Collection

1996 Annual Conference

Authors

Judith E. Miller; James E. Groccia; David DiBiasio

teaching. It provides hands-on activities in many areas of teaching such as syllabus preparatio~ design and grading of assignments and exam problems, laboratory instruction, project management, cooperative learning tasks, and lecturing. This is done under the mentorship of experienced faculty in the student’s discipline, and with advising from the course faculty. The general structure of the practicum is that each student selects a course and a mentor within their discipline. Presumably the mentor is the one teaching the selected course, though this is not necessary. One of us (the seminar faculty) serves as the advisor of the practicum. The mentor and the advisor may be the same person, in the case of students in one of the

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1996 Annual Conference

Authors

Dr. John W. Nazemetz; Dr. John B. Solie; Dr. David R. Thompson

GuidelinesInstruction Lectures in the course are delivered by the faculty in charge and the laboratory instruction andsupervision is the responsibility of the teaching assistants. Page 1.469.4 1996 ASEE Annual Conference ProceedingsDesign Projects The design projects are modified each semester. These generally have required the studentteams to design solutions to move devices and or materials over particular distances and obstacles. In eachsemester, there were a number of competition categories in which the students could choose to compete. Thecompetition categories

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1996 Annual Conference

Authors

Narciso F. Macia

Session 2647 Using a DC Solenoid in a Closed-loop Position Control System to Teach Control Technology Narciso F. Macia Arizona State UniversityABSTRACT A DC solenoid that is normally operated in two positions, is used to implement a closed-loop,position control system. The laboratory work supports and reinforces material presented in theclassroom. This laboratory activity takes place in a cooperative learning environment, each groupbeing populated by students from the Electronic & Computer Technology

Collection

1996 Annual Conference

Authors

Ian A. Waitz; Edward C. Barrett

communications and other professional skills with advanced, small-group laboratory research. This paper describes the coupling of an undergraduate Experimental Projects Labwith a Communications Practicum. The two subjects are taught jointly by faculty members from the MITAeronautics and Astronautics Department and the MIT Program in Writing and Humanistic Studies. The pairingof the experimental projects course and the practicum provides an environment for teaching communicationsskills in which the students are interested in the subject matter and motivated to learn. In addition, a variety ofmodern information technologies are applied to augment the effectiveness of the practicum. Several pedagogi-cal themes are interwoven into the two courses including

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1996 Annual Conference

Authors

Ph.D., Robert D. Borchelt

Session 2642 Manufacturing Systems Integration: What is it and how do we teach it? Robert D. Borchelt, Ph.D. University of Wisconsin-MilwaukeeIntroduction In today’s increasingly fast-paced manufacturing environment, engineers are called upon to design anddevelop manufacturing systems that can respond quickly and efficiently to constantly changing demands. Theincreased use of automation and continuing trend toward shorter life cycles and more customized productscreates a heavy demand for sophisticated skills in information technologies

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1996 Annual Conference

Authors

Mohamed Shwehdi; Chris Jacobsen; Akram Al-Rawi, McKendree University

AC 1996-405: A Senior Design Project of a FI Meter Device to Assess TeachingElectronic ConceptAkram Al-Rawi, McKendree UniversityChris Jacobsen,Mohamed Shwehdi, Page 1.36.1© American Society for Engineering Education, 1996 Session 1532 A Senior Design Project of a fi Meter Device to Assess Teaching Electronic Concept Mohamed Shwehdi, Akram Al-Rawi, Chris Jacobsen KFUPM/Columbia College/Hewlett- PackardABSTRACT A novel microprocessor-based large signal forward current ratio Beta (13) meter

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1996 Annual Conference

Authors

Ms. Carol Cummiskey; Dr. Harris Rawicz

SESSION 2259 An Undergraduate Intern’s Experience With Industrial Instrumentation and The Effect on Teaching Dr. Harris Rawicz Assistant Professor/Engineering/ Trenton State College Senior Scientist/ ITT Aerospace/Communications Division Ms. Carol Cummiskey Student/Engineering/ Trenton State College Summer Intern/ITT Aerospace/Communication DivisionAbstract A simulation of the Time Keeping System(TKS) on the Global Positioning System

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1996 Annual Conference

Authors

W.E. Bair; P. Ng; D.M. Halsmer

Session 3268 The Spinning Rocket Simulator: An Experimental Design Project for Teaching and Research D.M. Halsmer, W.E. Bair, P. Ng Oral Roberts University Abstract An experimental apparatus is being developed to simulate the dynamics and control of spinning, thrustingbodies with internal mass motion. An interdisciplinary team of undergraduate engineering students is executingthe first phase of development as a senior design project at Oral

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1996 Annual Conference

Authors

Francisco Vaz; Ana Maria Tomé; Paulo J. S. G. Ferreira

Session 1532 Teaching the Theory of Signals and Systems A Proposal for a Curriculum Francisco Vaz, Ana Maria Tomé, Paulo J. S. G. Ferreira Departamento de Electrónica e Telecomunicações/ INESC Universidade Aveiro, 3800 Aveiro, Portugal email:fvaz@inesca.pt Introduction In the University of Aveiro, a new Portuguese University (only twenty years old), theteaching of the Theory of Signals and Systems is done within the Department of Electronics andTelecommunications

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1996 Annual Conference

Authors

Pamela J. Neal; George W. P. York

Session 3532 MC68HC11 Portable Lab Unit -- A Flexible Tool for Teaching Microprocessor Concepts Pamela J. Neal, George W. P. York U.S. Air Force AcademyABSTRACT One challenge when teaching assembly language and microprocessor basics is to provide enoughhands-on experience to both teach the concepts and keep the course interesting. At the Air Force Academy,we have designed a self-contained lab unit that is portable, durable, flexible enough to support threecourses, and relatively inexpensive. Centered around the Motorola 68HC11 Evaluation Board, the unit

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1996 Annual Conference

Authors

Jennifer M. Jacobs; Elizabeth A. Eschenbach

engineering classroom. Participants develop skills for teaching in a diverse classroom. 2 1996 ASEE Annual Conference Proceedings Page 1.171.2 Teaching Topics Participants choose two different sessions from the following sessions: Teaching and Assisting in the Laboratory, Leading a Recitation, Grading, Tutoring and Office Hours, Writing as Learning Engineering, and Presentation Skills. Microteaching Sessions A TF videotapes four TAs, while each TA teaches a short lesson and other TAs play the role of engineering students. The group reviews the video tape and the TF

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1996 Annual Conference

Authors

Kristin A. Young; Masoud Rais-Rohani

Session 1668 .—-. Development of a Multimedia Structural Mechanics Teaching Tool on the World Wide Web Masoud Rais-Rohani, Kristin A. Young Mississippi State University Abstract The HyperText Markup Language (HTML) is used for the development of a multimedia teaching toolfor an Aerospace Structural Analysis course at Mississippi State University. This tool is tailored specifically forthe World Wide Web, and can be accessed by typing the

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1996 Annual Conference

Authors

Tomasz Traczyk; Krzysztof Antoszkiewicz; Eugeniusz Toczylowski

Session 2560 Flexible Enrollment Information System ERES 2: A Tool for Managing Teaching Activities* Krzysztof Antoszkiewicz, Eugeniusz Toczy}owski, Tomasz Traczyk Warsaw University of Technology IntroductionThe increasing need for smooth management of all academic and administrative activities, and require-ments for more efficient utilization of limited academic resources (academic staff, space, laboratory equip-ment and financial resources) imply increased needs for more cost-effective organization and better

Conference Session

Hands-on Approach to Teaching: Computers (3532)

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1996 Annual Conference

Authors

Ruth D. Fogg, United States Air Force Academy; George W. P. York, United States Air Force Academy

. 3,August 1987, pp. 135-141. AuthorsGEORGE YORKGeorge graduated from the US Air Force Academy with a BSEE in ‘86 and from the University of Washingtonwith a MSEE in ‘88. He developed guidance computers for missiles at USAF Wright Laboratories from ‘88-’92. Then he served two years as an exchange engineer at the Korean Agency for Defense Development.Currently he is teaching Microcomputer System Design courses at the US Air Force Academy.RUTH D. FOGGRuth D. Fogg currently teaches the Digital Logic Design and Electrical Circuits courses at the US Air ForceAcademy. She earned a BSEE (‘83) and MSEE (‘85) from the University of New Hampshire and a Ph.D fromthe University of Colorado (‘95) where she

Collection

1996 Annual Conference

Authors

Mohammad M. Asoodeh; Carl W. Steidley

not our aim to train electronic engineers or technicians, but rather to impart hardware principles tofbture computer scientists/software engineers. [5] Our challenge and need is to teach these students how to thinkand solve problems in terms of digital logic as it functions within and with computer systems. We were notanxious to teach basic electronics nor to have students have to worry about correct power supply wiring,accidentally wiring output-to-output, input-to-input, or otherwise causing electrical short circuits that maydamage valuable laboratory equipment or even damage inexpensive integrated circuits which take valuablelaboratory time to trouble shoot and replace.Interdisci~linarv Work When the second author joined the

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1996 Annual Conference

Authors

Christopher G. Braun

conjunction, otherField Session modules would teach C++ programming and interfacing, and then use thisdata acquisition system in a motor control application. The following semester, students will return with their own data acquisitionsystem which will be used in their laboratories, at home, or for their own projects such astheir Senior Design. Once each student possess their own data acquisition system, thenthe faculty here foresee dramatic changes we can make in the curriculum to takeadvantage of this new capability.Motivation Students in engineering and science classes use computers and data acquisitionsystems for measurement and control in many, if not most, of their laboratory classes.The type of measurements/control range from

Collection

1996 Annual Conference

Authors

Joseph J. Strano

, and demonstrate a successful project.EQUIPMENT AND COURSE ORGANIZATION -. Class size for this introductory course is limited to twenty students. Each class is taught by ansenior professor with solid engineering design experience. A teaching assistant with good laboratoryskills and the ability to communicate, is assigned to each class. Students work in groups of up to fourmembers. Laboratory equipment is assigned to each group. This equipment is stored in their personallocker located in a dedicated laboratory room used solely for this course, FED-101. Students have accessto-this laboratory outside of the scheduled class hours whenever the building is open. The equipment given to each group consists of a digital volt ohmmeter

Collection

1996 Annual Conference

Authors

Kelin Kuhn

Proceedings II. Logistics As can well be imagined, allowing the students to self-select a design project within the broad area oflasers is a logistical nightmare. For the first few years, the last four weeks were hellish. However, as the classevolved, I began to develop better ways of managing the self-selected design projects. Some successful tricks include: 1. A dedicated room for the projects (the Photonics Teaching Laboratory)4 2. A well-established system for inventory management 3. Making past projects available as posters, Xerox copies, and (most recently) Web copies 1. The Photonics Teaching Laboratory The EE 488 class is managed as part of the Photonics Teaching Laboratory. The

Collection

1996 Annual Conference

Authors

Ph.D., M. Zoghi

.— - . . Session 3215 . .. . . . USE OF PERSONAL COMPUTERS TO ENHANCE THE GEOTECHNICAL ENGINEERING EDUCATION l M. Zoghi , Ph.D.Abstract The integration of personal computers in teaching the geotechnical engineering courses including thesoil mechanics and foundation design, as well as soil mechanics laboratory will be described herein. Inaddition, the potential use of microcomputers in undergraduate and graduate special projects as part ofindependent studies will be

Collection

1996 Annual Conference

Authors

Kelin Kuhn; Blake Hannaford

amplitude and frequencycharacteristics of the damped oscillation on an oscilloscope.5 Page 1.162.4 Philips Electronics has been kind enough to donate units to us each time we have run this laboratory. 1996 ASEE Annual Conference Proceedings 8. Suggestions for implementation The most difficult part of teaching a consumer electronics class is obtaining sufficient backgroundinformation6. We found that the minimum set of information is probably K. Pohlman's book7, IEC 908 and101498, and a subscription to IEEE Spectrum, CD/ROM Professional9 and PC magazine10. 9

Collection

1996 Annual Conference

Authors

R. Welch; K.R. Goheen

. Use of computer technology in the practice of control engineering is widespread. As early as the 1970s, computers were being used to assist teaching control systems. Broome and Woolvetlcreated “[a] program. . . which permits interactive control system design, suitable for use by students either to runtutorial exercises as a back up to lecture material, or to integrate with laboratory work”. The program was writtenin FORTRAN IV for 8K computers such as the Honeywell H3 16. The use of computer for control systemseducation has since then become widespread. According to a survey of control systems curricula by Feliachi 2,“[software packages of a wide variety are being used by most schools. The most popular packages (in frequencyof usage

Collection

1996 Annual Conference

Authors

Russell R. Barton; Robert P. Smith; José L. Zayas; Craig A. Nowack

teaching materials, and ofspecillc methods and materials developed for the course. The course was developed jointly by faculty andresearch assistants at the University of Washington (UW), the University of Puerto Rico’s Mayaguez campus(UPRM), and at Penn State (PSU), as part of the Manufacturing Engineeringg Education Partnership(MEEP), funded through the ARPA Technology Reinvestment Program.Course Curriculum Several important constraints affected the development of the curriculum. First, MEEP objectives callfor a curriculum that is practice-based, using the Learning Factory (a hands-on design/prototyping/manufacturing laboratory) at each institution to provide

Collection

1996 Annual Conference

Authors

Winston F. Erevelles

Session 3263 Experiential Learning in Computer Integrated Manufacturing Through Team Projects Winston F. Erevelles GMI Engineering& Management InstituteAbstract The paper describes projects undertaken by student teams in a senior level course in ComputerIntegrated Manufacturing. Students generate concepts for a product, synthesize this concept into multipledesign alternatives, select the most feasible design based on manufacturability and assemblabilityconsiderations, manufacture the product on CNC machines in the CIM Laboratory, develop solutions

Collection

1996 Annual Conference

Authors

Mohamed I. Dessouky; Murali Krishnamurthi

thelearning cycle. This is to ensure that the laboratory experiments also address the four quadrants of the learningcycle and accommodate students’ different learning preferences.4.3 Teaching Styles Similar to students’ learning styles, teachers also have preferred teaching styles which also can impact acourse and the information conveyed to the student. Claxton and Ralston [2] have classified teaching stylesunder four different categories as: Type 1 (Motivator), Type 2 (Expert Transmitter), Type 3 (Promoter orCaoch), and Type 4 (Stimulator) teachers. Claxton and Ralston have concluded from their studies that Type 2,the professor-dominated teaching style, is the most prevalent one in engineering curriculum and that the facultydo not generally

Collection

1996 Annual Conference

Authors

Mohamed I. Dessouky; Murali Krishnamurthi

class discussion. Type 2 teachers focus primarily on the (Thi~king) transmission of knowledge in a hierarchical manner from Abstract Conceptualization teacher to the student and their teaching style is F i g u r e 1. Four Quadrants of Learning and Learning Styles [7, 10] professor-centered lectures. Type 3 teachers primarily focus on promoting productivity and competence and want their students to acquire the necessary skills and be independent and their teaching style is usually the traditional lecture format coupled with laboratories and out

Collection

1996 Annual Conference

Authors

Jerry W. Samples; Colonel Kip P. Nygren

-+-. Session 3630 Becoming a Better Teacher: Adjusting From the Baseline Jerry W. Samples,Kip P. Nygren United States Military AcademyAbstract: The notion that teachers at the college level are effective based on their disciplinary technical skills is acommon one. Teachers develop their entry teaching skills based on desire, needs of the student, and importanceplaced on teaching by their institutions and their colleagues. Every teacher must have some fundamental

Collection

1996 Annual Conference

Authors

Yu-cheng Liu

fimdamentals of a 16-bit microprocessor. In the lab for; the second course, each student designs and implements a complete 8086-based microcomputer board. Once~ this prototype board is implemented, the student can use it for various microprocessor-based applications. ~A microprocessor development system designed to provide up-to-date development tools for the lab is also described. This development system is implemented as a network consisting of six stations, each equipped with a PC, an emulator, a logic analyzer and an EPROM programmer.!I INTRODUCTION For many microprocessor courses, laboratory projects are often limited to assembly language programming. A main reason is that software

Collection

1996 Annual Conference

Authors

William E. Barnes; Michael Khader

transparencies.LABORATORY BASED COURSES Teaching laboratory courses in the traditional distance education settings lacked the students’ability to ask questions related to instrument settings, instructors’ hands-on illustration to students at theremote site, and the ability of the instructor to keep students interested during the laboratory portion of theclass. To investigate the feasibility teaching laboratory courses over this network, one course was selectedfor an experiment. A circuit measurements course from the Electrical Engineering Technology curriculumwas selected. The laboratories at both sites were equipped with the same equipment including computers,instruments, and the General Purpose Interface Bus (GPIB) type equipment. Software

Collection

1996 Annual Conference

Authors

John Y. Hung; Carlee A. Bishop

scenarios. The most recent resolutions from NationalScience Foundation education conferences1 and engineering accreditation workshops2 are to improveengineering students' thinking and problem solving skills, rather than inculcating a heavy emphasis on basicscience. The evolving objectives have been accompanied by significant changes in teaching methods as well. Forexample, engineering courses have experienced cycles of varying emphasis on laboratory versus lecture content.The engineering education experience of the 1950's was punctuated by heavy laboratory content and thepracticing of design rules. As the curriculum objective moved to engineering science, the in-class lecturebecame the predominant tool for teaching. Rather than being fields

Collection

1996 Annual Conference

Authors

R. H. Parsons; S.J. Steiner; K C Dee; G. Judd

Communication for ITAs,it has had favorable results. Student evaluations have consistently rated the laboratory highly, and worth theextra time invested. The ITAs micro-teaching results have improved with the addition of the laboratoryexperience.In conclusion, incorporating the English-speaking undergraduate in the Oral communication class and addingthe cultural laboratory experience has increased the interaction of the ITA and undergraduate. This exposureis the first step in developing inter-communication between the two groups. More programs like this areneeded to increase understanding among the various groups on campus. General Teaching Assistant ProgramThe General Orientation Program consists of three main