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2000 Annual Conference

Authors

Scott Johnson; Barbara Nepote; Shirley J. Dyke; Juan Caicedo; Euridice Oware

Integrating Research and Education after the Engineering Education Scholars Work- shop,” Proceedings of the ASEE/IEEE Frontiers in Education Conference, Pittsburgh, PA, November 5–8, 1997.2. Dyke, S.J., Truman, K.Z., and Gould, P.L. (2000), “Current Directions in Earthquake Engineering Education: The University Consortium on Instructional Shake Tables,” Proceedings of the American Society of Engineering Ed- ucators Conference, St. Louis, Missouri, June (in preparation).3. A.R. Kukreti and B.J. Wallace “Teaching Dynamic Behavior of Structures Using Small-Scale Structural Dynamics Laboratory,” Proceedings of the 31st Midwest Section ASEE Conference, Tulsa, Oklahoma, April 10–12, 1996.SHIRLEY J. DYKEShirley Dyke is an Assistant Professor of

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Authors

Mahmood Nahvi

Session 1432 Interactive Modules for Electric Circuits Mahmood Nahvi, Professor California Polytechnic State UniversityAbstractDigital simulators are familiar tools in the undergraduate teaching and learning environments. Inboth inanimate and live forms, simulators are used as tools for design, concept development,demonstrations, and supplements to laboratory experiments. We have developed computer-basedmodules for the circuits, signals and systems courses that provide maximum man-machineinteraction with minimum effort. For maximum learning effectiveness, the modules

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2000 Annual Conference

Authors

E. Max Raisor; C. Greg Jensen

Session 3220 Engineering Theory and Practice via a Web-Link C. Gregory Jensen, E. Max Raisor Mechanical Engineering Brigham Young University Provo, UtahAbstractMaintaining ABET accredited engineering programs requires hands-on laboratory experiences inaddition to course instruction and theory. This paper presents some essential points to consider,and some “traps” to avoid, as digital (Semester on Line and Independent Study--DistanceLearning) courseware is developed with laboratory elements that require

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2000 Annual Conference

Authors

Naseem Ishaq; Salahuddin Qazi

authors would like to thank Ms Maria Ho and Ms. Jacqueline Rettig of Texas Instrument’s DSP UniversityProgram for the donation of DSP starter and teaching kits, which was used to introduce DSP based experiments inthe electrical engineering technology curriculum at the State University of New York Institute of Technology, Utica,New York.Bibliography1. Stevens J, “ DSPs in Communications”, IEEE Spectrum, September 1998.2. Qazi S, “Implementation of low Data Rate Modem Using Digital Signal Processing Starter Kit”, Final Report for Summer Faculty Research Program sponsored by Air Force Research Laboratory, Rome Site, New York, September 1999.3. Texas Instrument, Inc., TMS320C3x DSP Starter Kit User’s Guide, 1996.4. MATHLAB: The language of

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2000 Annual Conference

Authors

Walden S. Rio

this disparity lies in the quality of education our Engineering schoolsimpart to its students. The typical Engineering school in the Philippines today is beset withgrave problems as to give out mediocre results at most. The faculty, for one, mostly lackadvance degrees necessary to enable them to teach with the necessary academic authority. Theschools themselves sorely lack the instructional materials, laboratory equipment, libraryresources, computer facilities, and other such equipment and resources to deliver qualityeducation. So, how does one go about improving the quality of education Engineering Schools haveto offer? One way is for the government to grant loans to finance engineering education in bothpublic and private schools. This

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Authors

Kevin M. Nickels

Conference, pages 853–859, 1995.3. R. M. Felder and L. K. Silverman. Learning and teaching styles in engineering. Journal of Engineering Education, 77(2), February 1988.4. D. W. Horning. Integration of digital design tools into a digital design sequence. In Proceedings American Society for Engineering Education Annual Conference, pages 1104–1108, 1993.5. R. Katz. Contemporary Logic Design. Benjamin/Cummings, California, 1994.6. M. M. Mano and C. R. Kime. Logic and Computer Design Fundamentals. Prentice-Hall, New Jersey, 2nd edition, 1997.7. A. K. Ojha. Implementation of an undergraduate laboratory on programmable logic devices. In Proceedings American Society for Engineering Education Annual Conference, pages 846–852, 1995.KEVIN M

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Authors

Richard R. Johnston

), and pay for all the materials.I. IntroductionAt Lawrence Tech we teach a senior elective course “Process Control” in which students learnhow to control various processes with a PLC using ladder logic. One of the biggest challengesof teaching the associated laboratory is getting the students to visualize the process they aretrying to simulate. This is complicated by the fact that the only inputs our simulator panelsmake available to the PLC are toggle switches, and the only output from the PLC consists oflamps. (There is one switch and lamp simulator per student group in the lab.) For example tosimulate filling a tank, a switch is chosen to represent the on / off selector, another switch ischosen to represent the low-level float switch, a

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2000 Annual Conference

Authors

Rhett J. Allain; Jeff Saul; Duane L. Deardorff; David S. Abbott; Robert J. Beichner

specially designed multimedia classroom for 54students to teach the introductory physics course for engineering majors. This is an intermediatestep to the full SCALE-UP classes (99 students) that will be taught in Fall 2000 when the largerclassroom is completed. Both classrooms are designed to encourage students to work in groupsof three, provide each group with to a laptop computer that has access to the Internet, and allowinstructors to interact with each student group. Traditional lecture and laboratory are replacedwith an integrated approach using active-learning cooperative group activities. The project isinvestigating several aspects of instruction including classroom design, classroom management,and curriculum materials. The curriculum

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2000 Annual Conference

Authors

Paul I-Hai Lin; Hal Broberg

Session 1358 Design of a Distance Learning Course in Data Communications and Networking Paul I-Hai Lin, Hal Broberg Electrical and Computer Engineering Technology Department Indiana University-Purdue University Fort Wayne, INAbstractThis paper presents teaching activities of a distance-learning course in Networking andData Communications via a combination of live TV lectures, hands-on and web labs,lectures posted on the web, and email. All course materials including lecture and labs aredescribed. A web-based information delivery system that

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2000 Annual Conference

Authors

Jeffrey L. Ray; John Farris

organization is outlined. Additionally, examples oflecture and laboratory sessions are included.1.0 IntroductionEngineering graphics courses have been a cornerstone of most engineering programs in theUnited States for several decades. Over the past few years much attention has been focused onthe paradigm shift from teaching 2D drafting skills to 3D solid modeling in first-year engineeringcurriculums1,2. With the advent of 3D solid modeling software such as Mechanical Desktop,Pro/E, and Solidworks, more schools are integrating this approach in their engineering graphicscourses3 . Another reason for the transition is the demand from industry that their engineersunderstand such technology. Such an approach allows schools to integrate engineering design

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2000 Annual Conference

Authors

William E. Cole; Walter Buchanan

students and no post lab work was required. Figure 2: Students performing the sixth experiment in the labOne addition we did make to the Drexel program, however, was to require the students tomaintain a laboratory notebook. This was implemented to start them into the practice of keepinga laboratory notebook to record their work in the lab.For proctoring in the lab, a graduate student Teaching Assistant was responsible for the studentsin the lab and conducting each lab period. He was assisted, in each lab, by an upper classEngineering Technology student (a junior year student). Three different students were used toproctor these labs. Additionally, School of Engineering Technology faculty were activelyinvolved with the labs. Two

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2000 Annual Conference

Authors

Sheldon M. Jeter; Jeffrey A. Donnell

inefficiently, with our students dithering endlessly over minutiae and ourcolleagues explaining trivia at great length. To solve these problems, our faculty determined to embrace a program of explicitinstruction in lab report writing. This approach does not rely on general skills that may not be Page 5.144.2present and focuses limited resources on a well defined context. For our program to function 2properly we needed to coordinate our teaching of the report-writing processes. This coordinationmust consider the relationships among the courses in our laboratory sequence and thecorresponding variation

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2000 Annual Conference

Authors

Mark Manion; Moshe Kam

“Evaluation and Presentation of Engineering Ethics”. This 8-credit two-quarter classincludes four components: (1) a topical laboratory (three hours per week) - covering classicalexperiments in systems theory, strengths of materials, and physics (energy andthermodynamics); (2) a history of technology component, which accompanies the experiments Page 5.266.2with the relevant historical and societal background (one hour per week); and (3) and a two-hourweekly meeting on engineering ethics, which, among other elements, discusses issues ofpresentation and evaluation of data from an ethical perspective. About two hundred and fiftystudents enroll in the

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2000 Annual Conference

Authors

Robert J. Voigt

objectives were dropped, some were added and some were clarified with theappropriate wording reflecting our lessons learned. One of the experiences from teaching thiscourse is that some topics can be covered survey style while others are simply too difficult. Thehardest topics to cover turn out to be those where the laboratory does not provide a good Page 5.408.7environment for re-enforcement or there is simply not enough time in either class or lab.Because the course already contained a lot of material, some modules had to be reduced in scopeto make room for areas which were not well covered. A module on basic computer architecturewas added in the

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Authors

Kenneth D. West; Craig W. Smith

. Page 5.432.2Climbing Back OnWe played with our new computer, Pasco interface box and several sensors. We accumulatedand studied information on a variety of activity-based teaching techniques and we designed afew exercises and even incorporated the new equipment into some class demonstrations andlaboratories. By the Fall of 1996, we had begun to write another proposal to NSF’sInstrumentation and Laboratory Improvement program.The proposal, entitled “Louder Than Words”, sought funding for seven more workstations toreform five courses. We had decided that this time we would only work with the courses that wetaught: three physics courses and two environmental technology courses. The proposal was onlyfor equipment. We had no idea of where we would

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2000 Annual Conference

Authors

Sheikh A. Akbar; Prabir K. Dutta

more of one at the expense of the other? Also, in research, there is a growing trend ofmultifaceted partnerships involving academia, government, national laboratories and industries.Such partnerships in education are almost nonexistent. With changing societal needs anddemands, the way we educate and train the future generation of engineers will evolve. We willneed to integrate the latest research developments into students’ curriculum more readily andtrain students in a cooperative environment with involvement from industries. This will helpstudents appreciate the impact of their education on society and will also help develop skillsuseful for their future careers. This paper describes a novel curriculum development that grewout of what

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2000 Annual Conference

Authors

Theodore J. Stokes; Jeffrey B. Hargrove

mechatronics with robust hardware that readily permitsinterfacing of sensors and actuators to microcontrollers used in mechatronic applications.Further, the boards feature signal conditioning circuits for use in conjunction with sensors, anddriver circuits for operating high-current actuating devices. Supporting software has beenwritten to permit ready use of the features of the hardware with only a functional knowledge ofelectronics, thus helping mechanical engineering students realize the full potential ofmechatronics applications in an introductory course. Additionally, a stand-alone microprocessorboard with flash memory has been designed and fabricated to permit students move out of thedevelopment laboratory and readily embed the electronics

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2000 Annual Conference

Authors

W. Nicholas Delgass; Phillip C. Wankat; Frank S. Oreovicz

and learning to learn. The current status of incorporatingthe fourth criterion, ethical behavior, into the curriculum is probably adequate. The finaltwo criteria still need increased effort. Results of a survey of practicing engineers showsthat laboratory and design courses and practical work experience are the most importantsources for learning to satisfy the soft criteria.I. IntroductionFor many years our industrial colleagues have been telling us that several soft skills suchas communication and teamwork are vitally important for the success of engineers inindustry. Many engineering schools have incorporated these skills into their curricula tovarying degrees.With the advent of ABET 2000 the soft skills have assumed a greater

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2000 Annual Conference

Authors

Kevin M Torres; David Johnson; David Forsman; David Baird

automatically granted admission to Penn State Erie.Penn State Erie hosted a week long residence camp exposing high school Tech Prep students tohands on experiences. Activities for the camp focused on manufacturing in the ElectricalEngineering Technology, Mechanical Engineering Technology and Plastics EngineeringTechnology programs, through the study of model rocketry.The first day of camp, the students were exposed to the assembly line process by building anelectronic ignition system for model rockets. They also assembled the Alpha rockets that wouldbe launched in the afternoon.The second and third day, students rotated through lectures and laboratories on the followingtopics - basic DC circuit fundamentals, assembly drawings of the Alpha rocket and a

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2000 Annual Conference

Authors

Sharon A. Driscoll

Session 1675 Start Out With The Right Foot….and Follow With The Left Sharon A. Driscoll University of ArkansasI. IntroductionEffective teaching involves more preparation than just lecture notes to be written on the boardfor students to copy. Effective teaching involves two-way interaction between the class and theinstructor. The stage is set for this interaction on the first day of class, and so it is important togive thought to how that interaction is to proceed. Will you ask students questions duringlecture? Should they bring their books and calculators? Will there be

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2000 Annual Conference

Authors

Norm Pumphrey; William M. Jordan

engineering courses taught indifferent engineering programs. This has been reduced to one course for all disciplines. Sincemuch engineering practice is cross-disciplinary, this allows students to learn about materialsfrom other than just their own disciplinary perspective. This course is integrated with thestatics/strength and math courses they are taking at the same time. Faculty teaching thesedifferent courses meet regularly to make sure that the integration between them is working well.For example, this integration allows us to discuss mechanical behavior of materials, whilerelying on the statics/strength course for their mechanics background.Connected with this new materials lecture course are two revised lab courses: a civilengineering materials

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2000 Annual Conference

Authors

Timothy C. Scott

“Horse Sense” in the Mechanical Engineering Laboratory, ASEE Annual Conference, 19832. Gillespie, T.D., Fundamentals of Vehicle Dynamics, SAE, 19923. Woods, D.R., and Crowe, C.M., Characteristics of Engineering Students in their First Two Years, J, Eng, Ed., 78, 289, (1989)T.C. SCOTTT.C. Scott is Associate Professor and Director of Laboratories at the University of Virginia. He received his B.S.,M.S., and Ph.D. in Mechanical Engineering from the University of Michigan in 1966,1968, and 1976 respectively.Dr. Scott joined the teaching faculty at the University of Virginia in 1979 after 12 years of industrial practice. Hecurrently oversees the laboratory courses at UVa and consults as an engineering trainer for various industries

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Authors

Joseph A. Shaeiwitz

Session 3513 Assessing Chemical Engineering Education as it is Delivered Joseph A. Shaeiwitz West Virginia UniversityIntroductionIs the typical response to the need to develop an outcomes assessment plan to leave thecurriculum and routine teaching activities fundamentally unchanged and to implement alumniquestionnaires, exit interviews and questionnaires, and perhaps some type of portfolioassessment? These are mostly summative assessment instruments that are added on to theexisting curriculum. Feedback from this type of assessment plan has a significant time lag sincemost of the

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2000 Annual Conference

Authors

Maher E. Rizkalla; Charles F. Yokomoto

hands-on learning, and the success of the close tie between theory and applicationhas led us to consider introducing laboratory experiences in courses that have traditionally beenlecture-only courses. The just-in-time design principle led us to conceptualize the other threecourse design concepts.2.2 Attached Learning.Attached learning [6, 7, 9] is a course development principle which requires that instructorsopenly promise students that all course contents would not only be delivered just-in-time forapplication on their weekly laboratory projects, but will also help them be successful on anexciting, hands-on, industry-style design project. Thus, all course contents would be “attached”to something they will look forward to with high anticipation

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2000 Annual Conference

Authors

Massoud S. Tavakoli

Session 1426 Total Design Studio Massoud S. Tavakoli Kettering UniversityAbstractAt Kettering University (formerly GMI Engineering & Management Institute), three conditionsreduce the effectiveness of how the engineering design process is taught, especially in capstonedesign courses: 1) fragmented approach to teaching design, 2) short quarter system (11 weeks ofinstruction), and 3) alternating work and study terms required by, and essential to Kettering’scooperative education program. As a potential solution, with help from NSF and

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2000 Annual Conference

Authors

Steven M. Miner; Richard E. Link

, Structural Dynamics Research Corporation, 1998.STEVEN MINERSteve Miner is an Associate Professor of Mechanical Engineering at the United States Naval Academy. He receivedhi B.S., M.S., and Ph.D. in Mechanical Engineering from the University of Virginia. Before coming to the NavalAcademy he worked as a Senior Engineer for Westinghouse Electric Corporation designing cooling systems for avi-onics. Currently, he teaches courses in the design sequence at the Naval Academy.RICHARD LINKRichard E. Link is an Assistant Professor of Mechanical Engineering and the Faculty Director of the Computer-AidedDesign and Interactive Graphics laboratory at the United States Naval Academy. He received a Ph.D. in MechanicalEngineering from the University of maryland in

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2000 Annual Conference

Authors

William J. Craft; Sunil Shenoy; Ronald Bolick; Ajit D. Kelkar; Devdas M. Pai

are light, cheap, and so energy absorbent that they will revolutionize commonground transportation systems.NC A&T State University has a number of grants involving research into impactdamage including impact behavior of sandwich structures. The authors feel thatthis research is sufficiently mature and important so that impact experimentsshould be added to our laboratory sequence within the department. Researchinvestigations of these materials in our labs involve static and dynamic testingincluding shear testing or impact testing, and it is relatively simple to include theimportant attributes of impact testing as a laboratory experiment. Motivatingfactors for us in developing new impact experiments include:• providing our students with

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2000 Annual Conference

Authors

Barbara L. Christe

offered at Indiana University-Purdue University-Indianapolis to provideadditional training for currently employed field service representatives of a major health careindustry. Two important topics have surfaced that pertain to on-line teaching and learning.First, what general guidance and assistance regarding course success are useful to theseparticipants? Examples of topics include course grading policies, university schedulerequirements and communication skills with classmates and instructors in the virtual classroom.The information this certificate program uses to address these issues will be detailed. Secondly,what have been student reactions to Web-based learning when coupled with the return to auniversity environment? How should this guide

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2000 Annual Conference

Authors

Sara Washburn; Amy Hossain; Elizabeth A. Parry; Rachel Meyer; Laura Bottomley

Virginia Tech and her Ph. D. from North Carolina State University. She has worked at AT&TBell Laboratories and Duke University.ELIZABETH A. PARRY received her BS degree in Engineering Management from the University of Missouri,Rolla. She worked at IBM before leaving to pursue an interest in teaching science to children. She is co-owner ofScience Surround, a science education business for children. Ms. Parry is presently consulting with North CarolinaState University on outreach.SARA WASHBURN is a senior in electrical and computer engineering at NC State University. She is schedule tograduate in May 2000.AMY HOSSAIN is a graduate student in industrial engineering at NC State University. She is pursuing a mastersdegree.RACHEL MEYER is a senior

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2000 Annual Conference

Authors

Belle R. Upadhyaya

examination (NDE) methods and applications.• Equipment reliability, failure models, and life prediction.• Maintenance planning, management, and performance evaluation.• Monitoring and maintenance of process instrumentation.• Electrical signature analysis for machinery condition monitoring.A teaching laboratory with state-of-the-art equipment to demonstrate the technologyfundamentals and for hands-on experience compliments the classroom activities. Web-based and synchronous distance education delivery modes are also being developed. TheInternet facility is used for student group discussions and for posting course material andother information relevant to the course. This introductory course also meets the need forthe certification requirements