Collection

1999 Annual Conference

Authors

Richard R. Schultz

involved in introducing undergraduate students to thejoys and frustrations of signal and image processing research. Experiences are described from worksupported in part by National Science Foundation Faculty Early Career Development (CAREER) grantnumber MIP-9624849, entitled “A Career Plan for the Integration of Image Processing Education andResearch.” Research-based projects were included in several required and elective courses taught by theprincipal investigator, including Computer Aided Measurement and Controls; CommunicationsEngineering; Digital Image Processing; Discrete Real-Time Filtering; Capstone Senior Design; andIndependent Study. Some of the projects attempted by the students included a hybrid DiscreteCosine/Wavelet Transform for

Collection

1999 Annual Conference

Authors

J. Elaine Seat; Fred Weber; Daniel C. Yoder; Christopher D. Pionke; J. Roger Parsons

. Fullimplementation (approximately 400-450 students) is planned for the 1999-2000 academic year.Details of the engage program development process, the EF 101 course, and the hands-onlaboratory have been reported earlier [1,2]. This paper focuses on the EF 102 course. Detailsof the course structure, how the material is integrated, and examples are all presented. Results Page 4.334.2from the 1997-98 pilot section of the program will also be presented.Course StructureIn EF 102, there are nine contact hours per week and the course meets every day. The contacthours are divided into four basic components which are:1) Lecture - three 50 minute sessions per week, M

Collection

1999 Annual Conference

Authors

Francesco Costanzo; Gary L. Gray

them, and their physical interpretation; • correct technical report writing skills, with an emphasis on structure, writing precisely, and what to include in a technical report.2.3.3 A Few RemarksThe essence of the Interactive Classroom is the activity. Activities, even when simple in concept,require a great deal of planning. In fact, several diverse issues often arise and need to be con-fronted before an effective implementation of an activity can be found. One of the most impor-tant of these issues concerns the type of software used in class. The following questions wereused as criteria to choose software to be used by the students: 1. How useful will the software be to the student after he or she graduates? That is, is the

Collection

1999 Annual Conference

Authors

Graciano Dieck; Artemio Aguilar; Sergio Malacon; Manuel E. Macias

parts: educative intentions, objectives, general contents that includes a contentsblock diagram, profile of the IEC program, IEC study plan, curricular map showing the coursesserving E-95-863 as well as the the courses served by E-95-863, conceptual contents, proceduralcontents, attitudinal contents, learning strategies and course activities. Some of the learningtechniques used in the course are: Interactive exposition of topics (from 16 to 20 hours persemester), Internal group activities (11 during the semester), homework done by external groups(8 during the semester), monthly projects that include report writing and oral presentations doneby external groups (3 during the semester), self-study reading assignments and discussion (14during the

Collection

1999 Annual Conference

Authors

Kurt C. Gramoll

Video for Streaming or the InternetThere are a number of steps that need to be considered when planning to stream video over theInternet. The process can be broken down into five general steps: record, capture, edit, compressand deliver. First, the recording step requires a video camera, but surprisingly it does not have tobe a professional camcorder. A standard SVHS, Hi8 or DV (digital video) camcorders are morethan sufficient and range from $600-$1200. Note that these cameras have a pixel resolution of atleast 600 by 400 but the final streaming video will be in the grange of 240 by 180 to 320 by 240.The main key is that the camera resolution is higher than the final video. For all three semestersof the Statics course, the Optura Cannon

Collection

1999 Annual Conference

Authors

Teresa L. Hein; Dan Budny

part of our ongoing research we are working to formally link the assessment of studentlearning styles to learning gains. Certainly, information regarding whether students with particularlearning style strengths learn more and perform better than those students without the samestrengths is of interest. Thus, through our continued studies we plan to further ascertain theeffectiveness of a learning style approach in and out of the classroom in terms of its impact onstudent learning within the domains of physics and engineering education.Bibliography1. Bauer, W. I. (1994). The relationship among elements of learning style, mode of instruction, and achievement of college students. (Doctoral dissertation Kent State University). Dissertation

Collection

1999 Annual Conference

Authors

Ronald James; Janet L. Gooder; Charles Wisniewski; Brenda Haven; A. George Havener

task. For example, in Workshops 2 and 3, students were troubled by unitsand tended to devote more time than planned for in the workshop design. Falling behind oncoping with units created a snowballing effect, and very quickly the students became frustrated;just about when they figured out how everything went together, the period was over leavingthem with an incomplete workshop. The Summer-school students also had problems with units,but once they dealt with it, they were able to continue and complete the workshop successfullybecause they did not have the same time constraint.Since extending the time proved to not be an option, the student comments and assessmentresults have been used to redesign the workshop activities so they can be more