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2001 Annual Conference

Authors

Sanjeev Khanna; Chris Jenkins

parts. However,the educator and engineer must always be aware of what may be lost in the decoupling process.We educate students in structural design in this way. It is typical to have separate and distinctcourse in applied mechanics, materials science, and engineering design. This certainly simplifiesthe approach to teaching (and perhaps learning) the subject. But the division is wholly artificial,since real, complex structures are a result of an interaction between mechanics, materials, anddesign. Parallel consideration of all three components is the only way to achieve an optimumstructure. Recently, under support from the National Science Foundation and the State of SouthDakota, the authors have undertaken a project to link these 3 subjects

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2001 Annual Conference

Authors

Sang Ha Lee; Betsy Palmer; Rose M. Marra; John Wise; Thomas Litzinger

rating, although that effect is not sustained. Is this becausethe curriculum does not reinforce open-ended problem solving until the third year?If this hypothesis is correct, then the apparent jump in ratings indicated between the third andfourth year may be directly attributable to the changed environment in which the student findshim/herself. Having officially entered an engineering major (in most cases), the courseworkbegins to include projects and team activities that place the learners in contact with those forcesmost likely to advance their thought processes: the thoughts, opinions, and ideas of others likethemselves.The positive growth between the third and fourth years should not mask the fact that Perryposition four is still well behind

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2001 Annual Conference

Authors

Kenneth Reid

these explained by their peers in many cases.This paper will report on one study involving two sections of a freshman introductory course.The course is Digital Circuits I in an Electrical Engineering Technology program, consisting oftwo sections of approximately 35 students in each section. Both sections went through half ofthe semester (including two exams) with a classroom format that was about 90% traditional and10% active/collaborative, with 100% traditional laboratory experiments: student pairs workingthrough a weekly laboratory experiment. At the midpoint of the semester, the format of onesection continued (although a group design project was introduced), while the other lecture andlaboratory changed. The new lecture format was mini

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2001 Annual Conference

Authors

Timothy McLaren

projects (such as senior design projects and academic research); • Provides sophisticated microelectronics diagnostic equipment that can be utilized by local industries for specialized studies of new developments, problems, and failure analysis; and • Provides a shared site for Clark College to train electromechanical technology students in semiconductor manufacturing.The microelectronics manufacturing engineering classes, together with industry-focused shortcourses and summer session classes, are greatly enhanced by hands-on laboratory exercises. Theextremely small dimensions and exacting tolerances of integrated circuit components requirevery specialized methods for processing and handling. We believe that in order to

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2001 Annual Conference

Authors

Maria Velasco; Joséantonio Turégano; Jesús Alastruey

. IntroductionThe project was founded on some previous experiences1,2,3: Advances in both hardware andsoftware have made it possible for simulations to provide students with a meaningful environmentwithin which they can interact with physical objects or scenarios from the real world4. Therefore,a set of computer simulations for labwork was developed.At the same time, some interactive multimedia courseware materials were developed for Eng.Thermodynamics. As materials increased, we foresaw the need for creating a system to organizeand manage them as a whole, in order to avoid inefficiencies inherent to the development ofhypermedia environments and to prepare a package for using in self-learning as it could help to geta high motivation level in our students

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2001 Annual Conference

Authors

Matthew Ohland; Cynthia Finelli

All Study O&F 20 0 10 10 0 5 15 L&O II 17 0 11 6 11 6 0 L&O I 21 1 11 9 12 9 0III. Team activities and the cooperative learning environmentBoth courses in this study required team homework assignments. In addition, the first course(ECE 412) included three team laboratory assignments and a final team project, while the secondcourse (ECE 440) included a final team project. Students were expected to meet outside of nor-mal class hours to complete the assignments, and they were

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2001 Annual Conference

Authors

Matthew Ohland; Richard Layton

12 11Mixed ethnicity 9 6 Page 6.779.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationIII. Team activities and the cooperative learning environmentTeams are formed in this course for homework. (Teams in KFF were formed primarily forhomework and teams in L&O I were formed for design projects.) Peer ratings are performedtwice in the semester, one at approximately midterm, the second near the end of the semester.The second set of peer ratings is analyzed here.The cooperative

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2001 Annual Conference

Authors

Francis W. Derby

and Exposition. Page 6.80.4Copyright © 2001, American Society for Engineering Education.method for assessing student performance. Whereas exams and quizzes are ideal for assessingmastery of the subject, projects and lab exercises tend to enforce skills. Either way, somemeasure of student success should be recorded and analyzed, especially where changes havebeen made, either in the syllabus or the teaching method. Over a period of time, themethodology is modified with respect to advances in technology which may impact the contentof the course. Evidence of such modifications should be included in the portfolio todemonstrate progress as well as

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2001 Annual Conference

Authors

C. Richard Helps; Barry Lunt

”? “Can we do this”? These questions will come from customers, seniormanagement, colleagues, and from the technologist herself. Learning to estimate is a normalpart of university education, but it is rarely taught explicitly. Detailed estimates involve a partslist, project charts, manufacturers catalogs, and many hours. A great deal of time, effort, andmoney can be saved if a faster estimate can be obtained bypassing the normal, logical stepsdescribed above. Once again, there are well-documented techniques to help develop thenecessary skills. One of the better-known techniques is known as the Fermi Solution. HansChristian von Baeyer10 introduces the idea with this anecdote. At twenty-nine minutes past five, on a Monday morning in

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2001 Annual Conference

Authors

Robert Erlandson

interference between most cellular phones and hearing aids. The details of thisinterference and examples of designs to correct the problem can be presented in varying degreesof technical detail depending on the technical level of the class. The problem with this approachis that while faculty would be willing to incorporate such material, they are generally not awareof such examples, nor do they have time to explore and develop such examples.The following prototype materials were developed under the NSF grant: two basic awareness-raising modules that introduce accessible design principles, laws mandating accessibility,population demographics supporting markets, and ethical imperatives; two demonstrationmodules developed as student projects; and fifteen

Collection

2001 Annual Conference

Authors

Charles Moore

in the classroom is crucial and contagious, new teachers from industry must“lighten up” and relax. The overall atmosphere is set primarily by the instructor. New educatorscoming directly from industry must quickly make the transition to a type of work that is verydifferent and employs different methods of achieving the desired objectives. Students react bestto a friendly setting with controls employed only as required to maintain class discipline.Without sacrificing quality and quantity of material covered, new instructors may need to slowthe pace and demands on students, for they are not graduate engineers working full-time on anassigned project. On the other hand, educators with industry experience have a distinct advantagein the classroom

Collection

2001 Annual Conference

Authors

William Szaroletta; Lloyd Ewing; Nancy L. Denton

from week to week, assures that there is a good mixing of the studentsand team roles. The practical aspect of this method of team formation is that it mirrors industry,where one does not necessarily expect to work with the same individuals from project to projectand responsibilities change with each project.II. Introduction to Three-Point BendingBeam flexure and shear flow theories are introduced to the students in the lecture portion of the Page 6.191.1strength of materials course. Knowledge gained from prerequisite courses, lecture material andhomework problems enable the students to systematically develop the static free-body diagram,FBD

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2001 Annual Conference

Authors

Heidi Diefes-Dux; William LeBold; William Oakes; P.K. Imbrie

, demonstrations, classroom experiences, and projects. Since the computer is a fundamentaltool used by today’s engineer, students have the opportunity to solve elementary engineeringproblems using software packages like Excel, MATLAB, and the like. Other sessions duringthe weeklong experience include: labs tours and demonstrations from the various schools withinthe Schools of Engineering, plant trips to local industry, a chemistry show designed to peak astudents interest into the marvels of chemistry, and various hands-on engineering projects.A detailed assessment that examines current trends in the participants demographics, pre-collegepreparation, influencing factors regarding the college and major selection process, as well as theeffectiveness of the

Collection

2001 Annual Conference

Authors

Vikas Yellamraju; Kurt Gramoll

courses.The project involved in developing a long term scalable system and a strong backbone whichconnects different kinds of resources and has an integrated system wherein any instructor can setup his own class, manage his own set of students and administer testing and evaluation methods.But unlike similar systems like WebCT or Blackboard, this system includes content so that theinstructor does not have to develop problems and it is freely available to all institutions. Thesystem has been used at University of Oklahoma (OU) where selected Dynamics and Static’sengineering courses are taught using laptop computers (required at OU with wireless networkconnection), CD-ROMs, and the Internet. This project involves giving all instructors theopportunity to

Collection

2001 Annual Conference

Authors

William Frey; Jose Cruz

design project. They use an issue into full-blown ethical matrix and empirical dilemmas. methods to uncover embedded ethical issues. Decision- The ability to integrate The Ethics Using a case or scenario that Making (not just apply) ethical Laboratory presents a real world decision- (Designing) considerations into a making situation, students use decision or design such a seven-step model to resolve that the considerations the case by

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2001 Annual Conference

Authors

Eric Warmbier; James S. Fairweather; P. David Fisher

. Lessons LearnedWe are currently in the process of sharing what we have learned about the reform of EE servicecourses with various faculty, student, alumni and administrative groups within the MSU Collegeof Engineering. From these discussions, we will identify a strategy for moving forward withplans to better link ECE 345 to follow-on courses within the majors, including the majorengineering design experience.We embarked on the benchmarking project to assist the engineering faculty at MSU changecourses and curricula. Change is the heart and sole of continuous quality improvement. Our goalin benchmarking was to show how other institutions dealt with engineering service course issuesand how engineering service courses might be integrated into the

Collection

2001 Annual Conference

Authors

Robert Hendricks

operational cleanroom protocols that assuredthe success of our project. I am especially grateful to my faculty colleagues, Professors PeterAthanas, Louis Guido and Carlos Suchicital. Peter supervised the development of our mask sets,while Lou and Carlos provided continuous support, both with technical decisions and dailysupport in taking care of the myriad of details associated with this project. I wish to express mygratitude to Rich Winder, President of Electro-Mechanical Services, for his continuing support ofthe Modu-Lab educational processing tools that he developed for our facility. I am indebted toTexwipe for donating cleanroom operating supplies on a continuing basis and to BernadetteMondy, Co-director of our Environmental Health and Safety

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2001 Annual Conference

Authors

Don Merrill; Nick Safai

official records, Salt Lake Community College.Professor Nick M. Safai is the Coordinator of Engineering Science Department at SLCC . Hereceived his PhD in Engineering from Princeton University in 1977, and Masters of Science inAerospace and Mechanical Engineering in 1974, MSE in Civil Engineering in 1975, and MSEin Petroleum Reservoir Engineering in 1975 all from Princeton University. He holds a B.S. inEngineering from Michigan State in 1972. Prior to joining the academics , Dr. Safai worked inindustry, where he served as director of the Reservoir Engineering Division at Chevron OilCompany in California. He has taught both at the graduate and undergraduate levels inengineering science. He has performed research projects for the Department of

Collection

2001 Annual Conference

Authors

Saeid Y. Eidgahy

critical in engineeringeducation is the ability to communicate effectively with people who have preparationsother than engineering. In other words, in order for a new innovative technical project tobe funded, a marketing manager or someone with an accounting or managementbackground must be convinced of its benefits. An engineer must be able to constantlycommunicate in verbal and written forms with non-engineers. This will facilitate thegathering, integrating and conveying of information in many formats.Engineers often work as part of a team composed of many members with variedbackgrounds. As a result, developing skills in managing other people and accomplishingrequired tasks is a universal requirement for any engineer. This may involve planning

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2001 Annual Conference

Authors

Asad Yousuf

. • Create virtual instruments using LabVIEW • Use data acquisition systems to measure physical quantities. • Gain good understanding of General Purpose Interface Bus (GPIB) communication devices and drivers.The following topics are covered during the semester: 1. Introduction to LabVIEW 2. LabVIEW programming 3. Building an application 4. Instrument drivers 5. Writing a DAQ program 6. Process control application 7. Physical applicationThe following are the laboratory projects that students perform during the semester: 1. Creating a virtual instrument (VI) and sub VI. 2. Use While, For Loops, and a waveform chart for acquiring data in real time. 3. Create a VI that takes a number representing degree Celsius and

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2001 Annual Conference

Authors

Glenn Wrate

systems sequence. This course focuses on theelectrical design of a large commercial building or industrial complex. The students choosebetween a 20-story building and a four building campus. As with the EE-353, the project is doneby a team of two students and presented to the rest of the class at the end of the term. Page 6.365.4Proceedings of The 2001 American Society for Engineering Education Annual Conference & Exposition© 2001, American Society for Engineering EducationThese last two courses, EE-353 and EE-355, can be taken for credit by EE and EET students,provided they have taken courses that cover the prerequisite material. Since they

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2001 Annual Conference

Authors

Ahmed Elsawy; Ismail Fidan

Tennessee Technological University. Before assuming the current position, Dr. ElSawywas a professor and Graduate Program Coordinator, Department of Industrial Technology, University ofNorthern Iowa for seven years. From 1987 to 1992, Dr. ElSawy was a Professor and Director of theManufacturing Engineering Program at St. Cloud State University in Minnesota. Before that, Dr. ElSawywas a project manager in the Center for Manufacturing Productivity and Technology Transfer and theMaterials Engineering Department at Rensselaer Polytechnic Institute, Troy New York. Dr. ElSawy holdsa Ph.D. in Mechanical Engineering from Cairo University, Egypt. He is a member of ASEE, AWS, andASM. His research interests are in the areas of the Mechanical Design, Materials

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2001 Annual Conference

Authors

James Fuller

? 2. Technology Resources: Do we have the appropriate hardware, software and training to effectively use the technology? How do our systems compare with those used by K-12 students? 3. Project Structure: Can we update curriculum to take full advantages of new learning opportunities or is the change so dramatic we need to start from scratch? Can we develop dialogue with K-12 educators to better coordinate those aspects of their curriculum with the needs and requirements of higher education? 4. Curriculum Linking: The curriculum must become more seamlessly linked throughout the education process in order to take full advantage of the potential of technology. How can this be done

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2001 Annual Conference

Authors

Tushar Ghosh; Sudarshan Loyalka; Mark Prelas; Dabir Viswanath

quality by adsorption and absorption processes, particleproduction/synthesis, and development of chemical and biological sensors.MARK A. PRELASMark A. Prelas is a H. O. Croft Professor of Nuclear Engineering Program at University of Missouri-Columbia, He was a Foster Fellow at the US State Department from 1999-2000. Dr. Prelas’ researchinterests are in the areas of wide band-gap materials, plasmas, direct energy conversion, energystorage, plasma engineering and nanophase materials. Dr. Prelas has directed two NATOAdvanced Research Workshops in the Former Soviet Union including the first such meeting in theFormer Soviet Union (in the areas of wide band-gap electronic materials 1994 and diamond basedcomposite materials 1996), served as a project

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2001 Annual Conference

Authors

Steve Schreiner; John Burns

engineering concepts. An equal partnership was formed between K-12and college educators so that a true synergy occurred. This partnership allowed for a dynamicenvironment where educational modules being presented could be tailored to specific pre-collegeclassroom environments.VI. AcknowledgementsThe authors wish to thank the following people whose contributions were important to thesuccess of this project: Dr. Ronald Musiak, Dr. Gail Fletcher, Dr. Karoush Rahnamai, Dr. AbdulKamal, Ms. Marilyn Sullivan, and Mr. Michael Tedesco of Western New England College; Mr.Richard Joseph, Ms. Cele Daigneau, and Ms. Rene O. Jury of Agawam Public Schools; and Mr.George Gorton, Mr. David A. Hebert, and Mr. Owen F. Kelly of Shriners Hospital for Children,Springfield

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2001 Annual Conference

Authors

Andrew Rose

/PowerEngineering/trad.htm; 2000 Advanced School in Power Engineering, Information under Power Engineering.4. Bedont, James, W. personal communication, January 8, 2001.5. URL: http://www.gaiconsultants.com/proj.htm; Information under Projects, Geotechnical & Structural Engineering.6. GAI Consultants, Inc. Transmission Line Design and Construction, Volume 1, Course Notes, August 21 – September 1, 2000.7. URL: http://www.ku.ac.th/aboutku/english/information/kuinfo.html; Information under About Kasetsart University.ANDREW T. ROSEAndrew T. Rose is an Assistant Professor of Civil Engineering Technology at the University of Pittsburgh atJohnstown (UPJ) in Johnstown, Pennsylvania. Before joining the faculty at UPJ, he was a Staff Engineer with

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2001 Annual Conference

Authors

Tom Noack; Rose Marra; Johnissia Stevenson; Harry Tyrer; Eric Epperson; Jose Castro

low bandwidth. We support Kuzma’s argument that technology should not be viewed as an end initself but is used as a means toward reaching active learning education goals. Acomparative study of the exam scores of the traditionally taught students and the Webbased students will benefit in the evaluation process. Since this project began many new tools have been developed to handle more ofthe backend networking concerns. It is advised to anyone who takes on Web-basedteaching to start small and be certain that the goals are presented clearly in an effort tohelp students understand what is expected. Highlight and date changes in an effort tokeep students informed of current events and changes, and prevent Web pages

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2001 Annual Conference

Authors

Thomas S. Kuhaneck; Frank Noonan

3000 different learning institutions. Much of the work increating the new course will be the customization activity of completing the case studies.For students, successful completion of this continuing education course would involvepassing self-administered tests which Blackboard accommodates and satisfactorilycompleting a course project which would be based on applying the coursetools/methodology to one of the problem types in Figure 1 for the student’s particularMSO.Bibliography1. Aquino, Nicholas R., “Managing change”, Business and Economic Review, Oct-Dec 1994.2. Bazerman, M., Judgement in Managerial Decision Making (4th ed.), Wiley, 1998.3. Beer, Michael, Nohria, N. “Cracking the code of change”, Harvard Business Review, Boston, May

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2001 Annual Conference

Authors

Ifte Choudhury

. Choudhury has extensiveexperience as a consulting architect working on projects funded by the World Bank, Asian Development Bank, andsome other Multilateral Development Banks. His areas of emphasis include housing, alternative technology, issuesrelated to international construction, and construction education. He teaches Environmental Control Systems at anundergraduate level and International Construction at a graduate level. Page 6.407.6Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education

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2001 Annual Conference

Authors

John Williams

paramount importance to beginningstudents. This paper will briefly review the reasons for change and explain the methods used.Preliminary results will be evaluated through student comments and the author’s observations.Changes include a more structured approach and included the adoption of the textbook StudyingEngineering1. The remaining sections cover engineering tools such as CAD and computerprogramming. These sections were also modified to reinforce the aspect of student development.Primary changes include the addition of projects throughout the whole freshman year as well asthe required participation in a campus wide competition.MethodsThe faculty met to discuss and plan a new first section of the Introduction to Engineeringsequence. Specific