Collection

2001 Annual Conference

Authors

Jeremiah Neubert; Cynthia Widstrand; C. Swanson; Arthur Ellis; Ann Pumper

Session1519@ INTEGRATING MATERIALS SCIENCE INTO THE HIGH SCHOOL CHEMISTRY CURRICULUM Jeremiah J. Neubert Ψ †, Cynthia G. WidstrandΨ ‡, Ann M. Pumper*, C. Bruce Swanson*, and Arthur B. Ellis‡ † Department of Mechanical Engineering, University of Wisconsin-Madison, Madison, Wisconsin/ ‡Department of Chemistry, University of Wisconsin-Madison, Madison, Wisconsin/ *James Madison Memorial High School, Madison, WisconsinAbstractThe focus of this project was to provide secondary chemistry teachers with creative, inexpensive,hands-on, minds-on

Collection

2001 Annual Conference

Authors

Robert Montgomery

bad thing, mind you,but it ultimately led to frustration and further inaction. Two choices came to mind to shake things up and revitalize my teaching - finding a newjob, or finding a sabbatical host and getting leave approved. Leaving my job was out of thequestion, after all, there is a certain amount of pride in being a tenured faculty member at a top-notch engineering school. There were also family considerations, too complicated and tooprivate, and yet too boring, to go into. A sabbatical leave was the only hope for overcoming thestaleness and burnout As noted earlier, it also offered the opportunity for self-improvement, andI was certainly interested in improving my teaching. At this point of my reasoning, it was not necessary

Collection

2001 Annual Conference

Authors

Narayanan Komerath

Session 1353 Design-Centered Introduction: Experience with Iterative Learning Narayanan Komerath Professor, School of Aerospace Engineering Georgia Institute of TechnologyAbstractSince 1997, freshmen at Georgia Tech have been introduced to aerospace engineering throughthe experience of conceptual design, applied to a complete aircraft. Lessons learned from thesuccess of this ambitious experiment are examined here. The concept of iterative learning helpsstudents

Collection

2001 Annual Conference

Authors

Elliot Douglas, University of Florida

AC 2001-145: A Comprehensive Approach to Classroom Teaching: Does it Work?Elliot Douglas, University of Florida Page 6.18.1© American Society for Engineering Education, 2001 Session 2793 A Comprehensive Approach to Classroom Teaching: Does it Work? Elliot P. Douglas University of FloridaAbstractAn instructional model has been previously described which provides a comprehensive approachto classroom teaching.1-3 At its core this model consists of a structured format for preparationand

Collection

2001 Annual Conference

Authors

Nikolaos Katopodes; Donald D. Carpenter

other problems requiring the determination of a root. Bythe end of the class the students have developed subroutines for numerous mathematicalfunctions that they could apply to other problems that require programming.Course GoalsThe instructors of the redesigned course had three primary goals in mind with the new course: • To increase retention of the course material. • To integrate the material with the rest of the civil engineering curriculum. • To improve the overall “usefulness” of the course.The instructors believe that the new format will improve student comprehension and retention ofthe material. Instead of students concentrating their efforts on learning numerous alternativemethods, they now only investigate a

Collection

2001 Annual Conference

Authors

Eric Bell

instruction as a study aide have been laudable. Certainly the bestintentioned minds have tackled the problem, but evidence indicates only marginal progress. Theprimary problem seems to be that students who are having difficulties with a topic easily becomefrustrated as a result of misconceptions of process and erroneous facts. Misconceptions ofprocess are usually incomplete or incorrect steps related to the problem solving process.While, as educators, we are very familiar with the problem process for different problems, it isonly because we have solved several thousand problems of a particular type. As a note, it is not Page 6.1102.1proposed that we

Collection

2001 Annual Conference

Authors

Warren Hill

the purpose of merit pay is to improve performance,there is little evidence that such rewards act as much of a motivator. In fact, many feel thatmerit pay is a detriment to quality performance and employees should be rewarded in otherways.Lawrence Dennis1 cites several other reasons institutions of higher education should not award Page 6.719.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationmerit pay to faculty. One is the fact of salary compression and that merit pay can compound thesalary

Collection

2001 Annual Conference

Authors

Martha N. Cyr; Barbara Bratzel; Ben Erwin

Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education”The Investigator component of the ROBOLAB software was developed to support theselearning processes and philosophies in several ways. First, ROBOLAB provides aprogramming environment that can be open-ended and complex enough for a multitude ofsolutions to a programming problem, yet confined and simple enough to not overwhelm astudent of any age or experience level. Secondly, ROBOLAB facilitates intuitiveprogramming. For example, because of ROBOLAB’s graphical nature there are few, if any,steps involved between generating the flow-chart or block-diagram style logic of a program onpaper and creating its direct

Collection

2001 Annual Conference

Authors

Philip McCreanor

Session - Multimedia Project Based Teaching: A Case Study from a Hydraulics Class Philip T. McCreanor, Mercer University School of EngineeringAbstractHydraulics is currently taught as one-half of a 3-credit course in the Environmental EngineeringProgram at the Mercer University School of Engineering. The topics covered include fluidproperties, fluid pressure, forces on submerged surfaces, fluid flow in pipes, pipelines, pipenetworks, and pump design and selection. The first semester this course was taught the materialwas presented topic by topic. This created a very choppy course

Collection

2001 Annual Conference

Authors

Rajib Mallick

present, civil engineering studentsare not adequately prepared in newly developed technologies in asphalt pavement design andconstruction.II. Challenge for undergraduate educatorsHow can we make sure that today’s young and dynamic engineering students are educated in thelatest asphalt technology so that they can apply these techniques effectively into practice? Theanswer is by providing practical education and training in asphalt mixture production facilities,equipment of construction, methods of construction, contracts, plans and specifications, basicstatistics, and quality control techniques. With this goal in mind, the Civil and EnvironmentalEngineering (CEE) department at WPI has adopted a philosophy of strong practical experience inits

Collection

2001 Annual Conference

Authors

David Hailey; Christine Hailey

SESSION 2320 Thermodynamic Cycles: A Multimedia, Independent Study Course Christine E. Hailey, David E. Hailey Mechanical & Aerospace Engineering / Department of English Utah State University Abstract During the 1999-2000 academic year, we developed a one-hour multimedia course covering the final third of a traditional thermodynamics course. In the paper we use the term “media” to describe the manner in which the content is delivered. The thermodynamics course is delivered via CD-ROM or Internet. We introduce the

Collection

2001 Annual Conference

Authors

Patricia L. Fox; Stephen Hundley

formats that Proceedings of the 2001 American Society of Engineering Education Annual Conference and Exposition Copyright 2001, American Society for Engineering Educationare respectful of their time constraints, and that meet at times when it is convenient for them totake classes.Retention and persistence are also compelling reasons for teaching courses in concentratedformats. Most institutions – especially public colleges and universities – operate in anenvironment increasingly evaluated by performance indicators. The ability to retain students indegree programs is challenging, given the marked increase in postsecondary educationcompetition from both traditional providers and new entrants. Moving beyond the

Collection

2001 Annual Conference

Authors

Robert Bishop; Richard Dorf

students through the design process. Twoexamples are presented to highlight the use of the design process block diagram.I. IntroductionMost engineering professors understand that a design paradigm shift has occurred in recent yearswherein product performance issues are overshadowed by manufacturing and cost issues.Practical matters are paramount. As might be expected, the various engineering disciplines havebeen impacted to varying degrees. In the systems and controls area, the design paradigm shiftemphasizes the need for students to understand the practical issues (such as modeling andimplementation) associated with control system design. In the past, these practical issues havebeen the forte of mechanical, chemical, and aerospace engineering

Collection

2001 Annual Conference

Authors

Robert Baum; Karen Thornton; David Barbe

students in learninghow to start successful companies. An important feature is that students admitted to the Programlive together in an incubator-like residence hall where they can freely exchange ideas with like-minded students. Living and learning together, these students are provided with a uniqueopportunity to interact with their fellow CEOs. This environment has the potential to impact theway the CEOs think about their careers, their destinies, and their ability to start businesses rightout of school.1. IntroductionEmployment options for graduating students have generally centered on large corporations andgovernment; however, in recent years, students across the nation are realizing that a third option- starting their own companies - has

Collection

2001 Annual Conference

Authors

Barry David

actualproduction run, the professor evaluates student’s tooling as well as the company’s productionsystem (process selection, plant layout, material flow, etc.).It is always gratifying to see the look of pride and amazement in the faces of students as the first Page 6.969.5products come off the line. What began an idea in the mind of a single student and then“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition CopyrightO 2001, American Society for Engineering Education”engineered by a small team has come together through the work of an entire class, as productready for packaging and sales.VI

Collection

2001 Annual Conference

Authors

Kathryn Jablokow

were highlighted, along with a discussion of the semester-long individual courseproject and some brief comments concerning homework assignments. Student outcomes andfeedback were reported as well. From the student comments, we can conclude that the coursesuccessfully meets its primary objective – to teach students to think about their own thinking,and to help them move forward on the path to different results.Bibliography1. Buzan, T. (1996). The Mind Map Book: How To Use Radiant Thinking to Maximize Your Brain’s Untapped Potential, Plume Publishing.2. Jablokow, K. (2000). Thinking About Thinking: Problem-Solving Style in the Engineering Classroom. Proceedings of the 2000 ASEE Annual Conference and Exposition, Session 1330.3. Kirton, M

Collection

2001 Annual Conference

Authors

Waleed Smari; Jon Stevens; Andrew Murray

project leader would have been a good idea. The importance of good, clear, team level leadership in a dispersed team is underscored by this observation. Page 6.678.10 Proceedings of the 2001 American Society of Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education• A task assigned to the entire team was a task assigned to no one. Team members could propose tasks to the entire team. Tasks proposed in this fashion were, frequently, not addressed except by the member proposing the task. Two observations come to mind. One, the member posting the task felt

Collection

2001 Annual Conference

Authors

Andre Clavet; Francois Michaud

behavior patterns. Thepedagogical objective is to get students involved in a project that has technologicalconsiderations and social impacts. Such an opened and multidisciplinary design project requirescareful preparation and the implication of students, faculty and experts. This presentation aim atdescribing the organization of the RoboToy Contest, to get other universities interested in suchrich and fruitful initiative for all.I. IntroductionIf we want engineering students to learn how to be good engineers, we must put them as close aspossible to real challenges similar to the ones they will have to face during their career. At theUniversité de Sherbrooke, in addition to the co-op training program, we are dedicated to makestudents work on

Collection

2001 Annual Conference

Authors

Willie Ofosu

been used to control people by instilling the types of values thatwill give them inferiority complex and make them feel incapable of achieving anythinguseful. Any ideas that are implanted in the minds of the youth form a basis for theircharacter through the rest of their lives. Education can be used selectively to distort one’sview of reality. Page 6.463.1Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition.Copyright  2001, American Society for Engineering Education.This project was sponsored by the Minority Office and SETCE of Penn State University.In the US for generations past, people of

Collection

2001 Annual Conference

Authors

James Fuller

document the past but to useit to ask questions. To use the sketch as an extension of their minds throughoutarchitecture and the process of building. Students learn to, as does David Macaulay, be“…increasingly intrigued by the nuts and bolts…Why this shape and not that? Why steelinstead of concrete or stone? Why put here and not there?”5 Asking these types ofquestions take our students “back to the basic design process, which itself begins withquestions as engineers and designers struggle to identify and prioritize the problems thatmust be solved.”5Site Documentation: TechnologyThe sketch provides a “no tech” approach to site documentation, a methodology that canbe used anywhere and any time. Although, during the winter months, it does have

Collection

2001 Annual Conference

Authors

Andrew Rose

Session 3147 Improving Student Problem Solving Skills in the Identification and Correction of Errors Andrew T. Rose University of Pittsburgh at JohnstownAbstractEngineers and engineering technologists are faced with a number of different types of problems inindustry. In addition to finding solutions to traditional problems, one other type of problemencountered is critically reviewing a set of calculations or a design to identify and correct errors.Checking design calculations is typically performed in industry prior to issuing a final design.1The purpose

Collection

2001 Annual Conference

Authors

Nicholas Arcolano; Richard Vaz

learning, as the ability to learn new computerapplications is a fundamental skill needed by engineers and researchers. Additionally, the needto provide accreditation evidence for such educational outcomes as communication skills and theability to learn independently further motivates the development of assignments that causestudents to demonstrate these abilities.The course design was, therefore, reconsidered with the following objectives in mind: • To provide "more space" in the course curriculum by reducing the amount of material explicitly discussed in class; • To challenge students to learn both computer tools and advanced applications independently; • To challenge students to express their ideas in writing, both for the

Collection

2001 Annual Conference

Authors

Richard Behr; Christine Masters

facilities must be sufficient to permit students and faculty to integrate computer work into course work whenever appropriate throughout the academic program.”5By its very nature of combining analysis with experimentation, the MechANEX exercisesaddress all three of these program criteria. While statics is only one of many required courses foran undergraduate engineering degree, incorporation of MechANEX into the teaching ofintroductory statics can aid any undergraduate engineering program in obtaining (or maintaining)ABET accreditation under the new guidelines.The MechANEX modules have been designed with flexibility in mind such that incorporation ofthe MechANEX laboratory can have as much or as little impact on the lecture component

Collection

2001 Annual Conference

Authors

Mark Chandler; Kathleen McCollom

ideas in this strategy are to specifically develop public information for a businesspurpose, and have a suite of tools and relevant information available to use when developing andpresenting proprietary information. Develop information with a particular audience and purposein mind, minus any sense of apology for what is left out. Writing or information that Page 6.867.10 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationspecifically meets an audience’s need is a sound and honorable objective, and

Collection

2001 Annual Conference

Authors

Mort Isaacson; Francis Di Bella

Session 2525 Engineering Design Lessons Taught and Learned: The Sandman Project An Example of the Teaching of the Design Process Methodology  Design = ∫ (Art + Eng.)•d(science) + exp(time) Francis A. Di Bella, P.E, Assistant Prof. (617-373-5240, fdibella@coe.neu.edu) Northeastern University, School of Engineering Technology with contributions from Prof. Mort Isaacson, PhD

Collection

2001 Annual Conference

Authors

Fazal Chaudhry; Elisabete Castellano

learning fromexperience. In the second preoperational level, from 2 to 7, objects of child’s perception comeProceedings of the 2001 American Society of Engineering Education Annual Conference andExposition Copyright 2001, American Society of Engineering Education Page 6.844.2to be represented by words, which he now manipulates experimentally in his mind as he haspreviously experimented physically with concrete objects. In the third stage of concreteoperation, from 7 to 12, his first logical operations occur, and he classifies objects by theirsimilarities and differences. Only after about 12 years of age, with the onset of adolescence,does the power

Collection

2001 Annual Conference

Authors

Richard Upchurch; Judith Sims-Knight

SESSION 2330 The Learning Portal Richard L. Upchurch, Judith E. Sims-Knight University of Massachusetts DartmouthAbstractUndergraduate engineering education is experiencing a paradigm shift, from teacher-centered tostudent-centered pedagogy characterized by student teamwork and integrative curricula 1. Theresearch and experiences underlying this shift have revealed that effective learners not only learnactively, but they develop an awareness of their skills in learning, and engage in self-assessmentand reflection. Research in psychology has found that the

Collection

2001 Annual Conference

Authors

Geoff Swan; S P Maj; D Veal

Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationDuring the CIM workshop students perform a set of tasks such as installing and testing harddrives, network cards, video cards, upgrading memory and simple faultfinding exercises. TheCIM unit is an option within the ECU computing science degree requirements however it is afull credit unit. This unit has consistently been oversubscribed and attracts students bothfrom other faculties within ECU and from other universities within the Perth area. Studentson this unit have included IS management students, Multi-media students, 11 as well asstudents studying dance and drama. The lack of any mandated perquisites may have

Collection

2001 Annual Conference

Authors

P. Kelly Joyner; Teresa Larkin-Hein

learning in physics will be presented. In addition, the results of astudent feedback questionnaire will be shared. This study should have broad-based applicationsfor other educators within the domains of SMET (Science, Math, Engineering, and Technology)education, particularly those interested in integrated curricula.I. IntroductionThe primary purpose of teaching is to facilitate student learning. However, many traditionalteaching methods have clearly been shown to encourage passive rather than active learning 1. Inaddition, traditional instructional methods have proven inadequate in promoting deep learningand long-term retention of important concepts. Students in traditional classrooms acquire mostof their knowledge through classroom lectures and

Collection

2001 Annual Conference

Authors

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

simple fact that I am here out of my own free will.Joe (Hitt - Junior Mentor): I want to learn the finer points I may have missed while completingmy own instructor training. “They” will be very critical about our methods. Hope to learnsomething from them. Our group seems open-minded and very interested in teaching.Ron (Welch – Senior Mentor): Before meeting the group: I must make the experience valuablefor four people in four different areas of civil engineering expertise. What if the participants arenot excited about being here? Did they sign up as a step toward tenure, like building a resume,whether any improvement really occurs? After seeing our model, will the participants desire tolearn/try our teaching model? Need to maintain positive