Collection

1998 Annual Conference

Authors

Peter W. de Graaf; Michael J. Walker; Cameron Wright; Thad Welch

students inthe course material. The students also see the courses as being more relevant to their overallprogram as engineers. Additionally, the academic performance (as reflected in the grade pointaverage, GPA, for students in these courses) was much better. From the Fall ’96 to the Fall ’97offerings, the course GPAs increased about 0.4 (on a 4.0 scale). Page 3.85.4 4 Rated Area Fall ’96 Fall ’97 Stimulated Student Well Below Slightly Above Interest Average

Collection

1998 Annual Conference

Authors

Swami Karunamoorthy; K. Ravindra

the outcome in terms of education and training weexpect from a student at the time of graduation, and (ii) What are the Primary traits or the core ofknowledge we expect in student’s learning at the time of completing each course. It may becalled as Primary Trait Paradigm (PTP). It is a viable concept and it provides a great opportunityfor outcome based assessment. The challenge lies in the implementation process. It requireschanges in course perspectives, style of teaching, and assessment methods. The goal of each course is written to reflect the principles of PTP, which changes thecourse perspective. It almost serves as a frame to an existing picture. The teaching style isaimed at satisfying these goals. The assessment methods are

Collection

1998 Annual Conference

Authors

Digendra K. Das; Atlas Hsie; Salahuddin Qazi

. With the increase oftechnology in the high school curriculum, these teachers may also profit from practice-orienteddegree.DEVELOPMENT AND IMPLEMENTATION OF THE PROGRAMBased on the feedback from industry as reflected in our survey, a practice oriented,interdisciplinary Master of Science program in advanced technology (MSAT) was developed bya committee comprising of the Dean and faculty from electrical, mechanical and industrialengineering technology departments. These three departments are part of the school ofinformation systems and engineering technology (ISET), which also includes the departments ofcivil engineering technology, computer science and telecommunications. The program has beenbuilt upon the institute's successful undergraduate

Collection

1998 Annual Conference

Authors

Peter Idowu

Penn State-Harrisburg,and to provide students with skills necessary for the modern power engineering environment,laboratory experiments on electric machines are revised to reflect current practices in theindustry.This intelligent data-gathering and processing system offers the students some very significantbenefits. They are highlighted as follows.(a) Creating the instruments that are necessary for completing the experiment gives the student a further insight into the subject, and reinforces basic concepts.(b) A single student could conduct the same experiment more efficiently and accurately with the IDAC system. Three or more are required in a conventional setup.(c) The success or failure of the experiment is judged by the student

Collection

1998 Annual Conference

Authors

Joan A. Burtner; Laura Moody

analysis). We will not attempt to use cooperative base groups duringthis phase of the curriculum development plan.Much of the success of the active learning exercises will depend on how well the studentsprepare for class. In an attempt to encourage students to come to class prepared, we requirestudents to use a word processor to answer homework questions. During the class period, theyare allowed to write in additional information. Students who submit hand-written homeworkreceive less credit than those who submit typed responses do; we hope that this will encouragestudents to become familiar with the material before class.Course grades will reflect both the students’ individual and team efforts. Homework, quizzes,exams, and class participation will

Collection

1998 Annual Conference

Authors

James P. Solti; James M., Jr. Greer

intellectual effort.While many of the cadet teams were willing to "adopt" the problem, others werefrustrated by the open-endedness of the problem. For these cadets, the missingingredients in the problem definition were difficult to deal with. Interestingly enough,those who waited until the last minute did fine technically since all the relevant subjectmaterial was completed a couple days prior to the project due date. However, since theirreports contained little on the design process, the final scores on these reports werejustifiably low. Page 3.260.4The reports turned in by the various teams reflected a bi-modal response in terms of levelof effort. Many of

Collection

1998 Annual Conference

Authors

Louis L. Bucciarelli

courses with attention to interdisciplinary projects. Abstracts arepresented in an appendix.This paper is not a “proceedings” of the workshop. Rather it is an attempt to distill out of thedifferent experiences of workshop participants some common themes and to analyze these in asmuch depth as these few pages permit. Through contrast and comparison of participants reports, Iexplore the resources required to effect change, the barriers encountered, and the benefits thatensue - to faculty as well as to students. At a still more general level I reflect upon that oft-heardphrase of what we are about — namely, the changing of a culture.Learning By DesignThe appended abstracts describe a diverse set of projects: Some challenge students with “hands-on

Conference Session

Tricks of the Trade Inside the Classroom (1675)

Collection

1998 Annual Conference

Authors

Deborah M. Mechtel, United States Naval Academy

Tagged Divisions

New Engineering Educators (NEE)

85% 71% CONCLUSIONS AND FUTURE PLANSIt is known that students have different ways of learning new concepts. For example somestudents prefer active learning (doing) while others are passive learners (prefer to reflect beforedoing) [3]. Based on this premise, the instructor plans to continue incorporating cooperativelearning techniques in the classroom; although in the subjective opinion of the instructor therewas not an immediate measurable improvement in student test performance. To increase theeffectiveness of the techniques described in this paper, the instructor plans to spend more time

Collection

1998 Annual Conference

Authors

Stephen E. Aylor

Page 3.19.3y Course Assignmentsy Course Schedule and Lecturesy Course Discussion Group and Guest Booky Course Grade bookThe menu changes to reflect the users current selection. The course schedule menu providesaccess to all of the lecture material (course content) as well as the course schedule. The coursegrade book and course discussion groups, e-mail links, and main menu links are available on allmenus allowing the user to freely move about the course material.TECHNOLOGY-MEDIATED INTERACTIVE COMPONENTOne of the main problems in Internet based education is how to engage the student in activitiesthat foster learning. To date no method has been presented that does not have weaknesses thatcan justifiably be criticized for one reason or

Collection

1998 Annual Conference

Authors

Mark Mawlawi; Hamid Y. Eydgahi

4Bibliographic:1. Wedemeyer, C. (1981). Learning at the Back Door: Reflections on Non-traditional Learning in the Lifespan. Madison, WI: The University of Wisconsin Press.2. Jepson, N. A. (1973). The beginning of English University Adult Education – Policy and Problems. London: Michael Joseph.3. Mackemzie; Ossian; and Christenson, E. L. (Eds.) (1971). The Changing World of Correspondence Study. University Park, PA: The Pennsylvania State University Press.4. Barron, D. D. (1996). Distance Education in North American Library and Information Science Education: Applications of Technology and Commitment. Journal of the American Society for Information Sciences. November 1996.5. Manjourldes, C. (1997). Global

Collection

1998 Annual Conference

Authors

Francis J. Doyle III

has been uniformly praised by students for the easeof access, 24 hours a day. Positive feedback on the syllabus and course assignment reflect thefact that the students are not merely printing the entire syllabus to hard copy in week 1, but areusing the Web as it was meant to be: as a dynamic and interactive medium.5. SummaryIn this paper, one instructor has related his first-hand experiences with the setup of Web-basedtool for education, using an existing package (Serf). With a minimal amount of prior knowledge,one can easily construct an environment that is rich in information content for the students to useto complement the classroom instruction. An educational package, such as Serf, takes theprogramming issues out of the instructors hands

Collection

1998 Annual Conference

Authors

Stephen J. Ressler

of the design professional CONSTRUCTIONand constructor. DESIGN TEAM TEAMEvidently a single seminar did not (and Figure 1. The ASCE Model of the Project Teamprobably could never) develop bona fideunderstanding of the roles and responsibilities of CE practitioners. This should not have come asa surprise. As I reflected on the problem, it occurred to me that I had not truly understood thecomplex interactions between the key players in the design-construction process until Iparticipated in that process myself—as a construction manager in a previous assignment with theArmy Corps of Engineers. Thus I

Collection

1998 Annual Conference

Authors

Kenneth Miller; Jeffrey Morehouse; Edward Young; David Rocheleau; Jed S. Lyons

believed that practicing mechanical engineersneed a systems perspective, which can be fully developed only when systems lab experiences arealso involved. To reflect this emphasis, the course will be renamed the Engineering SystemsLaboratory. In it, students approach and analyze engineering problems from a systemsviewpoint, design experiments, apply computer-based instrumentation to study systemperformance, document their results in writing, and make oral technical presentations.THE SYSTEM UNDER INVESTIGATION It is not desirable or even possible to attempt to expose students to every type of systemthat they might work with throughout their professional career. In designing the systems lab, onemust select a number of systems for the students

Collection

1998 Annual Conference

Authors

Thomas V. Mecca; Sara Cushing Smith; Lynn G. Mack

formal, on-going process of curriculumrevision. To be of long-term value, the results of an on-going program of workplace researchmust be incorporated into an institutional process of continuing curriculum revision. It is notuncommon, however, for institutions to revise curricula only when they have to respond toexternal requirements (i.e., accreditation, state board policies, etc.). Typically, a consequence ofsuch sporadic curriculum revision is the lack of a well-designed institutional process and theapplication of ad-hoc designed processes that reflect academic department autonomy thatexamines only a limited number of factors. A more formally well-structured process whichexamines the curriculum systemically will improve the chance to bring

Collection

1998 Annual Conference

Authors

Izak Smit

previous work experience toteach engineering to new entrants. The basics of the theory still hold, but new techniques aretaught as they become available. Most teaching institutions also have the advantage ofdeveloping new techniques by research and development. At some stage however, studentsmust transfer from the theoretical technological models into practice, applying theory and atthe same time adapting to a harsh production-orientated climate.2. LEARNING MODELSWe can learn a lot from the different learning models. Peddler 3 adapted Kolb's experientiallearning cycle to include:1. Experience: Observing and reflecting on the consequences of action in a situation.2. Understanding: forming or reforming understanding of a situation as a result

Collection

1998 Annual Conference

Authors

Charles D. Turner

that can best be described as hybrid mix of water resources,solid waste and environmental law. The syllabus was designed to address material not covered inthe two required undergraduate environmental classes. This approach was similar to that of theprevious instructors and was not the product of deep reflection regarding the role of the course inthe curriculum. Grading for the class was conventional with three hour exams, weekly quizzes,daily home work, one research paper and a final exam. At the conclusion of the semester theauthor felt that he had done an adequate job but that the class was not unified. Rather, the classwas an assemblage of pieces that never really quite tit together to make a complete picture of thepuzzle. Still, student

Collection

1998 Annual Conference

Authors

George F. List; Simeon Komisar

an enrollment of 11. It is currentlybeing offered this semester (Spring 1988) with an enrollment of 40. In following years typicalenrollments will hover around 60 with a 70/30 mix of Civil and Environmental BS students. Tau Beta Pi surveys conducted after the Fall 1997 semester were informative. The students Page 3.587.5universally liked the course and gave it high ratings but reasons for the enthusiasm varied and 5several shortcomings in the course organization were identified, most reflecting impatience witha new course not yet running smoothly. Unanimous praise was given to the overall

Collection

1998 Annual Conference

Authors

Vito A. Guido; Jameel Ahmad

resistance of the binder todeformation. The phase angle indicates how much of the binder is elastic and how much of it isviscous. If the results of the test are within the Superpave Standard Specifications then the binderhas high probability to withstand permanent deformation within the temperature it was tested.Bending Beam Rheometer (BBR) The Bending Beam procedure measures how much a binder reflects or creeps under aconstant load at a constant low temperature. The test results are used to predict low temperaturecracking problems. A sample of PAV residue is molded into a shape of a beam with a rectangular cross sectionand conditioned at the test temperature. The beam is simply supported inside a bath filled withethyl alcohol located

Collection

1998 Annual Conference

Authors

John E. Shea

were not required. Instead, each student wrote a one-page reportthat identified and discussed two meaningful lessons that were learned in the laboratory. Gettingstudents to reflect on the entire experience instead of reporting facts proved to be quite achallenge. Reports were graded for content and grammar. ACTIVE LEARNING EXERCISES Each of the nine exercises is outlined in this section. The applicable Why, What, How, andWhat-if axis of Kolb’s learning cycle is shown in bold. A copy of the exercises in Word 97format can be obtained at http://www.engr.orst.edu/~shea/ALE. At OSU, students must complete a course in engineering statistics prior to taking the SPCcourse. The first two exercises were designed to

Collection

1998 Annual Conference

Authors

Max Rabiee

discharge is calibrated to reflect the value of theinput voltage. Figure 7 illustrates the operation of the Dual Slope type ADC. These type of ADCsare very slow, and are usually found in electronic voltmeters. Figure 7. Operation of the Dual-Slope Type Analog to Digital ConverterFigure 8 displays a block diagram of a successive approximation ADC. In the successiveapproximation ADC, the output of a comparator is connected to the input of a special counterregister called a Successive Approximation Register (SAR). Page 3.98.6 Session 1559 The OP

Collection

1998 Annual Conference

Authors

Carl A. Erikson

which "have stretched rush hours to 12 hours in Seouland 14 hours in Rio de Janeiro. The Confederation of British Industry estimates that higherfreight costs, lost work time, and other results of congestion cost England $24 billion eachyear"[7]. In Bangkok, "officials estimate that the typical motorist spends a total of 44 days a yearjust idling in standstill traffic"[8]. Air pollution, congestion, and overdependency on imported oil only begin to reflect themagnitude of the transportation problems in present day urban areas that engineers need toresolve. With appropriate technology approaches in mind one can suggest ways that the 21st Page

Collection

1998 Annual Conference

Authors

Julia L. Morse

classroom?” All respondents affirmed that “a sufficient Page 3.125.3amount of material was included.” Six teachers took the time to include positive writtencomments praising how applicable or enjoyable the combined manufacturing activities were.General comments from the entire workshop of activities from various engineering andtechnology areas reflected teacher appreciation for hands-on activities they could bring into theirown classrooms.Perhaps more telling feedback was the invitation from one of the teacher workshop participantsto present the “Variation in Manufacturing” activity, as-is, to a combined group of chemistry andmath students

Collection

1998 Annual Conference

Authors

Michael W. Jennings; Jamal A. Ghorieshi

. Studentslearning is enhanced greatly by doing their own project and observing as other projectsprogress. Two of the major outcomes were brainstorming and interaction among thegroups leading to innovative ideas and solutions. One of the major hurdles in this processwas the demands of time both for students and faculty alike.INTRODUCTIONThe undergraduate engineering curriculum has periodically undergone structural changesto reflect the societal needs of time and to head-start the future technological innovationsand learning/teaching cultures. Even though the traditional engineering education hasserved the nation well, nevertheless it has exhausted its effectiveness over the last twodecades because of rapid changes in technology and international trade. In

Collection

1998 Annual Conference

Authors

Sudhir Mehta

. After discussing a concept for about 15 to 20 minutes in a class, a multiple choice Page 3.163.2question is displayed using an overhead projector. Students discuss an answer to the questionin an informal setting with neighboring students. The voice level during this one or two minuteperiod goes up, reflecting the level of interaction and collaboration going on in the classroom.At the end of this period, all students are requested to raise a flashcard displaying a lettercorresponding to an answer to the multiple choice question. The flashcard method allowsactive learning, collaborative learning, and 100% participation in large classes. It also

Collection

1998 Annual Conference

Authors

Theodore Branoff

females on the PSVTprimarily because the test is designed to measure spatial visualization ability which requiresholistic rotation. Males tend to take a holistic approach to mentally rotating objects while femalestend to take an analytical approach. The addition of the coordinate axes appears to haveeliminated biases based on method of rotation. It should be noted that only 17 femalesparticipated in the study. Therefore, generalizations based on gender should be carefullyexamined. Another explanation for not finding gender differences for response times may reflect thetype of students participating in the study. A majority of the students were enrolled inengineering programs. It may be that students in engineering, whether male or female

Collection

1998 Annual Conference

Authors

David E. Hailey; Christine E. Hailey

developed a series of pre-laboratory learning modulesusing cassette tape and 35mm-slides. The learning modules were used to enhance laboratorysafety by introducing laboratory material. They described in detail how to use each machine andthen provided a step-by-step explanation of how to produce the various workpieces required ofthe students. These modules were the basis of the twenty-one CBT modules in use today. Theaudio and visual content was revised as necessary to reflect the present laboratory. Prior toattending a laboratory session, the students are asked to work with a CBT module, available onCD-ROM in the USU library, complete a worksheet, and submit the worksheet to the labinstructor before they are allowed to work on the machines. The

Collection

1998 Annual Conference

Authors

Cynthia A. Mitchell; Caroline Baillie

explorations to prevailing theories about thedisconnection between engineering and society and the myth of engineering and scientificobjectivity. We then describe various initiatives we have developed within our research andour teaching which enable our student engineers, women and men, to discover their ownvalues, and to live those values within the profession of engineering. Our belief in theimportance of role models and having a commitment to living our values provides the linkbetween our own values and these programs.1. INTRODUCTION1.1 A Structural MetaphorThis paper is structured after the model of the reflective practitioner - it’s cyclical. The centralcore of the work is about values in engineering, and we attempt to examine values fromvarious

Collection

1998 Annual Conference

Authors

Daniel Davis

and fixtureselection, equipment selection, graphic design, signage design, and ADA access audit services).The change in services is also a new element of contracts. New documents reflecting thesetrends were released by the AIA in October 1997. A faculty member with recent experience in industry could accurately share this expandedservices picture with the students. Student who were less interested in the traditionalarchitectural and engineering services and considering changing their major could stay in theprogram and focus on the fringes of their professional training. A better understanding of theoptions, and there are many, will certainly benefit all the students and reduce some pre-employment stress levels.DESIGN-BUILD: AN

Collection

1998 Annual Conference

Authors

Zbigniew Prusak

, and the United States is its most vividexample. For these engineers and technologists, an interdisciplinary education and communicationskills play a very important role in their successful careers. A constant growth of interest in non-technical issues among engineering students is commonly observed and reflected in the design ofengineering curricula [12, 16]. Some innovative curricula assign as much as 50-60% of requiredcredits to be fulfilled by free or directed elective courses [13].2.4. Knowledge ‘when-needed’ and ‘perpetual learner’ With growing volume of knowledge needed, knowing how to learn becomes an issue of utmostimportance. Facing predicted 3 to 6 career changes in a lifetime, students must be taught how tolearn. ‘Perpetual

Collection

1998 Annual Conference

Authors

C. Faye; N.W. Scott; B.J. Stone

52 week year. This led to an hourly rate of $30.22.computer-based tutorials was based on the number of hours it Each computer was assumed to be in operation 8 hours a daytook an experienced lecturer to devise and write questions for (9am - 5pm), 5 days per week, 39 weeks a year. Fromthe UWA CPCS. The questions were designed to be more summary information obtained for 1995, the average “livenovel than questions taken from the text book. The rate of time”, or the time each student spent logged into the$50 per hour was used to reflect the academic’s experience and