Collection

1999 Annual Conference

Authors

Robert P. Hesketh; C. Stewart Slater

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1999 Annual Conference

Authors

Joan A. Burtner; Laura Moody

, of course, notunique. Educators frequently talk about the paradigm shift that is taking place inundergraduate education. As Barr and Tagg 1 express it, the shift is from the instructionparadigm to the learning paradigm. They state that in the new learning paradigm, "a college's purpose is not to transfer knowledge but to create environments and experiences that bring students to discover and construct knowledge for themselves, to make students members of communities of learners that make discoveries and solve problems." (p.15)Many engineering educators focus on approaches for developing these skills. Smith andWaller 2 call for a change from a competitive and individualistic learning environment toa cooperative

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1999 Annual Conference

Authors

Cathryne L. Jordan; Mary Ann McCartney; Mary Anderson-Rowland

the CEAS toaid in the recruitment and retention of underrepresented minority students. The OMEP isembedded in the infrastructure of the Office of Student Affairs in the CEAS.1 Specifically, thegoals of the OMEP are to build a community of minority students that are academically preparedto pursue baccalaureate and graduate degrees within the CEAS and to create a climate thatdevelops and promotes academic excellence, technical competence, and marketable skills.Furthermore, it is the goal, of the OMEP to build the foundation for life long learning that willsustain students after they leave academia and through the twenty first century. These goals arerealized through comprehensive programmatic support for both the recruitment and retention

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1999 Annual Conference

Authors

Y-K Lai; W. S. Chung; Billy L. Crynes

Session 2213 Chemical Engineering Fundamentals -- Better Learning Through Computer-Based Delivery B.L. Crynes, Y-K Lai and W.S. Chung School of Chemical Engineering University of Oklahoma Norman, Oklahoma 73019 crynes@ou.eduI. IntroductionUse of information technology unquestionably, when done properly, leads to better learning. Theevidence is building to a compelling level (1). Unfortunately, there are still too many“experimental” projects that poorly match

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1999 Annual Conference

Authors

Maria Amparo Gotes; Barry McNeill; Maria A. Reyes; Mary Anderson-Rowland

Page 4.380.1materials, and academic scholarships.The program focuses on community building and utilizes undergraduate student role models,while the curriculum focuses on engineering design, technical communication, and includes avery unique design project. The program content and curriculum are designed to prepare thestudents for success in the CEAS’s engineering program. This overall objective is accomplishedby implementing five curriculum goals, which are:1. Build community among the participants and current engineering students.2. Introduce participants to computing at ASU.3. Introduce participants to engineering and more specifically incorporate: • engineering documentation and design projects • team building and team competition

Collection

1999 Annual Conference

Authors

Mary Anderson-Rowland

overall retention rate ofunderrepresented minority students enrolled as FFF in the CEAS in Falls 93 and 94 wasapproximately 63% at the University level and only 50.5% in the CEAS. The last two years,after the addition of the Minority Bridge Program, there has been a significant improvement intheir retention at both at the university and the CEAS level. The Fall 97 engineering minoritystudents had a 80.7% retention rate at the university level and a 69.3% level at the college level.The Fall 98 engineering FFF were retained at 75.0% in the university and 66.9% in the CEAS.See Figure 1.Additional retention programs run by the OMEP include free tutoring, advising, workshops andseminars (such as time management, resume writing, and interviewing), and

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1999 Annual Conference

Authors

W.V. Wilding; J.N. Harb; Ronald E. Terry; W.C. Hecker

PlanFigure 1 represents the overall view of the educational plan that we are working to develop andimplement. The plan includes a systematic process, shown on the left side of the diagram, withfeedback at multiple levels. The process is used to define desired outcomes and to developmethods for helping students to achieve those outcomes. The methods are implemented on theproduct side of the diagram and the effectiveness of the plan is judged by evaluating studentperformance against the desired outcomes. It should be noted that the initial pass through theprocess requires some additional steps that are not reflected in the figure. These are associatedwith prioritizing and evaluating the specified outcomes, as discussed later in the paper, and

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1999 Annual Conference

Authors

Keith V. Johnson

Collection

1999 Annual Conference

Authors

Donald V. Richardson

, whether as a for- mally published scientific journal article, a student lab report or a report document pre- Page 4.525.1 pared for the sponsoring agency. 1 Session 3226Most faculty do not recognize these names or terms since they are not standardized. Whethernamed or not, these same steps are always present in any new original work, as will be shown.Most undergraduate work, even if it uses real physical experiments, fails to show students thisessential seven step framework.Both undergraduate and graduate

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1999 Annual Conference

Authors

Thomas E. Hulbert; Robert B. Angus; Eric W. Hansberry

INSTRUCTOR REFERENCE CHAPTER1 1/12/99 Introduction/Materials George Kent 36,37,382 1/19/99 Mathematics Jane Devoe 4,5,6,7,8,93 1/29/99 Chemistry Kevin McLaughlin 33,34,354 2/2/99 Circuits Ronald Scott 39,40,41,42 Page 4.514.55 2/9/99 Statics/Kinematics Eric Hansberry 10, l 1,12, 13

Collection

1999 Annual Conference

Authors

Alexander N. Cartwright

. If so, go back to (a).Notice that in a design course, the discussion is re-launched each time a topic is changed. Theselaunches consist simply of discussions of what is necessary to proceed with the design.Goals of this learning environmentThe major change in the teaching technique of these courses is to shift the emphasis from theteacher providing all information and hoping that students magically absorb the material toteaching students how to learn what is necessary. As such, the major goals of this Page 4.158.4teaching/learning environment are: 4 1. To teach students how to learn

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1999 Annual Conference

Authors

William Darby; Richard Grodsky; Joseph Pietroburgo; Nancy Shields

scientists and engineers in the workforce for the 21st century.1 Even thoughundergraduate engineering enrollments showed a 2.5 percent increase between 1996 and 1997(the first increase since 1992), the constant decline in overall undergraduate engineeringenrollments since 1993 portends a decline in engineering degrees at the end of the decade and inthe year 2000.2 The decline in engineering enrollments is consistent with decreasingundergraduate enrollments overall, resulting mainly from a decrease in the college-age cohort ofthe majority (Caucasian) population. There seems to be widespread agreement that we need tolook to underrepresented groups if we are to remain competitive, much less maintain our currentposition of leadership in an increasingly

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1999 Annual Conference

Authors

Timothy Anderson; Robert Serow; James Demery; Carl Zorowski; Catherine E. Brawner

on the evaluation before starting theprocess over. This paper aims to show how a qualitative assessment process used by theNational Science Foundation sponsored SUCCEED Engineering Education Coalition can beused to support the Check stage of the PDCA cycle. Specifically, we propose a QualityManagement Support Model that outlines a 10-step process of evaluation and feedback that hasbeen successfully used by the coalition to improve its management processes. The model isdescribed and its use demonstrated through a case study.I. IntroductionOne of the primary tenets of most approaches to quality management is the Plan, Do, Check, Actor PDCA cycle. This cycle is depicted in Figure 1 and is often referenced as the DemingWheel.1 Under this system

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1999 Annual Conference

Authors

Brian K. Jennison; Glenn S. Kohne

-time signals and systems.The electronics in communications course is structured so that each topic is typically treated twice:first, from a systems-level viewpoint using typical systems analysis tools (such as Fouriertransforms and ideal filters), and augmented with software simulations using Matlab; secondly, thesame topic is studied from a practical implementation viewpoint using physically-realizablecomponents (typically simulated using Electronics Workbench). The selection of topics isconsidered below.Semester 1: Analog Communications 1.0 Signal and Systems Analysis 1.1 Fourier Series and Fourier Transforms 1.2 Linear Systems and Convolution 1.3 System Transfer Function

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1999 Annual Conference

Authors

Wade Shaw

thecollaboration model in the university to the professional environment where engineeringmanagers work with associates in R&D, production/operations, and marketing to design anddevelop products and services. We believe that the same collaboration skills mastered in schoolextend to the workplace and prepare students for highly productive careers.I. IntroductionThe Engineering Management Program at Florida Tech has combined cutting edge technologywith a collaborative work culture to steadily grow and meet the educational needs of a diversestudent body 1. By offering courses that are unique to engineering management using streamedmedia, web-based conferencing, and wireless communications our program has been able torapidly adapt to changing needs in

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1999 Annual Conference

Authors

Kuruvilla Verghese; Douglas Peplow

week fortwo hours teaching each other to answer questions that are posted in their course locker.The questions are concept-based covering the lecture material for the prior week. Graduatestudent volunteers and the the instructor serve as guides but not tutors. The primary goalsare to provide an enquiry-guided learning environment, to discourage rote learning and tomake the subject more enjoyable.1. IntroductionCollege teaching methods have gone through a revolution in recent years with the conceptof active learning shown to be the way for students to learn. There is a vast amount of edu-cation literature that has established that active participation in the class room as opposedto passive listening keeps students better motivated in the

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1999 Annual Conference

Authors

Francesco Costanzo; Gary L. Gray

- periments. Students generate and analyze data, observe graphic representations of the data, and construct as well as interact with simulations. In this paper we will discuss some exam- ples of “activities” we have created for Interactive Dynamics. These activities address not only those attributes that ABET, industry, and NSF would like to see in an engineer, but also embody the intellectual aspects of mechanics and dynamics beyond those essential skills needed to succeed in the engineering workplace.1 IntroductionUndergraduate dynamics is a required course in many undergraduate curricula such as mechani-cal, civil, industrial, and aerospace engineering. In the College of Engineering at Penn State Uni-versity, for example, it is

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1999 Annual Conference

Authors

Y. Omurtag; T. Ioi; S. Enomoto; M. Matsunaga

), which was established at CIT in 1997 forthis collaborative approach, is described. Then, two case studies are introduced illustrating thenature of industry-academia cooperation and the use of real world cases resulting from suchcooperation to educate manufacturing professionals for Japanese industries.Our preliminaryexperiences with this new curriculum and approach to educating manufacturing professionals atChiba Institute of Technology in Japan since its implementation in 1997 is also presented in theconclusions.1. IntroductionIn the past, engineering education in Japanese Universities followed the classical model (1)-(3) oflecture methods and laboratory experiments to illustrate and reinforce the basic principles ofscience and technology. In

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1999 Annual Conference

Authors

Daniel Davis

Session 1321 Collaborative Teaching and Learning Daniel Davis University of HartfordAbstractIn 1991, the National Research Council (NRC) identified the lack of training and education indesign as the principal cause of declining competitiveness of American industry. In reviewingundergraduate engineering curricula, the NRC wrote: (University) curricula as a whole lackedthe essential interdisciplinary character of modern design practice and did not teach the bestpractices currently in use in the most competitive companies.1 As it turns out, many who teachdesign

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1999 Annual Conference

Authors

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

history of projectlaboratories.1-5 The Mechanical Engineering Department has been involved in alternativefueled vehicles for a number of years. Both departments had worked together on a numberof special projects and felt the need, as have many others6-11, for an increasedinterdisciplinary program for engineering students. The goals of these new courses were: to have the students develop an understanding of engineering design projects from recognition of a need and definition of design objectives through completion of the project to foster student creativity to broaden the students concept of engineering problems to include other engineering disciplines and other nonengineering factors that have

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1999 Annual Conference

Authors

Lawrence Genalo

Session 1464 A Combined Outcomes-Based Materials Curriculum Lawrence J. Genalo Iowa State University1. Introduction Beginning with the 1999 catalog, Iowa State will be moving from two degrees(Metallurgical Engineering and Ceramic Engineering) to a single degree in MaterialsEngineering (1). Under the new program graduates will be more well-rounded materialsengineers, a desired outcome based on input from our Industrial Advisory Council andothers. While building this new program from the ground up, desired outcomes (inparticular, ABET 2000) were the driving force. Each course, as it

Collection

1999 Annual Conference

Authors

David P. Heddle; Robert F. Hodson; David C. Doughty

these tools can be used effectively in an engineeringcurriculum. Page 4.130.1 1II. The Web-4M Tool SuiteThe Web-4M suite consists of eight communication and collaboration tools plus several utilities.We will not discuss all of these tools but will highlight some of the unique tools not found in otherweb-based distance learning software. Web-4M can be roughly divided into asynchronous andsynchronous tools as shown in Table 1, although due to the tightly integrated nature of Web-4Mthis line between synchronous and asynchronous is not always clear (more on this later).Tools

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1999 Annual Conference

Authors

Suzanne Mildren; Karen Whelan

Session 2460 Aculturating First Year Engineering Students to Teamwork Suzanne Mildren, Karen Whelan University of Ballarat, School of Engineering (Higher Education), Victoria, AUSTRALIAAbstractIn many countries, the traditional academic culture typically described as a ‘person culture’ isincreasingly being questioned by industry, which relies heavily on an organisational modelbased on a ‘team culture’ [1, 2]. Engineers working in Australia, just as in other industrialisedparts of the world, are more often faced with a dynamic employment

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1999 Annual Conference

Authors

Sol Neeman

Session 2265Combining Wavelets and the Hotelling Transform in Image Query Sol Nocxr-1~ Johnson and Wales University AbstractImage query has many applications in different areas, e.g., multimedia, satel-lite data base images and medical imaging. One of the strategies used inimage query is the content based approach, in which the query image is provided hv -J the 1__-u9pr L__ either as -- a _1_1____ rouch sketch or _.________~~~~~ ~~a coarse image from a scanner ora video camera. When the image data base is very

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1999 Annual Conference

Authors

Sol Neeman

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1999 Annual Conference

Authors

Magaly Moreno; Mary E. Besterfield-Sacre; Larry J. Shuman; Cynthia Atman

Engineering Attitudes Survey (PFEAS), we have conducted extensive researchon different aspects of freshman engineers’ initial attitudes and their changes over the course ofthe first year, first at the University of Pittsburgh and now at over seventeen US engineeringschools. Our previous research has found that initial attitudinal differences are attributable to thestudents’ gender and ethnic background [1, 2]. The PFEAS has also been used to evaluate innova-tive changes to several freshman engineering curriculums [3]. Our research has confirmed whatothers have found; i.e., student attitudes are related to freshman retention in engineering. Ourclosed-form instrument also has been used to develop empirical models for identifying (before

Collection

1999 Annual Conference

Authors

Ganesh Pandit; Gopal Mohan

professionalcareer in accounting placed great importance on financial aspects of their chosen field.Since much of the past research made such diverse and sometimes conflicting conclusions abouthow well undergraduate students think when choosing their majors, the current research gatheredfresh data to re-examine the conclusions of the past research. Further, the current researchinvestigated whether money and career were important to only Business students or even non-Business students such as Technology students. The two research hypotheses examined are listedas: (1) Undergraduate students thought well about their majors and had the decision-makingability when choosing their academic discipline; and (2) Business undergraduates and Technologyundergraduates

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1999 Annual Conference

Authors

Parviz Famouri; Heather Collier; Brian Inman; Wils L. Cooley

. Such contests likely began at MIT with the 1 2development of the Micromouse contest in 1979 . Design competitions remain popular at MIT , 3,4and have spread around the world . West Virginia University volunteered to host thecompetition for the first year in conjunction with the paper contest, which was held inMorgantown on April 8 and 9, 1998. It will be held at Penn State Erie in 1999. Student membersof IEEE at WVU agreed to design the contest, build the contest playing field, and to design a Page 4.134.1robot to

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1999 Annual Conference

Authors

S. M. Miner; R. E. Link

introduces the kinematic synthesis and analysis of four-barmechanisms, depicted schematically in Figure 1. Mechanism synthesis is the task of determiningthe lengths and orientations of the links of the mechanism so that they will achieve some desiredmotion. An analytical approach from Erdman and Sandor4 that lends itself well toimplementation in a computer program is used in this course. The students learn the underlyingloop equations that define the configuration of the mechanism at any point in time. In order tosynthesize a mechanism using the analytical approach, the lengths of the physical links arerepresented by vectors. Figure 2 shows a four-bar mechanism in two successive positions wherethe links have been replaced by vectors. The unprimed

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1999 Annual Conference

Authors

J. Michael Doster

. While these capabilities exist to some degree inlarge reactor safety codes such as TRAC[1] and RELAP5[2], these codes were developedprimarily for the simulation of loss of coolant and other design basis accidents where mostnormal control functions are assumed to be inactive. In addition, codes of this type generallyrequire a long learning curve and the source code is difficult, if not impossible, to modify. Here,the emphasis is on simulation of plant response over the full range of “normal” or “near normal”operating conditions. Particularly important is the impact of control systems on plant responseand stability.Over the past several years, a full plant engineering simulation code has been under developmentto simulate the dynamic response of