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2001 Annual Conference

Authors

Denise Nicoletti; John Orr

response. This was interpreted to be a reflection on problems encountered by thestudents who were concurrently taking the math course on differential equations, rather thanhaving completed it in advance. The resulting mix of backgrounds (students who had completeddifferential equations and those who had not) is probably the root cause of the performance inthis area. This kind of hypothesis can be re-examined when more data have been collected afterfuture offerings of this course.This leads to an important point that should be made about course-based assessment. A programcould use the students’ final course grades to attempt to assess its effectiveness towards meetingsits goals, but this is not, in our opinion, feasible. A course grade is the

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2001 Annual Conference

Authors

Amy Monte; Gretchen Hein; Sheryl Sorby

10-week duration. The sentiment among thefaculty was that this disjointed calendar along with the fast pace of 10-week quarters in the falland spring did not allow students enough time for reflection on the material they were learning.There was a commitment on the part of the faculty and administration in the College of Engineer-ing (COE) to look critically at existing programs and develop new, innovative curricula ratherthan “cut and paste” our quarter courses to fit the new academic calendar. In the coming months,the dean appointed Sorby to be the Director of General Engineering, charged with developing andimplementing a common first-year engineering program at Michigan Tech. At about the same

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2001 Annual Conference

Authors

Mang Tia; David Bloomquist

Phasor Notation/Manipulation Dynamic Strain Measurement Oct 10 Introduction to AC Circuits Lab # 5 Oct 12 AC Circuit Analysis Load Cells & Pressure Transducers Oct 17 Power in AC Circuits Review for Test No. 2 Oct 19 Transformers Oct 24 Displacement Measurement Lab #6 Oct 26 AC Problems (Reflected Impedance) LVDTs & Potentiometers Oct 31 AC Problems (Thevenins) Lab # 7 Nov 2 TEST NO. 2 Flow Measurement Nov 7 Flow

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2001 Annual Conference

Authors

Gwan-Ywan Lai

use PC-DMIS to integrate CMM inspection and CNC production with I- Deas/Mastercam CAD/CAM systems in a CIM environment.Experiment Performed: Students will (a) use I-Deas and Mastercam CAD/CAM systems to design and create CAD models with properly assigned tolerances, (b) verify the tolerances (GD&T) reflect the designer’s intent and conform to design standards (ANSI Y14.5M or ISO 1101), (c) generate 3-D graphical representations of tolerance zones (softgages) and store them within the CAD models, (d) use PC-DMIS to generate Dimensional Measuring Interface Standard (DMIS) programs, (e) use PC-DMIS to simulate the CMM probing paths and perform 3-D collision detect, (f) use Mastercam to generate CNC machining codes and produce

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2001 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

at Arizona StateUniversity. She received her MA in Rhetoric from Arizona State University in 1992. She currently teaches in theFreshman Integrated Program for Engineering (FIPE) and also teaches Persuasive Writing, Reflective Writing andFirst-Year Composition courses.RONALD ROEDELRonald Roedel is a professor in the Department of Electrical Engineering at Arizona State University. He receivedhis Ph. D in Electrical Engineering in 1976 from UCLA and his BSE in Electrical Engineering in 1971 at PrincetonUniversity. He currently teaches in the Freshman Integrated Program for Engineering (FIPE) as well as graduateclasses in Electrical Engineering. He also carries out research in the area of semiconductor materials and devices.He is the ASU

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2001 Annual Conference

Authors

Kenneth Manning; Luke Bellandi

science. The primary product ofthis effort is a set of interactive, web-based learning modules that rely heavily on hypertext,animations, and interactive Java applets.Through the Equation Activity, the instructor gives students enough information to derive aparticular equation. The student’s response is then evaluated by use of a semi-intelligentalgorithm that recognizes association, commutativity, distribution, implicit multiplication, legalre-ordering of terms (flipping about the equals signs), and unlimited legal use of parentheses.The instructor specifies the particular terms, variables, operators, and constants for use by thestudent on a customizable keypad. This keypad can vary as the derivation steps progress,reflecting new information

Collection

2001 Annual Conference

Authors

Gregory Kremer; Bhavin Mehta

mathematical equations and symbols. Researchers at OhioUniversity are developing a web-based Interactive Problem Solver (IPS) with numerous Javaapplets and applications that attempt to address some of the limitations of existing web-basededucational tools, especially with regards to interactivity. Rather than merely allowing studentsto change parameters and see the effect on a system response without ever having to “get theirhands dirty” developing and solving the equations, the IPS attempts to implement the keyfeatures of an intelligent tutoring system (active learning, forced reflection, targeted feedback) byrequiring “unguided” student inputs and returning instant formative feedback in both textual andvisual forms. The IPS is a student-centered

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2001 Annual Conference

Authors

Frances Johnson; David Hutto; Carlos Sun; Kathryn Hollar; Eric Constans; Anthony Marchese; Paris von Lockette; Kevin Dahm

chosen [sic] Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationengineering.” Another suggested that “as engineering students. . .time could be betterused elsewhere.” Clearly these lines still reveal a disconnect between the two disciplines,engineering and writing, at least from the students’ point of view.4. Reflections on Results According to the above data, engineering faculty participate in writing sectionsapparently doesn’t influence students’ attitudes toward the importance of writing in theengineering profession. Engineering faculty “actively teaching” in writing sectionsdoesn’t have a measurable

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2001 Annual Conference

Authors

Taggart Smith

in practice. Knowledge retrieval andcodification emphasizes technology and treats knowledge as a tangible thing, while mostknowledge is acquired through experience and is often intangible and tacit. “Knowledgemanagement systems rarely reflect the fact that essential knowledge, including technicalknowledge, is often transferred between people by stories, gossip, and by watching one anotherwork. This is a process in which social interaction is often crucial.”(p. 18) A study by the Centerfor Workforce Development found that 70% of workplace learning is informal. Activities inwhich informal learning occurs include participating in meetings, interacting with customers,supervising or being supervised, mentoring others, communicating with peers

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2001 Annual Conference

Authors

Phillip Wankat

. Wankat, P. C. & Oreovicz, F. S., Teaching Engineering, New York: McGraw-Hill (1993). Out of print.Available free at .3. Wankat, P. C., “Reflective Analysis of a Course,” J. Engineering Educ., 88, 195-203, (1999).4. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R., Taxonomy of EducationalObjectives: The Classification of Educational Objectives. Handbook I: Cognitive Domain, New York:David McKay, 1956.5. Felder, R. M., “The Generic Quiz: A Device to Stimulate Creativity and Higher-Level Thinking Skills,”Chemical Engineering Education, 176 (Fall 1985).6. Mafi, M., “Involving Students in a Time-saving Solution to the Homework Problem,” EngineeringEducation, 79, 444-446 (April 1989).PHILLIP C. WANKATPhillip C

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2001 Annual Conference

Authors

D. Smith; James Squire

; Emmanuel 7 offers an excellent discussion. The primary problem uniqueto CBPs is that non-delivery of a promised item reflects poorly on the students, advisor, andschool, yet a good CBP is not a canned project by design. Students want the emotionalsatisfaction of building something entirely new to fulfill a real need, yet this often requires theprofessor advise a project whose pitfalls may not be fully apparent a priori. This issue iscompounded by the tendency of students to envision grander-than-necessary-or-practicalsolutions when confronted by the humanitarian nature of CBPs. These projects require closesupervision to ensure an on-time deliverable. It is difficult to supervise more than one project atonce; for a senior design scenario multiple

Collection

2001 Annual Conference

Authors

William Jemison; James Schaffer; William Hornfeck

whether they want to pursue a non-paying senior honors thesis or an EXCELresearch project. This decision is particularly difficult for students who must earn moneyto meet their financial commitments. One potential solution again would be to changethe regulations to make them less limiting. For example, if a faculty member has grantfunding available that could be used for honors thesis research, these funds could be usedto compensate the student for the honors research efforts. Of course the financial aspectof the problem becomes moot if pay rates for scholars are adjustable as suggested at theclose of the previous paragraph. Another aspect of the EXCEL/Honors project dilemmais that honors projects are meant to be a reflection of independent

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2001 Annual Conference

Authors

Sundar Krishnamurty; Robert Gao; John Ritter; Donald Fisher; Janis Terpenny

.6,7,8To assess the success of the course, feedback was solicited at the end of the course from students,the five faculty at UMass, collaborators at LATDC in Hampshire College, and industrialdesigners at ADS. Overall, comments were very positive. Constructive comments included theneed for more structure and more frequent meetings as a group. This suggestion wasincorporated for the 2000-2001 academic year, reflected previously in Table 1.The 2000-2001 academic year has also seen a remarkable growth in the number of participatingstudents. Twelve projects, some individual and some small groups, are now in progress. In addition,while LATDC and ADS continue to be our primary partners, collaborations are expanding this yearwith additional parties in the

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2001 Annual Conference

Authors

Bruce R. Dewey; Raymond Jacquot

     0 1 − 2 1 0  w 4  0 0 − 1 0 1  w 4   0 0 1 − 2 1  w 5   0 0 0 − 1 1  w 5 where the upper left elements of the matrix reflect the clamped boundary condition at the leftend.. The goal is to find the value of P(∆x)2/EI which satisfies equation (9). If we premultiply by Page 6.882.4the inverse of the right hand matrix we have an ordinary eigenvalue problem which is easily Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright , American Society for Engineering Educationsolved with MATLAB

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2001 Annual Conference

Authors

Jerry Sellers; Douglas Bayley

effort was made to involve cadets from a variety ofdepartments, not just Astronautical Engineering, to expand the knowledge-base ofparticipants and give every cadet, regardless of their major, an opportunity to contributeto the program. This approach better reflects how technical programs in the Air Force areconducted, involving engineers, scientists, managers, technical writers and other expertsfrom a variety of fields.The greatest success in this goal of interdepartmental cooperation has been with theUSAF Academy’s Department of Physics. Teaming scientists who have keen interest indesigning space experiments with engineers who want to build missions has providedgreat synergy to the program. The CHAWS-LD experiment, flown on FalconSAT-1

Collection

2001 Annual Conference

Authors

Paul Hoke; Craig Somerton

variability inherent to the project bemaintained and emphasized. This will provide a more realistic reflection of a real design task andwill help prepare the students for assuming responsibility. The instructional staff needs also tocarefully watch to intervene with any groups that do become lost or frozen by indecision that maydevelop in the uncontrolled environment. Page 6.901.9 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationThe third conclusion is that the student teams’ interaction with the

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2001 Annual Conference

Authors

Jerry Hatfield

: 1. No class time is lost. 2. A longer, in-depth set of questions can provide much more data. 3. The students have more time to reflect on their answers. 4. The students are more likely to provide written comments when requested. 5. Absence from class on "evaluation day" does not prevent a student from participating.Another system with on-line capabilities is used at the University of Washington.4Unfortunately, neither this nor the Colorado system offered the degree of flexibility that wewanted. So, inspired by their examples, we set about developing our own system.IV. System DevelopmentAfter reviewing samples of evaluation questions from several universities, we created five sets ofcollege-wide questions for use in

Collection

2001 Annual Conference

Authors

Nicholas Massa; Gordon Snyder; Fenna Hanes; James Masi; Gary Mullett

information are readily interchanged, providing a mutualsynergistic working relationship. A cadre of consultants and speakers is available with a onecommunication, and critiques of curricula, laboratories, and delivery modalities is in process.Partial support for this work was provided by the National Science Foundation’s AdvancedTechnological Education (ATE) Program through a grant DUE 9751990. Matching funds fromthe participating schools, colleges, and industries also provided partial support for this work.Any opinions, findings, conclusions, or recommendations expressed in this material are those ofthe authors, media, and partner representatives and do not necessarily reflect the views of theNational Science Foundation.BiographicalJames V. Masi is

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2001 Annual Conference

Authors

Bahador Ghahramani

for each of these activities were all estimates based onthe most likely duration.Each activity was also assigned an optimistic and pessimistic time. Linked activities beginningtimes were contingent on the end times of the preceding activities. As delays in one activitymanifested themselves, the beginning times of all following activities had to be delayed. Thecomputer could not automatically delay critical path activities. This feature was done onpurpose, so that any change in the project end time would have to be done by a deliberate actionof the project manager.9. Issues Related to the ProjectThe contractor wished to have the model reflect all past activities on the project in addition to thefuture ones. This was to provide managers with an

Collection

2001 Annual Conference

Authors

Gregory Kremer

problems efficiently and creatively. Assessmentsin several of those studies have shown that: 1) Students that received practice applying a strategyoutperform, on numerous measures, students who did not receive such an experience1, and 2)Upon reflection students appreciate the value added by the use of a strategy, making commentssuch as “I discovered that the same, organized approach can be applied to actively solvetechnical problems and to the problems of understanding new concepts and learning.”2In an educational setting we are not only interested in helping students to develop practical skillsfor solving problems, we are also interested in the pedagogical effects of the use of a frameworkon student learning of concepts. Does the use of a

Collection

2001 Annual Conference

Authors

Robert Y. Ofoli; Mackenzie Davis; Craig W, Somerton

theory and practice of teaching. The second compartmentincluded items that will support the teaching of a specific topic in the student’s discipline. It wasintended that both compartments should be an organized collection of papers, exams, projects,notes, physical models, etc. that the students can use as a reference for their future teachingassignments. The Toolbox was graded for completeness with respect to the essentialcomponents presented in the course, the richness of development the student added beyond thecourse materials, and its organization for information retrieval.Journal: Students were required to keep a journal of their reflections on the theory and practiceof teaching engineering students. They were told to think of this journal

Collection

2001 Annual Conference

Authors

Barry David

involved indeveloping a product and creating a complete system to bring it to market is an entrepreneurialexperience from which a multitude of learning tasks place. The ramifications of this courseinclude the immediate satisfaction of accomplishment as well as the long-term knowledge thatcan be applied for years to come as students reflect on their experience and lessons learned. Ican think of no better way for students to learn first-hand about technical entrepreneurship thanthrough a class such as the one described above.BARRY G. DAVIDBarry G. David is an Associate Professor in the Department of Industry & Technology at Millersville University ofPennsylvania where he has taught since 1983. Specializing in production processes and technical

Collection

2001 Annual Conference

Authors

Darrell Gibson; Patricia Brackin

design report; however, does not address how well the group communicatedwith each other, the instructor or the client; and it does not address important lessons that studentsmay have learned as a result of this industrial project. To encourage students to reflect on their learning, they are asked to include a”lessons learned”section in the Appendix. This section is for any additional information or documentableexperience which is not directly relevant to the main body of the report, but which is likely to beuseful to someone, someday. They are asked to record anything that they have learned during thepresent project that might help avoid “glitches” in their next project. Often the lessons learnedinclude at least as much discussion of

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2001 Annual Conference

Authors

David Silverstein

6another computer language in their work . Furthermore, 86% of employers did not expect literacyin different computer language paradigms. 6 With statistics such as these, it is unclear what specificcore computing skills are required for practice in academia and in industry.7If practicing engineers are not programming, why do we teach programming courses? It isbecause developing a program requires that the program author break down a problem into alogical series of steps in a rigorous language, with a flow of logic that should reflect the mentaldiscipline an engineer must be capable of to solve challenging problems. Programming conceptsstrengthen two key facets of engineering education, problem formulation and problem solving.8Programming skills

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2001 Annual Conference

Authors

Anna Phillips; Charles V. Camp; Paul Palazolo

engineering educators in higher education, all instructors in thisprogram are experienced educational researchers in this genre, and many of the principles thatare successful for college students have also been demonstrated to produce success with middleschool students. We also patterned our curricular approach to model previously successfulsimilar programs4,5, with modifications for our own program. One example of a customization isour inclusion of writing instruction integrated with the technical content of the program.Because research has demonstrated a strong connection between the transfer of skills fromcontent to writing to application, we designed our instruction to reflect this knowledge6.Most of the current curricular modifications are based

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2001 Annual Conference

Authors

Phillip McReynolds; Andras Gordon; Andrew Lau; Richard Devon

extraction to disposal inthe life cycle of a product, the design process is where we make, or reflects where others make,the most important decisions; the decisions that determine most of the final product cost,3 and thedecisions that determine most of the ethical costs and benefits and to whom they accrue. It paysto do design well, but design is much bigger than our pursuit of profit, protection, or pleasure. Itis revolutionary behavior that has become routinized and institutionalized. Whether in theOlympics, in the laboratory, or on the operating table, we can no longer even decide wherehuman nature ends and technology begins. Every generation lives in a very new world withradically fewer natural species and many new technological species. Few, if

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2001 Annual Conference

Authors

Sanjiv Gokhale; Hadi Yamin

Habitat for Humanity organization was in keeping with thefact that typical Habitat project is “fast paced” and despite the limited time (8 hours) that astudent is required to spend on the project, he or she is exposed to various facets of construction.The specific learning objectives in this course targeted by service activities are: • Achieving “breadth” of knowledge in the field of construction, • Developing skills to understand, accept, and relate to people of different background, and • Ability to think rationally, form informed opinions, and comprehend new ideas.A particularly important aspect of any service learning course is the opportunity given to eachstudent to “reflect” and thereby gain a significant understanding of the

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2001 Annual Conference

Authors

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

otherdepartments, to think about the ABET process, and provided an opportunity to reiterate whatneeds to be done in the department to get ready for the ABET review. Most of all, the MockVisit “forced programs to become more serious about the ABET visit.”The ABET Mock Visit provided participants with (1) the opportunity to reflect on theirdepartment’s ABET process and documentation before the ABET accreditation visit; (2) criticalreview of the College’s and department’s ABET process; (3) feedback on the strengthens andweaknesses of each program’s self study; and (4) recommendations for improvement of theprocess and self-study in time to improve both.SummaryUTEP and Raytheon have taken the university-industrial constituency relationship to the level ofa

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2001 Annual Conference

Authors

Jr., Eugene Niemi

of flight tests required of the students: (1) Determination of rate of climbversus velocity, (2) Determination of maximum speed in level flight, (3) Determination of poweron stalling speed, and (4) Determination of power off glide characteristics. The students couldchoose to do the project in groups of two or three. Three of the groups consisted of two students,and one group consisted of three students. The groups with two students did performance itemsnos. 1, 2, and 3. The group with three students did item nos. 1, 2, and 4, since this reflected morework for the larger group. In each case, one student acted as a pilot performing the maneuver,while another student acted as a flight test engineer standing behind the pilot and recording

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2001 Annual Conference

Authors

Trevor Harding

engineering students in greater depth. The survey will be administered to studentsat Kettering University as well as a large, 4-year public university and to one or morecommunity colleges to examine demographic influences on perceptions and frequency ofcheating among students. Students will also be asked to reflect on their own moralfeelings about cheating and the situational factors that might influence those beliefs andto comment on a wider range of faculty approaches to dealing with cheating. In a laterphase of the research, focus groups will be formed that will seek to compare student andfaculty perceptions of the severity of cheating on campuses