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2001 Annual Conference

Authors

Harriet Cornachione; Tim Brower

engineering or ET in their careerchoice. This latter WIE effort is a primary focus of this paper.Despite a nominal priority of increasing the numbers of women entering and completing degreesin the fields of engineering and ET, and supporting this goal through various programs, OregonTech statistics do not reflect significant positive change over the years. Many students andfaculty are cognizant of this, and consider it an area demanding improvement.The objectives of this paper are: • to review the recent statistics related to women enrolling in engineering and ET degree programs as compared with national statistics, • to present a new student-led pre-college initiative in the recruitment of women into engineering

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2001 Annual Conference

Authors

Wang Chien Ming; Mohamad Ridwan; Ang Kok Keng

database for easy retrieval. The ease at which monitoring and assessment canbe done frees educators to design and implement progressive teaching techniques in a moreinvolved manner.7. Inquiry-Based TutorialsThe shift of focus from instruction to learning needs to be reflected also in the tutorial questionsthat are developed. The design of the questions should be such that they test, and therebyactively require of students, the higher cognitive process. This higher form of learning entails adeeper understanding of the subject matter (including critical understanding) and thoughtfulness,as indicated in thoughtful application in novel situations. These questions also test originality,imagination or creativity. These forms of higher learning are in

Collection

2001 Annual Conference

Authors

Thomas Hare; Roger Russell; Miriam Ferzli; Michael Carter; Yusef Fahmy; Eric Wiebe

Session 1526 Supporting Lab Report Writing in an Introductory Materials Engineering Lab Eric N. Wiebe, Thomas M. Hare, Michael Carter, Yusef Fahmy, Roger Russell, Miriam Ferzli NC State UniversityAbstract This paper will describe the development and implementation of a web-based support site for helping students write and reflect on lab reports in an undergraduate Materials Science lab. This project, part of a larger NSF project to support undergraduate lab report writing, details the specific challenges of implementing

Collection

2001 Annual Conference

Authors

Scott Brigade; Laura Deam; La Toya Coley; Jessica Linck; Jan Kidwell; Elizabeth Goodson; Brent Robinson; Elizabeth Parry; Laura Bottomley

children answered“no” to this question versus 25 in the spring. The “no” responses were spread relativelyproportionally across ethnicity, but reflected a greater number of second and third graders, asindicated in Figures 4 and 5.In general, twice as many children responded that they were not good at science than that scienceis not fun. In the fall 20 girls and 23 boys answered "no," and in the spring 13 boys and 12 girlsanswered "no."One point of note in the data was based on gender differences as a function of ethnicity. Table 2shows the number of boys and girls answering “no” as a function of ethnicity. From table 2 theonly clear gender difference is that more girl Asian/Pacific Islanders answered “no” in the fall.This difference disappears in

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2001 Annual Conference

Authors

Sean P. Brophy; Robert Roselli

largely knowledge-centered, with some summative assessment, but with little attention toformative assessment, learner-centered activities, or community involvement. Our objective is tomodify BME 101 so that it becomes more effective through the introduction of learner-centered,community-centered and assessment-centered activities.MethodsStarting with the Spring Semester of 1999 we have attempted to refine the knowledge base of thecourse by systematically reflecting on the course objectives and content, and prioritizing themappropriately. Also, efforts are underway to make the classroom environment more learner-centered by making the time spent in the classroom more interactive. The time spent in formallectures has been reduced and the time spent

Collection

2001 Annual Conference

Authors

Barbara L. Christe

beyond basiccontent to facilitate student success. Each semester, the design of the classes is evaluated andrevised to reflect both successful and unsatisfactory outcomes.Students who participate in these courses are located throughout the country and access thematerial anywhere, anytime. Instructors find that class is “never over.” Questions andassignments are submitted all times of the day and, mainly, over weekends. Both students andinstructors do not fit traditional college molds. Learning styles vary when content is presentedvia the web. Inquiry based learning, for both student and educator will be explained. Thisbrings challenges and obstacles, which will be discussed.This paper will present information gathered after ten course offerings

Collection

2001 Annual Conference

Authors

William Charlton; Marsha Creatchman; Carl Beard; Sheldon Landsberger

students are at Department of Energy national laboratories, various industries, orother federal or state government facilities. Obtaining an advanced degree or degrees in new Page 6.527.1applied nuclear engineering areas would be of great benefit to them.In 1997 the Nuclear Engineering program at the University of Texas at Austin, which is inthe Department of Mechanical Engineering changed its name to the Nuclear and RadiationEngineering Program to better reflect the new areas of nuclear science and engineering. Sincethen our program has added two new faculty members and begun to restructure both itsundergraduate and graduate programs. We began to offer

Collection

2001 Annual Conference

Authors

David Braun

than to open one's mouth and remove alldoubt.5 This advice applies primarily to department politics and committee work, until youknow each person in your department well enough to understand how they will perceive yourinput. A good question to ask is “would I want to hear what I am about to say?” By all meansprovide useful ideas, when you are certain that they are useful. Otherwise, many comments canimprove with further reflection or less public channels of communication than a quick statementto the entire department during a meeting.Attend Lectures by Other FacultySeeing how colleagues work in their classrooms provides vivid illustrations both of what workswell and what doesn’t. We learn tips just by viewing another instructor’s classroom

Collection

2001 Annual Conference

Authors

Saleh Sbenaty

their own learning, thereby allowing instructorsto spend more time facilitating than lecturing. Students graduate with marketable skills andvirtual industrial experience. Employers who have participated with SEATEC in the case writingprocess are enthusiastic about the graduating new workforce who is trained in problem-basedand case-based learning using an interdisciplinary approach, with critical thinking and problemsolving skills, and who possesses the required communication tools.Another job skill easily explored through case-based instruction is teamwork. Cases are oftenassigned as small group work to be completed both in and outside classroom. Groups must shareresources and work toward a common goal. This reflects the problem-solving method

Collection

2001 Annual Conference

Authors

Laurence Logue; Kathleen A. Hall

, can bedownloaded from their web site 4. The tutorials are updated frequently to reflect the currentrelease of the software and new tutorials are added when new capabilities are introduced. Themodel is a two-dimensional representation of a simple truss bridge and it introduces the use ofdifferent load cases to model a moving load.Ex. 3. Two-dimensional beam frame model:This is another of the ALGOR tutorials which introduces the use of beam elements to produce a2-D frame. The tutorial also introduces the application of distributed loads on parts of thestructure. The use of the system to generate shear and moment diagrams is also introduced inthis exercise.Ex. 4. The importance of boundary conditions

Collection

2001 Annual Conference

Authors

Virendra Varma

curriculums to create room for students to do research.Such a structure will enable students to present their research in a variety of forums at the local,state, or national level. Some examples of undergraduate research are provided to reflect on thecurrent status of undergraduate research in construction engineering.IntroductionIn January 1999, I came across an announcement concerning research opportunities forundergraduates in civil engineering and geological sciences at the University of Notre Dame.The announcement said, “During the summer of 1999, we will again be offering outstandingundergraduates the opportunity to participate in the research of the faculty.” I had received asimilar announcement the year before.During the last several years

Collection

2001 Annual Conference

Authors

Robert Bernick

”described in section 2. In the snapshot the plot on the left shows the second quadrant polelocated at the point -0.5 + j in the s-plane. The corresponding filter gain is shown to the right.At the bottom of the figure are shown the current values of the pole real part and the filter Q. Inthe animated clip the pole moves toward the imaginary axis. As it does so the gain curve peakrises and becomes sharper reflecting the increasing circuit Q. Using a mouse to control theslider at the bottom of the screen the pole can be moved back and forth with correspondingchanges in the gain curve and the Q. Watching the clip gives the observer a “feel” for thesignificance that the filter pole position has on frequency response. Figure 3

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2001 Annual Conference

Authors

Daniel Dobson; Fazil Najafi

the use of brick and mortar libraries as well.We recommend Copernic, a search engine which mounts locally. This program performs a meta search of manyengines and reports results in a very easy to use form. Searches may be refined and repeated to reflect new materialsin changing environments.Our critical reading quiz is under development. This will be generated with a suite of Java program from Half bakedsoftware.com, called Hot Potatoes. This software generates a variety of quiz styles suitable for posting on theinternet. The results of this software are very clean and professional looking. The product is free if the productsgenerated by the program are freely available. Otherwise the price is nominal.To test the effects of our program, we

Collection

2001 Annual Conference

Authors

Leslie Pease; Edward Mastascusa; Dan Hyde; Brian Hoyt; Bill Snyder; Maurice F. Aburdene; Michael Prince; Margot Vigeant

and assessment, classrooms with flexible seating that facilitate cooperativelearning, and supportive informational technology.Facilities Stein and Hurd 4 note the following:"For the most part, college-level instruction is not now organized around the principles ofcooperative learning. Assignments, textbooks, the examination system, and even the physicalarrangements of many large classrooms reflect a more individualistic conception of learning." They are correct about physical arrangements, and it is certainly true that not allteaching/learning spaces are conductive to good cooperative learning techniques. The BucknellCatalyst team recognized this at the beginning of the project, and was able to secure funding forthe construction

Collection

2001 Annual Conference

Authors

Robert Krchnavek; Shreekanth Mandayam

/compliance (EMI/EMC) situations. Skills developed in this course were used in theEEMAG 2 course and will be used in subsequent Digital II, Wireless Communications and VLSIDesign courses.III. The Second Seven WeeksIn the second half of the semester, students tackle time-varying electromagnetic fields. A subset oftopics is chosen from the areas of transmission lines, plane waves, metal and/or dielectricwaveguides and possibly antennas. Electromagnetics has the luxury that many current, real-worldapplications occur at the macroscale level and thus lend themselves to designing, building, andtesting. For example, the PCI data bus, common in most desktop computer systems, relies uponthe reflection of waves traveling down a controlled impedance printed

Collection

2001 Annual Conference

Authors

Rick Duley; S P Maj; D Veal

universities provide educational coverage of each of the subject areas through acombination of core and elective units. However, the authors elected to keep to the units agraduate must have taken rather than to speculate on the units a graduate might have taken.Also, unit content, in each case, was judged solely on the Course Description as given at theweb-site (or University Handbook). It is accepted that this might not necessarily reflect thetotality of the subject matter dealt with in the unit but the authors could only operate on theinformation made available to a prospective student. Page 6.292.4 Proceedings of the 2001 American Society

Collection

2001 Annual Conference

Authors

Martin Morris; Fred Fry

is judged and scored to reflect theengineering details of the car design. A detailed cost report and presentation is scored to reflectthe cost of the prototype and the anticipated cost of the production vehicle. The final static eventis a presentation that is intended to convince a manufacturer that this concept is a profitablebusiness venture. The presentation event provides the opportunity for developing a multi-disciplinary team that includes engineering, marketing, and entrepreneurship students.Mechanical Engineering Senior ProjectsArguably the most important single course in the mechanical engineering curriculum at BradleyUniversity is the capstone senior design project. The project spans both the fall and springsemesters of the senior

Collection

2001 Annual Conference

Authors

John Klegka; Robert Rabb

understanding the engineerthought process, followed closely with a 4.44 for the ability to apply engineering principles.Additionally, exposed to the engineer design process for the first time, the non-engineeringmajors were not so confident with the process although they understood it. In AY99, therelatively high ratings reflect a high degree of acceptance, curiosity, and motivation aboutengineering and design from non-engineering majors. For the mechanical engineering majors,their ratings were slightly higher in each category. See Table 1. Table 1. AY99 ME401 Question AY99-1 AY99-2 Difference Non Eng

Collection

2001 Annual Conference

Authors

Zbigniew Prusak

approaches had become largelyinsufficient. As search for more efficient transfer of engineering knowledge and skills continues,some engineering programs have been almost totally revised to allow room for learning throughdoing, by creating educational environment that closer reflects real-world engineering practice 12 . Such environment accentuates team projects using laboratory experimentation as a mean fordevelopment of skills needed in realization of the projects. Since majority of successfulimprovement undertakings start with setting a goal, engineering activities are not limited to solvinga technical problem; these also encompass explanation of why a particular solution to a problem isthe best and implementation of the solution 13, 14 .2

Collection

2001 Annual Conference

Authors

Mohammad Naraghi; Bahman Litkouhi

points are given to the scores and that ball is shown inthe box corresponding to the balls that are in the pockets. Figure 1: GUI of pool game projectThis project involved extensive programming efforts. Each ball is represented by acontrol array. The motion of each ball is shown in real time using an animation schemethat will be described later. Additionally, it introduced students to the concept of friction,impact of two balls and reflection off from the side-wall of the pool table. The frictionfactor that results in slowing the ball is taken to be 0.1. Upon impact, the reflectiondirection follows the impact laws as discussed in the standard dynamics textbook [1]. Thepool table is a picture box with a green

Collection

2001 Annual Conference

Authors

William Hutzel

energy collected / radiant energy available = 2849 / 4759). Thiscalculation means that 60% of the total radiant energy striking the collector is converted to usefulthermal energy. Some energy is lost by light waves reflecting off the solar collector’s glasssurface. Unwanted heat transfer through the walls of the collector box also adds to the losses. Figure 5 illustrates some of the factors that complicate the interpretation of solar collectorefficiency. The graph is a two-hour snapshot that summarizes the January 5 data discussed inFigures 3 and 4. At first glance it appears that solar collector efficiencies vary dramatically overthe course of a day. Even more startling, it appears that the efficiency of the perforated platecollector

Collection

2001 Annual Conference

Authors

Neal Armstrong; Steven Nichols

, American Society for Engineering Education.The Task force also considered the needs of industry as reflected in the membership of theEngineering Foundation Advisory Council and other sources. As an example, the Task forcereferred to Mechanical Engineering in the 21st Century: Trends Impacting the Profession.12The report identified the following "important" skills relevant that EngineeringEntrepreneurship could support:13 Excerpts from Mechanical Engineering in the 21st Centruy Important "Hard" Skills Important "Soft Skills Use of new Materials Effective communication Ability to apply new technology Teamwork Abstract thinking

Collection

2001 Annual Conference

Authors

Jessica Matson; Kenneth Hunter

Program ExercisesThe framework for program design utilizes experiential learning. The research foundation forexperiential learning was provided by Dewey9 in 1938 and refined more recently by Kolb10.Kolb proposed a model for effective experiential learning consisting of concrete experience,reflective observation, abstract conceptualization, and active experimentation. In its simplestform, experiential learning consists of active participation in an experience, purposeful reflectionon the experience to understand its implications, and application of the knowledge gained toother areas.Lewis, Aldridge, and Swamidass11 noted that “there is an emerging consensus about how one canpromote effective teaming skills.” First, there must be a focus on teaming

Collection

2001 Annual Conference

Authors

Christine Noble; Karen Schmahl

aware of the importance of working together as a team and integrating theirseparate contributions.In addition, the opportunity for learning does not stop once the students have completed theirown team’s poster. By requiring students to evaluate other team’s posters, and guiding thisevaluation with directed questions, students were required to compare their own results withothers and to reflect on the importance of the differences they observed. This step helpedstudents to further integrate the knowledge acquired through the poster creation stage. With thetypical oral presentation and written reports, students often are disengaged as they listen to otherteam’s presentation.Students need a variety of learning opportunities to develop teamwork and

Collection

2001 Annual Conference

Authors

Sean DiBartolo; Linfield Brown; Chris Swan

have their work evaluated bypractitioners rather than faculty. In addition, they are encouraged to confront the interplaybetween various technical and non-technical factors that must be considered to achieve a feasibleand successful design.The WERC contest has been incorporated into the senior capstone design experience for studentsin the Tufts ABET-accredited BSCE and BSEvE programs. The contest has also provided avenue for non-engineering students from the liberal arts college to participate in and contribute toan upper level engineering course (for academic credit). We have found this to be an enrichingexperience for both the engineering and non-engineering students participating in the contest.In this paper we reflect upon the involvement

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2001 Annual Conference

Authors

Michael Jenkins; Dwayne Arola

. Credits in the remaining MMM courses were alsoadjusted to reflect re-emphasis of experiential learning within those courses.Of particular importance in this curriculum revision was the synergism of ENGR220 “Mechanicsof Materials” and ME3546. ENGR220 is based on computer-driven lecture and tutorial coursematerial, team-oriented quiz/homework sections, and in-class demonstrations. This course laysthe groundwork of Mechanics of Materials ME 352 Mechanics ENGR 170 ENGR 220 ME 343 of Solids ME 304 Intro to Mechanics Behavior of (Lect

Collection

2001 Annual Conference

Authors

Luis Ortiz; Elisa Mestorino Bachofen

(reflective or passive observationstage). Following this, the student receives the theorical background (abstract conceptualizationstage), which in most cases is already known to him as a consequence from the previous steps.At last, the student is in condition to discuss the certainty and accuracy of the results that Page 6.163.3 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationfollowed his Lab experience and proposal (active experimentation stage), thus completingKolb’s Learning Cycle

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2001 Annual Conference

Authors

Lynn Nored; David Compton

their selected emphasis. This allows sufficient theoretical depth for theprofessors to assign meaningful lab based projects.Two other O C engineering objectives are important in the development of entrepreneurial ideas:1) Producing immediately productive engineering graduates and 2) Using state of the artindustrial based equipment and software. The first demands that each professor incorporate inhis courses the theoretical ideas and projects central to current applications in industry. Thesecond ensures that test equipment, computer programs, and laboratory supplies reflect currentpractices. Professors must adapt and change projects and applications in the curriculum as thestate of the art advances. Therefore, it is imperative that they be

Collection

2001 Annual Conference

Authors

Daniel Davis; Elizabeth Petry; James Fuller

practice, mutual respect is developingand the goal of an integrated education model is met. However, most importantly, ourstudio-trained graduates are finding a flattering reflection of their educational experiencein the integration-rich workplace.Bibliography1. Boyer, Ernest L and Mitgang, Lee, Building Community, A New Future for Architectural Educationand Practice (Carnegie Foundation for the Advancement of Teaching), 1996.2. Hochberg, Hugh, The State of the Profession (Coxe Group, Inc. and AIA), 1997.3. Boyer, Ernest L and Mitgang, Lee, Building Community, A New Future for Architectural Educationand Practice (Carnegie Foundation for the Advancement of Teaching), 1996.4. Boyer, Ernest L and Mitgang, Lee, Building Community, A New Future for

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2001 Annual Conference

Authors

Robert Freeman; Stephen Crown

serves as a benchmark for self-assessment in the Reflect Backstep.Challenge 1: The first challenge is a lower difficulty level problem dealing with the topic. Thestudent is provided with information needed to understand the challenge. The steps shown belowrepresent the remainder of the cycle, which prepares the students to complete the challenge. a. Generate ideas: Students are asked to generate a list of issues and answers that they think are relevant to the challenge; to share ideas with fellow students; and to appreciate which ideas are “new” and to revise their list. b. Multiple perspectives: The student is asked to elicit ideas and approaches concerning this challenge from “experts”. Describing who came up