Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Gerald Burnham; Don Millard

Page 8.479.2Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Education The Macromedia Director™ based materials engage the student in the learning process andpresent the content in a format that enhances the visualization of “big ideas” in electricalengineering. The technologies include: 1) a means to capture, review and process all userinteractivity while accessing a learning module (Scribe); 2) an interactive, collaborative tool forexploration, design and testing across the Internet (WebTeam); and 3) access to instrumentedexperimentation via the Internet (LongLab). Twenty-four modules have been developed, and werespecifically designed to

Conference Session

Laboratory Developments and Innovations

Collection

2003 Annual Conference

Authors

Robert Voigt; Robert Ives; Jesko Hagee

Session 2354information technology integration in today’s military systems. 1 This survey, part of acurriculum review, entitled “Curriculum 21,” was the primary reason for instituting a secondcourse and was an input into the process that defined the make-up of that course. The results ofthat study are reported in more detail along with the initial response to that study in the form of anew course.2 The Academic Dean’s desire was to look at how we could get this material into oneof the required courses in the technical core that all non-engineering students must take.II. Technical Core Improvement GroupIn the year 2000, the Academic Dean formed a committee, the Technical Core ImprovementGroup (TCIG), to examine the entire technical core. This

Conference Session

ECE Online Courses, Labs, and Programs

Collection

2003 Annual Conference

Authors

Nathan Chao

Page 8.900.2 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ? 2003, American Society for Engineering Educationcited above. The totally self contained asynchronous modules of this new approach can be usedin a school laboratory or at home by the student in a distance learning situation. The cost of thistotal e-learning lab environment is only a small fraction of the cost of traditional hands onlaboratory environments. The low cost makes this revolutionary approach an effective solutionfor distance labs in this country and for global delivery of valuable hands on lab experiences forpoorer nations. Students will be learning in an enriched environment integrating web

Conference Session

Unique Laboratory Experiments & Programs

Collection

2003 Annual Conference

Authors

THEO MARYONOVICH; Chris Netherton; Chandra Sekhar; Jai Agrawal; Omer Farook

Session 1292 Computer-Assisted GOAL-Oriented Walking Robot Omer Farook, Chandra R. Sekhar, Jai P. Agrawal, Theo Maryonovich and Chris Netherton Purdue University Calumet Hammond, IN 46323AbstractThe paper discusses a senior design project which was implemented during a two-semestercourse, Senior Design. These two courses are the capstone courses in ElectricalEngineering Technology curriculum offered in seventh and eighth semester. This projectand similar projects provides the student a unique opportunity to design and integrate theknowledge and

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Julio Davalos

Annual Conference &Exposition Copyright © 2003, American Society for Engineering Educationconstructivist approach it is the responsibility of students to integrate new building blocks intotheir knowledge base, and the task of the instructor is to provide an environment in which thestudents can engage in the creation of their own knowledge. In a constructivist environmentstudents are naturally forced to make an assessment of what they already know and what theyneed to know to master a concept.Constructivism and experiential learning are complementary concepts: taking responsibility ofand engaging in our own learning. The concepts of constructivism and experiential learning areboth primarily based on the work of Piaget. 11 Constructivism

Conference Session

Teaching Teaming Skills Through Design

Collection

2003 Annual Conference

Authors

Leah Jamieson; Lynne Slivovsky; William Oakes

, June 1999. 7. Joseph, J., "Coordinating Diverse Set of Capstone Design Experiments", Proceedings, Frontiers in Education, San Juan, Puerto Rico, Nov. 1999. 8. Carlson, Lawrence, Sullivan, Jacquelyn, Poole, Susan and Piket-May, Melinda, " Engineers as Entrepreneurs: Invention and Innovation in Design and Build Courses" Proceedings,Frontiers in Education, Session 11a6, San Juan, Puerto Rico,Nov. 1999. 9. Sheppard, Keith and Gallois, Bernard, "The Design Spine: Revision of the Engineering Curriculum to Include a Design Experience each Semester", Proceedings, ASEE Annual Conference, Session 3225,Charlotte, NC, June 1999. 10. Wayne, Scott, Stiller, Alfred and Craven, Kristine, "Integrating Design and

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Anne Beddingfield; A. Wayne Bennett

disciplinesrequires practicing effective communication techniques and employing leadership skills. Theengineering workplace is closely tied to the global economy and engineers must feel comfortableinteracting in an international atmosphere. In addition, an understanding of laws and policy is Page 8.498.1valuable for engineers to comprehend and appreciate the legal system in the United States. “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Expositions Copyright 2003, American Society for Engineering Education” With the knowledge of the numerous changes occurring in the engineering

Conference Session

Materials and Manufacturing Processes

Collection

2003 Annual Conference

Authors

Kelly Adams; J. Filatovs; B. Kailasshankar; Devdas Pai

tolerances becoming almost an afterthought.Although most engineering students are taught materials science as a fundamental science course,the curriculum downstream does not foster the incorporation of these principles into thesystematic selection of the most appropriate material for a certain shape and function, or thecriterion-based selection of the optimal manufacturing process. Tighter integration between theintroductory materials courses and the downstream design and manufacturing courses is just partof the solution. With the advances in materials and manufacturing technology, a plethora ofmaterials and processes has evolved. Undergraduate courses in design and manufacturing cannotprovide detailed coverage of all materials and processes, and

Conference Session

Web-Based Instruction

Collection

2003 Annual Conference

Authors

Lauren Neal; Jr., Robert J. Clougherty; Ismail Fidan

-based course supplement to the complete delivery of courses online. The choices that facultymay consider range from simply posting a syllabus to creating web-based content to enhanceclassroom instruction to full online delivery. While the primary focus of web-based delivery has been in the development of standaloneweb-based distance education courses, more faculty are beginning to use the web to supplementand enhance classroom instruction, creating “hybrid courses.” The authors have chosen to supplement a traditional face-to-face on-campus CNC (ComputerNumerical Control) course with an online component. WebCT-based CNC materials weredeveloped in Spring 2002 and started being implemented in Fall 2002. The materials arecurrently used in a

Conference Session

Course and Program Assessment

Collection

2003 Annual Conference

Authors

Michael Kozak

, industrial fieldtrips, oral presentations, written reports and working in teams.2 Criteria 2000 requires eachprogram to have: • objectives consistent with its unique mission; • an assessment process that demonstrates that objectives and their associated learning outcomes are being achieved; and • a system of evaluation that shows a commitment to continuous quality improvement.3Continuous ImprovementFaculty must establish a process for evaluating and continuously improving programs and ensurethat the curriculum, as a whole, satisfies the program's overall educational objectives andincorporates an improvement track. Course development includes defining course objectives,student learning outcomes, and criteria and/or tools to assess

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Ronald Musiak

consists of a short lecture, followed by ademonstration, and concluding with an exercise started in class and finished by the student design team outside ofclass. Once a team has developed enough proficiency they are left more ‘on their own’ and use the faculty as‘consultants’ as they proceed with their designs. Using some of the class time for supervised design activity helps thestudent to stay on task and do more in-depth design work. It also helps the teaching staff to see how well the studentsare learning and to provide the extra help and incentive to those who need it.This year we integrated laptop computers into three classrooms making them multi-functional rooms. In the past wehad to schedule sections of the course in such a manner as to

Conference Session

Activities for the Materials Classroom

Collection

2003 Annual Conference

Authors

Donald Goddard

quality alloy that they can lateruse in practical applications.IntroductionAny student, having completed basic chemistry, would be ready for a first laboratory course inthe realm of Materials Science and Mechanics of Materials, which might fall anywhere from thefreshman to junior year, depending on the particular engineering curriculum. In such coursesthere is need for interrelated experiments which can give both depth and breadth ofunderstanding which can be built upon in other classes, such as Machine Component Design. Itis also very useful if such experiments should happen to be at the lower end of the cost range. Ahappy concurrence of these factors is to be found in threaded rod, which meets the ASTMSpecification A 193 Grade B71ASTM (American

Conference Session

Multimedia Engineering Education,Distance, Service, & Internet-Based Approaches

Collection

2003 Annual Conference

Authors

Rodney Custer; Michael Daugherty

approach is a concept called “backward design” where “one starts with the end—thedesired results (goals or standards)—and then derives the curriculum from the evidence oflearning (performances) called for by the standards and the teaching needed to equip students toperform” The initial step in the process involves the identification of a set of “enduringunderstandings.” These are the core concepts, the large, robust ideas that are considered essentialto a discipline. With ProBASE, the project team focused considerable time and energy during theinitial stages of the project on an analysis of the Standards, to “boil” them down to the coreessentials for a solid pre-engineering curriculum. The results of this process will be presentedlater in the

Conference Session

Assessing Teaching and Learning

Collection

2003 Annual Conference

Authors

S. Michael Kilbey; Richard Rice; Scott Husson; Graham Harrison; Douglas Hirt; David Bruce; Charles Gooding; Debi Switzer

effective at planning, monitoring, and regulating their cognitive activities thanthe former. They tend also to participate in a task more often for reasons such as challenge,curiosity, or mastery; and, they express more positive attitudes towards professionaldevelopment.Introduction Previously1, we introduced an approach to integrate a hierarchical cognitive model into anundergraduate engineering curriculum, described teaching and learning strategies to support thatmodel, and presented preliminary assessment results for the implementation of those strategieson student development. Briefly, the hypothesis that drives this work is this: Mental growthconstitutes a progression through a hierarchy of cognition; the critical thinking and

Conference Session

Engineering Education Research

Collection

2003 Annual Conference

Authors

Eli Fromm; Jack McGourty

, The Cooper Union, Drexel University, New Jersey Institute of Technology,Ohio State University, Polytechnic University, and University of South Carolina.For ten years, spanning two award periods, the Coalition has been developing andapplying educational innovations for both lower and upper division programs. Based onDrexel’s initial E4 integrated freshman design curriculum, the Coalition institutionsindividually and collectively have spearheaded a number of innovations in such areas asengineering design, concurrent engineering, and such emerging technology areas asbiotechnology and earth engineering systems. Page 8.1141.1

Conference Session

Capstone Design and Engineering Practice

Collection

2003 Annual Conference

Authors

William Ebel; Roobik Gharabagi

in either traditional electrical engineering or concentration incomputer engineering. The department was established in 1987 by the generous support oflocal industry. The Bachelor of Science in either of the concentrations offered by the departmentrequires completion of 127 credits over four years.Programs within the department place an important emphasis on the integration of designthroughout the curriculum starting with introduction to Electrical Engineering (EEP-101)in the freshman year. The design components are then continually strengthened in thesophomore and junior years. During the final (senior) year a sequence of two designcourses are offered. Two sixteen weeks courses, Design I (EEP-490) and Design II (EEP-491), are

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Richard Ciocci

specific tasks. Phase II panels often addtopics to current courses as well as identify the need for new courses. The items identified as“Knowledge and Skills” from Phase I are also placed into the course structure. As the items aregrouped into courses, their association in those courses is purely topical. How the course istaught, in other words whether a particular task is handled as a two-week classroom analysis or asa 50-minute lecture, will be decided by the faculty member who is asked to teach the course. Thepanel merely assigns tasks to courses. The final product of Phase II is a Curriculum Map, whichis the planned sequence of courses and a list of each course with its associated tasks.Phase III is an academic preparation step that includes

Conference Session

Raising the Bar and Body of Knowledge

Collection

2003 Annual Conference

Authors

Stuart Walesh

integrated throughout the professional component of the curriculum. 4. an ability to function on multi-disciplinary teams. (ABET d) Commentary: Lead a design or other team as well as participate as a member of a team. Demonstrate an understanding of team formation and evolution, team dynamics, collaboration among diverse disciplines, problem solving, and time management. Page 8.236.6 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003

Conference Session

Improving Teaching and Learning

Collection

2003 Annual Conference

Authors

H. David Smith; Cara Rieger; David Kanter; Robert Linsenmeier; Ann McKenna

traditional statisticalcriteria, revealed moderate effect sizes, although not always in the predicted direction:“Completing the pre-lab helped me learn about solving open ended problems” (E.S. = 0.47),“The experience of the pre-lab session helped me communicate my ideas” (E.S. = 0.68), and“The lab assignment helped me to integrate different topics in physiology” (E.S. = -0.64). Notethat analysis of the last item revealed an advantage for control students (see Figure 2). Page 8.712.8 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society

Conference Session

Graduate Student Experiences

Collection

2003 Annual Conference

Authors

Paul Bishop; Gary Lewandowski; Joel Fried; Carla Purdy; Anant Kukreti

exportable modules which can be used as is or modified to fit the needs of otherinstitutions and which cover elementary teaching skills, advanced teaching skills, proposal writing,time management, and preparation for the job search process. There is also a mentored teachingcomponent, which is individually structured for each student. Requirements for participation areset by each department. The program prepares students for the full range of academic positions,at research-intensive or more teaching-oriented schools. It also offers a forum for faculty toupdate their teaching skills and for the discussion of issues of diversity, learning styles, anddifferences in culture between instructor and students. In addition, an associated yearly lecture

Conference Session

NSF Grantees Poster Session

Collection

2003 Annual Conference

Authors

Toniann Rotante; Sarah Brem; Norma Hubele; George Runger; Kathryn Kennedy

production rule systems, and an ITS could switchmethods depending on what will best serve the student. For example, using rules to generateexplanations and cases to generate illustrations. In this research we are in the process ofdeveloping a CBR system. The CBR experience will help determine the utility of integrating theseapproaches in the future and, if so, the most effective way to do this.CBR is not merely a computational method, but a general approach to knowledge representationand problem solving. An important point is that it could be implemented by human instructors aswell as via an ITS. Existing research suggests a number of CBR enhancements. For example,students face three phases of problem solution, moving back and forth as they reach

Conference Session

Instructional Technology

Collection

2003 Annual Conference

Authors

John Dempsey; Craig Totman

understand the fracture mechanics of concrete. As part of a pro-grammatic change that is under consideration in the Department of Civil and EnvironmentalEngineering (CEE) at Clarkson University (CU), the lecture portion of the course has beensupplemented by an in depth experimental component that requires students to design andperform concrete fracture tests following recommendations provided by the ACI Commit-tee 446.1 The programmatic curriculum change that is being considered is in response tothe ASCE Policy 465 and ABET assessments. These organizations recognize the fact thatchanges need to be made in current programs in order to better prepare the new breed ofengineer and guarantee the advancement of Civil Engineering.The teaching of fracture

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Elaine Craft

technology.10 SC ATE makes availableto the two-year engineering technology community the following resources:• Technology Gateway curriculum, a pre-engineering technology curriculum for high school or slightly under-prepared college students.• Engineering Technology Core (ET Core) curriculum, a general education component for engineering technology majors.• Twenty-two workplace-related modules in the Technology Gateway and ET Core curricula.• Integrated, problem-based courses of study. The SC ATE approach teaches physics, mathematics, communications, and engineering technology concurrently in the context of solving multiple workplace-related problems.• Collaborative/active learning strategies.• Interdisciplinary faculty team development

Conference Session

Knowing Students: Diversity & Retention

Collection

2003 Annual Conference

Authors

Joanne Hood; Elizabeth Bahe; Fonda Swimmer; Ingrid St. Omer

Session 1430The College of Engineering & Technology (CET) is the winner of the 1999 Boeing OutstandingEducator Award in recognition of our design sequence, Design4Practice. The Design4Practicesequence, taken by all students, is composed of a series of highly integrated design courses thatspan their program of study. This practice-oriented engineering curriculum, crafted withextensive input from industry, is built around a four-year interdisciplinary sequence of designcourses that introduce students to the design process early in their college careers, whileincreasing the complexity of design challenges throughout the four years of study. Strongemphasis is placed on modeling real-world design scenarios: students work in interdisciplinaryteams

Conference Session

The Biology Interface

Collection

2003 Annual Conference

Authors

Raj Mutharasan

EducationThis project was supported by Engineering Education and Centers Division of NSF (Award No.EEC 9109794 & EEC 9727413).About the AuthorRAJ MUTHARASAN, Frank A. Fletcher Professor of Chemical Engineering at DrexelUniversity, is active both in education research and conventional engineering research. He hasbeen an active member of the Gateway Coalition team since 1993, and has served as co-directorof curriculum development team (upper curricula) and late as Governing Board member of DrexelUnivesity. He is a fellow of American Institute of Chemical Engineers, and his area of research isbiochemical engineering. Page 8.1077.7 Proceedings of

Conference Session

International Engineering Education II

Collection

2003 Annual Conference

Authors

Roger Hadgraft

Page 8.947.1 consistent with a quality approach, such as that expected by the AUQA 4 and the IEAust 3.Proceedings of the 2003 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2003, American Society for Engineering Education The first stage of this process is an engagement with stakeholders that is providing a more detailed view of the capabilities appropriate for each program.• Year themes are proposed as a way of focussing our attention on the changing needs of students at each year of our programs. The four themes are: o Connection to their own purpose in first year, to studying at university and to the profession o Fundamental principles (founded on practice) in second year

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Donald Wilcher

functional requirements described in the POC design statement, the student willdesign the circuit, gather electronic components, pre-cut wires, and breadboard it using theelectronics learning lab, validating the results of the simulator experiment. An additionallaboratory project the EC engineering educator can create is to use the same requirements butprototype the simulator using an equivalent Sensor Lab. The Radio Shack Sensor Lab is adedicated electronics learning prototyping tool whereby a workbook with a wealth of circuits aredescribed in detail. A handful of integrated circuits, resistors, capacitors, several sensors, and pre-cut wire come packaged with the kit. The simulator project can be modified whereby the focus ofinterest is the

Conference Session

NSF Grantees Poster Session

Collection

2003 Annual Conference

Authors

Ravi Ramachandran; Kevin Dahm

, Prentice Hall, Upper Saddle River, NJ, 1993.4. Young, D. Modern Engineering Economy, John Wiley & Sons, New York, NY 1993.5. Dahm, K. D. “Interactive Simulation for Teaching Engineering Economics,” Proceedings of the 2002 ASEE Annual Conference and Exposition, June 2002, Montreal.Biographical InformationKevin Dahm in an Assistant Professor of Chemical Engineering at Rowan University. He received his B.S. fromWorcester Polytechnic Institute in 1992 and his Ph.D. from Massachusetts Institute of Technology in 1998. Hisprimary technical area is in chemical kinetics and mechanisms. His current primar y teaching interest isintegrating process simulation throughout the chemical engineering curriculum, and he is r eceiving the 2003Joseph J

Conference Session

Mechanical Systems

Collection

2003 Annual Conference

Authors

Tammy Gammon

required controlling a pump according to thelevel of ambient light. At night (darkness), the pump worked on an automatic timing cycle;during the day, the pump operated on a hysteresis cycle dependent on water level measurable inconductivity. At any time, the pump could be turned on manually by a push button. Thenumbers of times the pump was activated by automatic, hysteresis, and manual operations wasstored in and retrieved from memory (EEPROM).Overview of Course Structure The class meets for two hours twice a week. The unconventional ratio of credit hours toin-class hours was selected to integrate traditional lecture-style learning with laboratoryexperience. The number of credit hours earned equals the number of credit hours given for aone

Conference Session

Experienced-Based Instruction

Collection

2003 Annual Conference

Authors

George List; Stacy Eisenman

provide it students with practical experiences. The civil engineering “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education” Session 3515program has successfully developed and implemented an annual event know as the Admiral LewisB. Combs Memorial Design Retreat, which acts as a unique, high intensity practical experiencefor it undergraduates. The department is also currently working on integrating a series of “Handson Experience” courses into the curriculum.Many things are important to consider in devising such a practical