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1997 Annual Conference

Authors

T. Hannigan; James E. Simon; K. Koenig; G. Cruse; K. Poh

Session 2259 Flowfield Mapping and Cooling Fan Flowrate Measurement Systems Development by Aerospace Engineering Laboratory Students T. Hannigan, J. Simmons, K. Koenig, G. Cruse, K. Poh Mississippi State University/USDA, Agricultural Research ServiceGraduate and undergraduate students actively participated in a successful research project for aUnited States Department of Agriculture laboratory to monitor ventilation air flow in largepoultry houses. Aerospace engineering laboratory students, graduate assistants, and facultyassisted in determining the flow rate through a stock cooling fan enclosure, evaluated

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1997 Annual Conference

Authors

V. Coppola; K. Powell; D. Hyland; B. Cosgrove; A. Waas; A. Messiter; Joe G. Eisley

Session 3268University of Michigan’s Aerospace Engineering Curriculum 2000 ’ K. Powell, V. Coppola, J. Eisley, D. Hyland, A. Messiter, A. Waas and B. Cosgrove Abstract This paper summarizes a two-part curriculum reform that is well underway in the University of Michigan Aerospace Engineering Department. The first part of the reform was developed by a college-wide task force, and addressed the overall structure of the thirteen Bachelor’s of Science in Engineering (BSE) programs across the College, and the courses

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1997 Annual Conference

Authors

Janet K. Allen; Farrokh Mistree; Jennifer Turns

Session 1630 Quantitatively Analyzing the Use and Usefulness of the Design Learning Simulator Jennifer Turns, Farrokh Mistree, Janet K. Allen Georgia Institute of TechnologyAbstract: Current trends in engineering design education, which promote teams of studentssolving open ended problems, often result in classes which create a wide variety of logistical,cognitive, and motivational problems for students. Software resources can help students but onlyif students perceive them to be useful and make use of them. Our Design-Learning Simulator atthe Georgia Institute of

Collection

1997 Annual Conference

Authors

Mark A. Shields

feasible oreffective, but rather must be considered relative to specific cultural circumstances. The projectalso provided students with intensive and challenging team-work experiences well beyond what Page 2.176.8is typical in the first-year curriculum. Finally, the THDP gave students an opportunity to developand practice their technical communication skills, through both the oral-poster presentations andthe final reports. Not only are these outcomes beneficial for students’ professional developmentin the first year,6 they also provide a platform that students can build upon throughout theiracademic and professional lives.Bibliography1. Ercolano

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1997 Annual Conference

Authors

Seung H. Kim

as well (Fig. 2-1 and 2-2). For example, thebar graph (Fig. 2-2) shows that the flux of carbon in austenite at 950 °C (1223 K) is about 68 %greater than at 850 °C (1123 K). In higher carburizing temperatures, the thermal energy suppliedto the diffusing carbon atoms permits the atoms to overcome the activation energy barrier andeasily move to neighboring lattice sites [2,3]. In conclusion, the rate at which carbon can beadded to the steel specimen, is controlled by the diffusivity of carbon.2) EXAMPLE IN FICK'S SECOND LAW A gear made of AISI 1020 steel is to be strengthened by the carburizing treatmentprocess. In carburizing, the steel gear is placed in a carbon-rich atmosphere that provides a 1.0 %of the carbon solution at the surface

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1997 Annual Conference

Authors

Jens Jorgensen; Lueny Morell de Ramírez; José L. Zayas; John Lamancusa

: formative and summative. The purpose of the formative assessmentis to assess progress in meeting a project’s or task’s goals, whereas the purpose of thesummative assessment is to evaluate the project’s outcomes. Assessment and subsequentevaluation of the results are critical for any project or program, since they providefeedback and suggestions for improvement.3,4This paper briefly describes MEEP’s tasks and deliverables and presents the project’soutcomes assessment strategy. It also presents and discusses results.MEEP’S GOALS AND TASKS5MEEP’s goals were achieved through four major tasks, namely:1. Curriculum Development: to develop a practice-based undergraduate engineering curriculum which balances analytical and theoretical knowledge with

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1997 Annual Conference

Authors

Corrado Poli; Brian Riggs; Beverly Woolf

injection molding tutor at theUniversity of Massachusetts Amherst. The injection molding tutor is beneficial to any user thathas little or no previous knowledge of injection molding and design for injection molding. I. IntroductionThere has been a growing drive to incorporate more manufacturing into the engineeringcurriculums across the United States. With this drive there has been a need for developing betterteaching tools to aid in teaching the vast spectrum of manufacturing processes in as efficient amanner as possible. Due to the fact that many engineering concepts are difficult to understand,tools that go beyond simple classroom lecture and textbook work are starting to be developed.Incorporating design

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1997 Annual Conference

Authors

Mark A. Pagano; Christine L. Corum

ofthis paper and are given below [4].“V.A.3. Programs must have written goals which are consistent with overall institutional goals.These goals must, as a minimum, focus on the student body served, resource allocation, andother factors directly affecting the program. Articulation of goals should be accomplishedthrough specification of objectives by which achievement toward goals can be measured.Programs must demonstrate achievements through various methods, e.g., student outcomeassessments, graduate career performance and employer feedback measures.V.A.4. Programs must have plans for continuous improvement. The visiting team will belooking for evidence which demonstrates implementation of continuous improvement processesand procedures for each

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1997 Annual Conference

Authors

Robert P. Hesketh; C. Stewart Slater

principles are introduced into lower level courses through demonstrations and how thebasic principles of process engineering can be taught to a multidisciplinary student group. Thesepresentations and experiments are drawn from past experience and those of this present year withour new multidisciplinary Freshman Engineering Clinic course at Rowan University.INTRODUCTIONThe Rowan engineering faculty are taking a leadership role by using innovative methods ofteaching and learning, as recommended by ASEE[1], to better prepare students for entry into arapidly changing and highly competitive marketplace. Key program features include: (i) inter-and multi-disciplinary education created through collaborative laboratory and coursework; (ii)stressing teamwork

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1997 Annual Conference

Authors

Peck Cho

-Bass Publi., San Francisco, 1977.5 R. Sprinthall and N. Sprinthall, Educational Psychology: A Developmental Approach, 3 ed., Addision-Wesley, 1981.6 T. Liska and J. Simonson, "Open-Text and Open-Note Exams," The Teaching Professor, Vol. 5, No. 5, p.1, May 1991.7 Open-Text and Open-Notes Exams: More Benefits!" B. Leung, The Teaching Professor, Vo. 5, No. 5, p. 6,October 1991.8 R. Biehler and J. Snowman, Psychology Applied to Teaching, 4 ed., Houghton Mifflin, Boston, 1982.9 N. Gronlund, Stating Objectives for Classroom Instruction, 2 ed., Macmillan Publ., N. Y., 1978.10 P. Wankat and Oreovicz, Teaching Engineering, MacGraw Hill, N. Y., 1993.11 K. Cross, "On College Teaching," J. of Engg. Ed., Vol

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1997 Annual Conference

Authors

Doris Yacoub; Robert Pfeffer; Rajesh N. Dave; Jonathan Luke; Ian S. Fischer; Anthony D. Rosato

the current grant and Page 2.311.3are intended to help the development of the proposed curriculum and instructional laboratory.2.1. Angle of ReposeOne of the most fundamental difference between liquids and powders is that unlike liquid, whena powder is poured, it forms a heap. The heap makes an angle with the horizontal axis. Thisangle can be of any value, but by definition, can not exceed a maximum value called the angle ofrepose. If the angle of inclination of the heap increases beyond the angle to repose, the heap willcollapse to form a heap with sides which are less steep. It is generally believed that the angle ofrepose

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1997 Annual Conference

Authors

Ronald W. Schafer; Mark A. Yoder; James H. McClellan

rationale for using DSP as the first course is straightforward — computers are prevalent andeasy to work with. Therefore, a first course can draw on many examples from non-trivialprocessing systems and motivate students to understand signal processing techniques that theyhave already used. Laboratory exercises require no special prerequisites beyond programmingskills that are gained in an introductory CS course. Furthermore, the available computer softwarefor implementing digital filters is extremely powerful. Sophisticated mathematical programs suchas MATLAB [5] and Mathematica [6], permit students to program a moderately complex DSPsystem as a laboratory exercise in this first course.2.2. Levels of AbstractionAnother factor in system design is

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1997 Annual Conference

Authors

Vincent Allen; Bruce E. Segee; Scott C. Dunning

AssessmentCenter program in a user-friendly package that can be used by computer novices. It alsoincludes “wizards” that serve as an expert system to lead the user through an assessment of theirtotal facility. The program is interactive and based around the Windows 95 operating system.Once users enter the necessary data into the program, it will generate a report similar to thosecreated by Industrial Assessment Centers. General code formation will be covered with adiscussion of some of the recommendations that are included.1. IntroductionSince 1978, the U.S. Department of Energy has sponsored the Industrial Assessment Centerprogram. This program provides “no-cost” industrial assessments to small and medium-sizedmanufacturers around the United States. The

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1997 Annual Conference

Authors

James L. Neujahr; Herbert Seignoret; Gary Benenson; Ed Goldman

implementing programs in the schools. A majorimpediment is the lack of qualified technology teachers, or even of teacher education programswhich could develop the next generation. This paper proposes a solution to this dilemma:preparing and certifying engineering students for careers in K-12 education. It describes a pilotproject at the City College of New York (CCNY) which is encouraging engineering students toconsider teaching as career. Finally, the paper outlines efforts to develop new pathways to teachercertification designed specifically for recent engineering graduates, as well as engineers returningfrom industry to education. WHAT IS TECHNOLOGY EDUCATION?The importance of technology is widely recognized by the

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1997 Annual Conference

Authors

Dana L. Wake; Craig J. Scott

benchmarks and milestones.Conclusions Incorporating the latest visualization technology in an upper level undergraduatesolid state electronics course presents many opportunities to both the instructor and to thestudents. This work has the potential to go far beyond the scope of most static approachesroutinely used in contemporary courseware in this area. Portraying real space andparametric space, three dimensional concepts through the use of animations andinteractive graphics provides a multifaceted learning experience that is both refreshingand “fun”. Dazzling the students with rich and interactive visualization tools as comparedto unexciting and obscure formulae at the introductory level can stimulate interest. In

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1997 Annual Conference

Authors

James C. Wood

majorcomponents (a Pre-Engineering BSET Degree Associate DegreeTechnology (Pre-ET), an Engineering ET Core AMS High SchoolTechnology Core (ET-Core), and Pre - ETAdvanced Manufacturing Specialties(AMS)) to create a seamless curriculum Workfrom high school through an associate

Collection

1997 Annual Conference

Authors

Yixin Shao; Laura Walhof; Joseph J. Biernacki

University and at schools with teachers andstudents ranging from middle school to high school age. Infrastructure Materials is partof a larger National Science Foundation-funded program called Materials World Modules(MWM). MWM is a series of modules which introduce students to importantcontemporary topics in materials science. Each module is a sequence of self-containedactivities which provide students with the background necessary for them to engage ininquiry through design.BackgroundWe are in the midst of major changes in both pre-college (K-12) and college leveleducation. It is becoming increasingly evident that the traditional approach to teaching—wherein a teacher provides a set of stimuli and reinforcements in an effort to elicitdesired

Collection

1997 Annual Conference

Authors

Mulchand S. Rathod; Joella H. Gipson

urgentneed for intervention to assist and promote the representation of all people and especially under representedethnic/racial groups and women in careers that contribute to society through education, creation of new learningenvironments, and transfer of skills to future generations. In the areas of science, engineering, and technology, Public Law 99-383 gives special, directed purpose forincreasing the representation of under represented groups. The task force established under the auspices of thelegislation reported the following: America faces a shortfall of scientists and engineers by the year 2000; and theseshortfalls can only be met by utilizing all of our nations’s talent, i.e., women and under represented ethnic/racialgroups [7

Collection

1997 Annual Conference

Authors

Ann D. Christy; Marybeth Lima

versus fullknowledge, but a dynamic, progressive process. As the students progressed through the levels oflearning for each competency element, they were to reference one or more examples of theirwork which demonstrated that they had achieved the stated level of mastery. These exampleswere drawn from completed assignments or any other items a student chose to undertake for thisclass. At the end of the quarter, each student was required to have achieved level three masteryin all competency areas, and level four in at least 10% of the elements. Additional competenciescould be added by the student beyond those required, as long as they were demonstrated byreferenced documentation in the portfolio

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1997 Annual Conference

Authors

Susan M. Bolton; Scott D. Bergen; James L. Fridley

, ecological engineering, to be truly aunique engineering discipline, must be based on ecology. It could perhaps be more simplydefined as: The engineering discipline with ecology as its fundamental science base. In this casethe application of ecological engineering could stretch beyond working with ecosystems andinfluence all engineering practice, representing a new paradigm for engineering design.However, the question of whether there is a way of practicing engineering that is significantlydifferent from current practices, and is based on an understanding of ecology, remains. This hasnot been shown, but we believe the answer is yes.The second principle above relates to application. While ecological engineering may represent anew way of engineering