Collection

2000 Annual Conference

Authors

Gregory E. Maksi

structure, lack of hi-techequipment, lack of highly technical instructional expertise, and lack of a rigorous, relevantcourse curriculum. In fact, seventy percent of our public high school graduates will not graduatefrom a four-year college or university and will struggle to develop a long-term career ofsubstantial wage growth and advancement opportunities. The traditional public high schoolsystem is not satisfying the high-tech needs demanded by the New World, thus creating a“technical competency gap” between industry and public high school education.Furthermore, the traditional path from high school to college is no longer working effectively.In order to attend college, most young men and women must work at low skilled, low wage jobstaking at

Collection

2000 Annual Conference

Authors

Tamara Balac; Daniel M. Gaines

ultimate goal is to achieve deepunderstanding of the domain, we argue for emphasizing detection and correcting ofmisconceptions in an instruction relevant way (i.e., to inform/improve instruction).2.2 Symbiosis of Assessment and InstructionIn recent years, the notion of assessment being integrated into instruction4 has beenadvocated by several researchers5. Assessment embedded into instruction has the abilityto inform the instruction6 and can guide instructional decision making7. The instructorcan use the assessment as feedback on the effectiveness of their instruction, and byestablishing students’ needs, find the most effective ways to meet them. This is differentfrom traditional assessments which only purpose is grade assignment.Assessment

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2000 Annual Conference

Authors

Sara Washburn; Amy Hossain; Elizabeth A. Parry; Rachel Meyer; Laura Bottomley

. The ability to impart this knowledge in auseful way is a much sought after skill in the workplace. The school benefits from the earlyexposure to SMET, and teachers benefit by their participation in workshops and training sessionson incorporating science into daily lessons.An additional unique aspect of the program lies in its addressing the topic of teaching of scienceto special needs children. Special needs in our population include ESL (English as a secondlanguage), hearing impaired and visually impaired students. Incorporation of these special needsin teaching SMET is a key part of our program.Benefits to the K-12 schools include curriculum that integrates science, technology, andengineering topics with math, reading, and writing. Benefits

Collection

2000 Annual Conference

Authors

Karan Watson; Jeffrey Froyd

, facultyreasoned that they could facilitate assimilation if they worked to construct lectures andother learning activities that acknowledged other topics that students were learning andpointed out the links between these topics and the information that they were presenting.Support for this approach can be found in other sources."The context in which one learns is also important for promoting transfer. Knowledgethat is taught in only a single context is less likely to support flexible transfer thanknowledge that is taught in multiple contexts. With multiple contexts, students are morelikely to abstract the relevant features of concepts and develop a more flexiblerepresentation of knowledge."9As an example of how curriculum integration may be applied in an

Collection

2000 Annual Conference

Authors

Joel R. Weinstein

. Because of Rapid Application Development toolsthat have emerged for the software industry, students can develop and deliver an industrial-strength prototype in a short period of time. There are other project-based courses available, buttheir emphasis is traditionally placed on delivering a hardware solution—an approach that forcesstudents to focus on time-consuming hardware development activities.Software projects are different. To be successful, they require a team effort because the overalltask is too large for a single student to complete. But modular software development techniquesallow student teams to create and manage a series of cooperating tasks that must be managed tobe successful. As a result of this requirement, it becomes easy to

Collection

2000 Annual Conference

Authors

Hakan Gurocak

. Internet.Laboratory 3 and 4These laboratory sessions are currently being developed. In laboratory 3 students will develop aPLC program for the BP700 to control its testing station. This station takes round work piecesand measures their height and color. It contains analog and digital sensors. They will downloadthe program over the Internet and control the station in real time.Laboratory 4 is intended to teach HMI design and linking to a PLC tag database. In this sessionstudents will design an HMI with push buttons, lights, and indicators for the color and height ofworkpieces. The HMI will be integrated into the PLC program designed in laboratory 4 tocontrol the testing station. Using the touch monitors and the HMI, they will control and monitorthe material

Collection

2000 Annual Conference

Authors

Andre Clavet; Mario Lucas; Gerard Lachiver; Francois Michaud

of this project was toconfirm early on the career choice of these students by putting them close to the reality of theprofession and making them work on projects involving design and analysis abilities,autonomous learning, teamwork, communication skills and social considerations. We alsowanted to create a stimulating and motivating learning environment, with a reasonable workloadthat favored the integration and the application of the engineering knowledge and skills.To accomplish this goal, we were looking for a project that could integrate these ideas indifferent courses with appropriate complexity, and also provide open challenges that push furtherthe creativity and the ingenuity of the students. With that in mind, we developed an

Collection

2000 Annual Conference

Authors

Bernard Hoop; Thomas E. Hulbert; Robert B. Angus; Eric W. Hansberry

02115-5096 Tel: (617) 373-4852, Fax: (617) 373-2501 e-mail: ewh@coe.neu.eduAbstractFirst-year students at the School of Engineering Technology and the Lowell Institute School atNortheastern University are directly involved in multifaceted projects that have practicalapplications. This paper will discuss how the presentations are prepared, the expected level ofcompetency, and integration of projects into an introductory design course. Design projects arecarefully selected to follow the industrial format and introduce students to architectural,mechanical, and electrical and electronic design. Through the implementation of design projectsinto the curriculum, students gain fundamental

Collection

2000 Annual Conference

Authors

Peter Milne; Pascal Rol; Jean-Marie Parel; Fabrice Mann

laboratory sessions included in the classes significantly enhance the students’understanding and provide an initial practical experience, an evaluation of the students enrolledin design projects after taking the classes demonstrates that the practical experience acquired inthe laboratory sessions is not sufficient to allow the students to independently tackle opticalsystems or solve optical design problems in practice, which is an ultimate goal of thecurriculum.To improve the curriculum, we are currently developing an undergraduate laboratory inbiomedical optics (NSF ILI grant #DUE-9751369). In addition to classical teaching experimentson optics, fiber optics and lasers, the laboratory will be used to teach undergraduate studentshow to solve

Collection

2000 Annual Conference

Authors

Richard D. Wilk; George H. Williams

. Ferguson, E.S. Engineering and the Mind’s Eye, MIT Press, Cambridge, MA (1993).2. Lovas, Charles M., Integrating Design into the Engineering Curriculum, Workshop Notes, Engineering DesignServices, Dallas, TX (1996).3. Oakes, William et al, Engineering Your Future, Great Lakes Press, Wildwood, MO (1999).4. Panz, Beth, “The Student Portfolio: A Powerful Assessment Tool”, ASEE Prism, March 19965. Wolf, Andrew and Christine LaPlante, “Bridge to the Future: the Freshman Capstone Design Project at UnionCollege”, ASEE Annual Conference Proceedings, Charlotte, NC, June 1999.GEORGE WILLIAMSGeorge Williams is Professor of Electrical Engineering and Computer Science at Union College in Schenectady,New York. He received his Ph.D. in Engineering and Applied

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2000 Annual Conference

Authors

Christine D. Noble; Beth M. Myers; Karen E. Schmahl

emphasizing engineering decisions, students would benefit because it is likely that theywould have more opportunities to practice engineering decision-making in the context of anengineering economy course. Unless authors and instructors make an effort to increase emphasison engineering applications through problem selection, students completing engineeringeconomy courses will still lack the skills they need to apply economic principles to manyengineering decisions.Bibliography1. Hartman, J.C., “Engineering Economy: Suggestions to Update a Stagnant Course Curriculum,” AmericanSociety for Engineering Education Annual Conference Proceedings, 1998.2. Wells, W.E., “Economics for Engineers: An Integrated Approach,” American Society for EngineeringEducation

Collection

2000 Annual Conference

Authors

Katherine A. Liapi

effort has been to identify relevant areas of geometry andtopics and to group them in knowledge units. A second objective has been to integratethe instruction of geometry in existing courses early in the curriculum of theArchitectural Engineering program at the University of Texas at Austin, without asignificant change in course syllabi, and without discouraging young students who enterthe program with a very limited knowledge of geometry.The geometric concepts, which I have integrated in the Architectural Engineeringeducation, are presented together with examples of relevant student projects.Geometrical concepts included in the revised curriculumEuclidean geometry, which dates back to the school of Alexandria, remains the primarysource of

Collection

2000 Annual Conference

Authors

John Duffy; Edmund Tsang; Susan M. Lord

broad education necessary to understand the impact of engineering solutions in a global and societal context,• a recognition of the need for, and an ability to engage in life-long learning, and• a knowledge of contemporary issues.It appears that service-learning team projects have the potential to ensure students learn anddemonstrate these qualities in addition to the ability to apply engineering to the design andanalysis of systems and experiments.How to fit more material into an already packed curriculum is, of course, a continuing challengeto engineering educators and students. Service- learning offers a way to integrate activitiesdesigned to strengthen abilities in technical subject matter with otherwise separate activitiesfocused on

Collection

2000 Annual Conference

Authors

Zheng-Tao Deng; Abdul R. Jalloh; Amir Mobasher; Ruben Rojas-Oviedo

review of the ME engineeringprogram strategic plan. The intent is to provide a benchmark that can assist us to determinewhere we are with respect to our design requirements and goals for the ME101 course. Theauthors expect that as the engineering program with its processes evolves and it is iterated,its built-in feedback mechanisms will eventually show where improvements may be moreadvantageous.The ME curricula at AAMU has been designed with vertical and horizontal integration andit is discussed in a separate paper. It should suffice to mention that as a result of theresearch and planning it became clear that an introductory course in mechanical engineeringwas strongly recommended in order to reach the program’s proposed outcomes.IV. Course

Collection

2000 Annual Conference

Authors

Bernard Hoop; Eric W. Hansberry; Gerard Voland

the present study is to naturally integrate progressive learningexperiences in science and technology throughout curricula in disciplines other thanscience. Our intent in fostering student-centered designs of science activities in otherdisciplines is that lay science students understand and develop the same criticalobservational skills expected of science, engineering and technology students.An example in an art curriculum is a course on visual studies foundations, whichintroduces the elements and principles of organization that constitutes a pictoriallanguage common to all the visual arts. In this art course, students investigate andunderstand how visual language is used to communicate thought, feeling, and

Collection

2000 Annual Conference

Authors

William R. Hendee; Steven R Krogull; Jay R. Goldberg

find employment with healthcare consulting firms. Each of thesecareer paths involves the management of healthcare technology. Engineers in industry managethe development of technology from the conception to commercialization stages. Engineers inthe clinical environment manage the selection, implementation, utilization, and assessment ofhospital based technologies.Typically, new graduates with no work experience possess solid technical skills but lack trainingin business, management, and regulatory issues. Their background in product development andproject management tends to be weak, and they lack an understanding of the economic andregulatory environments of healthcare delivery. Engineers working in industry advance alongtheir career paths

Collection

2000 Annual Conference

Authors

Munir Mandviwalla; Chang Liu; Azim Danesh

during thecommunication is called grounding. (Clark & Schaefer, 1987, 1989) McCarthy & Monk (1994)integrated the theory of common grounding (Clark & Brennan, 1991) with the Shannon andWeaver’s (1949) theory of communication with research on cognition. Shannon and Weaver’stheory of communication was used by both Hill and McCarthy & Monk, which suggests a linkbetween these two models (Mandviwalla & Hovav, 1998).The framework designed by McCarthy & Monk was based on a multidisciplinary approach tocomputer-mediated communication in which they developed an information processing model.They identify three resources that facilitate grounding. First, they suggest a multi-channelcommunication system. Face to face communication is

Collection

2000 Annual Conference

Authors

Thomas Stanford; R.J. Bennett; R. Jacoby; M.I. Mendelson; D.A. Keating

different aims, missions, talents, and methods.2.3 Defining the Needs-Driven Engineering Innovation Model of Graduate Educationfor Continual Improvement and Breakthrough Technological Innovation in IndustryAs the Basic Research White Paper noted, research plays a different role in the nation’s creative technologydevelopment and innovation process than the linear research model portrays.5 Whereas the linear research-drivenmodel of technology innovation assumes stepwise progression from scientific discovery to technology development,it is now known that research plays more of an integrative and supportive role in the overall technologicalinnovation process.While curiosity-driven basic research is primarily the realm of academic researchers at

Collection

2000 Annual Conference

Authors

Lesley Jolly; David Radcliffe

of an experience,Dewey refers to reflection on experience as a learning loop that runs back and forth between theexperience and the relationships being inferred5. The concept of the learning loop has gainedpopularity through the work of Kolb6 and his four stage experiential learning model: 1)experience; 2) reflection; 3) generalising or theorising; and 4) planning. Therefore, the idealexperiential learner will be able to 1) involve themselves in new experiences without bias; 2) reflect upon experiences from multiple perspectives; 3) integrate their observations into logically sound theories; and 4) use these theories in decision making and problem solving.This kind of practice is precisely what is being

Collection

2000 Annual Conference

Authors

Mark McNeill; Steven Shooter

through meaningful reflection. The result is thatstudents gain more than just the experience of completing a design, but an enrichment andrealization of the methods and skills developed.I. IntroductionMany engineers contend that design is the heart of engineering. Traditional engineeringcurricula were based on the concept that a strong foundation in engineering sciences wouldnaturally lead to better designers. The curriculum would often contain some form of a capstonedesign experience where students would be given a design problem to resolve. The students mayor may not have been taught how to best approach the solution to the design problem. At the endof the allotted time period (a semester or some other number of weeks), the design project

Collection

2000 Annual Conference

Authors

Duane D. Dunlap; Niaz Latif, Purdue University - Calumet

such courses. Both institutions offer Master of Science degrees in Technology. Thispaper discusses the curriculum need and the development of such courses: program objectives,applied nature of the curriculum, students’ demography, classroom experiences by faculty, typesof class projects, and students’ feedback. The courses are designed to address common issuesand applications related to computer technology. The topics covered in the courses includemultimedia processes and products, the Internet, automatic data capture technology, andnetworking.IntroductionA Master of Science in Technology (MST) program corresponding with the university’s missionat Northern Kentucky University (NKU) was developed three years ago. The graduate coursework

Collection

2000 Annual Conference

Authors

Joseph D. Torres; Tom Cummings

. By themselves they do notgive much information other than how capable a student is of preparing for a test of thatmagnitude. But coupled with high school ranking, performance and historical information; theycan give a clear picture of an individual student’s academic preparation. Every study on theacademic preparation of under-represented minorities in New Mexico, over the past 20 years,independent or otherwise and regardless of what variables are used (i.e. dropout, GPA, ranking,ACT scores, number of students taking honor courses, number taking advanced placement tests,etc…), indicates that a big disparity in academic preparation for these students versus others doesexist.Let us emphasize that this analysis provides information on academic

Collection

2000 Annual Conference

Authors

James E. Fuller

Session 1606 Digital Technology and its Effect on Pedagogy in Architectural Engineering Technology James E. Fuller, AIA Ward College of Technology University of Hartford West Hartford, ConnecticutAbstractDigital technology is rapidly changing the way teachers teach throughout academia. This isespecially true in Architectural Engineering Technology. The effect of technology on teachingfalls into three areas: - Curriculum Supplement- How traditional subjects and methods

Collection

2000 Annual Conference

Authors

Sandra Yost

Session 2253 Introducing Mechatronics in a First-Year Intro to Engineering Design Course Sandra A. Yost, CSJ University of Detroit MercyAbstractThis paper describes an effort to integrate principles of mechatronics into the first-yearengineering curriculum at the University of Detroit Mercy. A newly designed introductorycurriculum is aimed at improving the retention of first-year engineering students by providingthem with hands-on, team-oriented, project-based, multidisciplinary instruction in engineeringdesign. The course is taught in four

Collection

2000 Annual Conference

Authors

Bob Lahidji

new production systems has created the need to update the competencies which employersseek in graduates of manufacturing engineering technology programs. Today’s engineers arebecoming an integrator, and a coordinator of information, technology, and people. Teamworkand people skills play an important role in the work of the future manufacturing engineers. Thisprinciple of integrating the environment must be reflected in manufacturing education. Forgraduates of manufacturing engineering technology programs to succeed in the manufacturingenterprise, they must possess the competencies that the employer desires.PurposeThe purpose of this presentation is to report the findings of a survey based on competencies thatemployers identified to be

Collection

2000 Annual Conference

Authors

Nathan Stott; Gregory B. Markus; Diann Brei; Deanna M. Winton Hoffman; William W. Schultz

integrating and instilling communityawareness into a course or curriculum is not a new idea. Purdue University has successfullyinitiated the Engineering Projects in Community Service (EPICS) Program with the intent ofintegrating the community into the curriculum. EPICS has been successfully integrated into theelectrical, mechanical, and chemical engineering curriculums at Purdue University and has asignificant infrastructure made up of faculty, staff, and teaching assistants. ProCEED is differentbecause it is student run. It is a program maintained by students for students. This uniqueimplementation of the program allows student to take an active role in contacting the communityas well as an active role within the department. Students take the lead

Collection

2000 Annual Conference

Authors

P. K. Mallick

characteristics. There is a great need foremphasizing interaction between material science, design and processing. Application-orientedcourses and research, such as the ones described here, seem to be more appropriate for theautomotive industry of the future.This paper describes first the graduate degree program in automotive systems engineering,followed by the curriculum in automotive materials and how it is integrated in the graduateprogram on automotive systems engineering. The automotive materials program is part of theCenter for Lightweight Automotive Materials and Proceessing, which was established in 1998with funding from the US Department of Energy under the auspices of the Graduate AutomotiveTechnology Education (GATE) initiative

Collection

2000 Annual Conference

Authors

William J. Daughton

certificate programs require the completion of sixto nine credit hours compared to our requirement of 18 hours. Our belief was the completenessand integration that such an extended program provides would offset the length and associatedcost. However, the commitment to an extended course of study that does not yield a degree isoften difficult to make.We have found that non-engineers can successfully participate in technical management coursesoriginally designed for engineers. In fact, the mixing of these two populations appears to have apositive effect on both. The perspective that each population brings to class discussions andassignments enriches the learning experience of both.ConclusionSince its introduction in 1997, we have had two students enter

Collection

2000 Annual Conference

Authors

Naseem Ishaq; Salahuddin Qazi

exposed to broad hands-onknowledge of the current DSP technologies. The purpose of this paper is to present our effortsin introducing DSP based experiments in a number of undergraduate courses in electricalengineering technology program at the State University of New York Institute of Technology,Utica/Rome. The paper will also review the material and resources available in digital signalprocessing education. It is expected that such an endeavor in our curriculum will update theprogram and make the students better prepared for the changing job market.I. IntroductionThe department of electrical engineering technology at the State University of New YorkInstitute of Technology (SUNY), Utica, New York, offers B.S. programs in electricalengineering

Collection

2000 Annual Conference

Authors

William M. Jordan; Debbie Silver; Bill B. Elmore

meet the state’s new mandates to reduce requisite hours. No additional hours can be addedto any education curriculums at this time. Our plan allows substitution of this course for pre-existing physical science courses. For secondary science education majors this course issubstituted for the third chemistry course that they would otherwise have taken. For elementaryeducation majors, this course replaces a three-hour physical science course that they wouldotherwise have been required to take.III. New/modified course descriptionProblem Solving in Engineering Science for Teachers is an integrative course designed toenhance engineering, science, mathematics, and technology literacy of preservice teachersthrough a problem solving study of matter