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2001 Annual Conference

Authors

Berrisford Boothe; Todd Watkins; John Ochs

theentrepreneur transcend academic disciplines, and social as well as economic status. To fosterthese characteristics among its students, Lehigh University is developing a multidisciplinaryeducational environment where entrepreneurial spirit can flourish. Lehigh’s academic programsin Integrated Product, Process and Project (iP3), Integrated Business and Engineering (IBE), andIntegrated Design Arts (IDA) integrate across Engineering, Business and Design Arts throughsponsored projects and entrepreneurial teams or e-teams consisting of students, faculty advisors,staff support and company mentors. Project sponsors include the full range from studententrepreneurs and other start-up companies, to established small, medium and large corporations.The multi-level

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2001 Annual Conference

Authors

Nicholas Arcolano; Richard Vaz

, reflection on learning achievement, and learning independently. These sevenoutcomes were then used to structure the course, and to provide a focused basis for assessment oflearning and continuous improvement.A significant component of the course involved independent student project work; each studentcompleted three projects, each of which involved learning advanced topics not discussed in class.Each project also involved substantive use of Matlab and Simulink software, which the studentswere also expected to learn independently. Finally, each project culminated in a writingassignment in which the students were challenged to consider what they had learned, how newmaterial fit into their previous knowledge base, and how this learning process related

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2001 Annual Conference

Authors

Han Bao; David Dryer; Derya Jacobs; William Swart

the importance of connectivity and bandwidth. Through the use of advancedcommunication and information technologies, engineers and other project team members are nowfunctioning in an interconnected world. They can collaborate in virtual environments that transcendtime and space. To be effective in these virtual, or advanced engineering environments, engineers and Page 6.797.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationtechnologists must possess specific skills and knowledge that are necessary to

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2001 Annual Conference

Authors

William J. Norman; Jerald Rounds

sectors, such as Electrical,Mechanical, Sheet Metal and Roofing. Major impediments to establishing specialty constructionprograms have been finding faculty qualified to develop and teach curriculum and finding roomin existing curriculum for new programs.A unique solution was developed through the Academic Consortium Project of the SpecialtyConstruction Institute. The vision was to bring together a consortium of established constructionprograms with shared interest in developing the specialty area to design, develop, and deliver ashared curriculum. This would allow working in established programs rather than building “fromscratch”. It also would allow faculty without broad expertise in specialty areas to develop a new,focused expertise with help

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2001 Annual Conference

Authors

Michael Ruane

Session 2525 Spacecraft Instrumentation: Integrating Design across the Curriculum Michael Ruane Electrical & Computer Engineering, Boston UniversityAbstractSpacecraft instrumentation presents challenging and engaging design problems forinterdisciplinary teams of students from electrical, computer systems, aerospace and mechanicalengineering. Recently, senior design teams and UROP students have collaborated withastronomy researchers to help design sounding rocket and satellite instrumentation payloads.The Spacecraft Teaching and Research for Students (STARS) Project is extending these

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2001 Annual Conference

Authors

Robert Krchnavek; Shreekanth Mandayam

projects knownas “Clinics” that students are required to take every semester of their curriculum. As a team ofinstructors who teach the Engineering Electromagnetics (EEMAG) I and II sequence, we weremotivated by a desire to create a set of courses, that require students to do real and relevantengineering electromagnetics – and utilize these skills effectively in later courses and clinicprojects. It is difficult to tackle all topics in a 7-week period so care must be taken to emphasizekey topics and strengthen understanding through real-world laboratory exercises. We present someexamples of a successful implementation of these objectives in this paper. We discuss numerousreal-world applications that are studied during our single semester sequence

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2001 Annual Conference

Authors

Leo Smith; Hisham Alnajjar; Donald Leone; Mohammad Saleh Keshawarz; Ladimer Nagurney; Devdas Shetty

Session 1398Integrating Engineering Design with Humanities, Sciences and Social Sciences Using Integrative Learning Blocks Devdas Shetty, Donald Leone, Hisham Alnajjar, Saleh Keshawarz, Ladimer Nagurney and Leo T. Smith College of Engineering, University of Hartford, West Hartford, Connecticut 06117 Tel: 860 768 4615, Fax: 860 768 5073Abstract:The current paper highlights the impact of the National Science Foundation sponsoredcurriculum project, which has helped the curriculum innovation by design integration throughoutthe curriculum. This has been achieved

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2001 Annual Conference

Authors

Deborah Hwang; Anthony Richardson; Dick Blandford

Session 3553 LEGO 101: A Multidisciplinary Freshman Team Experience Dick K. Blandford, Deborah J. Hwang, Anthony Richardson University of EvansvilleAbstractSome have indicated that it is not possible to do an multidisciplinary team project with freshmanin engineering and computer science that meets the specifications set out by ABET formultidisciplinary teams. This paper presents a course whose goal is to do just that. We define amultidisciplinary team as one in which each team member brings to the team unique skills andinterests that are essential to solving a problem. ENGR/CS 101 has a

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2001 Annual Conference

Authors

Martin Morris; Fred Fry

Session 1552 Coupling Engineering and Entrepreneurship Education through Formula SAE Martin Morris, Fred Fry Bradley UniversityAbstractTeams of mechanical engineering students design, build, and race a Formula SAE car as theirsenior project assignment. Upon completion, the car is entered in a national competition. Theoverall task is to create a prototype racecar and to develop a business strategy capable of buildingfour production cars per day. A team of entrepreneurship students simultaneously had theassignment to create a

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2001 Annual Conference

Authors

Charles Yokomoto; Maher Rizkalla

an ability to engage in life-long learningj. a knowledge of contemporary issuesk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Page 6.842.1 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”II. Our Capstone Design CourseOur capstone design course is a one-semester, three-credit design course where students work inteams on hardware, software, and research-oriented design projects. In addition to the designexperiences

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2001 Annual Conference

Authors

Vincent R. Canino; Lisa Milkowski

sink time, students absorb and learn about the projectobjective, practice developing different solutions, and practice working in teams.Working on the same project throughout the design sequence, the students are learning tofunction as part of a design team and to be tolerant and respectful of individual teammember differences. Additionally through this process student teams advance theirdesign to final product levels. The teams prepare for and experience a series of designreviews, develop appropriate documentation, and apply techniques common in industry.The four year design experience relates directly to ABET outcomes such as: recognizingthe need for life-long learning, developing professional skills, working productively in anengineering

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2001 Annual Conference

Authors

Resit Unal; Andres Sousa-Poza; Paul Kauffmann

the “business sense” that isperceived to be critical for climbing the corporate or organizational ladder. The success inmeeting these expectations is primarily based on the materials in the financial analysis course(s)similar to graduate level engineering economics.Several studies have examined the financial analysis tools that corporations employ [1,2]. Butthese studies did not specifically track the translation of these tools into the engineeringmanagement work place at the operating manager (first level manager, second level manager,and program / project manager) and engineer level. Consequently they are of limited use to theMEM instructor since they provide high - level organizational data, primarily from larger publicsector firms. The

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2001 Annual Conference

Authors

Nakeya Norman; Janelle Meyer; Charu Dugar; Jason Keith

Session 1313 A Hands-On Multidisciplinary Design Course for Chemical Engineering Students Jason M. Keith, Charu Dugar, Janelle Meyer, and Nakeya NormanDepartment of Chemical Engineering, Michigan Technological University, Houghton, MI 49931AbstractTeam-based design projects have seen an increased place in the chemical engineeringcurriculum, especially with the advent of the new criteria set forth by the Accreditation Board ofEngineering and Technology. However, even with these efforts, two areas that are in need ofmore attention for chemical engineers are hands

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2001 Annual Conference

Authors

Jack Jennings; Vincent Wilczynski

illustrates howdistributed decision making methods can be applied to entrepreneurial teams with memberslocated in different locations.IntroductionThe focus of this project was to create a distributed team of high school and college students tosolve a design challenge. By communicating over the Internet, this distributed e-teamresearched, evaluated and applied technologies for remote learning, design and manufacturing.The objective for the college students was to apply their undergraduate education to solve amodern problem, namely working in teams with members in remote locations. The objectivesfor the high school students were to develop a new set of communication skills, introduceleadership and responsibility in a team scholastic activity, and

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2001 Annual Conference

Authors

Stephen Dyer; Robert Krchnavek; John Schmalzel; Shreekanth Mandayam

circuits(microelectronics) to the system as a whole (what we term macroelectronics). Ourpreliminary experience with the concept was positive at our respective institutions; agrant1 allowed us to develop the approach more fully.The macroelectronics approach can be summarized as consisting of two primaryelements: (i) treatment of topics chosen by the instructor—later complemented by topicsderived from student projects, and (ii) utilization of a project-based learning environmentto increase motivation, highlight important topics, and facilitate knowledge-integration.Materials developed to support the macroelectronics approach include an instructor’smanual and a variety of exemplar project descriptions.IntroductionAn electronics course is a standard

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2001 Annual Conference

Authors

Lang Lee; Tamer Ceylan

projects and design methodology. Incorporation of design educationinto this previously engineering science course has produced many positive results. Students arebetter motivated for course materials when subjects are presented on a need-to-know basis.They also learn the subjects at a deeper level at a setting where application of coursefundamentals is required to solve real world problems.I. IntroductionTo prepare our graduates to meet the challenges of the new millennium, the mechanicalengineering faculty at the University of Wisconsin-Platteville have revised the curriculum.Integration of design throughout the curriculum and reduction of the curriculum core to allowflexibility in course selection were the two main goals. During the revision

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2001 Annual Conference

Authors

R. Williams; F. Edwards; E. Egemen; Adrian Hanson

paper revisits this design experience andshares some thoughts regarding introduction of a consulting engineering environment into the classroomsetting for capstone design experience. Issues of interest are team selection, project load distribution withinteams, personal billable time, engineer/manufacturer interaction, permit procurement, client interactions,understanding plans, specifications, and contract documents, and presentation of the final product to theclient.IntroductionThe goal of capstone courses is to have students experience the overall design process as a whole andrealize the different components of an engineering design project. In general, the design process is aninteractive process with the client and regulatory agencies to

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2001 Annual Conference

Authors

Ronald Roth

the freshman Mechanical Engineering majorswho have taken the course have become sophomore Mechanical Engineering majors and 21%have changed majors or left California State University, Chico before becoming sophomores.The history leading to the design of the course as well as the course’s objectives, structure andrequirements are described. The course involves teams of students designing, building andtesting devices that participate in competitions. Examples of these projects are discussed.The ProblemFollowing increasing enrollment in Mechanical Engineering (ME) at California State University,Chico (CSUC) in the early 1980s, the enrollment began to decline (see Fig. 1). This decline wasperceived by the faculty to be a problem. The one-year

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2001 Annual Conference

Authors

Danny Bee

Session 1533 Back to the Future Manufacturing Engineering at Stout Danny J. Bee University of Wisconsin-StoutAbstractManufacturing engineering education at the University of Wisconsin-Stout has gone back to thefuture. Today’s undergraduate manufacturing engineering program utilizes laboratory- andindustrial project-based instruction throughout the professional component of the curriculum.The century old Stout tradition of hands-on, minds-on instruction emphasizes engineering andindustrial applications balanced with a strong basis of engineering sciences. In

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

professional engineering practitioner (i.e., anunderstanding of ethical responsibility). For example, the paper “Development of Customer-Based Outcome Measures for an Engineering Program” was used in the beginning of the courseTable 1. Mapping between Course Goals and Instructional Strategies Readings Interactive Project Guest Course Goal Class Speakers ActivitiesDevelop a Model of Professional Engineering Practice X X X

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2001 Annual Conference

Authors

Marie Plumb; Jerry Fong; Arnold Peskin

. The teams work on problemsselected by staff members at both Corning and Brookhaven that span the gamut of thesciences and engineering technology, and which take advantage of capabilities unique toBrookhaven or Corning: e.g. scientific visualization facilities, advanced scientificinstruments, cutting edge material science and world-class staffs.Following internship, the lead teams are responsible for transporting key pieces of theseprojects back to their home campus, and involve other faculty and students. Thisprogram, which represents a next step in distance education, creates an extended learningcommunity that emphasizes campus-based, real-time interactions between participants atdifferent sites. The earliest projects involve construction of

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2001 Annual Conference

Authors

Anna Phillips; Jon Fricker; Paul Palazolo; Norman Dennis

Session We Came, We Saw, We Changed Some Things: Engineering Educators Talk About Extending Oklahoma University’s "Sooner City" Program to their Own Institutions Norman Dennis, Jon Fricker, Paul Palazolo, Anna Phillips The University of Arkansas/Purdue University/The University of MemphisAbstractIn August of 1999, Oklahoma University hosted an NSF-sponsored workshop for 29 engineeringeducators to present initial findings from their interdisciplinary “Sooner City Project” and collectfeedback and ideas from the participants. The authors of this presentation represent

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2001 Annual Conference

Authors

Robert Erlandson

difficult and requires a unique combination of institutionalsupport, research interest, community support and involvement, and resources. The followingwill examine the role that each of these elements plays in creating the ETL student designexperience. An overview of the student design process will be presented and the communityimpact of the student projects will be discussed.Institutional Support and Research InterestsInstitutional support for the ETL’s student design program has come in the form of laboratoryspace and equipment, and most importantly, time to develop and grow the program. The ETL ispart of the Electrical and Computer Engineering Department (ECE) in the College ofEngineering at Wayne State University (WSU). The student design

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2001 Annual Conference

Authors

David M. Beams

incorporated into EENG 3406 (Electronic Circuit Analysis I).Project TUNA (Texas Universal Network Analyzer), a CLI which characterizes the frequencyresponse (magnitude and phase) of linear networks over a frequency range of 10 Hz to 100 kHzwas designed as a class project in 1999 in EENG 4409 (Electronic Circuit Analysis II). A grantwas received from the National Science Foundation in February, 2000, to support thedevelopment and curricular integration of additional CLIs, two of which are described in thispaper. The first measures electrical characteristics of operational amplifiers (input-offsetvoltage, input-bias currents, dc open loop gain, and ac open- loop gain at 1 kHz and 10 kHz). Ithas been designed, constructed in prototype form, and

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2001 Annual Conference

Authors

Andrew Jackson

as a member of a two or three-member team to workclosely with an industry sponsor throughout the term. Students must coordinate their activities toaddress a significant and challenging issue facing the manager within the sponsor’s organization.Each sponsor commits to a mentorship role for the student team(s) assigned to the organization,while at the same time, serving as the manager who is responsible for personnel performancewithin his/her department and/or division.The AMT Capstone course provides each student with real-world exposure to problems andissues faced by line and staff managers across a wide variety of aviation-oriented disciplines.Recently completed capstone team projects include: evaluations of current and pending

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2001 Annual Conference

Authors

Robin Burt; Krishna Athreya; K-Y. Daisy Fan

engineeringexperience comprising field-specific information sessions, panel discussions, team andleadership building, hands-on activities, all focusing on a complex, multi-disciplinary project.The CURIE 2000 project was a water quality management problem that highlighted technical,social, political, and economic aspects of “real life” engineering. The project was created anddelivered by a graduate student in Civil and Environmental Engineering, with support from fiveundergraduate Program Assistants who facilitated the group interactions and provided socialmentoring for the girls. The challenges and rewards of such an ambitious project were plentiful.The CURIE experience not only increased the girls’ awareness of the opportunities and technicalchallenges in

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2001 Annual Conference

Authors

Martha W. Ostheimer; Elmer Grubbs

Session 3232 Real World Capstone Design Course Elmer Grubbs, Martha W. Ostheimer The University of ArizonaAbstractRecent feedback from industry and our alumni indicates that graduating engineers need betterpreparation in solving open-ended problems, thinking "outside the box", working in teams, andin developing strong communication skills. In response to this feedback, as well as ABETProgram Outcomes Requirements, we redesigned our senior capstone course to include realworld and multidisciplinary technical projects proposed and sponsored by eleven companies

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2001 Annual Conference

Authors

Pamela Hussen; Jose Castro; Robert J. Gustafson

importance. A listing ofall responses given to the “Other” option are shown below in categories designated by the TaskGroup.Rank Topic Mean Std. Dev. 1 Project management 4.24/5 0.70 2 Other (See list below) 3.96/5 1.20 3 Cost accounting/cost estimating 3.68/5 1.00 4 Decision analysis 3.63/5 1.03 5 Finance 2.97/5 0.96 6 Organizational behavior/organizational theory 2.94/5 1.03 7 Marketing 2.83/5

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2001 Annual Conference

Authors

Kevin Renken; George Abraham

Session 1359 EXPERIMENTAL SETUP OF A LOW DIFFERENTIAL PRESSURE PERMEABILITY APPARATUS FOR CONCRETE SAMPLES Kevin J. Renken, George T. Abraham University of Wisconsin-MilwaukeeAbstractThis paper presents the results of a mechanical engineering senior design project that was carried-outin the Radon Reduction Technology Laboratory at the University of Wisconsin-Milwaukee (UWM).The objective of the student's project was to design, setup and test an experimental apparatus tomeasure the air permeability coefficient of concrete samples under low pressure differences (∆p ~5 - 10 Pa) that

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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