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2001 Annual Conference

Authors

Vikram Cariapa; Joseph Domblesky; James Rice

paper discusses an approach being taken at Marquette University tohelp close competency gaps and incorporate a higher level of horizontal integration betweenmanufacturing courses using the Learning Factory approach. Rather than limiting usage of themanufacturing lab to one course, it instead forms an integrated environment for hands-onlearning across the manufacturing curriculum using a variety of manufacturing technologies. Asone means of assessing this approach, the impact of the methodology is being measured using aquantitative index (ν-function) which was developed at Marquette University for measuring thequality of soft indices.IntroductionOver the last decade, engineering education has undergone a number of significant reforms. Oneof the

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2001 Annual Conference

Authors

Neal Armstrong; Steven Nichols

engineering curriculum. Now the question becomes, should an engineering educationprogram offer specific material in support of "one who organizes, manages, and assumes therisk of an engineering (or technology) business or enterprise"? One way of examining thisquestion is to question whether "Engineering Entrepreneurship" is consistent with theeducational mission of an engineering college.The authors propose that the answer to this question will depend upon the educationalmission of specific engineering programs. This paper will examine the question in thecontext of the engineering education programs at The University of Texas at Austin (UT-Austin).III. College of Engineering ConsiderationsThe College of Engineering at UT-Austin undertook an

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2001 Annual Conference

Authors

Jerome Lavelle; Peter Shull; Heather Nachtmann; Joseph Hartman; Robert Martinazzi; Kim Needy

Woodruff School Doctoral Teaching Intern Program,"Journal of Engineering Education, 87(3)223-226 (1998).10. Stradler R., Ambrose, S.A. & Davidson, C.I.. "An Introduction to the Community of Professors: TheEngineering Education Scholars Workshop," Journal of Engineering Education, 89(1):7-11 (2000).11. Thuesen, G.J. & Sullivan, W.G. "Integration of Economic Principles with Design in the Engineering ScienceComponent of the Undergraduate Curriculum," ASEE Annual Conference Proceedings (1991).12. Torvi , D.A. "Engineering Graduate Teaching Assistant Instructional Programs: Training Tomorrow’s FacultyMembers," Journal of Engineering Education, 4(2):376-381 (1994).13. Wankat, P.C. & Oreovicz, F.S. Teaching Engineering, McGraw-Hill, New York

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2001 Annual Conference

Authors

Yaw Owusu

the concept: plan, design, implement, and control. • Knowledge about organizational development, cost evaluation of design and research. • Understanding of business reality--profitability and cost reduction are the bottom lines. • Enthusiasm in team work environment. • Learn to build "team leadership skills” in an integrated production team (IPT) environment. • Focus on the customer need. 6. Critical and Creative Thinking • Capability to picture in the mind (in a three dimensional form) how to Page 6.924.5 assemble complex components together into a whole unit (product

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2001 Annual Conference

Authors

D. Smith; James Squire

design (creating a radio-monitored remote weatherstation for a neighborhood airport). Page 6.865.1 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”Why community-based projects?Integrating CBPs into the undergraduate engineering curriculum provides several advantages tothe students, advisors, and university. Similar to good open-ended design problems, CBPsmotivate students to self-teach and establish material relevance, answering the silent question“why do I have to know this” with the realization “I can

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2001 Annual Conference

Authors

Shirley Fleischmann

the 3 types of literacy. As will be evident in the discussion of theproject worksheet, the Wooden Shoe Regatta project reflects a balance in the steps ofdesign and also the types of literacy required to complete the tasks assigned. This is whythe project is received with so much enthusiasm. If the rest of the curriculum could besimilarly balanced, one result might be that engineering students might be far moreenthusiastic about their studies.What are the possible consequences of an unbalanced approach – one that favors oneparticular design step, or one particular type of literacy? In his book, Cultural Literacy(1987), Dr. E.D. Hirsch discussed mental schemata or structures as related to literacy andunderstanding. “We know that schemata

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2001 Annual Conference

Authors

Jahan Kauser; Carlos Sun; Ralph A. Dusseau; Jess Everett; Joseph Orlins; Beena Sukumaran; Douglas Cleary

engineering principles that form the basis of civil engineering.Students work individually and in multidisciplinary teams to identify and solve engineeringproblems using their accumulated knowledge and experience along with advanced technologysuch as computers and laboratory equipment.Every CEE course can be characterized as a problem-solving course. Engineering design issuesand experiences are integrated throughout the undergraduate CEE Program, beginning with twosophomore courses in the curriculum sequence, Introduction to Environmental Engineering andStructural Engineering I. Issues related to safety, economics, ethics and social and global impactare discussed and considered in virtually every course. Students are also exposed to a widerange of

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2001 Annual Conference

Authors

Mark Worden; Carl Lira; Daina Briedis

courses. Wewill present perspectives and recommendations from our experiences in using this medium foreffective instruction of students.IntroductionIt is becoming increasingly common for students from chemistry, biology, and other physicalsciences to be interested in graduate work in chemical engineering. Such training answers apervasive need in research and industry for professionals with cross-disciplinary education. AtMichigan State University (MSU), we have found that the integration of these students into ourgraduate program enriches the experiences of our traditional chemical engineering students. Inaddition, the key concepts from the chemical engineering undergraduate curriculum serve asexcellent material for continuing education for

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2001 Annual Conference

Authors

Andrew Rusek; Barbara Oakley

theelectrical parts level (Figure 1). The high level communication system might contain, forexample, a generic delta modulator as a “black box” subsystem that performs an essentialfunction in the overall system. The subsystem functional block level PSpice implementation ofthat delta modulator fleshes out the workings of the device with generic blocks, using aintegrator, for example, rather than an op amp “wired” as an integrator (Figure 2). The electricalcomponent level realization of a deltademodulator is then composed of theactual electrical parts that are used inthe circuit. This is simulated byusing the “real” PSpice electricalcomponents, rather than thefunctional blocks (Figure 3). Ofcourse, this electrical part level iswhat is finally constructed

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2001 Annual Conference

Authors

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

thinking skills may be isolated as educational objectives in these learning environments.If desired, the educational unit may choose to assess student maturation in these cognitive areas.The particulars of such assessment tools will certainly depend on the extent of use of thealternative learning strategies in a course and the level of the course. Regardless, use of case-based, inquiry-based, and/or problem-based learning strategies offers significant opportunities toassess the less tangible goals of an ABET curriculum. Their successful use also demonstrateshorizontal and vertical integration throughout the curriculum.Possible evaluation tools of student participation and oral communication skills include pre andpost experience essays and activity

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2001 Annual Conference

Authors

Eric Warmbier; James S. Fairweather; P. David Fisher

all respondents indicated that the laboratory was an integral part of the course, not offered as a separate course. One respondent indicated that the lecture and laboratory portions of the course were integrated into a “studio style course.” This course met two- hours/day, three-days/week, with every lecture having a laboratory exercise integrated into it. Lectures typically lasted one-half hour/meeting with the remainder of the time spent in the laboratory portion of the course.6) All of the institutions that offered the laboratory required it as an integral part of the overall student learning experience. Page 6.1014.6

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2001 Annual Conference

Authors

Saleh Sbenaty

during industry internships and site visits.Although the case method teaches specific technical contents and problem solving skills, it alsointegrates general educational skills. Collaborative education can be used effectively in a case-study environment. The use of the sciences, mathematics, technical writing, and oralcommunication knowledge as well as the SCANS 2000 skills can be integrated easily in casestudies. Finally, case studies can make classroom learning an enjoyable experience.One of the greatest challenges that most students face during the course of their higher educationis relating classroom topics to real-life situations. Students enrolled in the first circuit analysiscourse or in college physics, for example, may be engaged in

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2001 Annual Conference

Authors

Franklin King; Keith Schimmel

Session 2793 A Model for Faculty Involvement in Closing Outcomes Assessment Loops Franklin G. King, Keith A. Schimmel North Carolina A&T State UniversityAbstractTwo key questions related to implementing the ABET EC2000 criteria are how to effectively usevaluable faculty time and how to effectively evaluate outcomes assessment data to makeimprovements in a program. An outcomes assessment model to address these issues ispresented. In this model, faculty time is limited to the evaluation of courses and the review ofsummarized results processed by administrators and staff. A critical

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2001 Annual Conference

Authors

Jeffrey A. Donnell

Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationfrom the words used in Statement 3 or from the labels applied to figure components. Finally,they can determine concretely whether the presentation is to the point at all if, for example, thestudent cites the figure while failing to provide an integrated discussion of the figure.Concrete approach to language and information Writing checklists are not unusual by themselves. Often they are created to coordinategrading across large teams of instructors and teaching assistants. When such checklists arepressed into classroom service, they offer students a class-specific gloss on particular graders’interests. But checklists

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2001 Annual Conference

Authors

Christine Noble; Karen Schmahl

assessment of advanced manufacturing technologies and systems implementation on production operations andcosts. Her Ph.D. is in Industrial Engineering from the University of Cincinnati.CHRISTINE D. NOBLEChristine D. Noble is an Assistant Professor in the Department of Manufacturing Engineering and Associate Dean inthe School of Engineering and Applied Science at Miami University in Oxford, Ohio. Her teaching /researchinterests are in the areas of curriculum development, Engineering Economy, Engineering Management and TotalQuality Management. Her Ph.D. is in Operations Research from the University of Cincinnati. Page 6.453.8

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2001 Annual Conference

Authors

Pamela Hussen; Jose Castro; Robert J. Gustafson

into the curriculum. Three approaches were described. Participants were asked torate least to most preferred. An opportunity to suggest an alternative approach was also given.The final part of the survey was an open-ended question asking for brief descriptions of wherethe person may have benefited from increased knowledge in this area. A draft survey wasreviewed by colleagues from the College of Business and a prototype tested with oneDepartmental Advisory Committee prior to finalization.The survey was included as an extra one-page with the 1999-2000 alumni surveys. Surveys weremailed to 2,038 alumni of the 2nd (1997), 6th (1993), and 15th (1984) year alumni groups. Threehundred and ninety two (392) useable responses to this survey were

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2001 Annual Conference

Authors

Joey Parker

. Midkiff, C., J. Parker and S. Bell, Mechanical Engineering Curriculum Reform at The University of Alabama,Proceedings of the 1997 ASEE Southeastern Section Conference, pp. 150-156, Marietta, GA, March, 1997.9. URL: http://www.me.ua.edu/ME360/plc; ME 360 - Programmable Logic Controller Module.10. Parker, J. and D. Schinstock, Introduction to Hydraulic and Logic Systems in a Controls Course, 1996 ASEEAnnual Conference Proceedings, CD-ROM, Paper 3266, Washington, DC, June, 1996.11. URL: http://www.asme.org/students/design_contest/Y2001index.html; 2001 ASME Student Design Contest.JOEY K. PARKERJoey K. Parker is currently an Associate Professor of Mechanical Engineering at The University of Alabama, wherehis teaching responsibilities include control

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2001 Annual Conference

Authors

Denny Davis; Larry McKenzie; Steve Beyerlein; Michael Trevisan

-faceted design assessment. Page 6.454.1 Proceedings of the 2001 American Society for Engineering Educational Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationII. Transferable Integrated Design Engineering EducationFor the past six years, a coalition of universities and community colleges in Washington statehave led efforts of educators and industry representatives throughout the Pacific Northwest toestablish effective processes for improving engineering design education. Known as theTransferable Integrated Design Engineering Education project or TIDEE, its central

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2001 Annual Conference

Authors

Sang Ha Lee; Betsy Palmer; Rose M. Marra; John Wise; Thomas Litzinger

rating, although that effect is not sustained. Is this becausethe curriculum does not reinforce open-ended problem solving until the third year?If this hypothesis is correct, then the apparent jump in ratings indicated between the third andfourth year may be directly attributable to the changed environment in which the student findshim/herself. Having officially entered an engineering major (in most cases), the courseworkbegins to include projects and team activities that place the learners in contact with those forcesmost likely to advance their thought processes: the thoughts, opinions, and ideas of others likethemselves.The positive growth between the third and fourth years should not mask the fact that Perryposition four is still well behind

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2001 Annual Conference

Authors

Penelope Peterson; Frank Fisher

developed with the primary goal of “influencing student attitudes rather than impartingcognitive knowledge”11. Other researchers have realized the roles that student attitudes can play onstudent performance, and discuss the utility of studying these changes in students12. Ultimately, wefeel that it may be possible to introduce learning opportunities in the curriculum (in unit sizesranging from single assignments, to larger projects, to perhaps portions of an entire class), with thegoal of instilling both content knowledge and these additional attitudes and cognitive dispositions instudents.The initial focus of our work has been in the field of biomedical engineering, because the interactionamong professionals of different backgrounds (engineering

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2001 Annual Conference

Authors

Rajib Mallick

concepts through practical experience and not through lectures only, they will have amuch better understanding of the concepts.III. Development of a field and laboratory based courseworkRealizing the need for training undergraduate students on quality control concepts and methods,WPI proposed a Course Curriculum and Laboratory Improvement (CCLI) project to the NationalScience Foundation (NSF) for developing a coursework which will provide the undergraduatestudents the required tools to gain field experience in asphalt pavement construction, andunderstand quality control techniques required for good construction of asphalt pavements. Withthe help of a grant from NSF, a laboratory and field work based course was developed: 1) toprovide the

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2001 Annual Conference

Authors

Raymond Desrosiers; John Rivera; James Gregory; Don Baggert; Lloyd Heinze

curriculum flow sheet to select critical path (CH E, CHEM, PHYS, MATH) courses • Lists of courses that satisfy core curriculum requirements in the Humanities and associated areas • Links to the online university catalog to deal with any pre- or co-requisite questions • Links to the QUICK Scheduler to select course sections from open class listings • A frequently asked questions page to deal with issues specific to a particular semester • An email link to the advisor • And finally, a link to the university web registration systemThe average student can select courses, class sections, and be registered in twentyminutes or less and never have to leave the keyboard to access printed materials. Rapidresponse via

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2001 Annual Conference

Authors

Edgar Conley; Linda Riley

they may not otherwise voice. As with other requirements during thesemester, students were most comfortable with those assignments possessing a specific structurethat precisely articulated what was required of them along with the steps associated withaccomplishing those tasks. Page 6.709.7 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationUse of teaching assistants – Due to our desire for extremely high, repeated personal contactwith each student in the class, our graduate teaching assistants played an integral

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2001 Annual Conference

Authors

Douglas Goetz; Darin Ridgway; Ben Stuart; Valerie Young; Michael Prudich

time devoted to individualized instruction was not reduced by using the gradingsheets, but that the time was used more effectively.Primary Trait Analysis proved very useful for assessing student learning. It produced data thatcould easily be converted to show progress towards the course and curriculum goals, and clearlyshowed areas requiring improvement and suggested the manner in which they might beimproved. It is particularly valuable because the process of grading results automatically in thedata for the assessment report; it is not necessary to grade the work and then later ask, “So, whatdid that mean?” It seems most useful for courses such as UO Lab, where mastery of importantskills cannot be tested with an exam question.Bibliography 1

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2001 Annual Conference

Authors

Kathryn Jablokow

course. Specific deliverytechniques will be discussed, along with homework assignments and the semester-long courseproject. Student outcomes and feedback will be reported as well. While the present audience forthis course is composed of working adults, it is highly suitable as an elective in theundergraduate curriculum of any engineering program.1.0 IntroductionEngineers are trained to solve problems and get results. In today’s world of fast paced innovationand change, those results must often be very different from anything that currently exists. Thispaper describes a course that focuses on moving beyond the normal ways of thinking and doing,into the world of different thinking for different results. The course centers on the in

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2001 Annual Conference

Authors

William Thomas; Ann Anderson; Richard Wilk; Ronald Bucinell

significant international academic or experientialcomponent in the curriculum that exposes students to a culture other than their own. This willhelp prepare them to live and work in an international environment. Union College has long hada strong international component in its curriculum. Part of the College’s General EducationCurriculum is dedicated to providing students with substantial knowledge of another culture.This has been accomplished, in part, by significant study of a foreign language or culture, butprimarily through the term abroad program in which students spend a trimester living andstudying in a foreign country. Prior to 1996, engineering students were exempt from this part ofthe General Education Curriculum and few elected to

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2001 Annual Conference

Authors

Saleh Sbenaty

essential understanding of how their various disciplines are integrated into the workplace. An industry visit questionnaire was also developed in order to assure completeness and coherence of relevant data gathered form each site visit.2. Faculty Internships: The mission of the TEFATE and SEATEC internship programs is to assist in faculty development and to prepare each faculty to utilize team-oriented and cross- disciplinary approach to curriculum development and delivery. Piloted internships allowed the faculty to identify successful techniques in developing and managing the internship activities as well as challenges.3. Conducting DACUM (Develop a Curriculum) Studies: Several DACUM studies (http://www.uis.edu/~iscc/dacum.html) were

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

://www.abet.org/downloads/2000- 01_Engineering_Criteria.pdf: see page 35, 2001.ASEE (1994). Engineering Education for a Changing World: Project Report. Engineering Education for a Changing World: Project Report, Washington, D.C., ASEE, 1994.Atman, C. J., J. Turns and F. Mannering. Integrating Knowledge across the Engineering Curriculum. Proceedings of the Frontiers in Education Conference. San Juan, Puerto Rico, 1999.Besterfield-Sacre, M., H. Wolfe, C. J. Atman and L. Shuman (1997). Development of Customer-Based Outcome Measures for an Engineering Education Program. ASEE National Conference, Milwalkee, WI, Year.Bordogna, J., E. Fromm and E. Ernst. Engineering Education: Innovation through Integration. Journal of

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2001 Annual Conference

Authors

David M. Beams

integrated into EENG 4409. The secondinstrument under development is a general-purpose workbench for teaching aboutinstrumentation systems. This paper presents developments to date, describes curricular use ofthe instruments, and gives an overview of the expected path of the second year of this project.Prior developments in instructional computer-based laboratory instrumentationThe use of virtual instrumentation in the undergraduate curriculum is well-documented; theNational Science Foundation has funded a number of efforts in this regard.1–5 Development ofinstructional computer-based laboratory instruments (CLIs) has taken place at the University ofTexas at Tyler since its College of Engineering opened in 1997. A series of CLIs have beendeveloped

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2001 Annual Conference

Authors

Gholam Omidi; Bill Oldham; Farouk Attia

Carlo, asoftware package that converts scheduling information from a Primavera database toperform probabilistic risk analysis. In many engineering and construction companies,personnel who are knowledgeable in the use of high-tech software can provide a managerwith information from an integrated database and create relational reports that provideanalytical and meaningful information.Based on the presenter’s 25 years of experience, that supports a view that a need existsand identified in the engineering, construction and aerospace environment, for improvingtraining programs to update the skills of personnel. The current practice followed inmany companies for upgrading their source of decision-making data is to buy computersoftware. The cost