Conference Session

Materials and Manufacturing Processes

Collection

2005 Annual Conference

Authors

Mark Palmer

notes and exercises, laboratory experiences (joining, physical testing, and metalography),and assignments.This progress report will focus on all aspects of this newly developed course including pedagogy,course content, and course structure. Results of course assessments and continuous improvementwill also be presented.Motivation and Need for CourseBefore introducing the details of the course, it is felt that one needs to better understand themotivation for creating a new upper level course. In this section of the paper the motivation forchanging undergraduate engineering will be reviewed. This section concludes by demonstratingthat there is currently a need to change the upper level courses. “Proceedings of the 2005 American Society for

Conference Session

Attracting Young MINDs

Collection

2005 Annual Conference

Authors

Michele Auzenne; Jeanne Garland; J. Phillip King; Ricardo Jacquez

. Theprimary challenges were resource-related ones, in addition to the challenge of coming up withdesign projects for students who lacked the academic training and experience to research anddesign projects that were challenging yet not too sophisticated for their developmental levels.Resource-related ChallengesA bridge program demands a great deal of preparation involving coordination with many entities,including the following: • admissions and financial aid departments of the admitting university where the program is held; • staff of the program by whom the students must be screened, accepted, admitted, and compensated; • university faculty who lead the teaching and direct the field trips and laboratory tours; • other campus

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Robert Wicklein; David Gattie

/1.5% 24/8.8% 142/52.2% 102/37.5% associated text materials having the appropriate types of tools and 1/0.4% 20/7.2% 110/39.9% 145/52.5% test equipment to teach engineering design having the appropriate type of laboratory 2/0.7% 21/7.7% 111/41% 137/50.6% layout and space to teach engineering design developing additional analytical (mathematics) skills to be able to predict 3/1.1% 33/12.2% 151/55.7% 84/31% engineering results improving fundamental knowledge of engineering sciences (statics, fluid 5/1.8% 20/7.2% 149/54% 102/37% mechanics, dynamics) having access to practicing engineers to give 2/0.7

Conference Session

College/University Engineering Students K-12 Outreach

Collection

2005 Annual Conference

Authors

Brecca Berman; Gordon Kingsley; Donna Llewellyn; Marion Usselman

STEM Partnerships that Spill Over Marion Usselman1, Gordon Kingsley2, Donna Llewellyn3, Brecca Berman2 1 Center for Education Integrating Science, Math, and Computing (CEISMC) 2 School of Public Policy 3 Center for the Enhancement of Teaching and Learning (CETL) Georgia Institute of TechnologyIntroductionIn recent years the National Science Foundation and the U.S. Department of Education (DoE)have emphasized that universities have an inherent responsibility to assist the K-12 communityin improving student academic

Conference Session

Crossing the Discipline Divide!

Collection

2005 Annual Conference

Authors

Aiman Kuzmar

research like other types of research requires a suitable environment andresources. The nature and size of these requirements depend on the scope of the undergraduate Page 10.1367.2research itself, and vary from discipline to discipline. In general, a suitable environment consists “Proceedings of the 2005 American Society of Engineering Education Annual Conference & Exposition Copyright  2005. American Society of Engineering education”of offices and laboratories to carry out the research. The resources include equipment andmaterials. In all cases, funds are essential to carry out this research. In almost all cases

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Phillip Wankat

. Of the participating institutions, approximately two-thirds of the institutions wereabout evenly grouped in one of four categories: programs conducted by a formally recognizeddepartment or division, by someone on the dean’s staff, by a responsible faculty member orgroup of faculty members in addition to their teaching or research duties, and programsconducted in individual engineering disciplines. The remainder of the programs had uniquefeatures that did not neatly correspond with one of the other categories. The paper also presentssurvey data on how faculty, graduate and undergraduate students, and others are used inteaching, advising, and tutoring; advising services and how these are handled; and availabilityand administration of tutoring

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Amir Karimi; Dan Dimitriu

Copyright © 2005, American Society for Engineering Educationstudent’s preparation for future engineering practice. The course format is a three-hour lecturewith one-hour laboratory/recitation. The laboratory/recitation hour is limited to a smallenrollment (25) that allows student/instructor interaction in problem-solving techniques. Thetotal enrollment ranges between 250 and 275 students in Fall semester and 120-150 students inSpring semester. The enrollment during the summer session is around 50 students.The first part of the course is used to advise students in proper course selection and preparestudents for college life. Students are introduced to basic tools of survival in engineeringprograms. Topics include study skills, time management

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Thomas DiStefano; P. Aarne Vesilind; Richard Kozick; Thomas Rich; James Baish; Xiannong Meng; Margot Vigeant; Daniel Cavanagh

) Each of these books was selected because it highlighted an interaction betweenengineering and society in which many, often incorrect, ethical decisions were made. Each bookwas sponsored by one faculty member, who led the book discussion laboratory for that book andgraded the resulting papers. Students ranked their interest in the books, with the majority ofstudents receiving their first or second choices. In addition to buying and reading their elected book, students also read The Right Thingto Do: An ethics guide for engineering students, a book on ethics written specifically for thisaudience by Aarne Vesilind [4]. The book serves as a written reference for the material coveredin the lectures discussed above, including the seven step

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Ismail Orabi

Session Number 1793 Teaching an Engineering Course Online Using Blackboard Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences University of New Haven West Haven, CT 06516AbstractOnline-based course delivery has become an attractive option for expanding its reach to newstudents and to added flexibility and convenience of existing students. Since the academicsemester of spring '03, the students at the University of New Haven (UNH) have

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Norma Mattei

engineering faculty is quite limited. These faculty usually do not have the benefit ofsimilar mentors and peers at their institutions on whom they can rely for coaching and support.To help level the playing field, a series of three-day workshops have been sponsored by theNational Science Foundation for the past decade, occurring every other year since 1995.Participants of these workshops are women and minority engineering faculty who are in the firstthree years of a tenure-track appointment and PhD candidates actively looking to becomeeducators. The benefits of the workshops include enhanced participant awareness of research andfunding opportunities and what is required to be successful in academe (teaching, publishing,outreach, etc

Conference Session

Astronautics and Space Technology

Collection

2005 Annual Conference

Authors

Robert Melton; Michael Micci; Deborah Levin; Charles Croskey; David Spencer; Sven Bilen

Professor of Electrical Engineering at PennState University. His educational interests include the engineering design process and bringing technology to theclassroom. At Penn State, he most often teaches courses in electronics and laboratory techniques. He is also aSchreyer Honors College advisor and a member of IEEE, AGU, and ASEE.ROBERT MELTON (BS Wake Forest Univ., MS and PhD Univ. of Virginia) is a Professor of AerospaceEngineering at Penn State. His educational research interests include development of peer-evaluation instrumentsfor team-based design projects and improving collaborative learning in large classes. He is a Fellow of the AAS, anassociate fellow of AIAA, and a member of ASEE and Sigma Pi Sigma.DAVID SPENCER (BS Univ. of Kentucky

Conference Session

Design of Lab Experiments

Collection

2005 Annual Conference

Authors

Timothy Schurmann; C. Stewart Slater

torr (mmHg) vacuum gauge. Downstream or V-9 FT-1 permeate-side pressure is maintained with a V-12 V-10 V-4 vacuum source. A laboratory vacuum pump VT-1 VC-1 VC-2 (~0.1 torr capability) is connected to the Zenon

Conference Session

ABET Issues and Capstone Design

Collection

2005 Annual Conference

Authors

Kendrick Aung

capstone classes for the last three years in theDepartment of Mechanical Engineering at Lamar University. The paper presented difficultiesand problems encountered in completing these projects from the viewpoints of both instructorand students. Each project and the problems associated with it were discussed in details. Theexperiences and lessons learned from these projects are applicable to most capstone designprojects and thus, the paper will be beneficial to other instructors teaching capstone designclasses.Introduction Senior capstone design classes represent the penultimate experience for undergraduatestudents in completing their bachelor degree. These classes require higher learning skillsinvolving analysis and synthesis of knowledge and

Conference Session

Recruitment and Retention

Collection

2005 Annual Conference

Authors

Tom Eppes; Peter Schuyler

entry-levelpositions in industry. This necessitated an evaluation of both the laboratory and theory content ofeach course.During this portion of our analysis, we pondered many difficult and often philosophicalquestions regarding the curricula. In discussions amongst ourselves, with employers, graduates,and our IAB, we heard that graduates should be “ well versed in the basics…”, and they shouldhave “ an exposure to a variety of advanced concepts and technologies”. The most difficultquestion that arose was “what are the basics?”, and “how much of the curriculum should bespent teaching them?.” The only conclusion we were able to definitively agree upon is that astime passes the breadth of knowledge that constitutes “the basics” continues to

Conference Session

ME Education Poster Session

Collection

2005 Annual Conference

Authors

Wally Peters; Michelle Maher; Nadia Craig; Veronica Addison

toemphasize both the simplicity and complexity of the problems that they will encounter asengineers. The Shewhart Cycle was used as a tool for continuous learning and improvement inthe design of this course.9 The Shewhart Cycle consists of four continuous steps: Plan, Do,Check, Act, and then repeat as necessary. If we discovered that the students did not learn whatwas intended in the check portion of the cycle, we would move through the cycle again underslightly different conditions. The syllabus reflects the Shewhart Cycle, because it leaves roomfor change by keeping the subjects somewhat vague, such as “Pit and Pit’um Laboratory” orComplex Systems (see the class web page at http://www.me.sc.edu/courses/U101E/). Thisallowed room in the course for

Conference Session

IP, Incubation, and Business Plans

Collection

2005 Annual Conference

Authors

Robert Matthews; Morteza Sadat-Hossieny; Mark Rajai

conclusion.MissionThe virtual center promotes the opportunity to gain the knowledge and innovation skills to copewith the formidable technological, economic, social, and financial changes associated withcreating value from technological knowledge in an age of global competition. The focus of thecenter is on the rapid transfer of research, knowledge, and technology from the laboratory tothe marketplace.CPIC is ideal for professionals who: • Work in multi-functional, and perhaps global and virtual, product development teams. • Work in supply chain management or supplier partnering. • Are interested in general management of technology commercialization processes. • Work in technology transfer at a university, R&D laboratory, incubator

Collection

2005 ASEE Midwest Section Conference

Authors

Ken French

Vertical Integration with a Vortex Tube Ken French John Brown UniversityAbstract Vortex tubes are made by small groups of students in a freshman engineering‘concepts and design’ class. The tubes are made from specially prepared kits with detailsimportant to performance left un-finished. Students in an elective manufacturingmethods class produce the kit components once they are designed. An upper division fluid mechanics class will use laboratory sessions to measureand compare the performance of the freshman teams’ vortex tubes. Design, CAD andteam dynamic are essential components of the learning10.Background The vortex

Conference Session

IE/EM Skills in Real World Concepts

Collection

2005 Annual Conference

Authors

Jessica Matson; David Elizandro; Jane Fraser

Society for Engineering Educationcounseling, university service, professional development, and interactions with industrial andprofessional practitioners, as well as employers of graduates.”Faculty must also have qualifications and authority “to develop and implement processes for theevaluation, assessment, and continuing improvement of the program, its educational objectivesand outcomes.” Indicators of faculty competency include “education, diversity of backgrounds,engineering experience, teaching experience, ability to communicate, enthusiasm for developingmore effective programs, level of scholarship, participation in professional societies, andlicensure as Professional Engineers.”From Criterion 61, “classrooms, laboratories, and associated

Conference Session

Collaborations Between Engineering/Education

Collection

2005 Annual Conference

Authors

William Jordan; Laura Wesson; Bill Elmore; Norm Pumphrey; Kelly Crittenden

education faculty. At Louisiana Tech University we created a team thatwould teach engineering concepts to future teachers. Our course, Engineering Problem Solvingfor Future Teachers is a three semester hour course that is taught every year in the spring. It isconsidered a physical science course by the students. Most of the students who take the courseare sophomore elementary education majors. We have previously reported on different aspectsof this course 1,2,3,4,5 . The most complete description of the course is in reference [1].We teach this course in two class meetings per week that each last 110 minutes. This allows usto utilize active learning concepts in each class. There was a significant laboratory component toeach of the topics.This past

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Neal Ninteman; John Natzke

engineering design problems. Electrical and mechanical (machining)laboratory experiences are also in the process of being incorporated into the course. Thefollowing are the course objectives: 1. To learn and apply the processes, methodologies, and skills useful in engineering design. 2. To gain experience in and become skilled in the engineering problem solving process. 3. To become proficient in the various analyses often utilized in the engineering design process (e.g. cost analysis and graphical analysis in Excel). 4. To acquire a foundational understanding of engineering graphics and become proficient in the use of SolidWorks solids modeling software. 5. To become proficient in structured programming techniques, through the

Conference Session

Crossing the Discipline Divide!

Collection

2005 Annual Conference

Authors

Dana Warren; Abolghasem Shahbazi; Jianzhong Lou; Keith Schimmel

(such as Tone polymer by former Union Carbide)2, and polylactic acid(pioneered by Argonne National Laboratories). Although there are issues related to both cost andmonomer supplies, development of lactic acid based biodegradable polymers appears to be mostactive, and a number of commercial projects are under way.While there has been a lot of research on biodegradable polymers and increasingcommercialization of biodegradable polymers, the availability of educational materials on thisimportant subject are disproportionate to other areas of polymer education.3 There is anincreasing demand for skills in this area from companies involved in the research and productdevelopment activities of this class of polymers.4-6 Therefore, a biodegradable

Conference Session

Thermal Systems

Collection

2005 Annual Conference

Authors

Pamela J. Théroux; Gary Gabriele; Brad Lister; Deborah Kaminski

adjusted to allow abalanced emphasis on all four learning styles. Courses like the one examined here could beredesigned to include assignments and exercises which favor minority learning styles. Asillustration, Hartman (1995) applied Kolb’s learning styles to instructor teaching styles providingexamples of how each might be addressed in the classroom: for concrete experience, the lessonsshould include laboratory experiences, field work and other types of observation; for thereflective observer, journal, logs or even brainstorming provide the best match of teaching andlearning styles; for the abstract conceptualizer, lectures, reports, papers, analogies are best suited;for the active experimenter, simulations, case studies, homework. Obviously

Conference Session

ERM Potpourri

Collection

2005 Annual Conference

Authors

Erastus Njage; Alicia Davis; Solomon Alao; Craig Scott; Yacob Astatke; Bert Davy; Pamela Leigh-Mack; Masud Salimian

2004, a well-developed set of performance tasks were added to the coursewhich necessitated a format change. A mathematics faculty continued to teach the lecture part ofthe course, and an engineering faculty taught the added laboratory component, where theperformance tasks were implemented. No additional course credit was given for the added two-hour laboratory component, which met once a week. The fifty-two engineering freshmenenrolled in the course were selected based on their placement exam results. Basic Algebra, Pre-Calculus I, Comprehensive Pre-Calculus and Calculus I are the possible entry courses for newfreshmen. The innovative Pre-Calculus course content was most closely aligned with theUniversity’s Comprehensive Pre-Calculus course

Conference Session

Curriculum Development in Civil ET

Collection

2005 Annual Conference

Authors

Aiman Kuzmar

outlines these positive and negative elements in addition tosuggestions to improve the new approach. Over a four-year period, the students chose a widevariety of topics. The students became creative in this regard. The appendices of this paper listthese topics. The paper offers an evaluation of this alternative approach through instructor’sobservations and students’ comments. Embedded in the paper is a comparison between thisalternative approach and the traditional way of assigning course projects.IntroductionSeveral educators have reported that the implementation of new and alternative teachingmethods improves learning by students1-5. In engineering and engineering technologyeducation, the ASEE supports this by making new teaching techniques as

Conference Session

Ethics Classes: Creative or Inefficient

Collection

2005 Annual Conference

Authors

Christy Moore; Stephanie Bird; Steven Nichols

Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education Figure 1. Graphical Representation of Engineering ActivitiesAcademic institutions take several approaches in addressing the areas of professionalresponsibility. This paper describes the PRiME Project, (Professional ResponsibilityModules in Engineering) a program developed in the College of Engineering at TheUniversity of Texas at Austin to include topics of professional responsibility in theengineering curriculum.Origins of the PRiME ProjectIn the summer of 2004, faculty teaching Engineering Communication from fivedepartments in the college of engineering began meeting to explore ways to improve theways that

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Thomas Hauser; Robert Spall

Session Number 1526 Enhancement of Computational Engineering within an Undergraduate Mechanical Engineering Curriculum Robert Spall, Thomas Hauser Utah State UniversityAbstractThe NSF supported Course, Curriculum and Laboratory Initiative (CCLI) project describedherein addresses concerns regarding undergraduate education at research universities as high- 1lighted in the 1998 Boyer Commission Report by incorporating advances in information tech-nology into the curriculum. This has been accomplished by developing an

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Constantin Chassapis; Hamid Hadim; Kishore Pochiraju; George Korfiatis; Keith Sheppard; David Vaccari

, - Projects, ME Program Committee Select Student Work to represent Outcomes - Laboratory, etc. proposes changes to - Courses or Program, - Program Outcomes, or - Assessment Process Students Complete Course Survey via the Compile Information into Web SPAD Form

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Karen High; Ben Lawrence; Cynthia Mann

where to implement it still remained.Looking at upper class courses, they are full of complex technical ideas. However, lab coursesand projects do offer the opportunity to use creativity. Why then do students feel stifled? Inmost cases students are afraid to go out on a creative limb—grades are a driving force for moststudent effort. Nobody wants to put his or her grade in jeopardy just to view an assignment froman alternate perspective. The stereotypical learning environment is highly structured, notsupportive of unique ideas about how to do things. This is often because the more alike a groupof students is; the easier it is to teach them. The “read and regurgitate” style of the first 12 to 14years of education infuses the idea that all that

Conference Session

Developments in Chem Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Steve Sternberg

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education” 8. Karplus, Alan K., “Determining Significant Material Properties, a Discovery Approach," National Educators’ Workshop 91, pp. 223-231, 1991. 9. Karplus, Alan K., "Knotty Knots," National Educators’ Workshop 93, pp. 369-372, 1993. 10. Karplus, Alan K., "Paper Clip Fatigue Bend Test," National Educators’ Workshop 94, pp. 125- 131, 1994. 11. McClelland, H. T., "Laboratory Experiments from the Toy Store," National Educators’ Workshop 91, pp. 161-168, 1991. 12. McKeachie, W.J., Pintrich, P.R., Lin Y-G, Smith, D.A.F., and Sharma, R., Teaching

Conference Session

Controls, Mechatronics

Collection

2005 Annual Conference

Authors

Nathan Wiedenman

of the United States Military Academy8. “As the sole institution of higher education inthe nation whose primary responsibility is to educate cadets for career service as professionalArmy officers, West Point incorporates a dynamic, challenging, and integrated curriculum,organized around a set of interdisciplinary goals drawn directly from Army needs.” Further, theUSMA Dean of the Academic Board, Brigadier General Daniel Kaufman, states in his Vision forthe Academic Program that he envisions an academic curriculum that is “dynamic,interdisciplinary, and integrated”9. Within the ME and EE programs, a mechatronics tracksatisfies all of these requirements. Perhaps most important of all the reasons for teaching mechatronics, however, was