Collection

2000 Annual Conference

Authors

Robert J. Gustafson; John Merrill

indicate the program of the person(s) on which they were basing their evaluation. Theywere asked to do multiple forms if more than one program was represented. If the respondentwas not supervising any recent graduates, they were still asked to respond to the importancequestions. The last element of the survey asked for additional comments regarding the graduatesand suggestions for survey improvement. Senior Exit SurveyA four part, Senior Exit Survey was developed by the OAC. The intent was for the survey to beadministered to seniors at or nearing graduation. Part I asked for seven items related todemographics, participation in various programs, and future plans. Part II - EducationalOutcomes – General used the same elements and structure as

Collection

2000 Annual Conference

Authors

Kamyar Haghighi; Heidi A. Diefes

three-step model. First, theassessment process, program outcomes and performance criteria are developed and adopted bythe faculty. Second, each teaching faculty member evaluates his/her own course(s) by reducingcourse syllabi down to course learning objectives and a list of major topic areas and practices.The level to which the course addresses each performance criteria is estimated using a Bloom’sTaxonomy scale. Third, all course profiles are compiled and analyzed to pinpoint strengths andweaknesses in particular performance criteria or outcomes. This paper will highlight the ABET-compliant course profile development and implementation and a model for program deficiencyanalysis.IntroductionOne can look at the conference proceeding for any

Collection

2000 Annual Conference

Authors

Shravia D. Jackson; Christine L. Corum

Test Group Control Group 7:30 Section 8:30 Section Number of students, n 29 40 Degrees of freedom, ν 28 39 Sample mean, x 9.3 9.1 Standard deviation, s 0.81 1.30 Pooled standard deviation, Sp 1.12 t-value 0.732 Reject null hypothesis if t > 0.679 Page 5.707.4VII

Collection

2000 Annual Conference

Authors

Sankar Sengupta; Ronald J. Srodawa; Robert P. Van Til; Michael J. Latcha

Session 1526 A Laboratory for Interactive Design/Manufacturing Projects Involving University and 9-12 Students Robert P. Van Til, Sankar Sengupta, Ronald J. Srodawa and Michael A. Latcha School of Engineering and Computer Science Oakland University Rochester, MI 483091. IntroductionIt is common for products to be designed at one location and manufactured at another location(s). Hence, systems toensure efficient communications between the design and the manufacturing

Collection

2001 Annual Conference

Authors

Patrick Tebbe; Bijan Sepahpour

elements to enhance “the ability to designexperiments” was both most appealing and challenging. This would seem “structurally” moreprobable to create and execute in a stand-alone course(s) rather than an added factor in a mixedlecture-lab course. Increased chances of obtaining both more advanced hardware and softwarethrough institutional and outside national resources seemed to serve as another incentive. Last,but certainly not the least was the influence of ABET Criteria 2000. Higher visibility and bettermeans of demonstrating “where the beef is” for satisfying the experimentation requirements ofthe criteria seemed more probable in the separated mode. The authors/coordinators of the four newly born “1-credit” laboratory courses

Collection

1998 Annual Conference

Authors

Richard K. Keplar; Eugene F. Smith; Vernon W. Lewis

identified by input from advisory committee members, former graduates, andemployers of graduates (primarily consulting engineering firms), the primary focus in theSD/CM emphasis is on the design of building structures, i.e., the structural and foundationsystems of buildings.Career Goals of CET Students in the Structural Design CurriculumHistorically, the students entering the CET Program at ODU since its inception in the middle1970’s have indicated that their terminal goal is to obtain the Bachelor of Science in EngineeringTechnology (BSET) degree for use in applied positions in the field. Thus, the primary focus forthe CET faculty is to prepare the CET graduates for “practice”, and not for graduate study andresearch.In order to assist CET (and

Collection

1998 Annual Conference

Authors

Shy-Shenq P. Liou; Peter Leung; James Kang; Hans Soelaeman

that in order to enhance students’ learningon power electronics subjects, the best way is to let them apply the knowledge they learn in lecturesin actual design and see to it that their designs actual work. Our teaching philosophy is to teachstudents to design power electronics circuit based on circuit theories first. Then they simulate andimprove their designs using commercial simulation software like PSPICE or SABER. After that,they build prototype(s) in the laboratory, and finally they test their design and prove that all designcriteria are met. The design of our power electronics laboratory follows the proposed philosophyclosely.Characteristics Curve of Switching Devices Since all power electronics circuits or systems consist of

Collection

1998 Annual Conference

Authors

Eric W. Tisdale

3.236.6Education, ASEE, Oct 97, p.309. 2. Electronic Workbench, Interactive Image Technologies LTD., Toronto, Ontario, Canada, 1-800-203-8007. 3. Current Maker, Costal Computer Company, Rocky Mountain, NC, 1-919-442-7436, www.ccomputer.com 4. Rabiee, M.M., Simulation of Analog and Digital Circuits with the Electronic Workbench, ASEE AnnualConference Proceedings, ASEE, 1996, s.3548. 5. Ahmadian, M.H., Electronics Workbench The Electronics Lab in a Computer, ASEE Annual ConferenceProceedings, ASEE, 1996, s.1532. 6. Grambo, A., Central Nine Career Center, Indianapolis, In. 7. Pelletier, B., Web Tools Direct Networking’s Future, Software Strategies, Pitman Publishing Co., Chicago, Il,Aug 96, p.31. 8. Waite, W.M., Simpson, R., The Lab and the Web: Transforming

Collection

1998 Annual Conference

Authors

Marilyn Dyrud

classroom usage and accompanied by instructor manuals, which focus on academic situations and their relationships to professional codes. Page 3.264.7Textbooks Although the number of available textbooks on engineering ethics does not nearly approachthe number of Web pages, the following are useful both for the instructor’s own education andfor providing usable classroom material:& Harris, Charles E., Jr., Michael S. Pritchard, and Michael J. Rabins. Engineering Ethics: Concepts and Cases. Belmont: Wadsworth, 1995. [Includes background information, specifically related to engineering, as well as many short cases for classroom usage

Collection

1998 Annual Conference

Authors

Kristopher Delgado; Hartono Sumali

, July1997, p 269-271Gedeon, D. V., Kolla, S. R. 1995, “Instrumental and process control laboratory development”, Proceedings of the1995 Annual ASEE Conference. Part 1 (of 2). Anaheim, CA, p 658-664Haasz, V., 1996, “Problems and Limitations of Using DAQ Systems Based on PC Plug-in Boards for Measurementof Distorted Waveforms in Power Networks”, Proceedings of the IEEE Instrumentation and MeasurementTechnology Conference, Brussels, Belgium, p 945-950Jacob, G., 1993, “PC-Based Test Capabilities More Alluring”, Evaluation Engineering, June 1993, p 12-16Johnson, D.M., 1995, “Monitoring the Plant Environment: an Electronic Instrumentation Learning Activity”,Agricultural Education Magazine. v 68 n 6 Dec 1995 p. 20-23Johnson, A. T., and Phillips, W. M

Collection

1997 Annual Conference

Authors

G. Frederick d'Almaine; Brian Manhire; Samuel O. Atteh

10.4 16.7 79Border Technikon* 1,446 97.5 0.1 0.3 2.1 53 28.3 0.0 9.4 62.3 27Eastern Cape Technikon* 2,982 99.4 0.0 0.1 0.5 125 59.2 8.8 7.2 24.8 24Technikon South Africa 83,741 49.5 7.3 4.2 39.0 204 7.8 2.0 1.5 88.7 410* Historically Disadvantaged Technikon (HDT). Source (in part): Jan Lategan (Compiler) and Prof. Nick Kok (Editor), “Profiles of S A Technikons 1995” Compiled for the Committee of Technikon Principals, November 1995. Table 1. Students and Faculty at South Africa’s Technikons (with demographic data

Collection

1997 Annual Conference

Authors

Kirk E. Hiles; David L. Walters; Vincent Wilczynski

forcemeasurements would not be affected by the stick and slip of the rubber ‘bungee’ cord over the sheave. The data from the force gauge was acquired through a serial port interface to Vernier SoftwareInc.’s MacMotion software with a sampling rate of 100 Hertz. The data was stored as an ASCII file on aMacintosh Powerbook portable computer. The initial start time of an egg drop was difficult to record.However, for a given data run, data acquisition was begun just prior to launch. Then, the launcher cord,which was attached to a small sliding trap door, was pulled abruptly in order to launch the egg and createa force spike which might be used in the data analysis as an initial time marker.ANALYSIS The data collected in the experiment allowed the

Collection

1997 Annual Conference

Authors

A. J. Marchese; Robert P. Hesketh; T. R. Chandrupatla; Ralph A. Dusseau; John L. Schmalzel; Kauser Jahan; C. Stewart Slater

Session 2326 Multidisciplinary Experimental Experiences in the Freshman Engineering Clinic at Rowan University R. P. Hesketh, K. Jahan, A. J. Marchese C. S. Slater, J. L. Schmalzel, T. R. Chandrupatla, R. A. Dusseau Rowan University Glassboro, NJ 08028-1701 Session 2326 Introducing Freshmen Students to Engineering Paper No. 3 1997 Annual Conference of the American Society for Engineering Education

Collection

1997 Annual Conference

Authors

Jr., Fred O. Simons; Aaron L. Robinson

interface ports.Each Host Interface can be configured as a 8-, 16-, 24-, or 32-bit wide parallel port which may beconnected directly to the data bus of a host processor[MOTO89].The Texas Instruments TMS320C40 features six communications ports for high speed interprocessorcommunication. Each communications port allows for simple processor to processor communication Page 2.319.2while it’s bi-directional transfers help to maintain maximum communications flexibility. The C40’s sixchannel DMA coprocessor alleviates the CPU of burdensome I/O operations and thereby maximizessustained peak CPU performance. The DSPuP CPU contains a 40/32-bit floating

Collection

1997 Annual Conference

Authors

Sudhir Mehta

this paper. REFERENCES1. Huband, F. L., "Matters of Assessment," ASEE Prism, p 4, September 1994.2. Prados, J. W., “What Are We Looking For,” The Editor’s Page, Journal of Engineering Education, p. 173, July 1996.3. Mehta, S. I., "An Attention Quiz; A Low-Tech, High Yielding Teaching Tip," Proceedings of the 1993 ASEE Annual Conference, Urbana, IL, pp. 1897-1901.4. Angelo, T. A., and K. P. Cross, Classroom Assessment Techniques: A Handbook for College Teachers, Jossey Bass Publisher, San Francisco, CA, 1993. Page 2.332.65. Cross, K. P., "Teaching for Learning

Collection

1999 Annual Conference

Authors

James . McDonald

Session 2532 Hand-Held Video Games Using a PIC Microcontroller and Graphic LCD Module: A Capstone Design Project James S. McDonald Kettering UniversityAbstractThis paper describes a capstone design project carried out by several groups of seniorundergraduate students in the author’s computer engineering capstone design course during theSummer 1998 term at Kettering University. The basic project requirement was to design and builda hand-held video game using a Microchip PIC 16C74A microcontroller, a 128×128-pixelgraphic

Collection

1998 Annual Conference

Authors

Michael J. Pavelich; Barbara Olds; Ronald Miller

. developed his model from clinical studies of Harvard students in the1970’s. [4] As he interviewed a group of students at the end of each academic year, probing theirviews of their university experiences, he observed patterns of thinking that were hierarchical andchronological. These patterns described an intellectual development path that all studentsseemed to follow and that Perry translated into a nine-stage model of development that hevalidated by a second, more extensive, longitudinal study.The model, a portion of which is summarized in Table 1, describes the stages students passthrough as they mature in their understanding of the nature of knowledge, use of evidence, andopen-ended problem solving. For example, students at Perry position 2

Collection

1998 Annual Conference

Authors

James Rehg; Sohail Anwar

consisting of 4 students) of the EET 117students were formed. Towards the middle of the semester, the student teams started getting thecomponents 1, 2, and 3 of the case studies from the course instructor. The three components werediscussed in the class and then each team was required to come up with a solution of theproblems associated with the industrial process discussed in that case study. On the average, oneweek was given to the teams for working on each case study. Page 3.423.55. At the end of the assigned time, each team was required to submit the solution (resulting fromthe work done by the team members) of the given problem(s) (as described in

Collection

1998 Annual Conference

Authors

J. A. Isaacs

. Page 3.31.6References1. Griffiths, P. A., “Breaking the Mold,” ASEE Prism, November, 1995, pp. 27-31.2. Biernacki, J. J., and C. H. Dowding, “Interdisciplinary Team Research with Undergraduates,” 1997 ASEE Annual Conference Proceedings, ASEE, Washington DC.3. Bishop, C. A., and J. Y. Hung, “Case Methodology: Addressing the Questions of How and Why,” 1996 ASEE Annual Conference Proceedings, ASEE, Washington DC.4. Ehrenfeld, J. R., “Industrial Ecology and Design for the Environment: The Role of Universities,” The Greening of Industrial Ecosystems, National Academy of Engineering, National Academy Press, Washington DC, 1994, pp.228-240.5. Nix, S. J., and C. S. Hirtzel, “Building a World View: A Course in Environmental

Collection

1998 Annual Conference

Authors

Willie E. (Skip) Rochefort; Michelle Bothwell

; field trips) and group social activities (BBQ, softball, swimming,etc.). For the students, the emphasis was on exposure to engineering and science as aviable and interesting career path. Career counseling was provided by faculty mentors, andthe OSU students who worked with the HS students throughout the week as research projectadvisors. The main goal for the science teachers during their one-week stay was the developmentof an engineering module (s) -- plastics recycling; semiconductor processing; pulp and paperprocessing; wastewater treatment; etc., which they would develop with their faculty mentor andbring back to their respective High Schools to present to the students in their science classes. Thiseffectively serves as an outreach program

Collection

1998 Annual Conference

Authors

Michael D. Ciletti

computing a circuit’stime and frequency domain responses and displaying conceptual relationships betweenfundamental properties of basic electrical circuits. A notable feature of the software environmentis that it presents an integrated display of s-domain, frequency domain, and time domainconcepts in circuits. This presentation can reinforce the classroom experience of the student bydisplaying abstract concepts and related physical behavior. The Circuit Works display formatreveals how variations in a circuit’s component values affect the circuit’s response in the timeand frequency domains, and helps students visualize and appreciate relationships between such

Collection

1998 Annual Conference

Authors

Susan Campbell; Carol L. Colbeck

guides or consultants in engineering designeducation. In contrast to the lecture method, this approach emphasizes faculty/studentinteraction. For instance, Dym (1994) encourages “interactive dialog” between the instructor(s)and students so that students learn that a seemingly simple statement such as “a safe ladder”involves not only clarifying objectives, but interacting with individuals who hold variousviewpoints, and developing design specifications that can be calculated. Similarly, Dally andZhang (1993) emphasize that the teaching and learning process involves two-waycommunication between the student and faculty member. They describe the role of the facultymember as consultant and coach, providing assistance and encouragement. At times

Collection

1998 Annual Conference

Authors

Robert Rippy; Jason Dutcher; Jang Yi; Baber Raza; Herbert Hess

fifty hours a week. G P IB b o ard S erv er WWW R em o te U ser G P IB O -S C O P E cab le s V o ltage C u rren t P -S U P P L Y Iso lato r A m p lifier 25 V 6 V A C m o to r 3φ R elays A C D riv e Fig. 1. Block Diagram of the Proposed Remote Laboratory Experiment

Conference Session

Student Division Technical Session 1: Student Experiences and Support

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laurel Lynn ONeill, Penn State University; Luis Delgado Jr., Penn State; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

discussed the changes that would make them feel more welcome and includedwithin academia and their department(s) (cultural and/or infrastructural changes). They alsoprovided advice and recommendations to future queer and trans graduate students. The panelreceived overwhelmingly positive feedback, and the audience expressed their willingness andenthusiasm to learn and support queer and trans graduate students. Overall, the lessons learnedfrom the Queer and Trans Graduate Students Panel are as follows: 1) Provided an opportunity to inform about the specific obstacles that many queer and trans students experience in graduate education. 2) Contributed to the knowledge of designing, facilitating, and conducting a student experiences

Conference Session

Technology Integration in Manufacturing Curriculum

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ayla Acuña, California State Polytechnic University, Pomona; Moe Rabea, California State Polytechnic University, Pomona

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

Printing Density Effects on the Mechanical Properties of the Carbon-Fiber and Polylactic Acid Specimens,” Engineering and Technology Journal, Vol. 37, Part A, No. 04, pp. 128-132, 2019.[2] C. Aumnate, A. Pongwisuthiruchte, P. Pattananuwat, and P. Potiyaraj, “Fabrication of ABS/Graphene Oxide Composite Filament for Fused Filament Fabrication (FFF) 3D Printing,” Advances in Materials Science and Engineering, vol. 2018, pp. 1–9, Nov. 2018, doi: https://doi.org/10.1155/2018/2830437.[3] H. Yang, F. Ji, Z. Li, and S. Tao, “Preparation of Hydrophobic Surface on PLA and ABS by Fused Deposition Modeling,” Polymers, vol. 12, no. 7, p. 1539, Jul. 2020, doi: https://doi.org/10.3390/polym12071539.[4] M. Jasim, T. Abbas, and A. Huayier

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rackan Sami Mansour, Texas A&M University at Qatar; Osama Desouky, Texas A&M University at Qatar; Marwa AbdelGawad, Texas A&M University at Qatar

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

AI'scapability to tailor assessments to individual learning requirements and curriculum standards. Thisapproach deepens student engagement and advances educational strategies by equipping educatorswith dynamic tools that respond to the evolving educational landscape. The current studyparticularly emphasizes prompt engineering with AI, a critical element in optimizing AI’s utilityfor generating advanced, curriculum-aligned assessments. It assesses how effectively craftedprompts can guide AI to produce more relevant educational content, thereby enhancing learningexperiences. As effective prompts are developed, GPT-4’s potential to customize assessments tomeet specific student needs and address the complexities of material science theories ishighlighted

Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Leslie Salgado, University of Calgary; Sreyoshi Bhaduri, ThatStatsGirl; Victoria Kuketz, Catalyst ; Solenne Savoia, Mila-Quebec AI Institute; Lilianny Virguez, University of Florida

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Conference Session

Environmental Engineering Division (ENVIRON) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cara J Poor P.E., University of Portland; Jackson Kaye, University of Portland

Tagged Divisions

Environmental Engineering Division (ENVIRON)

, with the added benefit of building community and a sense ofservice for the students.References 1. Dvorak, B. and Volder, A. (2010). Green roof vegetation for North American ecoregions: a literature review. Landscape and Urban Planning 96: 197-213. 2. Shafique, M., Kim, R., and Rafiq, M. (2018). Green roof benefits, opportunities and challenges – a review. Renewable and Sustainable Energy Reviews 90: 757-773. 3. Brenneisen, S. (2006). Space for urban wildlife: designing green roofs as habitats in Switzerland. Urban Habitats 4: 27-36. 4. Castleton, H.F., Stovin, V., Beck, S.B.M., and Davison, J.B. (2010). Green Roofs; Building Energy Savings and the Potential for Retrofit. Energy and Buildings 42(1

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen Peña, Arizona State University; Medha Dalal, Arizona State University; Jean M. Andino Ph.D., P.E., Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Family Foundationthrough its KEEN program to the Ira A. Fulton Schools of Engineering Learning and TeachingHub at Arizona State University. 5 References[1] M. V. Huerta, J. S. London, A. Trowbridge, M. Arévalo Avalos, W. Huang, and A. F. McKenna, "Cultivating the Entrepreneurial Mindset through Design: Insights from Thematic Analysis of First-year Engineering Students' Reflections," presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, June 2017. DOI: 10.18260/1-2--28093[2] N. Duval-Couetil, A. Shartrand, and T. Reed, "The role of entrepreneurship program models and experiential activities on

Conference Session

Mathematics Division (MATH) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University

Tagged Divisions

Mathematics Division (MATH)

learning. Integrating MathWorks auto-gradedprogramming workshops and requiring completion certificates for these sessions ensures activeparticipation and solidifies learning, making this comprehensive approach conducive to fosteringactive learning and supporting individual advancement in larger classroom contexts.References[1] P. T. Goeser, W. Johnson, S. L. Bernadin, and D. A. Gajdosik-Nivens, “Work-in-Progress:The Impact of MatLab Marina - A Virtual Learning Environment on Student Learning in aComputing for Engineers Course”, ASEE Annual Conference and Exposition, 2013.[2] R. Talbert, “Learning MATLAB in the Inverted Classroom”, ASEE Annual Conference andExposition, 2012.[3] K. Larsen, A. Hossain And M. Weiser, “Teaching an Undergraduate