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2001 Annual Conference

Authors

Paul Marquard; Bruce R. Dewey; Sally Steadman; Raymond Jacquot

the laboratory to give hands-on work done in the cooperative learning setting.The work reported here is the initial efforts toward implementation of those concepts.1. IntroductionIn addition to the usual calculus, chemistry, and English, first-year engineering studentstraditionally take an engineering course that focuses on technical subjects. For most of the lastcentury, this first-year engineering course involved graphics, descriptive geometry and slide ruleoperation. Over the last two or three decades, graphics courses have largely been replaced by anoffering that involves computing; however, there is no standard course content.Goals for a first engineering course have been the subject of much discourse. Common themesfor a first year

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2001 Annual Conference

Authors

James Dally; Abhijit Nagchaudhuri

process. The productdevelopment project is conducted by student teams of five or six. The typical product chosen,like many engineering products is synthesized from components and engineering principles thatcover a spectrum of topics. Compartmentalization of knowledge within subject boundaries isavoided allowing the instructor to introduce material from several courses the students willundertake in subsequent years. During the product realization process the instructor has anopportunity to emphasize communication skills, teamwork, design process, computer aideddesign and drafting, software applications for document preparation, spreadsheet andpresentation development. While developing the course at University of Maryland, Eastern Shore (UMES)1 the

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2001 Annual Conference

Authors

Ronald Rockland

“Nice Seeing "U" Again”.The website allows the students to go linearly through the course, or pick random chapters. Ineach chapter, there are numerous images that can be clicked and expanded, and used in aclassroom discussion. An example of such an image is shown in Figure 1. With the smartcartand projector, one can use this graph to illustrate the basic components of an ECG. These typesof images were used for further in-class discussions.Figure 1 Example of images from Alan E. Lindsay ECG Learning CenterAfter each chapter, there are a series of questions that can test the student’s knowledge, andthese questions can either be incorporated in class, or as follow-up to an assignment. For themedical instrumentation, both methods were used. For

Collection

2001 Annual Conference

Authors

Karen Davis

requirements 5 task list; timeline; effort matrix 6 system diagrams 7 technical specifications/standards 8 statement of ABET concerns 9 self-assessment 10 design report (version 1)Each item in the schedule is briefly described below. 1. professional biography: contains a student’s name, email address, and short bulleted lists for co-op or other professional experience and responsibilities, skills/expertise areas, and areas of interest/type of project sought. Professional biographies are posted on the department’s webpage to facilitate team formation for students with similar interests. 2. project

Collection

2001 Annual Conference

Authors

Hilda Black; Jenna Carpenter

Collection

2001 Annual Conference

Authors

Christine Noble; Karen Schmahl

opportunities forlearning when compared to the standard oral presentation and written report assignment. Theprocess used to incorporate a case analysis poster session into the course is described. Studentfeedback on the use of a poster session over two semesters is presented.IntroductionIn the engineering programs of the School of Engineering and Applied Science at MiamiUniversity, engineering economy is a required course in the junior year of study. The courseemphasizes understanding the engineering economy concepts and application of techniques tomaking engineering decisions. The engineering economy course, as taught by the authors,followed the textbook Engineering Economy: Applying Theory to Practice by Ted G.Eschenbach.1 Throughout the semester

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2001 Annual Conference

Authors

Denny Davis; Larry McKenzie; Steve Beyerlein; Michael Trevisan

objective isto synthesize and institutionalize an outcomes-based engineering design education model acrossthe northwest. During the first three years of funding from the National Science Foundation, the TIDEE projectdeveloped design definitions and assessments for the first half of engineering programs, based oninput from 2- and 4-year institutions across the nation. The genesis of this objective was twofold:(1) a concern for increased student design capabilities among industry stakeholders in thenorthwest, and (2) the realization that 26 community colleges in Washington state act as feederschools to the 4-year institutions. The need to ensure comparable design education across thestate became and remains the driving force behind this project3,4

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2001 Annual Conference

Authors

Abi Aghayere

compressionsides of each member at the joints and at the mid-lengths of the members. Students were requiredto note any experimental observations and difficulties encountered, and also to submit a mid-quarter progress report.1. IntroductionCivil Engineering Technology students need to develop the ability to visualize structuralbehavior but this skill cannot be acquired solely through the theoretical concepts that are taughtin the classroom. These students need hands-on structural analysis experiments to complementand reinforce the theoretical concepts that are taught in class. To achieve this goal at minimalcost, several structural analysis mini-labs1,2 have been developed. In this paper, the use of onesuch mini-lab -the ANEX lab1- is described and the

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2001 Annual Conference

Authors

Thomas Stanford; Michael Aherne; Duane D. Dunlap; Mel Mendelson; Donald Keating

Session 2793 Enhancing U.S. Technology Development Through Lifelong Education of Engineers and Technologists as Creative Professionals D. A. Keating, 1 T. G. Stanford, 1 D. D. Dunlap, 2 M. J. Aherne, 3 M. I. Mendelson 4 University of South Carolina 1/ Purdue University 2/ University of Alberta 3 Loyola Marymount University 4AbstractThere is growing recognition worldwide that traditional graduate engineering education neitherfits the engineering innovation process necessary for competitiveness in the global economy norreflects the way that graduate engineers and technologists learn and develop as

Collection

2001 Annual Conference

Authors

P. Watta; N. Narasimhamurthi; Adnan Shaout

and bring a product tomarket. These software and hardware tools include hardware descriptive languages,such as HDL and VHDL, field programmable gate arrays, and digital simulationpackages, such as PowerView. The goal of this project is to integrate some of these design tools in a consistentand pedagogically sound manner throughout the ECE curriculum, thereby exposingstudents to current industry practice and state-of-the-art design technology. 1 Introduction The primary goal of this project is to expand the ECE laboratory facilities toprovide our undergraduate students with high quality experiments and design projectsin the area of Digital Design and Computer Architecture. In particular, our aim is toexpose

Collection

2001 Annual Conference

Authors

Teresa Larkin-Hein

in physics, some critical questions are raised. (1) What factors serve tomotivate students to participate in on-line discussions outside of class? (2) Can studentmotivation and performance be linked to students’ individual learning styles? (3) Can studentparticipation in on-line discussions be linked to enhanced understanding? To address thesequestions, formal learning style assessment data along with results from a survey conducted in anintroductory course for non-majors during the 2000 academic year will be shared.I. IntroductionA growing number of technology-based educational tools currently exist within the domains ofscience, mathematics, engineering, and technology (SMET) education. In addition, the use ofeducational technologies is

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2001 Annual Conference

Authors

Laura Lucas; Erdogan Sener

Collection

2001 Annual Conference

Authors

Mark Plichta; Mary Raber

non-technical issues, such as cost or societal impacts, are of equal impor- tance, and • enable students to participate in activities that coincide with the stages of their profes- sional development.The genesis of the Enterprise Program at MTU was a direct result of industrial assessment ofengineering degree programs across the nation. Survey after survey of university, college anddepartmental industrial advisory boards identified the same shortfalls in today's engineering edu-cation [1-3]. Technical competence is seldom an issue with industry and it is typically considereda 'given' for ABET accredited engineering programs. However, several other personal and profes-sional attributes are consistently identified as critical

Collection

2001 Annual Conference

Authors

John Marshall

start cycle with an automated stop function. Theequipment operation specifications for this activity include: • Use a momentary, normally open switch as a start button. • When the start button is depressed, a warning light and an electric motor are energized. The motion of the electric motor drives a power take off along a track. • At the end of the track is a normally closed limit switch that needs to send a feedback signal that will stop the motor and shut off the warning light. • There also needs to be an emergency stop switch that, at any time, will stop the motor and shut off the warning light.Procedure for solving this activity:Step 1: Start by reading the equipment operation

Collection

2001 Annual Conference

Authors

Joseph J. Delfino

perspective, and will discuss the rolethat environmental engineers can play in seeing that the “Vision” is turned into “Action.”1. IntroductionThe World Water Vision is a striking example of an international effort designed toprovide “water security” for the world’s population by the year 2025. An impossibledream? Perhaps. But there are many people in many countries developing plans to try toachieve this goal. Speaking at the Second World Water Forum and MinisterialConference held in The Hague, The Netherlands, in March, 2000, Dr. Mahmoud Abu-Zeid, President of the World Water Council, summarized the World Water Vision 3process to that date. In brief, the Vision traces its origin to ideas generated at the 1992Dublin Conference on

Collection

2001 Annual Conference

Authors

Bahador Ghahramani

chosen as the model to simulate and test the FPS, andto illustrate how its six basins feeding the river affects flow rate and flooding downstream.1. Introduction The overall objective of this project was to develop an FPS for flood prediction downstreamusing upstream data collection for the general benefit of the public (our customer). Using sonaralong with advanced mathematical algorithms, these FPS units would be able to monitor thedevelopment of floodwaters and give advanced warning to downstream cities in danger. To beof use, the warnings would have to arrive early enough to allow cities to evacuate people andinitiate emergency preparation for the flood. As a result, one has to collect data from entire riverbasins and understand how the

Collection

2001 Annual Conference

Authors

Leah Jamieson; Edward J. Coyle; William Oakes

Phases of EPICS ProjectsEach EPICS project involves a team of eight to fifteen undergraduates, one or more communityservice agencies, and a faculty or industry advisor. Each team is vertically-integrated, consistingof a mix of freshmen, sophomores, juniors and seniors. Each team is constituted for several years-- from initial project definition through final deployment -- with students participating forseveral semesters.Students register for the course for either 1 or 2 credits depending on their load in their othercourses. In the freshman and sophomore years, students are limited to 1 credit per semesterwhile juniors and seniors may register for either 1 or 2 credits per semester. The upper divisionstudents are encouraged to register for 2

Collection

2001 Annual Conference

Authors

Willie Ofosu

Collection

2001 Annual Conference

Authors

Morteza Sadat-Hossieny

Collection

2001 Annual Conference

Authors

Paul Wojciechowski

that will emphasize:(1) well-rounded graduates;(2) a program component of practicum or “hands-on” learning in actual industrial settings;(3) a longer instructional period than the typical eight-semester bachelor’s degree program; and(4) a program-design process conducted via one-on-one and group consultations between the York College Engineering Program Coordinator and members of the Industry Advisory Council.”By the end of 1993 a total of $230,000 toward the goal of $400,000 had been received fromcompanies comprising the IAC membership. By mid 1994 all $400,000 would be pledged by the19 regional industrial organizations who belonged to the IAC at that time. Membership of theIAC consisted of (as it does today) representatives of

Collection

2001 Annual Conference

Authors

James Nelson; Bernd Schroder

made and "mid-course" corrections that were used to get the programrefocused when necessary.I. IntroductionLouisiana Tech University is a state university in north Louisiana with an engineering college ofabout 1,600 students and about 110 faculty. About 5% of the in-coming engineering students areready for calculus, 50% are ready for pre-calculus and 45% start below pre-calculus in CollegeAlgebra. Learning from recent developments in engineering coalitions such as the FoundationCoalition1,2, Louisiana Tech has implemented an integrated curriculum for the first two years ofstudy in engineering (cf. Tables 1 and 2). Page 6.466.1“Proceedings

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2001 Annual Conference

Authors

Ralph Staus; Henry Ansell

exhaustive list of all that is possible inteaching/learning.Average Ratings by Engineering Technology Students In the survey, students were given the following instructions: “On a scale of 0 to 10, with10 being most important, please rate the following in importance to your learning in yourtechnical subjects.” The following are average ratings of 44 engineering technology students.Rating Rank Item9.0 1 Listening to lectures that explain how to solve problems8.7 2 In-class review of problems students had previously attempted8.6 3 Doing homework problems8.4 4-5 Studying for an exam8.4 4-5 In-class

Collection

2001 Annual Conference

Authors

William Frey; Jose Cruz

pursuitof something more important.) In this paper, we want to do several things: (1) argue that ethicsinstruction actually empowers students in very interesting and fundamental ways; (2) delineatesome of the skills that must be developed to become empowered ethically; (3) present asuccessful classroom exercise used to initiate this process; (4) discuss more generally otherexercises that might promote ethical-empowerment; (5) raise the problem of how to go aboutassessing strategies, activities, and materials to ensure a continual process of improvementtoward ethical empowerment.The first task is to distinguish ethical-empowerment from more familiar forms ofempowerment. Three examples (taken from the cases developed through our ethics initiative

Collection

2001 Annual Conference

Authors

Derek Dunn-Rankin

increasing the design space beforesolving a homework problem. In fact, the reverse is true since by narrowing the possibleoptions for solution, an example problem pattern match becomes easier to find. Becausedesign problems are open-ended, however, there is a benefit to a wide solution space. Inmany ways, design experience manifests itself as a filter that rapidly eliminatesunpromising design alternatives. Estimation, order-of-magnitude analysis, and back ofthe envelope reasoning are also strategies that can be employed to eliminate designalternatives efficiently and methodically. Approximate methods are used to uncover thefundamentals of processes,1 and can also be used to explore a larger design space, whichincreases the opportunities for finding

Collection

2001 Annual Conference

Authors

Joshua Talbert; Richard Wilk; Frank Wicks

benefits with a simpler system would be a downsized engine with a standby engine for highpower requirement conditions. A simpler and possibly cost effective method for regenerative braking could use theexisting battery and generator with a variable set point on the voltage regulator with the set point increased forregenerative braking conditions.1. Background Until two centuries ago all assisted land transportation was either by horse or other animal or else by slaves andservants transporting the more affluent. Starting in the early 1800s and then rapidly increasing over the century was Page 6.470.1rail transport powered

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2001 Annual Conference

Authors

Patricia Secola; Bettie Smiley; Dale Baker; Mary Anderson-Rowland

personalcareers and life choices.1 Despite the efforts to pass Title IX in 1972, there is evidence thatsociety continues to hold different expectations for women and men. 2 Only 44% of the studentsmajoring in engineering their freshman year remain in engineering their senior year and only Page 6.471.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright c 2001, American Society for Engineering Education18.7% of the 1997 bachelor degrees in engineering were awarded to women. Only 2.4% of thewomen with bachelor degrees in engineering were minority women. 3The

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2001 Annual Conference

Authors

Phillip J. Cornwell; David Stienstra

of materials science and engineering the numberof web based resources is very large and is growing rapidly. A nice list of web sites withextensive materials information or lists of references to other materials related sites is presentedin Reference 1.One of the criteria associated with ABET 2000 is “The recognition of the need for, and an abilityto engage in life- long learning.” It is the authors’ opinion that identifying, retrieving, andorganizing information is an important aspect of life- long learning. One of the ways this criteriahas been addressed at Rose-Hulman is by requiring students in the materials engineering class toresearch a material of their choice and to present their work in the form of a poster session. Ithas become

Collection

2001 Annual Conference

Authors

Thomas Harmon; Glenn Burks; Eva Baker; Gregory Chung

criterion map was devised by the instructor and teaching assistantfor the course, and included 17 concepts to be linked by 4 relationships. Students were given atutorial on the mapping exercise, then asked to perform the exercise prior to the start of the ISISproject, and again after the completion of the 5-week project. The class completed both thepretest and posttest mapping exercises in a controlled environment. A list of all student mappropositions (192 of a possible 1088) was compiled and each was assigned a score by theinstructor (illogical/impossible = 0; pragmatic understanding = 1; scientific understanding = 2;highly principled, scientific understanding = 3). Student maps were scored in terms ofproposition quality. Overall, the results

Collection

2001 Annual Conference

Authors

Matthew Morley; Jody Redepenning; Bruce Dvorak

, calculate equivalents, concentrations such as CaCO3, and work simple hardnessand alkalinity problems. Simple pK relationships for acid-base systems are introduced to thestudents to understand environmentally important systems such as the carbonate system andchlorine disinfection. Simple Kso relationships for precipitation chemistry are used to introducestudents to solid solution chemistry applications. Table 1 lists the percent weighting of thechemistry topics on the chemistry portion of the exams. Table 1 also lists the chemistry coursesthat cover each of the concepts. Each fall, the chemistry component on exams was worth Page 6.474.3between 10

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2001 Annual Conference

Authors

Carl White; Myra Curtis; Clifton Martin

fields of SEM. According to theNSF, in 1993 only 6% of the science and engineering workforce in the United States were madeup of African-Americans, Hispanics, and American Indians. African-Americans and Hispanicswere each about 3% and American Indians were less than 1% of scientists and engineers. Yet,these three ethnic groups together, made up 23% of the total population in the United States.1In a rush to expose the underrepresented student to SEM, many groups and organizations areignoring the educational roadblocks when initiating SEM programs. Expectations of thesegroups and organizations assume that once the underrepresented student is exposed to SEMactivities and projects, this will peak their interest to pursue higher education in SEM