Collection

2000 Annual Conference

Authors

Hakan Gurocak

with touch monitors. Just like the hardware used in thefirst laboratory session, it has a push button and a latching stop button (Figure 5b). The studentswill run the HMI on their laptops and will push its buttons on the touch monitors with theirfingers, actuating the lights of the signal tower in Vancouver over the Internet. Figure 5a. Hardware for laboratory 2 Figure 5b. HMI to be used with touch Page 5.356.8 next to a PLC. A small motor with a monitors to control the hardware for reflective wheel was installed under the laboratory 2 from remote sites over the signal tower

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2000 Annual Conference

Authors

Charles V. Camp; Anna P. Phillips; Paul Palazolo

, and problem solving skills based on authentic civil engineeringtasks.During the spring semester of 1994, the Department of Civil Engineering at a large urbanuniversity in the Mid-South reviewed the courses offered for the freshman and sophomore years.The course offerings included a three-hour traditional surveying course, a three-hour course oncomputer usage, and a three-hour programming course. Each of the courses had been developed anumber of years earlier and appeared to no longer reflect the skills or needs of studentpopulations. Both faculty and student interest in these courses was waning. Students would oftenput these courses off until their final year in the program when they were "gotten over with

Collection

2000 Annual Conference

Authors

Mike Papadakis

one case we found a Fault tree concerning CAT.I failure of a main attitude instrumentcalled the gyro horizon. The failure mode and effect went like this.A: Failure - day light - good weather, Instrument not required.B. Failure - night – bad weather, Stand by indicator, condition controlled.The problem was that some years later the Accident board found the stand by instrumentunreliable and defective and said replacement required.This entry was not reflected in an updated failure modes and effects study.DOCUMENTS: Fault Tree and USAF accident report Late date fault tree/update II.In a case where the First Article testing of a submersible fuel pump required dry runningfor several hours without

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2001 Annual Conference

Authors

Shirley Fleischmann

. The bike project works well becausestudents can stop in and spend 30 minutes or an entire day fixing bikes; either way theyare making a positive contribution. The project does not require large blocks of tightlyscheduled committed time. As we approach a “bike give-away” event we do schedule aworkshop – often on a Saturday morning, but even these events allow students to drop into work for the length of time that is comfortable to them. It is important to have help forthis kind of a project, but it does not require that the same people come to help all thetime. This allows many students to participate at a level that they find comfortable.Finally, it is important to provide an opportunity for reflection and discussion. When webuilt the

Collection

2001 Annual Conference

Authors

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

result that all members of the groupagreed upon. This idea of assessment-based cooperative learning was enthusiastically receivedby the students and this was reflected in both the student evaluation (exam) and teacherevaluation. The second idea he implemented by being accessible to his students, and hetranscended the cultural barriers by being friendly. Even today Jacob volunteers at opportunitiesto teach, and he attributes many aspects of time management and research resources to the TIPworkshops and the atmosphere that the university’s teaching culture set up.Case Study: NanaThis case study illustrates the impact of the NEO program on new teaching assistants like NanaMurugesan

Collection

2001 Annual Conference

Authors

Ingrid St. Omer

. Approximately 57% of the students indicated a cumulative GPA of 3.00or better, equal to the percentage of students expecting a grade of B or higher. All of the NAUstudents and almost 73% of the UMN students indicated that they attended a minimum of 75% ofthe class. Only 20% of the UMN students felt they had completed at least 75% of the assignedwork or reading before attending class. In contrast, 81% of NAU students felt they hadaccomplished a comparable level of preparation, although this was not generally reflected in Page 6.219.2their in-class performance.Proceedings of the 2001 American Society for Engineering Education Annual Conference &

Collection

2001 Annual Conference

Authors

Dick Desautel

).Student learning objectives in each course must directly support achieving one or more programoutcomes at some level of achievement, e.g., introductory, advanced, design. In summary,learning objectives (skills) from the courses must map into program outcomes which themselvesmap into program educational objectives. The integration and growth in achieving an outcomeduring progress toward the degree is fundamentally documented and described by the OutcomeNotebook. Outcome notebooks replace course notebooks as the central documentation forprogram assessment (and accreditation). This reflects the change of accreditation focus from Page

Collection

2001 Annual Conference

Authors

Susan Sharfstein; Patricia Relue

1 $1,600.00 $1,600.00Pumps Cole Parmer Variable Speed Drive 10 $283.50 $2,835.00 Pump-head 10 $117.00 $1,170.00Bunsen Burners Fisher 10 $20.00 $200.00Pipet Aids Fisher 10 $50.00 $500.00Total $77,712.64a In general these prices reflect educational or large purchase discountsb Marsh Biomedical Systems gave us specific discounts on these items, but similar discounts can be negotiated with other

Collection

1998 Annual Conference

Authors

Vipin Kumar; Scott Grove; Rajendra K. Bordia; John E. Weller

students have a well formulated plan, they can thenbegin machining their parts.During the course, student are encouraged to keep notes on the effectiveness of their process plans; theykeep track of what worked and what did not. At the end of the quarter, they are required to submit acomplete process plan that details all of their experiences. This plan is intended to be used by futurestudents who will produce the same parts. Using these plans will then allow future students to benefitfrom the successes and failures of all previous students who have produced these parts. The detail ofthese reports is required to reflect the new knowledge the students have gained throughout the quarter

Collection

1998 Annual Conference

Authors

Stephen R. Fleeman

any industry to reflect itsElectronics Association.) particular needs and economic development.Please give an example of a standard for your project. AEA National Skills Standards Project EIA National Skills Standards ProjectCritical function: Assure production process N Demonstrate an understanding ofmeets business requirements. acceptable soldering/desolderingKey activities (one example): Meet health, techniques, including through-hole andsafety, and legal requirements with regard to surface-mount devices.product, process, and people

Collection

1998 Annual Conference

Authors

P. Hirsch; J.E. Colgate; J. Anderson; G. Olson; D. Kelso; B. Shwom

their language difficulties and Page 3.242.6 shyness to perform at a particularly high level. The confidence and enthusiasm being developed in the freshman class is reflected in excellent student reports and oral presentations, which often rival the work done by senior design students in format, structure, clarity, and general professionalism.ChallengesDespite the significant advantages offered by EDC, we still face challenges, which we continueto address as we scale up the course.Faculty issuesA collaborative cross-school course raises questions about how to meld faculty and methodsfrom two different disciplines and especially how to

Collection

1998 Annual Conference

Authors

Gary D. Keller; Fred Begay; Antonio A. Garcia; Albert L. McHenry

); Page 3.262.2• summer bridge programs;• faculty-directed undergraduate students research; and• graduate preparation, mentorships, and research conference participations.We have served 467 students in our Phase II activities, thus on average, about 5% of our studentsparticipate in two activities. Most of the data is given in the form of student participation whichaccurately reflects the number of student engaged in a specific activity. This distribution showsthat we have a concerted, focused effort which reaches a significant number of undergraduateSMET minority students within our region. In our alliance each specific activity is developed through a peer review process similar to thepeer review system at NSF. Committees made up of

Collection

1998 Annual Conference

Authors

Wayne Hager; Jacques Lesenne; Dominique Saintive; Richard Devon

seen a growing interest amongundergraduate engineers at Penn State to include an international experience in their education,particularly international co-ops. An additional indicator of the importance of internationaleducational experience is reflected by the Penn State Schreyer Honors College, which, withconsiderable donor funding, recently established a goal of having half of its students have asignificant international experience during their undergraduate education. About 30% of thestudents in the Honors College are engineering majors and there will now be financial support forthem to gain international experience. Significantly, the Honors College policy is to avoid“academic ghetto” experiences where the American students would all stay

Collection

1998 Annual Conference

Authors

Dava J. Newman; Amir R. Amir

reflect the realnature of the hands-on design element. The use of the World Wide Web (Web) was made an inte-gral part of the course. Utilizing the Web allows for more flexibility in teaching and learning thanconventional approaches [2]. Interactive courseware has been developed for almost every level ofengineering education. The most relevant materials are multi-media curricula developed to aug-ment hands-on design courses [3], [4]. Introduction to Aerospace and Design combines the new opportunity to interactively presentand disseminate curricula over the World Wide Web with a hands-on, lighter-than-air vehicledesign project to motivate and teach students about engineering. The Lectures encompass tradi-tional classroom presentations as well as

Collection

1998 Annual Conference

Authors

Anton Pintar

integrating process safety principles into the unit operations laboratory, the studentsreceive a “hands on” exposure to process safety. The intention is to make process safety anintegral part of the day to day work in the laboratory. The importance of safety in the unitoperations laboratory is reflected in the course syllabus, which states the first objective ofthe course as:“Develop a constant awareness of safety in the laboratory so that all laboratory work iscarried out in a safe manner.” (Caspary and Ellis, 1997)The MTU unit operations laboratory provides an ideal setting for teaching process safetyand for preparing chemical engineers for safety in the chemical industry. The laboratoryhas two levels (each approximately 30’x85’) and a third level

Collection

1997 Annual Conference

Authors

Mary E. Besterfield-Sacre; Larry J. Shuman; Cynthia Atman; Harvey Wolfe

Role of Quality Concepts in Engineering Education,” Proceedings of the 1993 Frontiers in Education Conference, Washington, November 6-9, 1993, (Piscataway: IEEE Service Center), pp. 535-538.19. Sparkes, John J., "Quality in Engineering Education," International Journal of Continuing Engineering Education, Vol. 1, No. 1, (1990) pp. 18-32.20. Schon, Donald A. The Reflective Practitioner: How Professionals Think in Action. (New York: Basic Books, Inc., 1983)21. Samson, C.H., “Quality Management in Engineering Education,” ASQC Quality Congress Transactions, Page 2.151.9 (Milwaukee: American Society of

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1997 Annual Conference

Authors

Leslie Bondaryk

may also gain insight into what areasconcern them most, which will also help you to choose media.&RQFOXVLRQVNew media offers us an opportunity for self-evaluation. Use the advent of cheap, ubiquitouscomputing as an opportunity to reflect on what’s working well in your teaching, and what isn’t.The instructors who created the tools above developed their initial plans this way, and were trueto their goals, as demonstrated in the examples.I have demonstrated a project in which hypertext is used to bind a course together and give thestudent the freedom to explore the content in their own personal path. I’ve shown examples ofinverted course structure using hypertext and virtual labs, which will affect not only the way thenew media is used, but

Collection

1997 Annual Conference

Authors

Charles H. Dowding; Joseph J. Biernacki

team relatedinteraction, it would be expected that they would view interaction between their faculty orgraduate student advisor to represent a team interaction. However, it was clear that thestudents in Team four, the control, which models a traditional REU, did not feel theexperience offered any degree of team interaction. While lack of interaction andinterdisciplinary experience is no reflection of the effectiveness of the REU programs,overall, it does suggest that a deliberate team structure must be implemented if teaminteraction is expected to be a result of the experience.Overall, the students reported a fruitful experience whether or not they engaged in teamactivities. Those who did experience team work, however, appear to report a

Collection

1997 Annual Conference

Authors

Andrew S. Lau

, and the biosphere. 3. They should be thermodynamically sound (efficient) in the generation and use of energy. 4. They should dynamically balance all costs. 5. They should promote human development. Page 2.132.5And perhaps most importantly, “appropriate technology requires that we reflect on our ends andvalues, before we commit ourselves to the development of new technologies, or even to thecontinuation and use of certain old ones.” Drengson sees the “transformation of thetechnological process into an art” where “technology is designed to enhance individual persons,ecological integrity, and cultural

Collection

1997 Annual Conference

Authors

Virleen M. Carlson; Susan C. Roberts; Kathryn A. Hollar

only copying and presentation costs withfaculty volunteers and TA Fellows left unpaid. As the program expanded and more TAs weretrained by the program, the budget increased accordingly and pay was included for the leaders inorder to reflect fairly the time commitment involved. The program currently costs roughly$50,000, is funded through the Office of Undergraduate Programs and includes food, workbookcosts, TA Fellow salaries ($1,400 each), Head TA Fellow salary and tuition support ($30,000),video equipment upgrades, and conference stipends. It is important to include funding forconferences in the budget in order to give the program, school, and the TA Fellow exposure. Anissue that needs to be considered when initiating a TA training program

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1997 Annual Conference

Authors

Richard Campbell; Irma Becerra-Fernandez; Gustavo Roig; Gordon Hopkins

%; Non-Residents - 6%. FIU’s total minority enrollment isapproximately 17,500, or 63% of the total student population, while 58% or 16,153 students arefemale. Although the total numbers of females and minorities come close to reflecting the diversityof the local community, female and minority enrollment in the graduate science and engineeringdisciplines are not representative of their numbers in the local population. Specifically, Hispanicsmake up 34% and African Americans make up 9.5% of the graduate population in engineering atFIU, while they represent 50% and 21% of the local population, respectively.One of FIU’s greatest assets is that, unlike most universities, most of its alumni obtain employmentin the region, with 72% of all alumni

Collection

1997 Annual Conference

Authors

Thomas R Phillips

proposals for FIPSE, and in doing “pre-submission” reviews forclients. I will begin with a discussion of problems that can be fatal to a funding proposal.Remember that flaws in the proposal often reflect gaps in planning that can undermine a project inits second or third year. I will then move on to recommendations for planning an exchangeprogram. The goal is to help engineering faculties write competitive proposals.My observations are based on proposals for the program entitled “European Community/U.S.A.Joint Consortia for Cooperation in Higher and Vocational Education.” This program supports newworking relationships among academic institutions, non-governmental organizations, and industry,with a special interest in student internships. Here you

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1998 Annual Conference

Authors

John T. Bell; H. Scott Fogler

the time this paper is presented. Page 3.626.9V. ConclusionThis paper has discussed the use of virtual reality in chemical engineering education, focusing onchanges that have occurred since 1996 and on implementation guidelines. Information has beenprovided on how to download and install the software, and recommendations made forintegration into a course curriculum. In particular, it is recommended that the modules beimplemented as an optional extra-credit activity, available 24 hrs/day, with a suitable set ofquestions to encourage analysis and reflection of the topics covered.VI. AcknowledgmentsThe authors wish to gratefully acknowledge the

Collection

1999 Annual Conference

Authors

Wayne Padgett

and record valuablevideo data of the flame and barrel hazards. Their precautions against heat were quite successfulat protecting the on-board electronics. New cooling fans on the computer and power boards kept Page 4.164.4them operating smoothly, and reflecting foil on the modems and effective use of shady areas keptthe other electronics in working order despite 105 Fahrenheit temperatures.Unfortunately, last minute component failures are a hallmark of this competition, and 1998 wasno exception. The hard drive used to develop the on-board computer code failed the day beforeflight day and had to be rebuilt from backups. The helicopter’s clutch

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1999 Annual Conference

Authors

Michael J. Caylor; Bruce Chesley

Page 4.178.12 • Inquiry and discovery: stimulating critical and creative thinking, problem solving, and reasoning • Groups and teams: facilitating learning through group activities and team projects • Experience and reflection: drawing learning from the practical experience gained from participating in the projectThe effect of assigning cadets to small teams with dedicated faculty mentors is that this approachrequires a substantial commitment from the faculty to work closely with the students and witheach other. The need for strong communication and integration across all the faculty memberson the project is one of the primary challenges we face in executing the program.IV. ConclusionOur

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1999 Annual Conference

Authors

Norman L. Fortenberry

engineeringeducation. This approach is similar to that used by Wankat in which he found that only 13.4percent of the articles published in the five years between 1993 and 1997 cited a specificeducational theory10. Page 4.64.4Two hundred fifteen papers (excluding educational briefs) in nineteen issues published betweenJanuary 1993 and January 1999 were examined (not including 6 issues published during thisperiod) for their conformance to the taxonomy indicated above as shown in Table 1. Multiplecounting was allowed for papers which appeared to cross multiple categories. The columnlabeled “Other” reflects articles which did not fit any of the other categories (for

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1999 Annual Conference

Authors

Michael Morrow

. Page 4.65.5V. The CurriculumThe EE462 Microcomputer Interfacing course syllabus was redesigned to reflect the use of theDSK based lab station. The syllabus includes the topics as summarized below. TMS320 Register Architecture and Instruction Set Lab Station Memory Map, Bus Signals and Timing Parallel Interfacing, Address Decoding and Bus Control Serial Interfacing Techniques and Protocols Hardware Interrupts and Interrupt Service Routines Direct Memory Access (DMA) Controller Applications Display and Control Interfaces Signal Acquisition Final Design Integration ProjectEach topic area is supported by one or two hands-on laboratory design exercises that expose thestudents to a new device or

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1999 Annual Conference

Authors

Patricia M. Yaeger; Rose M. Marra; Francesco Costanzo; Gary L. Gray

the learning process.1.2 Interactive, Student-Centered Learning “Student-centered instruction is a broad teaching approach that in- cludes substituting active learning for lectures, holding students re- Page 4.91.2 sponsible for their learning, and using self-paced and/or coopera- tive (team-based) learning” (Felder and Brent, p. 43). [12]Meyers and Jones [13] describe active learning as a way to provide “opportunities for students totalk and listen, read, write, and reflect as they approach course content—all of which requirestudents to apply what they are learning” (p. 1

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1999 Annual Conference

Authors

William Durfee

to teach this kind of course; (6) It is impossible or difficult to evaluate designprojects which means we can’t give students grades. In reality, creating and running a coursebased on hands-on projects need be no more resource nor staff intensive than a course based ontraditional problem sets. And, what a student learns or didn’t learn is reflected just as much in adesign and the documentation associated with a design as it is in a problem set. Thus, one of theproject goals was to demonstrate that hands-on activities could indeed take place in large,undergraduate engineering courses.III. Course Description“Introduction to Engineering I & II” (ME1010/12) is a new, required two-quarter lower divisiondesign course. The course was built on a

Collection

1999 Annual Conference

Authors

Alfred J., Jr. Bedard

• Maximum height -- six feet • Easily disassembled for storage • Easily transported • Safe • Multi-disciplinary • Reliable • Include analysis • Demonstrate Creativity/ingenious problem solving • Short repetition time • Professional appearanceThe grading structure is reflective of these requirements and reinforces the students needto address each of these areas in their design work. The scoring sheet includes each often areas weighted equally at ten points. The areas are: Page 4.316.31. Safety1. Multi-disciplinary1. Reliable1. Analysis component1. Creativity1. Problem solving7. Short repetition time1. Professional Appearance1. Presentation1