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2001 Annual Conference

Authors

Thaddeus Roppel; Victor Nelson

engineering laboratory instruction,"Proc.Frontiers in Education Conference, Vol. 2 , 811, 1997.2. King, R.H., Parker, T.E., Grover, T.P., Gosink, J.P., Middleton, N.T., "A Multidisciplinary EngineeringLaboratory Course," Journal of Engineering Education, July 1999, pp. 311–316.3. Buhler, D.; Kuchlin, W.; Grubler, G.; Nusser, G., "The Virtual Automation Lab-Web based teaching ofautomation engineering concepts," Proc. Workshop on the Engineering of Computer Based Systems, 156-164, 2000.4. University of Nebraska–Lincoln, ELEC 121 Introduction to Electrical Engineering I,http://pilgrim.unl.edu/~dtrutna/ee121s01.html5. Northeastern University, ECE 1229 Digital System Design Laboratory, Spring 2000,http://www.ece.neu.edu/courses/ece1229/index.html6

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Paul Eckerman; Robert Hendricks

Session 2793 A Laboratory Information Management System (LIMS) for an Undergraduate Microchip Fabrication Facility Paul D. Eckerman and Robert W. Hendricks Virginia Polytechnic Institute and State UniversityAbstractWe have built an 1,800 ft 2 Class 10,000 cleanroom dedicated to teaching the elements of themicrochip fabrication process to a multidisciplinary cohort of students from all areas ofengineering, science, and even the humanities. This laboratory, equipped with educational toolsthat allow the fabrication of silicon enhancement mode and depletion mode MOSFETs at

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2001 Annual Conference

Authors

Salvatore Marsico

Session 3150 EXPERIENCE with the INTRODUCTION OF MULTIMEDIA INTO MECHANICAL ENGINEERING TECHNOLOGY, Mechanics of Materials Laboratory Salvatore A. Marsico Penn Sate UniversityAbstractThe Penn State Associate Degree in Mechanical Engineering Technology program offersa two course sequence in mechanics of materials, one of which is a laboratory course(MCH T 214). The educational objectives of this one credit course, as described in thePenn State Associate Degree Programs Bulletin, are “measurement of mechanicalproperties of materials; structural testing; data acquisition and

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2001 Annual Conference

Authors

James Haberly; Iskandar Hack

Session 0047 Low Cost FPGA Development System For Teaching Advanced Digital Circuits Iskandar A. Hack, P.E., Indiana-Purdue at Fort Wayne James Haberly, BMT Microelectronics CenterAbstractThis paper covers the development of student development system to use with the AlteraMax+ PLUS software for teaching Field Programmable Gate Arrays (FPGA’s) andComplex Programmable Logic Devices (CPLD’s). This software is available free ofcharge from Altera directly for students to download for use in at home or can be installedvia an educational license in any university laboratory. The

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2001 Annual Conference

Authors

Ronald Rockland

Session 1648 Teaching Problem Solving Techniques in a Circuits Analysis Course Dr. Ronald H. Rockland New Jersey Institute of TechnologyAbstractThe ECET program at New Jersey Institute of Technology is an upper division program,accepting students from a variety of community colleges. One of the first courses these studentstake is ECET 303, which is a circuits measurements course. While the course covers standardmeasurement techniques and circuit theory, the author found that student skills in areas such asproblem solving needed to be enhanced.Rather than create problems that students could

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2001 Annual Conference

Authors

Roman Stemprok

Session 3148 Teaching and Curriculum Development of Electronic Classes in Malaysia Roman Stemprok University of North Texas, Department of Engineering Technology Denton, TexasAbstractElectronics classes with comprehensive laboratory training components were developed at thenewly established University at Batu Pahat in Malaysia. The students had previously earnedtheir bachelor’s degrees and were pursuing teaching positions at new institutions being built inMalaysia’s rural areas. The curriculum development included process/computer control and realtime

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2001 Annual Conference

Authors

Karen Horton

Session 3248 Teaching Industrial Applications of Vibration Measurement and Analysis Techniques Karen J. Horton, P.E. University of MaineAbstractA new junior level technical elective titled Industrial Vibrations has been developed forMechanical Engineering Technology students at the University of Maine. The course addressesthe needs of local industries such as paper production and shipbuilding, but the concepts areapplicable to a wide range of industries. Course prerequisites include calculus, but notdifferential equations, and

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2001 Annual Conference

Authors

Jiang Li; Matthew Lee

Session 2793 ONLINE MODELING IN TEACHING GEOMECHANICS VIA THE WEB SITE Jiang Li and Matthew Y. Lee Morgan State University/Amherst CollegeAbstractIn the present paper, the design of online modeling in soil mechanics with multimediatool on the Internet has been discussed. The online modeling in geomechanics servers asa virtual laboratory that can be used for both teaching and research at the Department ofCivil Engineering, School of Engineering, Morgan State University. In this paper, thefollows are emphasized: 1) design of main and sub web pages, 2) design of the online runtime ActiveX coded

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2001 Annual Conference

Authors

D. Smith; James Squire

Session 2425Role of the Community in Teaching Undergraduate Engineering Design James C. Squire, D. Todd Smith Virginia Military InstituteAbstract: The local communities surrounding universities provide a wealth of opportunities forengineering students to practice engineering design while making real contributions that affectpeople’s lives. Such design projects also directly address ABET EC2000 criteria that studentsshould understand the impact of engineering in a societal context. This article identifies severalsources within the community that supply engineering problems suited for

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2001 Annual Conference

Authors

Robert Ribando; Gerald O'Leary; Timothy Scott

1520 Application of the Studio Model to Teaching Heat Transfer Robert J. Ribando, Timothy C. Scott, Gerald W. O’Leary University of VirginiaAbstractOver the past five years we have transformed our undergraduate heat transfer course froma strictly lecture format (with an associated lab the following semester) by replacing onelecture a week with a two-hour “studio” session. These sessions are held in a classroomequipped with a computer for each pair of students. Much of the studio work revolvesaround a set of locally developed, research-based numerical algorithms that solve in realtime the governing

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2001 Annual Conference

Authors

Andrew Rusek; Barbara Oakley

Session 2793 PSpice Applications in the Teaching of Communications Electronics Andrew Rusek, Barbara Oakley Department of Electrical and Systems Engineering Oakland University, Rochester, Michigan 48309AbstractMany parameters of circuits and devices commonly used in communication electronics can beprofitably simulated using the free educational version of PSpice. We have created a broadvariety of PSpice macromodules for use in classroom and laboratory teaching, includingmacromodules that simulate pulse width modulators and demodulators, delta encoders anddecoders

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2001 Annual Conference

Authors

Natalie Smith; Julie Greenberg

Session 1609 Design of a module for teaching/learning spectral analysis Natalie T. Smith, Julie E. Greenberg Electrical Engineering and Computer Science, Massachusetts Institute of Technology/Harvard-MIT Division of Health Sciences and Technology/ Research Laboratory of Electronics, Massachusetts Institute of TechnologyAbstractThis work concerns the design of a module for teaching/learning spectral analysis with emphasison biomedical applications. The module design is based on the principles of the “How PeopleLearn” framework as embodied in the STAR Legacy model. This model

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2001 Annual Conference

Authors

Hubert Smith

Session 3202 Teaching Flight Test Engineering with a PC-Based Simulator Hubert C. Smith The Pennsylvania State UniversityAbstractThis paper describes the process of establishing flight test laboratory experiments by use of aPC-based flight simulator, and the details of conducting such experiments. It was determined thatit was feasible to perform airspeed calibration, and tests to determine stall speed, power required,rate of climb, cruise speed and range. While some of these tests yielded data that were a little onthe optimistic side, the results were consistent, and

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2001 Annual Conference

Authors

Shawn Gross; David Clarke; David Bentler; Joseph Hitt; Janet Baldwin; Ronald Welch

Page 6.1003.1ETW. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationII. OrganizationHow is ETW organized? ETW is a one-week short course (Figure 1) providing seminars on thebasics of excellent teaching (using Lowman3 and Wankat and Oreovicz4), demonstrations ofeffective teaching, laboratory exercises requiring the participants to teach lessons followed bygroup assessment, and discussions on how to apply the presented techniques at differentuniversity settings (laboratory, large classrooms or auditoriums, seminar groups, etc.). Figure 1. Workshop Schedule

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2001 Annual Conference

Authors

Mohammad Naraghi; Bahman Litkouhi

Session 2520 An Effective Approach for Teaching Computer Programming to Freshman Engineering Students Mohammad H.N. Naraghi and Bahman Litkouhi Department of Mechanical Engineering Manhattan College Riverdale, NY 10471I. IntroductionComputer programming is an essential and integral part of any engineering program.Engineering students in their junior and senior years face the task of solving problemsusing numerical approaches. Good programming skills will enable them to tackle thoseproblems easily. Furthermore, a good

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2001 Annual Conference

Authors

Allen Estes; Stephen Ressler

men from colleges and universities as diverse as Cornell, LouisianaTech, U.C. Berkeley, and Virginia Military Institute attended the ETW 2000 at USMA.III. Workshop ContentThe grueling schedule for the five-day workshop is shown in Figure 1. The workshop activitiescan be sub-classified into seminars, demonstration classes, laboratory exercises, and socialevents.Seminars: The course schedule for the 2000 ETW contained 13 Seminars which varied incontent and were designed to provide theoretical background, teaching hints, organizationalstructure, and communication techniques. A brief description of the seminars is offered in Table1. The format for the seminars is lecture, small group activities, and collaborative discussionwith an ExCEEd faculty

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2001 Annual Conference

Authors

Rodney Allen; Richard M. Felder; Catherine E. Brawner

Session 1630 The Impact of Faculty Development Activities on Engineering Faculty Teaching Practices Catherine E. Brawner, Richard M. Felder, Rodney H. Allen, and Rebecca Brent Research Triangle Educational Consultants/ COMP-AID/North Carolina State UniversityAbstractThe SUCCEED (Southeastern University and College Coalition for Engineering EDucation)faculty development team has spent several years helping engineering faculty members learn andimplement instructional techniques that have been proven effective

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2001 Annual Conference

Authors

Nicholas Arcolano; Richard Vaz

Session 2632 Teaching Signals and Systems through Portfolios, Writing, and Independent Learning Richard Vaz, Nicholas Arcolano WPII. IntroductionThis paper describes an integrated approach to outcome-driven instruction and assessment of acontinuous-time signal and system analysis course at the sophomore level. A set of seven courseoutcomes was established: four relating to traditional topics in frequency domain analysis ofsignals and systems, and three relating to broader educational outcomes, including effectivecommunication

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2001 Annual Conference

Authors

David Kelley

Session 3238 Cooperative Learning as a Teaching Methodology within Engineering Graphics David S. Kelley Purdue UniversityAbstract Cooperative learning methodologies require that a positive interdependence existbetween members of a group. This paper details a study conducted by the author on theutilization of cooperative learning within an engineering graphics course. Within the study, twosections were compared on computer-aided design (CAD) problem solving. The experimentalsection was taught utilizing

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2001 Annual Conference

Authors

Wang Chien Ming; Mohamad Ridwan; Ang Kok Keng

components: (1) three open-book quizzes(25%), (2) one exploratory laboratory experiment (5%), (3) web-based tutorials (10%) and (4)an open book examination (65%).3. Participatory Workshop-LecturesOne problem of the conventional teaching method is in the presentation of the material.Frequently, lecturers tend to teach in the form of a monologue in front of a generally passiveaudience. This form of lecturing provides little incentive for students to attend classes. The factthat most of what they presented comes straight out of the textbooks and/or lecture notescompounds the problem. Only outstanding lecturers would be able to hold students’ attention for

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2001 Annual Conference

Authors

Larry Richards

Multi Media Session: Paper 2171Strategies for Teaching Computer Skills to First-Year Engineering Students Larry G. Richards University of VirginiaAbstract What computer skills should freshman Engineering students master? How should theylearn these skills? At the University of Virginia, a first year Introduction to Engineeringcourse emphasizes spreadsheets (Excel), Computer Aided Design (SilverScreen), and amathematics problem solving and symbolic manipulation program (MathCAD), as wellas Internet and World Wide Web skills. A series of scripts (lab lessons) leads the studentsthrough selected capabilities of each

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2001 Annual Conference

Authors

Charles Pierce

Copyright  2001, American Society for Engineering EducationIV. SummaryThis paper presents the development of a new method for teaching Introductory GeotechnicalEngineering to civil and environmental engineering undergraduate students. With this approach,the fundamental properties of soil are discussed in the context of a real field construction project.The lecture course, laboratory course and a current construction project become interconnectedto demonstrate how these fundamental properties are determined in the laboratory and how theyare useful in the field. The results of a survey conducted among former students suggest that thisnew method will enhance the learning of students taking this course.Bibliography1. Buck Institute for Education URL

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2001 Annual Conference

Authors

Steven de Haas; S.K. Ramesh; Preetham Kumar; Michael Fujita; Elizabeth Raley; Andrew Lindsay

Session 2793 An Interactive Workshop for High School Teachers to Develop and Teach Pre-Engineering Curricula S. K. Ramesh*, Michael J. Fujita, Preetham Kumar*, Andrew Lindsay, Steven de Haas*, Elizabeth-Gillis Raley *California State University Sacramento / Defense Microelectronics Activity/ Parallax Inc., / Sacramento Engineering and Technology Regional ConsortiumAbstractThe College of Engineering and Computer Science at California State University, Sacramentohas organized and conducted free interactive workshops for high school

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2001 Annual Conference

Authors

Merredith Portsmore; Chris Rogers

Session 2366 Data acquisition in the dorm room: Teaching experimentation techniques using LEGO Materials Chris Rogers, Merredith Portsmore Tufts UniversityAbstractData acquisition and analysis concepts taught in introductory courses in experimentation aremost effectively learned by engaging students in hands-on activities. Traditional laboratories areusually available on a limited basis to students due to supervision and hardware restrictions. Weselected a set of LEGO materials to enable students in our experimental methods course toperform hands

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2001 Annual Conference

Authors

Luis Ortiz; Elisa Mestorino Bachofen

Authors consider that theabove-mentioned changes in the programs should have been accompanied by a modification ofthe traditional teaching methodology as well. Thus, the Experimental Methodology was appliedin a progressive way that started in 1997, through the development of a Structures Laboratory 1.The traditional use of the laboratory is transformed within this methodology, as it is nowdesigned to aid problem solving by leaving the proposal and solution of the problem to thestudent’s initiative and creativity, guided by the teacher who helps them find the expectedanswers. The students must propose and build test models and measuring methods according tothe parameters that they consider valuable of measuring. This methodology allows students

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2001 Annual Conference

Authors

Kenneth Reid

Session 2230 Measuring Improvement Due to the Implementation of Active and Collaborative Teaching Techniques Kenneth J. Reid Indiana University Purdue University Indianapolis - IUPUIAbstract:There are many teaching techniques that can make engineering and technology instruction moreeffective, more interesting, and more enjoyable for both the instructor and the students. Thesetechniques include active and cooperative learning, which get the students involved in theclassroom experience. These techniques can also help students understand difficult concepts,since they hear

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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

is found in the laboratory sections of the course. This argument is in linewith Windsor’s research that asserts “engineers have particular problems in acceptingthe rhetorical view of knowledge.” A fundamental principle of contemporary rhetoric isthat making knowledge is a rhetorical act; language informs and shapes ourunderstanding of the world. However, the engineering faculty at Rowan accept andsupport this rhetorical premise, as indicated by their willingness to team teach andparticipate in the curriculum planning of the course. It seems then that this “rhetoricalview of knowledge” is, alas, not shared by the students. This may be in part due to thefact that they are students of engineering, not engineers themselves, or it may be due

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2001 Annual Conference

Authors

Andrew Rusek; Barbara Oakley

Session 2793 PSpice Applications in the Teaching of Wireless and High Frequency Electronics Andrew Rusek, Barbara Oakley Department of Electrical and Systems Engineering Oakland University, Rochester, Michigan 48309AbstractThe many recent technological developments in communication circuit design have paved afoundation for the development of complex personal communications systems. Although thereare a variety of textbooks dealing with high frequency communication circuits and systems, thereare very few sources of information

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2001 Annual Conference

Authors

James Newell; Kevin Dahm

. Ramachandran, B. Sukumaran and R. Harvey, Multidisciplinary Design and Communication: A Pedagogical Vision. International Journal of Engineering Education, 15, 5 (1999).5. Bakos, J. D., "A Departmental Policy for Developing Communication Skills of Undergraduate Engineers," Journal of Engineering Education, vol. 75, p. 101 (November 1986).6. Elbow, P., "Teaching Thinking by Teaching Writing," Phi Delta Kappan, p. 37, (1983).7. Newell, J. A., D. K. Ludlow, and S. P. K. Sternberg, "Progressive Development of Oral and Written Communication Skills across an Integrated Laboratory Sequence," Chemical Engineering Education, vol. 31(2), p. 116 (1997).8. "Engineering Criteria 2000: Criteria for Accrediting Programs in Engineering in the

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2001 Annual Conference

Authors

S. K. Khanna; David Roylance; C. H. Jenkins

auxiliary material, such as film clips ofactual designs and laboratory experiments. The web page for the 1999 MIT/DMSE Mechanics of Materials subjectis at URL http://web.mit.edu/course/3/3.11/www/; this is a modest but useful web implementation for teaching. Ituses very plain HTML constructs, without the need for page design software.Most engineering educators seem to feel the web and other such technologies will augment rather than replacetraditional lecture-and-chalkboard methods. The seemingly tedious method in which students copy material as theinstructor chalks it onto the board actually seems to transmit technical information at approximately the right pace