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1999 Annual Conference

Authors

Y. Omurtag; T. Ioi; S. Enomoto; M. Matsunaga

principles and uses of information andmanagement systems. The final goal of the curriculum in DPM is to develop the technicalproblem and project definition, solution and management skills of the graduates so that they canquickly adopt to the manufacturing or other technology driven project environments as effective Page 4.128.1team members and leaders.The second part of the paper deals with the collaborative research projects developed withindustry to help students with the education process in the DPM. The first case study deals witha project resulting from an international cooperation between the US and Japan on theclarification and management of

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1999 Annual Conference

Authors

David P. Heddle; Robert F. Hodson; David C. Doughty

available solely through ALNs. For example, Web-4M is very effective ina hybrid class that not only meets in a traditional, time-bound classroom but also requires thestudents to take part in a given amount of on-line synchronous discussions, problem-solvingsessions, group homework, or to view presentations. A key component of making these newteaching paradigms work effectively is a tightly integrated distance education delivery system thatallows for storage and retrieval of materials presented in a synchronous forum, thusaccommodating absenteeism and providing a means for student review. The following sections willdiscuss some of the features of Web-4M, explain how the synchronous and asynchronous tools areintegrated and give an example of how

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Authors

Francesco Costanzo; Gary L. Gray

: http://www.abet.org/eac/eac2000.htm.[2] ABET Mechanical Engineering & Engineering Mechanics Criteria 2000 (1998). Available at the WWW site: http://www.asme.org/educate/abet/progcrit.htm.[3] ABET 2000 Program Criteria: Materials and Metallurgy (1998). Available at the following WWW site: http://www.tms.org/Education/ABET2000.html.[4] M.S. Wald, “Engineering Criteria 2000,” International Journal of Engineering Education, 12, pp. 389–390 (1996).[5] Gary L. Gray and Francesco Costanzo, “On the Concept of the Interactive Classroom and its Integration into the Mechanics Curriculum,” To appear in the International Journal of Engineering Education.[6] Francesco Costanzo and Gary L. Gray, “On the Implementation of

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1999 Annual Conference

Authors

Neil D. Opfer; John Gambatese

undergraduate courses offered in the Department in order to maintain University-mandated minimum teaching loads. One of the faculty was asked to teach a course outside theconstruction program. Another faculty member took over a course taught by a part-time lecturerwho has been an integral and valuable part of the construction program for many years. TheDepartment and faculty scrambled to rearrange the teaching schedules in the few days prior tothe start of the semester. Page 4.467.10V. ConclusionsDeveloping the Master’s degree program in construction has required extensive effort andcommitment by the program faculty. Its future success is an

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Authors

Francois Michaud; Mario Lucas; Gerard Lachiver; Andre' Clavet; Jean-Marie Dirand; Noel Boutin; Philippe Mabilleau; Jacques Descoteaux

Session 2220 Using ROBUS in Electrical and Computer Engineering Education François Michaud, Mario Lucas, Gérard Lachiver, André Clavet, Jean-Marie Dirand, Noël Boutin, Philippe Mabilleau, Jacques Descôteaux Université de Sherbrooke (Québec Canada)AbstractROBUS (ROBot University of Sherbrooke) is an autonomous mobile robot designed to facilitateinterdisciplinary engineering design in Electrical Engineering (EE) and Computer Engineering(CE). Its primary purpose is to serve as an integrated platform for a project called INGÉNIUSthat introduces electrical and computer engineering simultaneously to a large group

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1999 Annual Conference

Authors

Clark Colton; Bonnie D. Burrell

in the Chemical Engineering Department at MIT. She is presently teaching teamdevelopment to chemical engineering students. Since completing the pilot project started in 1997 she has beendeveloping a curriculum in team work training that is being integrated into the chemical engineering curriculumfrom the undergraduate to the graduate course level.Appendix A Initial Team DialoguesGOALS1, What should be the team goals for your project?Student #l To work together in a cooperative manner such that the work that needs to be done is done (and donewell).Student #2 Team goals should include both project related goals as well as team work goals. For example, theteam should have an idea about what the project objectives, they wish to explore

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1999 Annual Conference

Authors

Gearold R. Johnson; Dueb M. Lakhder

in certain cases by the President of the hosting university. The President isresponsible for managing the university in accordance with the programmes and policiesapproved by the Board.Director of the Satellite Network 7The network director is responsible for the integrity of thenetwork and supported by a few technicians in charge of operating the network for the benefitof the satellite network participants.Director of Postgraduate Programmes 7The director is responsible for implementing theprogrammes recommended by the curriculum committees and approved by the Board ofTrustees.Director of General Programmes 7The director is responsible for implementing therecommendations of the advisory consultative committee on general programmes once

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1999 Annual Conference

Authors

Daniel Davis

educationand practice for the 21st century.” The Boyer/Mitgang Report proposed as their first andforemost goal an enriched mission, one which effectively connects the schools and theprofession. They also call for a connected curriculum that encourages integration, a supportiveclimate for learning, a more productive partnership between schools and the profession. Theseconcerns, while more clearly stated here than in other studies, are clearly not new.It has been noted that the current school curriculum at many architectural programs actuallyconveys a smaller percentage of the total knowledge and skill required for practice than in anyperiod during the 131 years since professional programs were established. 4The voices of many recognized and respected

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1999 Annual Conference

Authors

Brian Manhire; Roman Z. Morawski; Andrzej Krasniewski

engineering curricula are –according to the Act on Higher Education - the minimum requirements set for each field ofstudy by the National Council of Higher Education (NCHE), an independent body composed ofrepresentatives of institutions of higher education.So far, the minimum requirements have been formulated by the NCHE only for a limited subsetof fields of study and only for the traditional 5-year integrated BS-MS program. Theserequirements specify some general characteristics of the curriculum and, for a specific field ofstudy, define a list of subject areas that must be covered by the curriculum and thecorresponding number of scheduled contact hours.The general curriculum requirements formulated in 1996 for electrical and computer engineering(ECE

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1999 Annual Conference

Authors

Hakan B. Gürocak

industryto implement controllers. In a typical undergraduate engineering curriculum a control systemscourse introducing the fundamental notions of analog control theory is offered. To learn digitalcontrol theory, students would have to take an extra course on digital control systems, usually atthe graduate level. This paper explains the development of a hybrid classical/digital controlsystems course*. Also, laboratory experiments designed to support the new format are presented.IntroductionManufacturing engineering is a very broad discipline. Consequently, manufacturing engineerstypically engage in a diverse range of activities such as plant engineering, manufacturingprocesses, machine design, and product design. In just about any of these roles a

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1999 Annual Conference

Authors

E. H. Shaban

like CAD, IDEAS, MATLAB, PSPICE are not available. The mostavailable tool is probably the hand held scientific calculator or an obsolete IBM main framecomputer. The crème of the crop of outstanding students in physics and mathematics compete tojoin the engineering program. Qualified professors with terminal degrees are not alwaysavailable in the engineering schools. A handful of students who are able to join graduate schoolsof engineering in the US have adapted to the flood of the new technologies. An effort is underway, from alumni, to open a channel of an open line of communication to enrich someunderdeveloped and developing country’s engineering school with continuos transfer oftechnology of computer aided design (CAD) tools.I

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1999 Annual Conference

Authors

Nancy Peck; John E. Nydahl

beused and how to configure the apparatus to minimize the resulting error. Embedding thisuncomplicated technique in a spreadsheet environment is very helpful to the student sincespreadsheets are the natural experimental platform for data presentation and reduction, and thissoftware already possesses various statistical packages. The details of an example with fourdegrees of freedom are documented.I. IntroductionIn 1992, University of Wyoming’s College of Engineering completed an internal review inwhich a questionnaire was sent to alumni who graduated in the last decade 1. Most reported thatthey were adequately prepared to compete with their colleagues but recommended that more“real world” engineering tasks be incorporated in future curriculums

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1999 Annual Conference

Authors

Magaly Moreno; Mary E. Besterfield-Sacre; Larry J. Shuman; Cynthia Atman

occurs and where differences associated with such factors may become moremagnified.At the freshman level we are measuring students’ attitudes at the beginning of their studies andover the course of the year to determine:• Attitudinal differences among various student populations (i.e., demographics and character- istics of the student, demographics and characteristics of the institution)• The impact of certain programmatic initiatives on attitudinal changes (i.e., integrated cur- riculum vs. conventional curriculum, traditional teaching methods vs. new approaches), and• The extent that attitudes and these factors are correlated with retention and academic per- formance in engineering

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1999 Annual Conference

Authors

Debi Switzer; Siegfried M. Holzer; Richard M. Felder; Douglas E. Hirt

. She haspublished articles on writing across the curriculum, classroom and computer-based simulations, and effectiveteaching and together with Richard Felder has presented over 100 teaching workshops throughout the United Statesand in Europe, the Far East, Africa, and South America. Dr. Brent received a B.A. degree in music education fromMillsaps College in 1978, a M.Ed. in education from Mississippi State University in 1981, and an Ed.D. fromAuburn University in 1988.RICHARD M. FELDERRichard M. Felder is Hoechst Celanese Professor of Chemical Engineering at North Carolina State University andco-director of the SUCCEED Coalition Faculty Development Program. He is co-author of the introductorychemical engineering text used by most American

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1999 Annual Conference

Authors

Penny L. Hirsch; J. Edward Colgate; David M. Kelso; C. Yarnoff; Barbara L. Shwom; J. Anderson

teamwork, creativity, and attention to the users’ needs that willmake them more effective designers and communicators in their future.Bibliography1. Evans, D.L (Ed.) Special issue: “Integrating Design Throughout the Curriculum.” Engineering Education, 80(5), 1990.2. Dym, C.L. “Teaching Design to Freshmen: Style and Content,”Journal of Engineering Education, October 1994, pp. 303-310.3. “ECSEL: Redesigning the First Year.” ASEE PRISM, May 1993, pp. 30-33.4. McNeill, B.W., Evans, D.L., Bowers, D.H., Bellamy, L., & Beakley, G.C. “Beginning Design Education with Freshmen.” Engineering Education, July/August 1990, pp. 548-553.5. Courter, S.S. , Millar, S.B., & Lyons, L. “From the Students’ Point of View” Experiences in a Freshman

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Authors

Frank Franklin; Ed Espin; Christopher Viers; Lawrence Fryda

were involved in the initial discussions but the faculty and staff counterparts werealso involved. The administrative personnel were able to provide the respective institutionalcommitment to the project, and the faculty / staff were able to identify and address the manydiverse details. Of particular difficulty for the faculty and staff was the blending of two pre-existing programs, both of which already had students enrolled. Not withstanding thesechallenges, this time the project moved to the point of an agreed-upon program between CMUand HC. Unfortunately, we had not sufficiently involved the Malaysian counterparts into thediscussion to determine that the program had a fatal flaw. The Malaysians required a specific typeof program

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1999 Annual Conference

Authors

Zbigniew Prusak

Page 4.462.1remain the primary mean of developing the technical rationality in future engineers andtechnologists.The widespread availability of engineering and business software has created a tremendousopportunity for improving learning efficiency for the second and third item of the above listedlearning avenues. This opportunity has created another positive learning effect by adding to thetraditional instructor’s role as knowledge deliverer, a role of learning mentor (an inciter andmonitor of student development). It is generally accepted (as well as widely contested) that a lotof education constricts creativity. That is partially due to the fact that people having a lot ofeducation always tend to refer to the body of knowledge possessed and

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1999 Annual Conference

Authors

Essam M. Kosba; Ahmed Dawoud

Session 2520 Applying Multiple Student Modeling Techniques In Intelligent Tutoring Systems Essam M. Kosba, Ahmed R. Dawoud Arab Academy for Science & Technology / October University For Modern SciencesAbstract An important aspect of Intelligent Tutoring Systems (ITSs) is their ability to provideindividualized instruction in a manner similar to what offered by a personal humaninstructor. A student model is described as the information that ITS keeps about anindividual student. ITSs should actively support the student’s learning process throughtailoring

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1999 Annual Conference

Authors

Lorraine Holub; G.V. Loganathan; Craig Moore; Bill Greenberg

New Century: A Pump, NOT A Filter, Edited by Steen, L.A. for the Board on Mathematical Sciences and the Mathematical Sciences Education Board of the National Research Council, National Colloquium, Washington, D.C.,1987.2. Wankat, P.C., and Oreovicz, F.S., Teaching Engineering, McGraw Hill, New York, 1993.3. Felder,R.M., and Brent, R., Effective Teaching: A Workshop, Virginia Tech, 1995.4. Barrow, D.L., and Fulling, S.A., “Using an Integrated Engineering Curriculum to Improve Freshman Calculus”, Proceedings of the ASEE Annual Conference & Exposition, 1998.5. Felder, R.M., Bernold, L.E., Burniston, E.E., Dail, P.R., and Gastineau, J.E., “Team-Teaching in an Integrated Freshman Engineering Curriculum”, Proceedings of

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Authors

William Daughton

identified as critical by industry are being adequately addressed. This responsiveness toindustry is important to continuing support and collaboration.CurriculumThe program curriculum is illustrated in Figure 2. The program offers a set of six technicalmanagement courses that are highly integrated and provide a solid foundation of knowledge andskills for the new technical manager. These courses are required for both the degree programstudents and the professional certification students. For the degree program students, threetechnical electives are required that provide an opportunity to obtain a mini-focus area in atechnical field of interest or potential future assignment. Students are encourage to select theseelectives in the technical field which

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1999 Annual Conference

Authors

Timothy Anderson; Robert Serow; James Demery; Carl Zorowski; Catherine E. Brawner

be available. These methods allow us to probe into areasand tease out problems that may exist and may help to define a problem for future quantitativestudy. They also allow us to understand why projects succeed or fail in certain environments. Inthis paper we offer a model that uses qualitative assessment techniques to support the Checkstage of the PDCA model in a program with undergraduate engineering curriculum renewal as itsgoal. This 10-step process includes site visits, participant review, and an ongoing formalfeedback process about improvements that can be made based on the collected data. The modelis intended to provide a framework to others who may be in a position to evaluate a group ofprograms such as a coalition of institutions or

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1999 Annual Conference

Authors

Gordon Silverman

theexplosion of information technology1. In order to manipulate more complex systems and toexplore designs in an economically and ecologically sound manner, EEs have come to rely onextensive use of computer modeling; this is consistent with the evolution of the EE.Prior to 1900 EE was primarily concerned with the generation and transmission of electricpower as well as its uses with respect to rotating machinery. With the advent of the vacuumtube, EE entered the “electronic age” which ‘flourished’ in response to the needs of World warII. The semiconductor replaced the vacuum tube after the 1950s as the principal component ofdesign and when the transistor became integrated into larger entities (“integrated circuits”),functional design replaced discrete

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1999 Annual Conference

Authors

John Parsons

course in the program is a sophomore levelintroductory course. The course objectives are to provide an introduction to basic computer toolsand an overview of the department. The changes in the curriculum dictated changes in most ofthe department’s engineering courses including the introductory course. The intent of this paperis to discuss the content of the introductory course and how the course emphasizes theinteractions between engineering and biology.I. IntroductionTraditional agricultural engineering programs have always emphasized a strong basicengineering background. This background spans many engineering disciplines including civil,chemical, electrical, and mechanical engineering. As an applied engineering discipline, much ofthe

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1999 Annual Conference

Authors

T. Roppel; A. Scottedward Hodel

experience is that students have a more integrated approachto design and a much better understanding of the hardware, software, and instrumentation used inelectrical engineering practice.I. Structure of the laboratory sequenceAn overview of the curriculum revision and the details of the new laboratory sequence have beenpresented previously1. In brief, the Electrical Engineering undergraduate core curriculum modelincludes a total of six 1-quarter hour (3 contact hours/week) laboratory courses during thesophomore and junior years. These courses are designated Lab I (1st quarter sophomore) throughLab VI (3rd quarter junior). The laboratory courses are not tied to a specific lecture course; ratherthey incorporate material from several topic areas within

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1999 Annual Conference

Authors

Ron Day; Robert Douglas; Dean Lance Smith

Session 2548 A Computer Engineering Technology Concentration for a Master of Science in Engineering Technology Dean Lance Smith, Robert Douglas, Ron Day The University of MemphisAbstractThe addition of a Computer Engineering Technology concentration to an existing Master ofScience in Engineering Technology has been proposed for The University of Memphis. Theproposal is based on both student and employer demand. No new resources are needed to add theconcentration, but resources may be needed later if demand exceeds expectations.I. IntroductionThe University of Memphis

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Authors

Sivasubramaniam Krishnan; Richard Griffin, Texas A&M University at Qatar

. Page 4.13.8Conclusions A 4-point beam bending experiment was developed for use in a classroom setting.Students work in teams, and are able to measure the load deflection characteristics of a beam andcalculate the modulus of elasticity for different materials.Acknowledgement The authors would like to thank the National Science Foundation for their supportthrough the Foundation Coalition, Director Karen Friar, University of Alabama. Project No. NSFEEC-9221460Bibliography1 Malave, C.,"Teaming in the Integrated Curriculum of the Foundation Coalition at Texas A&M," ASEE NationalConference, Washington, D.C., June 1996.2 Griffin, R. B., Ragupathi, P., Johnson, E., “Development of a Thermal Conductivity Experiment for Use in Class

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Authors

Sarah E. Irvine; Teresa L. Hein

Misconceptions in Physics,” European Journal of Physics (in press).24. Ericcson, K. A., and H. A. Simon, Protocol Analysis. Cambridge, MA: The MIT Press, 1984.TERESA L. HEINTeresa L. Hein is an Assistant Professor of Physics Education at American University. Dr. Hein received her B.S.and M.S. degrees in Engineering Physics from South Dakota State University in Brookings, SD in 1982 and 1985,respectively. She received her Ph.D. in Curriculum and Instruction with special emphasis in Physics and ScienceEducation from Kansas State University in Manhattan, KS in 1997. Dr. Hein’s research interests involve variousaspects of student learning in physics and includes strong learning style and multiple intelligence components. Inaddition, her research involves

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1999 Annual Conference

Authors

Stephanie Cauble; Ann D. Christy; Marybeth Lima

time and stress during the first segment of a professor’s career overlaps withher childbearing years, so that a woman is forced to choose between raising a family andpursuing an academic career.Nokes and Gustafson (1994) examined the motivations of female graduates of sixMidwestern agricultural engineering departments for choosing their major, and discussedissues of recruitment and retention of female students in engineering. They found thatwomen were attracted to this major because of an interest in math and science, thediversity of the BAE curriculum with respect to other engineering disciplines, and aninterest in applying engineering to living things. Forty-eight percent of the respondentscame from a rural background.A study by Hawks and

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Authors

Zbigniew Prusak

. Page 4.364.98. Sehitoglu, H., Saint, P.K.: “Retaining Laid-off Engineers and Scientists Using an Integrated Curriculum: The Project INTENT Experience”, Journal of Engineering Education, vol. 87, no. 5, 1999, pp.549-554.9. Morell de Ramirez, L., Lamancusa, J.S., Zayas-Castro, J.L., Jorgensen, J.E.: “Making a Partnership Work: Outcomes of the Manufacturing Engineering Education Partnership”, Journal of Engineering Education, vol. 87, no. 5, 1999, pp.519-527.10. Ottosson, S., Wang, W.: “Product Life Cycles and Continuing Education Implications”, European Journal of Engineering Education, vol. 22, no. 4, 1997, pp.427-434.11. Butler, S.: “Labs’ labor lost in Japan”, U.S. News & World Report, June 9, 1997, pp.42-44.ZBIGNIEW PRUSAK

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Authors

Barbara Olds; Ronald Miller

practicing engineering when they leave college. Yet, industry expects tohire engineering graduates who “can go beyond the numbers” by understanding how technicalresults fit into a larger systems perspective, who can integrate knowledge to find new solutionsto problems rather than relying on a traditional reductionist approach, who can deal withuncertainty and develop engineering judgment skills, and who can communicate the results oftheir work to many different audiences. [1,2] In short, they want engineers who can “thinkoutside the academic box.” In response to these expectations, many of the new ABET EC-2000outcomes focus on professional practice including: (3b) “an ability to design and conduct