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2001 Annual Conference

Authors

Anna Phillips; Paul Palazolo; Scott Yost

engineeringcourses. Page 6.1157.2 Proceedings of the 2001 American Society of Engineering Education Annual Conference & Exposition Copyright 2001, American Society of Engineering EducationMethodologyThe pilot audience for this research consisted of two undergraduate Civil Engineering courses at Figure 1. Original error analysis assignment (excerpt).ANALYSIS AND DATA PRESENTATIONA. A table is needed to document the necessary computations to determine the velocity for each test condition. Notethat the barge is 6 inches in length. With the velocity, weight and impact force, graph F vs. V on a scatter plot

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2001 Annual Conference

Authors

Richard Upchurch; Judith Sims-Knight

important in its own right. Intrinsicmotivation encourages people to choose to put in the long, hard hours of work required todevelop expertise. In addition, feedback elicits both emotion and arousal, which can affectlearning.Our review of the research has led us to make five claims about the relation between feedbackand learning performance, which we will review in turn:1. Informational feedback is effective in domains with clear right or wrong answers when tested immediately after training.2. When the same maximal feedback conditions are tested for retention or transfer, they are less effective than conditions with less feedback.3. Feedback can draw attention away from the learning task.4. In studies of the role feedback plays in actual

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2001 Annual Conference

Authors

Susan Vernon-Gerstenfeld

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2001 Annual Conference

Authors

Michael Jenkins; Dwayne Arola

in Figure1 clearly indicates that greater than 90% retention can be achieved if a learning experienceinvolves a “do-say” aspect. A laboratory experiment with a formal written laboratory report isan example of such a “do-say” exercise. This 90% level of retention is in contrast to only 10%retention achieved through reading only such as in reading assignments out of a text book or aninformation search on the world wide web. The efficacy of active versus passive learning forincreasing retention of new information is shown graphically in Figure 1. Page 6.1160.1 Proceedings of the 2001 American Society for Engineering Education

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2001 Annual Conference

Authors

J. Tim Coppinger; Carl Steidley

how the concept is used in the real world. By introducing the student to an integrated systemit is hoped that they will gain an understanding of the context of the educational principlesinvolved as well as an appreciation of the integration issues. *This work is funded in part by the Army Research Office contract # DAAD19-00-1-0526 Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition Page 6.1161.1 Copyright © 2001, American Society for Engineering EducationBackgroundCIM or computer integrated manufacturing means many things to many people. Computerintegrated manufacturing

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2001 Annual Conference

Authors

James Barrott

movement in engineering case development and classroom teaching has itsorigins in the 1960’s at Stanford University. The American Society of Engineering Education(ASEE) and the Rose-Holman Institute of Technology sponsor an engineering case website thathas about 350 case studies1. The presence of this website leads one to believe that someengineering and engineering technology faculty members use real-world case studies.The advantages for integrating cases into any curriculum abound in the literature. These can begeneralized into four categories: 1) cases provide students with a link to the real world; 2) casesdevelop students’ critical thinking and problem solving skills; 3) cases develop students’communication skills; and, 4) cases involve

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2001 Annual Conference

Authors

James Barrott

leaders do? Theyshould move to a new paradigm by taking engineering technology programs to the workers on-site. At Chattanooga State Technical Community College in Chattanooga, Tennessee, aninnovative alliance with Dupont Chattanooga has shown that providing engineering technologyprograms on-site is viable. In the fall 1999 semester, 66 student FTE’s were generated and in thefall 2000 semester, 54 student FTE’s were generated in three engineering technology programs:Electro-Mechanical Engineering Technology, Automated Control Engineering Technology, andProcess Operator Chemical Technology. Success of this innovative approach was made possibleby addressing critical issues: 1) a workable method of instruction that includes a combination

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2001 Annual Conference

Authors

Jeffrey Schiano; Claudia Mincemoyer

program are to: 1) develop a series of hands-on activities thatintroduce youths to basic concepts of electrical science and technology, 2) foster a natural curiosityregarding electrical science and technology in youths, motivating their study of science and math, and3) develop important life skills. A key component of the program is the generation of an Internetresource that provides a repository of low cost projects with detailed assembly instructions andbackground material, information on careers in electrical science and technology, and links to otherrelevant Internet resources. We present an overview of the program by describing some of the projectsand discussing the logistics of recruiting and assisting adult leaders.ChallengesDespite the

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2001 Annual Conference

Authors

Leyla Newton; Shawna L. Fletcher; Dana Newell; Mary Anderson-Rowland

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2001 Annual Conference

Authors

Harriet Cornachione; Tim Brower

and2000. National percentages do not distinguish between engineering and ET and are for degreesawarded, however, are deemed appropriate to compare with enrollment figures at Oregon Tech.Table I. Female Engineering and ET Students at Oregon Tech5 Female Students* Total Enrolled* % WomenDiscipline Oregon Tech/National6 1998 1999 2000 1998 1999 2000 1998 1999 2000Civil Engineering 18 24 24 101 122 120 18/21 20/23 20Civil Engr Tech 1 0 1 18 3 1 6 0 100Surveying

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2001 Annual Conference

Authors

Sallie Townsend; Natalie Segal

we have to teach our students.Table 1: A Summary of Bloom’s TaxonomyLevel ExplanationKnowledge Knowing basic facts, concepts, and principlesComprehension Translating material from one form to another, interpreting material, estimating future trendsApplication Applying rules methods, concepts, principles in new, concrete situationsAnalysis Breaking material into component

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2001 Annual Conference

Authors

Paul Lin

Relay Solid State Relay FansFigure 1. Major Components of A TCP/IP Based Distributed Measurement and ControlSystem2. TCP/IP Applications and WWW2.1 URL (Uniform Resource Locator)URL (Uniform Resource Locator) format for the following access schemes: • bootp Provide configuration information at boot time (port 67) • echo Retransmit the received packet (port 7) • ftp File Transfer Protocol (port 20: control, port 21: data) • http Hypertext Transfer Protocol

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2001 Annual Conference

Authors

Steve Watkins; Richard Hall; K. Chandrashekhara; Vicki Eller

. Introduction The World Wide Web, or the WWW, provides an exciting alternative to traditional formsof media. Vast amounts of information are readily accessible and may be available in a highlyinteractive form. An effective WWW site will address the fundamentals of communication in thecontext of the varied capabilities and characteristics of current WWW technology. WWWeducational resources can easily incorporate interactivity and multimedia. Research indicates thatlearning can be better when the learner is actively engaged, as opposed to passive reading orlistening,1 and that student interest and motivation can be increased using dynamic multimedia.2 Aclear design philosophy is needed which stresses the close interaction of content providers

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2001 Annual Conference

Authors

William Szaroletta

is to determine the ultimatestrength, Sut, the endurance limit, Se, a variety of stresses, and then determine a factor of safetywith respect to fatigue, nf, using a Modified Goodman Diagram depicted below in Figure 1. Alternating Stresses Modified Goodman Diagram Syt Se Goodman Line Langer Line 0 0 Syt Sut Steady Stresses Figure 1: Typical Modified Goodman Diagram with Langer LineDetermination of stress concentration factors for application to the alternating stress

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2001 Annual Conference

Authors

William Szaroletta

Page 6.1151.1Approach and List Serve Approach.WEB PAGE APPROACHA course information webpage with multiple hyper-links to other pertinent course information isposted before the first class meeting. This structure allows students to view the webpage throughtheir browsers and find out important information on textbooks to procure and other course-related materials in advance of the first lecture.The top portion of the course information webpage for Applied Strength of Materials, MET 211,for the Fall 2000 semester is shown in the screen capture shown below in Figure 1 2. Thiswebsite is continually updated during the semester and gives the student an up-to-date courseguide.It is important to test all of the hyperlinks to make sure they are

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2001 Annual Conference

Authors

Shawn Gross; David Clarke; David Bentler; Joseph Hitt; Janet Baldwin; Ronald Welch

self-assessments assist in fullyunderstanding the realized benefits of ETW.II. ETW OrganizationHow is ETW organized? ETW is a one-week short course (Figure 1) providing seminars on thebasics of excellent teaching (using Lowman5 and Wankat and Oreovicz6), demonstrations ofeffective teaching, laboratory exercises requiring the participants to teach lessons followed bygroup assessment, and discussions on how to apply the presented techniques in differentuniversity settings (laboratory, large classrooms, auditoriums, or seminar groups, etc.).The most critical and transformational part of ETW is the opportunity to learn new techniques,then practice them in the three classes presented by each participant. Team members assume therole of students

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2001 Annual Conference

Authors

Shawn Gross; David Clarke; David Bentler; Joseph Hitt; Janet Baldwin; Ronald Welch

Page 6.1003.1ETW. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationII. OrganizationHow is ETW organized? ETW is a one-week short course (Figure 1) providing seminars on thebasics of excellent teaching (using Lowman3 and Wankat and Oreovicz4), demonstrations ofeffective teaching, laboratory exercises requiring the participants to teach lessons followed bygroup assessment, and discussions on how to apply the presented techniques at differentuniversity settings (laboratory, large classrooms or auditoriums, seminar groups, etc.). Figure 1. Workshop Schedule

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2001 Annual Conference

Authors

Norman Dennis

their assessment of theETW99 and the development of a plan for ExCEEd Teaching Workshops in 2000.ExCEEd Teaching Workshop Objectives and OutcomesASCE charged the PDW with the development of an implementation plan for providing up totwo ExCEEd Teaching Workshops during the summer of 2000. At least one of the summerworkshops would be held at a site other than West Point. ASCE established the followingconstraints and requirements for ExCEEd Teaching Workshops:• First and foremost the program must be of very high quality.• The program must not run longer than 5 days.• The participants must have multiple times to practice effective teaching techniques.• The program must target civil engineering faculty with 1-4 years teaching experience.• The

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2001 Annual Conference

Authors

Edward Chaloupka; Stephanie Farrell; Robert Hesketh

Session 2213 Exercise in Chemical Engineering for Freshmen Stephanie Farrell1, Robert P. Hesketh1 and Edward Chaloupka2 1 Department of Chemical Engineering/ 2 Department of Health and Exercise Science Rowan University Glassboro, NJ 08028Abstract The human body is an exquisite combination of interacting systems that can be analyzedthrough the application of chemical engineering principles. Familiar examples include fluid flowof

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2001 Annual Conference

Authors

Dennis Hromin; Sven Esche

stimulation of audio- and video-based learning patterns. Inmany cases, today's students who are accustomed to heavy computer usage in all spheres of theirlives demonstrate a positive learning attitude when exposed to computer technology in the learningprocess.III. Undergraduate Laboratory ApproachAt Stevens Institute of Technology, an approach to undergraduate laboratories is currently beingimplemented and tested, in which both students and instructors are able to access the laboratoryfacility remotely at any time and from anywhere through the Internet. The laboratory architectureallows one to connect to the interactive, computer-controlled laboratory setup of interest as shownin Figure 1.In the first phase of a typical laboratory experiment, the

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2001 Annual Conference

Authors

Luis Ortiz; Elisa Mestorino Bachofen

Authors consider that theabove-mentioned changes in the programs should have been accompanied by a modification ofthe traditional teaching methodology as well. Thus, the Experimental Methodology was appliedin a progressive way that started in 1997, through the development of a Structures Laboratory 1.The traditional use of the laboratory is transformed within this methodology, as it is nowdesigned to aid problem solving by leaving the proposal and solution of the problem to thestudent’s initiative and creativity, guided by the teacher who helps them find the expectedanswers. The students must propose and build test models and measuring methods according tothe parameters that they consider valuable of measuring. This methodology allows students

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2001 Annual Conference

Authors

David Probst

Program, the Physics Department could offer studentsthe opportunity to complete an engineering degree locally.The faculty members at that time were all physicists, but one member had some systemsengineering experience in industry and another was very interested in digital electronics andcomputers. Based on that faculty expertise and interest, the program was developed with anelectrical engineering flavor. Accreditation by ABET was always a goal for the new program,but the accreditation criteria 1 for non-traditional programs in effect at the time required that atleast four faculty members be educated as engineers or have significant engineering experience.Further, the criteria for technical content were rather specific, and the new program

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2001 Annual Conference

Authors

Salvatore Marsico

drivingforce to incorporate multimedia into the lab experience was to prepare students for theworkplace where presentations are a norm and not an exception. Thus the intent was forstudents to perform their work and present it as if they were at work and defending theirresults. As with many engineering workplace environments the engineers performmultiple functions and one very important one is to communicate results to peers at theworkplace or to peers in industry.Where previous lab exercises included a discussion of the (1) engineering subject matter,(2) importance of a good specimen, (3) established testing procedures, (4) lifeexperiences, and (5) technical reporting; the new approach focused on integratingcomputer usage through multimedia and other

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2001 Annual Conference

Authors

William Plymale; Scott Midkiff; Luiz DaSilva

online version of the course was offered on a standard semesterschedule and had due dates approximately every week, but was otherwise asynchronous. Theinitial and ongoing development and management of the course follows a model that is differentthan the traditional single-faculty instructor course model. There are five roles in this model: (1)course developers or content experts, (2) instructional designers, (2) course supervisor or“instructor of record,” (3) distance learning instructors, and (5) technical support personnel. Inthis paper, the authors share their experiences as course developers, course supervisor, andlearning leaders for the “Fundamentals of Computer Systems” course. The paper discusses thecourse objectives, course design and

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2001 Annual Conference

Authors

Norman Dennis

illustrated in Fig. 1. In addition to providing the typical studentprofile and contact information it also defines the student’s class and work schedule, workexperience, calculator type, computer type, software literacy and topics of interest to the student.This data sheet is now used as the basis for assigning groups who will work together on thedesign project for the entire semester, however that was not always the case.Historically, a variety of group assignment techniques have been used in this course, rangingfrom uniformly distributing GPAs to self-selection. In virtually every group assignment scenariothere are drawbacks. When the instructor assigns the groups there tends to be problems withclass and work schedule conflicts and sometimes with

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2001 Annual Conference

Authors

Robert Tener; Michael Winstead; Edward Smaglik

observations include the realization that quality internships enable students to “learn how to learn”in ways that are highly applicable in their future work environments, and that are not otherwise attainablein classroom learning. It is shown that undergraduates are more adequately developed for many demandsof their future practice when educators make high-value experiential learning a part of the curriculum.A. IntroductionPurposes of the studyThe analysis reported in this paper is part of a broader effort to substantiate three hypotheses which arebelieved to characterize experiential learning from effective, undergraduate student internships in thepractice of construction engineering and management. These hypotheses are:1. The knowledge gained by

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2001 Annual Conference

Authors

Hosni Abu-Mulaweh

enhancement in heat exchangers is gaining industrial importance because it givesone the opportunity to reduce the heat transfer surface area required for a given application andthus reduce the heat exchanger size and cost, increase the heat duty of the exchanger for fixedsurface area, reduce logarithmic mean temperature difference (LMTD) for fixed heat duty andsurface area, and reduce pumping power for fixed heat duty and surface area. The automotive andrefrigeration industries routinely use enhanced surfaces in their heat exchangers. Also, the processindustry is aggressively working to incorporate enhanced heat transfer surfaces in their heatexchangers.Bergles et al. [1] has identified thirteen enhancement techniques. These techniques can be

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2001 Annual Conference

Authors

Kevin Renken; George Abraham

system (PC-DACS), and the writing of a visualprogramming language code to control the operation. The third phase was to measure the parametersto calculate the air permeability coefficients for a standard mix concrete sample. The final phase ofthe project was to analyze the experimental results by comparing them to previous published data.Each of these phases are now described.Phase 1: Design of Experimental SystemThe student was provided with the project topic, background information on permeabilitymeasurements, a limited budget for equipment and supplies, keys to the Radon ReductionTechnology Laboratory, an existing mechanical air permeability apparatus with pressure,temperature, and relative humidity sensors, as well as a PC-data acquisition

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2001 Annual Conference

Authors

Richard Smith; Marv Abrams

in California.This grant resulted in the development of a six course curricula for community colleges and anIllumination Engineering minor for the College of Engineering at Cal Poly Pomona. In addition,curricula for a Design-Architecture lighting minor was also developed. Approval of this minor isstill in progress. To revitalize its Photo-optical, Lighting, and Electrical Systems Laboratory theElectrical and Computer Engineering (ECE) Department received a National Science FoundationInstrumentation Laboratory award. This grant of $87,319 along with University and Corporatematching funds and donations of more than $117,000 were used to improve the existingfacilities. A partial view of this laboratory is shown in Figure 1

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2001 Annual Conference

Authors

Earl Owen

; andidentifies available resources, including a bibliography. Using this information, students settheir own objectives, outline the necessary procedures to accomplish their objectives, and learnthe standard topics of their discipline in the manner that best fits their individual learning style.In order to meet grading requirements, this program must also conclude with an effectiveevaluation of each student’s performance. This paper will describe my experimental use of astudent-oriented approach, acknowledging its advantages and disadvantages. I will describe acourse in the EET program at BYU to demonstrate specifically how this approach can functionin engineering courses.1. Teaching and Learning ExaminedI have been teaching in the American university