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2001 Annual Conference

Authors

Michael McGeen; James Friauf

Speech II. This course shouldpresent a multidisciplinary perspective, should afford the opportunity for teamwork, and mustput students into presentation settings that simulate professional situations.In an article titled “Typical Lectures Fail Students,” Leonhard Bernold, civil engineeringprofessor at North Carolina State University, argues that “90% of learning in traditional lecturesituations takes place outside the classroom."2 Bernold also cites an ABET directive thatengineering schools give students the “ability to function in multidisciplinary teams."1 Bernoldcontends that “it’s impossible to ‘teach’ multidisciplinary teamwork, creative problem-solvingand so on in a course with tests and homework. We need multidisciplinary teaching teams

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2001 Annual Conference

Authors

Robert Gilbert; Cynthia Finley

& Exposition Copyright © 2001, American Society for Engineering Educationhelp guide students through the next two steps. The students are asked to find the trends in theirobservations, and then they are asked about the general probability concepts that are applicableto the simulation and their observations. The final part of each laboratory exercise requires thestudents to make a decision considering new information. An example of a laboratory exercise isshown in Figure 1.Cooperative Learning in the Laboratory The amount of learning accomplished by the students depends on the effort and thought theyapply to the laboratory exercises. Coleman3 notes that motivation is provided to students inexperiential learning

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2001 Annual Conference

Authors

Yogesh Potdar; Patricia Spencer; Kathryn Hollar

delivered the workshop • TA Fellows throughout the summer “train-the-trainer” experience • the program administrators1We will discuss how feedback drives the summer training of TA Fellows and supports thedevelopment of workshops embraced by both co-facilitation partners.II. Sources of feedback/assessmentA. Workshop assessment through participant feedbackWe have 4-5 pairs of co-facilitators presenting 4-5 multicultural awareness workshopssimultaneously to groups of 25-40 new TAs. Each workshop participant is required to fill out ashort evaluation after each workshop in the training program. The multicultural evaluation formasks the participants to rate each of the following questions on a scale of 1-5 (5 being “moststrongly

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2001 Annual Conference

Authors

Nohemi Rubio; Lourdes Sanchez-Contreras; Connie Della-Piana

the NationalScience Foundation (HRD/EEC 9550502). Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition 1 Copyright200a, American Society for Engineering EducationNo one design, method or instrument can adequately address all outcomes and processes,therefore this paper provides one framework for developing a plan to systematically examineprograms designed to provide research experiences to undergraduate students3. Although thispaper only touches briefly on clarifying program goals and developing a program logic map,these steps are essential in the design of an evaluation plan. The evaluation plan is designed withthe “ideal program and implementation” in mind

Collection

2001 Annual Conference

Authors

Douglas H. Baxter

turnover of thegraduate students. Graduate students are assigned on a semester basis; each semesterrequires extensive training to prepare the graduate students to teach the course.Course PedagogyEG&CAD is taught with a series of twelve one hour lectures over a fourteen weeksemester[1][3][4]. The first six weeks are spent learning how to create solid models of parts,one week is spent on assemblies of parts and the remaining five weeks are spent oncreating engineering drawings. Students also create hand sketches of parts creating bothisometric and orthographic projections. An additional textbook[6] is used to supplement Page 6.480.1“Proceedings of

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2001 Annual Conference

Authors

Allen Estes; Stephen Ressler

men from colleges and universities as diverse as Cornell, LouisianaTech, U.C. Berkeley, and Virginia Military Institute attended the ETW 2000 at USMA.III. Workshop ContentThe grueling schedule for the five-day workshop is shown in Figure 1. The workshop activitiescan be sub-classified into seminars, demonstration classes, laboratory exercises, and socialevents.Seminars: The course schedule for the 2000 ETW contained 13 Seminars which varied incontent and were designed to provide theoretical background, teaching hints, organizationalstructure, and communication techniques. A brief description of the seminars is offered in Table1. The format for the seminars is lecture, small group activities, and collaborative discussionwith an ExCEEd faculty

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2001 Annual Conference

Authors

Anna Phillips; Jon Fricker; Paul Palazolo; Norman Dennis

. When students enter the website, they are confronted with ascreen image similar to that shown in Figure 1. By clicking on any location within the site map,they are able to establish a new boring location and then select the type or types of tests theywould like to conduct at each boring location. The costs of boring, sampling and testing aretallied so students know the cost of their program before they elect to purchase it. Physical datafrom testing cannot be viewed by the student group until they actually purchase the sampling and Page 6.1138.4testing program. Only then can they determine if they have created an exploration program

Collection

2001 Annual Conference

Authors

Salman Talahmeh; Lisa Anneberg; Ece Yaprak

and server scripting to make the application both dynamic and interactive.The advantages to ASP include:1. Leverages other Microsoft products / skills - such Access, Visual Basic, etc.2. ASP is compiler free.3. ASP protects proprietary logic.4. Best of all, ASP does not have a steep learning curve. The tools for developing ASP pages include: Notepad / Wordpad, Front Page, and InterDev. In thismodule, students begin with Notepad, since it is familiar. The code has HTML, VBScript, and JavaScript, which arefamiliar to the students. The various modifications for ASP are explained.Getting Started with ASP1. Once the code is typed in Notepad, the extension is named .asp, which is for ASP pages that sit on a server.2. The delimiters of the

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2001 Annual Conference

Authors

Tolga Cangar; S. Engin Kilic; Ömer Anlagan; Burak Sari

, serviceability, and recycleability earlyinto design phase [1]. Prasad [5] gives the definition of concurrent engineering as:“Concurrent engineering is a systematic approach to the integrated, concurrent design ofproducts and their related processes, including manufacture and support. This approach isintended to cause the developers, from the outset, to consider all elements of the product life-cycle from conception through disposal, including quality, cost, schedule and userrequirements”.II. CIM ConceptsSuccessful application of CIM requires a structured approach. It is important that cell controldevelopment should not be too shortsighted by focusing on today's problems, which afterwardsmay be short-lived [11]. Manufacturing facilities must react to

Collection

2001 Annual Conference

Authors

wilson ruggiero; regina silveira; itana stiubiener

automatethe production of our courses and present too a tool we developed to provide thisautomation.1 – IntroductionNowadays the challenges of teachers and educators are enormous on facing the newtechnologies and their applications on education. A new world is appearing when we talkabout the education using networks technology, which creates a distance-learningenvironment. We must have a lot of attention in not transferring the current models to theWeb but we have to research, create and develop a new model, a new paradigm to thedistance-learning process.In the learning process probably one of the most relevant aspects is the degree we manageto interact and maintain the student attention and concentration. If we consider that in thisnew environment

Collection

2001 Annual Conference

Authors

wilson ruggiero; regina silveira; itana stiubiener

teachers not to ware white clothes when they have to record a class. We also utilize special classrooms with chrome-key wall for future editions.[1]It’s easy to see that a video class production isn’t easy to implement and demands effortsthat extrapolate engineering domains.The third very important aspect that appears is the need of a very specific equipment andspecialized team to transform a class video in a digital file. Producing an educational videois a very time-consuming task and requires specialized people in recording, editing andproducing this video. We must be able to manage this team and also we must maintain theirmotivation in producing this kind of material. To achieve this

Collection

2001 Annual Conference

Authors

Tanya Zlateva; Julia Burstein

showed a clear endorsement of the approach. Someevaluation results were counter intuitive: very few students requested additional on-lineoffice hours, there was no strong preference for either "on-line only" or "face-to-face only"instruction. This indicates that the combination of synchronous and asynchronous deliverysuccessfully addresses the tradeoff between flexibility and synchronicity.1. IntroductionThe explosive growth of the Internet and the related development of web technologies forengineering, science, business, and virtually every field of human endeavor havedramatically increased the need for education and training in the field of informationtechnology 1. For over twenty years, the Computer Science (CS) Department at

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2001 Annual Conference

Authors

Paul Lin; Hal Broberg

WebCT Site: http://courses.ipfw.edu:8900/ • A course Web page: www.etcs.ipfw.edu/~linThe course description follows: Web Programming For Industrial Applications (4cr): Asurvey of techniques and technologies for Internet and Web applications including WorldWide Web, computer networking, TCP/IP applications, HTML (Hypertext MarkupLanguage), JavaScript/JScript, Java Applet, Perl (Practical Extraction Report Language),CGI (Common Gateway Interface), XML (eXtensible Markup Language), Visual Basic,Visual C++, Web-based databases, etc. Basics of industrial process control, sensors, andtransducers. Emphasis on Web-based data acquisition, industrial control and automationapplications.The course outline is shown below:• Week 1, 2 - Communications

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2001 Annual Conference

Authors

Lyle McCurdy; William Drake; Douglas Walcerz

Copyright  2001, American Society for Engineering EducationWithin this framework, this report will address each of the following: 1. An overview of the steps necessary for setting up and using the EnableOA software, 2. How to write instructor intentions, based upon the eleven TAC outcomes criteria, and some examples thereof, 3. how to obtain student feedback of what is actually being learned by students on a “real- time” basis in each on-going course, and to ascertain whether or not that feedback is meaningful, and 4. how to obtain tables and/or graphs of instructor intentions and student outcomes on a “real-time” basis in each on-going course, and to ascertain whether or not those tables and graphs are meaningful

Collection

2001 Annual Conference

Authors

Rujin Cheng; Tze-Leong Yew; Kurt Gramoll

development phases as well as the technologies and softwaretools used in the building of such a site.I. IntroductionFor many years, instructors from different levels of education have used various techniques toeducate students from remote locations. With declining budgets for education, many are turningtowards technology as a means to reduce time, cost and teaching resources needed to educatestudents. This has produced a rapid increase in the number of distance learning initiatives onboth federal and state level education systems.The increase in distance learning can be attributed to the growing popularity of the Internet.Deborah Coppula[1] believes that the rapid growth of the Internet is an incentive to change thefundamentals in course design. This

Collection

2001 Annual Conference

Authors

Mark Hickman; Kevin Lansey; Jeff Goldberg

electronictexts but allow students to question a faculty when reviewing the material. There is also interestin the materials at the community college level.In this paper we report on the development effort and the difficulties involved, both in facultybuy-in and in course development. We have run a small experiment using the materials forengineering economics and our results are included.1. IntroductionIn Spring 1998, the General Electric Foundation (GE) granted $450,000 to the University ofArizona (UofA), College of Engineering and Mines (COEM). The project covered three mainareas: 1. The development of 1-credit web based modules on various topics of engineering science. 2. The development of materials in systems/statistical

Collection

2001 Annual Conference

Authors

Robert Reynolds; John Field; Isaac Horn

independent of homework and tests. The home page forthese exercises is at http://hornet.eece.maine.edu/ece101/ECE101.htm. The exercises aredescribed in the following sections followed by a discussion of student perceptions.II. Exercises Home PageThe home page for the exercises is shown in Figure 1. A user can either go directly to one of thefour exercise choices or review the instructions first. Not surprisingly, most people skip theinstructions and go right to the exercises. Thus, we have found it useful to give a brief in-classdemonstration before assigning an exercise. When first beginning a module, an exercise fromthat module’s area is assigned as homework to encourage students to become familiar with whatit tests and how to use it. Other than

Collection

2001 Annual Conference

Authors

Pamela Mack; Yacob Astatke

course was to make sure that none of thestudents placed in the Math 106 - Basic Algebra remedial course. The results of theprogram which had 13 participants were excellent: 7 students placed in Math-241(Calculus I) and 6 students placed in Math-141, which is one semester Pre-Calculuscourse. Plans are on the way to expand the program and offer the course to 50-75students next summer. Page 6.126.1‘‘Proceedings of the 2001 American Society for Engineering 1 Education Annual Conference &Exposition Copyright Ó 2001, American Society for Engineering Education’’I. IntroductionThe biggest concern

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2001 Annual Conference

Authors

Paul Lin; Hal Broberg

email for each class, automatic quiz administration and grading, aspreadsheet like interface that enables the instructor to keep all grades on the web, acalendar to highlight important class events when they occur, student homepages sopersonal/professional information can be presented to introduce members of the class, theability for individual students to view all of their current grades on quizzes, homework,labs, etc. at any time, and the ability to easily link to other web sites.An example from a web class will be used to explain some of these features and how theywere used in these courses. Figure 1 shows the homepage for the course that is titled EET114 for ECET students and CS 114 for CS students.Each of the icons shown in Figure 1 is a

Collection

2001 Annual Conference

Authors

Kamyar Haghighi; Heidi Diefes-Dux

surveys of alumni, employers, graduatingseniors, faculty, and students. When collecting data, a common set of questions is needed tocompare the responses of the different constituents. Program Outcomes (PO), broad descriptionsof what a graduate will be expected to know and be able to do after completing an academicprogram [1], can be used as a basis for the common questions. Performance criteria (PC) arespecific and more directly measurable skills and abilities [2]. Under each PO, there are onaverage 5 PCs for a total of 60 PCs. While POs are generally regarded as not directlymeasurable, the number of performance criteria that fall under each PO is unwieldy forindividual student and alumni evaluation and program modification/change. In an attempt

Collection

2001 Annual Conference

Authors

Mohammad Haque

concepts interactively.• Difficulty in teaching students to make connection between theory and application of reinforced concrete design.• Inability to address students who do not participate or view the traditional teaching as a chore.Acknowledging the above problems, there is an identifiable need to establish alternative sourcesof information and modes of learning for students. It is in response to this need that thecomputer based interactive prototype courseware model was conceived 1,2. The interactivecomputer aided learning 1-5 allows the students to proceed at their own pace, motivated by acuriosity about “what happens” interactivity and “ the need to know” the design principles.Although the classroom environment in Engineering and

Collection

2001 Annual Conference

Authors

Binaya Acharya; Bruce Segee

toactivate the door strike and unlock the door for four seconds. When a motion sensor trips,an interrupt occurs in the data terminal’s program. The data terminal checks the othersensor to see if it’s also tripped. If both are tripped, it sends a message to the PC via RS-232 to trigger a video capture. The database keeps record of all the authorizations, entriesand the movies. The web front to the system creates a web page on demand givinginformation on recent entries. This page also contains click-able links for viewing moviesassociated with a particular entry.1.IntroductionThis project was inspired by an industrial application to monitor and automate a doorentry. It is used as a demonstration for students at the University of a typical

Collection

2001 Annual Conference

Authors

Thaddeus Roppel; Victor Nelson

, the documents are fairly stable, and the finaloutput as viewed or printed by the student depends mainly on the student’s screen and printerresolution. Care must be exercised to ensure that the essential information in photographs anddrawings remains legible even at the lowest expected delivery resolution.Final documents are posted on the course web site and listed in a link table with shortdescriptions. An excerpt of the main page14 for Lab I, Fall semester 2000, is shown in Figure 1.Currently, the course home page is maintained within the instructor’s home page web space.Consideration is being given to porting the course pages to a commercial product such asWebCT or Blackboard. These products offer many advantages to instructors and students

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2001 Annual Conference

Authors

Basavapatna Sridhara

offeredmany new features including unlimited memory and easy access to the course from MTSU’shome page at http//www.mtsu.edu. Students at MTSU are given an e-mail account as soon asthey are enrolled. Instructor, students and guests (with some limitations) can access theCourseinfo login page from this site using their e-mail user name and password and select anycourse in which they have enrolled.II. About CourseInfo Some important features of CourseInfo are briefly discussed here. My Blackboard homepage shown in Fig. 1 displays that particular day’s announcement, calendar and tasks. One canalso access a specific course site, for example, in our case it is either Fluid Power (ET 485) orDynamics (to be offered in the Spring of 2001). The

Collection

2001 Annual Conference

Authors

Mary Cardenas

argument for which car they would buy, including support for theirposition with at least three facts from different sources. This is a good topic for the Fontanamiddle-school students, because 1.) Los Angeles and environs are so dependent on theautomobile, 2.) Fontana is located in the San Bernardino County, an area with heavy smogproblems, and 3.) the task to choose an automobile should spur personal interest. Senior engineering student Michael Tapper wrote a WebQuest which involves the studentslearning about energy sources in order to choose the best source for a developing nation,Muddland. Figure 1 shows the introduction to this WebQuest. On the left side of the figure isthe task bar for the WebQuest, which helps the students navigate through

Collection

2001 Annual Conference

Authors

Sean DiBartolo; Linfield Brown; Chris Swan

Collection

2001 Annual Conference

Authors

W. Bernard Carlson; Rosanne Welker

Session 1661The Whammy Line as a Tool for Fostering Moral Imagination Rosanne L. Welker, W. Bernard Carlson University of VirginiaA central goal of engineering ethics instruction should be to help students develop their moralimaginations. According to Patricia Werhane, moral imagination refers to the ability ofprofessionals to imagine a variety of outcomes for their decisions. Werhane emphasizes that ifone is unable to imagine different scenarios, then one cannot assess the risk or apply a frameworkfor moral reasoning (such as utilitarianism, Kantian duty ethics, Lockean rights ethics, orAristotelian virtue ethics).1 However, we have

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2001 Annual Conference

Authors

Cynthia Mitchell; Anna Carew

andimplementation of activities for learning about sustainability in engineering.1. IntroductionIn Australia and internationally, key stakeholders in the engineering profession are exertingpressure on engineers to move towards more sustainable practice1. This pressure has contributedto the adoption and routine use of many conventions which complement, or are part of,sustainable engineering. These include environmental management, risk assessment, hazardanalysis, quality assurance, due diligence, and community consultation1. Although the growinguse and acceptance of these conventions has likely delivered more sustainable engineeringoutcomes, the profession still has some way to go. In the words of Thom2, 'sustainabledevelopment cannot be achieved as an

Collection

2001 Annual Conference

Authors

John Darnell

students study less than 17 hours a week, or approximatelyone hour for each credit hour. 11 Receiving higher grades has been a growing trend over the lastthirty years. Numerous studies show that grade inflation exists in colleges, from the mostselective universities to every type of institution. 1, 3, 5, 8 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Page 6.1155.1 Copyright © 20021, American Society for Engineering EducationWhat is grade inflation?Over the last 30 years the distribution of grades has changed. The average GPA of collegestudents in the US has gone

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2001 Annual Conference

Authors

Edmund Tsang

Session 3461 What Would C.P. Snow Have To Say About Service-Learning in Engineering? Edmund Tsang Mechanical Engineering Department, University of South AlabamaI. IntroductionIn his famous 1956 essay, “The Two Cultures” [1], C.P. Snow lamented at the state ofcontact and dialogue between scholars in the “traditional” culture of literature and thehumanities, and the “scientific” culture of scientists, mathematicians and engineers.“The separation between the two cultures has been getting deeper under our eyes; thereis now precious little communication between them, little but different kinds