Collection

1996 Annual Conference

Authors

Harry Knickle

environment. Some other concepts are integrated into the course such as design for manufacture, reverse engineering and new products. All freshman engineering students at the University of Rhode Island enrolled in the first semester one credit module. Most of the engineering students will take the second semester course of two credits. Faculty from every department have volunteered to teach this course and work together in a high performance team. The team plans the course, develops the assignments, teaches the course and provides feedback and revision of the course. Undergraduate and graduate mentors help in the computer laboratory. Last year we taught a pilot scale course involving three

Collection

1996 Annual Conference

Authors

T. D. Moustakas; M. S. Unlu; M. F. Ruane; M. C. Teich; B. E. A. Saleh; B. B. Goldberg

range of existing courses. Examples of photonics research and knowledge are molded into mod-ules to enrich standard core, specialized elective and design courses of undergraduate and early graduatecurricula. An interdisciplinary faculty team has been formed to develop integrative learning experiencesfocusing on modern research in photonics as an important and interesting problem area. Modules arebased on and demonstrated by recent photonics research, including photonic materials and devices, opticaldata storage, optical communications, displays and photonics systems. Self-contained applications modulesintegrate engineering concepts in upper division core. Laboratory practicums provide empirical experiencesto supplement photonics electives

Collection

1996 Annual Conference

Authors

Marc Hoit; Matthew Ohland

more structured academic and social learning environment.2) Provide engineering applications and introduce the engineering thought process early on.3) Search for models that are sustainable, cost effective and exportable.4) Match teaching and learning styles (e.g. cognitive and active learning).5) Develop an advanced learning laboratory to provide optimal physical facilities.This project plans to expand the use of engineering applications and design into the first two years ofpreparatory work. Providing an education with such an emphasis is expected to attract and retain engineeringstudents by showing applications of the math, physics and chemistry they have learned. Since this program isdesigned to use the existing

Collection

1996 Annual Conference

Authors

Craig Gunn

being implemented to ensure that students will becompetitive in the working world. Activities are being orchestrated to give students not only the chance towrite but to practice their speaking skills. Beginning with a junior year fluids’ laboratory students will begiven the chance to perform informal self and fellow-student introductions. At this early stage in the takingof engineering course, the coupling of engineering skill acquisition and the means to convey the informationis evident. The importance of being able to stand up and speak becomes an integral part of a student’s life.Since laboratory courses require group work, the process of presenting information to one’s own small groupwill also be part of the presentation schema. Brief

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1996 Annual Conference

Authors

Timothy Cameron; David W. Russell

emphasis in industry and research laboratories is to more tightly couple test-ing and simulation-using test results to validate simulation models and simulation results to designexperiments. For example, finite element analysis is used to identify how best to support and excitea structure to produce a particular vibration, and modal test results are used to establish “modalassurance criteria” on finite element simulations. This paper presents two laboratory exerciscs that demonstrate the importance of couplingcomputer simulations with experiments for mutual validation. The exercises from a new coursein “Acoustics, Noise and Vibration” at GMI Engineering & Management Institute also introducestudents to tools and practices used extensively

Collection

1996 Annual Conference

Authors

W. M. Waite; Rommel Simpson

thenecessary skill acquisition. This paper discusses the structure and support of this course, and our experiencewith teaching it.1. BackgroundFalling enrollments and problems with retention of sophomores prompted us to examine our curriculum in1992. We interviewed students, looked at initiatives at other schools, consulted with industryrepresentatives, and debated strategy and tactics internally. Our conclusion was that we needed to improvethe students’ laboratory experience and integrate it more closely with lecture material. In that way, we feltthat we could provide stronger motivation for the lecture material and also reinforce it through immediateapplication.There has been a trend at the University of Colorado towards a separation of lectures

Collection

1996 Annual Conference

Authors

Latif M. Jiji; Benjamin Liaw; Feridun Delale

duringthe process of idealization?” Recently, this pedagogy has also been int.mchmd into engineering courses. Regan et al. [6]described four laboratory experiments using edible materials. In an attempt to construct an efficient curriculum, Giorgetti[7] combined theory and laboratory experiment into a single course on fluid mechanics. Dvorak [8] discussed integrationof a simple experiment in heat transfer with analytical solution and computer simulation. More nxentl y, authors of thispaper presented a new teaching methodology using home experiments [9]. Our approach integrates simple homeexperiments with lecture courses to develop interes~ understanding and appreciation for theory. In this paper fourteenhome experiments that can be readily adopted

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1996 Annual Conference

Authors

Laura L. Sullivan; Winston F. Erevelles

research at Baylor College of Medicine in Houston, Texas and currentlycollaborates with the Urology Research Laboratory at William Beaumont Hospital in Royal Oak, Michigan.Dr. Winston Erevelles is an Assistant Professor of Manufacturing Systems Engineering at GMI Engineering &Management Institute. His teaching and research interests are in the areas of CIM, Robotics, andManufacturing Systems. He has a B. S. in Electrical Engineering from Bangalore University, India, and M. S.and Ph. D. degrees in Engineering Management from the University of Missouri-Rolla. He has worked as aService Engineer and Plant Manager at Mykron Engineers, India. He is an active member of SME, ASEE,and AAAI

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1996 Annual Conference

Authors

Zhongming Liang

Machines and Controls . CIMT (Computer Integrated Manufacturing Technology) 345 Computer Numerical Control . CIMT 365 Robotics Applications . CIMT 384 Instrumentation and Automatic Control The laboratory for course Robotics Applications has five Apple-PC controlled MiniMover-5educational robots, one Esched Robotec Scorbot ER-111 educational robot, and three Mitsubishi MovemasterRV-M1 industrial robots. The MiniMover-5 robot is valuable for teaching fundamentals of robotics, which has been noted bymany educators. For example, Douglas Malcolm, Jr., James Fuller and Phillip McKerrow discussed theplanetary bevel gear system of the robot mechanical gripper. Phillip McKerrow also discussed the controllerand the kinematics of the

Collection

1996 Annual Conference

Authors

John R. Williams; Dr. Martin Pike

very helpful. ProfessorWilliams has used his mentor as a resource for teaching techniques, determining reasonableness ofassignments and exams, for creating new laboratory experiments, and, on occasion, as an advisor to helpresolve difficult circumstances. In Professor William’s first year teaching, the mentor did two things tolighten the load and assist Professor Williams, thereby increasing his chances of success. The first term thementor and Professor Williams each taught one section of a common course. This allowed the two faculty towork together to develop the syllabus, schedule, lecture notes and assignments. They even had commonexams to gauge the performance of the students and the instructors. The second term, the mentor hadProfessor

Collection

1996 Annual Conference

Authors

Juan J. Salinas; Don Westwood

field. Like in manyengineering courses there are laboratory experiments and design assignments. Some innovative compo-nents of this effort are the collaborative approach to teaching (engineer + architect), the use of televisedlaboratory experiments (as opposed to live demonstration labs) and the use of information technologies forfaculty-student interaction (fax, voice mail and electronic mail). The course is broadcast twice a week(three hours each time) for 12 weeks. Students in the region may watch the lectures at the broadcast time orthey may record them for future viewing. Students living outside the broadcast area subscribe to a systemthat delivers the videotapes by regular mail every week. The course has been offered for three terms and

Collection

1996 Annual Conference

Authors

H. Paul Haiduk; Donald J. Bagert; Ben A. Calloni

all the major programming constructs and data structures within a syntax-directedenvironment. The user can then generate syntactically correct code for any one of several text-based languagessuch as C++ and Pascal. More recently, work on adding object-oriented extensions to BACCII for use in thedata structures/object-oriented programming (CS2) course was undertaken, resulting in BACCII++. Recent research involving BACCII had included the development of a complete set of course materials forthe use of BACCII++ in teaching both CS1 and CS2 using C++. Laboratory courseware, tutorials and othermaterials were developed. An experiment, addressing the question "Can icon-based programming languages beused to teach first-year programming concepts

Collection

1996 Annual Conference

Authors

Ph.D., Richard H. Turpin

mind.” We all learn best by experience. Teaching is not defined by the knowledge we give too the students,but rather teaching is that which stimulates students to gain knowledge. “The eye must do its own seeing, theear its own hearing, and the mind its own thinking, ..” states Dr. Gregory. Not an easy thing to do with a largeroom full of students, but still a worthy and necessary goal. The laboratory orientation of most engineeringcurricula serves well to aid in meeting this “law.” Rules for teachers, as prescribed by Dr. Gregory, include: (1) Excite the students’ interest in the subject.. attempt to awaken inquiry; (2) place yourself frequently in the position of a student among your students, andjoin in the search for some

Collection

1996 Annual Conference

Authors

Herbert Hess

ofintroducing high-performance dc machines and servo systems, improved understanding of the inductionmachine through practical speed control, and more flexible laboratory investigation opportunities.Emphasis in this paper is on working within the existing curriculum; suggestions are presented about howto modify the curriculum to accommodate these ideas. Capstone design projects also present an expandedopportunity for marrying a variety of subjects to energy conversion in a group setting. The advent of theadjustable speed drive presents a wonderful opportunity for increased excitement in the teaching ofelectromechanical energy conversion.References[1] Electric Power Research Institute (EPRI), Adjustable Speed Drives Directory (Pleasant Hill, CA:EPRI

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1996 Annual Conference

Authors

Erdogan Sener

, the faculty serveas coaches while students create their own knowledge/understanding by discussing and “doing” together (i.e.experimental learning 3). Inherent in this approach are collaborating groups or teams which can be in terms ofi Znformd groups: Groups of short term, brought together on a random or semi-structured basis during a class period to solve a problem, answer a question, or do hands-on work to break the monotony of a lecture dominated class and focus students on the main theme for that period of class. Fornud groups: groups for longer periods and longer undertakings involving group research and class presentations, laboratory work, computer work, etc. Base Groups: Groups for periods even

Collection

1996 Annual Conference

Authors

Rudi Schoenmackers; Ricardo B. Jacquez

Mexico Highlands University • University of New Mexico (UNM) • New Mexico Institute of Mining & Technology • UNM Gallup Campus • New Mexico Junior College • UNM Los Alamos Campus • New Mexico Military Institute • UNM Valencia Campus • New Mexico State University (NMSU) • Western New Mexico University Partnerships with Los Alamos National Laboratory and Sandia National Laboratories are also in place. As the contracting partner for the Alliance, New Mexico State University (NMSU) has subcontracted over 70percent of the program funds to other New Mexico AMP partners to address local needs and

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1996 Annual Conference

Authors

P.E., Dr. Henry L. Welch

Session 1426 The Use of Analysis Packages to Reinforce Engineering Concepts Dr. Henry L. Welch, P.E. Milwaukee School of Engineering Abstract A common problem often noted in students is that even though they can successfully manipulate the equations inherent in an engineering system they still fail to see the full significance of their work. This problem is often mitigated by appropriately designed laboratory experiments, but some concepts are often difficult to demonstrate in the laboratory and, even

Collection

1996 Annual Conference

Authors

John Collura; David E. Kaufman

ProceedingsSection 2.2: Continuing and future program research In addition to continuing the research described above, the establishment of this CRCD projectfacilitates interdisciplinary research among departments on campus in concert with the mission of theUniversity of Massachusetts Transportation Center, a five-campus university system unit. ITS research isinherently interdisciplinary, because of the strong interactions of differing topics on ITS system design,management, and evaluation. The ITS laboratory facility (described in more detail in another part of this report), while being avital part of the educational component, will also enable new research applications. The lab will integratecomputational and video display capabilities with

Collection

1996 Annual Conference

Authors

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

, circuittheory, or other technical example. The totality is reinforced when students are required to document their resultsin writing. The JIT approach will improve the coordination and integration of existing modules, courses, andprograms. JIT education will utilize computers and multimedia material-preparation equipment presently availableto many educational institutions. JIT materials can be accessed via hard-copy by those educational institutions thatdo not have more sophisticated computers. Institutions may customize JIT to fit their local needs. JIT outcomeswill be models rather than specifications so educational institutions can prepare custom modules, courses, andprograms. The JIT approach is to ● improve teaching productivity via

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1996 Annual Conference

Authors

CPT Thomas G. Hood; Colonel Kip P. Nygren

Page 1.54.2 1996 ASEE Annual Conference Proceedings Session 2302modifications without becoming bogged down in the drudgery of numerous calculations and the inevitableerrors that result. They could actually see the forest because they were not focused on the individual trees. During the spring semester of 1995, the Introduction to Aerodynamics course was taught in WestPoint’s Advanced Technology Classroom Laboratory (ATCL). This classroom laboratory was designed toallow instructors to experiment with computer technology and diverse teaching techniques and observe theeffect on student learning. The

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1996 Annual Conference

Authors

Ronald Goodnight; Jack Beasley

Session 1675 Altering Testing and Project Methodologies to Enhance Learning Ronald Goodnight, Jack Beasley Purdue UniversityABSTRACT The primary purpose of administering tests and conducting laboratory projects is twofold: (1) to measurethe degree of the students’ learning and comprehension, and (2) to enhance learning. Often, the first intendedoutcome is attained but the second purpose is ignored. The most prevalent testing procedure is to schedule or announce a test and give the students some ideawhat material will be included

Collection

1996 Annual Conference

Authors

Douglas Ludlow

) Ludlow, D. K., Schulz, K. H., Erjavec, J. “Teaching Statistical Experimental Design Using a Laboratory Experiment” Journal of Engineerirzg Education 84(4)351-359(1995).2) Lawson, J. and J. Erjavec, Basic Experimental Strategies and Data Analysis, BYU Press, Provo, Utah, 1992.3) Box, G. E. P., W.G. Hunter, and J.S. Hunter, Statistics for Experimenters: An Introduction to Design, Data Analysis, and Model Building, John Wiley & Sons, New York, 1978.4) Box, G. E. P., Behnken, D. W., “Some New Three Level Designs for the Study of Quantitative Variables, “ Technometrics 2 455-475 (1960). Douglas K. Ludlow Douglas K. Ludlow is an Associate Professor and Chair of the Department of

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1996 Annual Conference

Authors

Osama Ettouney; Don L. Byrkett

, and O.M. Ettouney, “A Model to Develop and Incorporate a Computer- Integrated Manufacturing Laboratory Into an Engineering Curriculum, “ submitted for publication in the International J. of Applied Engineering Education Journal.Biographical InformationOSAMA M. ETTOUNEYOsama Ettouney is an associate professor and chair of the Manufacturing Engineering Department, MiamiUniversity. He earned his PhD degree in mechanical engineering from the Univ. of Minnesota in 1987; hisMS in mechanical engineering from MIT in 1981; and his BS in mechanical engineering from Cairo Instituteof Technology, Egypt, in 1974. His teaching and research interests include: Engineering Design, Computer-aided Experimentation, and CIMS; and he has special interest

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1996 Annual Conference

Authors

Jr., Alfred J. Bedard; David G. Meyer

. We take a new approach in the context of the new Integrated Teaching and Learning Laboratory(ITLL) now under construction at the University of Colorado at Boulder. Our new approach, which we callhands-on-homework (HOH), will be an integral component of the enhanced undergraduate curriculumchanges planned and will make use of ITLL resources. In the past, valuable resources have been created for providing exercises, puzzles, and mysteries draw-ing on day-to-day experiences to challenge and encourage further exploration. However, typically there is lit-tle or no tie in to theoretically obtained results. Page 1.232.1

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1996 Annual Conference

Authors

Richard Parker; Walter Buchanan

. However, they may burden the student with a need to apply thealgebra of circuit analysis to more complex circuits than the traditional curriculum. The need is to applymathematical models (for example, simultaneous equations) to various example circuits in DC and AC circuitanalysis. The authors describe a teaching strategy and a curriculum model which uses a circuit simulator towork with circuits as if they had laboratory test instruments available, giving the flavor of a real laboratory, andmathematics software which permits students to interact with mathematical solutions to obtain graphical,numerical and symbolic results. Such a curriculum brings the mathematics of circuit analysis into the sameframework of interactive discovery as the rest of

Collection

1996 Annual Conference

Authors

Robert M. Briber; James Lochary; David I. Bigio

) which include non-Newtonian fluid dynamics, polymer processing, laminar mixing theory,polymer characterization, polymer blends, etc. The topics are introduced in logical order as they areneeded for the project and as they are brought up by the students in response to their needs for makingprogress on the project. The course combines work in the classroom, at the industrial manufacturing site and in on-campus laboratories. The classroom time is spent developing the basic background needed tocommunicate on the topics, anchor teaching of key concepts, formulating the project and presentationsby guest lecturers (largely from industry).Introduction One of the most common complaints heard from engineering students, particularly at the

Collection

1996 Annual Conference

Authors

Raj Mutharasan; Alan Lawley

selected . Approximately 15% of the course is allocated to lectures by industrial personnel whoare-experts ‘in process modeling and its applications. Industrial lecturers included Dr. C. Ed Eckert (ApogeeTechnology, Verona, PA), Dr. Iver Anderson (Ames Laboratory, Iowa), Dr. John Benjamin (Alcoa, AlcoaCenter, PA), Dr. Praveen Mathur (Praxair, Tarrytown, NY), Dr. B. Lynn Ferguson (Deformation ControlTechnology, Inc.) and Chris Schade (Lukens Steel, Coatsville, PA).For the topics included in the two-quarter course, the engineering science base resides in one or more of thefollowing areas: solid mechanics, fluid mechanics, heat transfer, mass transfer and diffusion, and reactionkinetics. Because of the intrinsic interdisciplinary nature of the course

Collection

1996 Annual Conference

Authors

John O. Dimmock; Stephen T. Kowel

members of the Alliance for Optical Technology, werevery effective in the initial definition and development of the program. Second, we would like to thank theNASA Marshall Space Flight Center, the U. S. Army Missile Command, the Oak Ridge National Laboratory,Advanced Optical Systems, Inc., Dynetics Inc., Hughes Danbury Optical Systems, Nichols Research, theNational Institute for Standards and Technology, SCI Inc., and Speedring for offering support for the studentonsite practicum thesis projects. Third, we would like to thank Bob Berinato, Dynetics, Inc. for his continuedsupport and for teaching several of the Optomechanical Design and Manufacturing classes. Classes were alsotaught by Ned Bragg, OETC, Inc.; David Pollock, UAH: and Jim Spann

Collection

1996 Annual Conference

Authors

Troy E. Kostek

connectedvia a LAN) can communicate with one another using DDE. With the large variety of Windows-based dataacquisition and control software available, DDE plays a vital role in the integration of today’s automatedmanufacturing systems. As educators of students that will be entering the complex world of automatedmanufacturing, it is important to introduce the concepts of DDE and to teach how DDE can be used as anintegration tool. This paper describes the fundamentals of DDE and provides two case studies of how DDEis used as an integration tool in laboratory-based manufacturing courses at Purdue University. .-. Clients and Servers In any one particular DDE conversation, there is one server (also called

Collection

1996 Annual Conference

Authors

William P. Darby; Nancy Shields; H. Richard Grodsky

and have high expectations for students, role models from the targeted minority populationgroup, and parent involvement.12 Furthermore, successful program strategies seem to involve an integratedapproach to mathematics and science, peer support systems, encouraging students to work in teams, a focus onhigher level cognitive skills, practical applications of mathematics and science, enrichment activities thatemphasize the scientific process, “hands-on” laboratory activities, and a focus on real-life problems.12 Inaddition, there seems to be some agreement that remedial programs do not appear to be as successful asenrichment programs.9 A new partnership of the University of Missouri-St. Louis and Washington University, the