Collection

1996 Annual Conference

Authors

Richard D. Swope; J. Paul Giolma

andconceptually difficult physical phenomena and to provide “hands-on” experience. In this process of change,the teaching and practice of engineering design principles began to disappear from the curriculum. Issues raised and discussed in this paper support a return to design as the primary purpose for theengineering laboratory. The issues include: the purposes and style of experimentation, the roles of simulationand the computer, pedagogical relationships between the laboratory and the lecture, the role of engineeringscience in support of design, and intended outcomes for students (graduate school vs. immediate career entry). We provide an example which articulates our goals for an engineering laboratory experience: thegathering of

Collection

1996 Annual Conference

Authors

Youlu Zheng; Xiaoan Hou

laboratory’s graphical environment supports both regular courses and specialprojects, and extends the level of training beyond what is possible with the PC-instructional clusters. With thelaboratory, the students gain hands-on experience with state-of-the-art graphics and visualization technologiesand better prepare themselves for careers in research, public service, and industry. Many undergraduate and graduate students in the Department of Computer Science, University ofMontana, have worked in and used the lab in various visualization projects. Numerous professionals fromschools, government agencies attended tutorials, seminars utilizing this lab. The authors are indebted for thesupport from the National Science Foundation.REFERENCE1. Dave

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1996 Annual Conference

Authors

R. R. Reynolds; Glynn P. Adams; Ing-Chang Jong

of Mechanical Engineering at the University of Arkansas. He and Dr. Bruce G. Rogers published an engineering mechanics textbook in 1991. Currently, he is serving as the Program Chair, Mechanics Division, ASEE.R. R. REYNOLDSRobert R. Reynolds received a B.S.M.E. from Carnegie-Mellon University in 1985, an M.S.M.E from Purduein 1989, and a Ph.D. from Duke University in 1993. Following his graduate career, he began work as a post-doctoral researcher at Duke in the area of structural dynamics. He continues his research and publishing as anassistant professor of Mechanical Engineering at the University of Arkansas.G. P. ADAMSGlynn P. Adams received a B.S.M.E. and an M.S.M.E. from LSU in 1982 and 1989, respectively. He receivedhis Ph.D. from

Collection

1996 Annual Conference

Authors

Arthur T. Johnson

able to solve almost any engineering problem involving biological systems. Appended to this paper areseveral of the design projects as assigned. Answers to detailed questions asked in class by the studentsmay have further modified project requirements. Biological Process Engineering is a course that is a lot of work for students, but this challenge isoffset by the payoff: students learn a great deal in this course and usually realize how valuable this is tothem in their career goals. Rather than deal with a somewhat homogeneous group of students and withnarrowly-focused course material, this course prepares students for a future that is less focused and morevariable. Environmental engineering students who must consider the human angle

Collection

1996 Annual Conference

Authors

Jim Jones; Ed Berger; Linda Blevins; William Oakes

. General references of national and regional resources are also included. A list of thedepartment contact-people at Purdue is also provided. -At the conclusion of the lecture portion, a panel of about five graduate students field questions. Thisinformal portion of the presentation has been very well received. The key to effectively reaching a diverseaudience is to have the panel include people the audience can relate to. This means the panel should be diverseby gender, ethnic background, discipline and future career plans. Having a faculty member available is alsovery helpful during the questioning. The panel members stay after the presentation to answer questionsindividually and offer a personal touch which makes the audience more comfortable

Collection

1996 Annual Conference

Authors

Melissa Mattmuller

they were given an opportunity to develop soldering skills that would be needed the next afternoon.4:00 Co-Rec After spending most of the afternoon sitting the campers were taken to the gymnasium to burn off some energy. Tennis, swimming, weight equipment was all at their disposal. It also provided an opportunity to mix with the few college students that were around.5:30 Dinner At dinner each camper was given paper and pencils to write down two questions to be asked of the graduate panel. These questions were their “entry requirement” to the next room.7:00 Graduate Panel EET graduates, male and female, were present to talk with the campers about careers in EET.9:00 Freetime The explorers were given their

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1996 Annual Conference

Authors

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

,but elegant experiments we call hands-on-homeworks (HOH) and these will: ● encourage students to use engineering theory to explain everyday phenomena and compare their observations to theoretical predictions, ● provide open-ended opportunities to explore engineering questions using readily available materials and familiar experiences, ● train students to conduct “reality checks” and naturally apply theoretical analysis to experimental observations, and ● provide continuous opportunities for students to empirically explore engineering questions throughout their college careers and develop habits contributing to life long learning. Thus far, we have designed and piloted

Collection

1996 Annual Conference

Authors

Pau-Chang Lu

apply in depth for about half of the course; and we are insistent inrequiring the students to master this “kit” WITHOIJT any contact with a computer, andto carry it into their career as a part of their second nat m-e. On the other hand, the modern trend of adding a software for symbolic manipulationin the students’ learning environment may easily result in a separate layer being added t othe numerical platform, without any designed integration. The subject course addressesthis possible lack of integration by consciously displaying its conceptual, symbolic, andnumerical parts as three facets of the same object. Consolidation In assembling items for the conceptual part of the course, we do NOT review per sesubjects from previous courses

Collection

1996 Annual Conference

Authors

Richard M. Felder; Philip R. Dail; Leonhard E. Bernold; John E. Gastineau; Ernest E. Burniston

-semester and post-semester (IMPEC, control, COE freshmen). This survey, developed at the University of Pittsburgh, assesses (i) attitudes toward engineering as a curriculum and career, (ii) self-reported confidence levels in core freshman-year subjects, and (iii) (in the postsurvey) attitudes toward the freshman year experience. It is also being administered to students at the University of Pittsburgh and elsewhere, making inter-institutional comparisons possible.3. Myers-Briggs Type Inventory Profiles (IMPEC only).4. Hestenes Force Concept Inventory scorespre-semester and post-semester (IMPEC, regular physics class). Assesses conceptual understanding of mechanics.5. Hestenes Mechanics Baseline Test scorespost-semester (IMPEC

Collection

1996 Annual Conference

Authors

Manon Bourgeois; Gilbert Drouin

specific and different orientations, including very specialized courses and occasionally peri-technological courses. This module is conceived in order to allow a certain flexibility to the student whom will beable to make pertinent choices according to his career goals. The third module, generally called integration module,allows the student to realize supervised practical work either in a training form or in engineering project in industry,in the specialized field that this master has trained him for. This program structure, other than being modular, also distinguishes itself from the traditional programs becauseit allows the student to receive an official recognition at each step of his studies. Thus, when the student hascompleted his basic

Collection

1996 Annual Conference

Authors

Ian A. Waitz; Edward C. Barrett

modeland a mentor. While it is true that communications skills area critical aspect of engineering practice, it is often thecase that training in communications is viewed as a bitter pill by undergraduate engineering students. Thestudents feel that “... it’s not what I came here to learn,” or they fail to recognize the importance of communica-tions skills for career advancement. More importantly, the students are often unaware of the interdependence ofthinking and expression, and the positive influence that having to communicate can have on the progressiontowards a technical goal. As noted by Hoffmannz, “The writing of a research paper is in no way an activitydivorced from the process of discovery itself. I have inklings of ideas, half

Collection

1996 Annual Conference

Authors

Raj Mutharasan; Alan Lawley

anticipated that upperclassmajors in electrical engineering, mechanical engineering and in chemistry and physics will find the coursecontent complementary to their required core curricula.Anticipated BenefitsIt is anticipated that the two-quarter course sequence described here will enhance significantly the exposure ofundergraduate students to important areas within the field of materials processing. The concurrent exposureto research results and industrial practice in the five areas cited is expected to spawn increased student interestin this important area of materials technology. Thus, potential for career paths in materials processing shouldincrease - consistent with the manpower needs identified in the NRC report (1).Exporting the CoursesA

Collection

1996 Annual Conference

Authors

Christopher R. Carroll

equations and someknowledge of basic physical phenomena to use as foundations for developing material.Microprocessor programming and interfacing is one area that does not require sophisticatedpreparation, and with today’s technology, significant microprocessor-based systems can be describedand used in introductory classes without exceeding the preparation level of beginning engineeringstudents. Furthermore, particularly in a department called Electrical and Computer Engineering,introducing microprocessors very early in the students’ technical careers incites interest and inspiresexcitement in the topic and in the program. Because other faculty in the department also were eager to present their own special areas ofexpertise in this new

Collection

1996 Annual Conference

Authors

Robert F. Abbanat; Jeffrey W. Honchell

, Proceedings Frontiers in Education, 24th Annual Cotierence, 1994.ROBERT F. ABBANAT is an engineer and President of Engineered Multimedia. In 1992 Mr. Abbanatreceived his B.S. in Physics with a minor in Computer Science from Boston College. In 1994 he received hisM.S. in Aerospace Engineering from the Georgia Institute of Technology. In 1994 he founded EngineeredMultimedia for the purpose of developing scientific and engineering based multimedia products for highereducation.JEFFREY W. HONCHELL is an Assistant Professor of Electrical Engineering Technology at PurdueUniversity at South Bend. He has a B.S.E.T. from Purdue University and a M.S.C.S. from the State Universityof New York at Binghamton. Prior to starting his teaching career in 1993, Mr

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1996 Annual Conference

Authors

Mark Gordon; Joel Greenstein; Jack Hebrank; Douglas E. Hirt; Daniel P. Schrage; Bill Mason; Tom Miller; Jim Nau

complete details.5. Chemical engineering students that learn engineering science courses in the context of an evolvingdescription of an industrial process. We have taken the first steps to alleviate student complaints that they never see anything practical bygiving the students design projects (case studies) in the early stages of their academic careers and having themwork on that project as they proceed through a portion of the curriculum. This program is similar to workbeing performed at West Virginia University by Bailie et al.,4 the major exception being how to handle aprogram of this type when a large number of co-op students are continually rotating on and off jobassignments. The concept of an evolving design project is best

Collection

1996 Annual Conference

Authors

John A. Fillo

Engineering degree and that aresearch degree is not for all students who choose to pursue a Master’s degree. There are students, though, whoare going onto graduate school with interests in research and hopes to pursue a career in research and possiblyacademia which would require education for the Ph.D. Surely this will continue into the fbture, and with this inmine, this paper is written for the Master of Science as its focus. Reviewing for a minute those arguments being made for the Master of Engineering, and what theyshare in common, namely, a more relevant and versatile education for industrial practice, or looked at anotherway, a heightened sense of professionalism, we might ask ourselves if this should be reserved solely for theMaster of

Collection

1996 Annual Conference

Authors

Karl F. Meyer; Stephen J. Ressler; Thomas Lenox

individual courses and instructors. Each year, this methodology is taught to newfaculty members as part of an intensive five-week new instructor training program. Most new instructors find itso effective that they choose to continue using it for the remainder of their teaching careers. On course critiquesand surveys, the vast majority of students rate it as the most effective teaching style they have experienced.The Methodology The process of preparing for and teaching a class generally consists of five distinct activities, performed inthe following sequence: ● Research e Organize the class ● Practice the class . Prepare the classroom . Teach the classThis paper will focus primarily on organizing the

Collection

1996 Annual Conference

Authors

Nelson C. Baker; Paul S. Chinowsky

to transportation to structural mechanics and design to construction overthe course of an academic career. Students obtain in-depth knowledge and training in subjects such asconstruction scheduling and traffic management through a curriculum emphasizing specialization andnarrow fields of expertise. In the traditional classroom setting, examples are often used to convey specificelements of a project such as a difficult structural problem or a complex cost estimating situation.However, these blackboard-based examples often have a distinctively artificial feeling. Specifically,blackboard-based examples fail to provide students with a project context in which to understand theinformation being provided. Furthermore, the examples tend to be

Collection

1996 Annual Conference

Authors

Christopher Stook; Asad Azemi

otherwise have to be studied onlytheoretically. Moreover, they were pleased with the time that was saved and the increased accuracy using thesepackages to perform routine mathematical steps. Some students are interested in using these packages in theirprofessional careers. General Disadvantages Three of the disadvantages of using these packages are the maintenance and operation of these packageson an accessible computer system, the extra work required by students (and instructors) to learn how to useCAE packages, and assuring that the packages are included in the baseline curriculum as part of the requiredcourse material. Requiring the use of these packages in homework assignments generally

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1996 Annual Conference

Authors

B. Grossman; William H. Mason

. The program will be offered for the first time in thefall of 1996. Introduction As educators, we are constantly being told that increased international competitiveness has created aneed for engineers with a better understanding of design methodology and concurrent engineering. Probably themost significant documentation of the need is contained in a National Research Council Report.1Representatives of Boeing,2 Lockheed Martin,3 and McDonnell Douglas4 have also voiced strong opinions. Toprepare engineers for careers in design requires not only learning about these specific topics, but anunderstanding of the broad context of the practice of engineering, experience in solving problems with

Collection

1996 Annual Conference

Authors

Willard D. Bostwick; Walter Buchanan

operational functions. Among the essentialcharacteristics of engineering technology graduates are mastery of the technology of the selected discipline,overall technical competency, adaptability, flexibility, effective communications capabilities and interpersonalskills, creativity in problem solving, effective teamwork skills, ethical responsibility, understanding andappreciation of diverse cultures and ability to continue learning throughout a career of expanding professionalcapacity.” Most people within the engineering technology community consider this a reasonable definition ofengineering technology education and of what the graduates of this education do. Nevertheless, therepresentation of engineering technology within ABET was such that

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1996 Annual Conference

Authors

Vipin Kumar; Miguel Torres; Jens Jorgensen; John Lamancusa

philosophy and content of this courseand presents results from two years of development and deployment.Acknowledgement: This project was funded by TRP Project #3018, NSF Award #DMI-9413880.I. Introduction:1.1 Engineers are tinkerers A straw poll of engineers who grew up before computers were a fixture in every grade school wouldprobably show that most preceded their technical careers with long hours in the basement or the garage,fixing moms appliances, wiring a radio that could listen to Europe, or keeping a British sports car inrunning condition. These tinkerers developed an instinctual, common sense feel for engineering; learnedabout basic hardware and tools and how to use them; and developed a visual way of thinking. With this

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1996 Annual Conference

Authors

W. Bernard Carlson; Karin Peterson

particular interst is thenecessary adaptations to students made to write a set of instructions for building the clock and a technicallyappropriate patent application. The constrast between these two assignments illustrated for the students the Page 1.306.5 ji’Q”- }. 1996 ASEE Annual Conference Proceedings ‘..pllly:: .diversity of the audiences they will deal within their careers, and hopefully provided them with a bridge betweentheir previous experiences with technology as consumers and their new experiences with technology as

Collection

1996 Annual Conference

Authors

Richard Wall; Kathy Belknap

recognize that many students lack the industrial experience to make qualityassessments of the course value or to assess the ultimate contribution the senior design experience will make totheir careers. We recently took the opportunity to further examine the value of industry sponsored senior designprojects and look for suggestions to improve the course by means of a survey of the graduates and industriesinvolved over the past five years. We acknowledge that this experience is not possible without industries whovalue the opportunity to contribute to higher education by direct involvement.COURSE PHILOSOPHY The capstone design course focuses on team building and cooperation. Students are introduced to theDemming philosophy. This approach

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1996 Annual Conference

Authors

Dr. Dennis Mikkelson

students will not see such a system again when they begin their career or graduate school. In an effort to address these concerns as completely as possible, it was decided to use astandard graphics system. In order to do this as quickly as possible on the hardware available atthe time, a version of GKS was implemented, carefully following the PASCAL language bindingspecification. This was eventually developed to a level 0b GKS implementation. This locallydeveloped version of GKS provided a quite effective environment for teaching computer graphics. 1996 ASEE Annual Conference Proceedings Page

Collection

1996 Annual Conference

Authors

Rosida Coowar

. Somestudents were exposed for the first time in their career to PLDs, FPGAs and the development tools, starting withPLDAsm and then “graduating” to ViewLogic and Xilinx.. All students were able to finish their projects,download and test the actual hardware. This was a very compressed and very lab-intensive course. Theevaluations from the students for the course were 4.9 out of 5.0. The majority of the technology students whotook that course got jobs in industry through their exposure and hands-on experience with the development toolsused.The student, conversant with these tools and not requiring a substantial learning time upon entry into thatindustry obviously has quite an advantage. There are in fact several examples where a job was obtained due

Collection

1996 Annual Conference

Authors

Kathryn A. Neeley

ofengineering and the appreciation of technology. To begin with, they should find it easier to tap their capacity for visual and holistic perception andevaluation. These capacities are directly applicable in engineering design and are useful in a number of othercontexts as well, especially when they are understood as complements to, not substitutes for, analytical andquantitative understanding. This should lead to a richer sense of the role of creativity and the potential forpleasure in engineering design, provide much needed motivation for engineering students, and set them on thepath to greater lifelong satisfaction in their careers. It can also make it possible for them to integrate any artisticabilities or interests they possess into their

Collection

1996 Annual Conference

Authors

Jack Bryant; Howard Seidel; David L. Barrow; Dante DeBlassie; Arlen Strader

, mainly through pre- and post-testing of students inthe program and in comparison groups. In all tests used, achievement by students in the integrated program wasequal to or above that of the comparison groups. In addition, we have put test items from traditional courses onour mathematics exams. The performance of our students has been a bit better than that of students in thetraditional sections. We cannot say at this time if this is due to chance or our program. We plan to track ourstudents through their college careers and see how they perform in upper division courses relative to studentsnot in our program. The remainder of the paper will describe some of these features in more detail, and will conclude withsome specific examples of

Collection

1996 Annual Conference

Authors

Geraldine B. Milano; Richard Parker; George Pincus

Proceedings ‘?.,~yy’,.$ Professionals from industry were invited as guest speakers to present lectures on several topics, toenhance student understanding about an engineering career. For example, guest speakem discussed:industrial design and sketch renditions presented by a professional designer and owner of his own consultingbusiness; safety in design presented by a certified safety expert; copyrights and patents of original designsdiscussed by a patent attorney who is a board member of NJIT; design of prosthetic devices for humanlimbs presented by a technician from the Kesseler Institute for Rehabilitation; and a discussion of consultingin engineering by a distinguished NJIT professor. In the current

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1996 Annual Conference

Authors

Sandra L. Bishop; Mary E. Besterfield-Sacre

of engineering fields of interest, have no idea what engineering is,or have misconceptions about the various fields of engineering and the departments offered. For this reason, studentsare introduced to three of the six departments through formal department visitations. During these sessions theyreceive information on career opportunities, curriculum requirements, and in some situations, hands-ondemonstrations. In additio% students choose a special lecture to attend exposing them to faculty research. Aside fi-om introducing the students to the various engineering disciplines, the content of the seminar focuseson the survival skills necessary for success in the fieshrnan engineering program. These include: goal setting, timemanagement