Collection

2001 Annual Conference

Authors

Durward Sobek

programmable logic controller (PLC) programming. These ideas haveimportant implications for how educators can help students develop effective problem-solvingskills.1. IntroductionMany students, when faced with an engineering problem, attempt to proceed directly fromproblem statement to solution. Research on the problem-solving strategies has shown that expertproblem-solvers spend more time and effort on problem understanding (or problem definition)than do novices, and this enables them to arrive at better solutions,1 and often more quickly.2However, exhorting novices to “understand the problem better” before trying to solve is oftenfutile.A stream of research in cognitive science has studied the very important role that externalrepresentations play in

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2001 Annual Conference

Authors

George DeLancey

Society for Engineering Educationlike. Distributed grading is a procedure for exposing the outcomes based information containedin our current assessment procedures. Consider the following example.The grades for a single student for one complete course are illustrated in Figure 1. The usualassessment methods are represented in the first column with the weighting factors that arenormally assigned by the instructor in the course. The Curriculum Performance Criteria havebeen used as categories for the Assessment Performance Criteria (see Appendix III) and aresummarized in the adjacent columns. The assessment methods are subdivided into elements(questions in an exam) as usual except that each element is targeted to one or more AssessmentPerformance

Collection

2001 Annual Conference

Authors

Zdzislaw Kremens

. Thus the workers must be retrained or replaced. Thereforeuniversities must be very careful in order not to sacrifice depth of knowledge for currenttechnical skills. By maintaining intellectual integrity, universities make it easier for graduates toensure a career in the long-term. According to the National Academy of Science, there is a realneed for graduates who can continuously "adapt, adjust and re-educate themselves to remainproductive in a changing environment" 1. Besides fluency in current technical issues, there are alarge number of other attributes graduates can possess which are in high demand by industry:problem solving skills, critical thinking, analytical reasoning, effective communication skills,collaborative capabilities, desire

Collection

2001 Annual Conference

Authors

Melissa Lin

architecture of the UF data warehouse, as shown in Figure 1,supports an integrated, single, enterprise-wide collection of data with object-oriented,nonvolatile, and time-variant characteristics. Legacy Data staging: Application server: system: Extraction, integration, Eagle Server Pages VSAM, transformation, clean & load and Java Servlets Access DDL modeling / Data warehouse: End User: View, run Data structure: Create Data models query, strategic entities, tables, table repository / data reports, etc

Collection

2001 Annual Conference

Authors

Otto Loewer; Ken Vickers; John Ahlen; Greg Salamo

concept, followed by a second stage product of initial commercialization of the most promisingfirst stage products.I2 will begin by using ASTA to search out opportunities for innovation partnerships in the fieldsof: (1) miniature power electronics, (2) superconducting interconnects and devices, (3) integratedpassive components (4) advanced MCM design, and (5) optical links. These areas have thecommon theme of miniaturization of electronic-photonic systems, and support the state’s interestin attracting next generation technology firms to this region.I2 will consider client proposals outside of microelectronics-photonics, but it is expected that thesewill more likely occur in the latter stages of the three-year grant period. It is at that point

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2001 Annual Conference

Authors

Sara Soderstrom; Chris Lorenz; Michael Keinath; Donald D. Carpenter

Collection

2001 Annual Conference

Authors

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

with ISO 9000 and Six-sigma approaches to CQI, the principles are the same even if the vocabulary is different. Becausetheir knowledge, experience, expertise, and confidence in what they were advocating were socredible, industry representatives were successful in making faculty appreciate the value Qualitycould bring to their academic processes.Year 1 and Year 2 Retreat and Mock Visit Activities – The UTEP PerspectiveCollege efforts to adopt EC 2000 needed a serious jumpstart. At a meeting of the CollegeIndustrial Advisory Group (IAG), discussions of accreditation-related issues made it apparentthat nothing less than a college-wide initiative, involving faculty, staff and students, wasnecessary. Furthermore, discussions suggested that a two

Collection

2001 Annual Conference

Authors

William Stanley; John Hackworth

330,Linear Electronics. The text for the course is Operational Amplifiers with Linear IntegratedCircuits, 3rd Edition, by William D. Stanley2.The original course objectives for the on-campus class are:(1) Develop proficiency in the design and implementation of circuits containing linear andrelated non-linear components and modules.(2) Develop the capability to successfully plan and implement independent laboratoryinvestigations or design assignments with minimum supervision.(3) Verify some of the representative theoretical properties of linear active devices and circuits.(4) Improve the capability to prepare written documentation of laboratory assignments using thecharacteristics of good technical communications.The VEL version of the course

Collection

2001 Annual Conference

Authors

P. David Fisher; Diane Rover

mechanisms were in place to receive feedback from students in the program, from graduates and from alumni of the program.7. There were no long-term plans in place to improve the program.Process Used to Prepare for the 1998-99 ABET Accreditation CycleBeginning in the fall of 1996, concerned faculty began to meet on almost a weekly basis todevelop strategies and plans to overcome the deficiencies identified during the 1995-96 period.Significant progress was made, as evidenced by the following achievements.1. Thirteen CpE faculty members were identified—six from CSE and seven from ECE.2. With the completion of the new addition of the Engineering Building in 1996, all of the faculty members who previously had been located outside the Engineering

Collection

2001 Annual Conference

Authors

Howard Medoff

Collection

2001 Annual Conference

Authors

Robert Bernick

thefrequency response of its Fourier transform.Although the animation files are each around 500 KB in length, they are highly compressibleand can typically be zipped to 10-15 KB. A set of animated clips has been made available tostudents and response has been positive.1. IntroductionIn the typical junior level networks class (continuous-time linear circuits) students are faced witha variety of new abstract concepts and methods of analysis. Among these are s-plane analysis,Fourier series and transforms, and convolution. While learning the required mathematicaltechniques may be straightforward, a deeper intuitive level of understanding is more difficult toachieve. Illustrations of concepts on blackboards and in textbooks are somewhat limited in

Collection

2001 Annual Conference

Authors

David Hutto; Kathryn Hollar

of four categories, pro-GMO, anti-GMO, more neutral discussion, andAmerican legal attitudes. In addition, there was a link to a separate webpage witha list of the stasis questions being used. The questions were presented in Page 6.1091.3categories as five rhetorical claims: Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education 1) Claim of fact: Did it happen? Does it exist? 2) Claim of definition: What is it? How should we define it? 3) Claim of cause: What caused it? [and/or] What are its effects? 4) Claim of value: Is it

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2001 Annual Conference

Authors

Charles Forsberg

Page 6.1092.12001, American Society for Engineering Education”comprehensive design experience.This paper describes the course in considerable detail and should be helpful to personscontemplating offering this or a similar course.II. Course SegmentsThe basic segments of the course are shown in Table No. 1.The course consists of three basic segments: lecture, individual projects, and group project. It isof semester length (14 weeks) and students receive 3 semester hours of credit. The lectureportion of the course is about four weeks long. During this period, there are four hours oflecture per week, two (2) two-hour sessions. For the later portions of the course, formalclassroom sessions generally average two hours per week, with additional time

Collection

2001 Annual Conference

Authors

Robert Fithen

links on the system. Throughout the range of motion, theforce in each link and pin joint is calculated based on the applied torque of a motorsystem.1. IntroductionIn the course of seeking an engineering degree all students at Arkansas Tech University Page 6.1093.1must complete a senior design course2. The final product of this course is usually aProceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2001, American Society for Engineering Educationfinished or paper design. In spring 2000 an orthopedic company3 residing in Hot Spring,Arkansas approached the author about motorizing an

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2001 Annual Conference

Authors

Jr., Eugene Niemi

so-called “static performance problem”). The course has been offered forover 20 years. The most recent offering of the course was patterned somewhat after the formatof Mourtos3. The UMass Lowell aerodynamics course is currently structured as follows: Two one hour examinations 10% each Basic wind tunnel experiment 10% Basic airfoil computer project 10% Additional project no. 1 10% Additional project no. 2 10% Additional project no. 3 10% Professional development component 5% Final examination

Collection

2001 Annual Conference

Authors

Stephen McClain; Soon-Seng Tang; Louay Chamra

entrainment model of Wallis(Collier and Thome, 1999) is used. To begin the solution, the flow pattern is checked using theflow map of Hewitt and Roberts (Collier and Thome, 1999). The quality is defined as the massflow rate of vapor divided by the total mass flow rate of the system. Wg x= (1) W f + WgThe mass fluxes of the liquid and vapor are defined as the mass flow rates divided by the area ofthe tube. Wf Wg Gf = and Gg = (2a,b

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2001 Annual Conference

Authors

Joan A. Burtner

Session 1692 The Use of Quantitative and Qualitative Measures to Evaluate a Summer Camp for Elementary School Girls Joan A. Burtner Mercer UniversityAbstract In June 2000, Mercer University hosted Mercer MESSAGE, a summer camp forelementary school girls. Mercer MESSAGE is part of the Central South Summer CampProgram. The program consists of four essential elements: 1) Mercer MESSAGE, an all-girlsummer math and science day camp, 2) Mercer TECH, a co-ed summer engineering day camp,3) Central South Summer Camp reunions during the school

Collection

2001 Annual Conference

Authors

Brian Huggins; Winfred K Anakwa; Gary Dempsey

in the last one and one-half semesters. The mini project, which has been used since 1991, hasbeen a valuable tool to assess students, curriculum, and laboratory facilities deficiencies. A new mini-project is developed each year which is a small product design that can be completed in a six-weekperiod by two students. From a student point of view, the primary objective of the mini project is todesign a product or instrument given a set of specifications.Our department is preparing for our first ABET visit under the new Engineering Criteria (EC) 2000guidelines. The paper will show how we are using this design project to satisfy items in Criteria 3:Program Outcomes and Assessment 1. The paper is divided into the following eight sections

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2001 Annual Conference

Authors

William Edward Howard; Joseph Musto

participate in hands-on engineering activities. The outreach programs that nowintegrate solid modeling technology range from an introductory one-hour experience to a long-term ongoing effort. The four programs specifically addressed in this paper include: 1) a one-hour solid modeling exercise, sponsored by the Society of Women Engineers to attract youngwomen to engineering careers; 2) a half-day session, in which both part and assembly modelingexercises are used to give high school students an exposure to Mechanical Engineering; 3) aweek-long effort, in which solid modeling is integrated with rapid prototyping technology andother engineering instruction to provide a comprehensive design/build/test experience; and 4) anongoing relationship with a

Collection

2001 Annual Conference

Authors

Mary Cardenas; Patrick Little

experiments are briefly reviewed and placed in a larger context of studio education inother disciplines. The paper seeks to differentiate studio education from other active learningapproaches. An introductory engineering design course was taught using an architecture studiomodel for two semesters. The experiment demonstrated that the studio method can be veryeffective in teaching design concepts.1. A Review of Studio EducationThe term “studio” has been widely used in engineering and science education in recent years.Courses reported to use studio in technical education have ranged from introductory science,math and engineering programs1-3 to undergraduate courses in heat transfer4, Mechatronics5, upthrough a graduate level course in software design6

Collection

2001 Annual Conference

Authors

Wilfrid Nixon

used. Many of our seniors work with local engineers,and existing solutions would have been “discovered” by enthusiastic students, thusdiminishing substantially the value of such real world projects.At this stage of the process, all that was requested of the potential superclients was a briefdescription of the project. Table 1 (in the Appendix) shows one such description (fromthe 1999 class). These project descriptions are provided to students in the first week ofclass. The instructor uses this description to develop an RFP for the project. The RFP,after being reviewed by the superclient, is presented to the project teams in week 4 of theclass. By this stage, teams have already been formed and projects assigned. The RFP ispresented in two parts

Collection

2001 Annual Conference

Authors

Geoff Swan; S P Maj; D Veal

. Theseinvestigations were undertaken as part of a normal NIM workshop and effects such as signalattenuation, crossover, phase shifting, and pulse spreading, were observed via CRO.1. IntroductionThe single semester, level 1,unit Network Installation and Maintenance (NIM) is a hands-onunit that is based on employer expectations in the field of Computer and Network support.NIM’s companion unit is Computer Installation & Maintenance (CIM) which was designedto fulfil the basic hands-on requirements where students need to make changes to the insidesof PCs to upgrade machines or to replace suspected faulty machines. Prior to itsimplementation investigations had revealed that nearly all of the final year computing sciencestudents surveyed had failed to fulfil the

Collection

2001 Annual Conference

Authors

Shahnam Navaee

which was assigned to the students in athree-hour lab is provided in Figures 1 - 3. This project is presented to illustrate an example of the Page 6.1096.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationtype of exercises the students had to perform and submit for grading in this course. In the firstpart of the project, the students were expected to perform a few exercises from their course text1related to the computing and programming principles. In the second part of the project, threeproblems

Collection

2001 Annual Conference

Authors

Trevor Harding

”. Bothgroups reported that similar numbers of family members had attended college.In general, students felt that cheating on tests was more serious compared to homework,which is probably a rationalization to justify cheating on homework as a timemanagement tool. Also, a majority of students identified looking at another student’stest, passing answers during tests and copying another student’s homework assignment asclearly cheating. But relatively large numbers of students admitted to having cheated inthese ways, suggesting a disconnect between what students consider cheating and theirbehavior.When asked how often they cheat, students reported cheating on 8.6% of homeworkassignments and roughly 1 test per year. But respondents felt that other students

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2001 Annual Conference

Authors

Mileta Tomovic; William Szaroletta; Bruce Harding

subsequent MET courses. Page 6.1098.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationThus beginning in the Spring 2001 semester students in MET 102 will begin usingIronCAD™ as their primary CAD tool. It is then anticipated that within 3 years, thewhole student body can then be expected to possess sufficient IronCAD™ expertise thatthey will be able to employ it in any other class as required. See figures 1 and 2 for anexample of the 3D model and engineering drawing which will be the basis for the firstproject in MET 102

Collection

2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

thelarger community of the university. By sharing classes and/or living space, students form closefriendships as part of an innovative program in cooperative learning” (p. 1). Initially created inan effort to increase student retention and improve student learning, learning communitiescontinue to gain popularity as college administrations and faculty become aware of the benefitsto students and to universities. Student involvement in learning communities at Iowa StateUniversity (ISU) has steadily increased since they “began…as a grass roots effort in 1994, withthe first learning community implemented in the fall of 1995. Within the past three years, studentparticipation in learning communities has grown from 1,114 [students] in 1998 to 1,779 in

Collection

2001 Annual Conference

Authors

Kenny Fotouhi; Ali Eydgahi

Engineering Education.allow flexible interfacing with visual feedback. The modules are digital input/outputmodule, analog voltage/current input module, and an analog to digital conversion outputmodule. The PLC trainer is shown in figure 1.The PLC trainer is a digital controller that can be interfaced with all systems or processesthat need to be controlled. The trainer has discrete ON/Off inputs that can accept various DCvoltages and analog inputs that can accept voltage and current signals. Outputs are discreteON/OFF DC and AC signals and ADC voltage levels. Figure 1: The PLC TrainerProgramming the PLC requires Wintelligent Linx and RSLogix 500 software packages. TheWintelligent Linx is the communication software. It

Collection

2001 Annual Conference

Authors

Karen Williams; James Hedrick

American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationis having a consistent and dedicated team. In our program this team consists of (1) the director,who oversees the financial aspects and submits a yearly report to the Schenectady County HealthDepartment which grants the permit for operating a children’s camp; (2) the coordinator, whoworks with the staff to plan the schedule and work out all of the logistical details, distributesapplication materials, communicates personally with all of the participants, processes evaluationforms, and plans the reunion each fall; (3) Union faculty--two from biology and one fromcomputer science, who teach

Collection

2001 Annual Conference

Authors

Eric Bell

each problem, so students areable to move ahead in the problem sets.The student is then presented with the primary interaction window, shown in figure 1. Thisconsists of the problem display, a text based narrative, navigation buttons, and formula entrycontrols including hint and help buttons. An audio component may be available which studentscan turn off or play as many times as needed. Page 6.1102.3Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright  2001, American Society for Engineering Education Figure 1.At the end of the problem

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2001 Annual Conference

Authors

Douglas Ludlow

have learnedfrom the textbook. The students are asked to write a short (1-2 page) summary of their analysis. Igave the students the choice of several different articles to review (there are over 20 articles tochoose from in the text) so that I received a mixture of different articles. These assignmentsworked quite well and the students generally enjoyed them, especially when they could point outthe errors in the published work. Although these are excellent assignments and I have used themseveral times, I have the problem with the ubiquitous “student file system” so that now, several ofthe student analyses seem familiar. I would suggest that if you are starting this for the first timeout of Fogler’s book, that you assign only one or two journal