Conference Session

Freshman Design

Collection

2002 Annual Conference

Authors

David Harris

to pursue and wonder “what do engineers really do?” Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationUnfortunately, introductory classes in engineering often are a poor reflection of what engineersactually spend their time doing and very few offer technical depth. Chip design has traditionallybeen offered at the graduate or senior level. It is one of the marvels of modern technology thathas revolutionized our world and appears completely unapproachable to the uninitiated.However, the subject has proven to be quite accessible to freshmen. Students with no priorexperience and no special mathematical

Conference Session

Instructional Technology in CE 1

Collection

2002 Annual Conference

Authors

Carlos Sun

effects of geometric design on overall efficiency.3. Increase the entry flows into the network by a factor of 2. This change relates to anincrease in demand that can occur over time with population growth, or can reflect ashort-time influx of vehicles because of special eventsE. Traffic Signalization and Control ProjectThe traffic simulation project involved the following challenge:Your buddy who lives in the city found out that you are taking this course. This personasks you to investigate the signals near his/her house. You think to yourself, I might aswell try out some of the things that I have been studying in class.The students were asked to study two consecutive intersections in the City of Columbia.The example of two signals, albeit simple

Conference Session

Women in Engineering: New Research

Collection

2002 Annual Conference

Authors

Steven Spencer; Amy Bell

engineering exams, and thus extends previous research1 demonstrating thatstereotype threat can undermine women’s performance on math exams to engineering exams. Page 7.1144.5Although the present study may not conclusively rule out the possibility that the hardengineering problems simply bring to light a gender difference that is not evident on the easyProceedings of the 2002 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2002, American Society for Engineering Educationproblems, such an interpretation seems unlikely for two reasons. First, it seems that such inherentdifferences in ability might well be reflected

Conference Session

Unique Lab Experiments

Collection

2002 Annual Conference

Authors

J. Ledlie Klosky; Allen Estes

teacher, the students go over their proposed design, and the teacher provides guidance. The problem set is then reworked to reflect changes which come out of this meeting. · The day of the lab, the students set up their apparatus and are then given an object with an unknown mass and asked to measure the mass of the object based on their computations alone. · Various objects of known mass are then provided to the students, and they are given the opportunity to calibrate their scales. When they are satisfied with their calibration efforts, they are asked to reweigh the unknown mass and provide an updated prediction of its mass. · The true mass of the unknown object is revealed, and

Conference Session

Academic Prerequisites for Licensure

Collection

2002 Annual Conference

Authors

Stuart Walesh

that the practice of civil engineering at the professional levelmeans practice as a licensed professional engineer. Admission to the practice of civil engineeringat the professional level occurs at licensure, which requires: · A body of knowledge (BOK) as reflected by a combination of a baccalaureate degree and a master’s or equivalent (MOE). The MOE may be a traditional masters degree, possibly a non-engineering graduate degree, or an acceptable appropriate combination of courses whose content and quality are equivalent to or exceed a graduate level program. The MOE requirement may be satisfied in several ways including via web-based learning. · Appropriate experience as presently required

Conference Session

New Ideas

Collection

2002 Annual Conference

Authors

Mark Schumack

reflective room light using compactfluorescent technology. A statement on the package claimed specific cost savings above halogenlamps and savings in pounds of coal burned. I asked students to verify the advertised figures.The dollar amount was approximately confirmed, but the claimed mass of coal saved was higherthan the class calculated, probably due to a discrepancy in the figure used for heating value. Page 7.658.3 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering EducationPractical energy conservation suggestions. Students

Conference Session

Grad. and Upper Level Undergrad. BME Courses

Collection

2002 Annual Conference

Authors

Gordon Silverman

in the professional population (e.g., bioengineersmoving on to other specializations), the ratio of supply to demand reflects an imbalance betweencurrent employment needs and the aggregate available supply.Many of the programs introduced during this period exhibited a ‘characteristic’ curriculum builton a basic course sequence in electrical engineering supplemented by several courses related toBiology and Physiology; these courses typically replaced elective alternatives available tostudents within the electrical engineering major. In recognition of these programs, theAccreditation Board for Engineering and Technology (ABET) accordingly developed ProgramCriteria(5) with its principal provision as follows: “The program must demonstrate

Conference Session

International Engineering Education

Collection

2002 Annual Conference

Authors

Mayuree Thespol; J. Clair Batty

, is a much loved and respected leader, regarded as being very wise and visionary andthe world’s hardest-working and longest-reigning monarch. 6 Extraordinarily well-educated, theKing values learning and is decidedly pro-education. This is reflected both in Thai governmentpolicy and in the attitude of the Thai people. Education is widely accepted as the foundation forsustainable development and for preparing all people to become productive in a knowledge-basedsociety. It is striking that 95 percent of all Thai children between the ages of 3 and 5 are enrolledin pre-school. 7 Page 7.481.2 Proceedings of the 2002 American Society for

Conference Session

Interdisciplinary Approach to Env. Engrg

Collection

2002 Annual Conference

Authors

Daniel Oerther

applications aredeveloped. For example, courses in rigid body mechanics are built solidly upon first principles Page 7.937.1introduced in Newtonian physics while courses in heat transfer draw directly from topics Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Educationpresented in physical chemistry. In contrast, a traditional ABET accredited undergraduateengineering curriculum does not reflect the same degree of dependence upon introductorycourses in the biological sciences. Instead of tailoring biology courses

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

David Radcliffe

andteleconferences. They also maintain a professional log with regular submissions back to theUSLP team to enable us to maintain track of their progress. Having the site students return tocampus before the end of semester ensures that the whole cohort, not just the students onplacement, draw benefit from the experiences on site. The site students have a portfolioworkshop after returning to consolidate the transferable "soft skills" and professional attributesacquired in the placement.The preparation, support and debrief phases now form the basis of a new course, ProfessionalDevelopment, which the USLP students can enroll in and thus gain academic credit for analyzingand reflecting on the professional aspects of the work in which they engage in on site.On

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Ahmad Smaili

, students are required todesign and implement a mechatronic system for a specific application. While the instructorprovides the projects’ statements, teams are given the opportunity to provide a project statementof their own. If the student-generated idea for a project is comparable with that assigned by theinstructor, then the team is allowed to pursue that idea. The aim of student-generated ideas is toinvolve students in deciding what they want to learn and get them to work on something theymay further pursue after graduation, thereby enhancing their entrepreneurial venture prospects. Itis also designed to reflect the role of engineers as problem definers in addition to being problemsolvers. Teams are also encouraged to modify the instructor

Conference Session

Computers in Education Poster Session

Collection

2002 Annual Conference

Authors

Michael Ward; Eugene Simmons; Michael Doran

behavior, and future of robotics. These topics were covered byuse of a textbook4 and various readings from the literature. A crucial reading was that of a paperby Robert Aiken1. This paper encouraged the students to focus on a reflective problem solvingexperience that would merge together all aspects of the computer science curriculum. It was thiscapstone experience that Aiken1 mentions as necessary to complete the educational process. It isalso this blending of prior experiences and undertaking of a major project that was the goal ofour NSF-ILI grant. The actual format of the course consisted of two meetings each week over the course ofthe eight-week summer session. Each meeting was two and a half-hours long. One meeting wasdevoted to the

Conference Session

Materials and Mechanical Engineering

Collection

2002 Annual Conference

Authors

Sanjeev Khanna

manner.The courseware will be designed so that it provides feedback to the student, so that they canassess their own progress and understanding. The courseware can be made to adapt to thestudent’s responses, so that the activities can be geared to the particular interests and abilities ofthe individual. Such one to one interaction (or tuition) is very difficult in a traditional lecture.However, care will be taken that we do not include too many problems to make it tedious towork through the package.Multimedia courses promote experiential learning, by enabling the students to do for themselves.According to Klob (1984), experiential learning is one of the four key elements of learning:planning, experiencing, reflecting, and theorizing. Multimedia

Conference Session

Tricks of the Trade Outside of Class

Collection

2002 Annual Conference

Authors

Beverly Davis

current with industry and all of theseexperiences enhance my learner-centered classroom. Some examples of how this has benefited my tenurejourney: q Recently, the Human Resource Director and I decided to collaborate on projects that reflect our experiences. We are jointly presenting a paper at a conference in February and are working on a book about our partnership. This engagement has resulted in a collaboration that fits in the Discovery criterion. q By teaching in industry, I stay current with business and industrial environment. I have coordinated the courses to accommodate the company needs yet I have maintained and not compromised our curriculum objectives. q I have involved the

Conference Session

Understanding Students: Cognition

Collection

2002 Annual Conference

Authors

Cindy Finelli

typical type of engineering quiz consists of a series of problems for the student to solve. Forexample, consider a traditional quiz problem in an introductory signals and systems course: • [10 points] Compute the convolution between {u(t) – u(t–4)} and u(t–3).The student is required to recall the formula for convolution and to work through the details ofthe problem. This type of problem is often presented in a timed situation with little opportunityfor the student to reflect on his or her knowledge base.In this study, the standard quiz was modified by including a preliminary exercise (Part A) inwhich the student demonstrated his or her knowledge about the concept by writing as much asthey knew about the given topic. After this part was

Conference Session

Capstone Mechanical Engineering Design

Collection

2002 Annual Conference

Authors

Yves Mercadier; Pierre Vittecoq; Patrik Doucet; Jean-Sébastien Plante; Francois Charron; Yves Van Hoenacker

andmanufacturing of a product, system, or machine will always involve a number of uncertainties,which justified the fact that the objective would not always be achieved if the students were notready to intensify their efforts to deal with certain exceptional situations.After reflection, we felt that the best means for ensuring that the students would achieve the goalwas to have them exhibit their projects. It should be kept in mind that students are like alldesigners: they are proud of their projects and have a very strong sense of team belonging. Anexhibit is a simple way to strike this sensitive cord.Moreover, the exhibit also offers an opportunity to present four posters about the project. Theseposters show the main results (e.g. needs, functions

Conference Session

Innovative Laboratory Instruction

Collection

2002 Annual Conference

Authors

Hosni Abu-Mulaweh

. This approach couldmake the subject of thermodynamics a more pleasant experience for the undergraduatemechanical engineering students.Indiana University-Purdue University, Fort Wayne is a state supported institution. Thus makesthe purchase of new instructional laboratory apparatus a challenge due to typical budgetarylimitations. In addition, the apparatus designed by companies specializing in educationequipment may not exactly reflect the educational objective intended by the faculty. Theseobstacles had forced us to seek and search different venues to acquire a portable experimentallaboratory apparatus for demonstrating thermodynamics processes and principles. We concludedthat such an apparatus can be designed, developed and constructed “in

Conference Session

Web Systems and Web Services

Collection

2002 Annual Conference

Authors

Sheila O'Connor; Don Malzahn

knowledge-based systemdetermines how to present the information based on the individual’s decision and/orconflict resolution style.The second main component of TeamCoach is a database that is used to store all theresponses obtained from the students. Students were surveyed initially to determine their Page 7.258.3Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright ©2002, American Society for Engineering Educationknowledge of team processes and their preferences related to decision and conflictresolution styles. Throughout the semester students were asked to reflect on

Conference Session

Information Guidance/Navigation/Control

Collection

2002 Annual Conference

Authors

Sandra H. Kajiwara; Lisa Taber; Cecilia Mullen

research and design. The classes at SJSU in this combined department haveconsistently required the integration of comprehensive literature searches into their classprojects. The current curriculum of the College of Engineering has been designed withextensive input from industry and guidance from ABET (Accreditation Board forEngineering and Technology). This curriculum reflects a strong component of criticalthinking throughout the engineering classes. The program objectives of each departmentcarry out this commitment. Page 7.491.2 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Engineering Economy Classroom Tips

Collection

2002 Annual Conference

Authors

Joseph Hartman

made. While this may have been discerning to anumber of students, it aided in this instructor’s goal of putting the student in a realistic decision-making situation where they had to apply the techniques of Engineering Economy.It is interesting to observe the solution techniques used in the open-ended format, as none werespecified with the problem and students were free to choose their analyses. Table 4 provides a listof techniques utilized by the students and their frequency (number of students). Recall that 56students took the exam, thus, the average number of analyses performed by a student was justunder three. Note that this count provides no reflection on the quality or accuracy of the answers.Table 4. Student analyses utilized in final

Conference Session

Teaching Entrepreneurship to Engineers

Collection

2002 Annual Conference

Authors

Jacquelyn Sullivan; Lawrence Carlson

project complexity to ensure teams do not “bite off more than they can chew”Innovation Skills Assessment Surveys — Since a major course intent is to improve students’innovation skills, a 31-point self-assessment skills survey is administered at the beginning andend of the semester8 . The questions are aggregated into eight basic dimensions reflecting courselearning objectives:• Introduction to engineering methodology• Open-ended hands-on design experiences• Development of productive study practices• Development of communication skills• Interdisciplinary teamwork skills• Introduction to intellectual property and the patent process• Introduction to entrepreneurship concepts• Integrative and creative thinking skillsAnalysis of pre- and post-course

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Elhag Shaban

thecurriculum, requires an assessment of the current portion of design in various courses. Anew and innovative approach must be implemented to reflect the applications of realworld design problems in both core and elective courses. This effort calls for theparticipation of both the faculty and many industrial partners. New and enhancedtechnological tools and software must be used and practiced by the students to facilitatedescriptive design ideas and proof of concepts for real world design examples. Moreexamples in the sophomore and the junior years must include good design problems thatreflect successful practical designs that have been accomplished or are in progress in theindustry. The curriculum breadth and depth in the engineering program must

Conference Session

Project Based Education in CE

Collection

2002 Annual Conference

Authors

Eric Matsumoto

deliverable. To encourage full participationof all team members, students are informed that, at the end of the semester, all team members willconfidentially grade themselves and their teammates in writing, based on team contributions, andthat project grades will reflect this grading. Guidelines also note that the instructor may makeadjustments to balance out the teams if necessary, though this has not been necessary to date. Page 7.511.2 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering EducationProject

Conference Session

Assessment and Its Implications in IE

Collection

2002 Annual Conference

Authors

Richard Storch; Catherine Scott; Cynthia Atman

the perceptions that prompt the interpretations may have a great impact onsurvey results. Interviews or focus groups can help us to understand these perceptions andinterpretations. This understanding, in turn, can help us to define the outcomes for our programs,construct survey questions that reflect the language of the respondents, or interpret surveyresults.The purpose of our focus group study at the University of Washington was to help faculty andstaff in the industrial engineering department (“the department”) to understand studentperceptions and interpretations of four of the ABET outcomes that are particularly broad andabstract. We wanted to understand not only how students define these outcomes but also howwell they think the

Conference Session

Collaborations with Engineering Technology

Collection

2002 Annual Conference

Authors

PK Raju; Chetan Sankar; Glennelle Halpin; Gerald Halpin

theresponses from 17 workshop participants. First, the workshop participants responded to a five-item four-choice Likert-type rating scale that measured the extent of theiragreement/disagreement with statements regarding the workshop. The four-choice Likert scaleresponse options ranged from strongly agree to strongly disagree. The same participants alsoresponded to three open-ended questions. Presented in this report are frequencies of responses to the five four-option Likert-scaleitems. The first item was “The workshop provided hands-on experiences using innovativeeducational materials.” Responses are reflected in Table 6.Table 6: Frequencies and Percentages Choosing the Various Response Options to Item 1:The Workshop Provided Hands-On

Conference Session

ECE Laboratory Development and Innovations

Collection

2002 Annual Conference

Authors

Daniel Beenfeldt; John Field; Eric Beenfeldt; Edward Williams

interface board. The differences are in theaddress locations and what signal is returned (high or low) when a switch is pressed. Initially itwas felt this was a good thing because it allowed us to assign a program for the actual hardwareand then a subsequent one for the simulator. We felt a well-documented program should be easyto modify and this would serve as an example of writing maintainable code. However, manystudents were struggling with understanding the instructions used, e.g., BRCLR, as well as thesimulator so this didn’t work as well as hoped. We are planning to modify the simulator so that itmore closely reflects the actual hardware.The simulator also supports a “Console IO” window that allows exercises using serial IO. Whenthe Console

Conference Session

Teaching Industrial Engineers Design

Collection

2002 Annual Conference

Authors

Manuel Rossetti; Kellie Scheider; Richard Cassady

be more easily matched tospecific course content 6 . In this paper, develop a framework by which the attainment of ourprogrammatic objectives and outcomes can be evaluated and assessed based on senior designmaterials.Evaluation ProcessStudent work from senior design plays a dual role in our department’s program objectiveevaluation and outcome assessment processes. For program objective evaluation, senior designmaterials are an indicator of what might be expected from the student shortly after graduation. Page 7.229.4For outcome assessment, senior design materials are a reflection of how well the curriculum has “Proceedings of the 2002

Conference Session

Electrical and Computer Engineering Poster

Collection

2002 Annual Conference

Authors

Marilyn Amey; James S. Fairweather; P. David Fisher

colleagues inseveral conversations during the past four years. A special thanks goes to Susan J. Masten,Thomas F. Wolff, Karl A. Smith, Donald O. Straney, and Diane T. Rover. This work wassupported in part by the General Electric Fund through a grant entitled “Reforming the EarlyUndergraduate Engineering Learning Experience: Phase II.” The opinions expressed here do notnecessarily reflect the opinions of the GE Fund.Bibliography1. ABET/EAC Orientation for Team Chairs & Deans, http://www.abet.org/images/2001_EAC_Deans_Day.pdf, Engineering Accreditation Commission, Accreditation Board for Engineering and Technology. Baltimore, MD, July 19, 2001.2. Criteria for Accrediting Engineering Programs (Effective for the Evaluations During the

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Sallie 'Lee' Townsend; Natalie Segal

Session 2793 Paper 910 TEACHING PROBLEM SOLVING IN AN INTEGRATED MATHEMATICS-WRITING CURRICULUM Natalie D. Segal, Sallie S. Townsend S.I. Ward College of Technology at the University of HartfordABSTRACT: It is crucial that students realize that solving equations and writing papersare not exercises done to please teachers, that equations represent real-world events, thatthe process of writing a paper reflects the process of reporting information, that problem-solving is what adults do on the job. Consequently

Conference Session

Inter. collaboratory efforts in engr edu

Collection

2002 Annual Conference

Authors

Uriel Cukierman; Jorge Vélez-Arocho; Ciristián Vial; Miguel Torres-Febus; John Spencer; Lueny Morell

that to achieve the honest and valued partnerships with universities there mustlong-term commitments coupled with a reflective approach in identifying the needs, goals, andproblems within each university. As shown by our “University Relationship Model (Figure 3)”,by design we are trying to incorporate activities and engagements that lead to a more ‘holistic’and long term investment. Microsoft/University Relationship M o d e lABETS u certification p p o r t i n g and P a accreditation r t n e r s h i p we , Pbelieve i p e l i nise a, corner-stone