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2001 Annual Conference

Authors

Daniel Davis; Elizabeth Petry; James Fuller

Session 1606 An Integrative Curriculum in Architectural Engineering Technology Daniel Davis, James Fuller, Elizabeth Petry University of HartfordAbstractIn an effort to improve the Architectural Engineering Technology curriculum at the University ofHartford, educators and practitioners are working in collaboration. As design professionals, weare approaching the challenges of an integrative curriculum as we would an architectural designproject. The goals of the ‘new’ design curriculum are to improve student learning througheffective implementation of practice. The curriculum promotes

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2001 Annual Conference

Authors

Robert McLauchlan; Jennifer Crosby; Gary Weckman

Session 2973 An Assessment and Evaluation of an Integrated Engineering Curriculum Gary R. Weckman, Robert A. McLauchlan, and Jennifer Crosby Texas A&M University–Kingsville Kingsville, TX 78363AbstractThe objective of this paper is to report a comparative analysis of student performance in aTraditional Engineering environment with Foundation Coalition (FC) students over a six yearperiod of time at Texas A&M University–Kingsville (TAMUK). The FC is an engineeringcoalition funded by the National Science Foundation (NSF). The

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2001 Annual Conference

Authors

Beatrice Isaacs; Donald Leone; Mohammad Saleh Keshawarz; David Pines

Session 2793 Integration of GIS in Civil Engineering Curriculum M. Saleh Keshawarz, Donald Leone, David Pines, Beatrice Isaacs Department of Civil and Environmental Engineering University of HartfordAbstractGeographical Information System (GIS) has traditionally been used in geography and naturalresources curricula in the United States. The University of Hartford is among a few institutionsthat early on recognized the impact of the new GIS technology on Civil Engineering programs.GIS technology is rapidly expanding into most areas of Civil Engineering. As part of a

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2001 Annual Conference

Authors

James Nelson; Bernd Schroder

Abstract 1299 Establishing an Integrated Mathematics, Engineering, and Science Curriculum: Lessons Learned James D. Nelson, Bernd Schröder College of Engineering and Science Louisiana Tech University Ruston, LA 71272AbstractThis paper presents successes, failures, and lessons learned from implementing a fully integratedmathematics, science, and engineering curriculum at the freshman and sophomore level. In theacademic year 2000-2001 the program is in its second year of full

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2001 Annual Conference

Authors

Youki Terada; Pam Sirivedhin; Flora McMartin; Alice Agogino; Ann McKenna

satisfy the degree requirement.Thus the impact of differential treatment in freshman chemistry would be hard to isolate in thestudy, whereas most engineering students take physics and calculus in their first two years.Many engineering universities have implemented similar, as well as more comprehensive,changes to the curriculum 9, 10, 11, 12. Most of these changes are based on a common-senseassumption that an integrated curriculum is beneficial to student learning and will lead to a moreintegrative understanding of the discipline. While this assumption may be true, we seek toempirically explore the effects that integrative changes to the curriculum have on studentlearning. By taking this approach we do not take for granted that integration of the

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2001 Annual Conference

Authors

Michael Ruane

. Even within a single program, e.g. electricalengineering, design challenges are not propagated through the curriculum. Consequently, designis seen as an isolated activity, rather than a driving force for the curriculum. In independentcourse design exercises, students experience little design rework, systems integration, teamdesign and testing. Students seldom have time to follow a complete design cycleA capstone design experience in senior year traditionally addresses these problems. At BostonUnveristy, each program has a required senior design capstone course, usually organized overtwo semesters. In the first semester of senior design, students are instructed in design andprototyping methods, project planning and management, proposal and

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2001 Annual Conference

Authors

Jeremiah Neubert; Cynthia Widstrand; C. Swanson; Arthur Ellis; Ann Pumper

teaching materials to introduce materials science into the curriculum. Three teachingmodules were developed around an existing kit, "Exploring the Nanoworld". The first module,"Memory Metals", explores some of the unique properties of Nitinol along with its applications. Thesecond module, "X-ray Diffraction and Scanning Probe Microscopy," uses two techniques fordemonstrating the existence of atoms and determining their relative positions. Finally, a module on "LightEmitting Diodes" (LEDs) shows students how trends in the periodic table can be used to design theseversatile light sources. Each unit is aligned with the National Science Education Standards and isaccompanied by curriculum suggestions, sample lesson plans, and unit assessments

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2001 Annual Conference

Authors

Ronald E. Musiak; Richard A. Grabiec; Eric W. Haffner; Steve Schreiner; Alan K. Karplus; Mary Vollaro

educational experience. Our ultimate goal is that theconcepts being developed to redesign the Freshman curriculum will be used to redesign theentire curricula of the engineering programs (ME, EE, IE, and BME). The term, integrated, inthis case refers to the integration of engineering courses only and not math, physics, and Englishcourses referred to by other authors such as [1, 2]. In the next phase of our curriculum redesignthese other academic areas will be considered as well (through an interschool curriculumcommittee).II. New Curriculum StructureThe redesign process of the Freshman curriculum is evolutionary. Two new core courses havebeen introduced into the Fall 2000 semester of the engineering curriculum – a new four credit-hour course

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2001 Annual Conference

Authors

Patricia C. Tempel; Hisham Alnajjar; Beth Richards; Andrea Brick Ader; Ronald Adrezin

Session 2793 Integrating Critical Thinking and Writing Curriculum into Freshman Engineering B. Richards*, H. Alnajjar**, A. Ader*, R. Adrezin**, B. Isaacs** & P. Tempel* University of Hartford alnajjar@mail.hartford.eduAbstractBeing able to use critical and analytical skills, as well as the ability to communicate this thinking,are essential to people in engineering. At the University of Hartford, three faculty members fromintroductory engineering courses, and three faculty from the freshman writing program teamedfor fall

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2001 Annual Conference

Authors

Macy Reynolds; Joseph Untener

Session 1574 A Systemic Approach to Integrating Technical Writing in the Curriculum Joseph Untener, Macy Reynolds University of DaytonAbstractThis paper presents an approach to writing education recently implemented in the EngineeringTechnology Department at the University of Dayton. The approach began with an overallcurricular review. One of the department’s concerns was employers’ reports that many graduateslacked sufficient technical writing expertise. The department generally agreed that requiring aseparate technical writing course and then

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2001 Annual Conference

Authors

Norman Asper; Bijan Sepahpour

Session 1125 A Promising Model for Integrating Design in Undergraduate Engineering Curriculum Bijan Sepahpour and Norman L. Asper The College of New JerseyABSTRACTA model for incorporation of a comprehensive design experience into a typical four-yearundergraduate engineering curriculum is proposed. This model will provide an evolutionaryprocess through which the students would gain the necessary know-how and a high level ofconfidence for challenging real world problems. The model has been utilized for

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2001 Annual Conference

Authors

Andrew Scanlon; Andrea Schokker

Session 1395 Integration of Analysis and Design in the Structural Engineering Curriculum Andrea J. Schokker, Andrew Scanlon The Pennsylvania State UniversityAbstractIn the Civil Engineering curriculum, coursework tends to be compartmentalized with the resultthat students often find it difficult to understand the relationships among concepts covered indifferent courses. Even within individual courses, students sometimes have difficulty tyingtogether material from different parts of the course. In an attempt to overcome theseshortcomings a project is

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2001 Annual Conference

Authors

Subhash Sarin; Louis Guido; James Heflin; Robert Hendricks

: Semiconductor Devices (3 hours)The intent of this module is to provide students with the ability to design and lay outintroductory digital CMOS circuits. In addition, this course allows students to see how toimplement physically some of the designs or design techniques they have learned in priorsegments. The ability to design digital integrated circuits or to at least be able to analyze designsis becoming a necessity for many electrical and computer engineering students entering the workforce or pursuing an advanced degree. Students will utilize contemporary design tools for circuitmodeling, performance analysis, and physical design.In the current curriculum, CMOS VLSI is taught with the intent of exposing students to all of themajor processes

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2001 Annual Conference

Authors

Richard A. Kolk; Claudio Campana; Jun Kondo; Devdas Shetty

Session 2093 MECHATRONICS CURRICULUM DEMONSTRATOR - AN EDUCATIONAL EXPERIENCE Devdas Shetty1, Richard A. Kolk2, Jun Kondo3, Claudio Campana41 - Vernon D. Roosa Professor in Manufacturing Engineering, College of Engineering, University of Hartford, West Hartford, CT 06117, USA Tel: 860 768 4615, Fax: 860 768 5073, shetty@mail.hartford.edu.2 – Manager of Technology - Carrier Electronics Div., United Technologies Corp., Farmington, CT, 06034, USA, ric.kolk@carrier.utc.com.3,4 - Research Engineers, College of Engineering, University of Hartford, West Hartford, CT 06117, USAAbstract:The University of Hartford mechatronic

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2001 Annual Conference

Authors

David Myszka

Session 3548 Integrating Solid Modeling Throughout a Mechanical Engineering Technology Curriculum David H. Myszka University of DaytonAbstractOver the past few years, the majority of companies involved in mechanical design have beenmigrating to a solid modeling system as the primary design platform. An broad study wasconducted to document the specific details of using a solid modeling system in an industrialsetting. As a result of this study, a comprehensive list of benefits was compiled. Also, the majorobstacles, which must be

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2001 Annual Conference

Authors

William Edward Howard; Joseph Musto

computers, expose the students to an array of tools required for both future academic and professional work, and increase the integration of computing techniques into Mechanical Engineering courses. In order to make room in the curriculum, the second course in a two-course freshman-level engineering graphics sequence was dropped from the curriculum. This was justified based on the solid modeling component of both the new Computer Applications in Page 6.630.3 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for

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2001 Annual Conference

Authors

Robert Floersheim; Stephen Ressler; Margaret Bailey

courseassessment plan provides that crucial link between the program curriculum and theindividual courses. The plan process and content will be the major focus of this paper.To illustrate the impact of the course assessment plan in closing the assessment loop, wewill discuss an example of a course change with implications at the program level thatwas initiated and completed through use of the plan.I. IntroductionWhile many institutions may not possess the unique mission and faculty composition ofthe United States Military Academy, we all share the same desire and requirement toimprove our curriculum structure, integration and assessment as we move forward intothe 21st Century. Accordingly, EC2000 Criteria for curricular objectives and contentstates the

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2001 Annual Conference

Authors

James Barrott

movement in engineering case development and classroom teaching has itsorigins in the 1960’s at Stanford University. The American Society of Engineering Education(ASEE) and the Rose-Holman Institute of Technology sponsor an engineering case website thathas about 350 case studies1. The presence of this website leads one to believe that someengineering and engineering technology faculty members use real-world case studies.The advantages for integrating cases into any curriculum abound in the literature. These can begeneralized into four categories: 1) cases provide students with a link to the real world; 2) casesdevelop students’ critical thinking and problem solving skills; 3) cases develop students’communication skills; and, 4) cases involve

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2001 Annual Conference

Authors

Lynn Mayo; Eric Hansberry

Session 2478 Curriculum Development for the Integration of Marine Design in a First-Year Engineering Graphics Course Eric W. Hansberry Associate Professor, Northeastern University, Lynn Hansberry Mayo, M.S. CCC/SLPAbstractFirst-year students at the School of Engineering Technology and the Lowell Institute atNortheastern University have been exposed to the marine field. This paper will discuss how tointegrate marine topics into an introductory design course. These

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2001 Annual Conference

Authors

Mary Cardenas

to take an Integrative Experience (IE) in order tosatisfy graduation requirements. Harvey Mudd College is an ABET-accredited liberal artscollege of engineering and science, and the engineering program at Harvey Mudd College is ageneral program. An IE is defined by the curriculum committee at HMC as a course thatincludes consideration of one or more issues involving the relationship of science or technologywith contemporary society.ABET criteria state that engineering programs in the United States must demonstrate that theirgraduates have the broad education necessary to understand the impact of engineering solutionsin a global/societal context, and knowledge of contemporary issues1. Some institutions havebeen satisfying science, technology

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2001 Annual Conference

Authors

David S. Cottrell

Session 2306 Integrating Design Projects into an Introductory Course in Graphic Communications David S. Cottrell Pennsylvania State University at HarrisburgI. IntroductionThis paper describes the integration of design projects into the curriculum of anintroductory graphics communications course at Penn State University at Harrisburg.These projects served a double purpose of reinforcing topics taught in the classroom aswell as introducing students to the engineering design process with their first hands-ondesign experience.In recent years, much has been written

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2001 Annual Conference

Authors

John Bourne

Session 2793 An Architecture for Learning: Designing an Initial Curriculum for Olin College John R. Bourne, Ph.D Franklin W. Olin College of EngineeringIntroductionThis paper describes the initial process of curriculum design and the study ofimplementation methods at the new Franklin W. Olin College of Engineering inNeedham, MA. Commencing with a broad-gauged discovery process, curriculum designat Olin College sought, from the outset, to incorporate the best ideas in engineeringeducation pedagogy. We hope that our systematic investigation of innovative

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2001 Annual Conference

Authors

Patrick Tebbe; Bijan Sepahpour

early in the current curriculum and arecontinuously emphasized from the first laboratory course to the last one. An integral part of eachgroup report is an evaluation sheet for assessing the performance and contribution of each of thegroup members (in a confidential manner). How group membership is defined differs fromcourse to course in the sequence. In the first laboratory course group size and composition variesfrom experiment to experiment. In latter courses, groups are specified at the beginning of thesemester and remain unchanged, due to equipment limitations and experiment rotations. Whilestudents have some choice in the group membership our preference is to assign students togroups. This tendency is based on the fact that in industry

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2001 Annual Conference

Authors

Scott Midkiff

Session 2255 An Overview of an Integrated Research and Graduate Education Program in Advanced Networking Scott F. Midkiff Virginia Polytechnic Institute and State University Blacksburg, Virginia 24061 USAAbstractThis paper discusses the Integrated Research and Education in Advanced Networking (IREAN)program being created at Virginia Tech. The IREAN program is an experiment in graduateeducation that seeks to significantly improve the quality of Ph.D. graduates in the networkingarea by moving away from the single-discipline

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2001 Annual Conference

Authors

Jess Everett; Joseph Orlins; Beena Sukumaran; Kauser Jahan; Linda Head

Session 1526 Field Experiences in the Engineering Curriculum Jess Everett, Linda Head, Beena Sukumaran, Joseph Orlins and Kauser Jahan Rowan UniversityABSTRACTField methods are an important part of engineering often neglected in the undergraduatecurriculum. Through the National Science Foundation’s Course, Curriculum, and LaboratoryImprovement (CCLI) program, the College of Engineering at Rowan University is creatingopportunities for undergraduate students to carry out engineering field activities as part oftraditional courses and Engineering Clinics. Faculty from Civil and Environmental (CEE

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2001 Annual Conference

Authors

Mileta Tomovic; William Szaroletta; Bruce Harding

Paper # 1939 • Session 3225 (Educational Research and Methods) Using 3D CAD as a tool to integrate topics across the curriculum W. K. Szaroletta, B. A. Harding, M. M. Tomovic Purdue UniversityAbstractToo often CAD is taught as a subject or addressed in isolated assignments among perhapsseveral courses in a degree program. However it appears to be rarely used as a trulyintegrated design and documentation tool crossing diverse specialty disciplines within adegree program. This paper discusses how various faculty are introducing CAD as aunifying tool applicable for a variety of

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2001 Annual Conference

Authors

Andrew Otieno; Radha Balamuralikrishna; Clifford Mirman

has recently revised its curriculum and embarked on several laboratoryenhancement projects. In redesigning the curriculum, the department emphasized integration ofsubject matter and computer skills across courses. It is this strategy that we wish to exploit inorder to achieve a unique status among similar programs across the region and the nation. Toreflect industry needs, the department has redesigned courses in numerical control,programmable logic controllers, and computer integrated manufacturing. The department is alsoin the process of developing an automation course and related laboratory experience that willintegrate several areas within this complex field. In the automation course, the students will lookat integration of motion, vision

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2001 Annual Conference

Authors

Sanjay Joshi; Richard Wysk; D.J. Medeiros; Amine Lehtihet; Timothy Simpson

Session 3266 IME, Inc. – A New Course for Integrating Design, Manufacturing, and Production into the Engineering Curriculum Timothy W. Simpson, D. J. Medeiros, Sanjay Joshi, Amine Lehtihet, Richard A. Wysk The Pennsylvania State UniversityAbstractIME, Inc. is a new two-semester undergraduate course in which multidisciplinary student teamsfirst design and prototype new products, and then produce them in volume. The objective in thecourse is to provide students with manufacturing and production experiences analogous to thoseobtained by an English student

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2001 Annual Conference

Authors

Robert Wells; Jeffrey Mountain; Donald Goddard

topics in the course.Design Sequence Courses. An important part of our curriculum enhancement efforts has been toutilize the desktop manufacturing equipment in the design sequence, at least for componentfabrication. Without the means of following through with actual parts production, integration ofthe PRP into the curriculum could not be meaningfully achieved, since it would not be possiblefor students to experience the true "realization" of their design efforts.7 Table 4 lists the designsequence courses in which the equipment has been used.8 Table 4. Summary of Design Courses Impacted by the Project. COURSE TITLE MANUFACTURING TOPICS MENG 3309 Mechanical Systems Design

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2001 Annual Conference

Authors

Gwan-Ywan Lai

and expertise within the Industrial & ManufacturingEngineering and Business (IMEB) Department at Kettering University is metrology. In order todevelop metrology education at Kettering University a team of IMEB faculty members withdiverse interests and backgrounds was formed in 1995 and has been collaboratively workingtogether to improve the metrology laboratory since then. The missions of the metrologylaboratory are to provide students/faculty with opportunities of using modern metrological tools,integrate metrology into IMEB curriculum, support other manufacturing engineeringlaboratories, and provide an advanced undergraduate research environment for the KetteringUniversity academic community. The team received an equipment grant award