Collection

1998 Annual Conference

Authors

Robert H. Mayer

opportunitiessuch as birdwatching, fishing, and hunting. For better or worse, natural wetlands have also beenused for wastewater discharge. Even so, drainage and filling of wetlands, principally foragricultural use, were common practices 2. Fortunately, increased public awareness of wetlandfunctions and values led to the “no net loss of wetlands” policies of the Bush and ClintonAdministrations. Today, engineers will find it useful and often necessary to include wetlandsrestoration and conservation among project objectives.Accordingly, instruction in wetlands function awareness and design procedures has been intro-duced in the ocean engineering curriculum at the U.S. Naval Academy. Also, capstone designprojects have been initiated which include wetlands

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1998 Annual Conference

Authors

Dr. Martin Pike

design projects can be either verycomplex as are many “capstone” design projects, or simpler one to two week exercises. Lowerdivision students are limited in their technical background, skill base, and maturity level. Thesefactors limit the scope of potential design projects to a few topic areas and limited complexity.Creating good design projects for lower division courses tends to be more difficult because ofthis in addition to the trend that lower division courses have overly full schedules to cover allrequired topics. This paper will discuss techniques and suggestions on how to design a gooddesign project with a stress on the lower division courses

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1998 Annual Conference

Authors

Robert Heidersbach; David Gibbs; Daniel Walsh; Alan Demmons

Session 3264 Failure Analysis – A Technology Enhanced Capstone Experience for Materials Engineers David Gibbs, Alan Demmons, Robert Heidersbach Ph.D., Daniel Walsh, Ph.D., College of Engineering Cal Poly, San Luis ObispoAbstract:The evolution of a highly successful curricular experiment is documented. This unique course is an ancestor to manyof the “mechanical dissection” approaches to engineering education which are so very popular today. The paperhighlights the value of the course as a culminating experience for the materials

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1998 Annual Conference

Authors

Arnold F. Johnson

Session 2522 Capstone Design via Distance Education A DESIGN Partnership Including Industry and Higher Education Arnold F. Johnson University of North DakotaAbstractA unique capstone design course was offered by the University of North Dakota (UND) to distanceeducation students at their industry work sites using company based projects and industry mentors for thefirst time in the fall of 1996; the course was offered again in the fall of 1997. The structure of thecapstone design course, the university-industry partnership, the selection and

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1998 Annual Conference

Authors

William M. Clark; Anthony G. Dixon; David DiBiasio

Session 1313 A Project-Based, Spiral Curriculum for Chemical Engineering William M. Clark, David DiBiasio, and Anthony G. Dixon Chemical Engineering Department, Worcester Polytechnic Institute AbstractWe developed a project-based, spiral curriculum for the chemical engineering sophomoreyear. The spiral curriculum is a complete restructuring of the traditional curriculum, andemphasizes repetition and integration of topics with increasing complexity throughout theyear. It is designed to increase motivation for learning and retention of basic skills andconcepts. The new curriculum features multimedia

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1998 Annual Conference

Authors

T. T. Maxwell; J. C. Jones; D. L. Vines; M. E. Parten

fall semester of 1994 the Electrical and Mechanical Engineering Departments atTexas Tech University began a multidisciplinary senior design project laboratory program. Twocourses were established by integrating the Electrical Engineering Department's Senior ProjectLaboratory courses (two 3-semester credit hour courses) with the Mechanical EngineeringDepartment's Design I and II capstone design courses (two 3-semester credit hour courses). TheElectrical Engineering Department has a long history of project laboratories.1-5 The MechanicalEngineering Department has been involved in alternative fueled vehicles for a number of years.Both departments had worked together on a number of special projects and felt the need, as havemany others6-11, for an

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1998 Annual Conference

Authors

Ece Yaprak; Attila Yaprak; David Wells

selectedphases of engineering design projects; (iii) commitment to total quality during the entiredesign process; and (iv) integrating lessons learned from industrial partners. We are in the process of developing validation methods for the CAT candidates’design projects. Unlike the traditional approach to capstone design, our goal is to validatethe GC candidate’s learning in engineering technology design (during his/her real lifemanufacturing work experience at the CAT Center) by assessing his/her acquisition andinternalization of a portfolio of competencies which we have grouped into Process,Human Skills, and Continuous Improvement modules after his/her design has beencompleted. That is, we will measure, through a formalized validation process

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1998 Annual Conference

Authors

J. Michael Jacob; Jeffrey W. Honchell

Session 3626 A Team Centered, Project Oriented Approach in Analog Integrated Circuits J. Michael Jacob, Jefffrey W. Honchell Purdue UniversityAbstractThis paper describes an end-of-semester day-long required project used as a capstone to a juniorelectrical engineering technology course in Analog Integrated Circuits Applications. Themotivation for the project is presented in the Introduction. The Project Description explains boththe problem presented to the students and the implementation constraints. The Evaluationsection has three parts; the

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1998 Annual Conference

Authors

Henry G. Ansell

References1. National Science Foundation 1993 Engineering Senior Design Projects to Aid the Disabled, edited by John D. Enderle, NDSU Press, Fargo, North Dakota 581052. “NDSU Undergraduate Design Projects for the Disabled”, L. S. Baczkowski, J. D. Enderle, D. J. Krause, J. L. Rawson, Biomedical Sciences Instrumentation, vol. 26, pp. 95-9, 19903. “Collaborative Learning in Engineering Design”, Sigrin Newell, Journal of College Science Teaching, vol. 19, no. 6, pp. 359-62, May 19904. “Bioengineering Practicum and Capstone Projects: A Cooperative of University, Industry, Hospital, and Government for the Physically Challenged”, James V. Masi, Proceedings ASEE Middle Atlantic Section Fall 1997 Regional Conference, Session 75

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1998 Annual Conference

Authors

M. A. Mooney; K. K. Muraleetharan; H. Gruenwald; B. E. Vieux; Randall L. Kolar

Session 1526 Integrating Design Throughout the Civil Engineering Curriculum - The Sooner City Project R. L. Kolar, K. K. Muraleetharan, M. A. Mooney, B. E. Vieux, H. Gruenwald University of OklahomaABSTRACTEvaluations of existing undergraduate engineering programs continually cite three weaknesses:graduates lack technical literacy; graduates lack oral and written communication skills; andgraduates lack design experience. To address these weaknesses, the School of Civil Engineeringand Environmental Science (CEES) at the University of Oklahoma, is proposing a systemicreform initiative that

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1998 Annual Conference

Authors

Jennifer T. Ross

sequences for advanced courses. 2) By identifying computerusage in each course, and monitoring design experiences throughout the curriculum, a broaderexposure to software languages and tools can be incorporated. 3) Seeking out science and engineeringelectives that incorporate more of the manufacturing end of the design cycle outside the ElectricalEngineering curriculum and working with those departments to incorporate more IC process examplesin their courses. 4) Encompass more of the professional component listed in Table 1, through selectedgeneral education classes and a more structured capstone design project including manufacturing, legal,and project management issues.3.2 Course Level Implementation 3.2.1 Project Definition Of course the

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1998 Annual Conference

Authors

Jule Dee Scarborough

as aprerequisite course to the senior design capstone course. In addition, to better address the ABET2000 and new TAC ABET criteria, the professor for that course is leading an interdisciplinaryteam to develop an interdisciplinary, college-wide, project management course to serve as aprerequisite to an interdisciplinary, college-wide, senior design capstone course. Thedepartments involved are Electrical Engineering, Mechanical Engineering, and IndustrialEngineering, and the Department of Technology (which offers degrees in manufacturing andelectrical engineering technology and industrial technology). The Undergraduate Project Management CourseAlthough the Department of Technology offers a project management course for

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1998 Annual Conference

Authors

Erdogan Sener

Session 1221 Design of the Learning Environment : Professional-project- Based Learning in Construction Education Erdogan M. Sener Indiana University – Purdue University IndianapolisAbstractWith increased emphasis on the end result of student learning rather than on the process ofteaching/instruction, the design of the learning environment has become a major task for faculty. For engineering and technology curricula not only should this environment include involvementof students in simplified versions of their professional practice but also emphasize both

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1998 Annual Conference

Authors

J.P. Agrawal; Omer Farook; Chandra R. Sekhar

regular lecture and the second component through an interactive session. Page 3.540.1 INTRODUCTION Senior Design Project is the capstone course in the Bachelor degree program of ElectricalEngineering Technology. The primary focus of the course is on the planning and the execution ofa demonstrable project. There is very little time to learn and practice the principles of soundproject engineering and management. A course to address these needs is being felt for quite sometime in the technology program. An effort is made1 in this

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1998 Annual Conference

Authors

J. Darrell Gibson

studentdesign teams which complete projects suggested by industry. These types of projects provideopportunities for student/company as well as faculty/company interactions and additionally involveindustrial professional staff with the educational process.In recent years the author has developed student project activities with industry in senior designcourses. These projects have been very successful in building positive relationships with numerouscompanies. For example, the capstone course, SYSTEMS DESIGN, requires that each student teamstart with a general design problem suggested by a company. The team then carries the projectthrough the Problem Definition, Conceptual Design, Embodiment Design, and Detail Design phases. During the embodiment phase

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1998 Annual Conference

Authors

Richard Gilbert; Mark Maughmer; Marilyn Barger, Hillsborough Community College; Renata Engel, Pennsylvania State University

lectures, problems and projects. Whether the courses are introductory orcapstone level, they are lecture driven with problem and/or project components filling in the restof the learning experience. This three-tier approach is essential for students to develop intopracticing engineers who are capable of applying fundamental concepts to the solution ofcomplex problems. Typically, one thinks of introductory courses as a series of lecture/recitation sessionswhere the pace of the course is set by the amount and degree of technical material to be covered.By contrast, the capstone design courses, or project-based courses, have a less formal structurewith content based on the specific project goals, the knowledge base of the students, and the

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1998 Annual Conference

Authors

Michael A. Cornachione; Harriet S. Cornachione

problem development,and part final design. The course instructor, in essence, guides students to a successful,technically correct conclusion. Despite these capstone design courses, students frequently have ahigh degree of anxiety entering the workplace as they still are not sure exactly what will berequired of them. Commonly, students express concerns about whether they can meet thedemands of their employers, once they are performing outside of the familiar classroomenvironment.In the business of engineering, the hierarchy of an office is substantially different than thatestablished at an institution of higher learning. Recent engineering graduates typically areassigned to a design group of engineers headed by a team leader. This team generally

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1998 Annual Conference

Authors

Paul Duesing; Morrie Walworth; Jim Devaprasad; Ray Adams; David McDonald

. Page 3.175.1Engineering educators across the country have responded to address the competency gaps bymaking changes to the engineering curriculum and the content of courses. A major activity inthis direction has been in the development of capstone senior design projects courses whereissues related to soft skills are addressed6. These courses serve the role of providing students asmooth transition from university to industry.Students are better prepared for the senior projects experience, if they are exposed to the softskills requirements earlier in the curriculum7,8. This could be done in the lab component of thejunior year courses. In these lab courses, an understanding of the industrial environment can beprovided to the students by

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1998 Annual Conference

Authors

Ajay Mahajan; David McDonald

can correctly and confidently specify and use these systemsafter graduation.The strategy to improve students’ ability and confidence with modern computer-basedinstrumentation focused on integrating the use of this equipment into several courses. The targetaudience included all electrical, mechanical, and manufacturing majors in engineering andtechnology. The implementation plan involved introducing students to the use of this equipment Page 3.183.1in fundamentals courses, and then reinforcing its use in advanced courses, independent studies,research projects and a capstone senior projects course sequence.Modern instrumentation equipment was

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1998 Annual Conference

Authors

Jack Zecher; Kenneth Rennels; Douglas Acheson

and to offset the CD’s production costs. The CD-ROM will be distributedto high schools and other interested parties at no cost.To develop the CD-ROM, a project team of three faculty and five students was formed. Thethree faulty represent each of the three degree programs offered by department. All five studentteam members are pursuing an Engineering Technology degree from the department, three inMET and two in CIMT. Three of the students were paid from departmental funds for theirinvolvement in the project as undergraduate research associates. The other two students wereenrolled in their capstone, senior design course and received credit toward their degree. INTRODUCTIONMost of today’s prospective college

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1998 Annual Conference

Authors

Matt W. Mutka; Betty H. C. Cheng; Diane Rover

design (capstone course in computer engineering). The approach comprises modular course pack development, suitable for alternative teaching models, such as team teaching and development of multidisciplinary courses; team projects to give students hands-on experience with embedded systems; and incorporation of innovative teaching techniques designed to facilitate and enhance the student’s learning experience. Curriculum developments focus on embedded systems and our courses. In the software engineering course, students are exploring how object-oriented development techniques can be applied to industry-oriented embedded system projects, such as pro- cess controllers for numerous appliances (e.g., washing

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1998 Annual Conference

Authors

L. Alden Kendall; Dianne Dorland

using a particular process controlstrategy.The two levels identified in Figure 1 represent the use of computer resources at Level 1 toanalyze and design system components and the use of computer resources at Level 2 toinvestigate various kinds of systems. A third level exists and represents the use of computerresources in industry based design projects. These projects provide a capstone design experiencefor the student and require that the student be proficient in using computers at Level 1 and Level2 in order to be effective at Level 3. At Level 3, experience is gained in the selection and use ofthe computer resource to aid in analysis and design. Also, experience is gained in electroniccommunication to share files with other students, faculty

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1998 Annual Conference

Authors

Susan M. Bolton; Scott D. Bergen; James L. Fridley

illustrates the potential knowledge areas and skills relevant to an ecological engineeringcurriculum. The figure shows two paths of knowledge feeding into a capstone design experience.On the left side of Fig. 1 are curriculum components associated with ecological science, and onthe right are the more traditional components of an engineering program. The right side forms anarea of study we call sustainable design. As noted previously, we believe ecological engineeringdesign differs from traditional practices, and must be guided by the five principles stated above.To move from the general to the specific, we are proposing an ecological engineering curriculumfor the University of Washington. The curriculum was designed under a number of

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1998 Annual Conference

Authors

Colin S. Howat

Session 3613 Process Simulation in Chemical Engineering Design: A Potential Impediment to, Instead of Catalyst for, Meeting Course Objectives Colin S. Howat Kurata Thermodynamics Laboratory Department of Chemical & Petroleum Engineering University of Kansas Lawrence, Kansas 66045-2223 USA cshowat@ukans.edu Capstone Design is creativity -- synthesis and evaluation. It is focuses on developing the confidence to practice

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1998 Annual Conference

Authors

Jack Waintraub

, industry surveys, and a job task analysis. These competencies weregrouped to articulate relevant core and technical knowledge and skills, and then sequenced for Page 3.570.1delivery.Activity-based learning in the context of realistic projects, jointly developed with industrypartners, provides the conceptual framework. Workplace experiences and a capstone projectfurther ensure relevancy and work-readiness upon graduation.The associate degree program modular structure provides flexibility for delivery on a semester orquarter basis. Integration of core subject content with technical studies is achieved throughoutthe entire program, while leaving each

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1998 Annual Conference

Authors

Joan F. Brennecke; Joseph A. Shaeiwitz; Mark A. Stadtherr; Ph.D., Richard H. Turpin; Mark J. McCready; Roger A. Schmitz; Wallace B. Whiting

of environmentally-related design projects that we have used inour capstone senior design courses. Finally, we have indicated how we plan to assess the impactof the new course materials, new courses and design projects.Bibliography1. Allen, D. T.; Sinclair Rosselot, K., Pollution Prevention for Chemical Processes, John Wiley & Sons, Inc., 1997.2. Lynch, H., A Chemical Engineer's Guide to Environmental Law and Regulation, available from the National Pollution Prevention Center for Higher Education (nppc@umich.edu).3. Draths, K. M.; Frost, J. W. J. Am. Chem. Soc. 1990, 112, 1657.4. Draths, K. M.; Frost, J. W. J. Am. Chem. Soc. 1994, 116, 399.5. Tanko, J. M.; Blackert, J. F. Science 1994, 263, 203.6. Morgenstern, D. A

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1998 Annual Conference

Authors

Swami Karunamoorthy; K. Ravindra

; MANUFACTURINGFreshmen: Freshmen Engineering, PhysicsSophomore: Physics, Foundation to Engineering DesignJunior: Material Science, Measurements, Machine Design, Mechanics of Solids LabSenior: Manufacturing Process, M.E. Lab., Mechatronics, Capstone DesignELECTRICAL SCIENCEFreshmen: Freshmen Engineering (Introduction)Sophomore: Electrical Engineering / LabJunior: MeasurementsSenior: Principles of Mechatronics (Multi-Disciplinary course)STATISTICS & PROBABILITYFreshmen: Freshmen Engineering I & IISophomore: Foundation to Engineering DesignJunior: Mechanics of Solids Lab, Machine Design, MeasurementsSenior: ME LabDESIGN PRINCIPLESFreshmen: Freshmen Engineering I & IISophomore: Foundation to Engineering Design, StaticsJunior: Kinematics, Mechanics of

Collection

1998 Annual Conference

Authors

Robert M. Koretsky

students are able to complete it. A scaled-backversion of it or an integrated, interdisciplinary project run in conjunction with Civil andMechanical will be attempted in Spring 1998.There is no plan to repeat the same final projectswithin a given five-year cycle.References1 Engineering Design as Research in a Senior Capstone Course: An Integrative Approach, by Robert J. Albright, ASEE Conference Proceedings, 1995.2 The Engineering Design Graphics (EDG) Curriculum Modernization Project: A White Paper Summary, by Ronald Barr and Davor Juricic, Pp.23-42 in Proceedings of the NSF Symposium on Modernization of the Engineering Design Graphics Curriculum, 1990, Mechanical Engineering Department, University of Texas at

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1998 Annual Conference

Authors

Willie E. (Skip) Rochefort

chemicalengineering department we have actively worked to introduce oral and written communication andgroup (team) work across the entire curriculum -- starting with the freshman orientation course allthe way through to the capstone senior level laboratory. We are beginning to introduceinterdisciplinary courses, where students bring their “domain competency” to a large team project.However, we have done very little in the way of focusing on putting the students in “trueleadership positions” such as they might encounter in industry as group or project leadersresponsible for several engineers.The Leadership and Mentoring course was introduced in Winter '95 as a 1 credit course offeredeach quarter for sophomores, juniors, or seniors. This was also linked with

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1998 Annual Conference

Authors

William Gay

students selecting this option would have to complete 120 quarter-credithours before enrolling at CBA. This aspect of the Aviation Technology pre-business optionrequired more than six quarters to the Program. No other technical program at the Collegerequired as much coursework. Indeed, the other technical programs typically required fewer than100 quarter-credit hours. The College of Business Administration suggested that a 12 to 15 credit hour sequence ofsophomore pilot training could be repackaged into an upper-division option in operationsmanagement. The final offering in the sequence would be a capstone course utilizing case studiesand student projects or portfolios. The capstone course also could serve as a student learningassessment tool