Conference Session

Computers in Education Poster Session

Collection

2004 Annual Conference

Authors

Nicholas Krouglicof

control,analog and digital electronics, microcontroller technology, interface electronics and real-time programming. The laboratory sessions focus on small, hands-on interdisciplinarydesign projects in which small teams of students configure, design, and implement asuccession of mechatronic subsystems, leading to system integration in a final project.For example, as an introduction to digital design, students apply the fundamentalprincipals of combinatorial and sequential logic to the design of a quadraturedecoder/counter circuit that is used to interface an incremental optical encoder to amicrocontroller. The design is implemented using the appropriate software development

Conference Session

Portable/Embedded Computing I

Collection

2004 Annual Conference

Authors

John Staver; Naiqian Zhang; Masaaki Mizuno; Gurdip Singh; Mitchell Neilsen; Donald Lenhert

and recommendations for future work.2 BackgroundTraditional approaches to system design in computing sciences have focused primarily onsoftware design, whereas system design in other engineering disciplines has focused primarily onhardware design. With the introduction of inexpensive microprocessors, it became possible toprovide students with hands-on laboratory experiences to construct simple embedded systems.As these systems have evolved in commercial applications, the number and complexity of Page 9.528.2 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Recruiting, Retention & Advising

Collection

2004 Annual Conference

Authors

Kay C. Dee; Glen Livesay

views (n=12; 29%). The least frequently cited reasons for leaving the School of Engineering were: 1. I want to attend a school that is closer to my family (0) 2. I want to live in another part of the country. (0) 3. I don’t find my courses challenging enough. (0) A portion of the exit survey asked questions regarding types of instructional activitiescharacteristically linked to different learning styles. For example, a student who prefers activerather than reflective learning, and who felt their needs were not being met in the engineeringcurriculum, might be expected to choose the survey option “I want to take classes which give memore opportunities to: do hands-on experiments and laboratories.” On the

Conference Session

ChE Outreach and Recruitment

Collection

2004 Annual Conference

Authors

Ellen Ford; Keith Levien; Ellen Momsen; Willie (Skip) Rochefort

somethingdifferent about the engineering experience for female and male students.The gap in high school preparation in math and science between males and females is closing,but despite similar coursework, female students still lag significantly behind males inengineering. Margolis and Fisher (2002) speculate that the pre-college “tinkering” that is socommon amongst male pre-engineering students leads to a greater comfort level in collegecourses. Many female students do not have this “tinkering” experience, and develop a drop inself confidence in laboratory classes. According to McIlwee and Robinson (1992), by not sharingthe “culture of the tinkerer” the female students are placed at a disadvantage, and this furtherundermines their confidence in their

Conference Session

Best Zone Papers

Collection

2004 Annual Conference

Authors

Joseph Betz

College. The success ofPOE in terms of the use of theory has more to do with who is teaching the course, their background and educationalexperience, than any other factor.13 This discussion applies specifically to New York State throughout this paper although this trend can be foundelsewhere in the country.14 BOCES is an acronym for Board of Cooperative Educational Services that provides cost-effective instructionalprograms and shared services. BOCES has the authority to review and make recommendations on behalf of the Page 9.380.4State for interpretation of credits, life experience and additional coursework resulting in

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Chetan Sankar; P.K. Raju

Session #1526 Design and Development of a New Wireless Cell Site for Powertel: A Multimedia Case Study Chetan S. Sankar, Department of Management P.K. Raju, Department of Mechanical Engineering Auburn University Abstract The Laboratory for Innovative Technology and Engineering Education (LITEE) atAuburn University develops multimedia case studies that bring real-world issues intoclassrooms. These case studies are currently being used at different universities in order to showthe

Conference Session

Outreach and Recruitment

Collection

2004 Annual Conference

Authors

Yogesh Thakar; Vinay Kadekar; Todd Sparks; Ashok Agrawal; Frank Liou

EDUCATING HIGH SCHOOL STUDENTS AND TEACHERS IN RAPID PROTOTYPING AND MANUFACTURING TECHNOLOGIES Todd Sparks, Vinay Kadekar, Yogesh Thakar, Frank Liou University of Missouri-Rolla Ashok K Agarwal St. Louis Community College at Florissant ValleyAbstractPresented in the paper is an analysis of the experience of teaching rapid prototypingtechnology to groups of high school students and teachers at a workshop sponsored byNSF during the summer of 2003. This workshop was a collaboratory effort betweenthe University of Missouri-Rolla and the St. Louis Community College at FlorissantValley. Its purpose was to expose high school students and teachers to

Conference Session

Advances in Civil Engineering Education

Collection

2004 Annual Conference

Authors

Zhanmin Zhang; Susan Tighe; Gerardo Flintsch; Kristen Sanford Bernhardt

Academia is to train engineers who are knowledgeable in various infrastructure management areas, such as deterioration modeling, life cycle economic analysis, management tools, statistics, planning, design, construction, maintenance, and in-service evaluation and monitoring. It should also conduct state-of-the art research and provide courses that encourage inquiry-based learning and are up-to- date, interesting, and relevant to the industry. • The Government can provide support to universities in the form of research contracts and grants; support for teaching programs, including guest lecturers and government publications and literature for possible use on

Conference Session

TIME 4: Pedagogy

Collection

2004 Annual Conference

Authors

Kevin Schmaltz; Christopher Byrne; Joel Lenoir; Robert Choate

technology equipment. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright  2004, American Society for Engineering EducationJOEL LENOIRJoel Lenoir is the Layne Professor of Mechanical Engineering at WKU, and primarily teaches in the dynamicsystems and instrumentation areas of the curriculum. His industrial experience includes positions at MichelinResearch and Oak Ridge National Laboratory, as well as extensive professional practice in regional design andmanufacturing firms.KEVIN SCHMALTZKevin Schmaltz teaches thermo-fluid and professional component courses in Mechanical Engineering, including theFreshman Experience course, Sophomore Design, Junior Design and the

Conference Session

Web Education I: Delivery and Evaluation

Collection

2004 Annual Conference

Authors

Mike Bowman; Cliff Goodwin

.”“No problem,” laughed Lunts, sensing Twigg’s interest. “We can get you geeked-upquickly enough with the right training and support. See, check this out,” said Lunts as hehanded Twigg a brochure from the Campus’ Center for Teaching and Learning. “Thecenter can help you learn all you need to know.” Twigg took the brochure and quicklyscanned it. The brochure explained very clearly how the center could quickly teachprofessors how to design, implement and assess online courses. Page 9.822.2 2“Let me think about it Bruce. I’ve got to go now and get to my class

Conference Session

Topics in Mechanical ET

Collection

2004 Annual Conference

Authors

Saeed Foroudastan

by implementingmultidimensional projects such as the solarbike, moonbuggy, and SAE formula one withthe final goal of competing in national competitions. It is through these projects thatstudents are able to see the big picture.Freshmen students are paired with a senior mentor and together, these teams are requiredto complete all aspects of the project from the initial research and the design process tobudgeting and manufacturing nearly everything from within the laboratory. In the end,the students are able to see the outcome of their projects by competing against top-notchuniversities in a national competition. Freshmen students complete the project as part oftheir fulfillments for the Introduction to Engineering Fundamentals course while

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Ralph Rogers; Phil Lunsford; Paul Kauffmann

in addressing weak performers, and grading), students rated it highly as a valuable “real world” experience that gave them an advantage in the job market. • Increased use of contemporary educational technology, with computer-based methods of delivering courses increasingly taking the place of traditional lectures. • Coordination of engineering topics with other disciplines, such as physics, writing courses, and social science / humanities. • “Just-in-time” teaching: concurrent lecture and laboratory courses are sequenced so that lecture topics are covered just as they become needed in the laboratory. In previous models, lecture and laboratory courses might have proceeded independently. • Inclusion of senior design

Conference Session

Teamwork and Assessment

Collection

2004 Annual Conference

Authors

Sharon Sauer; Pedro Arce

:1. Professor Richard Felder website: http://www.ncsu.edu/felder-public/RMF.html2. Sharon Sauer and Pedro E. Arce, “Design, Implementation and Assessment of High Performance Learning Environments,” Proceedings of the Annual Meeting, ASEE, Nashville, TN, June 2003.3. Sharon Sauer and Pedro E. Arce, Assessment of High Performance Learning Environments,” V Best Assessment Workshop, Rose-Hulman Institute of Technology, Terre-Haute, IN, April 2003.Biographical informationSHARON G. SAUERSharon G. Sauer is an Assistant Professor of Chemical Engineering at Rose-Hulman Institute of Technology whereshe is teaching a variety of classroom and laboratory courses. She has long-standing interests in active learningtechniques and has published

Conference Session

Forum for Nontraditional Engineering Programs

Collection

2004 Annual Conference

Authors

Deepti Suri

some of the “typical” skills that are expected of “typical”software engineer.3. Softwar e Quality Assur ance at Milwaukee School of Engineer ingThe academic schedule at MSOE is based on a quarter system with three quarters in an academicyear. Each quarter involves ten weeks of instruction with the eleventh week devoted to finalexams. Typical software engineering courses are three or four credits, and most have anassociated laboratory session. The undergraduate software engineering program at MSOE [4]began operation in 1999 and had its first graduating class in spring 2002. The SE program wasvisited by the Accreditation Board for Engineering and Technology (ABET) in September 2002and is one of the first accredited SE programs in the United

Conference Session

Promoting ET thru K-12 Projects

Collection

2004 Annual Conference

Authors

Naomi Gomez; Jan Rinehart; Robin Autenrieth; Karen Butler-Purry; Angie Hill Price

Session 2550 Enrichment Experiences in Engineering (E3) For Teachers Summer Research Program Angie Hill Price, Karen Butler-Purry, Robin Autenrieth, Jan Rinehart, Naomi Gomez Dwight Look College of Engineering, Texas A&M UniversityAbstractWith funding from NSF, faculty from Texas A&M University have developed an outreachprogram aimed at providing secondary school teachers with laboratory experiences with facultyresearchers. The overall mission of the project is to excite, empower, and educate public schoolteachers about engineering so they in turn will excite, empower, and educate young people theycome in contact with

Conference Session

Recruiting, Retention & Advising

Collection

2004 Annual Conference

Authors

Tremayne Waller; Bevlee Watford

student’s transition from high school to Virginia Tech. The programprovides the following:• the opportunity to become familiar with the university community• academic enrichment in selected subjects (i.e., mathematic, chemistry and engineering fundamentals• the opportunity to participate in seminar sessions to enhance personal and professional development.CoursesThe students receive instruction in chemistry, mathematics, and engineering fundamentals.Students participate in a chemistry laboratory as part of the program. These classes are taught byinstructors from each department. The five week summer classes are similar to those classestaught in the fall semester. Both, mathematics and engineering fundamentals introducesstudents to

Collection

2004 ASEE North Midwest Section Conference

Authors

Michael P. Hennessey

%) 7. Photograph (5%) 11. Power Point Presentation (10%) 4. Static and/or Dynamic Analysis 8. Performance (5%) 12. Background Information (5%) (20%)Approximately 8 weekly 3 hour laboratories were allocated for working directly on the design project with a budget of $125 perdesign team. Four teams were created (2 per laboratory section), 2 small “competition” teams with 4 students each (maximumallowed), all of whom expressed interest in going to the Region VII Regional Student Conference (RSC) in Lincoln, NE and 2larger teams comprised of the remaining students in their respective laboratory section (8-10 students each). To promoteequality, the large teams were asked to perform

Conference Session

Diversity: Women and Minorities in Engineering Technology

Collection

2004 Annual Conference

Authors

Carryn Bellomo; Korinne Caruso; Rafic Bachnak

Engineering(FUSE), that uses all these methods to attract underrepresented students to science andengineering through a program that includes presentations at high schools, invitedspeakers, field trips, hands-on laboratory activities, and science and technology exhibits9.Specifically, the program involves attracting 11th grade students to attend a two-weekScience and Technology workshop. The workshop is designed to introduce students tojob opportunities in the food industry and agriculture, expose them to college life, involve Page 9.631.1them in hands-on activities, and encourage them to pursue science and engineering Proceedings of the 2004 American

Conference Session

Graduate Education in ET

Collection

2004 Annual Conference

Authors

Venkitaswamy Raju

thecurricular aspects of the programs, outlines the differences in their approach to learning andresearch, and promotes independent research and scholarly publications as an important means toan advanced degree in engineering technology.IntroductionThe doctoral level education has become an essential qualification for anyone interested inbecoming an engineering technology faculty member. Although there are no doctoral levelprograms in engineering technology, producing graduates at the present time, the evolution in thefield will soon lead to the establishment of new doctoral programs. At the present time, for thosewho are teaching in engineering technology and are interested in programs leading to doctoratedegrees in a closely related field, there are

Conference Session

Real-World Applications

Collection

2004 Annual Conference

Authors

Molu Olumolade

program deletionThis paper discusses how the implementation of industrial exercises as a component of a regularclass laboratory experiments has benefited the industries involved as well as maximized studentslearning even in the absence of industrial internship. It also shows how industries can beencouraged or motivated to participate in academic endeavors in a non-financial way.Introduction:College students everywhere experience various forms of problems. These problems have beenexpressed in such areas as course work, teaching methodology, interaction patterns in theclassrooms, and inadequacy of facilities and equipment. In addition to these problems are themost recent observed problems in the areas of communication skills, comprehension

Conference Session

EM Skills and Real-World Concepts, Pt. 2

Collection

2004 Annual Conference

Authors

Michelle Summers; Julie Phillips; Nathan Harter; Mark Dean; Donna Evanecky

mathematics and physics at the University ofColorado and his Ph.D. in mathematical physics from Yale University in 1928.Dr. Deming learned statistical process control at Bell Telephone Laboratories. Deming’s claimto fame came when Japan requested his help with its post WW II census. He stayed longer andhelped Japan rebuild its economy by teaching statistical methods. Upon returning, Demingappeared in a documentary titled “If Japan Can…Why Can’t We?” Deming was 80 years old atthe time. After its airing, Deming’s four-day seminar was delivered to many organizationsthroughout the US. Dr. Deming worked up until the day he died, consulting and teachingorganizations his basic tenets on quality. Dr. Deming died in November of 1993.He was the author of many

Conference Session

A Potpoturri of Innovations in Physics

Collection

2004 Annual Conference

Authors

Lance Calvert; Michael Shannon

develop courses that are relevant, challenging, rigorous, and pedagogically sound. This paper discusses the manner in which physics concepts are presented in theclassroom. Specifically, how we motivate the cadets, by bringing the military relevance ofphysics into the classroom and the laboratory. We place a heavy emphasis on the focusedpresentation of theoretical concepts coupled with innovative and interactive demonstrations andexercises centered around actual military hardware. A selective curriculum of physics topics,tailored to meet our program goals of educating future officers, has been developed andimplemented. This paper will highlight the techniques that provide a positive driving force tocadet learning and result in an Army

Conference Session

Engineering/Education Collaborators

Collection

2004 Annual Conference

Authors

Tamara Knott

Electronic Portfolio system, enables students toeasily create, manage, and share web-accessed electronic portfolios that document theirknowledge, skills, and achievements from coursework and from extracurricular activities.Campus discussions of electronic portfolios began in 2002 as part of a special study of VirginiaTech's Core Curriculum. Out of these discussions emerged a recommendation to use electronicportfolios to support student reflection and the thoughtful accumulation of academic work overtime. For this purpose, planning began in the summer of 2003 and a pilot project was launchedduring the fall semester. Educational Technologies and the Center for Excellence inUndergraduate Teaching (CEUT) facilitated the pilot project and recruited a

Conference Session

Energy Programs and Software Tools

Collection

2004 Annual Conference

Authors

Fanourios Chalkiadakis

they join the workforce.The authors believe that modern teaching facilities supported with digital simulation tools andwell equipped laboratories, have a great impact in the development of engineering technologyprograms in power systems and energy technologies. A good example of this perception is thefact that the EIET program at UNI has recently completed its first year of operation with greatsuccess and increased enrollment. Part of this achievement was due to the fact that the facultyuses advanced software and hardware tools to educate the students that choose the EIET major.This in turn allows for the continuous improvement of the curriculum so that it is always modernand attached to the trends of the ever-expanding electrical engineering

Conference Session

Curriculum Development in Computer Engineering Technology

Collection

2004 Annual Conference

Authors

Paul Lin; Harold Broberg

wireless networking. Also required are hands-on laboratories that can beused by students for programming, development, and configuration of networks usingdifferent operating systems and hardware configurations. Similar programs, in Indianaand nationwide, are compared and contrasted. Also discussed are national, regional, andstate demand and employment factors that provided justification for the new degree.BackgroundIndiana-Purdue University, Fort Wayne1 (IPFW) offers over 175 degree programs, islocated in the 2nd largest city, and is the 5th largest university in Indiana. The newBachelor of Science in Computer Engineering Technology (CPET) degree, which wasapproved by the Indiana Commission for Higher Education in October 2003, has aninitial

Conference Session

Web Education II: Hardware/Examples

Collection

2004 Annual Conference

Authors

Heresh Shahani; Harish Pallila; Musoke Sendaula; Saroj Biswas

researchseeks an architecture that can be used by an instructor to make an online learning system for acourse the instructor wants to teach in classroom or online, rather than developing an in-depthtutoring system for any specific course. The Intelligent Interactive Tutoring System Shellintegrates mathematical tools and an expert-system-type logical analysis/synthesis tool in a web-based environment. The IITS consists of several components including an instructor interface, astudent interface, a student model, a student log, a reasoning system, and a mathematical toolinterface module, and guides the student through a monitored problem solving session.1. IntroductionStudents need academic support outside the classroom, which may be provided by a

Conference Session

ChE Outreach and Recruitment

Collection

2004 Annual Conference

Authors

Richard Zollars

side engineers in their research laboratories to get a clear idea of whatengineers do. The teachers, in addition to strengthening their math and science backgrounds, thenwould serve as spokespersons for engineering in their respective classrooms. During the fiveyears that this program was in operation a total of 67 teachers from throughout the United Statesparticipated. Of the approximately 100 engineering faculty at WSU 19 served as mentors (somemultiple times) during the teacher’s stay. After gaining some experience with this activity we settled upon the following procedurefor conducting the program. Advertisements for the program were disseminated in variouspublications from state and national science teacher’s organizations. The

Collection

2004 ASEE Midwest Section Conference

Authors

Norman D. Dennis

pretty plans than on real design”, no real data is available fordesign”, “our group was not technically prepared for the design”, or “the scope of the design wastoo big for one semester” were repeated every semester. The faculty, on the other hand saw, thecourse as one without ownership. Normally the faculty member assigned to the course viewed itas a teaching overload or service course which required significant preparation and did notcontribute materially to the generation of generate potential graduate students and detracted fromresearch. In short, the recurring problem with this course, independent of who taught is was thatstudents did not like it. They saw it a an exercise in learning how to produce pretty constructiondrawings rather than a

Conference Session

ECE Capstone and Engineering Practice

Collection

2004 Annual Conference

Authors

Shawn Davidson; Mark Johnson; Douglas Eschbach; Curtis Watson

few has long been a concern in most academic and professionaldisciplines. Copyright laws, patent laws, academic honor codes, and professional ethics codes allgive evidence of the historic need to protect intellectual property (IP). In the public orcommercial arena, the victim of IP theft usually has the burden of detecting, proving, and suingor pressing charges against the violator. In the classroom or instructional laboratory, the victimsof IP theft (students) are not generally in a position to detect, prove, or prosecute the perpetrator.Academic honesty codes or honesty contracts encourage most students to fulfill their ethicalobligations, but the codes do not guarantee complete compliance, nor do they provide a means ofdetection or proof

Conference Session

TIME 7: ABET Issues and Capstone Courses

Collection

2004 Annual Conference

Authors

Ever Barbero; Larry Banta

. Page 9.976.1Outcome PortfoliosUsing outcome portfolios is an idea that evolved from the compilation of course portfolios, apractice that is traditional in our department. An outcome portfolio is assembled separately foreach program outcome by compiling evidence of student work related to that particular outcomefrom material that is routinely collected and assembled in the form of course portfolios. Everyinstructor develops a course portfolio for every course that he teaches in a given semester bycollecting a mix of student work, instructor lecture notes, handouts, and other materials. All ofaforementioned materials are important to the curriculum committee in assessing course contentand plotting general pedagogical strategy. However, EC-2000