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2001 Annual Conference

Authors

Tycho Fredericks; Jorge Rodriguez

credits each, revised – currently IME261/262], is a prerequisite for the proposed option. • The Science of Ergonomics [4 credits, new]. This course will examine the methods for maximizing the health and safety of workers in an effort to maintain productivity and quality. • Ergonomics and Design [4 credits, new]. The prerequisites for this class will be Work Design, Statistics and Probability for Engineers, and Engineering Economy. This course will investigate the human/machine relationship and interaction. • Workplace Safety [3 credits, new]. A course to substitute for one of the industrial engineering electives. • Ergonomic and Safety Capstone Project [2 credits, new]. The

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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

measure students’ ability to handle a complex design task) in this course. • The students should be given enough time to think about and digest a design problem. One solution is to give the problem one day and then ask the students to do the design the next day. • Professional engineers from industry should help evaluate the students’ designs. • Evaluating designs only once during the capstone course is not sufficient.Question 3 - How Do We Make the Students Take the Evaluation Tests Seriously? • Create a positive environment. Tell them why it is important for the Sooner City Project

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2001 Annual Conference

Authors

Scott von Laven; X. Qian; A. Jalloh; Zheng-Tao Deng; Amir Mobasher; Ruben Rojas-Oviedo

encouragesteamwork in class projects for courses in the major. This helps students to develop a designportfolio starting in their freshman year. Project training continues through their capstone designcourse. The projects assigned to students are often combined with on-going externally fundedresearch. This aspect of program keeps the students in touch with leading-edge technology andcurrent research activities in the real world.IV. High Performance Computing Initiative at AAMUThe high performance computing initiative at AAMU was launched in 1999 under the support ofthe Department of Energy (DOE) Alliance for Computational Science Collaboration (ACSC)project. The key elements of this program at AAMU are to encourage faculty and students tobecome involved in

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2001 Annual Conference

Authors

John Anderson

materials. • It facilitates projects that are closer to actual engineering assignments in industry.I IntroductionOne of the classic problems in engineering and technology education has been how to breakthe students dependency on textbook solutions and introduce them to finding informationand fitting it to the solution of actual problems. Until recently this was left to a single"design course" experience. With ABET's emphasis on a "Capstone" experience for thestudents to synthesize their analytical skills with real problems there has been increasedattention on the problem of teaching students how to find information. Page 6.1119.1 Proceedings of

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2001 Annual Conference

Authors

Steven Schweitzer; John Klegka

senior level capstone projects. The seniors in theirengineering capstone courses received no formal training with Pro/Desktop. Their mid-yearbriefing showed on high reliance on Pro/Desktop to layout their prototype vehicles. Project teammembers essentially taught themselves how to use Pro/Desktop with help from students currentlyin the introductory class using Pro/Desktop. The level of details in the CAD drawing this year isfar greater than any previous years. Unlike previous years, the students are actually using CADin the concept phase of the design process. This clearly demonstrates that mid-level CADpackages are an effective tool for integrating CAD into every student’s design work. Figures 8-11 show capstone project results of students who

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2001 Annual Conference

Authors

Elsa Napoles

Olds9 describe one capstone course with a design sequence of two semesters. Thecourse is based upon a multidisciplinary team work of students who are linked to the industry.Wilczynski10 shows the experience in one university where the design is included in manyengineering courses.Öztürk et al11 in the University of North Caroline describe a new approach about the designengineering teaching for undergraduate students with the creation of a design center that is linkedwith the local industries and where the students perform real projects helped by computersnetworks for the preliminary design.Gorman et al12 establish the development of multidisciplinary learning modules for developinginvention, design and creativity in the students.Shaeiwitz et

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2001 Annual Conference

Authors

Scott Dennis; Jeff Ball; Martin Bowe; Daniel Jensen

MultiMedia Session 2793 A Student-Developed Teaching Demo of an Automatic Transmission Scott Dennis, Martin Bowe, Jeff Ball, and Dan Jensen Department of Engineering Mechanics US Air Force Academy, COAbstract The core curriculum at the United States Air Force Academy emphasizes the engineeringdisciplines. The capstone of the core curriculum is a unique engineering design course, Engr410—Engineering Systems Design, all cadets take regardless of academic major. In this course,sections of approximately 16-18 senior cadets are randomly grouped resulting in a diverse mix

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2001 Annual Conference

Authors

Robert McLauchlan; Jennifer Crosby; Gary Weckman

purpose of this program is toprovide a means of improving current engineering programs in order to produce quality studentsthat can meet the changing and demanding needs of their future employers. This analysis makesuse of data provided by the Assessment and Evaluation (A/E) team at TAMUK. A commitmentwas made by TAMUK, along with six other FC partner institutions, to thoroughly assess andevaluate the work of students to provide a foundation that would ensure student development andlife-long learning in engineering education.I. IntroductionThis work makes use of data provided in the course of developing Assessment/Evaluation (A/E)results for the Foundation Coalition curriculum development research project at Texas A&MUniversity-Kingsville

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2001 Annual Conference

Authors

Philip Young

relativeamounts of each vary dramatically. Figure 3 shows the number of semester credits requiredby each accredited program in physics and engineering plus a separate listing of credits thatcould be taken from either engineering or physics. The physics credits do not include the two-semester sequence in general physics which is taken by almost all engineers. Physics includesModern Physics, Theoretical Mechanics, Thermal Physics, Electricity and Magnetism, Optics,Quantum Mechanics (including Atomic and Nuclear Physics), Advanced Physics Lab, andother courses commonly identified with physics. Mathematical Physics courses were notincluded because they usually cover subjects included in math courses at other schools.Electronics and Design Project courses

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2001 Annual Conference

Authors

Shlomo Waks; C. Richard Helps; Stephen Renshaw; Barry Lunt

System EIT 344 Operating Senior Project/ Senior Project/ Mechatronics Cornerstone Systems Computer System Development Systems Capstone 1 Capstone 2 Foundations Interfacing E (2) Organization R (3) ER (3) R (3) R (3) R (3

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2001 Annual Conference

Authors

Mark Rajai; Mel Mendelson

Session 2793 Inter-University Team Collaboration to Design and Market a New Product Mark Rajai, Mel Mendelson East Tennessee State University/Loyola Marymount UniversityAbstractThis paper presents a joint effort between engineering students from East Tennessee StateUniversity and business students from Loyola Marymount University to design and market asophisticated global monitoring system to monitor location of children, Alzheimer patients andother valuable items. This project was funded by grant from NCIIA and was part of a two-capstone courses developed to introduce engineering students and business

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2001 Annual Conference

Authors

Spencer Brinkerhoff; III, Walter Hopkins; David Hartman

integrates content from many of the previous engineering courses into ateam-oriented, senior-level design experience. After several years of successful capstone courses,the faculty determined that the senior course could be much more effective if students learned touse some of the so-called “soft” skills earlier in their educational experiences. Subsequently a Page 6.511.1sophomore-level course, Engineering Design: The Process, was developed and offered, followed Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering

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2001 Annual Conference

Authors

Edmund Tsang

deans byDuffy, et al [12] found “sixty-one engineering courses reported at a variety of levels (firstyear through graduate) encompassing a variety of topics including ‘mainstream’discipline- specific courses, design courses, and two engineering community servicecourses.” The authors stated that they “suspect that there may still be many unreportedcapstone design projects geared toward community service. Whether they have all therecommended aspects of service-learning such as community-defined needs, reciprocity,and reflection is unknown.”While community-based design projects can be found in the engineering curriculum,especially as part of capstone design, they are not service-learning projects (nor do theirinstructors identify these courses as

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2001 Annual Conference

Authors

Deran Hanesian; Angelo Perna; Vladimir Briller

grades and in groups’ graduation rates. There was also a statisticallysignificant difference (p = 0.05 level) between EG and FED students in English, Mathematicsand Engineering and in the cumulative GPA.IntroductionIn the past, the traditional engineering curricula has Mathematics, Physics and Chemistry in thefirst and second years, Engineering Science and Basic Engineering Courses in the second andthird years and the Capstone Design courses in each discipline in the fourth year. At New JerseyInstitute of Technology (NJIT), interest developed in the late 1970’s to introduce freshmen to theconcepts of engineering design. In 1977, the National Science Foundation supported the CAUSEgrant at NJIT to introduce freshmen to engineering design. The two

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2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

serious about being involved.Min: I have nothing but a good attitude for this class.Maybe, right now, I am confused on how I can contribute as aleader with the projects at hand or projects not at hand,but I will do what I can. One other thing, I would ratherget an “F” than drop this class. Also, if there are any ofyou that consider yourselves in the same situation as I am,please e-mail me. I have seen groups of slackers do amazingthings. All we need is a spark, let us come together andrub sticks.Jack: Some of you feel I was harsh to Min in my response tohim. Although I singled him out, I believe some of the restof you have also not accomplished anything substantive andstrongly need to consider dropping the course at this time.Leadership demands

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2001 Annual Conference

Authors

P. David Fisher; Diane Rover

Page 6.1042.2 CpE alumni, the capstone design course was modified. This modified course placed added Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education emphasis on cross-functional teaming, oral presentations, written reports, hardware-software co-design, hardware and software standards, contemporary tools, open-ended design projects, life-long-learning skills and contemporary societal issues facing practicing computer engineers.9. A laboratory upgrade proposal was submitted to the university in January 1997 to modernize the two CpE laboratories that were being maintained by the ECE Department

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2001 Annual Conference

Authors

Brett Gunnink; Kristen Sanford Bernhardt

, Reinforced Concrete Design or Structural Steel Design, Hydrology, AppliedFluid Mechanics, Water and Wastewater Treatment, and Transportation Systems Engineering.Design also is included in many of the elective courses. The design experience culminates in amajor senior capstone design experience, Civil Engineering Systems Design. The capstonedesign project is supplied by consultants, governmental agencies, etc. and is a project they haveworked on or are working on currently. The capstone course is a “real-life” design experiencethat draws upon most prior course knowledge. The course involves working in teams; both oraland written presentations; a final design report; and oversight, interaction and evaluation bypracticing engineers from industry and

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2001 Annual Conference

Authors

Virendra Varma

.” The emphasis of the E&D program is on broadening theopportunities for students and faculty to engage in independent learning activities, such asindependent student projects. The construction engineering technology students will beencouraged to participate in this model of research.Guidelines for Undergraduate Research in ConstructionIt is common knowledge that engineering attracts high caliber students. High school studentswho choose to follow engineering as a profession have good ACT and /or SAT scores in sciencesand mathematics. Given the right environment, and academic support, they have the potential todo research. Civil engineering programs attract a large number of students, and there is no dearthof potential of undergraduate

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2001 Annual Conference

Authors

Ron Pigott; Bill Karr

Computer Skills Self-Evaluation Pre /Post Course Assessment Fundamentals Review Exam Focus Group Exit Interview Seminar Attendance Report Capstone Project Report Graduate Questionnaire Employer Survey

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2001 Annual Conference

Authors

Kathy Bearden; James Bandstra

with afillet radius, a cylindrical pressure vessel and flange. The final assignment in the courseis a special project of the student’s choice. They are encouraged to pick a project thatwill support their senior capstone design project. Some of the projects have includedanalysis of a composite beam with non-isotropic properties, a Formula One car frameunder roll-over loads, a complex alloy car wheel, a spoked bicycle wheel and amotorcycle engine piston. These special projects are a valuable learning experience forthe students and a meaningful practical application of their studies. Through theseprojects, they have to work through one of the most important issues with FEA, how tosimplify the model, loads and boundary conditions to something that

Collection

2001 Annual Conference

Authors

Gregory Shoales; Cary A. Fisher

Empowering Cadets to take Ownership of their Learning Perspectives from the US Air Force Academy Cary A. Fisher, Fellow, ASEE and Gregory A. Shoales, Member ASEEAbstractEngineering faculty must not only facilitate learning the specific knowledge embodied bytheir major field, but also the progression of their students to higher levels of learning.Freshmen generally require significant guidance while learning core subjects of theirengineering discipline. As students progress through their undergraduate program,courses require more synthesis of the core subjects to the solution of increasingly open-ended problems. Most engineering programs culminate in capstone designexperiences for the students. Such capstone

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2001 Annual Conference

Authors

David Waldo

design solutions. Because of the increased reliance on digitalsystems in engineering solutions, the demands on signal processing continue to increase. It is ofutmost importance that many of these systems operate in real-time. However, in most DSPcurricula, the importance of real-time is not emphasized. It is the goal of this project to develop alaboratory that supports the design and implementation of real-time systems. This laboratorysupports a three-course sequence in DSP with accompanying hands-on laboratories. Thislaboratory will also support the communications curriculum as well as the capstone designcourses. Material developed for the laboratory will be distributed electronically through theinternet.I. IntroductionA shift is being made

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2001 Annual Conference

Authors

Zorica Pantic-Tanner

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

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2001 Annual Conference

Authors

Christopher Ibeh

writingskills, and report presentation for development of oral communication skills and dissemination ofresearch findings.1. IntroductionThe use of research as a viable instructional and educational tool is a current trend in academia.The concept of the 3Rs, research, report writing and representation (report presentation) is a veryviable medium for critical thinking and effective communication skills especially when utilizedas a total package, as is frequently the case. Invariably, accreditation agencies, funding agencies,educational organizations and even industry are requiring the dissemination of research findingsvis-à-vis project reports, publications and presentations, as standard operating procedure. It istypical for faculty who engage in

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2001 Annual Conference

Authors

Ronald E. Musiak; Richard A. Grabiec; Eric W. Haffner; Steve Schreiner; Alan K. Karplus; Mary Vollaro

example, assuming the materialpresented in Freshman English Composition courses will be used proficiently for a majorengineering report in the senior year three years later. Unless the knowledge gained in thecomposition class is incorporated explicitly into the engineering classes throughout theireducation, the students will have difficulty retaining and using the knowledge at discretemilestones (e.g. the capstone design final report).In order to reduce compartmentalization of information and promote the routine exercising ofimportant skills over time, the School of Engineering at Western New England College isredesigning its traditional common core curriculum to provide Freshman engineering studentswith a more integrated and challenging

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2001 Annual Conference

Authors

Sanjay Joshi; Richard Wysk; D.J. Medeiros; Amine Lehtihet; Timothy Simpson

working on a student-run newspaper. The course integrates thetraditional capstone design experience with hands-on experience in volume production andmanufacturing; students must consider all aspects of manufacturing – including processplanning, tooling, assembly, outsourcing, and final costs – so that they can produceapproximately 100 units using the new Factory for Advanced Manufacturing Education. Thecourse also focuses on creating an environment that promotes self-directed learning, problemsolving, teamwork, project planning, communication, and presentation skills. Assessmentstrategies for evaluating team performance and the impact on students’ learning readiness arediscussed. In particular, design notebooks and frequent design reviews are

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2001 Annual Conference

Authors

Jeffrey A. Donnell

provideseparate technical writing or speaking courses, which may run concurrently with certain requiredtechnical courses. Another way to provide communication instruction in the technical classroomarises when student projects are sponsored by industry. Here, the industrial sponsor receiveswritten and oral reports and suggests modifications to the students based on experience with thenorms of communication in a particular field 6,7,8. Unfortunately, these approaches to communication instruction do not solve theintegration problem so much as they reproduce it. When technical students are sent to consultwith writing center tutors, for example, that tutor may be placed at an information disadvantageand may deliver writing instructions that are colored

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2001 Annual Conference

Authors

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

studios face a challenge more to establishthe basic atmosphere of PDI than to proceed with the ‘messy work’ of integration.THE DESIGN STUDIO SEQUENCEThe eight PDI design studios can be divided into two halves. The first half consists of 3 newdesign studios and the required second year engineering design course, Introduction toEngineering Design. The second half begins with PDI V, an introduction to industrial design,and ends with a year long multidisciplinary capstone design experience. The specific PDI studiosare discussed below.PDI 1The central concerns of this semester were to open up ways of being in the world - throughsensory awareness, through experimentation and physical engagement with artifact, site andprogram and through working methods

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2001 Annual Conference

Authors

Martin Trethewey; John Gardner; Thomas Litzinger

goal of the reform effort is to have students take at least one such course each semesterduring the junior year and first semester of the senior year; the second semester of the senior yearis when most students take the industry-driven capstone course, which already uses the IDEALSapproach.The core of the IDEALS courses is collaborative, problem-based learning; however, critical tothe approach are explicit objectives related to communication, team skills, consideration of andapplication of engineering fundamentals in design, experimentation, or computer modeling. Inthe design of the courses, the various assignments were specifically chosen to draw upon priorknowledge and to have students use it along with their newly acquired knowledge in

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2001 Annual Conference

Authors

Vic Cundy; Don Rabern; David Gibson

enrollment is considered.Note also that the override cells have been checked for Dr. Doe in the two sections of ME 404.Each of these corresponds to groups of students working on their capstone design projects. Dr.Doe directly supervised these students. Although Dr. Doe is not the instructor in the ME 404course, he is given credit for his supervisory activity associated with each student project. Theoverride allows the user to input exactly what he/she wants for credit in the course – in effect,bypassing the calculation algorithms in the model. As can be seen, Dr. Doe receives 1 credit foreach group per the recommendation of Table I.The final column in the cell blocks B gives the teaching workload for the faculty member for eachcourse. Note that the