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2001 Annual Conference

Authors

Mark Clark; Don McMurchie

recording. Dr. Clark received a B.S. degree in Mechanical Engineeringfrom Rice University in 1984 and a Ph.D. in the History of Technology from the University of Delaware in 1992.DONALD MCMURCHIEDonald McMurchie is an Associate Professor of Manufacturing Engineering Technology at the Oregon Institute ofTechnology. He is currently involved in OIT's distance education efforts and the integration of humanitiesinstruction into the engineering curriculum. Dr. McMurchie received a B.S. degree in Manufacturing Technologyfrom Oregon Institute of Technology in 1991 and a Ph.D. in Materials Science and Engineering from the OregonGraduate Institute of Science and Technology in 1996

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2001 Annual Conference

Authors

Ron Chin; Kamran Qamar; Gary Krikorian; Joel Weinstein

can be combined with corporate literacy to achieveprofessional success. Integrating corporate literacy into the engineering curriculum has becomeincreasingly important. Classrooms, now centers of technical learning, need to educate and teachfundamentals of corporate culture and its importance.Simulating industry in the classroom is an excellent means of learning corporate culture. Thispaper describes a model for bringing togethe r the educational, technological and corporatecommunities to support students in their quest to learn how to deal with the real problems ofindustry. It uses the implementation of software engineering and computer engineeringtechnology as the foundation on which good corporate literacy skills can be learned

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2001 Annual Conference

Authors

Shirley Holloway

Session 1845 Transforming Curriculum Development: Putting an entire institution on line for the benefit of students, faculty, the professions and industry. Shirley A. Holloway The Northern Alberta Institute of TechnologyAbstractIn response to current trends in post-secondary education, the Northern Alberta Institute ofTechnology (NAIT) in Edmonton, Alberta has embarked on an institute-wide initiative dubbed“LOGging Our Curriculum.” The goal of the project is to create outcomes-based, modularized,digital curriculum housed in a database accessible to NAIT instructors

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2001 Annual Conference

Authors

Raymond Laoulache; Nixon Pendergrass; Emily Fowler

Session 2453 Can An Integrated First-Year Program Continue To Work As Well After The Novelty Has Worn Off? N. A. Pendergrass, Raymond N. Laoulache, Emily Fowler University of Massachusetts DartmouthAbstractThe University of Massachusetts Dartmouth (UMD) began a successful, integrated, firstyear engineering curriculum in September 1998. This new program dramatically changedthe freshman year and was initially very successful. Data from the first year pilotprogram was very positive. Assessment showed that it• more than halved the attrition rate of first-year engineering students• nearly doubled the

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2001 Annual Conference

Authors

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

hard to swallow! Figure 2. The Envisioned Engineering Curricula. In an ideal world, engineering students would have the opportunity to taste the multiplicity of subjects as a synergistic whole.This lack of clear bridges between subjects like math and science in engineering curricula is nodoubt a contributing factor in the high attrition rates reported by engineering programs4. Evenworse, it produces engineering graduates who may understand the principles of science andmathematics in their separate contexts, but are unable to use them to solve technologicalchallenges. Thus, there is a need to provide a systematic integrated experience for engineeringstudents.In 1990, The National Research Council in their report to Congress, identified MSE

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2001 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

session 2661@ Division 61 Liberal Education Integration of First-Year English with Introduction to Engineering Design with an Emphasis on Questions of Ethics Jeanne Garland, Sarah Duerden, Christine Helfers, & Ronald Roedel Department of English/Department of Electrical Engineering Arizona State University, Tempe, AZ 85287AbstractFundamental to engineering education, and mandated by ABET is that students engage withquestions of ethics. Too often, however, this does not occur until late in the student’s career

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2001 Annual Conference

Authors

Richard Gilbert; Kimberly Rogers; Joseph Hickey, University of South Florida; Andrew Hoff, University of South Florida; Eric Roe, Hillsborough Community College; Marilyn Barger, Hillsborough Community College

regional high school faculty over the past year and one half haveresulted in three clear messages. First, a set of disjoint high technology materials and examplesthat the teachers must integrate into their courses would simply not be used. Second anymaterials provided must match the time constraints associated with typical lecture formats.Finally, any new material added to the curriculum must be consistent with the guidelines of astate approved curriculum. Cognizant of these constraints our team of educators set about thedevelopment of technology based modules that could be used by high school faculty to enhancethe presentation of their science topics.This paper reports on our initial efforts to develop and provide these module materials. The

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2001 Annual Conference

Authors

Guy Johnson

cutting edge technology.Before endeavoring to master this material, it is critical that the teachers are ready for thistraining. The new model employs an assessment of each teacher’s basic preparation, followedby individually prescribed instruction (pre-core training). The most intensive aspect of the planprovides an extended period of training during the summer in each of the PLTW courses,conducted at a training center, housed at RIT. Each course is instructed by a college professor,and a high school teacher experienced in the curriculum, working as a team. When schoolbegins in the fall, the period of training shifts to ongoing teacher development through seminarsconducted by other experienced teachers in the program. The following is a

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2001 Annual Conference

Authors

Amir Karimi

% Page 6.556.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationStatewide Core Curriculum: There is a new state law that requires that a successfully completed42-semester-credit hour core curriculum be transferable as a block and be an acceptablesubstitute for a 42-semester credit hour core curriculum at any public college or university inTexas. Since the 42-SCH block can be offered by any institution of higher education, includingcommunity colleges, the law mandated that all core curriculum courses be lower division. Thenew core curriculum policy became effective in the 1999-2000 academic year

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2001 Annual Conference

Authors

Robert Weis

Technical Workers. The adaptation involvesconsideration of local industry needs. The NSF grant is also helping to equip four state-of-the-artlaboratories for integrated use in Chemical Process Operator Technology, MechanicalEngineering Technology, Industrial Plant Maintenance Technology, and Process InstrumentationTechnology. Laboratory equipment that is planned for the new computer simulation, mechanicalsystems, process instrument, and unit operations laboratories will be highlighted. Overallprogram goals are to implement an A.A.S. Degree in Chemical Process Operator Technology, toenhance related A.A.S. Degree courses, and to work with an Industry Advisory Committee oflocal chemical industry representatives to ensure that the associate degree

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2001 Annual Conference

Authors

Constantin Chassapis; Kishore Pochiraju; Sven Esche

wholeeducational experience is the fostering of independent entrepreneurship through Technogenesis, acornerstone of the institute’s strategic plan. Technogenesis is the educational frontier at SITwherein faculty, students, and colleagues from industry jointly nurture the process of conception,design, and marketplace realization of technology.The scope and complexity of the planned curriculum developments to address the above requirecareful planning of assessment procedures to ensure the educational integrity of the resultingprogram. Therefore, the School of Engineering (SoE) formed an assessment committee andcharged it with the implementation of outcomes-based assessment by quantitative measurements ofperformance and attitudes throughout a hierarchical

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2001 Annual Conference

Authors

Rick Duley; A Boyanich; S P Maj

reducing the volume of information which has to be transmittedin the classroom while allowing the students to formulate an adequate conceptual model of thecontent of the knowledge area. This paper introduces the classroom-proven concept of B-Nodeswhich present each device within a PC (microprocessor, hard disc drive etc.) as a datasource/sink capable, to various degrees, of data storage, processing and transmission.Independent of architectural detail, experimental work to date has demonstrated that this modelcan accommodate rapid changes in technology, avoiding time-consuming transmission of lowlevel detail while maintaining conceptual integrity1. Volume of material — the perennial problemSince Curriculum ’68 (CC’68) was published, designers of

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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

James Ladesic

awareness on the part of faculty to regularly upgrade curriculum relative to the student learning abilities and to include rapidly advancing technologies used in the profession.”For example, it was during the middle 1970's that engineering and scienceprofessors nationwide debated whether students should be permitted the use ofnew electronic calculators - an item considered by some as novel and faddishtechnology – rather than slide rules on exams. Many of those who opposedcalculators prophesied doom in the profession as a result of students' inability tothink, assimilate, and process information. Essentially they argued students hadnot learned the basics in the same fashion they had. This prophecy proved falseand today no one would think

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2001 Annual Conference

Authors

Robert Knox; Randall Kolar; Leslie Fink; Kanthasamy Muraleetharan; Gerald Miller; David Sabatini; Baxter Vieux; Michael Mooney; Kurt Gramoll

Session 2525 Report on the Sooner City Workshop 2000 on Integrated Designa R. L. Kolar, L. D. Fink, K. Gramoll, R. C. Knox, G. A. Miller, M. A. Mooney, K. K. Muraleetharan, D. A. Sabatini, B. E. Vieux University of Oklahoma, Norman, OK 73019AbstractSooner City, a curriculum reform project undertaken by the School of Civil Engineering and Envi-ronmental Science at the University of Oklahoma, seeks to thread a common design project (devel-oping a city’s infrastructure) throughout the undergraduate curriculum, starting in the freshmanyear. The project, begun in

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2001 Annual Conference

Authors

William Saunders; Donald Grove; Charles Reinholtz

bridges four year curriculums.The digital age we are experiencing dictates that for engineering to prosper as a discipline wemust become more multitalented. For example, mechanical engineers must be able to usemicroprocessors and many other of the traditional electrical engineer’s tools. For this to occur,mechatronics needs to be sufficiently integrated in the curriculums. Therefore, a verticalintegration of mechatronics in the Mechanical Engineering Department curriculum was proposedto begin this process. Through assistance provided by NSF/SUCCEED, an experiment tovertically integrate mechatronics at an earlier level in the mechanical engineering curriculum was

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2001 Annual Conference

Authors

Susan M. Blanchard

course in 1995 and an engineering physiology course in 2001. Theseattempts to integrate engineering into the life sciences are discussed in the following sections.II. Integrating Engineering with General BiologyThe B. S. in Biological Engineering (BE) with concentrations in Agricultural, Biomedical,Bioprocess, and Environmental Engineering was first offered at NC State University in the fallof 1994. A new 4-hr course, BAE 235: Engineering Biology, was developed to help meet ABETrequirements for 48 hours of engineering topics and 16 hours of biological science with no morethan 8 hours double counted with engineering hours. BAE 235 counted as 4 hours of biologicalscience and 3 hours of engineering topics and covered general biology with

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2001 Annual Conference

Authors

James Dally; Abhijit Nagchaudhuri

Technology (ABET) 5 is encouragingintegration of design throughout the engineering curriculum including the freshman andsophomore years 6. It is also promoting a holistic integration of ’soft’ and ’technical’ skillsencompassing academic knowledge, civic responsibilities, and life skills. "Service-Learning" seems to be an ideal vehicle to introduce the well-documented benefits of"Experiential Learning", the community (national) need of improving/promoting engineering,mathematics, science education among middle/high school students 7, and curriculum objectivesof Criteria 2000 of ABET as stated above. The integration of community service in the learningprocess provides a richer flavor that manifests in broader dimensions of learning outcomes.There is a

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2001 Annual Conference

Authors

William Haering

materials, the computer tools were directly integrated intothe existing course. In particular, the students used Microsoft Excel to graph, numericallyintegrate, and perform composite moment of inertia calculations. In the dynamics class, thecomputer-tool integration was accomplished through an additional honors section. In this case,students studied numerical approaches to differentiation, integration, and differential equationsolution, and wrote their own programs to perform these operations. It was found that thestudents used computer tools, even when it was optional. The students are much more likely touse the computer tools when they understood two important facts. Namely, that the toolsprovide a release from tedious repetitive tasks and the

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2001 Annual Conference

Authors

Joseph Betit; William Swart; Sushil Chaturvedi; Gary Crossman

state’sgateway to the rest of the world and the world’s gateway to Virginia.’ In an effort to consolidateand expand the University’s emerging reputation as a globally focused institution, the Universitywill continue to build and refine its internationally oriented curriculum across all of its colleges.The institution will continue to provide opportunities and support for all faculty to develop theinternational dimension of the curriculum; to diversify the student body, fully integratinginternational students into the academic and social life of the university community; to provide a Page 6.523.1 Proceedings of the 2001 American Society for

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2001 Annual Conference

Authors

Wayne Walter; Paul Stiebitz

Consortium for Product Development Leadership in the 21stCentury (PD21), customizes course materials and elective courses to meet the needs of theirrespective constituency. The program balances technical and business perspectives in an effortto provide technical leaders with the skills and knowledge to create best-in-class productportfolios.The program at RIT, known as the Masters in Product Development (MPD), is a joint effortbetween the College of Business and the Kate Gleason College of Engineering. In addition to acourse in Leadership in Product Development, the core of the curriculum consists of threesystems design and management courses: Systems Engineering (SE), Systems Architecture (SA),and Systems and Project Management. Students are also

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2001 Annual Conference

Authors

Robert Erlandson

system was designed and built by an ECE student design team. Field-testing demonstratedthe validity of the prototype system to function as a cognitive tool, but for a variety of technicalreasons, it proved unreliable. Based on these field test results, a second version of the talkingscale system was designed, implemented, and is now operational.In order to allow students with physical disabilities to take part in bakery classroom activities,staff requested a switch operated flour/sugar dispensing system be incorporated with the talkingscale system. A Mechanical Engineering student design team designed a switch-operateddispenser, which was integrated with the talking scale system. Field-testing again demonstratedthe validity of the concept, but

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2001 Annual Conference

Authors

Maurice Bluestein

(Thermodynamics Iduring the day in the spring, in the evening in the fall; Thermodynamics II during the day in thefall, in the evening in the spring), many students are able to take the two courses in consecutivesemesters. Because both courses in thermodynamics are felt to be among the most challenging inthe curriculum, some students prefer to take them in succession in an effort to retain the materialbetter. While the spring, 2000, semester shows the best scores of the three tests, these are notsignificantly different than those of the other two semesters.Another factor may be the usage of the textbook. In previous studies4,5, it was found that textbooksare underutilized by our typical technology student. It should also be interesting to determine

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2001 Annual Conference

Authors

Per Reinhall; Michael Jenkins; Joyce Cooper; Angela Linse; Eric Stuve

like manufacturability, durability,control, recycling, cost, and safety are needed before fuel cells become common items in everyday life.The history of technology has shown that coupling the energy source to its application is anessential element of success, as in the locomotive, car, airplane, and even the pacemaker. Oncethat is done, the task of customizing a fuel cell to another application; such as a car, wheelchair,or portable computer is relatively straightforward. On the basis of its broad emotional appealand technological challenge, we have chosen a fuel cell powered locomotive as our first ventureinto fuel cell engineering. This is an ideal project for integrating faculty and students of allengineering disciplines to build a device

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2001 Annual Conference

Authors

Don Rhymer; Marty Bowe; Daniel Jensen

Idea: Adding Hands-on Design to an Engineering Curriculum,” Journal of Engineering Education, pp. 193-199, Jul. 1996.8. Cooper, S. C., Miller, G. R., “A Suite of Computer-Based Tools for Teaching Mechanics of Materials,” Computer Applications in Engineering Education, pp. 41-49, 1996. Page 6.156.15 Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright Ó 2001, American Society for Engineering Education9. Crismond, D., Wilson,D.G., “Design and Evaluation of Multimedia Program: Assess MIT’s EDICS Program,” Proceeding of the ASEE Frontiers in Education Conference

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2001 Annual Conference

Authors

Tolga Cangar; S. Engin Kilic; Ömer Anlagan; Burak Sari

2793WEB BASED CIM LABORATORY EXPERIENCE IN ME CURRICULUM: PART DESIGN, NC-CODE GENERATION AND WORK ORDER DISPATCHING VIA INTERNET Integrated Manufacturing Technologies Research Group Sari, B., Cangar, T., Anlagan, O. & Kilic, S. E. Department of Mechanical Engineering Middle East Technical University, Ankara, TurkeyAbstractThis paper focuses on how basic CIM laboratory work can be enhanced through the use ofInternet. In the typical CIM laboratory experiment students are asked to produce their NC-Codesfor a given task. By the

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2001 Annual Conference

Authors

Rafiqul Islam

’ 3rd Edition, Delmar Publishing, pp 293-2988. Muriel Medard, Douglas Marquis etc., ‘ Security Issues in all-optical networks’ IEEE Network, May/June 1997, pp 42-48.9. R Islam, ‘Curriculum Development of an Advanced Communications Course by Sharing Properly Wireless and Wireline Systems in Electronics Engineering Technology Program’ Proceedings of ASEE Annual Conference and Exposition on June 20-23, 1999, at Charlotte, NC, USA.10. M. W. Beranek, E. Y. Chan, H. E. Hager, Q. N. Lee, ‘Status of Optoelectronics Module Packaging for Avionics/ Aerospace Applications’ LEOS 98 Advanced Program for annual Meeting, Dec. 1-4, 1998, p 65.11. Keith Wilson and Michael Enoch, ‘Optical

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2001 Annual Conference

Authors

Denise Nicoletti; John Orr

Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationperformance criteria.2 Following are the published educational objectives and programoutcomes: The electrical and computer engineering department educates future leaders of the electrical engineering profession, with a program characterized by curricular flexibility, student project work, and active involvement of students in their learning. Through a balanced, integrated electrical engineering curriculum we provide an education which is strong both in the fundamentals and in state-of-the-art knowledge, appropriate for immediate professional practice as well as graduate

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2001 Annual Conference

Authors

Timothy J. Anderson; Sarah A. Rajala; Matthew Ohland

. Page 6.907.8 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright ? 2001, American Society for Engineering EducationReferences1. Felder, R.M., Bernold, L.E., Burniston, E.E., Gastineau, J.E., and O’Neal, J.B., “An Integrated First-Year Engi- neering Curriculum at North Carolina State University,” 1995 Frontiers in Education Conference Proceedings, Atlanta, GA, November 1995.2. Felder, R.M., Bernold, L.E., Burniston, E.E., Dail, P.R., and Gastineau, J.E., “IMPEC: An Integrated First-Year Engineering Curriculum,” 1996 ASEE Annual Conference Proceedings, Washington, D.C., June 1996.3. Felder, R.M., Beichner, R.J., Bernold, L.E., Burniston, E.E., and

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Authors

Ron Eglash; Larry Kagan; Gary Gabriele; Frances Bronet; David Hess

, materials, and manufacturing.The STS curriculum covers the social and cultural dimensions of product development andinnovation, including case studies of successes and failures. Through the design studios, studentswill have the opportunity to translate into practical terms the diverse skills acquired in these twocurricula.The design studios will also challenge students to integrate and balance these two domains oflearning with PDI’s third domain, the aesthetic, including the relevant elements of arts andarchitecture design. This challenge changes from year to year because students will enter the PDIdesign studios with an increasing background from previous studios as well as from engineeringand STS courses. In this light, the two first-year design