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2000 Annual Conference

Authors

Loren W. Zachary; Janet M. Sharp; Barbara M. Adams

Session 93 Engineering Connections: Teaching Engineering Mechanics to K-12 Teachers Loren W. Zachary, Janet M. Sharp, Barbara M. Adams Iowa State UniversityAbstractThis paper describes an innovative course designed for K-12 educators to integrate engineeringprinciples in mathematics and science curricula. “Engineering Connections” was first offered asan experimental summer workshop for practicing teachers and will continue as a semester coursefor preservice teachers in spring, 2000. The course is constructed as a study of three modules:force, levers, and gears

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2000 Annual Conference

Authors

Rosa Betancourt de Perez; Rosa Buxeda; Moises Orengo; Lueny M. Morell; Jose R. Lopez

. Page 5.185.2II. Phase I: The First Five YearsSome of the outcomes of Phase I (first five years) of the PR-LSAMP Island-wide include: Enrollment in SMET programs has almost doubled from baseline year 1991. Enrollment in 1991 was 12, 572, increasing to 24, 997 in 1998. Graduation rates increased from an average of 32% to an average of 60% system-wide Reduction in the number of times a student repeats a course. 40% of the Hispanics that obtained a doctorate degree between 1991-95 from one of the top 25 institutions (ranked according to total SME doctorates), received their BS degree from an AMP institution. Assessment and revision of SMET "gatekeeper"& "bottleneck" courses. Curriculum materials developed

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2000 Annual Conference

Authors

Margarita Takach; Yiyuan J. Zhao; Reza Langari; Ray Taghavi; Mehrdad Ghasemi Nejhad; Luigi Martinelli; Linda Ann Riley; K. Krishnamurthy; Janet M. Twomey; Degang Chen; David Radcliffe

and practices in a customer-drivenenvironment/market and are mindful of the ethical, environmental, and social dimensions ofengineering;• Participate in continuous self-improvement and life-long learning;• Have the ability to deal with open-ended problems;• Understand the integrated nature of engineering;• Be able to apply a systems engineering perspective in addressing engineering problems;• Have the skills to function in multi-disciplinary and cross-functional teams;• Be at ease with operating in an increasingly diverse and global economy and society.In order for engineering students to develop the skills and attributes listed above, changes to thepresent engineering curriculum are needed. In particular, it is essential that engineering

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2000 Annual Conference

Authors

Jeffrey L. Newcomer; Eric Kent McKell; David S. Kelley

. The Engineering Technology Department at Western Washington Uni-versity has changed its graphics focus from design communication to design develop-ment. Within the curriculum, topics covered include the design process, ideation sketch-ing, conceptual modeling, documentation drawing, parametric design, and tolerancespecification. This paper discusses these topics plus student outcomes and future devel-opments.IntroductionThe field of Engineering Graphics is in a state of change. Historically, in an engineeringgraphics course, students have been taught the principles of drafting. Recently, Com-puter-Aided Drafting/Design (CAD) applications have significantly changed the way thatgraphics has been taught. Today, it is common to find CAD as part

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2000 Annual Conference

Authors

Samuel Homsy; Wayne Whiteman

Engineering and the Department of Electrical Engineeringand Computer Science at the United States Military Academy began a joint three-year Teachingand Learning Initiative. The purpose of this initiative is to improve cadet development bypromoting active learning, by evolving a curriculum development process that enhances learningand growth across an integrated cadet academic experience, and to invigorate faculty teachingand scholarship by continuous development.II. Teaching and Learning Initiative PhilosophyThe basis for this initiative is the premise that learning is a function of the way we teach. Wepostulate that different styles of teaching are more effective than others depending on thesituation. As noted in Kolb’s Learning Cycle1, students

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2000 Annual Conference

Authors

Robert D. Knecht

Session 2525 The Methods and The Foundation Robert Knecht Colorado School of MinesA Basis for Engineering DesignThe Colorado School of Mines (CSM) surveyed alumni, industry, and engineering students inboth 1978 and 1992 about the future engineering graduate. These surveys cited three majorattributes that future graduates needed: technical literacy, verbal and written communicationskills, and design experience. Curriculum reform in engineering education is underway thatstresses the importance of teamwork, an awareness of both society’s social and economicconcerns

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2000 Annual Conference

Authors

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

civil engineering curriculum. Threebench-scale seismic simulator tables are being used to integrate a series of “hands-on” experi-ments in structural dynamics and control throughout the civil engineering curriculum at Washing-ton University. This paper discusses how structural dynamics and earthquake engineering arebeing integrated into the undergraduate program at Washington University. Additionally, outreachactivities and undergraduate research experiences influenced by the equipment are discussed. Fur-thermore, an outgrowth of this program, the multi-institutional University Consortium on Instruc-tional Shake Tables, is introduced.1. IntroductionThe importance of understanding the effect of earthquakes on structures to the civil

Collection

2000 Annual Conference

Authors

Rosa Buxeda; Ramon Vazquez Espinosa; Jorge I. Velez; Lueny M. Morell

and institutionalized afterwards. Participating PaSCoR faculty have toundergo an intensive workshop to develop courses following a common template with regards todescription, objectives, skills, activities and assessment. A major outcome of this workshop is thedesign of courses in a integrated and collaborative fashion to give coherence to the entirecurriculum. Years 4 and 5 will be devoted to promoting the revision of other MSET courses toinclude RS/GIS concepts, by means of workshops and seminars offered to faculty. Faculty willbe rewarded for developing and integrating RS/GIS examples and application modules in theirSMET courses through small curriculum grants ($500), therefore expanding and impacting otherfaculty and courses. This

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2000 Annual Conference

Authors

Louis Cloutier; Jean-Francois Methot; Jean Brousseau; Bernard Larocque

throughout the curriculum, from the first to the last year. Page 5.42.3The philosophy of the workshopsIn our program, design is seen as an essential element of the curriculum. The design workshopsprovide for a continuous integration of knowledge and designing skills. These workshops arearranged in a sequence which assumes that design is a skill acquired with experience and basedon a methodological process, tools and techniques (see Figure 2). In the course of the first threeworkshops, students learn the methodology and the tools needed to design mechanical

Collection

2000 Annual Conference

Authors

Ray M. Haynes; Earl C Keller; Donald (Don) E. White; A Reza Pouraghabagher

andcollaborative industry/university partnerships or alliances should have as their primary focus thedevelopment of those graduates.Clearly, new paradigms for educational quality excellence are needed to break the traditionalbarriers and move toward an integrated educational vision of the 21st Century. However "what"needs to be done is more clear than “how” to do it. Let’s look at an example of “how” it can bedone.EMP Partnership ModelOne Industry/University Partnership model that enables the collaborative actions and develops“industry ready” graduates is summarized next. (Also see [4], [5].) Cal Poly initiated aninnovative MS / MBA Engineering Management Program (EMP) in 1990 and the EMPPartnership in 1992 to integrate the graduate curriculum with the

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2000 Annual Conference

Authors

W. Bradford Cross; Susan M. Morgan; Mark P Rossow

responsibility • the broad education necessary to understand the impact of an engineering solution in a global and societal context • proficiency in a minimum of four recognized major civil engineering areas • an ability to perform civil engineering design by means of design experiences integrated throughout the professional component of the curriculum Engineering tools • an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Laboratory experience

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2000 Annual Conference

Authors

S P Maj; D Veal

education sub-committee indicatedthat that specialist engineers with appropriate knowledge are required by industry withinWestern Australia (WA). Furthermore the committee found some evidence that electrical,electronic, mechanical and chemical engineering graduates are not adequately prepared forthis complex and multidisciplinary engineering field in the detail that is necessary to becomea productive addition to an instrumentation or controls engineering team without furtherintensive and costly training. The education committee therefore elected to conduct a marketanalysis of industries within WA to determine specific requirements within the field of I&C.Prior to curriculum design the education sub-committee conducted an extensive

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2000 Annual Conference

Authors

Tracy L. Chandler; John A. Petersen; Janet M. Sharp

respective professional knowledgeabout curriculum, learning, teaching and students.As a result of quality professional development, teachers often learn how to integrate theirprofessional knowledge with content knowledge. Consequently, teachers might deepen theircontent knowledge in ways that will allow them to enhance their school curriculum. As theystrengthen their understandings of how their curriculum might best be interconnected, they willlikely incorporate a wide variety of interesting and worthwhile problem contexts, includingengineering. Or, they may learn new and innovative teaching strategies, which better guide theirstudents toward understanding of that curriculum. They might learn new ways to negotiateclassroom discussions as an avenue

Collection

2000 Annual Conference

Authors

Jeffrey B. Hargrove

Instrumentation course isa part of the core curriculum, having the students visit the mechatronics website assures that allmechanical engineering students are at least exposed to the concept of mechatronics.IV. Development of ME-480 Applied MechatronicsThe first course in the mechatronics sequence is ME-480 “Applied Mechatronics”. It is offeredin the winter and spring semesters. The objective of this course is to provide an introductoryexploration of devices and design issues associated with the integrated nature of mechatronics.The utilization of sensors, actuators and electronic control in mechanical systems is included,with a particular emphasis on the role and application of microcontrollers. Additional emphasisin the final weeks of the course is

Collection

2000 Annual Conference

Authors

Robert P. Hesketh; C. Stewart Slater

undergraduate curriculum. The workshop has introductory lectures on the field of process science and engineering andemerging areas of the chemical industry. Detailed lectures on specific topics are presented byexperts from industry. Laboratory experiments and demonstrations are integrated throughout theworkshop. These bench-scale experiments are designed so that they can be effectively integratedinto the curriculum at the participants’ home institutions. The workshop has a computer sessionon the use of simulators in the process industry. The workshop also has sessions devoted tocurriculum development. The workshop instructors utilized an active teaching and learningstyle. Lecture and laboratory sessions were held in Henry M. Rowan Hall, home of

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2000 Annual Conference

Authors

Mark Manion; Moshe Kam

imperatives, not just the technocratic and economicconstraints.IV. Conclusion.We have described the curricular, pedagogical, and methodological objectives that the Drexelprogram in engineering ethics aims to meet. Designed initially to respond to practical needs ofstudents and their employers in Drexel’s co-operative education program, these objectives (andour methods of addressing them) offer one possible implementation of the ABET 2000 criteria.At the core of our approach is the belief that an engineering ethics course should not just fulfillan ethical vacuum or become a “tacked on” supplement, which is designed to meet externallyimposed criteria. Rather, it should be interwoven into an integrated engineering curriculum, andrelate closely to

Collection

2000 Annual Conference

Authors

Robert D. Knecht; Barbara M. Moskal; Michael J. Pavelich

requirements reflect a philosophical shift that is consistent with thebroader education community 2. In the past, the demonstration of a quality program wasexamined through in-direct measures, such as faculty qualifications and student placementinformation that are related to student learning. Current requirements place an emphasis uponthe direct demonstration that the program has an impact upon what students know and can do.Although indirect measures continue to be a portion of the evidential base, they are nowconsidered to be only a small piece of a broader requirement.ABET’s shift in assessment emphasis is consistent with recent developments in the field ofengineering education 3. Curriculum reform in engineering education is underway that

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2000 Annual Conference

Authors

John C. Anderson; David Kelso; Charles Yarnoff; Barbara Shwom; Penny Hirsch

curriculum.1-2 It is the rare new course,particularly in engineering design or in introductory engineering courses, that doesn’t strive to helpstudents develop more of the communication competencies they will need in industry, that is, tocommunicate effectively with team members and clients, write clear reports and proposals, anddeliver polished oral presentations. To help students acquire these skills, more and more engineeringeducators are exploring ways to integrate communication instruction throughout the engineeringcurriculum instead of sending students to stand-alone courses in English and speech, where theinstruction has nothing to do with engineering and thus leaves the students responsible for learninghow to apply their newly acquired

Collection

2000 Annual Conference

Authors

Abbes Berrais

SPARCstation under the UNIX operating system, and using Quintec-Prolog,Quintec-Flex, and FORTRAN 77 as programming environment. The paper concludes with asummary and recommendations on future impact of artificial intelligence and EStechnologies on computer-aided engineering education.1. IntroductionComputers have been introduced as an element into the teaching environment for a long timenow. Until recently, computers have been used for relatively routine calculations such as:report writing, spreadsheets, drafting, and simple simulations. Very rarely are computers usedto help teach and visualize fundamental concepts, or to explore the alternative solutions of a 1design project . The integration of computers in higher education is still

Collection

2000 Annual Conference

Authors

Sharon A. Jones; Indira Nair

solutions for environmental problems, and thetechnical nature of many of these issues require that a coherent environmental literacy courseinclude the social, economic, organizational, ethical and scientific dimensions. An activeproject-based approach to teaching such a course enables students to address the many issues inenvironmental decision making. Over the last decade we have developed such a course based ona systems approach that integrates disciplines while relying on pedagogy that involves active,participatory learning. This participatory learning is achieved in large part through the use ofdecision-making exercises. We assembled this curriculum so that teachers can adapt it for theircourses. In other words, we developed a text for teachers

Collection

2000 Annual Conference

Authors

S P Maj; D Veal

failure rate of less than 10%. An independent unit review of the unit found : 80% would recommend this unit; 75% found the practical sessions useful; 70% found the unit relevant to their needs and 55% think this should be a compulsory unit” 6 .The curriculum implemented at ECU is designed to integrate practical exercises (Proceduralknowledge) with a theoretical understanding (Declarative knowledge) gained throughlectures. The practical exercises are based on industry expectations as determined by theaforementioned survey. According to Cervero “Declarative knowledge is knowledge thatsomething is the case; procedural knowledge is knowledge how to do something”.7 and that:“Both declarative

Collection

2000 Annual Conference

Authors

John B. Troy

constituents had been used to improve the educationaloutcomes of our program. This made the transition from the old ABET practices to EC2000relatively easy. Significantly, we had made a revolutionary change in our curriculum at the school-widelevel since our previous ABET review, and this change was motivated by feedback receivedfrom some of our constituents. The change entailed a new sequence of courses for first year Page 5.243.1engineering students where engineering analysis and design were integrated with math, physicsand written communication. Hence, from day one now, engineering students at Northwesternare introduced to engineering methods

Collection

2000 Annual Conference

Authors

Pannapa Herabat; Sue McNeil; Adjo Amekudzi; Kristen Sanford Bernhardt

managing civilinfrastructure in the 21st century. Students must learn to integrate this traditional civilengineering knowledge base with an understanding of deterioration science, economics, finance,decision and management theory, maintenance management, and public policy. This paperdescribes efforts to address this gap in civil engineering education. The authors began with asingle course at Carnegie Mellon University and have modified the original material in differentways to serve the needs at other institutions.IntroductionOver the past twenty years, civil infrastructure has received considerable attention in the popularpress as bridges collapse or are closed, underground pipes burst, and trains derail. However,gradual deterioration has a more

Collection

2000 Annual Conference

Authors

Igor M. Verner; Jacob E. Mendelssohn; David J. Ahlgren

Disciplines: 1 electronics, 2 computers, 3 programming, 4 mechanics, 5 control, 6 systems design, 7 robotics laboratory,8 team-work practice Fig. 2. Progress in disciplinesAccording to Fig. 2, all groups achieved progress in every discipline. This result indicates thatrobot contest designs introduced all groups to an integrated view of engineering science subjects.The levels of progress given by K-12 students for most of the disciplines are between"considerable" and "extensive". This fact indicates that robotics projects are within schoolstudents’ powers and can provide them with broad technical backgrounds. The highest progressis reported

Collection

2000 Annual Conference

Authors

Marehalli G. Prasad; Consantin Chassapis; Sven Esche

industrial foundations as well as corporate and alumni sponsors.At Stevens Institute of Technology, an appreciably modified undergraduate engineeringcurriculum is currently being implemented that acknowledges the trend of enhancing traditionallecture-based courses with a design spine and a laboratory experience that propagates throughthe entire curriculum. The incorporation of design and laboratory components into allengineering courses places a significant strain on the spatial, temporal and fiscal resources of theinstitute. To accommodate the anticipated enrollment, new concepts for the implementation ofaffordable integrated experimental and design laboratories had to be developed that allow for therequired student through-put using the limited

Collection

2000 Annual Conference

Authors

Natalie A. Mello

engineers in the 21st century is also addressed by theNational Science Foundation’s Restructuring Engineering Education: A Focus on Change 2.There an integrated systems approach is highly regarded as the way to accomplish the changesneeded in the curriculum today. Page 5.331.1As the call for new pedagogical thinking and curriculum planning is heeded, reforms in theaccreditation process by ABET have been initiated. ABET’s Criteria 2000 3 has instituted manyof the same ideals as outlined by NSF and ASEE in their recent reports. To satisfy ABET’s newcriteria engineering and technological institutions must show evidence that graduating seniorspossess

Collection

2000 Annual Conference

Authors

Rebecca A. Pinkus; Craig A. Simmons

result, writing is notwidely recognized as a discipline, so few courses are available. Canadian universities such as theUniversity of Toronto (U of T), tend to graduate highly skilled technical students who may notbe as well prepared for written and oral communication in the professional world as some oftheir American counterparts. In light of this issue, we explored one option for providingadditional writing instruction in a technology-heavy curriculum.In an attempt to help improve the writing skills in the Faculty of Engineering, the University ofToronto’s Language Across the Curriculum (LAC) program provides the Engineering WritingCentre (EWC) and numerous short workshops aimed at targeting specific concerns. (E.g., labreport workshops, oral

Collection

2000 Annual Conference

Authors

Brandon Ian Reed

only be achieved by exposing and exciting its students to coretechnologies during their formative years.There are very few schools in South Africa that have access to these sorts of facilities yetthere is an inherent expectation that when school leavers enter the market place that they arecompetent in these areas. The South African Government identified Technology as one of theeight basic learning areas in its plan for their new curriculum framework, Curriculum 2005[1, 2]. However, in an environment of ever shrinking resources, schools are struggling tosuccessfully accomplish this when the cost of introducing this technology is often more thantheir annual budget.It is often the tertiary educational institutions that have made the significant

Collection

2000 Annual Conference

Authors

Jawaharlal Mariappan; Ravi Ramachandran; Stephanie Farrell

curriculum including the interdisciplinary clinic sequence and core courses in each engineering program. 3. Since digital technology is predominant in today’s industry, students should be exposed to data acquisition and digital control for multidisciplinary purposes. 4. Integrate software simulation with hands-on laboratory work using MATLAB, its associated SIMULINK package and C++ programming. Page 5.38.2 5. Expand student teamwork experience by making group projects an integral part of the course structure. 6. Continue to improve written and oral communication skills of our students.Description of Curriculum

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2000 Annual Conference

Authors

Diana G. Somerton; Craig W. Somerton

. Page 5.175.2Figure 1. Graphical Representation of ME 2000 Process ME 2000 Process Review and Feedback Process Program Review and Feedback Process Course and Curriculum Content Review and Feedback Process Course Delivery Review and Feedback Process Page 5.175.3 • ME 2000 Process Review and Feedback Process: Includes an assessment of the assessment tools and procedures used in the ME 2000 process.Each process has three components