, the course director seeks out and recruits from Page 6.1130.1Proceedings of the 2001 American Society For Engineering Education Annual Conference &

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2001 Annual Conference

Authors

James Wade; Virginia Elkins; Roy Eckart; Catherine Rafter; Eugene Rutz

various personality types and learning styles perform within a specific technology class?• How do various personality types and learning styles perform across all four instructional formats?• How can the instructional technologies be utilized to improve and optimize student learning?IV. Results of the LSI and MBTI InventoriesBoth inventories were given in the first class session for the Mechanics I classes. Table I showsresults of the LSI evaluation. The learning styles of the UC students are consistent with nationalnorms. The MBTI showed similar results. Table 1 Comparison of UC Students Learning Styles with National

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2001 Annual Conference

Authors

Weining Feng; Alberto Gomez-Rivas

expand theirVB programming experience. Secondly, simplicity and clarity are critical in the tutorialprogram. Unlike highly cryptic languages, such as C/C++, it is much easier to use simpleand straightforward VB codes to implement algorithms and user interface.The front-end of the tutorial is shown in Figure 1. A standard feedback control blockdiagram is used and the following elements are included:1. Plant (constant, first-order, second-order, or transfer function)2. Compensator1 (P, PI, PD, PID, or transfer function)3. Sensor (constant, or first-order)4. Reference (step, ramp, sine wave, or input file)5. Disturbance(step, sinewave, or input file) Stability Time-domain Frequency-domain root loci simulation

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2001 Annual Conference

Authors

John Hackworth

between these two course formats is that in the video taped coursethe instructor wires and operates the equipment. Otherwise, in both types of lab course, thestudents use the same workbook, perform the same experiments, view the operation of the samelab equipment, and submit the same type of required report assignments. Although students inthe video taped laboratory course do not obtain hands-on experience from this course, this hasbeen judged by the faculty to be of little consequence. The reasoning for this is that 1) since thisis a junior-level course, all students will have had significant hands-on laboratory experienceprior to the course, 2) the laboratory procedure is highly structured (deviation from the writtenprocedure is not allowed