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1996 Annual Conference

Authors

Laura L. Lisiecki

subsequently divided into twelve modules, most of which used the dissemination method of computer basedinstruction. This presentation and paper describe the educational methodology used to develop the corrosionmodule, as well as the initial feedback from the candidates who went through the module. The corrosion modulewas designed to use case studies from the C.A.T., as well as common materials the candidates have experiencedin their everyday lives. The module teaches basic principles of corrosion science and engineering, as well ascorrosion prevention by carefil materials selection and part design. The structure and content of the module aredeveloped on the “Authorware” software program which enables interactive techniques and multimediainstruction to

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1996 Annual Conference

Authors

Scott Grenquist

, Australia ABSTRACT: It would be except ionally beneficial to know which students were going to pass and which studculs were going to Ihil a subject prior to beginning the class. I Iowever, due to the dynamic nature of the teaching method, where instructo]-s @ to help poorer students, and students rise to the challenge of the new material being taught, it is nearly impossible to pi-edict the final distribution of marks in a subject. This is especially true for small classes whine the instmctol- can assess the students continually and individually, and respond to ihcir various problems. [t is also true tbr subjects taught in the third and tburth years of an engineering student’s university education, due to smaller student class sl~es and a

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1996 Annual Conference

Authors

N. A. Pendergrass

and systems course is required for electrical and computer engineering majors innearly all programs. It usually introduces students to important continuous and discrete time system conceptsand develops and applies Laplace, Fourier and z-transforms. These courses usually do not have laboratories orhands-on activity associated with them. However, these courses are very important because they provide thefoundation for important areas of electrical engineering including circuits, systems, communications, control andsignal processing. Unfortunately, many students do not recognize the relevance of the material at this point in their careersand have difficulty because it appears to be "only math and theory.” The resulting low motivation often

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1996 Annual Conference

Authors

Sencer Yeralan

1990.(8) Yeralan, S., and M. El Hafsi, "Computer Control System for a Metal Cutting Machine," Proceedings of the 14th Computers and Industrial Engineering Conference, Orlando, Florida, March, 1992.(9) Yeralan, S. and S. X. Bai, "Activities in the Industrial Research Laboratory," Proceedings of the Fifth Conference on Recent Advances in Robotics, Boca Raton, Florida, May, 1992.(10) Yeralan, S., "Research Opportunities for the Industrial Engineering Profession," 1993 ASEE Annual Conference Proceedings, Session 3257, Urbana, Illinois, June 1993.(11) Yeralan, S., and S. Tufekci, "Multimedia Teaching of IE Practices" Proceedings of the International Conference on Industry, Engineering, and

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1996 Annual Conference

Authors

Betsy M. Aller

in the industries where our students will end up, and our response to industrial needs has been to try toincrease students’ opportunities for oral reporting. I’d like to present some ways in which we can help makestudents' oral communication experiences more successful, useful, and lasting by making them more comfortable. When I first started teaching the oral presentation seminar for junior-level chemical engineering studentsat Michigan Tech six years ago, I inherited a course where each student gave two 10-minute speeches on sometechnical or scientific topic. The topic could be one they had researched in a journal, something covered in class,or, for those lucky enough to have co-oped, a review of that co-op or internship work. As

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1996 Annual Conference

Authors

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

. Page 1.243.1 1996 ASEE Annual Conference Proceedings The principal features of IMPEC are as follows:• The courses are team-taught by mathematics, chemistry, physics, and engineering professors. Fundamental scientific and mathematical material is presented in the context of real-world engineering problems.• With the exception of a chemistry laboratory, the courses are taught in a single classroom equipped with PC’s that have real-time data acquisition capability. The classroom holds 36 students, which limits the enrollment in the curriculum.• The calculus instruction follows the Harvard Calculus format, emphasizing a true understanding of concepts as opposed to learning drills and

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1996 Annual Conference

Authors

Roman Z. Morawski; Jerzy Woznicki; Andrzej Krasniewski

university rooms for non-academic purposes (shops, offices, bars, etc.);+ using laboratory resources for nmning small private companies or services;+ letting academic stafl take external, frequently non-academic jobs;+ minimizing teaching-related activities to save time for profit-yielding activities, in particular - avoiding program changes;+ Postponing necessaw changes in management stmctures, Organi=tion of the university and its units to preserve balanced relationships among the academic statT and aviod costs of resulting restructuring process.It should be clearly stated that the strategy of stares quo preservation is quite a rational reaction to the changing political andeconomic environment. Although very dangerous in a long term, it may

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1996 Annual Conference

Authors

Robert A. Chin; Amy R. Frank

hardware, software, andsupport to faculty members so they may explore and incorporate a wide range of multimedia computingtechnologies into classroom and laboratory instruction. The Initiative encompasses traditional multimediahardware/software, including full motion video, sound, graphics, and CD-ROM based resources usingcomputer assisted learning/instruction, instructional datasets and methodologies, and simulations (laboratory orclassroom). Its focus is on enhancing classroom based instruction and the learning process. As well, theInitiative focuses on and encourages team work among faculty and the promotion of stewardship of scarceUniversity resources

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1996 Annual Conference

Authors

Vipin Kumar; Miguel Torres; Jens Jorgensen; John Lamancusa

alternatives to augment itseffectiveness have been proposed4, including laboratories and cooperative learning. Lectures encourage passivity in students, leading them to expect the instructor to provide all requiredknowledge. Lectures are geared toward the verbal learner, and do not take into account the varied learningstyles of our students. Many engineers are in realityvisual learners, much better served by active, visualand tactile teaching methods5. Many students who have the intelligence and creativity to be excellentengineers find little fulfillment or stimulation in the rigid confines of the lecture hall, and drop out of formalengineering programs as a result. They do not see the relevance of their required courses to the actualpractice

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1996 Annual Conference

Authors

Ralph O. Buchal

Collaboration, Currency Doubleday, 1995, p.31.Ralph O. BuchalDr. Buchal earned a degree in Mechanical Engineering from the University of British Columbia in 1980. Hesubsequently earned an M.A.Sc. in 1984 and a Ph.D. in 1987, both from U.B.C. He has been a faculty memberin the Department of Mechanical Engineering at the University of Western Ontario since 1987. Prof. Buchal’sinterests include robotics, manufacturing, information technology, and computer-integrated manufacturing. Hehas been active in curriculum and undergraduate laboratory development in these areas. He teaches courses inRobotics and Manufacturing Automation, Production Management for Engineers, and Computer Systems andEngineering Applications. He is a content provider, site coordinator

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1996 Annual Conference

Authors

John N. Berry; Dr. David G. Leupp; Capt Steven D. Pinski; Steven Barrett

as expanded their view of engineering in the “real world.”BiographiesSTEVE PINSKI is an Electrical Engineering instructor at the United States Air Force Academy, CO. Hereceived his M.S. in Electrical Engineering from the Air Force Institute of Technology, Wright-Patterson AFB,OH in 1991 and the B.S. in Electrical Engineering from Arizona State University, Tempe, AZ in 1986.JOHN BERRY graduated from Rose-Hulman Institute of Technology in 1989. His first Air Force assignmentwas Phillips Laboratory, Kirtland AFB, NM, where he participated in research on state-of-the-art electro-optical components. He received an M.S. in Electrical Engineering from the Air Force Institute of Technology,Wright-Patterson AFB, OH in 1994, and is currently teaching

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1996 Annual Conference

Authors

James Moller; D. Lee

measurement, analysis for design, prototype fabrication, inspection, testing,and evaluation. Laboratory sessions included creation of a product description, NC pattern machining, casting ofdies, injection molding, inspection, and testing. Students worked both individually and in teams. They beganwith brainstorming and had batches of products ready for testing two weeks before semester’s end. Futureofferings will include more active leadership through tasks, more review of important concepts from sciencecourses, and clearer communication of expectations.INTRODUCTION With the marketplace becoming increasingly competitive as notions of mass production and a serialdesign process have given way to lean, agile production and concurrent engineering

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1996 Annual Conference

Authors

Rick L. Homkes

Session 2275 Writing and Publishing Your Way to Tenure Rick Homkes Purdue University - KokomoAbstract New engineering and technology faculty have come into one of the best jobs in the world. They are ableto teach and learn in a field they love. They have worked hard to achieve this position, as it took many years toget an advanced degree. For some, there were additional years acquiring practical knowledge and experience inindustry. It often comes as a surprise when they realize that they have to work even harder to keep

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1996 Annual Conference

Authors

James A. Jacobs

materials systems To develop a strong rationale for gaining a knowledge about engineering materialsSupplies: The variety of materials around us that we encounter dailyStudents often look for a strong rationale for studying a subject. Among the advantages to teaching abasic course in materials science or engineering materials is the fact that materials are all around us.While many people, including technical people, don’t give much attention to materials, we can teachstudents to become materials observers. We should encourage them to look for proper and impropermaterials selection. They benefit from this knowledge as consumers, citizens, and in their careers.Procedures:1. Journal - Keep a journal with which regular entries about

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1996 Annual Conference

Authors

William H. Tranter; Theodore S. Rappaport; Jeffrey H. Reed; Donna M. Krizman; Brian D. Woerner

by faculty atVirginia Tech and UMR under the NSF CRCD program. The curriculum innovation is being developed inresponse to the growing demand for electrical engineers with the expertise to design and deploy new wirelesscommunications services and products. The senior and graduate level courses include hardware and softwarecomponents, along with a change in teaching style, and will be incorporated into the curriculum at bothVirginia Tech and UMR. Textbooks, software modules, videotapes, and revolutionary laboratory/hardwareexperiences developed under this program will be made available to universities world-wide, over theInternet and through widely available texts and notes.REFERENCES1 Rappaport, T. S., “The Wireless Revolution,” IEEE

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1996 Annual Conference

Authors

Don Engelberg

Session 1626 NSF-Supported Instrumentation: Erbium Doped Fiber Amplifiers and Distributed Feedback Lasers for Technicians in Training Don Engelberg Queensborough Community College/ The City University of New York Abstract Under an NSF ILI grant we are developing experiments and laboratory writeups related to erbium-doped fiber amplifiers (EDFA’s) and distributed feedback (DFB) lasers suitable for student technicians in anAAS degree program in Laser and Fiber Optics Technology. Emphasis is on characterizing the

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1996 Annual Conference

Authors

José L. Torres

allows them to perform their duties effectively. It alsorequires adequate physical resources: laboratories, computing services and libraries. One of the most significant problems in establishing equivalency between engineering programs in Mexico Us. Student population in technical fields, per million of total population 3960.8 2100 B. S./EI.E. degrees per million of total population 421.7 290.1 Graduate technical degrees per million pop. 14.12 121.94 B. S./II.E. level yield (degrees grantedktudent population

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1996 Annual Conference

Authors

Ph.D., Joel L. Cuello

whatever courses theychoose, and freedom of teaching (Lehrfreheit) meant that the professor should be able toinvestigate any problem in the conduct of his research and to reveal whatever findings he mayhave in teaching and in published works. Employing novel instructional techniques in trainingscholars, including the seminar, the specialist's lecture, the laboratory and the monographic study,the German university succeeded in welding teaching and research to produce the creativescholar and the original investigator in every academic discipline.31 32 33The ideals of the German university were the instruments and tools that built Johns HopkinsUniversity in Baltimore in 1876 to become the first true American graduate school. Nonsectarianby design and

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1996 Annual Conference

Authors

Thomas M. Lahey; Thomas D. L. Walker

Session 1253 Elf90 - A First Programming Language Thomas M. Lahey , Thomas D. L. Walker Lahey Computer Systems, Inc./Virginia Polytechnic Institute & State UniversityAbstract Essential Lahey FORTRAN 90 (Elf90) is a FORTRAN 90 compiler specifically designed from apedagogical viewpoint to provide a FORTRAN teaching/learning environment that is user-friendly withoutdamaging the power of the language. This paper introduces the language and its design criteria. It alsoexplores the question of what language to teach as a first programming language.Creating a First Programming

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1996 Annual Conference

Authors

Geraldine B. Milano; Richard Parker; George Pincus

academic year (1995-1996), the team teaching concept is to be employed as the teamof professom continue working to develop projects that cross all engineering disciplines with inclusion ofhumanities, social sciences, economics and management. The team of professors are also planning a secondcourse in Fundamentals of Engineering Design for a two semester sequence of FED 101 and FED 102.This sequence is to include more computer applications to enhance students’ skills in the use of their ownPC’s and UNIX workstations in the freshman computer laboratories. SURVEY RESULTS AND STUDENT FEEDBACK Formal and informal student feedback on the course work (and described in their oral reports)indicate that students consistent

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1996 Annual Conference

Authors

Samuel S. Lee; R. Narasimhan; M. Lewis Temares

seemed to have helped the students in understanding “word problems”7) Having the English class in a computer laboratory was very helpful as the students can do their writing on the computer8) Overhead projection equipment connected to the computer was very helpful in teaching different software like Maple, Excel, AutoCAD, etc.Discussions1) While it is too premature to draw any definite conclusions, the pilot program seemed to have accomplishedsome of its objectives. Students are better motivated by early exposure to engineering subjects. Theyappreciated mathematics more, realizing its applications to physical problems. Students in the pilot program, ingeneral, performed better in the calculus course, especially in “word problems

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1996 Annual Conference

Authors

Russell A. Aubrey; Dennis O. Owen; Jack Beasley

: Page 1.436.1. fitii’ } 1996 ASEE Annual Conference Proceedings ‘@lll~c+.$ .1. Provide a rich and motivational technological environment that would encourage the students to further investigate possibilities in technology studies and careers.2. Develop a cooperative and involved relationship between the university faculty and the high school teaching staff. As stated in the paper, “Tech Prep: A Comprehensive Approach,” by James C. Wood and Diana M. Walter, Tech Prep programs involving an Associate Degree Institution must be a cooperative approach.1 a. Previous presentations by university faculty to high school

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1996 Annual Conference

Authors

Robert Pfeffer; Rajesh N. Dave; Jonathan Luke; Ian S. Fischer; Anthony D. Rosato

Institute ofTechnology. The first of these courses is oriented toward the undergraduate students and consists of a generalsurvey of particle technology which provides a good theoretical basis, but also features coverage of suchapplications as the students are likely to encounter when they have graduated and have entered industry. Asecond course is intended for graduate students and is oriented more towards theoretical aspects, includingmathematical modeling and computer simulations which can predict bulk behavior of particulate flows from theproperties of the material. This course also presents recent research developments in the field not yet appearingin standard textbooks. The third course will take place in the laboratory where students will

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1996 Annual Conference

Authors

John T. Bell; H. Scott Fogler

Laboratory Experiments Simulator”, CACHE News, 37, 6-12.4. Felder, R, M. and L. K. Silverman, “Learning and Teaching Styles in Engineering Education”, Journal of Engineering Education, 78(7), 674-681, April, 1988.5. Fogler, H. S., S.M. Montgomery, and R.P. Zipp, “Interactive Computer Modules for Chemical Engineering Instruction”, Computer Applications in Engineering Education, 1(1), 11-24, 1992.6. Kolb, D. A., “Experiential Learning: Experience as the Source of Learning and Development”, Prentice- Hall, Englewood Cliffs, N. J., 1984.7. Montgomery, Susan and H. Scott Fogler, “Selecting Computer-Aided Instructional Software”, Journal of Engineering Education, 85(l), January, 1996.8. Pimentel, Ken and Teixeira, Kevin, “Virtual Reality

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1996 Annual Conference

Authors

D.E., Lt. Col. Randall K. Liefer

built a full scale construction laboratory wherecadets experience building design and construction methods by doing it themselves. The AeronauticalEngineering Department teaches flight test by putting cadets in Cessnas and having them do flighttest. Those of us teaching Astronautical Engineering, here and at other schools around the country,face an especially difficult challenge in this regard. We can’t put our students in space and it is verydifficult and expensive to put their projects there. Space educators and experimenters are nothing if not innovative. They’ve used a variety ofmethods to get student projects into space, close to space, at least, into a regime that’s a lot like space.Sounding rockets in a variety of sizes are used

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1996 Annual Conference

Authors

William R. Conrad; Earl F. Brune; Elaine M. Cooney

. The dhliculty in using computer analysis programs is that students arerequired to use an unfamiliar language. Because of the time involved in learning this new sofiware language,the computer analysis of electronics circuits is sometimes delayed to a later course. CapFastl is a flexible and usefil circuit design software tool for electronic design engineers. TheCapFast soflware has many finctions and features that make students productive sooner. They can draw thecircuit schematic with standard component symbols using drop and drag techniques. This makes it easy forthem to draw and modi~ the circuit schematic. Including CapFast software as an integral part of a courseallows more time to teach the theory because computer simulations can

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1996 Annual Conference

Authors

Joseph A. Shaeiwitz

. Principles of Assessment The term assessment is generally used in two contexts. Summative assessment (usually just calledassessment) is what an institution may use to make decisions about global learning outcomes, resourceallocation, and accountability. The assessment is usually a formal process and consists of documentation thatstudents completing degree programs have the knowledge and/or skills required of their degree program. Theaudience for summative assessment is usually external to the department or university. Formative assessment(often called classroom assessment) involves continuous, oflen informal, assessment of student learning withthe expressed purpose of improving teaching and learning within a specific course or curriculum

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1996 Annual Conference

Authors

M. Dayne Aldridge

. Rust, Jon P., Hamouda, Hechmi, Hewitt, Elizabeth R., Shelnutt, James W., and Johnson, Thomas, "Quality Improvement Partnerships with Industry Using Student Teams," Journal of Engineering Education, Vol. 84, No. 1, pp. 41-44.16. Miller, Gregory R. and Cooper, Stephen C., "Something Old, Something New: Integrating Engineering Practice into the Teaching of Engineering Mechanics," Journal of Engineering Education, Vol. 84, No. 2, pp. 105-115. Page 1.129.6 1996 ASEE Annual Conference Proceedings17. Beaudoin, Diane and Ollis, David F., "A Product and Process Engineering Laboratory

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1996 Annual Conference

Authors

Nick Zelver; John Sears; Bill Costerton

and philosophy both demanded that his students must have contiguous space for dailyinteraction and so, with the active encouragement of NSF, an entire floor of the engineering building wascleared and turned over to the Center and its crossdisciplinary mission. The mission of the Center for Biofilm Engineering is to advance the basic knowledge, technology andeducation required to understand, control and exploit biofilm processes. In achieving this mission, the Centeris meeting three major objectives: (1) demonstrate the basic scientific understanding and technologicalfeasibility of systems and protocols that control and exploit biofilm processes, (2) create an engineeringeducation based on teaching and research at the interface of life

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1996 Annual Conference

Authors

R. Boyd; P. Dutta; K. Pugsley; J.T. Demel; Audeen W. Fentiman

an elevated bonus zone beyond the finish area. The robots aretested, both individually and in head-to-head competitions, at the end of the ten-week quarter.Points earned in the individual runs and the head-to-head competition contribute to the team’s course grade.Other activities that are graded throughout the quarter include written and oral reports and laboratory exercisesrelated to various robot subsystems.At the beginning of the design project, each team is required to prepare a detailed design schedule. Theschedules are reviewed by the faculty and suggestions are made to help students prepare realistic schedules.Teams in the first pilot group (Spring 1995) were expected to follow their schedules, and faculty informallymonitored their