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2001 Annual Conference

Authors

Hugh Blanton; Mark Rajai

Session 2525 Designing Global Monitoring System to Locate Missing Children and Alzheimer Patients Mark Rajai, Hugh Blanton East Tennessee State UniversityAbstractThis paper presents a joint effort between engineering students from various majors, and theiradvisors to design a sophisticated global monitoring system to monitor location of children,Alzheimer patients and other valuable items. This project was part of a capstone design coursedeveloped to introduce engineering students to real world problems. This funded project wasdeveloped in response to

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2001 Annual Conference

Authors

Shafaat Qazi; Sam Gile; Mustafa Guvench

-bandwidth performance of student designed CMOS operational amplifiers which were fabricatedthrough MOSIS. The system was built and the programming was done as a part of senior electrical engineeringcapstone project at the University of Southern Maine. Figures 3, 4, and 5 shown in the remaining pages giveresults obtained with two different circuits, (1) a JFET-input AC-coupled Three-stage BJT audio amplifierdesigned in junior year Electronics II laboratory, and (2) an inverting 10X gain amplifier constructed from aNMOS-input CMOS operational amplifier. The CMOS operational amplifier was designed as a part of ELE444 Analog Integrated Circuits class, and sent out to MOSIS, fabricated and packaged. The 10X amplifier wasbuilt as an application of the

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2001 Annual Conference

Authors

Raymond Luebbers; R.A. Rodríguez-Solís; José Colom-Ustáriz

instrument to attract students is by providing them with undergraduate researchopportunities. The Industrial Affiliates Program (IAP) of the ECE Department is one of theprograms providing such opportunities. IAP is supported by 13 companies and it has beenrunning continuously for the last 11 years, supporting over 300 undergraduate students. Thestudents participating in the program usually register in Undergraduate Research (INEL 4998),which is a flexible course that can count for up to 3 credit hours a semester for a maximum of 6credit hours during the student’s career. The size of the course is four students in average. Themain advantage over a capstone design course is that the student has two semesters to completethe project under close

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2001 Annual Conference

Authors

William Keat; James Hedrick; Christine LaPlante; Richard Wilk; Cherrice Traver; Frank Wicks

outside. These are typically practicing engineers from the differentdisciplines who talk about their area and the kind of work they do. The weekly sectionlectures are devoted primarily to introducing some fundamental engineering andcomputer science principles all tied into the concept of intelligent transportation. Threemain areas are explored: Energy and Cars, Cars and Computers, and TransportationInfrastructure. In the design studio portion of the course, the students learn basic designmethodology and apply it to several individual and team design exercises. They alsocover ethics, project scheduling, and report preparation. The design studio also includesa 5-week long design project in which the students work in teams to design and buildsimple

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2001 Annual Conference

Authors

Mileta Tomovic; William Szaroletta; Bruce Harding

topics such as production design and, mechanics,engineering material, finite element analysis, mold design, enterprise CAD managementand others.As one example, first-semester students initially learn CAD techniques in a basic servicecourse taught by the Computer Graphics department. They subsequently migrate toProduction Design and Specifications where they polish 3D skills as they learn about fits,tolerances and other aspects of design for manufacturing and design for assembly.In Applied Strength of Materials and Experimental Mechanics, students utilize the sameCAD application to initially construct 3D models and then analyze those models using avariety of analytical techniques.Similar to capstone experience, students later in CAD in the

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2001 Annual Conference

Authors

Zheng-Tao Deng; Abdul Jalloh; Amir Mobasher; Ruben Rojas-Oviedo

for Engineering Education Session 1566students to become familiar with the concepts of production systems, group technology,process control, manufacturing, production planning, materials handling, robotics, flexiblemanufacturing systems (FMS), rapid prototyping (RP), CAD/CAM, and sensors.The laboratory will address the need of students working in the areas of capstone coursesboth in the propulsion and manufacturing options. In addition it will serve the students towork on competition projects sponsored by various organizations such as ASME, AIAA,ASEE, SME. In addition, concepts of stability, control, and instrumentation in AutomaticControl Theory may be

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2001 Annual Conference

Authors

Beverly Baartmans; Sheryl Sorby

education core, 3) a required industry internship, 4) elective credits in applied science or mathematics, and 5) a capstone research project. The engineering core consists of three, 2-week summer intensives--The Engineering Process, Engineering Applica- tions in the Physical Sciences, and Engineering Applications in the Earth Sciences. We will offer the first of these summer intensives in July/August 2001.Preliminary Feedback and AssessmentInitiative 1: An Introduction to Engineering Workshop for K-12 Teachers. The workshop prom-ised for initiative 1 will be held in conjunction with the summer conference on best practices frominitiative 2 scheduled for the summer of 2001. For this reason there is no assessment data to reportat this

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2001 Annual Conference

Authors

Edgar Conley; Linda Riley

frequently attend ME classes during project times and converselyME students would attend the IE sessions since the identical material and assignments werecovered in both classes.Prior to the semester start, we realized that the logistics challenge would be significant. Butbased on experience with our senior capstone design course, a multidisciplinary course involvingindustrial and mechanical engineering students as well as technical communications majors fromthe Department of English, we knew what to expect from this challenge. Also, since this was apilot test for the course and the lead-time necessary for changing university-scheduling systemswas prohibitively long, we were willing to go ahead and attempt this first collaboration. If wedeemed the

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2001 Annual Conference

Authors

Franklin King; Keith Schimmel

: 80% of the laboratory reports are rated as meeting the required skills. • Course Project/Design Assessment - The target was the percentage of students rated as having satisfactory skills to complete the course project or the skills needed to complete the design of a process component design using a rubric designed to evaluate accomplishment of these skills: 80% of the project reports are rated as meeting the required skills.Faculty decided that the OA plan needed to have a quantitative evaluation of student outcomes atthe program level that is made by an external body representing the employers of our students

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2001 Annual Conference

Authors

Charles Knight

can be used in developing a new product ordesigning a modern experimental testing program. Students taking the mechanical engineeringlab are leaders in their capstone senior design project due to their having the capability to usefundamental engineering analysis tools and develop sophisticated data acquisition, analysis, andpresentation systems.ABET BenefitsThe 1997 ABET visit found major deficiencies in UTC Engineering laboratories, along withother considerations. The renovation-upgrading of the Senior Mechanical Engineering Lab alongwith fluid mechanics, strength of materials, controls, chemical, and environmental laboratorieswas completed prior to the 2000 visit. With the university having raised the salaries of itsprofessor level faculty

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2001 Annual Conference

Authors

Robert King; Joan Gosink

engineering projects and products. The Page 6.712.1Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationcourses (MEL I, MEL II, and MEL III) are taught in sequence in the sophomore, junior andsenior years to facilitate implementing a complex set of educational objectives.To encourage the development of open-ended problem solving skills, the MEL courses avoid thestep-by-step procedures presented in traditional laboratory courses. In these types of courses,students can just go through the motions to get the information necessary to “fill

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2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

complete the senior exit survey at the end of their final semester as part of therequirements of their capstone design course. This survey is in six parts. The first part isconcerned with personal information: contact information, ABE club and Purdue studentorganization membership and leadership, professional society memberships, and intent to takethe Fundamentals of Engineering (FE) Exam. The second part of the survey gathers data on thestudent’s immediate career plan following graduation.The third part is a comprehensive evaluation of the Purdue education. It starts with the 5-pointLikert assessment of the POs; both the level to which the program was successful in meeting thePOs and the anticipated importance of each PO in the students’ initial

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2001 Annual Conference

Authors

Thomas Harmon; Eva Baker; Gregory Chung

significant changes, particularly in the wayengineering schools are adopting problem-based instruction to meet the changing demands ofpractice. Increasingly, engineering schools are requiring students to work on team projects that areopen-ended with loosely specified requirements, produce professional-quality reports andpresentations, consider ethics and the impact of their field on society, and develop lifelonglearning practices. While there exist numerous implementations of courses adopting these methodsto purportedly improve student learning, measuring the impact of problem-based instructionremains challenging. The existing evidence generally suffers from methodological shortcomingssuch as reliance on students’ self-reported perceptions of

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2001 Annual Conference

Authors

Richard Gilbert; Mark Maughmer; Bonnie Osif; Marilyn Barger, Hillsborough Community College; Renata Engel, Pennsylvania State University

approaches.I. Learning strategies and their use in engineering coursesCase-based learning uses previously solved problems to understand and investigate the decisionsand methodologies that were employed to arrive at the solution. For engineering courses, casesmay come from industrial projects or previous design projects. They include enough details aboutthe problem statement and the variety of solutions under consideration so that advantages anddisadvantages can be discussed. Depending on the course and topic, the case may draw attentionto the technical issues, economical aspects, and societal impact.Consider an introductory engineering design course, where students get their first exposure to thedesign process by solving an industrial problem. Prior

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2001 Annual Conference

Authors

Stephen Bronack; Horace Moo-Young

students’ knowledge building and intentional learning. Paper presented at the Annual Conference ofthe American Educational Research Association (New York, NY, April 8-12, (1996).8. Lutz, C. F. & Schachterle, L. Projects in undergraduate engineering education in America. Europeanjournal of Engineering Education 21 (2). 207-214 (1996).9. Arthur, M.A. & Thompson, J.A. Problem-based learning in a natural resources conservation andmanagement curriculum: A capstone course. Journal of Natural Resources and Life Science. Vol. 28. p.97. (1999).10. Baker, C.M. Using problem-based learning to redesign nursing administration masters programs. TheJournal of Nursing Administration. Vol. 30. No. 1. p. 41. (2000).11. Burruss, J.D. Problem-based learning

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2001 Annual Conference

Authors

Amir Karimi

-Thermodynamics II, ME 4313-Heat Transfer, ME 4523-Dynamics of Systems and Control, ME 4603-FEA in Mechanical Design, ME 4702-MechanicalSystems and Controls Lab, ME 4802-Thermal and Fluid Lab, ME 4811-ME Design Planning,and ME 4813-ME Design Project. All technical elective courses also have design content. Mostproject topics in the capstone design sequence, ME 4811 and 4813, are from industry. Theindustrial support include, mentoring, design project fabrication cost, access to test equipment,and the evaluation of final presentation.References Page 6.556.111. U.S. Census Bureau, 1999.2. 2000-01 UTSA Undergraduate Information Bulletin, USPS

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2001 Annual Conference

Authors

Neal Armstrong; Steven Nichols

practice. They are integral towhat professionals do."18 Teaching concepts in Engineering Entrepreneurship offers apromising mechanism to expose students to the professional responsibility of engineers whileat the same time developing improved skills of product realization driven by customerrequirements.References and Notes1 Grinter, L. E. (ed.), "Report on Evaluation of Engineering Education," Journal of Engineering Education,1952.2 See the Discussion in Efatpenah, K. Nichols, S., Weldon, W., "Design in the Engineering Curricula: AChanging Environment, Advances in Capstone Education: Fostering Industrial Partnerships, August 3-5, 1994.3 See comments in Efatpenah, K. Nichols, S., Weldon, W., "Design in the Engineering Curricula: A Changing

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2001 Annual Conference

Authors

John Klegka; Robert Rabb

also reinforce their literacy in technology while increasing their critical thinking andcommunication capability.Secondly, the unity of ratings from the second design course reveals the specific material of thecourse. The mechanical engineering majors receive additional engineering design experiencesthrough other courses. They find these courses (automotive and aeronautical) more relevant totheir interests than the two general design courses. Many of the mechanical engineering majorsare already conducting work on their capstone design projects when they take the second designcourse. On the other hand, the non-engineering major has not had the broader exposure to otherengineering courses. For many of them, their five engineering courses are the

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2001 Annual Conference

Authors

David Myszka

EngineeringTechnology (MET) curriculum at the University of Dayton. Most MET programs have similarsequences. Intro to Technical Design Drawing and Solid and CAD Modeling new path Industrial Machine old path Mechanisms Dynamics Statics & Capstone Dynamics Design Strength of Machine Materials Design

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2001 Annual Conference

Authors

Richard Alexander; Jay Porter; James Ochoa; Rainer Fink

mentor and to procreate thenecessary ingredients for success), while staying on the cutting edge of industry needs throughvarious professional development activities, such as summer internships in industry, continuingeducation and research projects sponsored by industry.III. A Model That Produces Results:Identified need + Academia + Industry = Results Academia Identified Need Results IndustryWhere results for academia include: faculty "in tune" with industry needs through on-sitefellowships, graduates prepared to meet industry's needs, resources for new or upgraded labs andcurriculum enhancement, funded applied research

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2001 Annual Conference

Authors

Michele Casey; Kevin Torres

McMillian, Dominique, "Introducing High School Students to the field of Civil Engineering: The ASCE/MESASummer Institute", Proceedings 1998 ASEE Annual Conference.27 Burtner, Joan, Relyea, Lara, "Using K'NEX to Stimulate Interest in Engineering at a Summer Camp for MiddleSchool Students", Proceedings 1998 ASEE Annual Conference.28 Adelson, Gary, Blais, Richard, “Project Lead the Way – A Model Program for Initiating, Funding and Maintaininga Successful Pre-Engineering Program in the Nation’s High Schools,” Proceedings of the Frontiers in EducationConference, pp. 1161-1165, 1998.29 Robinson, M., Fadali, M. Sami, “A Model to Promote the Study of Engineering through a Capstone Course for PreService Secondary Science and Mathematics Teachers

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2001 Annual Conference

Authors

Thomas Grover; Terry Parker; Robert King; Joan Gosink

, Branner5 describes a sequence of three, four-credit hour courses includinglaboratories in the Electrical Engineering and Computer Science Department at the University ofCalifornia at Davis. The sequence is taught to seniors and first-year graduate students duringthe, fall, winter, and spring quarters. The purpose of the sequential courses is to provide an in-depth understanding of microwave theory, circuits, and applications. The laboratory experimentsprovide hands-on experience with theory taught in class and introduce students toinstrumentation used in industry. The laboratories include projects where students completepaper design, computer analysis, circuit layout, circuit fabrication, testing, and a report.Engelken6 described a sequence of two

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2001 Annual Conference

Authors

Roger Minear

a senior level laboratory course was designed to bridge the existinggap between class room theory and practical measurement techniques. The experimentsare structured to let the students participate in common field and laboratorymeasurements that are used in environmental engineering to design monitoring programsand treatment systems in air, water, wastewater, hazardous waste and ecology. Thestudents are directly involved in evaluating data reliability and assessing QA/QC issuesas a part of performing the experiments. They make decisions on the use of their data inclassroom projects simulating assessment or the development of design parameters fortreatment systems.A series of experimental modules have been constructed that represent the

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2001 Annual Conference

Authors

Ralph Staus; Henry Ansell

being stocked with large numbers of books relating to the courses that they aretaking, has not been particularly important to their studies for their technical courses. In most technical courses, the information that a student needs is provided during thelecture sessions, or it is available by reading the textbook. Technical courses typically have notrequired information gathering from the library’s resources. Our colleagues in the liberal artsoften require a term paper to be written, which requires library research, but that is uncommon inmath, physics, in engineering technology, and other technical courses. An exception occurs with capstone design project courses, in that the student will likelyhave to search for information

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2001 Annual Conference

Authors

Mariano Savelski; Robert Hesketh; Kevin Dahm

process simulation vs. the traditional usage inthe senior design courses, and the real pedagogical value based on industry needs and futuretechnology trends.DiscussionIn the past, most chemical engineering programs have seen process simulation as a tool to betaught and used solely in senior design courses. In this traditional approach, seniors areusually introduced to process simulation in their fall semester through homework andcomputer labs and then, they are expected to fully use the simulator to perform mass andenergy balances, try alternative design schemes, and optimize the most appropriate design. Allthese tasks are usually done during the spring semester capstone design project. Lately, thechemical engineering community has seen a strong

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2001 Annual Conference

Authors

Anthony Tzes; Hong Wong; Vikram Kapila

data acquisition, rapid control prototyping, and control of amultitude of multidisciplinary experimental test-beds. In addition, in summer 2000, wedeveloped the MPCRL web site to facilitate remote access to our laboratory test-beds via theworld-wide-web. The MPCRL web site features online-experiments, information/navigation/resource centers, prerecorded videos of experiments, live video stream of online-experiments,and a chat window. The MPCRL supports undergraduate and graduate control courses includingthe capstone design projects. Finally, its outreach efforts have included summer workshops forgraduate and high school students.Introduction Engineering education is facing unprecedented challenges and exciting opportunities.Advances in

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2001 Annual Conference

Authors

Robert Thompson

as a source of information for improving team performance 2,3and accounting for individual contributions to a group project 4. Peer evaluations as a source ofinformation for small self-directed group work have an appeal because the team members are inthe best position to observe the team skills of their fellow team members. Despite thisadvantage, concerns have been levied against the use of peer evaluations. Abson 5, for example,suggested that peer evaluations can be abused and have undesirable effects on individuals in thegroup. Mathews 6 studied peer assessment of small group work in a management studiesprogram. He noted patterns of response included giving all group members the same score,collusion between group members, and potential

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2001 Annual Conference

Authors

Larry Shuman; Justin Chimka; Mary E. Besterfield-Sacre; Jack McGourty; Harvey Wolfe

work has also been influenced by industry where teams havebecome the prevalent mode of work. In fact, multidisciplinary teams have become anintegral part of product development, process improvement, and manufacturing activities.Such management techniques as concurrent engineering, total quality management, andbusiness process re-engineering are based on people effectively working together inteams. Hence, engineering educators, recognizing these trends, are designing more andmore courses around teams and providing increased opportunities for students to work inteams. These experiences range from short, decision-making exercises to course-longproject management or business simulations, and senior design capstone courses. Suchprograms as MIT’s

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2001 Annual Conference

Authors

David W. Elizandro; Jessica Matson

curriculumchanges were incorporated as a result of that review to address the items listed as gaps. In 1997,the Board began conducting a student survey that includes questions aimed at assessing how wellthe program goals are being met, and some changes have been made to the curriculum based onthe student survey as well. Other interaction of the Board with students includes an executivesummary presentation by senior design teams during one meeting each year. These presentationshelp the Board to gain an understanding of the scope and quality of the capstone design projects.To focus their efforts, the Board recently established standing committees within the Board. Atthe request of the department, a standing committee has been charged with the responsibility

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2001 Annual Conference

Authors

Raul Mihali; Damir Vamoser; Tarek Sobh

Conference & Exposition Copyright  2001, American Society for Engineering Education KEY NAME CREDITS EE443 Applied Digital Signal Processing 3 AD101 Fine Arts 3 ENGL10 Basic Composition 3 CAPS390 Capstone Seminar 3 ENGL20 Technical Writing for Comp. Sci. 1 CHEM10 General Chemistry I 4 ENGLC1 Composition and Rhetoric I 3 CPE210 Digital Design I 3 ENGR11 Introduction to Engineering I 3 CPE286 Introduction to Microprocessors 3 ENGR30