Collection

2001 Annual Conference

Authors

Cynthia Villanueva; Amy Strobel

to the individual student, they typically involveturning in monthly grade checks, attending study groups or other on-campus tutoring, anddeveloping a personal time management plan. Throughout the semester, the student and theadvisor meet to discuss progress on the contract, suitable education plans, clarification of careergoals and the selection of appropriate courses. The advisor also facilitates the student’sunderstanding of the expected standard of achievement in an Engineering and or ComputerScience degree. If the student decides to change majors out of the SOE the two work together todevelop a plan for admission into another college or school with in the University.The advisor also maintains a close relationship with at-risk re-admitted

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2001 Annual Conference

Authors

Christopher Ibeh

research to involve their students in one form of research oranother(1). This pedagogical approach to instruction and education popularly referred to at thePittsburg State University (PSU) College of Technology as “by doing learn” is based on theconcepts of mentoring, advisement and guidance. Research inherently involves planning,organization, direction, control, discipline, and most importantly ideation and implementation;these are some of the elements of critical thinking. Page 6.855.1One of the foremost and current definitions of “critical thinking” is given by Joanne GaineProceedings of the 2001 American Society for Engineering

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2001 Annual Conference

Authors

Richard Jendrucko; Jack Wasserman

student progress in activities that do not require a quantitativeresult. The student response has been very positive as demonstrated by a 50% improvement inclass attendance. The objectives of improved communication, problem solving, and teamingskills in addition to the acquisition of a background in BME applications have been successfullyachieved as with projects, papers, and presentations.This approach to learning has provided additional benefits for the supervision of graduatestudents and for research planning. Although initially challenging, the benefits to cost ratio is sohigh that the described method is planned for incorporation in all courses in an BME curriculum.I. IntroductionThis paper introduces the benefits of curriculum design using

Collection

2001 Annual Conference

Authors

Shari Kimmel; Fadi Deek; Howard Kimmel

previouslylearned in the class. In the fall 2000 semester, students were presented with a cart used in anindustrial setting. The assignment involved the redesign of the cart to be safer and easier for theworkers to use and more space efficient than the original at a reasonable cost.9II. Problem Solving Methodology and Application to Engineering DesignComputer science and engineering share much common ground; problem solving is afundamental skill necessary to succeed in both disciplines. Many methods of problem solvinghave been developed. One popular approach was proposed by the mathematician George Polya,10who defined a four-step process for solving a problem: understanding the problem, devising aplan, carrying out the plan, and looking back. Each step

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2001 Annual Conference

Authors

Steve Beyerlein; Dan Gerbus; Edwin Odom

Session 1125 Applying Theory of Constraints to Solicit Feedback and Structure Improvements to a Capstone Design Experience Dan Gerbus, Edwin Odom, and Steve Beyerlein University of Idaho Mechanical Engineering DepartmentAbstract A transitional step in engineering education is the capstone design experience, whichideally emphasizes all phases of product realization as well as positive team dynamics. Thispaper describes an assessment and planning exercise used by capstone design instructors at theUniversity of Idaho for the last

Collection

2001 Annual Conference

Authors

Haruo Sakamoto

- weight vehicles with a dealer’ help. The students started to plan the conversion work in April, 1998. However, due to the courses they took, they were not able to really start the conversion work until the batteries were delivered in mid July. For one month prior to the start of the rally in August, they worked, which included the paperwork for the car license. In the last

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2001 Annual Conference

Authors

Isadore Davis; Gregory Lush; Connie Della-Piana; Andrew Swift

-year, two-step process should be put inplace, starting with a college-wide retreat. The College of Engineering had not had a college-wide retreat and/or workshop in over 20 years. This alone, then, would be a monumental firststep. Thus, the College began plans for an off-campus retreat that would take place during thelate summer before classes began. Raytheon would provide facilitators experienced in Qualityissues – focused on supporting College faculty and administrators in developing ABET-specificvision and mission statements and educational objectives –both for the college and for eachindividual program. Several meetings were held in anticipation of the retreat to delineateprocesses, outline operating procedures and define desires outcomes

Collection

2001 Annual Conference

Authors

Ken Vickers; John Todd

classroom. The objective of the first class in thesequence (during the spring semester) is to introduce the elements of the evaluation process that isused to decide if a research area is a suitable candidate for commercialization (in either anentrepreneurial or intrapreneurial environment). The students then apply this evaluation process tocurrent on-campus research results, select a suitable commercialization candidate, and work withthe technology transfer office and research professor to commercialize the research during thefollowing summer and fall semesters.The first course in the sequence was initiated in the Spring 2000 semester with mixed results. Thispaper will introduce the detailed class plan and course materials, an analysis of class

Collection

2001 Annual Conference

Authors

Steven McCabe; Francis Thomas

engineeringconference, and 3) the asphalt paving conference. The planning of each of these conferencesinvolves the faculty and representatives of local industry. The conferences present invitedspeakers as well as faculty presentations that address the needs of the respective engineeringparticipants.The engineering community has, in recent years, requested a different form of continuingeducation. The degree programs do not address the needs of those who do not desire anadvanced degree. The conferences address a different need than the degree programs, but theypresent a scheduling problem in that it is necessary to miss an entire day of work in order toattend the conference. This can be difficult, in some cases, due to project deadlines, etc. In anattempt to

Collection

2001 Annual Conference

Authors

Franklin King; Keith Schimmel

developing an effective outcomes assessment system is the institutionalculture of the faculty.” Ewell also concluded that implementation of an assessment plan in whichfaculty provide and respond to feedback is a difficult task.4 Shaeiwitz5 states the challenge asfollows: “Implementation of an assessment plan in which faculty provide and respond to feedback will be a difficult task. At most institutions, it will require a significant paradigm shift in faculty behavior. It is unclear how to effect such changes; there are conflicting opinions on whether faculty are motivated by intrinsic or extrinsic factors. But, if this problem is not dealt with forthrightly at the outset, implementation of an

Collection

2001 Annual Conference

Authors

Norman Dennis

transport the program to other institutions.The ETW, held at the University of Arkansas in the summer of 2000, was intended to be acompanion to the workshop presented at the Military Academy. The Arkansas versionrepresented the first occurrence of this workshop, in any of its variations, at a location other thanWest Point. This venue was a calculated experiment taken by ASCE with the intent ofincreasing the availability of the workshop to more participants. In the process of planning andexecuting the Arkansas workshop a number of lessons were learned and are presented here. Thefocus is on variations in content and structure between the two workshops and the logisticsrequired to conduct a weeklong workshop that is faculty and facility intensive. The

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2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

Session 2608 Implementing Change: A Model for Closing the Continuous Improvement Loop the First Time and Every Time Heidi Diefes-Dux, Kamyar Haghighi Purdue University, West Lafayette, INAbstractThis paper will highlight the process the Department of Agricultural and Biological Engineering(ABE) is using to implement change and prepare for long-term assessment of its programs.Emphasis will be placed on continuous education of and open communication with the faculty,data collection, analysis, and interpretation, and assessment plan/process improvement.II

Collection

2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

, and a stronger emphasis oncommunication skills. To guide the program’s implementation and evaluation, a comprehensiveassessment plan was developed to ensure that sufficient tools and methods were in place toproperly evaluate the impact of the program. The program is now in its third year, and this plancontinues to be instrumental in evaluating the program’s effectiveness. This paper presents anoverview of the plan, including its tools, methods, and outcomes.1.0 IntroductionIn the Autumn Quarter, 1998, The Ohio State University College of Engineering implemented apilot program for freshman Engineering students with the express purpose of engaging students inan interdisciplinary curriculum that emphasized hands-on laboratory projects

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2001 Annual Conference

Authors

Anna Phillips; Jon Fricker; Paul Palazolo; Norman Dennis

this database extensively in planning afield and laboratory investigation program to characterize soil properties needed for the design oftheir facility.Paul Palazolo has customized the computational and project elements from “Sooner City” intohis undergraduate Civil Engineering Computation course at The University of Memphis withextension of the authenticity of the programming to relate to actual engineering audiences. Page 6.1138.1 "Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2001, American Society for Engineering

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2001 Annual Conference

Authors

Kauser Jahan; Douglas Cleary

andrepresentatives from these firms participate in the evaluation process. The projects are eithercurrent projects the firms are working on simultaneously or are projects the firms have alreadycompleted. Students must prepare engineering plans, specifications, cost estimates, and writtenand oral project reports. Because the course extends over two semesters, an attempt is madeplace issues such information collection, planning and preliminary or concept design during thefirst semester with more detailed design during the second term.The Design Project course was designed with the ABET 2000 criteria (ABET, 1999) and theconcerns of industry in mind. Some of these concerns include lack of team skills, poor writtenand oral communication, lack of ability to

Collection

2001 Annual Conference

Authors

Leslie Crowley; Ray Price; Jonathan R. Dolle; Bruce Litchfield

emotional intelligence, andpoints out the particular usefulness of this competency for engineering students.This paper elaborates upon the following overview of EEI, providing examples of assignments,activities, student work, and evaluation strategies: The course itself begins by asking students toidentify their individual values and beliefs, and then to craft these into a Personal MissionStatement. The instructional team emphasizes self-awareness and personal motivations andhelps students build those insights into a Personal Development Plan that is revised throughoutthe semester. We then work on interpersonal skills: communication, empathy, service,collaboration, conflict negotiation, constructive discontent and influence. EEI concludes

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2001 Annual Conference

Authors

David S. Cottrell

methodologies as well consideration of alternatives and economic concernsrelating to the finished project.In the paragraphs below, the author describes two actual design projects included in themost recent offering of ET 200, “Graphic Communications.” The first project challengedthe student to develop three alternative design proposals responding to a well-definedscope for a residential constructive endeavor. Students created isometric and elevationdrawings and floor plans and completed comparative assessments for each of the finaldesigns. The second design project involved the application of a computer-aided design(CAD) software package that guides the user through the design of a truss-type highwaybridge, based on a specified design scenario; design

Collection

2001 Annual Conference

Authors

William Peterson

teaching courses off-campus in the 12-week / three and a thirdhour scheme. I had taught students in these master’s programs before and had some feel for theirexpectations from a course. Theses expectations/preferences included relevance to their currentemployment situation and immediate applicability.PlanningWith the ground rules for the course established I set down to develop a syllabus. I quicklydeveloped a set of course objectives, a syllabus, a grading scheme, and a reading plan for thecourse based on what I thought would be interesting and valuable to the students taking thecourse. At this point my 20 years as an engineering manager kicked in and I started to rethink myplan. I also came to the conclusion that my research interest – improving

Collection

2001 Annual Conference

Authors

Kauser Jahan; Shreekanth Mandayam; Douglas Cleary

mechanical. In the second semester, students work in teams on well- Page 6.738.1defined semester long design projects. The junior and senior clinics emphasize multidisciplinary Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationdesign on projects of progressive complexity. Professors work with teams of 3 – 5 students onopen-ended design, planning, or research projects5-6.The Junior and Senior Clinic are project-based courses. Each provides a venue formultidisciplinary student teams to engage in semester or multi

Collection

2001 Annual Conference

Authors

Edward Hensel

for Engineering Educationclass. Each faculty mentor is responsible for five to six project teams.This paper will present an overview of the design process originally developed for use within themechanical engineering senior capstone design course, and how the process is being adapted foruse in multi-disciplinary team projects.The twelve-faceted design process used in the senior capstone design class in engineering at NewMexico State University is outlined here. During each facet, students follow a Plan-Do-Check-Act(PDCA) cycle. During the “Plan” stage for the facet, the student teams, working with theirgraduate student manager, who is in turn being guided by the faculty mentor, develop a workbreakdown structure for the tasks that need to be

Collection

2001 Annual Conference

Authors

Yaw Owusu

management structurewithin the company for proactive total quality management. The second step is to usethat supportive environment to establish and communicate business plan for quality.The use of “cross-functional resources” is necessary to be effective in implementingquality program for design and manufacturing. The use of cross-functional resourcesassumes that no individual has all the knowledge and resources available to implementchanges that cut across all levels of a company.Total Quality and ObjectivesBy total quality, we are looking for implementing quality-management system thatsimultaneously improves quality, increase productivity, and through continuousimprovement reduce costs. Most companies choose to develop their own objectivesrather

Collection

2001 Annual Conference

Authors

Tolga Cangar; S. Engin Kilic; Ömer Anlagan; Burak Sari

, manufacturing companies have to increase the efficiency of existingplants. The organizations are increasingly relying on the new generation of hardware andsoftware systems to achieve this elusive goal. Integration is the key to the success of deploying amodern Computer Integrated Manufacturing (CIM) system, which is an ideal state in whichcomputer based manufacturing applications communicate information to coordinate design,planning and manufacturing processes.Flexible software has become a major goal for developers of manufacturing automation.Flexibility of machine tools and cells has now reached such a level that it is often the inflexibilityof the software, not the machines, which inhibits a fast response to market demands [7]. Majorcategories of

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2001 Annual Conference

Authors

Zbigniew Prusak

. Problem Solving SkillsA general term 'Problem Solving Skills' comprises of many specific skills that are quite universalin nature of their application and are not limited to a technical profession only, but are universal inapplication. Due to curricular choices and time constraints, not all the skills are developed andpracticed in a specific course or even during entire engineering or technology education.The list below shows 8 problem solving skills (virtually for any profession), which engineeringand technology students should develop while attending university.- describe and understand the problem- develop goals and plans and establish procedures- access and manage information- analyze critically

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2001 Annual Conference

Authors

Doria Hickman; Bala Ram; Sanjiv Sarin; Paul Stanfield

16. Faculty/ staff revision 9. Textbook reward plan decisions 17. Student financial support 18. Course 20. Library 21. Industry projects teaching resources 22. Organizing 19. Graduate professional research conferences supervision 23. Peer review of

Collection

2001 Annual Conference

Authors

Mark Plichta; Mary Raber

develop and implement an assessment plan that is strongly dependent on 'elective'courses, which may vary so dramatically from one student to another. As will be seen shortly, theentire Enterprise curriculum can be accommodated into any of the engineering (and non-engi-neering) degree programs through the appropriate use of the University General Education pro-gram, the major design requirement, and some of the technical, approved or free elective credits.It is also worth noting here that another curricular boundary condition has facilitated the imple-mentation of the Enterprise Program, namely the Common First-Year Engineering programrecently adopted by the College. All engineering students participate in the same curriculum dur-ing the first

Collection

2001 Annual Conference

Authors

Susan Vernon-Gerstenfeld

forsubsistence farmers in developing nations and prepared a manual of “best practices” inSpanish for Costa Rican farmers. Their report was also shared with Zibabweanentrepreneurs who wished to explore tilapia farming. Another team will, by the time ofthis conference, have completed an investigation of the potential for fish farming(multiple species) in Puerto Rico as a way to offer employment to displaced fishermen.In Costa Rica, a team competed a needs assessment and then a feasibility study for theimplementation of a Geographical Information System (GIS) for the national firedepartment of Costa Rica. Once having determined there was a need and that it wasfeasible, they developed a preliminary implementation plan and identified fundingsources for the

Collection

2001 Annual Conference

Authors

David Probst

nolonger specified, and we felt that our large general education requirement could be turned from aweakness into a strength. We began developing program educational objectives and anassessment plan throughout the spring of 1999. The assessment plan was implemented in the fallof 1999. The request for evaluation was submitted to ABET in January 2000, the self-study waswritten during Spring 2000, and the self-study was submitted to ABET in July 2000. The visitfrom ABET evaluators occurred early September 2000.This paper will describe our program in detail, the preparations made for the evaluation byABET, and the preliminary results of the visit.II. The Engineering Physics Program at Southeast Missouri State UniversityThe Engineering Physics

Collection

2001 Annual Conference

Authors

Donald Lenhert; David Soldan; Andrew Rys

Electrical and Computer Engineering Department(EECE) faculty felt it would be best to do a complete evaluation of the mission and educationalobjectives of the programs. This could involve some changes in existing data gathering andanalysis processes. Our long term plan is to have a comprehensive review of the programeducational objectives on a six year cycle.The next activity is the reevaluation of the processes by which the program outcomes aredetermined and results evaluated. Inherent in this will be a review of current program outcomesfor each program. The plan is to finish this activity in time to allow at least three years prior tothe next general review. This would allow for data regarding any new outcomes to be gatheredand analyzed.A key goal

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2001 Annual Conference

Authors

John Gershensen; Carl Wood; Joseph Clair Batty

SME’s Manufacturing Education Plan: Phase I Report. TheDepartment of Mechanical and Aerospace Engineering offered an ABET accreditedManufacturing Engineering program, but did not grant a degree in Manufacturing Engineering.Direct presentations by national SME officers to the Governor of Utah, near the beginning of thegrant period, increased statewide awareness of the manufacturing program at USU. The 14competency gaps were addressed as part of an extensive curriculum reformation. Six newmanufacturing courses were developed and taught. Manufacturing applications were developedand initiated in several core mechanical engineering courses. A unique and comprehensivecurriculum assessment process was developed and implemented. Industrial and student

Collection

2001 Annual Conference

Authors

Mark Clark; Don McMurchie

requirements, we developed an experimental course that fully integratesinstruction in both history and materials science. Titled “Materials in the Modern World,” thecourse was offered in the Spring of 2000. This paper describes the development of the course,its advantages and disadvantages, and our plans to use what we learned to offer similar coursesin the future.I. IntroductionHumanities instruction has often been an afterthought in engineering technology education.While required by accreditation agencies, humanities courses typically are taught by facultyoutside of engineering technology programs and are not integrated with engineering courses.Some schools have sought to deal with this situation by offering courses in the history oftechnology or