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2001 Annual Conference

Authors

William Black; Robert Weber; Julie Dickerson; Carolina Cruz-neira

communications circuits and virtual environments is difficultbecause of the rapidly changing underlying technologies and the breadth of necessary multi-disciplinary understanding. Researchers tend to become ‘delta functions of excellence’ withoutsignificant collaboration with others, especially in different fields. This cultural divide isinvariably carried into the classroom, where courses and laboratories are only rarely coordinatedin a way that will maximize their impact on student understanding and ultimately careeropportunities. By providing a framework for both faculty and students to expand theireducational and research horizons in an area of critical national need it is hoped that everyone,students and faculty alike, will significantly benefit

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2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

laboratory exercisesin a variety of engineering disciplines.Throughout the 1996-97 school year, members of the Task Force had attended faculty meetingsin each engineering department to gather information on what weaknesses faculty members hadnoticed in the backgrounds of their upper division students and what topics should be includedin the Engineering Fundamentals course. Drafts of course syllabi were circulated to faculty forcomments.In 1997-98, the Dean expanded the Task Force to include faculty members from all departments,academic advisors, college staff personnel, and a student representative, and charged the groupwith developing the plan to implement Engineering Fundamentals. More meetings withdepartment faculty were held, and in April 1998

Collection

2001 Annual Conference

Authors

Amir Karimi

theexisting foundation course work in the engineering curriculum. A total of 114 UTSA studentsparticipated in this survey. The majority (110) were upper division (91) or graduate student (19).When asked to identify major factors influencing the learning process in the engineeringfoundation course work, student responses were as follows: “good teachers (94%), “goodtextbook” (78%), problem solving sessions (70%), “small class size” (65%), and “studentinterest” (63%). To improve the quality of education, students suggested assigning well-prepared professors to teach the foundation courses. More hands-on laboratory experience wasalso recommended.Table 3. Analysis of mechanical engineering student retention and progress Fall 1996 1

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2001 Annual Conference

Authors

Richard Schultz; Darryl Sale; Chang-Hee Won; William Semke; Arnold Johnson

thisinitiative is called the Scorpio project.The concept for Scorpio, the first in a series of planned microsatellite launches, stemmed from aproposal to NASA for student-centered satellite missions by the Upper Midwest AerospaceConsortium (UMAC) at the University of North Dakota (UND). The proposed UMAC mission –designated the “Crop Explorer Research and Education Satellite” (CERES) – generated considerableinterest within the Department of Electrical Engineering regarding the possibility of designing andbuilding orbiting satellites on the UND campus. This effort was also inspired by the ongoing“CanSat” project within Stanford University’s Space Systems Development Laboratory (SSDL), inwhich operational satellites are designed and constructed to fit

Collection

2001 Annual Conference

Authors

Don L. Dekker

currentintense interest in the results, and were added quickly to the summer projects. Theprojects and the students working on them are listed below. The Junior/Seniorclassification is for the 2000-2001 school year. When they were interviewed, they weresophomores and juniors.Binder Strength on the Road Chad Wendell, Senior ME Jason Koch, Junior CEBinder Strength in the Laboratory Kevin Hendrickson, Senior CE Tara Strahle, Junior CESlab Fracture Testing James Laser, Senior ME Nate Stevenson, Junior CECold Mix Workability Jim Kubicek, Senior ME Aidan Kunkle, Junior MEResilient Modulus Testing for Cold Paving Meg Lyman, Senior ME LaSandra Tucker, Junior

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2001 Annual Conference

Authors

Nora Christianson; Henry Russell

Session XXXX Representation of Women and Minorities in the Science and Engineering Disciplines Nora P. Christianson, Henry P. Russell U.S. Army Research Laboratory Adelphi, MarylandAbstractThe United States (U.S.) Army Research Laboratory (ARL) has aggressively pursued workforcediversity by establishing a corporate Diversity Advisory Board and a Minority OutreachProgram. In cooperation with the Equal Employment Opportunity and Human ResourceManagement offices, these

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2001 Annual Conference

Authors

Merredith Portsmore; Chris Rogers

Session 2366 Data acquisition in the dorm room: Teaching experimentation techniques using LEGO Materials Chris Rogers, Merredith Portsmore Tufts UniversityAbstractData acquisition and analysis concepts taught in introductory courses in experimentation aremost effectively learned by engaging students in hands-on activities. Traditional laboratories areusually available on a limited basis to students due to supervision and hardware restrictions. Weselected a set of LEGO materials to enable students in our experimental methods course toperform hands

Collection

2001 Annual Conference

Authors

Luis Ortiz; Elisa Mestorino Bachofen

Perry´s Model, with important savings in classroom time.The Experimental Methodology was initially applied in Aeronautical Estructures at the UTN,and according with the results was expanded to Mechanical and Civil Estructures in the UM.During 1999 the Argentine Federal Counsel of Deans of Engineering Schools (CONFEDI),adopted a similar criteria of the ABET 2000, in the Manual for Acreditation of EngineeringCareers.Regarding the Laboratories, this Manual recommends that students must acquire aptitudes to:design and improve components, systems and processes, plan and conduct investigations andexperiments on their own, analyzing and expounding the results, stressing teamwork, whichmatch the objectives of the Experimental Method.After three years

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2001 Annual Conference

Authors

George Karady; Khaled Nigim

. The paper presents the experience gained in conductingenergy conversion course at ASU department of engineering with interactively integratingGPMS within the computer laboratory environment.1. INTRODUCTION Time and energy are saved once GPMS’s are incorporated as an aid to teaching in theclassroom. GPMS’s are mathematical software capable of manipulating a general variety ofmathematical equations and variables. The incorporation of GPMS into the classroom and in thelaboratory experimentation enhances the interactivity between the student and the coursematerial. This is one way to encourage the students to integrate with the course material that doesnot directly involve computerized tasks at early stages such as power and electrical

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2001 Annual Conference

Authors

Thomas Ho; Jack Hopper; David Cocke; Daniel Chen; Carl Yaws; Kuyen Li; John Gossage

provides tools to help students conceptualizedproblems, explore the influence of relevant parameters, and test fundamental engineeringprinciples. The aim of our Course, Curriculum, and Laboratory Improvement project is to meldthe problem-based learning pedagogy with CAMS to produce students with an in-depthunderstanding of the fundamentals of chemical engineering as well as the ability to use computersimulation packages effectively in the workplace. The approach used here is to integrate the useof CAMS throughout the entire chemical engineering curriculum. The Accreditation Board ofEngineering and Technology’s Engineering Criteria 2000 framework will be followed to evaluatethe outcome of this project. This reform process will beneficially affect

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2001 Annual Conference

Authors

Isadore Davis; Gregory Lush; Connie Della-Piana; Andrew Swift

-term strategic collaboration and partnerships to achieve the strategic goalsand mutual interests of both organizations.The actual Mock Visit Retreat spanned three days. The first day was on campus andinvolved about 20 faculty and staff in the college. The entire faculty participated in Days 2 and3, which were held off-site so that all attending would not be distracted, but instead expresslyfocused on the business at hand.Day 1 was a structured tour and assessment of the instructional laboratories. Each program had ahost team and contributed faculty to form teams that would visit other programs. The host teamwas typically the head of the program, the key laboratory staff technicians, and faculty who hadtraditionally taken on responsibilities

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2001 Annual Conference

Authors

Karen Davis; Jr., James Caffery; Jr., Fred Beyette

à Session 2553 A Multi-faceted First Year Electrical and Computer Engineering Course Fred R. Beyette, Jr., James J. Caffery, Jr., Karen C. Davis University of CincinnatiI. IntroductionAn innovative course at the University of Cincinnati combines introductory level technicalmaterials with the development of academic survival skills and a hands-on laboratory experienceto produce an Introduction to Electrical and Computer (ECE) course for incoming freshmen. Thecourse, which is offered to ECE freshmen in their first term, is designed to promote

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2001 Annual Conference

Authors

Robin Redfield; Brian Self

New Approaches in Teaching Undergraduate Dynamics Brian Self Robin Redfield United States Air Force Academy Colorado Springs, COABSTRACTIn order to enhance a first course in dynamics, instructors at the United States Air ForceAcademy have supplemented the class with demonstrations, laboratories, computationalproblems, and student presentations. Goals of the enhancement are to increase student motivationand understanding. Initial results may not show that students perform better overall, butmotivation and interest levels are definitely improved and long-term appreciation andunderstanding may be

Collection

2001 Annual Conference

Authors

David Kelso; John D. Enderle; Kristina Ropella

generated. At the top of the reality chart would becourses which address the myriad of stakeholders one finds in industry, such as the FDA, U/L,end-users, manufacturing, service, financial, legal, etc.Real-world experience and exposure can be achieved through a number of mechanisms includingdesign courses, computer simulation, laboratory experiments, guest speakers, industrialsponsorship of design projects, field trips to hospitals and medical industry, internships andcooperative education. In this paper, we describe the mechanisms currently being used inbiomedical engineering curricula to create real-world experience and suggest future directionsfor incorporating the real-world into undergraduate curricula.II. Real World SkillsWhen incorporating

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2001 Annual Conference

Authors

Christopher Ibeh

course grade. (Other percentagesare possible. When this author taught a sophomore level plastic materials and processes course atPurdue University during a nine-month sabbatical stint, the 3Rs’ process was assigned a grade of Page 6.855.35% because report was based on a choice laboratory experiment). The report presentationProceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright© 2001, American Society for Engineering Education(representation) is worth the equivalent of two class assignments. Allotment of grade points tothese activities is an incentive or motivation for the student

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2001 Annual Conference

Authors

Robert Erlandson

Session 2525 Accessible Design Issues and Principles in the Undergraduate Engineering Curriculum Robert F. Erlandson, Ph.D. Enabling Technologies Laboratory, Department of Electrical and Computer Engineering, Wayne State University, Detroit, MI 48202IntroductionEthical concerns and market potentials provide compelling reasons for the inclusion of accessibledesign issues and principles in undergraduate engineering programs. Federal laws, rules andregulations mandating accessibility to products, services, jobs and public places for people withdisabilities, however

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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

Collection

2001 Annual Conference

Authors

P. David Fisher; Diane Rover

faculty members resided in different buildings, hindering interactions and cooperation.2. The CpE program was patched together using existing CpS- and EE-coded courses and had no distinctive qualities.3. Through the internal self study, the following areas were identified as having deficiencies warranting academic-program revisions: a. Use of high-level languages in the curriculum; b. Formal integration of hardware-software issues; c. Use of contemporary engineering design tools; and d. Major engineering design experience.4. The two electrical-engineering laboratories that serviced the CpE program were outdated.5. Only weak interactions existed between the employers of CpE graduates and the CpE faculty.6. Only weak

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2001 Annual Conference

Authors

Tycho Fredericks; Jorge Rodriguez

movement toward ergonomic advancement within theworkplace, yet according to Alexander, far too few industrial engineers retain ergonomics as oneof their more commonly utilized tools4.MethodologyA review of the systematic approach for curriculum development in Ergonomics and Safety arearevealed limited information. Generally, curricular design could be grouped into three areas:laboratory design, course design, and program design. Articles on laboratory and course designfocused on many of the same critical issues. This is not surprising in science oriented programswhere many laboratories are treated as separate courses. The major issues revealed were aconcentrated effort to move class instruction from a highly theoretical component

Collection

2001 Annual Conference

Authors

Philip Pritchard; Bahman Litkouhi

to an enrollment of about 20students. Both courses encourage student-teacher and student-student interactions. Thedetailed curricula are provided in the following sections.II. CurriculumENGS115:- Introduction of EngineeringThis course is organized around a semester-long design project. The emphasis is onengineering problem solving methodologies and computational techniques. Basicengineering concepts and analyses related to the design project are discussed on a need-to-know basis. The course includes five hands-on laboratory sessions; site visits to localengineering firms and manufacturing plants; ethics and professional responsibilities; andeconomic concerns associated with the engineering design process. Teamwork is stronglyencouraged. The

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2001 Annual Conference

Authors

Marlin Viss; Murat Tanyel

processing applications (digitalwaveform generators, digital audio effects), DFT/FFT algorithms, FIR digital filter design andIIR digital filter design.EGR 366, Digital Signal Processing, is a three credit class which met for three 50-minuteperiods a week. The mode of instruction employed active learning in which students wererequired to read the topic of the day prior to coming to class and the class period was utilized toclear concepts, emphasize important points and to study practical applications. After the initialbackground material was covered in a conventional classroom setting, the second (and larger)portion of the semester was spent in the electronics laboratory, which is furnished withcomputers with the LabVIEW software.The Dordt College

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2001 Annual Conference

Authors

Rudy Rogers; Rebecca Toghiani

means, DOE grantedour laboratory a study to determine feasibility of safely storing above-ground natural gas insynthetic gas hydrates. The research suggested a process that provided rapid hydrate formation,complete conversion of interstitial water, and packing of hydrate mass as it formed; 156volumes of gas at standard temperature and pressure stored in 1 volume of the ice-like hydratewas accomplished. Subsequently, as a semester project, a group of five senior chemicalengineering students were asked to put the hydrate research findings into an innovative large-scale plant design for their capstone design course; they were to select, size and cost theequipment; they were to create process flow charts, perform mass/energy balances, and performan

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2001 Annual Conference

Authors

John Gershensen; Carl Wood; Joseph Clair Batty

analysis, engineering drawings, and a complete description of the project results.3. Laboratory experiences: Students will participate in and evaluate laboratory experiences,which a. include experimental design, data collection, manufacturing process monitoring and data analyses. b. incorporate the use of modern laboratory and data acquisition equipment. c. utilize statistical process analysis and interpretation of data. d. apply manufacturing processes to the production of products. e. may include work-based learning experiences, such as internships. These skills are developed in several of the undergraduate courses including instrumentation, fluids/thermal lab, and senior project

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2001 Annual Conference

Authors

William Schultz; Marc Smith; Marc Perlin; John Foss

. Thereare two National Science Foundation directorates of interest to engineering education: the Direc-torate of Education and Human Resources, and the Directorate of Engineering. The former direc-torate houses the Division of Undergraduate Education (DUE) that is relevant to our program. Thelatter includes the relevant Engineering Education and Centers Division that is subdivided furtherinto Programs in Education within which is the Engineering Education Coalition (EEC). TheDivision of Undergraduate Education is separated into seven subsets, of primary interest is theCourse, Curriculum, and Laboratory Improvement group. The EEC presently includes eight sub-groups: The Academy, ECSEL, Foundation, Gateway, Greenfield Focus:HOPE, SCCEME, SUC-CEED

Collection

2001 Annual Conference

Authors

Jerome Tapper

equipment and products. Northeastern University’s School ofEngineering Technology has been fortunate to have received substantial laboratory equipmentdonations from major players in the Industrial Control Systems industry. These same playershave generously contributed supplemental training materials in addition to their own time toassist in developing course curriculum for our program. This paper addresses the construction ofthis new curriculum and in particular the part industry has played. The results of a pilot course-program conducted in the Fall of 1999 are included along with comments from participatingstudents.BackgroundFor the past two years, the author has been engaged in establishing industrial partnerships whosegoal is to create strong

Collection

2001 Annual Conference

Authors

William Edward Howard; Joseph Musto

Mechanical Engineering Program, was added to the program as a required Senior Level course. This move was made possible by the implementation of the Laptop Computer Program, as the availability of computing laboratory resources is no longer a concern for such software-intensive courses2. The second course in a two-course junior-level Machine Dynamics sequence was dropped from the curriculum to make room for the FEA course.• The two-course junior-level sequence in Numerical Methods was redesigned to include the use of Matlab as the primary computing language.• A new two-credit freshman-level course entitled Computer Applications in Engineering was developed. The course was designed to make extensive use of the student laptop

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2001 Annual Conference

Authors

Lorcan Folan; Gunter Georgi

Paper #808 for Multi-Media at ASEE 2001 Session 2793 Introductory Design in Freshman Engineering Gunter W. Georgi and Lorcan M. Folan Department of Introductory Design and Science Polytechnic University, Brooklyn, NY 11201AbstractPolytechnic University teaches a 4-credit course in Freshman Engineering that introducesstudents to software and hardware tools, teamwork, written and verbal communicationskills, project management, as well as overview lectures on major technical and non-technical disciplines. Several laboratory experiments and two term projects emphasizeengineering design

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2001 Annual Conference

Authors

Thomas Hulbert; Robert B. Angus

to others.VII. Lessons Learned in Developing Engineering and Engineering Technology LaboratoriesThe experience gained from teaching this software package to technicians and technologists inindustry, and then to practicing engineers, has provided valuable insight into developing thistype of laboratory for undergraduate students. The intent is to share our findings in the hope thatyour labs will gain from our experience. Two of the producers of test and measurement softwaredescribed in the paper issue regular newsletters and bulletins for the academic community1,5.These publications describe special offers to academics to use the software for development anduse in educational and industrial laboratories. They also publish experiences of and

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2001 Annual Conference

Authors

Sema Alptekin; Reza Pouraghabagher; Patricia McQuaid; Daniel Waldorf

companies, with student activities, team projects and senior projects as the primary vehicle.The existing manufacturing facilities, including the metal removal, casting, rapid prototyping andelectronics manufacturing laboratories of Cal Poly, provide the "real" factory hardwareenvironment. A Production Planning and Control Center is being developed to provide thedecision making and communication functions required in the modern factory. These two systemswill function as an integrated whole by utilizing state of the art communication networks. TheTeaching Factory will not eliminate traditional lessons, but rather will supplement them byproviding an integrative framework to link courses throughout the curriculum. Furthermore, andwhenever necessary

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2001 Annual Conference

Authors

Douglas Ludlow

’ Essays,” College Composition and Communication 37, 91-93 (1986).2) Elbow, P., Writing Without Teachers, Oxford University Press, New York, (1973).3) Herrington, A. and D. Cadman, “Peer Review and Revising in an Anthropology Course,” College Composition and Communication 42, 184-99 (1991).4) Holt, M., “The Value of Written Criticism,” College Composition and Communication 43, 384-92 (1992).5) Newell, J.A., “The Use of Peer-Review in the Undergraduate Laboratory,” ASEE National Meeting CDROM, Session 2513 (1996).6) Ludlow, D.K, and K.H. Schulz, “Writing Across the Curriculum at the University of North Dakota,” Journal of Engineering Education, 83(2), 161-68 (1994).7) Schulz, K.H., and D.K. Ludlow, “Incorporating Group Writing