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1996 Annual Conference

Authors

John C. Reis

on Delayed Retention Learning Acquired Via Individualized, Self-Paced Instructional Texts," Journal of Industrial Teacher Education, Vol. 28, No. 4, pp. 52-63, 1991.BIOGRAPHICAL INFORMATIONJOHN C. REIS earned his Ph.D. in Mechanical Engineering from Stanford University. He has worked forChevron, Los Alamos National Laboratory, Lawrence Livermore National Laboratory, as a privateconsultant, and currently teaches at Embry-Riddle Aeronautical University. In 1995, he received the RalphR. Teetor award from the Society of Automotive Engineers for excellence in engineering education. Page 1.454.7

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Steven H. Chin; MaryJac Reed; Ardoth Hassler

the Society of Hispanic ProfessionalEngineers, with partial financial support provided by NASA. Experiences in Engineering is intended to allow 1996 ASEE Annual Conference Proceedings Page 1.78.2multiple-year attendance. In addition to presenting an overview of engineering and of the process of design, theprogram has an educational component for which CUA draws on experienced high school teachers. Anothercritical component is the use of a high ratio of undergraduate students as teaching assistants, to maximize hands-on activity and to encourage mentoring. The targeted population is for

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1996 Annual Conference

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John H. Damell

Session 0475 Guidelines for Writing Proposals for Grants and Funds John H. Damell Western Kentucky UniversityAbstract With the financial constraints under which most universities are working today, educators must dependupon outside revenue to provide equipment and other resources for effective teaching. Educators must raise theirown funds to meet their needs for research and teaching, so they are compelled to write proposals for grants.Grants and other funding are increasingly becoming difficult to obtain. To be

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1996 Annual Conference

Authors

John H. Damell

Session 0475 Guidelines for Writing Proposals for Grants and Funds John H. Damell Western Kentucky UniversityAbstract With the financial constraints under which most universities are working today, educators must dependupon outside revenue to provide equipment and other resources for effective teaching. Educators must raise theirown funds to meet their needs for research and teaching, so they are compelled to write proposals for grants.Grants and other funding are increasingly becoming difficult to obtain. To be

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1996 Annual Conference

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Mark F. Costello; Jerry W. Samples

Session 3625 Client Based Capstone Design in Mechanical Engineering at the United States Military Academy Jerry W. Samples, Mark F. Costello United States Military AcademyAbstract: Over the past year the Mechanical Engineering Program at West Point developed a client based capstonedesign course. The clients for the capstone projects are Army Research, Development, and Engineering Centers,Army Research Laboratories, or other Department of the Army agencies with a need. Since cadet interest

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1996 Annual Conference

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Scott A. Stefanov; Pamela J. Neal; George W. P. York; Daniel J. Pack

, robot vision, and walking robots.SCOTT STEFANOV, Captain, USAF: BSEE (1985) Worcester Polytechnic Institute. MSEE (1991) Univ.of Dayton. He was an avionics cockpit engineer at the USAF Wright Laboratories from ‘85-’90. He is an AirForce Pilot flying the C-130E and T-3/A. Research areas include: Computer intelligence, Computer Graphics,and Multiprocessor Architectures. He is an Electrical Engineering Instructor at the US Air Force Academy.GEORGE YORK, Captain, USAF: BSEE (1986) US Air Force Academy. MSEE (1988) University ofWashington. he developed guidance computers for missiles at the USAF Wright Laboratories from ‘88-’92.He then served two years as an exchange engineer at the Korean Agency for Defense Development.Currently, he is teaching

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David G. Meyer

variety of report formats generated are also described. INTRODUCTION In the early 1970’s, the School of Electrical & Computer Engineering (ECE) at Purdue Universityadopted a course & instructor evaluation system to be used in all courses (undergraduate and graduate, lectureand laboratory classes). The evaluation system adopted was based on a series of questions that students couldrespond to using a five-point scale, with answers ranging from "strongly agree" to "strongly disagree" (the Pur-due Center for Instructional Services has compiled a large set of such questions — referred to as theCAFETERIA System — from which "customized" course & instructor evaluation forms can be

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1996 Annual Conference

Authors

Silvia G. Middleton; Monika Lumsdaine; Kimberly A. Buch; J. William Shelnutt

studies at the University of Toledo showed that a disciplinedapproach to teaching teamwork and personal development was needed as well. The faculty at UNC Charlottedecided to include these elements as major pieces of the new courses being developed for entering students, alsoincluding traditional topics of professionalism and introducing basic computer skills. All entering students in engineering and computer science are required to successfully complete ENGR1201. This two credit-hour course includes four modules: Introduction to the College and Profession (15%),Introduction to Computing (15%), Introduction to Mentoring and Teamwork (15%), and Team Projects (45%).The course is team-taught, with faculty from each department involved. The

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1996 Annual Conference

Authors

Nancy L. Denton; Christine L. Corum

carefully considered,continuously pursued fashion which must be incorporated into your strategic plan. Preferably these milestonesshould be established before the granting of tenure and promotion, since many of the corresponding actionsneeded will also assist in that endeavor. For example, you have determined that a textbook is needed in yourarea of specialization, and you decide to accept the challenge. Writing a textbook before achieving tenure is notrecommended, but some of the preparatory tasks such as developing a set of excellent, well-documentedpublished course notes and original laboratory exercises could assist you in establishing a case for promotion onthe basis of teaching contributions while aiding in the creation of your future

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1996 Annual Conference

Authors

Corneliu Berbente

School of Electrotechnics created a specializationof Economical Engineering; 3. developing post-graduate courses in various areas,related to business. The most successful were the intensivecourses to teach the use of computers for book keeping, design,text edition, etc.The difficulties to obtain results at a large scale were relatedmainly with the lack of specialists in the new areas. Even whenthe domains seemed to be similar, the required methods proved tobe completely new. The competition on the free market, either forproducts or for ideas, seemed to obey totally unexpected laws.Many of the former economists, in spite of their goodwill, couldnot get through. The professors of the existing Department ofManagement in “Politehnica” needed

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Authors

Melissa Mattmuller

610 T-shirts 210 Registration services 34 Co-Rec Access 45 Photographs 70 Teaching/lab materials 500 Final Lunch 150 Snacks 30 Transportation 100 Miscellaneous 200 Total $4824

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Pau-Chang Lu

- Page 1.18.1 +iii-’ } 1996 ASEE Annual Conference Proceedings ‘..+,~l~.?ical and engineering languages; they have retained surprisingly little conceptualizing andmanipulative skills after sitting through so many courses in mathematics, physics, engi-neering mechanics, and other engineering sciences; and, finally, t,hey lack the proficiencyin interpreting, in engineering language, data generated (either in a laboratory or on acomputer). To counteract these negative influences of the modern educational technol-ogy, we have chosen for our students a “survival kit” into which we put an absolutelyminimum (barebone) selection of mathematical and engineering items. These items wedevelop, discuss, and

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1996 Annual Conference

Authors

Henry G. Ansell

to be expressing the positionthat significant improvement in the processes of teaching and learning in school can be achieved. ” In engineering education, industrial advisors sometimes indicate the need for engineers to be capableof good teamwork. The increased use of collaborative learning may be an appropriate response to thatneed. By the time the fall semester started, this instructor decided to try the idea of having learningpartners in an engineering class. The class was Introduction to Digital Systems, in the Computer Scienceand Engineering Department of the College of Engineering of Penn State University. The course was givenat the Berks Campus.Pairing There were 14 students taking this course, so seven pairs were

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1996 Annual Conference

Authors

Michael L. Swafford; Donna J. Brown

: student, teaching assistant,developer, and administrator. The student access level is the lowest and was described in the first section.Teaching assistants have access to all the features available to students and also to features involving studentgrades. The developer has access to the features used to develop WebQuizzesTM but not to the features used toaccess and modify student grades. The administrator access level is analogous to the UNIX super-user and hasaccess to every feature of MallardTM. Since the administrator access level is a superset of all other access levels,this section will describe the features of the administrative access level. When a MallardTM administrator logs into the MallardTM system, he is presented with a

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1996 Annual Conference

Authors

Donald E. Richards

was important for curriculum.students to see how the general ideasfrom ES 201 are applied in disci- Figure 5- Advantages for Studentspline-specific areas. It also is a rec-ognition that there are discipline-specific arialysis techniques that students must be familiar with; however, we believe conservation andaccounting background provides a better foundation for moving into these applications. Each of the wintercourses has three laboratory experiences. In the spring (ES 205), the focus shifts to basic systems concepts used in the analysis and modeling ofsimple multidiscipline and complex single-discipline engineering systems. Time is also spent introducingthe overall design process and giving

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1996 Annual Conference

Authors

Leevones Dubose; Jean Newman; Cecil Ramage; Burke Johnson; Brenda Litchfield; Edmund Tsang

course by providing the context of teaching and learning design. The emphasis is on experientiallearning, and service is a by-product of the learning experience. At the University of South Alabama, ServiceLearning is implemented by a partnership between the SECME (Southeastern Consortium for Minorities inEngineering) program of the Mobile County Public School System in Mobile, Alabama and the MechanicalEngineering Department. First-year mechanical engineering students are formed into design teams, and eachteam is paired with two middle-school teachers serving as customers for the design projects. The design teamsdesign, produce and test an instructional module and manipulate(s) that promote a thematic approach tomathematics and science

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Mark Gordon; Joel Greenstein; Jack Hebrank; Douglas E. Hirt; Daniel P. Schrage; Bill Mason; Tom Miller; Jim Nau

. Page 1.169.2 1996 ASEE Annual Conference Proceedings Two aspects of this project are key features in the attempt to develop “early design” experiences forstudents. First, the vertically integrated design teams introduce sophomores and juniors to realistic civilengineering design problems which, in most curricula, are not addressed until the senior year. The expectationhere is that the underclassmen (especially the sophomores and to a somewhat lesser extent the juniors) will bemotivated by their interaction with the seniors as they experience the application of engineering theory indesign. Thus, these students should perform better in their other lecture and laboratory courses. Second, theproblems

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1996 Annual Conference

Authors

Michael V. Doran; Herbert E. Longenecker; David L. Feinstein; David D. Langan

. As a consequence of these differences between instructors, students will not be equally prepared bythe same course or sequence. This problem is further aggravated by the use of part-time faculty or graduatestudents teaching the course. These instructors are often totally unfamiliar with the curriculum guidelines andare given vague or limited instructions on course objectives. 1996 ASEE Annual Conference Proceedings Page 1.3.1 In addition to the problems associated with faculty implementation of these guidelines, there is also aproblem with student understanding of course

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1996 Annual Conference

Authors

Joan A. Burtner; Benjamin S. Kelley; Allen F. Grum

who enrolled at Mercer for the 1990 FallQuarter were no longer enrolled in the Fall of 1991. For the School of Engineering, the attrition rate was evenhigher. Almost half of the 1990 freshman engineering class did not return to the Engineering School for theirsophomore year. These statistics clearly indicated that there was a need for some kind of intervention. In addition to the concern about low rates of retention, the School of Engineering had a variety of otherreasons for wanting to implement this experimental program. The primary motivating factors included severalthat may be somewhat unique to schools like Mercer. First, the School of Engineering has a primary missionof quality undergraduate education and teaching. This

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1996 Annual Conference

Authors

Sandra L. Bishop; Mary E. Besterfield-Sacre

Activities Mentors are used as student resources for two major annual engineering recruitment programs. In addition,there are twelve scheduled admissions office programs. The major engineering program dates are mandatory for thementors to attend. As mentioned previously, all mentors are trained to give engineering building tours, which includeengineering laboratories and facilities. A major focus of the tour is the interaction that occurs between the mentor andthe prospective engineering student. Phone-a-thons are another recruitment responsibility of the leadership team. Prospective engineering studentsare contacted following admission into the engineering school to congratulate them and to answer questions.Prospective students are

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1996 Annual Conference

Authors

John K. Estell

see and appreciate why we previously spent all that time over “boring, useless” material. Andas the threads that enter a loom are woven into patterns, so too were the concepts that the students used indesigning their project woven into a fabric that gave them the opportunity to learn about processes and tofurther their knowledge of the architecture, organization, and operation of a computer system. REFERENCES1. M. Cartereau, “A Tool for Operating System Teaching,” SZGCSE Bulletin, Vol. 26, No. 3, pp. 51-57, September 1994.2, J. L. Donaldson, “Teaching Operating Systems in a Virtual Machine Environment,” SZGCSE Bulletin, Vol. 19, No. 1, pp. 206-211, February 1987.3. T. Hayashi, “An Operating Systems Programming Laboratory Course,” SZGCSE

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Authors

Michael H. Gregg; Dr. Deidre Hirschfeld; Dr. Bevlee Watford

women in engineering. The origins of engineering education in military organization has led toeducating engineers through ‘ordeal’ -- ‘learning how to deal with difficulty and failure, to go beyondwhat one thought was possible. A student learns to keep trying when things go wrong. One learnsdiscipline by striving, and failing and striving again and finally succeeding. Some will learn how to dothings that no one else has done.’ ‘The ordeal in engineering education has three primary parts -- students are asked to dohomework and quiz problems that are often beyond their ability, they receive grades that are generallybelow their expectations, and must spend what many consider to be an inordinate amount of time ontheir studies and laboratories

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1996 Annual Conference

Authors

Sylvia D. Pifion; Elsa Q. Villa; Connie Kubo Della-Piana

intraditional lectures assimilate far less information than those in which some type of active learning is taking place.Various types of active learning exist such as peer teaching, cooperative learning (formal and informal), writing inthe classroom, computer-based instruction, visual-based instruction, to name a few. One particular type of active learning is cooperative learning which is the instructional use of small groupsin which students work together to maximize their own and each other’s learning5. Research shows that smallgroups using cooperative learning techniques are positively correlated with student cognitive development, .retention, and sense of community The effective use of cooperative learning

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1996 Annual Conference

Authors

Joseph A. Untener

such as Working Laboratory Experience Model Individual Project Factory floor simulation packages Team Projects − Student generated software: Tours Spreadsheets for analysis and decision matrices Basic programs written to analyze economics or track processing alternatives Page 1.362.7 1996 ASEE Annual Conference Proceedings Original Literature Sources. Students should graduate with a familiarity with the

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1996 Annual Conference

Authors

Richard W. Crain; Michael S. Trevisan; Kenneth L. Gentili; Dale E. Calkins; D. C. Davis

outcomes, describe how they are beingachieved, and produce evidence that they are being achieved. Thus, engineering educators mustunderstand concepts of educational outcomes and aim their reform efforts at achieving theseoutcomes. Few engineering educators have addressed the issue of measurable engineeringoutcomes. Montgomery and Fogler (1996) review instructional software with respect to itsability to teach desired engineering competencies—such as presentation of information,assessment of knowledge, exploration of topics, and analysis of concepts. Competencies havebeen used as the basis for structuring learning activities for development of engineering designoutcomes in the first two years of engineering curricula (Crain et al., 1995

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1996 Annual Conference

Authors

Brian J. Winkel; Aaron D. Klebanoff

. I OPTIMIZATION PROBLEM IN Results using non-linear least squares (a raison d ‘6tre for -- ‘ CHEMICAL KINETICS the use of technology) produce a plot of the fit, with pa- rameter estimates on reaction rate constants in this case.We offer here an example of a complex problem in param- See Figure 2.eter e=imation for kinetics modeling which leads to opti- 1 ●mization. 0.8 A laboratory experiment is going on in the Projects

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1996 Annual Conference

Authors

Partha P. Sarkar; Kishor C. Mehta; James R. McDonald; Ernst W. Kiesling

of tornadoeseach year. Understanding the dynamics of the atmosphere and the mechanisms of the wind-generated forceson civil and mechanical infrastructures, and then optimally designing the various elements of the infrmtructureto withstand extreme wind climate, poses a major challenge to the engineering community. In the last fewyears, wind-related damage from tornadoes and hurricanes to the civil and mechanical infrastructures has farsurpassed any damage caused by other natural forces. Educating our students in different science andengineering disciplines to understand wind and its effects, and teaching them various means to mitigate itspotential damage to the built environment, will contribute to improved infrmtructure and quality of life

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1996 Annual Conference

Authors

Benoit Cushman-Roisin; Elsa Garmire

,and each team meets company representatives as the project gets underway. During the second course, Internship in Engineering, student teams pursue and complete theproject. During this time, students take two other courses and therefore remain in residence at ThayerSchool, seeking advice from faculty, and availing themselves of school facilities (machine shop,prototyping facility, computers, and assorted laboratories in optics, electronics, fluids, etc.). Numerousvisits are paid to the sponsoring company. The writing of reports and delivery of oral presentations helpstudents sharpen their communication skills. The third course, Master of Engineering Project, takes the form of an individual engineeringproject addressing a

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1996 Annual Conference

Authors

Michael S. Leonard; Donald E. Beasley; D. Jack Elzinga

. Once the curriculum renewal objectives have been determined, Stage 3 continues by selectingperformance measures, goals and milestones. The performance measures serve as yardsticks by which theexisting curriculum is measured. An analysis of the existing curriculum (Stage 4) provides a set of graphical illustrations which indicatethe relative concentrations of topical areas and the time phasing of the teaching of these areas across the currentcurriculum. From these graphical illustrations of the existing curriculum, group consensus-developmentprocesses are used to aid the faculty in selecting a new curriculum (Stage 5) which reflects the organization’sstrategic objectives and which satisfies relevant constraints. In the design of

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1996 Annual Conference

Authors

Michael L. Smith; Mary R. Marlino; Jeff V. Kouri; D. Neal Barlow; A. George Havener

-centeredapproach replaces the pre-planned lectures with a project requiring students to design and build a device like ahuman-powered pump, a wind turbine, or an electronic apparatus. The instructor becomes a mentor who guidesthe students through the design and construction process. In this way, the students acquire ownership over theirproducts, and they learn that engineering is an interdisciplinary process, not just a collection of concepts,equations and facts. Overall, the student-centered approach instills confidence and a willingness to makechoices and assumptions needed to obtain results. Furthermore, it teaches students that teamwork is essential in