Collection

2000 Annual Conference

Authors

Jerome Tapper

schools with co-opprograms), industry supported capstone projects, employment following graduation, andfinancial support for industry related projects and research to name a few.This paper establishes some strategies for gaining access to industry and developing relationshipswith industry representatives. It is these relationships that will prove to be most valuable.II. Some Ground RulesBefore establishing a relationship with a potential industrial partner, it is most important that afew necessary rules be understood. Once you have worked with your industrial partners andestablished an unwritten mutual benefit agreement, which will be discussed later in this paper

Collection

2000 Annual Conference

Authors

Paul F. Hadala; Freddy Roberts; David Hall

requirements of specialproblems or capstone design courses (provided the problems are suitably complex).The description of each laboratory project and the authors’ experiences with these projects aregiven below. Additional details are given for most of the projects in the appendices.Equilibrium of Concurrent Force Systems. A plywood box mounted on a laboratory cart,shown in Figure 1, and a few inexpensive battery operated fish scales are the key elements of theapparatus for this experiment. The sides of thebox have U-shaped, fencing nails driven partway into the walls on two inch centers. Theseare attachment points for tension cords whichsupport a weight pan and exercise weights.Although Figure 1 shows the set up of a two-dimensional problem, three

Collection

2000 Annual Conference

Authors

Ed Clausen; Carolyne E. Garcia

planning tool for students in both assessing strengths and weaknesses in both theiracademic and professional careers. Table 1. Documentation for Criterion 3 Outcomes Outcomes Documentation a b c d e f g h i j k Quantitative metrics, including transcripts, X X X X X X X X scores of FE, MCAT, GRE Job Offers/Alumni Career History X X X X X X Performance in Capstone Design courses X X X X X X X X Employer Satisfaction

Collection

2000 Annual Conference

Authors

Richard Layton

programs must demonstrate that their graduates have an under-standing of professional and ethical responsibility.”1In response to this need, educators can adopt a number of strategies. Among them are the fol-lowing, paraphrased from Alenskis2:• A stand-alone course in ethics.• An ethics component in a stand-alone course in professionalism.• An ethics component in a senior project, thesis, or capstone course.• Integration of ethics across the curriculum.• Commingling ethics instruction in technical courses.Each approach has advantages and disadvantages (reference 2 cites studies that investigate eachof these approaches). As Alenskis states, “The issue is often how to present ethics as an impor-tant aspect of the technical profession

Collection

2000 Annual Conference

Authors

Steven H. VanderLeest

on technology in integrativecapstone courses, such as an engineering senior design projects course. However, capstones canbe narrowly focused since they are usually intended for a specific major. A third possibility istechnology from the viewpoint of a particular discipline, such as history of technology,philosophy of technology, or ethics of technology. Even here, the courses are often comprisedmainly of students in one particular major.III. A Science Fiction and Technology CourseA course that combines perspectives on technology with a focused study of science fictionliterature offers an interesting solution to the problem of introducing students to broader issues oftechnology. Many students have a personal interest in science fiction and

Collection

2000 Annual Conference

Authors

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

of thefuture teachers themselves. This project moves toward that end.Louisiana Tech University’s undergraduate engineering program has been significantlymodified during the past two years. Emphasis has been placed on creating an integrated(college-wide) program for freshmen and sophomores. A key part of this program is a three-course sequence in the freshman year that largely deals with engineering problem solving.It is our belief that part of the problem with K-12 science education is that teachers do notknow how to relate the science they are teaching to real world experiences. To deal with thatissue, we incorporated what we have learned in developing our freshman engineering coursesequence as a basis to create a new three-hour course in

Collection

2000 Annual Conference

Authors

Richard A. Gilbert; Mark Maughmer; Marilyn Barger, Hillsborough Community College; Renata Engel, Pennsylvania State University

with regard to simple (but difficult) lecture topics.Invariably design courses will include open-ended design projects. Certain topics, like designmethodologies and concept development, are standard and repeated regardless of the designproject. Other topics are specific to the particular design project and would not be delivered eachtime the course is offered. For these, the topics may be difficult because the may be outside therealm of expertise of the instructor. That is not to say they are complex, but rather unfamiliar.Consider, for example, a project that requires the design of a fiber optic amplifier housing in acourse where neither the students nor instructor have had prior experience in the fiber opticindustry. To set the problem in

Collection

2000 Annual Conference

Authors

W. Bradford Cross; Susan M. Morgan; Mark P Rossow

/evaluatorystatement.Target CoursesCourses throughout the curriculum have elements that fall within multiple outcome categories.For example, the senior design capstone course will have analysis, design, and communicationelements. In order to reduce the burden for the faculty and yet ensure a representative cross-section of courses and student materials would be analyzed, the assessment committee identifiedtarget courses for each outcome portfolio (Table 3). This format should minimize the effort tocollect and review materials as well as to analyze student performance. In addition, since, foreach semester (fall and spring), sophomore-, junior-, and senior-level courses were selected, theDepartment will be able to analyze performance at each level in the program and

Collection

2000 Annual Conference

Authors

Marilyn J. Smith; Bethany Bodo

beginning learner is at the periphery of the knowledge base, and theresearcher/expert is at the center, delving ever deeper into the veins of knowledge. In mostengineering curricula, synthesis is left to the "senior capstone design course". Various "freshmenexperiences" try to provide perspective and enable synthesis, but cross-disciplinary thinkingoften stalls there. A primary obstacle is that undergraduates are the only people who are expectedto integrate knowledge and have perspective; professors and graduate students are "specialists".ADL inverts this model, as seen in Figure 2. A design-centered introduction (DCI)7, is the centralgateway, set at the freshman level. Immersed in the design process unique to the school, thelearner visits each of

Collection

2000 Annual Conference

Authors

Abbes Berrais

Session 1315 Using Expert Systems Technology to Teach Earthquake Resistant Design of Buildings Abbes Berrais Abha College of Technology, POB 238, Abha, Saudi ArabiaAbstractComputers have been introduced as an element into the teaching environment for a long timenow. Until recently, computers have been used for relatively routine calculations such as:report writing, spreadsheets, drafting, and simple simulations. Very rarely are computers usedto help teach and visualize fundamental concepts, or to explore the alternative solutions of adesign project. Today the most

Collection

2000 Annual Conference

Authors

Stephen M. Batill

as part of a capstone designclass for many years. This requirement, outlined in Appendix A, has allowed the students tofocus on one aspect of the project, define for themselves the inner and outer environments for thetopic at hand and then establish justification for making design decisions. A scoring rubric forevaluating this type of project is provided in Appendix B. With such a assessment tool, thestudents are provide some means of determining how they have approached an open-endedproblem. Since the solution of this class of problems is not unique and students will arrive atmany solutions, it is the process they follow that is important as well as the result. This also

Collection

2000 Annual Conference

Authors

Marty Bowe; John Feland; Brian Self; Daniel Jensen

Teaching Engineering Design Through Project-Oriented Capstone Course,” Journal of Engineering Education, pp. 17-28, Jan., 1997.11. Evans, D. L., McNeill, B. W., Beakley, G. C., “Design in Engineering Education: Past Views of Future Directions,” Engineering Education, pp. 517-522, July/Aug., 1990.12. Harris, T. A., Jacobs, H. R., “On Effective Methods to Teach Mechanical Design,” Journal of Engineering Education, pp. 343-349, Oct., 1995.13. Incropera, F. P., Fox, R. W., “Revising a Mechanical Engineering Curriculum: The Implementation Process,” Journal of Engineering Education, pp. 233-238, Jul., 1996.14. Jensen, D. D., “Using MSC-PATRAN for Pre and Post Processing for Specialized FEM Codes which are not in the

Collection

2000 Annual Conference

Authors

Dick D. Desautel

Loop BS Each Course: Course Program Learning Objectives Journal CAM & PAM Survey? Focus Group Outcome Junior Surveys Notebooks Graduating Senior Survey Seniors Capstone Course Senior Project Exit Test? Alumni

Collection

2000 Annual Conference

Authors

Pamela L. Eddy; David A. Pape

Alumni Surveys • Employer Surveys • Capstone Design Report Review • Graduate Placement Data • Annual Student Meeting/SurveyII. Pre-Graduation Assessment ToolsPre-graduation indicators can include transcript data (courses attempted by students andcorresponding grades)6, student portfolios (multiple courses), and course portfolios(individual courses). Course portfolios are currently being used at several institutions.The theory behind the use of portfolios is that by accumulating a student’s work overtime one can demonstrate whether or not a student is progressing towards and achievingeducational goals7. However, at least one school that began using

Collection

2000 Annual Conference

Authors

Jr., Michael E. Hanyak; James A. Van Fleet

Session 2341 Engineering Design: the Information Component James A. Van Fleet, Michael E. Hanyak, Jr. Bucknell UniversityAbstractThe curriculum of the Bucknell University Chemical Engineering Department includes arequired senior year capstone course titled Process Engineering, with an emphasis on processdesign. For the past ten years library research has been a significant component of thecoursework, and students working in teams meet with the librarian throughout the semester toexplore a wide variety of information resources required for their project.The assignment has been the same

Collection

2000 Annual Conference

Authors

Scott White; Kirsten Lowrey; George M. Bodner; Dawn Del Carlo; Ala Samarapungavan; William C. Oakes

institution. Facultyand representatives from the Dean’s Offices in both Science and Engineering became involved in thisproject because a significant fraction of the “freshman engineering experience” is delivered by facultyin the Departments of Chemistry, Mathematics, and Physics within the School of Science. From thebeginning of this project it was clear that the first step toward making significant, worthwhile, andlasting changes in the freshman engineering experience involved obtaining a better understanding ofthe lived experience of freshman engineers from the perspectives of both the students, the faculty whoteach courses taken by these students, and the faculty who teaches courses that build on thisfoundation. A significant fraction of the first

Collection

2000 Annual Conference

Authors

Wieslaw M. Szydlowski

mechanism can be fabricated without any special precautions with regard toparallelity of the joints axes. Also, the axis of the slider’s guide does not have to beperpendicular to any axis. No matter how badly the links are machined, the mechanism will beeasy to assemble and operate because it became self-aligning. Page 5.540.11 Figure 9 Loop analysis for the mechanism shown in Fig. 8.Place for the Method in the ME CurriculumME students taking capstone design courses design complicated mechanisms. Checking ifmechanisms will move as anticipated is sometimes the most difficult task. The author has acollection of preliminary

Collection

2000 Annual Conference

Authors

S P Maj; D Veal

that two other units have recently been introduced with the expectation of thecurriculum being expanded even further.Biliograhy1. Computing Curricula. A survey of the ACM/IEEE - CS Joint Curriculum Task Force Report.Communications of the Acm June Vol 54, No 6. acm Press. (1999).2. S. P. Maj, G. Robbins, D. Shaw, and K. W. Duley, Computer and Network Installation, Maintenance andManagement - A Proposed New Curriculum for Undergraduates and Postgraduates, The Australian ComputerJournal, vol. 30, pp. 111-119, (1996).3. E. T. Workforce, Educating the workforce for the new millenium, in Campus Review, (1996).4. D. J. Ewing, Microcomputers systems 1: a computer science and engineering capstone course, ACMSIGCSE Bulletin, vol. 25, 155-159, (1993).5

Collection

2000 Annual Conference

Authors

Domingo L. Uy

-Hill Book Co., NewYork, 1978, pp. 173-182.2) Hurley, R. B., Decision Tables in Software Engineering,, Van Nostrand Reinhold Data Co., New York, 1983.3) Ertas, A. & Jones, J., The Engineering Design Process,, 2nd ed., John Wiley & Sons, New York, 1993, pp. 75-79.4) Wilcox, A.D., Engineering Design Project Guidelines,, Prentice-Hall, Englewood Cliffs, New Jersey, 1987.5) Boylestad, R and Nashelsky, L., Electronics Devices,, 7th ed., Prentice-Hall, Englewood Cliffs, New Jew Jersey, 1999, Chapter 11.6) Gottfried, B. S., & Weisman, J., Introduction to Optimization Theory, Prentice-Hall, Englewood Cliffs, New Jersey, 1973.DOMINGO L. UYDomingo Uy is currently an Assistant Professor of Electronics Engineering Technology at Fort Valley

Collection

2000 Annual Conference

Authors

S P Maj; D Veal

Network Installation, Maintenance andManagement - A Proposed New Curriculum for Undergraduates and Postgraduates,” The Australian ComputerJournal, vol. 30, pp. 111-119, (1996).3. S. P. Maj, G. Kohli, and D. Veal, “Teaching Computer and Network Technology to Multi-Media students -a novel approach,” presented at 3rd Baltic Region Seminar on Engineering Education, Goteborg, Sweden,(1999).4. E. T. Workforce, “Educating the workforce for the new millenium,” in Campus Review, (1996).5. D. J. Ewing, “Microcomputers systems 1: a computer science and engineering capstone course,” ACMSIGCSE Bulletin, vol. 25, 155-159, (1993).6. M. Gschwind, “Preprogrammable hardware for educational purposes,” ACM SIGCSE Bulletin, vol. 26, 183-187, (1994).7. W. A. Coey, “An