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1998 Annual Conference

Authors

Lueny Morell de Ramírez; José L. Zayas; Jorge I. Vélez-Arocho

that presents eight steps in developing an assessment plan4. But regardless ofhow the assessment plan is developed, an effective plan must start with the identification ofspecific goals and objectives, definition of performance criteria, followed by the data collection1 Penn State University, University of Washington, and the University of Puerto Rico at Mayagüez in collaboration with SandiaNational Laboratories. Project sponsored by the Technology Reinvestment Project. (TRP Project #3018, NSF Award #DMI- Page 3.501.19413880)2 John S. Lamancusa, Jens E. Jorgensen, and José L. Zayas, The Learning Factory – A New

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1998 Annual Conference

Authors

P. David Fisher

modified and new ones would have to be created.During these deliberations in the fall of 1996, it became clear that the ABET-2000 document wassilent in a very important area. It made no mention of the need for Course Learning Objectives.We concluded that each key course in the engineering-student's program of study needed to havelearning objectives associated with it. While traditional course-catalog descriptions and coursesyllabi each has its purpose, they were not course learning objectives. Catalog descriptionsdescribe topics covered in a course. The course syllabi describe reading assignments, the flow oflectures/laboratories, grading policies, etc. Course learning objectives identify what students areexpected to learn during the course. The

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1998 Annual Conference

Authors

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

setting is in the laboratory sessions of engineering courses.The integration of soft skills in the lecture class is more difficult because of the amount oftechnical material that needs to be covered. Exercises in the lecture hours involving writtencommunications, oral communications, and teamwork involve large amounts of time making itdifficult to integrate with the lecture topics. In the lab meetings, however, such exercises can beincluded for the following reasons:x Lab sections typically have fewer students than in a lecture section.x Lab projects usually involve equipment and hence it is more convenient to simulate an industrial manufacturing setting.x There is a larger amount of time in a lab sessions for students to work on their

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1998 Annual Conference

Authors

Josef Rojter

broad parameters. The inquiry undertook the Page 3.245.4study of all engineering education providers in terms of their academic staffprofiles, researchand consultancy activities of the staff members, quality of laboratory and researchequipment,and engineering curriculum development. Recommendations from the Institute of 4Engineers and its various disciplinary components, surveys undertaken by employer groupsand university centres for higher education studies were also evaluated by the inquiry. In thesummary of its conclusions the Williams Committee

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1998 Annual Conference

Authors

Ian R. Simpson; Brian Manhire

activities, means that they (and the students) are well-prepared to undertake internships in a serious manner.• Research : Because teaching activities are closely associated with industry, both professors and industrialists have become more aware of their partners' preoccupations. More and more research is being undertaken in the laboratories of French colleges using equipment and funding from industry. This is a relatively recent phenomenon in the Grandes Ecoles but is proving to be a fertile breeding-ground for all those involved (industrialists, faculty, Ph.D. students and final-year students). Page 3.247.7

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1998 Annual Conference

Authors

Francis D. McVey; James D. Lang

in Executing Designed Experiments (1.5 years)(c) Ability to Design a System, Component, or Process to Meet Desired Needs • Demonstrated Ability to Design a Component • Demonstrated Ability in an Upper-Division, Team-Based Design Project • Understanding of the Concept of “Form Follows Function”(d) Ability to Function on Multi-Disciplinary Teams • Function on a Team in Laboratory Science or Engineering courses • Function on a Team in an Upper-Division, Team Based Design Project • Function in a Team in Team–Based Reporting of Project Results(e) Ability to Identify, Formulate, and Solve Engineering Problems • Ability to Formulate a Range of Alternative Problem Solutions • Ability to Identify Problems • Ability to

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1998 Annual Conference

Authors

Daniel P. Schrage

competition has been used as a focus for the rotorcraftdesign courses from the outset. In 1992 a fixed wing aircraft set of graduate designcourses, focusing on the integration of design and manufacturing for the High SpeedCivil Transport (HSCT), was also introduced through a grant under the NASA USRAAdvanced Design Program (ADP). The Aerospace Systems Design Laboratory (ASDL)was also formed in 1992 to support the graduate design research effort in ConcurrentEngineering(CE) and Integrated Product/Process Design/Development (IPPD). In 1995 aspace launched vehicle set of graduate design courses was also introduced. While thegraduate program in aerospace systems design has been quite successful the need to offerhighly motivated undergraduate students a

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1998 Annual Conference

Authors

Robert Allen; Richard Penson

. Disorders of the Cerebral Circulation System. Longman, London, 1846.3. Weed L H, McKibben P S. Experimental Alteration of Brain Bulk. American Journal of Physiology, 48, 531 - 558, 1919.4. Cushing H. Some Experimental and Clinical Observations Concerning States of Increased Intracranial Tension. American Journal of the Medical Sciences, 124, 375 - 400, 1902.5. Weed L H, Flexner L B. The Relations of the Intracranial Pressures. American Journal of Physiology, 105, 266 - 272, 1933.6. Ryder H W et al. The elasticity of the Craniospinal Venous Bed. Journal of Laboratory and Clinical Medicine, 42, 944, 1953.7. Shulman K, Marmarou A. Pressure Volume considerations in Infantile Hydrocephalus. Developmental

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1998 Annual Conference

Authors

Aaron A. Jennings

Massachusetts in 1977 and his Ph.D. degree fromthe University of Massachusetts in 1980. He taught at the University of Notre Dame andThe University of Toledo prior to moving the Case Western Reserve University to head theprogram in Environmental Engineering. His undergraduate teaching responsibilities haveincluded Fluid Mechanics, Hydraulic Engineering and Hydrology, Water Supply,Environmental Engineering Laboratory, Solid and Hazardous Waste and Water ResourcesEngineering. Dr. Jennings has also taught graduate courses in Subsurface Hydrology,Environmental Engineering Principles, Hazardous Waste Management, AdvancedGroundwater Analysis, Environmental Engineering Modeling, Applied GroundwaterModeling and Environmental Remediation. Dr. Jennings is an

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1998 Annual Conference

Authors

Melissa J. Dark; Robert J. Herrick; Dennis R. Depew

support technology education. As faculty members learnnew technology, they must translate this new information into materials which can in turn beused to teach their students. These curriculum materials may come in the form of studentactivities, lectures, laboratory assignments, demonstrations, or projects. Another majorcomponent of a curriculum development activity may come in the form of a new methodology ofteaching.With these basic tenets and a vision to help students, the staff of MCATE and their partners(Elgin Community College, Triton Community College, Parkland Community College, MacombCommunity College, St. Louis Community College, Cincinnati State Technical and CommunityCollege, and Vincennes University) embarked on a journey to plan the

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1998 Annual Conference

Authors

Teresa L. Hein

in the course typically include Kinematics, Newton’s Laws, Conservation ofMomentum and Energy, Rotational Motion, Fluid Mechanics, Waves, and Sound. Althoughtraditional in its content, the course is not taught in a “traditional lecture format.” I havedeveloped numerous teaching strategies that I use in the course which center aroundaccommodation of students’ diverse learning styles (Hein, 1995). In addition, the course includesboth strong conceptual and problem solving components. Physics for the Modern World is a 3-credit course and consists of a lecture and alaboratory component. Students meet twice a week for class sessions which are 75 minutes long.On alternate weeks students meet for a two-hour laboratory. Approximately 130

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1998 Annual Conference

Authors

Mary Ann McCartney; Maria A. Reyes; Mary Anderson-Rowland

engineering student will usually take in their curriculumand is a four semester hour, open-ended design course. The course has three components;laboratory, projects and modeling; and consist of six contact hours.During the summer of 1996, 44 students participated and completed the program. As arecruitment tool, the program was an overwhelming success with 43 of the 44 studentscompleting the academic year (one chose not to because of the family’s financial situation).During the summer of 1997, 39 students also completed the program. Currently, 38 of the 39from the 1997 program have enrolled in the CEAS (one choosing not to enroll until the spring Page

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1998 Annual Conference

Authors

James B. Stenger; Karen E. Schmahl

laboratory experience incorpo-rating student centered learning principles. An important aspect of the project was the way inwhich the project evolved. The first time I tried the approach it was disastrous. After severalchanges I now consider the approach successful. I presented my lessons learned from the at-tempts at the 1996 Lilly Conference on College Teaching-West in California and presented the(successful) approach at the 1997 ASEE National Conference in Milwaukee3.BENEFITS OF PARTICIPATIONThere are quite a number of benefits we obtained from participating in the Teaching Scholarsprogram. These range from the exposure to current work in enhancing instruction to thementoring program to the association with other tenure-track faculty in other

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1998 Annual Conference

Authors

Douglas G. Schmucker

necessarily measured in monetary units. One particular concern is that as students becomeincreasingly competent with computers, their understanding and comprehension of “structuralreality” may suffer.This author firmly believes that physical models are an essential part of a balanced structuralengineering curriculum.† This belief is particularly made firmer in light of the increasing use ofcomputers in all facets of engineering practice and education. Physical models also appeal todifferent modes of learning. Testing laboratories traditionally provided opportunities for “hands-on” learning yet are expensive in both equipment, space, and labor needs. At the University ofAlberta, eleven short demonstrations of basic fluid mechanics principles have been

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1998 Annual Conference

Authors

Elaine L. Craft

development activities thatstimulate development of an integrated curriculum and encourage: interdisciplinary teamwork application of technology (e.g., calculator-based laboratories) use of relevant classroom methodology (e.g., cooperative learning) applications of learning theory (e.g., multiple intelligences)Through this nine-step process, which is outlined below, Exemplary Faculty Teams have become“reform ready” and are transforming classrooms and curricula to reflect the workplace.I. Form a Management TeamThe first step toward introducing systemic change is to select a leadership or management teamof committed leaders to collaboratively build and implement your program. The SC ATEManagement Team includes three principal investigators and

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1998 Annual Conference

Authors

Robin Grimes; Caroline Baillie

objectivesand a detailed timetable so that before tutorials they would know what had been covered andits relationship to the remaining parts of the course. In addition, the new “Matter” softwarecrystallography module12 , which has been designed as a self help programme, was constantlyavailable in the computer laboratory. Tutors were introduced to the computer based teachingenvironment during the training weekend although their use of the facility was left openended. A separate evaluation will be carried out with a view to providing more guidance insubsequent years.The continuing evaluation of the peer tutoring scheme was carried out in three areas: studentperceptions by open ended questionnaires, peer tutors perceptions by focus group and

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1998 Annual Conference

Authors

Randall L. Musselman

course resembled a capstone course specific to microwaveengineering. Even though this course was taught in a laboratory, it dealt with very realpropagation problems. In that sense, the lab offered an authentic learning experience rather thanjust a simulated learning experience, as defined by Dudson.[1] Page 3.443.2COOPERATIVE LEARNINGOriginally, the course goal was to simply create an overall purpose that integrated the individualmeasurement tasks. The hope in leaving the overall task somewhat ill-defined, was that thestudents would be forced to organize and define the tasks themselves, thus forcing them to seethe overall purpose. What

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1998 Annual Conference

Authors

Sanjiv Sarin

, howCriteria 2000 is different. These changes are summarized below.What remains unchanged?1. Required professional component of 1 year of Mathematics/Basic Sciences and 1½ year of Engineering Topics2. Need for documented processes for admissions, transfer, graduation of students3. Need for General Education component that complements the technical content of the program4. Emphasis on the number, qualifications, experience, and diversity of faculty5. Adequacy of classroom, laboratories, and computing facilities6. Strength of institutional support and leadership of program7. Adequacy of financial resources for facilities, maintenance of equipment, and development of facultyWhat is new in ABET 2000?1. No required minimum Humanities/Social Sciences

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1998 Annual Conference

Authors

Nancy L. Denton; Christine L. Corum

carefully considered,continuously pursued fashion which must be incorporated into your strategic plan. Preferably these milestonesshould be established before the granting of tenure and promotion, since many of the corresponding actionsneeded will also assist in that endeavor. For example, you have determined that a textbook is needed in yourarea of specialization, and you decide to accept the challenge. Writing a textbook before achieving tenure is notrecommended, but some of the preparatory tasks such as developing a set of excellent, well-documentedpublished course notes and original laboratory exercises could assist you in establishing a case for promotion onthe basis of teaching contributions while aiding in the creation of your future

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1998 Annual Conference

Authors

Albert L. McHenry; Lakshmi Munukutla, Arizona State University

dissemination. Any or all of these are high level candidates for technology faculty workloadprofiles. Measures of performance in this arena include: x Peer-review publications x Industry based Technical project reports x Successful proposal for funded projects x Development of special research laboratories x Special recognition for a research accomplishment x Student participation in recognized research activitiesBased on the natural service opportunities associated with every faculty position, some level ofservice activity is expected. Faculty members are hired and tenured because of their professionalexpertise and accomplishment. Therefore, the basis for all faculty services must be theirprofessional status. However, service to the

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1998 Annual Conference

Authors

Marybeth Lima

description of this freshmenlevel course was as follows: effect of variability and constraints of biological systems onengineering problem solving and design; engineering units; engineering report writing; oralreport presentation; laboratory demonstration of biological engineering analysis. Thirty studentswere enrolled in this course. One major facet of the course was the class design project. This semester long, guidedexercise introduced students to the engineering method and attributes of design. Emphasis wasplaced on “big picture” concepts involved in design, including the engineering design method,methods of evaluating decisions, and consideration of different perspectives and how they affecta design. The tiger project was chosen

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1998 Annual Conference

Authors

W. Cully Hession; Marty D. Matlock; G. Scott Osborn; Daniel E. Storm; Ann L. Kenimer

ecology course with a summer internship orintensive laboratory component. This course should be designed to provide students withan opportunity to work with students from other disciplines (botany, wildlife ecology, Page 3.42.5 5agronomy, forestry, hydrology, and geology, for example) to analyze, design, andremediate a degraded ecosystem. The obvious constraints of a three hour course willrequire that these projects be small in scope, but should expose the students to thecomplexity and diversity of specific ecosystems. Ecological trophodynamics - Systems Ecology, with emphasis on energy flowsthrough

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1998 Annual Conference

Authors

S.A. McClellan; J.W. Goode

concepts suchas quantization and prediction. This platform will be used by the UAB Electrical &Computer Engineering Dept. in an undergraduate laboratory course on signalprocessing and assembly language. The speech processing content will be used in Page 3.477.10conjunction with other demonstrations of DSP technologies and algorithms. Thequantization module(s) developed for this platform demonstrate both uniform andnon-uniform quantization with user-selectable signal characteristics, as well as severalpopular approaches to quantizer adaptation (forward, or blockwise and backward, orsequential). The prediction module(s) also demonstrate different

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1998 Annual Conference

Authors

Willie E. (Skip) Rochefort; Michelle Bothwell

of the Camille and Henry Dreyfus FoundationSpecial Grants for the Chemical Sciences (SG-97-075) and the OSU Summer Session and Pre-college Office (particularly Michael Hansen and Andy Hashimoto for all their efforts andencouragement). Finally, this program could not have worked without all the student advocates andfaculty mentors in Chemical Engineering (Goran Jovanovic, Milo Koretsky, Keith Levien) andBiological Engineering (Joe McGuire, Frank Chaplen, Ajoy Velayudhan, John Bolte), whovolunteered their time and laboratory resources for this program.BIOGRAPHICAL INFORMATIONWILLIE E. (Skip) ROCHEFORT Associate Professor of Chemical EngineeringChemical Engineering Department, Oregon State University, Corvallis, OR 9733l-2702email: rochefsk

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1998 Annual Conference

Authors

Alan K. Karplus

, selection of load scales, and therecording of data. John Stambaugh, a volunteer high school student from Wilbraham, MA, assistedwith several trials and contributed operational suggestion for the text.Author:ALAN K. KARPLUSAlan K. Karplus is Professor of Mechanical Engineering at Western New England College, Springfield,Massachusetts. He has a Bachelor's degree from Tufts College, a Master's degree from Iowa State University and aPh.D. from Colorado State University. He has been involved with the freshman engineering program, coordinatesthe senior mechanical engineering laboratory program, teaches Materials Science and supervises M.E. SeniorProjects. His interests include materials and design. He is a member of ASME, ASEE and ASM International

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1998 Annual Conference

Authors

Robert Batson

knowledge for the State of California Professional Engineering (PE) Exam in Quality Engineering;& Two reports on quality education for engineers in Japan: 1. “Quality Practices in Japan” 8, a 1988 report on a study mission to Japan by a team of researchers from AT&T Bell Laboratories and the University of Wisconsin. 2. “Total Quality Control Education in Japan” 9, a 1989 report by the GOAL/QPC Sustaining Members’ Research Committee. Page 3.51.4 4These last two reports each contained sample curricula in quality topics for all engineers, created andtaught by members of

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1998 Annual Conference

Authors

Susan Campbell; Carol L. Colbeck

’ performanceduring the project as well as the quality of the product. Finally, although faculty often requirestudents to work in teams on design projects, they fail to provide instruction on group dynamics.Thus, faculty should consider including instruction on teamwork to promote student learning ofengineering design.References Accreditation Board for Engineering and Technology. (March 1997). Engineering criteria 2000: Criteriafor accrediting programs in engineering in the United States. ASEE Prism, 41-42. Byrd, J. S., & Hudgins, J. L. (1995). Teaming in the design laboratory. Journal of Engineering Education,84(4), 335-341. Coleman, R. J. (September 1996). The engineering education coalitions: A progress report. ASEE Prism,24-31

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1998 Annual Conference

Authors

Peter A. Koen

AT&T Bell Laboratories. Dr. Koen is supporting theInstitute by doing this survey in order to better align curriculum initiatives with the needs of the employers. Page 3.604.7

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1998 Annual Conference

Authors

Peter A. Koen; Pankaj Kohli

Engineering Education, pg. 57-68, January 1997.4. Koen, P.A., “Undergraduate Engineering Skill Preparedness,” Proceedings, 1996 ASEE Annual Conference, CDROM Reference #2242.5. Koen, P.A., “Using an industry survey to obtain faculty support for ABET 200 criteria,” Proceedings, 1998 ASEEAnnual Conference, CD ROM Reference #2642. VII. Biographical InformationDr. PETER A. KOEN is a full time Associate Professor in the Wesley J. Howe School of Technology Managementat Stevens Institute of Technology in Hoboken, New Jersey. Dr. Koen’s background includes over 19 years ofexperience in companies such as Becton Dickinson and AT&T Bell Laboratories. Dr. Koen is supporting theInstitute by doing this survey in order to

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1998 Annual Conference

Authors

Virendra K. Varma

through practice after theory education has beencompleted. Because they provide directed occupational experience tied to related course work,such situations are akin to the secondary cooperative occupational training programs.” Similarly,“ Cooperative occupational experience programs have as their central purpose the developmentof occupational competence , using employment in a real-life job as a source of learning.”2Because both the terms ‘internship’ and ‘co-op’ tend to mean the same thing, educators use theminterchangeably even though internship principles are more rigorous in nature due to stricterguidelines.As a simple example, a computer laboratory intern at our institution, and at other educationalinstitutions that I have visited, is given