Collection

2003 GSW

Authors

Ronald E. Barr; Thomas J. Krueger; Ted A Aanstoos

Fall 2002. Program outcomes are defined to be theknowledge, skills, abilities, and attitudes engineering graduates should be able to demonstrate atthe time of graduation. Table 2 lists the ten program outcomes for the Mechanical EngineeringDepartment at the University of Texas at Austin. Included in the table is the mapping to theABET prescribed a through k outcomes.11 Table 2: ME Program Outcomes 1. Knowledge of and ability to apply engineering and science fundamentals to real problems. (a)* 2. Ability to formulate and solve open-ended problems. (e) 3. Ability to design mechanical components, systems, and processes. (c) 4. Ability to set up and conduct experiments, and to present the results in a

Collection

2003 GSW

Authors

Geoffrey Orsak; Betsy Willis

curriculum for K-12 students and educators. All programs aim to increase thequality, quantity, and diversity of tomorrow’s engineers by leveraging collaboration of academia,industry, and the community. Three marquee programs include Visioneering, the InfinityProject, and the Gender Parity Initiative. Visioneering, a one-day event for middle schoolstudents, introduces engineering in a high-energy, high-tech environment. The Infinity Project isa year-long engineering curriculum for high school students that provides schools with acomplete turnkey solution. The Gender Parity Initiative seeks to reach gender parity in theundergraduate engineering population through institutional transformation. Filling the shortageof tomorrow’s engineers requires a

Collection

2003 GSW

Authors

Ronald E. Barr; Marcus G. Marcus G.; Anthony Petrosino; Lawrence D. Abraham; Tejas Karande; Bijal Patel

3.14 learning beyond the baccalaureate degree. (i) 9. Awareness of professional issues in engineering practice, 2.32 including ethical responsibility, the creative enterprise, and loyalty and commitment to the profession. (f) 10. Awareness of contemporary issues in engineering 2.29 practice, including economic, social, political, and environmental issues and global impact. (h,j) * Mapping of ME program outcomes to the ABET prescribed a through k outcomes.12 Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference The University of Texas at Arlington Copyright 2003, American Society for Engineering

Collection

2003 GSW

Authors

Mohammed E. Haque

, interpret and finally integrate it into a sound knowledge model forarchitectural design. References1. Chester, M. (1993). Neural Networks: A Tutorial, Englewood Cliffs, NJ: Prentice Hall.2. Obermeier, K. and Barron, J. (1989). Time to Get Fried Up, BYTE, 14(8), 227-233.3. Haque, M.E., and Sudhakar, K.V. (2001). “Prediction of Corrosion-Fatigue behavior of DP Steel through Artificial Neural Network,” Int Journal of Fatigue, Vol. 23 (1), pp. 1-4.4. Haque, M.E., and Sudhakar, K.V. (2001). “ANN-based Prediction Model for Fatigue Crack Growth in DP Steel,” Int Journal of Fatigue & Fracture of Engineering Materials and Structures, Vol. 24/1, pp. 63-68.5. Haque, M.E. and Mund, A. (2002

Collection

2003 GSW

Authors

David L. Cocke; John L. Gossage; Emrah Alicli; Beytullah Misirli; Kuyen Li

The University of Texas at Arlington Copyright  2003, American Society for Engineering Educationadvanced classroom gadgetry. Hypertext, non-linear writing in which you follow associativepaths through a world of textual documents, is the presentation of information as a linkednetwork of nodes which readers are free to navigate in a non-linear fashion. The linking ofrelated pieces of information by electronic connections by hypermedia is, however, insufficientin the convergent classroom. Hypermodel25-29, the embedding of simulations and visualizationswithin curricular materials to create a new kind of interactive curriculum tool, is a new linkingmechanism that promises to eventually integrate the convergent classroom and

Collection

2003 GSW

Authors

Ali Abolmaali

visual and animation tools. These tools will be accessed through The University ofTexas at Arlington (UTA)’s Web site for use in classrooms globally. The three major steps inachieving this research goal were: (1) accepting data from the user; (2) running a pre-definedexecutable on the input data, which produces “Web-friendly” output file(s); and (3) redirectingthe browser to the output file. This study was successfully completed by using ActiveX controlsthat accept data from the user, transfer and run the FORTRAN executable files, redirect thebrowser to the result files and perform checks before displaying resulting diagrams or tables. Theuniqueness of these tools is that the executables are transferred to the client machine and run onit