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2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

• Answering academic/curriculum questions • Referring students to the correct academic resources • Coordinating out-of-class activities • Providing feedback on classroom assignments • Providing in-class guidance when appropriate • Meeting with the core group coordinator once a week Page 6.1108.4“Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2001, American Society for Engineering Education”Assessment of the Learning Community Goals and ObjectivesIn order to measure that our LC objectives were (and are) being met, on-going assessment hasbeen an integral aspect of our ABE

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2001 Annual Conference

Authors

Carlos Sun; Frances Johnson; David Hutto; Kathryn Hollar; Eric Constans; Jennifer Kadlowec; Beena Sukumaran; Anthony Marchese; Paris von Lockette; Kevin Dahm; Douglas Cleary

concurrently enrolled in Statics and Solid Mechanics and all studentshad taken Physics I (which also includes an introduction to Statics), the analysis of theirconceptual design was possible. For example, using principles from Statics and SolidMechanics, each team analyzed the stresses in each two-force member and calculated thedeflection due to bending of various components.To assist students in performing these calculations, tutorials were provided via the Internet.These tutorials included examples from Statics and Solid Mechanics as well as definitions andmaterial properties. Also, to reinforce the integration between the design project and theconcurrent engineering courses, instructors from each of the Statics and Solid Mechanics coursesperformed

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2001 Annual Conference

Authors

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

Session 1413 Introducing Emerging Technologies into the Curriculum through a Multidisciplinary Research Experience James A. Newell, Kevin D. Dahm, Stephanie H. Farrell, Robert P. Hesketh, Kathryn Hollar, Mariano Savelski and C. Stewart Slater Department of Chemical Engineering Rowan University, Glassboro, NJ 08028AbstractThis paper describes Rowan University’s novel approach to integrating emergingtechnologies into the chemical engineering curriculum. Through an eight-semesterproject-based course sequence, every engineering student works in multidisciplinary on

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2001 Annual Conference

Authors

Brian Huggins; Winfred K Anakwa; Gary Dempsey

) How much faculty direction should be given during the mini-project?The answers to the first two questions were “yes” if we looked at the senior capstone project as themain instrument in achieving these objectives. However, the authors felt these issues should beaddressed earlier in the curriculum. Also there are a number of disadvantages of using the seniorcapstone project as an assessment tool. In our department, each team of students works with a facultyadvisor for their senior project. The team is normally composed of two students but can have as manyas six students depending on the project. The majority of project topics are in the faculty’s researcharea which in our department includes controls, audio systems, advanced digital and

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2001 Annual Conference

Authors

Michael Warren; Jay Porter

-level engineer. With this in mind, semiconductor design andmanufacturing companies are looking to educational institutions to provide this experience as an integralcomponent of an undergraduate curriculum. Industry has even sponsored a textbook specifically aboutmixed-signal testing2 to facilitate this. The text, by Mark Burns (Texas Instruments) and GordonRoberts (McGill University), covers all aspects of mixed-signal test from actual measurement techniquesto the economics of production testing.Presently, the Electronics Engineering Technology program at Texas A&M University offers twocourses in mixed-signal test based on this book. The original intent of these courses was to teach testconcepts using a standard production tester donated by

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2001 Annual Conference

Authors

Thomas Ho; Jack Hopper; David Cocke; Daniel Chen; Carl Yaws; Kuyen Li; John Gossage

provides tools to help students conceptualizedproblems, explore the influence of relevant parameters, and test fundamental engineeringprinciples. The aim of our Course, Curriculum, and Laboratory Improvement project is to meldthe problem-based learning pedagogy with CAMS to produce students with an in-depthunderstanding of the fundamentals of chemical engineering as well as the ability to use computersimulation packages effectively in the workplace. The approach used here is to integrate the useof CAMS throughout the entire chemical engineering curriculum. The Accreditation Board ofEngineering and Technology’s Engineering Criteria 2000 framework will be followed to evaluatethe outcome of this project. This reform process will beneficially affect

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2001 Annual Conference

Authors

Han Bao; David Dryer; Derya Jacobs; William Swart

introduce the selectedmaterials in each curriculum?; and, 3) What do we take out, or how do we modify existingsyllabi so that they meet accreditation guidelines and do not significantly increase the number ofcredit hours required? These are complex questions worthy of significant faculty debate andconsideration that have been initiated, but not completed, at our institution. However, we havetaken a significant step in moving toward an e-engineering paradigm in our freshman course,ENG 110-Fundamentals of Engineering and Technology. This course is the first of a requiredtwo semester two credit hour per semester course for all freshmen. It is similar to the freshmandesign course that has been adopted in many engineering curricula across the

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2001 Annual Conference

Authors

Donald Goddard

Session 2525 Integrating Production Aspects of the Product Realization Process into Mechanical Design Courses Donald L. Goddard The University of Texas, TylerAbstractThis paper describes how the integration of the Product Realization Process (PRP) into amechanical engineering curriculum is incorporated with traditional design courses, and how ithas enhanced them by increasing the range of possibilities and realism in design experience.PRP as developed in our current program involves the use of “desk top” scale manufacturingequipment2. Without an

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2001 Annual Conference

Authors

Robert Hendricks

used in the lab (DG), generally have kept the laboratory operational during its start-upphase (DG, SM, and CT), and developed the laboratory information management system bywhich it is run (PE). Without all of these people, the facility described here could never havebeen built and made operational.Bibliography1. R. W. Hendricks, L. J. Guido, R. J. Heflin, and S. Sarin, An Integrated Microelectronics Curriculum, (thissymposium).2. Electro-Mechanical Services Inc., Albuquerque, NM (http://www.emsi-usa.com/index.htm).3. C. T. Timmons, D. T. Gray, and R. W., Hendricks, Process Development for an Undergraduate MicrochipFabrication Facility, (this symposium).4. P. D. Eckerman and R. W. Hendricks, A Laboratory Information Management System (LIMS

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2001 Annual Conference

Authors

Raul Ordonez; Hong Zhang; Ravi Ramachandran; Stephanie Farrell

who can move across rather artificialprogram boundaries with great ease. Page 6.873.1 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”Goals and ObjectivesOur aim is to accomplish the following: 1. Give students an exposure to the different aspects of control theory in the form of multidisciplinary laboratory experiences that include electrical, mechanical, and process control systems. 2. Ensure that our laboratory has an impact on a wide variety of courses in our curriculum

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2001 Annual Conference

Authors

Martha N. Cyr; Barbara Bratzel; Ben Erwin

Session 2620 Integration of Data Acquisition and Analysis for Elementary and Middle School Education Barbara Bratzel, Martha N. Cyr, Ben Erwin Shady Hill School/Tufts UniversityAbstractThis paper presents a solution to providing a way for more K-12 students to experienceinnovative, hands-on learning with data acquisition and analysis. The concept was developedat Tufts University, in partnership with National Instruments and LEGO Dacta. Through thiscollaboration, Tufts has developed a graphical programming and data analysis softwarepackage for students

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2001 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman

student progress in activities that do not require a quantitativeresult. The student response has been very positive as demonstrated by a 50% improvement inclass attendance. The objectives of improved communication, problem solving, and teamingskills in addition to the acquisition of a background in BME applications have been successfullyachieved as with projects, papers, and presentations.This approach to learning has provided additional benefits for the supervision of graduatestudents and for research planning. Although initially challenging, the benefits to cost ratio is sohigh that the described method is planned for incorporation in all courses in an BME curriculum.I. IntroductionThis paper introduces the benefits of curriculum design using

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2001 Annual Conference

Authors

Frances Johnson; David Hutto; Carlos Sun; Kathryn Hollar; Eric Constans; Anthony Marchese; Paris von Lockette; Kevin Dahm

program is an emphasis on technicalcommunication and integrated, hands-on design and experimentation, which is realizedin the multidisciplinary, project-oriented Engineering Clinic sequence. Beginning in thefreshman year, all students enroll in Clinics and work with students and faculty from allengineering disciplines on laboratory experiments, real-world design projects, andresearch projects of increasing complexity. Freshman Clinic focuses on reverseengineering and an introduction to each engineering discipline. In the sophomore year,students learn engineering design and effective technical communication skills. In theJunior/Senior Clinic, multidisciplinary student teams work closely with faculty onoriginal research and design projects. The

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2001 Annual Conference

Authors

M. Chaudhry; Jr., Bonifacio Doma; Edwin Obra; Consuelo Flora; Adrienne Cooper; Joseph R.V. Flora

selected from the various sectorsbased on an analysis of the survey results. Documentation of the education and researchrequirements of the various sectors was finalized, and key partners were identified for theinitiative. Representatives from Mapúa visited USC in July 2000 to view the state ofenvironmental education and research at USC. Coupled with results from the Philippine surveyand workshop, a curriculum was designed to provide a state of the art graduate environmentalengineering program at Mapúa. Currently, the proposed program is awaiting approval by thePhilippine Commission on Higher Education (CHED).IntroductionMapúa Institute of Technology is a technological school located in Manila, Philippines. It offersten undergraduate engineering

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2001 Annual Conference

Authors

Miguel Torres-Febus; Jaime Pabon-Ortiz; Jose Cruz-Cruz; Jorge Velez-Arocho

education is inadequate to manage the needs and business goals ofindustry. A fragmented curriculum does not satisfy this need. Students want an integratededucation with a strong experiential component.Industry recruits students with skills such as the ability to communicate effectively (verballyand written), to work in multidisciplinary teams, to have an entrepreneurial spirit, and witheffective decision-making skills. The graduates should be aware of their cultural, social andeconomical environments (i.e. culture, language, diversity, art, etc.). Industry has stated thatmany engineering and business curriculums do not answer students' needs. The graduate shouldhave a clear understanding of the need to be flexible when working with business

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2001 Annual Conference

Authors

David Miller

Session 1475 Group homework: A new faculty member’s experiences in an introductory engineering course D. C. Miller Department of Chemical Engineering Michigan Technological UniversityIntroduction As described recently1, most new engineering educators teach in the manner they weretaught. Many recognize that more effective methods of instruction must exist; however, theyoften become overwhelmed with literature that is written in “a language that is foreign to them”and, lacking the time to decipher the jargon

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2001 Annual Conference

Authors

William J. Norman; Jerald Rounds

new curriculum based upon an integrated theory of construction. • Creating a new student infrastructure within existing traditional academic programs.Common project goals and objectives were never achieved. Many industry representatives Page 6.151.4focused upon gaining visibility in the university programs and access to students and saw a new Proceedings of the 2001 American Society for Engineering Education Annual conference & Exposition Copyright @ 2001, American Society for Engineering Educationcurriculum as a means to achieve this. Some academic representatives focused on building a newarea

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2001 Annual Conference

Authors

Brenda Martin; J. P. Mohsen

exhibits and short summer introduction to engineering courses or camps.In developing the curriculum, the need for certain physical models and tests was brought intofocus. An existing product was modified by adding data acquisition, concrete testing, andbuilding load apparatus. The result is a compact, self-contained, tabletop unit that is flexibleenough to be used in several different courses at varying levels of engineering education. Thispaper describes how this system can be effectively used in a civil engineering curriculum.I. IntroductionThe Design of Structures system is designed for use in a number of civil engineering and civilengineering technology-related courses including statics, introduction to civil engineering,freshman engineering

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2001 Annual Conference

Authors

John Klegka; Robert Rabb

Session 3425 Designing an Engineering Experience for Non-Engineers Major Robert J. Rabb, Colonel John S. Klegka United States Military AcademyAbstractThe United States Military Academy (USMA) has a balanced core curriculum to help promotethe ability of all graduates to be creative problem solvers. Part of the core curriculum provides abasic knowledge of physical systems for all graduates. All graduates receive a B.S. degree invarious disciplines, many in a non-engineering major or field of study. However, all graduatesare expected to be technically competent in their future

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2001 Annual Conference

Authors

Lisa Lebduska; David DiBiasio

Engineering Education: An Integrated Writing andCommunication Program for Materials Engineers.” Journal of Engineering Education, 85:4:343-352.LISA LEBDUSKA is Director of the Center for Communication Across the Curriculum and an adjunct assistantprofessor of writing at WPI. She received her PhD in English from the University of Rhode Island. Her most recentarticle, “Peer Writing Tutors,” will be appear in Student-Assisted Teaching by Anker Publishing, and reflects herresearch in peer tutor training, writing in the disciplines, and technologies of writing.DAVID DIBIASIO is Associate Professor of Chemical Engineering and assessment coordinator for theInterdisciplinary and Global Studies Division at WPI. He received his PhD in chemical engineering from

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2001 Annual Conference

Authors

Wil Clouse; Terry Goodin

theschoolhouse on the first day is now gone. Students are taught discrete, integral conceptswith very little attachment to the learning style or framework of the learner. Therefore,most ideas are taught in an abstract way, with students trying to memorize enoughinformation to pass the six-weeks exam and the final exam at the end of the year. Rotememory is the order of the day.By the time the student reaches the university level, he or she has learned how to "workthe system." Courses quite often become more structured, focused upon a single domainor discipline, and so may be termed “uni-disciplinary.” For the sake of explanation, let’simagine four illustrious professors, Drs. Volt, Outerspace, Thermostat and Gene. Dr.Volt is an internationally known

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2001 Annual Conference

Authors

Stanislaw Legowski

Session 1426 A Laboratory for an Electronic Systems Design Course Stanislaw F. Legowski University of WyomingAbstractWith the help of the Analog Devices company in the form of a number of their integrated circuitsdonated in the Summer of 2000, a new laboratory for the EE 4330 Electronic Systems Designcourse has been developed and was taught for the first time in the Fall of 2000. Only a fewintegrated circuits from other companies are used in this laboratory. One of the main criteria inselecting integrated circuits for this laboratory was that they should

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2001 Annual Conference

Authors

Michael McGeen; James Friauf

Session ---- Division 06 The Evolution of an Advanced Communication Skills Course James Friauf, Michael McGeen Milwaukee School of Engineering AbstractWith industry leaders constantly citing the need for and importance of effective communicationskills, educators must ensure our engineering curriculum does meet this end. Is a single,mandatory public speaking course sufficient to prepare students for the expectations anddemands of the workplace? Is the traditional speech course, with

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2001 Annual Conference

Authors

David DiBiasio

multidisciplinary project thatexamines technology-society interactions. The project is called an Interactive Qualifying Project(IQP). Students research, address and report on a problem examining how science or technologyinteracts with cultures, societal structures, and values. Project objectives include enablingstudents to understand, as citizens and as professionals, how their careers will affect the largersociety of which they are a part. Projects are done in small, multidisciplinary teams, they arebroad and integrative, are not limited to major field, and are equivalent in credit to three courses.Since the inception of this academic exercise, we have tried to find ways to get students off-campus to do these projects. The first such resident project

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2001 Annual Conference

Authors

Manian Ramkumar; Immanuel Edinbarough

the way in which industry andacademia perform various activities. More and more academic institutions are starting torecognize the vital link that the web provides between the faculty and the students. As the websavvy students demand specialized attention for customized curriculum and training, it becomesthe responsibility of the academia to provide new information technology based solutions, tosatisfy these needs. In this regard, an attempt has been made to develop an automated cellcapable of providing non-site based hands-on course in engineering and technology education.The main challenge in this effort is the remote programming and control of the robot and CNCmachine. Details pertaining to the intelligent control architecture, system

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2001 Annual Conference

Authors

Ravi Athale; John Treichler; Dave Munson; Sally Wood; Geoffrey Orsak; Scott Douglas; Mark Yoder

towards this goal.This paper outlines the goals and technology elements of the INFINITY Project, a joint effortbetween university educators, K-12 teachers, and industrial partners to introduce an engineeringand technology curriculum at the high school level. The partner institute and companies are:Southern Methodist University, Rose-Hulman Institute of Technology, George Mason University,University of Illinois, Santa Clara University, Texas Instruments, Hyperception, Inc., AppliedSignal Technology, the National Science Foundation, and regional school districts across thecountry.Issues addressed within this paper are: • The goals and description of the curriculum; • Technology used in the curriculum; • Teacher training; • The pilot

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2001 Annual Conference

Authors

Larry McKenzie; Kenneth Gentili; Jr., Richard Crain; Jeffrey McCauley; Forrest Parkay; Denny Davis; Michael Trevisan

definable steps in the design process to structuredteam-based learning activities.I. IntroductionA coalition of two & four year universities and industry collaborated, with NSF funding,to develop meaningful curriculum and assess its’ effectiveness. Different schools use thematerial to fit their individual needs. The curriculum and assessments are easy to use, Page 6.26.1reliable and are a proven set of materials that provide a structure that develops clearlydefined outcomes and assesses how well course objects have been achieved.TIDEE’s (Transferable Integrated Design Engineering Education) curriculum model useshighly structured activities, which can be

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2001 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

found that English and engineering can besuccessfully integrated in a way that benefits the students in each class. By carefullyconstructing an English curriculum that deliberately uses the strategies, concepts, and ideas fromengineering, we can help students overcome the notion that subject areas are separate notebookson a shelf that never connect. Instead, they can see connections between subjects and areas ofoverlap and areas of difference. The idea that writing, for example, is dependent on audienceand occasion begins to make sense and yet they see that the strategies they use to brainstorm,invent, and draft in writing their English assignments can also help them with their engineeringprojects. Although we have been unable to do formal

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2001 Annual Conference

Authors

Winston F. Erevelles

Session 1463 Design and Implementation of the Computer Integrated Engineering Enterprise (CIEE) – the Learning Factory at Robert Morris College Winston F. Erevelles Robert Morris CollegeI. IntroductionThe engineering initiative at Robert Morris College seeks to enhance the technical andengineering abilities of the workforce in southwestern Pennsylvania through an innovative,industry-driven, hands-on, project-based system of education and training that integrates theoryand practice in Manufacturing, Software, and Logistics

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2001 Annual Conference

Authors

James Fuller

Architecture at the Ward College ofTechnology of the University of Hartford in West Hartford, Connecticut. A licensedarchitect since 1984, he is an active member of the American Institute of Architects andis on the national Architects and Education Committee. He is certified by the NationalArchitectural Accrediting Board. He holds a Bachelor of Architecture with UniversityHonors from Carnegie-Mellon University and a Master of Education from the Universityof Hartford. He is a Senior Architect with Schoenhardt Architects in Simsbury, CT. witha primary focus on educational facilities, especially K-12.He is a member of the New Hartford (CT) Board of Education Technology Committeeand the Curriculum Sub-Committee.He was President of the Connecticut Chapter