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2001 Annual Conference

Authors

Eric Wiebe; Theodore Branoff; Nathan Hartman

. Also included were theconventional ways of representing these processes within a detail drawing. With an understandingof basic manufacturing processes and dimensioning constraints, it is the intent that students will beable to model objects in such a fashion to reflect potential design changes.Working Drawings, Sectional Views, Auxiliary ViewsTypically working drawings have been the focus in introductory engineering graphics courses.Sectional views and auxiliary views have been presented as standard and conventional ways forrepresenting objects on drawings. Although these topics will be covered in the revised course, thefocus will be on using them to enhance model creation and comprehension. Students will examinethese topics based on modeling

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2001 Annual Conference

Authors

Pierre Cilliers

variablesto measure personality, cognitive abilities, task orientation, environmental factors anddifferent indices of creativity. The correlation of these variables with “quality in design”, as Page 6.23.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Educationinferred from the student’s performance on a realistic Electronic Engineering design task, wasdetermined using exploratory statistical data analysis techniques. “Quality in design” wasrelated to the options, algorithms and implementation that reflect highly

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2001 Annual Conference

Authors

Merredith Portsmore; Chris Rogers

oscilloscope panel. Notice thatthe program is completely graphical. This makes programming and debugging substantiallyeasier. The first part checks to see if the user made any changes to the front panel (new samplingrate etc). If they did then the RCX is reconfigured to reflect those changes; otherwise theprogram continually reads the data from the RCX and updates the graph on the front panel.After the students have completed their first lab using existing code, the next experiment requiresthem to make some modifications of the existing code, bringing in issues of triggering andexternal clocking. Each lab is designed to add a little more complexity to their code, yet alwaysbuilding off of what theyhave already done. In the

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2001 Annual Conference

Authors

Robert Ryan

decided that the laboratory needed an apparatus designed to demonstrate thethermodynamics of air cooling and mixing processes which commonly occur in building airconditioning systems.An ongoing challenge for any instructional laboratory is the purchase of new equipment withinthe typical budgetary limitations of state-supported institutions. The purchase of apparatusdesigned by vendors specializing in education equipment avoids the development time requiredto build and refine an effective piece of equipment, but the cost is often difficult to justify due tothe many demands put upon the department’s equipment budget. Additionally, the equipmentdesign may not exactly reflect the educational purpose intended by the faculty. Specificeducational goals

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2001 Annual Conference

Authors

Rafiqul Islam

Smith chart and its applications for measuring input impedance as well as impedance matching. * Properties of TDR as test equipment for transmission line measurements in the time domain. * Characteristics of popular types of coaxial cables in terms of losses and bandwidth. * Terminations and reflections. * Radiation and Pickup. * Characteristics of DSL. * ETHERNET: 10BASE-5 Ethernet. 10BASE-2 Ethernet. Page 6.366.53. Twisted-pair Cables: * Characteristics of the different types of the

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2001 Annual Conference

Authors

Tycho Fredericks; Jorge Rodriguez

were collected which wasdetermined to be sufficient to reflect the views of the entire industrial engineering studentpopulation. The percentage of industrial engineering students surveyed by class level wasdetermined to be 8%, 13%, 17%, and 62%, for freshmen, sophomores, juniors, and seniors,respectively. Note that the majority of students that responded were upperclassman. Ourrationalization of having the higher upperclassmen populations was that the upperclassman havea better understanding of the current industrial engineering program.Results of the survey showed that 40% of the students enrolled in the IE program areconcurrently enrolled in a minor aside from the mathematics minor that is incorporated in theindustrial engineering degree, 98

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2001 Annual Conference

Authors

Joseph K. Hitt; Wayne Whiteman

Collection

2001 Annual Conference

Authors

Judith Waalen; Malgorzata Zywno

), the Active/Reflective dimension (how information is processed), and theGlobal/Sequential dimension (how information is understood). Detailed description of the Feldermodel and the LSI can be found elsewhere12, 13, 19, 20. Most students (85%) completed the inventory.Their learning style modalities are shown in Table 1, compared with engineering students at theUniversity of Western Ontario19, and chemical engineering students at the University ofMichigan20. The results show that engineering students tend to be Active, Sensing, Visual andSequential. Table 1: Learning Style Modalities, in % Study Active Sensing Visual Sequential Ryerson, 2000

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2001 Annual Conference

Authors

Elisabeth Sanchez; Alejandro Lozano; Victor Mucino

to sink in. This program shows that the concept is a viable one and the potentialexists to bring a direct benefit to industry and to all involved.VI. Conclusions Cultural differences indeed exist in industry, in academia and in the peoples ofdifferent countries. These differences are reflected in the way people deal with time,with pressure, with leadership, with deadlines. Also in the way people approach socialissues and nowadays, global issues. The internationalization of engineering curriculum has become a necessity, andwhile it is important to identify the reasons why it should be done, to provide answers tothe how to do it is at the very heart of the challenge of bringing the internationaldimension to engineering education

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2001 Annual Conference

Authors

Doria Hickman; Bala Ram; Sanjiv Sarin; Paul Stanfield

Copyright  2001, American Society for Engineering EducationThe “Educational Processes” function involves the imparting of education and the guidance ofstudent progression to a degree. Under this function, course development/revision andcurriculum development/revision processes must be performed in a team mode to reflect theviewpoints of faculty members with different technical expertise. We define course evaluationas the assessment of the content and delivery of individual courses relative to the intention of theacademic department. This assessment should take into account the role of the course in theoverall curriculum. This consideration is not a traditional function in an academic department butis an important one in light of new accreditation

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2001 Annual Conference

Authors

K. Arthur Overholser

, 2000, 16 students] • “The Second Law of Thermodynamics”. With the aid of a textbook and web- based resources, the students spend the first half of the semester coming to grips with the historical and mathematical underpinnings of the Second Law, then embark on individual or team projects examining efforts of people to apply this concept to topics ranging from black holes to the reflection of entropy in certain branches of Hindu theology. [Fall, 1999, 14 students; Fall, 2000, 13 students] • “Engineering Careers --- Web-based Data Collection and Conferencing”. Taught almost entirely on-line, this seminar develops electronic

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2001 Annual Conference

Authors

Melinda Gallagher; Jenny Golder; Lawrence Genalo

that if the student changes the misconceptions themselves, theyhave truly incorporated the new knowledge, but if we “tell them” what is right it won’tpenetrate their formerly held perceptions.After completing a topic the students are asked to reflect on what they’ve learned. Thismay be a class or small-group discussion, a written document such as a journal or aproject report, or performing a summarizing project demonstration. The senior designproject in engineering can be seen as this culminating step as applied to the four-yearengineering curriculum.The Graduate CourseAfter gaining experience with the undergraduate class and interacting with in-serviceteachers, a need for a graduate-level course was observed that the in-service teacherscould

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2001 Annual Conference

Authors

Philip Young

-Accredited Figure 5: Required Physics Courses in Accredited and Non-Accredited EP Programs.EP programs also vary in their approach to the required physics courses. In order to bringphysics and engineering together into a single discipline, many of the programs have alteredtheir approach to some or all of their “physics” courses. In response to the questionnaire, 5 ofthe 9 accredited programs and 5 of the 14 non-accredited programs indicated that theyintroduce engineering topics and/or applications into their physics courses. The largerpercentage for the accredited programs reflects the ABET requirement for adequateengineering science and design in the curriculum.The engineering content in EP programs is much more varied. Figure 6 shows the

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2001 Annual Conference

Authors

Denny Davis; Larry McKenzie; Steve Beyerlein; Michael Trevisan

documents that report team roles, the design process used,design requirements, and the design product. A reflective essay constitutes the third componentof the mid-program assessment and provides further information on the team’s design processand communication performance, and on member understanding of teamwork andcommunication processes. Separate scoring criteria depicting three levels of achievementaccompany each task (See ref. 5 for a complete description of the assessments and associatedscoring criteria.).III. Establishing ReliabilityAny decision made or informed by assessment data requires that scores be obtained in aconsistent manner. Obtaining reliable, consistent scores obtained from subjective judgment, suchas those used to score the

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2001 Annual Conference

Authors

Ralph Staus; Henry Ansell

as low as use of the library) was out-of-class consultation with instructors.Every faculty member has office hours, and students needing help are welcome to visit theinstructor. Appointments can also be made for times other than the regular office hours. Anexplanation of the low rating for this item may be that the typical student in a class does not visithis or her instructor for help. The visits may be important to some individual students, but this isnot reflected in the averages. Another possible factor may be that some students who do receivesignificant help by visiting the instructor may be reluctant to admit this in a survey. Reading the textbooks received an average rating of 7 (out of 10), and ranked 11th on thelist

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2001 Annual Conference

Authors

Michael McGeen; James Friauf

technology changed (i.e. PowerPoint, electronic white boards). The key changeneeded to come in the types of presentations students were giving. The entire course and allpresentations should reflect the professional expectations of AE/BC graduates. At this point in Page 6.1001.3 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”the evolution of the course, the instructors chose to model the presentations after the progressionof a professional/client relationship.It was also decided to better integrate the work

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2001 Annual Conference

Authors

Yogesh Potdar; Patricia Spencer; Kathryn Hollar

following questions: 1. The best part of this workshop was . . . 2. The part I liked least was . . . 3. Specific feedback for facilitators 4. Other commentsResults are tabulated by each team and submitted with the written comments and workshopmaterials to the Head TA Fellow at the end of training. These tabulated results and workshopmaterials are used extensively in summer training of TA Fellows (see section below). One aspectof the workshop that is consistently highly rated is the case study segment (detailed below) andthese are increasingly emphasized in the training. Specific feedback for TA Fellows is usually verypositive for this workshop, and reflects the amount of thought and preparation the teams put intothis

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2001 Annual Conference

Authors

Allen Estes; Stephen Ressler

: Organizing a Course S-12:Making it W ork 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 Value Conduct Rating (1-5) Figure 2. Composite Ratings from Participants at ETW 2000 at USMADuring ETW 1999, one of the senior mentors had his group maintain a diary8 throughout theworkshop which reflected thoughts, emotions, and perceptions on a daily basis through theworkshop. This provided keen insight into the progress made, skepticism felt, and the immediateeffectiveness of individual activities.To assess the longer-term effects of the ETW, participants completed a follow-up survey a

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2001 Annual Conference

Authors

Mary Cardenas

Page 6.1153.2school students. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationII. Goals and Design ConsiderationsHarvey Mudd College’s curriculum committee states an Integrative Experience should involve: • consideration of one or more issues involving the relationship of science or technology with contemporary society • a substantial project and an oral presentation • self-reflection and critical analysis • interdisciplinary thinking involving technical fields, where appropriate • the possibility of engaging in service-oriented outreach activitiesThe addition of WebQuest design to E188

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2001 Annual Conference

Authors

James Barrott

(feeling), reflective observation (watching), abstractconceptualization (thinking), and active experimentation (doing). He believes learners willselect the one learning stage most suited for them and yet the ability to learn more effectivelyincreases by moving from one learning stage to another. He modeled the four stages of learningin the Kolb’s Four-Stage Learning Cycle27.Stice28 believes that to be an effective learner, once must move around the four stages in Kolb’sLearning Cycle. By doing so, the learner moves from getting involved, to listening, to creatingan idea, and to acting or deciding. The case method moves the learner from one stage in thelearning cycle to the next and typically follows a series of events. The events of the case

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2001 Annual Conference

Authors

Steve Watkins; Richard Hall; K. Chandrashekhara; Vicki Eller

decreaselearning effectiveness for some students. The graphics supplement the text, but are not required forfull understanding.V. Summary The Smart Engineering WWW site provides resources in information and education for aninternal student audience and an external industry audience. While acknowledging the uniqueadvantages and characteristics of the WWW, the role of audience awareness and analysis, as intraditional communication media, is emphasized. Its design philosophy incorporates principles ofmodularity, circularity, and commonality to provide users a context to view the site and to makenavigation more intuitive whether the users followed the default path or an alternative path. Thelearning environment should reflect a thoughtful balance of

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2001 Annual Conference

Authors

Norman Dennis

program, with its vital practice classes, demonstration classes, andstimulating environment, intact. The proposed focus of the ETW continued to emphasize basicteaching improvements for junior faculty, and hence, the resulting objectives reflect this focusand remained similar to the objectives of the 1999 ExCEEd Teaching Workshops.• Mentors teach and demonstrate best methods of teaching and learning;• Participants apply the best methods of teaching and learning in practice sessions;• Mentors teach and demonstrate learning assessment skills;• Program fosters a passion for teaching; and builds a learning community of civil engineering educators.The faculty participants who attended previous T4E and the ETW99 have demonstrated asubstantial

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2001 Annual Conference

Authors

Salvatore Marsico

a campus that is one of many.Penn State University has a number of campuses geographically dispersed throughout theCommonwealth of Pennsylvania. Penn State/Wilkes-Barre is one of those campuses.It is financially difficult for these campuses to keep pace with the technological changesas it relates to laboratory equipment. The financial burden placed on many technologyprograms forces these programs to adapt and modify courses to reflect the state oftechnology training at the laboratory level. This is where my perspective is from:utilizing state of the technology laboratory equipment with state of technology softwareto make the laboratory experience memorable. It is the goal of any lab exercise to exploreways to improve the next version.This

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2001 Annual Conference

Authors

Mark Schumack; Leo Hanifin

engineering has been between 15 and 16%.Of course, some schools have been able to surpass the averages. Of the full time students inengineering at the University of Detroit Mercy since 1993, between 24 and 29% have been women andbetween 21 and 29% have been underrepresented minorities. None the less, UDM is committed tofurther growth in participation of women and minorities in engineering. This priority is shared byUDM’s corporate partners. James Padilla, Executive Vice President of Ford recently stated, “Diversityof culture in our technical workforce is not only the right thing to do, but also provides a competitiveadvantage by creating new products that better reflect our diverse consumer base.”4Project Discovery – a study of causes and possible

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2001 Annual Conference

Authors

Bethany Oberst; Russel Jones

we take on an overseas assignment, toraise questions about the suitability and limitations of our U.S. practices? Do codifiedaccreditation standards reflect state-of-the-art thinking about the best of engineeringeducation? Could non-traditional, experimental and highly idiosyncratic engineeringprograms perhaps be more suitable to the conditions in some developing countries?Whose role is it to raise these issues?Export Of U.S. ModelMany countries are seeking to emulate the U.S. model of engineering education. Itsattractiveness as a model appears to be based not only upon its inherent strengths andquality, but also from the assumption that it is a major contributor to the success of thetechnology driven economy in the United States

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2001 Annual Conference

Authors

Joseph Betit; William Swart; Sushil Chaturvedi; Gary Crossman

6.523.9 resource management and the changes that need to be made in the acquisition and use of resources for the development of a sustainable society. Lecture 3 hours; 3 credits. Instructor: Christine Drake.ENGL371W Communication Across Cultures An interdisciplinary examination of intercultural communication through readings in anthropology, linguistics, and world literature in translation. The class will explore the stages of acculturation, how language reflects culture, and the difference between U.S. culture and other cultures. Class activities will include lectures, guest speakers, videos, simulations, small group discussions, student presentations and role-plays. Prerequisites: 6 hours of

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2001 Annual Conference

Authors

Neil Opfer; Jaeho Son; John Gambatese

students is on this topic. By the end of the second semester students should havecompleted more in-depth work on their topic and thus the presentations typically reflect this.During both sets of student presentations, the classroom atmosphere is very interactive betweenstudents and faculty. Feedback and questioning is encouraged in both directions. In thesestudent work presentations students find certain problems that need solution. This interactiveprocess with its give and take is a valuable experience for the students. It brings to light certainissues that they may not have thought of and also provides ideas for the other students inconducting their own research.The practice in giving an oral presentation to the student’s peers is of great

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2001 Annual Conference

Authors

Rodney Allen; Richard M. Felder; Catherine E. Brawner

!ÃUurÃrtuÃsÃurÃpryhvÃhtrÃsà Ã2Ã.123 for the relationship between career teaching seminars and putting students into groups forÃsÃpyhÃà Ã2Ã!&ÃsÃurÃryhvuvÃirrrÃrhpuvtÃrvhÃhrqrqÃyhÃrhÃhqÃputting students into groups for brief intervals during the class period as the correlation matrix intable 6 shows. The slight and insignificant decrease in percentages of the high attendance groupusing active learning from 1997 to 1999 may reflect an increased willingness of faculty membersnot already committed to these non-traditional methods to attend teaching workshops. Page 6.1015.5 Proceedings of the 2001 American Society for Engineering Education Annual Conference &

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2001 Annual Conference

Authors

Vascar Harris; Eric Sheppard

-representation is also of interest to the HBCUs withengineering programs, and this paper discusses their role in the effort to produce a more diversepool of engineers, specifically the impact of Tuskegee University’s Aerospace ScienceEngineering Department.Booker T. Washington, founding President of what is now Tuskegee University, stated “that inproportion as the Negro learned to produce what other people wanted and must have, in the sameproportion would he be respected.”3 This is a cornerstone of Tuskegee’s educational philosophyand reflects a common sense (if sometimes judged optimistic) goal of the Historically BlackCollege and Universities (HBCUs).This paper first looks at the impact of HBCU engineering schools in general. Nine

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2001 Annual Conference

Authors

John Gershensen; Carl Wood; Joseph Clair Batty

. Page 6.550.4 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationShown below are the expected student outcomes. These outcomes describe what every student isexpected to do before graduating and reflect both SME’s 14 Competency Gaps and ABET’s athrough k criteria.5 Undergraduate Program Outcomes (Manufacturing Engineering)1. Fundamentals: Students will identify, formulate, and solve basic engineering problems utilizing a. linear algebra. b. calculus-based statistics. c. multivariable calculus. d. differential equations. e. calculus-based