Collection

2001 Annual Conference

Authors

William Guilford

minors at the University of Virginia are expected to have hadeither our introductory biology course (BIO 201) or high school advanced placement biology as aprerequisite to our physiology and cell biology courses. Indeed, the text used by the Departmentof Biology (Campbell et al.1) includes a relatively large amount of cell biology. However, many ofout students have much more extensive familiarity with biology, including laboratory experience.Thus many students find the “basics” (material suitable regardless of the student's background) tobe too basic. At the same time, other students enter the course strictly with the backgroundprovided by introductory biology, and need this background information.One must also consider what is meant by teaching

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2001 Annual Conference

Authors

Yogesh Potdar; Patricia Spencer; Kathryn Hollar

-long Saturday training session: Teaching in a Laboratory, Effective Grading,Office Hours & Tutoring, Leading a Recitation, and The Wired Course (using technology in theclassroom). Training is completed with a small-group videotaping session in which TAs present a5-7 minute lecturette to an audience of three other TAs and a TA Fellow, and give constructivefeedback on each other’s videotaped presentation. Each workshop is 2-2.5 hours in length.Workshop size ranges from 15-35 TAs to one co-facilitation team (2 TA Fellows).3The multicultural awareness workshop—Teaching in a Diverse Classroom-- has been a keycomponent of the training of new engineering TAs since 1993. The workshop was added to theline-up at the request of TAs in the program

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2001 Annual Conference

Authors

Richard Smith; Marv Abrams

Session 2526 Experimental Validation of Computer Simulations Increases the Synergy Between Simulation and Physical Reality R. Frank Smith and Marvin C. Abrams California State Polytechnic University, Pomona CA AbstractThis paper discusses the development of course materials at California State PolytechnicUniversity, Pomona, CA. that will demonstrate a pedagogical approach that allows the synergismof computer simulations and laboratory experimentation. The model being developed willinclude shared resources with other schools through computer

Collection

2001 Annual Conference

Authors

Lizette R. Chevalier; James N. Craddock

modules in science and engineering. This work ranges from basic courses suchas physics [18], statics [19, 20], dynamics [21], thermodynamics [22], strength of materials [23],and engineering economy [24], to advanced topics such as finite element analysis [25]. One areathat has received considerable attention is manufacturing with some work done on laboratoryapplications [26, 27] and other work on using multimedia simulations to teach design [28]. Somework has also been done in the area of environmental engineering [29 - 31].The topic of trying to supplement or replace basic engineering laboratories has also been studied.The concept of virtual engineering laboratories was introduced for electric circuits at Vanderbilt ina paper by Mosterman et al

Collection

2001 Annual Conference

Authors

Ahmad Ibrahim

lectures.Developing such laboratories can be expensive and time consuming; global cooperation throughthe Web can ease these difficulties. Currently, excellent virtual laboratories are available throughthe Web at no cost or obligations, but their educational potential is not fully used globallybecause the Web looks like a huge disorganized library; useful material is there but accessing itcan be frustrating and time consuming 11. The work presented here would make some of theexcellent and freely available Web virtual laboratories more accessible for teaching and learningElectronics. It is important, however, to keep in mind that virtual laboratories do not achieve allthe objectives of laboratory exercises mentioned earlier and have to be used wisely. It is

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2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

Development LabSeparate space, called the development laboratory, is used to support the enhancement ofexperiments or to development new experiments. Bench test equipment, balances,computers, power supplies, and other support equipment are available in the developmentlab. Staff OfficesStaffing for the freshmen programs includes managing staff (2), instructional staff(faculty), permanent technical support staff (2.5), graduate teaching assistants (12), andundergraduate teaching assistants. Faculty members are recruited from college faculty,therefore office space is not provided to them. All regular staff has offices adjacent to therenovated area

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2001 Annual Conference

Authors

Terry Creasy, Texas A&M University; Richard Griffin, Texas A&M University at Qatar

of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education”provided little room or time for student input. The laboratories always worked, because thefaculty had orchestrated the activities to be useful for demonstrating principles. After many yearsof teaching a materials laboratory, we believe that this method may not be in the student’s bestinterest. By the junior year, students must begin to gain the independence and judgement theyneed to make decisions in the workplace. To build this independence and judgement, studentsmust make choices. They need the skills required to search resources and assemble data. Forexample, previously the laboratory

Collection

2001 Annual Conference

Authors

Robert King

, training materials for the teaching assistants and instructors, theexams, the experimental apparatus including hardware and instrumentation, and modify existinglaboratory space which is shared with other courses. Therefore implemented MEL in phases andassessed each phase as we went. We began with MEL I. The initial MEL I pilot class was a Page 6.717.5small section of our traditional electrical circuits laboratory course that was asked to volunteer.Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationAfter MEL I was underway, we began a

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2001 Annual Conference

Authors

Wayne LePori; Scott Osborn; Marty Matlock; Cady Engler

specific topic area teaches the lecture component of eachsection. The pedagogic strategy is to provide students with experience that supports the theorythey are learning in foundation engineering courses and to link the concepts of conservation ofmass and energy across disciplinary focus areas (biosystems, mechanical, food, environmental).The course is structured as one hour of lecture followed by two laboratory sessions of threehours each, for three semester credit hours. Students work in teams of three, with an enrollmentof 36 for the first year. We developed the course with five sections: 1) Investigative Methods, 2) Page

Collection

2001 Annual Conference

Authors

James Leary

Safety in EngineeringHydrodynamics Instrumentation & Measurement EquipmentTwelve, 50-minute periods were devoted to conducting laboratories and 28 periods were forlectures. While most of the lecture material was newly developed, notes from teaching anintroductory course in engineering were also used. Supplementary material from the referencetextbook written by Eide, et al.3 was invaluable.The condensed course contents for lectures are listed below.Introduction StatisticsOverview of ABE Engineering EconomyDimensions, Units & Conversions CR-10 Instrumentation/ProgrammingEngineering Estimations &

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2001 Annual Conference

Authors

Robert Krchnavek; Shreekanth Mandayam

projects knownas “Clinics” that students are required to take every semester of their curriculum. As a team ofinstructors who teach the Engineering Electromagnetics (EEMAG) I and II sequence, we weremotivated by a desire to create a set of courses, that require students to do real and relevantengineering electromagnetics – and utilize these skills effectively in later courses and clinicprojects. It is difficult to tackle all topics in a 7-week period so care must be taken to emphasizekey topics and strengthen understanding through real-world laboratory exercises. We present someexamples of a successful implementation of these objectives in this paper. We discuss numerousreal-world applications that are studied during our single semester sequence

Collection

2001 Annual Conference

Authors

Francis W. Derby

by participating in seminars and workshops.The second approach to improve teaching is aimed at providing students with a betterunderstanding of the course material. Efforts in this area include documentation of revisions inthe course material, new laboratory assignments, and course projects, as well as additionalsoftware or on-line resources. Other activities are instructional innovations, including somemeasure of their effectiveness at helping students to gain a better understanding of the coursematerial.Peer and Student Evaluations of Teaching EffectivenessAlthough self-assessment can provide some insights into aspects of teaching that needimprovement, teaching effectiveness can best be judged by the students, who are thebeneficiaries, and

Collection

2001 Annual Conference

Authors

Walter E. Thain Jr.; Thomas Fallon

theoretical foundation intelecommunications.The five technical courses in the BSTCET degree are designed to teach students about suchtopics as communication protocols, wide- and local-area networks, managing network resources,Internet-related concepts and development, and network security issues. These courses aresupported by numerous hands-on laboratory experiences. The four management courses providestudents with the principles necessary to manage people and projects. This paper discusses issuesconsidered during the development of the program, classroom and laboratory curricula, problemsconfronting the program today, and assessment.I. IntroductionTremendous growth in the telecommunications industry has inspired a similar growth ineducation

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2001 Annual Conference

Authors

Kenneth Reardon

2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education2. Course OverviewThe semester-long course consisted of one lecture section and four laboratory sections, and wasteam-taught by two tenured faculty members. One professor acted as lead instructor, organizingthe course and teaching 80% of the lectures. Each professor directed two of the laboratorysections, and four graduate teaching assistants aided with the laboratory sections and homeworkgrading. Students enrolled in this course attended two 50-minute lectures each week and one100-minute laboratory section. Since the laboratory sections had a maximum enrollment of 19,the course

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2001 Annual Conference

Authors

Brian Huggins; Winfred K Anakwa; Gary Dempsey

-project as a formalcurriculum assessment tool by the authors. The design case formulated the following questions regardingour curriculum:(1) Are we teaching our students to consider product schedules in their design cycle?(2) Are we providing the necessary laboratory equipment and supplies for a short design cycleproduct? Equipment and supplies include instrumentation, software and hardware developmentsystems, microcontrollers, programmable logic devices, etc.(3) Are the junior laboratories and lecture courses providing the students the proper background fortight product schedules?(4) Should we direct our students to one type of implementation? For example, should the focus be ona microcontroller, programmable logic array, or VLSI approach.(5

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2001 Annual Conference

Authors

Robert Rice; Christian Ochei; Alamgir Choudhury

teaching-tool development,flexibility is crucial in achieving broader student success.3. Previous methodAt CCC, the strength of materials is a three-hour semester course. Beam deflection iscovered over a two-week period in a total of eight hours of lecture and laboratory. In thepast, the task consisted of lecture, problem solving, laboratory exercise and lab reportwriting. The topics were covered in sequence of (i) Deflection theory (ii) Deflection calculation by using bending moment diagram area (iii) Deflection calculation by superposition method (iv) Laboratory experiment to verify deflection versus load relationship in a simply supported wooden beam.The average student’s performance was

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2001 Annual Conference

Authors

Robert Marine; Carol Colbeck; Alberto Cabrera

• Grants/publications • Group/design projects Adequate teaching resources • Administrative/clerical • Traditional • Computer/laboratory methods • Library / AV • Faculty development Page 6.210.3 Figure 1: Faculty Motivation to Use Alternative Teaching Practices Proceedings of the 2001

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2001 Annual Conference

Authors

Sandra Courter; Narayanan Murugesan; Jacob Eapen; Donna Lewis; Dan Sebald; Jodi Reeves

courses,Advanced Laboratory (undergraduate level) and Computer Aided Design for VLSI (graduatelevel). Nana knew that he would need to deal with several teaching issues in the undergraduatelevel lab course since it involved more responsibilities such as lecturing, proctoring, and gradingquizzes and projects. The graduate level course involved creating a course website, holdingdiscussion sections, and grading. The Advanced Laboratory course was new to Nana since hehad not done a similar course in his undergraduate studies. He chose to use peer mentoring,which was encouraged by the College and emphasized in the NEO training program. Nanaworked with Jacob (an experienced TA for that particular course) to get acquainted with therequirements and

Collection

2001 Annual Conference

Authors

Michael Ropp; Steven Hietpas

Electronics and Variable Frequency Drives, Technology and Applications, IEEE Press, (1997).2. S. M. Hietpas and M. E. Ropp, “Improving Undergraduate Power Engineering Education: A System-Level Approach to Teaching Electromechanical Energy Conversion,” NSF-CCLI A&I Grant, # DUE-9952517, June 1999.3. Kambhammettu Vijay, James Ziebarth, Michael Ropp, Steven Hietpas and Lewis Brown, “Proposal for New Energy Laboratory in the Crother's Engineering Hall Addition”, South Dakota State University, Department of Electrical Engineering, Brookings, SD, Jan. 21, 2001.4. NSF-Faculty Workshop on Teaching of Electric Drives, University of Minnesota, Department of Electrical Engineering, Minneapolis, June 19-21, 1997.5. S. M. Hietpas, "Redesign

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2001 Annual Conference

Authors

Vic Cundy; Don Rabern; David Gibson

generally contribute to awide variety of activities, it is often difficult to adequately determine faculty workloads. Facultyactivities generally include teaching traditional classes, advising students, conducting sponsoredand non-sponsored research, committee assignments, laboratory supervision, development,outreach, maintaining industrial partnerships, student club advising, shared responsibilities withpeers, and other assignments. Also, at a time when the cost of education is rising faster than mostother sectors of the economy, the cost of each of these activities is important for department headsto monitor. Increasingly, governing boards and upper administrators, as well as legislators (atpublic institutions) and other constituents are

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2001 Annual Conference

Authors

Glenn Moffett; Thomas Hall

Session 2150 Delivering Electronics Engineering Technology Courses on the Web Thomas M. Hall, Jr. and Glenn W. Moffett Northwestern State University of LouisianaAbstractIs it feasible to offer an associate’s degree in Electronics Engineering Technology (EET) on theWeb? The faculty in the Industrial and Engineering Technology (IET) Department atNorthwestern State University (NSU) have begun planning to do just that. While the universityhas been proactive in distance education using a variety of media, going on-line with a programthat demands extensive “hands-on” laboratory work has been greeted

Collection

2001 Annual Conference

Authors

Raghu Echempati

attempt to perform parametricstudies to model and sim"ulate the bending and drawing operations. In order for the students to getexposed to the real-world scenario, 1 to 2-hour real forming laboratory experiments aredemonstrated. The total contact hours for this course are four to six. Many of the lectures will bespent on covering the concepts and the two 2-hour laboratories are used to engage the students inthe training of the software and in performing the virtual forming experiments. The significantchange in this course is to teach the students the importance of validation of the virtual try-outswith the real forming technology where possible until such time they gain experience in thecomputational mechanics, in order to correctly predict

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2001 Annual Conference

Authors

Richard Alexander; Jay Porter; James Ochoa; Rainer Fink

. An important questionthat must be continuously addressed is: how do engineering technology faculty, who live in anenvironment of research expectation, combine their classroom and laboratory teaching interestswith research interests? This paper will discuss a process for bringing together what manyfaculty feel is a dichotomy between teaching and research. How engineering technology facultymight develop a rewarding career in both teaching and research will be outlined.I. IntroductionMany engineering technology faculty in the United States are employed at universities whereresearch is an integral part of the university’s mission. Faculty performance at those schools ismeasured in various combinations within the triad of teaching, research and

Collection

2001 Annual Conference

Authors

Ronald Adrezin; Michael Nowak; Donald Leone

Session 1109 Biomedical Engineering Senior Capstone Research at the University of Hartford Michael Nowak, Donald Leone, Ronald Adrezin University of HartfordAbstract:Graduating biomedical engineers often work along side medical professionals with littleengineering background and must be able to communicate technical issues clearly. With theseissues in mind, we decided that all our students should have the experience of working inclinically-based research laboratories in the local area or near the students’ homes.With the assistance of a faculty

Collection

2001 Annual Conference

Authors

Ranil Wickramasinghe; William Timpson

them. However it is best that this input be solicited in a formal setting in the middle of the course after the students have some understanding of the course material. Using a third party facilitator, expert in post-secondary instruction, encourages students to be open, thoughtful and responsible with their feedback.• When introducing non-traditional teaching methods such as group assignments it is necessary to reiterate the importance of these assignments throughout the course. If an immediate benefit (such as performance in a subsequent laboratory course) can be shown the students will be more receptive .• Teaching is a dynamic process. Highly successful teaching methods in a given year may

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2001 Annual Conference

Authors

Timothy Wright; Elizabeth Myers; Donald Bartel; Marjolein van der Meulen

the Sibley Schoolof Mechanical and Aerospace Engineering at Cornell University and the Hospital for SpecialSurgery (HSS) affiliated with the Weill Medical College of Cornell University. The main goalwas to expose Cornell engineering students to research and clinical practice in a hospital setting.The Immersion Terms took place at HSS in New York City. Students from the graduate fields ofMechanical and Biomedical Engineering at the main campus spent either 6 weeks (doctoralstudents) or 3.5 weeks (masters students) at the hospital. The students participated in orientation,courses on musculoskeletal mechanics, independent studies, observation in the operating room,tours of laboratory research facilities, and multiple seminars and meetings. Based

Collection

2001 Annual Conference

Authors

Naseem Ishaq; Salahuddin Qazi

Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education” Page 6.585.6including material on distance education. One of its publication “ Prism” includes useful Websites recommended by educators 21.VI. Virtual and Web-based LaboratoriesWith the popularity of web-based instruction for distance learning, the need for providing web-based teaching methods and virtual lab for experimental laboratory has also increased. Numberof universities and colleges are developing such facilities to supplement their distance educationprograms. A virtual lab is a simulation of a

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2001 Annual Conference

Authors

Peter Schuyler; Howard A. Canistraro

are conducted. The use of virtual instrumentshas been shown be an effective method of both teaching the theory of the device andaccomplishing actual measurements4 and this class has been no exception. Students leave withan understanding of data acquisition and, most importantly, they begin to develop anunderstanding of the link between equations and the physical processes which they can describe.One of these laboratories is explained in greater detail later in this paper.In the fourth semester, students take the traditional Strength of Materials (MET 243) course inwhich various types of material behavioral tests are conducted. We are presently integratingLabView into this laboratory. However, students are again required to use the curve

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2001 Annual Conference

Authors

Alok Verma

Session 1150 Meeting Research & Publication Requirements in an Undergraduate E T Program through Senior Design Projects Alok K. Verma Old Dominion UniversityI IntroductionSuccess in an Engineering Technology programs has been traditionally evaluated based uponthree factors namely, Teaching, Research and Service. While the relative ranking of thesefactors is arguable 1,5, it is the research (and the associated requirement of publication) whichcauses great anxiety for faculty in ET programs. This is specially true, in view of increasingemphasis placed

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2001 Annual Conference

Authors

Casey Preston; R. Mark Worden; Daina Briedis

-the-art teaching laboratory, two higher levelbioprocessing courses, a seminar course, and a multidisciplinary graduate trainingprogram. An undergraduate-run student chapter of the International Society ofPharmaceutical Engineers (ISPE) was also initiated and has provided extracurricularbenefits for the students. The department has obtained both equipment donations andfederal grants for these efforts. One of the authors (CP) is currently a graduate studentwho was involved as an undergraduate in almost all phases of this program and willprovide his perspectives on the program effectiveness and its benefits to a student. Theother two authors are faculty members who have been involved in the development of thecourses and coordination of the