Collection

2001 Annual Conference

Authors

Stanislaw Legowski

Collection

2001 Annual Conference

Authors

Robert Borrmann

simple intuitive graphical user interface, and should require a minimum of programming knowledge on the part of the student. •Size. The program should be small and easily installable on students’ own computers. •Familiarity. The program should use common terminology that echoes the vocabulary used in the course and in the textbook. •Cost/Benefit. The program should offer sufficient functionality to make worthwhile the investment of student time needed to learn it. •Migration. The program should lay a foundation for migration to more powerful standard tools such as VHDL.As of the time of this writing, program development has continued for approximately 15months and reflects improvements prompted by

Collection

2001 Annual Conference

Authors

Joseph Wunderlich

it. • Stop and play a tune when the robot reaches a short, fixed distance from the light.Since the real-time robot is assumed to not be gathering information about its environment, it hasno means of knowing where it is in space; and the simulation should reflect this. The temptation touse knowledge of the robot and light locations prematurely in the simulation must be avoided. Thesimulation should only define a unit direction vector pointing at the light after it has actually foundthe light in the same manner that the real-time robot has. This vector is shown in Fig. 3 and isgiven by: r r  u x   ( x light − x robot ) ( x light − x robot ) 2 + ( y light − y robot ) 2  u = r

Collection

2001 Annual Conference

Authors

Raul Mihali; Damir Vamoser; Tarek Sobh

(similar algorithms can be found in [3]).Each course is being given a requirement cost. The requirement cost of a course is being definedas the longest possible chain of prerequisites that contains the respective course. For example, ifcourse D has as prerequisite course C, and course C has as prerequisite course B, and course Bhas as prerequisite course A, this would make a chain of prerequisites of requirement-cost 3 forcourse A. The longest chain that can be found for course A will be its associated requirement-cost. To reflect a worst case scenario, for this cost, the corequisites are being treated asprerequisites.Based on the requirement cost, the algorithm will try to schedule the courses with the highestcost first, thus minimizing the

Collection

2001 Annual Conference

Authors

Timothy Wheeler; Dr. Rose Marra; Dr. Jack Mitchell; Dr. Charles Croskey

course to define an environment for active learning and to allow thestudents room to work on a complex task within that defined space. At the same time, there is aslower development going on in which the students learn to trust their own judgment. Thissecond development is fast in some and slower in others. Good group dynamics are veryimportant to this growth. Students gauge their abilities and their progress against those aroundthem. Their definition of themselves reflects their responsibility in the group. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Page 6.890.9

Collection

2001 Annual Conference

Authors

Kenneth Kelmer; James Thrower; Larry Silverberg; Scott Kiefer

Collection

2001 Annual Conference

Authors

Norine Meyer; Deborah Fisher; Cynthia Villanueva; Amy Strobel

work within thesynergy of a creative team process.A 1998-1999 MentorNet evaluation report supports the theory that low self-confidence is a keyfactor in women exiting engineering and other scientific fields. Studies demonstrate that femalestudents frequently experience a setback in academic and career ambitions in their college years,reflected in lower self-confidence about their chances for success and reducing the likelihood ofcompletion of college programs.4 Although increasing numbers of women are entering theengineering field,5 reports that engineering is still based largely on male experience. Womenare not formally excluded but remain a very small minority and to survive must often behave likeyoung males.6 In creating a female course

Collection

2001 Annual Conference

Authors

Kathryn Jablokow

30%, content quizzes worth 20%,and class participation worth 15%. While the creative thinking journal does not require a largeamount of time to complete, it is weighted heavily to encourage the students to engage in theserious reflection and self-assessment that it requires as the course progresses. Page 6.1041.10 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education Figure 5. Individual Course Project for SYSEN 550: Creativity, Innovation and Change SYSEN

Collection

2001 Annual Conference

Authors

Robert Hendricks

steel table. There is astainless steel exhaust scavenger over the oxidation tube end cap that is tied in to the facilityexhaust ducts. We maintain an air flow of approximately 50 ft 3/min over the end of the tube.In support of this unit, as well as for the diffusion furnaces described below, we have developeda set of custom-designed stainless steel tools for removing and mounting the furnace end cap andfor supporting it when not mounted on the furnace tube. A photo of the unit is shown in Figure3(a).We have acquired a Filmetrics Model F20 thin film measurement system for determining/verifying the grown oxide film thickness. This unit uses spectral analysis of reflections from thetop and bottom of the thin-film to provide film thickness and

Collection

2001 Annual Conference

Authors

Jon Dixon

thecontinuum depending upon the market approach methodology used to create the product.Regions A) and B) represent extreme positions. The region denoted C) illustrates abandwidth approach. This bandwidth may move left or right, be tighter or narrow for anygiven producer. Product offerings may be generally placed along the bandwidth, somerepresenting more market pull emphasis, others more technology push. The center ofregion C) represents an average of the producer’s offerings, and reflects its generalphilosophy towards new product development. The width of the band represents theproducer’s ability, willingness, or more likely culture, to approach new productdevelopment from different perspectives along the continuum. The width of the band

Collection

2001 Annual Conference

Authors

Robert King; Joan Gosink

laboratories should reflect the objectives of the program andABET should not require all universities to offer the same laboratory experiences. The newaccreditation process was designed to permit this flexibility.Laboratories in the Department of Civil, Environmental, and Chemical Engineering atYoungstown State University do not match all of the EC2000 criteria, so they propose tocooperate with service departments in Chemistry and Physics to provide the EC 2000 b(i) andb(ii) outcomes in designing and conducting experiments and analyzing data as well as on otheroutcomes8.4 Implementing Objectives in MEL to Meet EC 2000 Criterion 3 OutcomesBased on the previous explanation of the CSM and Engineering Division goals and objectivesalong with their

Collection

2001 Annual Conference

Authors

Vicki Eller; Steve Watkins; Richard Hall; Joel Balestra; Asha Rao

Engineering Educationcommunication are kept open the media resource can effectively exploit the capabilities of thetechnology and reflect the priorities of the content provider. If the development does not includecontinual communication, the delivered product may require another complete iterative cycle.The product development may then be discontinued because of time and financial limits. Figure 2 — The identification of fundamental concepts is the first concept in the MDAL development philosophy During an initial discussion, the intended audience, usage context, and learning goals areclearly stated. The intended audience is usually a college level student with some computerexperience. The usage

Collection

2001 Annual Conference

Authors

P. Kelly Joyner; Teresa Larkin-Hein

physics class, students are given short writingactivities in the form of "folder assignments" (submitted to the instructor in a two-pocket folder;hence the name). Typically, students receive 5 - 10 folder assignments each semester. Uponcollection of the folders, a block of time is set aside (approximately 6 - 8 hours) by the instructorto read them and provide each student with written feedback. This written feedback isabsolutely essential. Numerous studies have pointed out the importance and value of promptand thoughtful feedback to students 26 - 30. When students take time to reflect on their writing Page 6.781.3 Proceedings of the 2001

Collection

2001 Annual Conference

Authors

Alisha Waller

developed by the researchers independently from the data, therefore it may bedeveloped before data collection. In ethnographic analysis, the coding scheme emerges from thedata analysis and is therefore done during and after data collection, but never before. This aspectof ethnographic text analysis provides more flexibility to modify and/or expand the codingscheme as needed, keeping it inherently linked to the data as it is collected.Qualitative research methods could enhance this research program in many different ways. Forexample, a primary assumption of VPA is that talking aloud will not significantly alter theapproach to the activity which the subject uses. Reflective interviews with the students after thedesign experience could explore the

Collection

2001 Annual Conference

Authors

Marilyn Smith

traditional methods utilized in other corecourses, an aspect of Hawthorne effect is apparent when new methods are introduced at such anadvanced level in the curriculum. It is noted that this effect was only obvious in the requiredcourse; student opinions on the elective course did not reflect the same attitudes. This may be Page 6.1050.4 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Educationbecause the elective class was taken only by students who were learning-oriented, as opposed tothe required course, which

Collection

2001 Annual Conference

Authors

Srinand Karuppoor; Ravinder Chona; Christian Burger

the design has to be realized. Based on this, a functionstructure is developed which identifies the various functions and sub-functions that are to beperformed by the design. The function structure is a list of all the functions that the design mustperform to achieve the need. Based on the FRs and NFRs, the designer creates a list of designspecifications. Thus, the understanding gained in this stage is reflected in the designrequirements and it dictates the rest of the design process.Care must be taken at this stage to maintain independence of the FRs, as coupled FRs wouldresult in poor design and significantly increase the product development time and cost 1,4. Also,the solution space is kept as large as possible without precluding any

Collection

2000 Annual Conference

Authors

Narayanan Komerath

show the student how all the other disciplinesfit into the knowledge base. Thus the DCI is an excellent vehicle to introduce users at any level,to the knowledge base of any other discipline. This structure is therefore used as the Gateway tothe Aerospace Digital Library.IX. Concluding remarksThe Design-Centered Introduction to Aerospace Engineering has caught on in the 3 years since itwas first tried, with senior instructors adopting and adapting it. Student reaction is very positive,reflecting the experience of coming up with a credible design for an advanced flight vehicle. Thiscourse reveals the strengths of the freshman students, their capacity for innovative thinking, andacceptance of open-ended problems requiring bold guesswork and

Collection

2000 Annual Conference

Authors

William C. Oakes; Ronald Wukasch; Richard Foretek; Jennifer Watia; Jeffery L. Gray; Leah H Jamieson; Edward Coyle

, the program has grown to twenty projects in Spring of 2000. Once aproject has been selected for the EPICS Program, the service agency that will be directlyinvolved is designated the Project Partner. Phase 2 - Assembling a Project Team: Once a project and Project Partner have beenidentified, a student team is organized. This is done by advertising the project in undergraduateclasses, through academic advisers, call-out meetings and on the World Wide Web. Eight tofifteen students are chosen for each Project Team. Depending on the needs of the Project Partner,teams may reflect a single engineering discipline or may be multidisciplinary, including studentsElectrical, Computer, Mechanical, Civil, Aerospace, Industrial and/or Materials Engineering

Collection

2000 Annual Conference

Authors

William C. Oakes; Leah H Jamieson; Edward Coyle

operation of EPICS teams and allow the program to continue to grow to meet the community needs Impact: Improved production from EPICS teams in meeting community needs Facts: Begun spring 2000, Disciplines: CE, EE, Comp E, ME, Mgmt, CS. Page 5.281.5Phase 2 - Assembling a Project Team: Once a project and Project Partner have been identified,a student team is organized. This is done by advertising the project in undergraduate classes andon the World Wide Web. Eight to fifteen students are chosen for each Project Team. Dependingon the needs of the Project Partner, teams may reflect a single engineering discipline or may bemultidisciplinary

Collection

2000 Annual Conference

Authors

Pamela Schmaltz; Kevin Schmaltz

, and the scores are scaledso that a 50 represents the average student. The Academic Success Results are a measureof students’ self-appraisal of their own behavior. Unlike the SBI (50 is average), for theAcademic Success survey students will grade themselves using a more traditional pointsystem, where a score in the 70’s would reflect an average assessment. The results fromTable 2 do offer some insight into the comparison between the categories. OverallAcademic Confidence is the highest of the three areas. Students are more critical of theirShort-term Study Behaviors, compared to Long-term, although the SBI results indicateless of a difference. Students are more aware of the ongoing pressures and demandsdiscussed in the Short-term Study

Collection

2000 Annual Conference

Authors

Mark Cutkosky; Christopher Richard; Allison Okamura

paddle.As a user takes the handle of the haptic paddle and moves it from side to side, the position of thehandle is sensed. Based upon the position and velocity of the handle, various amounts of forceare reflected back to the user. In a course on dynamic systems and control, the haptic paddle is anexcellent platform for students to: • Model a second-order system, • Estimate the parameters of a system model, • Observe and analyze the response of a second-order model • See the effect of pole location on a system’s response • Interact with simulated dynamic systemsFigure 3 below shows how the haptic paddle laboratories corresponded to the various topics inthe dynamic systems course

Collection

2000 Annual Conference

Authors

Srboljub R. Masala; Kevin W. Biggar; Colin Geissler

Soil Mechanics course, who had already performed this test in a physical geotechnicallaboratory.The group consisted of 10 people, ranging in age from 20 to 30 years. A bit surprisingly forengineering students, only seven of them had their own computers at home. Nevertheless, theproperties of this group reflected well the conditions of a student population, surveyed earlier bythe university administration for other purposes. Therefore, our sample group was representativefor the anticipated (target) audience.A questionnaire was prepared with the questions grouped according to the general issues of: Page 5.625.12 - the overall impression

Collection

2000 Annual Conference

Authors

Karan Watson; Jeffrey Froyd

education?II. Core Competencies: DefinitionBefore answering the questions, let's define the core competencies. Each corecompetency refers to a pedagogical theory (or set of theories) in which FoundationCoalition partners will work to increase their competence. Curriculum integration refersto theories of pedagogy in which students and faculty work to make connections:between topics in a discipline, between topics in different disciplines, between subjectsthey are studying and their career aspirations. Cooperative and active learning refers totheories of pedagogy in which students in a classroom are doing more than simplylistening to a lecture; instead, they are engaged (actively and cooperatively) in reading,writing, reflecting, discussing

Collection

2000 Annual Conference

Authors

Karen Frair; Jeffrey Froyd

education?II. Core Competencies: DefinitionBefore answering the questions, let's define the core competencies. Each corecompetency refers to a pedagogical theory (or set of theories) in which FoundationCoalition partners will work to increase their competence. Curriculum integration refersto theories of pedagogy in which students and faculty work to make connections:between topics in a discipline, between topics in different disciplines, between subjectsthey are studying and their career aspirations. Cooperative and active learning refers totheories of pedagogy in which students in a classroom are doing more than simplylistening to a lecture; instead, they are engaged (actively and cooperatively) in reading,writing, reflecting, discussing

Collection

2001 Annual Conference

Authors

Neelam Soundarajan

opinions expressed in this article are those of the author asan individual educator and researcher. They do not in any way reflect the official position of theOhio State University, its College of Engineering, or the Dept. of Computer & Information Science.Further, throughout the paper, ‘I, my’ etc. refer to the author; ‘we, our’ etc. refer to the faculty ofthe CIS Department as a whole.1. IntroductionBy now it is well understood in the engineering community that preparing for accreditationevaluation under Engineering Criteria 2000 (henceforth abbreviated EC2000) is a demandingtask4, 8, 6 . Perhaps the most challenging of the EC2000 requirements are those that have to dowith objectives, outcomes, and assessments. Traditionally, most

Collection

2001 Annual Conference

Authors

Don Rhymer; Marty Bowe; Daniel Jensen

, weconducted follow-on research using the same process, testing the same mechanical concepts butaltering the visualization modules. As a result of the fall 1999 assessment results, changes weremade before module presentation. It was hypothesized that the students’ negative response tothe multi-media presentation was due to two main factors: 1) the students were not aware thatconcepts presented were testable and 2) the visualizations involved too much finite elementmethod (FEM) background that proved counterproductive to the students’ understanding of themechanics being taught. Therefore, the current fall 2000 work reflects data resulting from twochanges to the fall 1999 experiment: 1) an emphasis on the presented concepts as being exam-testable and 2

Collection

1998 Annual Conference

Authors

Paul Duesing; Morrie Walworth; Jim Devaprasad; Ray Adams; David McDonald

is subjective. To further emphasize the subjectivenature of industry type evaluation, a certain percentage of the final lab grade is purely subjective.As an example, if the total lab points is 100, the breakdown of these points could be as follows:x successful completion of projects assigned 50 pointsx written assignments (memos and discussions) 15 pointsx presentation/demonstration of projects 10 pointsx overall subjective evaluation 15 pointsThe subjective evaluation is used to reward teams and team members when they produce resultsbeyond the minimum expected outcomes. In addition, the subjective evaluation also reflects onan individual’s interpersonal skills. At the

Collection

1998 Annual Conference

Authors

Linda Parker; Lawrence Burton

Table 1. Over 98% of the all engineering degree recipients can be placed in one of fourcategorites of degree combinations: Engineering Only, Engineering and Business (orManagement), Engineering and Science, and Engineering and Other. (It is important to note thatthese labels begin with engineering, but do not reflect actual degree order. However, the lastdegree earned is shown in Table 2, discussed later in this section.) Within the categories, Page 3.369.22 Throughout this paper management fields have been subsumed into the “business” category. 2individuals may have taken

Collection

1997 Annual Conference

Authors

Peter Ludovice; Noel Rappin; Matthew Realff; Mark Guzdial

-state, of chemical processes to be constructed, often using graphicalinterfaces, and are frequently introduced and used throughout a chemical engineering curriculum. Their wide-ranging and sophisticated functionality is reflected in the complexity of their user interfaces. This complexitymakes it difficulty to separate the student’s ability to fundamentally understand the problem vs. their ability tocomprehend the user interface syntax. These applications are designed to solve complicated general engineeringproblems and are not study educational hypotheses.Our experiences suggest that fixed simulations as represented by software such as Maxis’ SimCity [14], while easyto use, do not contribute to learning how to model, although they help

Collection

1997 Annual Conference

Authors

Robert George; Allen Soyster; John Lamancusa

who has nevermanaged nor had responsibility for the success of others in a workplace outside the classroom,the direction and management of student teams can be a real challenge.What kind of engineering faculty member can actually be successful at this? Certainly, if afaculty member has had extensive industrial experience, a good deal of insight can be provided tothe students as he/she reflects on their own experiences. Similarly, issues dealing with projectand time management are most easily related by a faculty member who has had some personalexperiences. But, in reality, these are operational details which can be overcome through trainingand experience. A bigger issue deals with motivation and rewards. How does the facultyperceive such an