Collection

2004 ASEE North Midwest Section Conference

Authors

Stephen Williams; Jorg Mossbrucker; Steven Reyer; Owe Petersen

entire freshman year and include both lecture and laboratory experiences.The curriculum has retained its broad range of content topics and its traditionalstrong design and laboratory focus.The curriculum changes will assure the breath and depth of knowledge to allowgraduates to enter industry with immediate productivity, to pursue a wide rangeof career opportunities, provide the basis for adjusting to life-long technologicalchanges, and graduate school studies.

Collection

2004 ASEE North Midwest Section Conference

Authors

James W. Boggs; R. Chris Williams; Kris G. Mattila; Todd Scholz

environment uses collaborativelearning in an entirely team-based course which utilizes the faculty more as mentors thandeliverers of information. Students focus on social interaction to foster development of theseskills.Pavement Enterprise and ScholarshipThe Pavement Enterprise was created in conjunction with the Thompson Scholars Programwithin the Civil and Environmental Engineering Department at Michigan Tech and is part of theEnterprise curriculum (http://www.enterprise.mtu.edu/students/minor.html). Bob Thompsonestablished the Thompson Scholars program with a generous gift of $3.6 million to fundundergraduate scholarships, graduate scholarships, laboratory improvements, and support todevelop, manage, and operate the Pavement Enterprise2. Bob

Collection

2004 ASEE North Midwest Section Conference

Authors

Deepti Suri; Eric Durant

developed and taught for the first time inour SE curriculum during the Winter Quarter 2000-2001 [8]. The students are first introduced tothe importance of requirements in SE-283 (Introduction to Software Verification), and SE-280(Software Engineering Process). The concepts of RE learnt in SE-3821 are reinforced in SE-380(Principles of Software Architecture) and the process is scaled up for the students in their three-quarter experience of “Software Development Laboratory”[5], where the students work on large-scale projects in a “real-world” setting.2. Curricular contextThe academic schedule at MSOE is based on a quarter system with three quarters in an academicyear. Each quarter involves ten weeks of instruction with the eleventh week devoted to

Collection

2004 ASEE North Midwest Section Conference

Authors

Michael P. Hennessey

%) 7. Photograph (5%) 11. Power Point Presentation (10%) 4. Static and/or Dynamic Analysis 8. Performance (5%) 12. Background Information (5%) (20%)Approximately 8 weekly 3 hour laboratories were allocated for working directly on the design project with a budget of $125 perdesign team. Four teams were created (2 per laboratory section), 2 small “competition” teams with 4 students each (maximumallowed), all of whom expressed interest in going to the Region VII Regional Student Conference (RSC) in Lincoln, NE and 2larger teams comprised of the remaining students in their respective laboratory section (8-10 students each). To promoteequality, the large teams were asked to perform

Collection

2004 ASEE North Midwest Section Conference

Authors

Anoop K. Dhingra; Al Ghorbanpoor; Joe Rauter

industrial site,through a graduate student working under the supervision of an academic advisor and anindustrial advisor. This internship program is intended to expand academic learning beyond thetraditional classroom and laboratory setting, combining both the art and science of engineeringand computer science.Overview of the Graduate Internship ProgramUWM is a major urban university and enjoys close proximity to several large manufacturerslocated in the Southeastern (SE) corner of the state of Wisconsin. The metro Milwaukee area ishome to many major corporations such as Briggs & Stratton, GE Medical, Harley-Davidson,Johnson Controls, Rockwell Automation, and many others. UWM graduates enjoy high demandfor their services. Upon graduation, over

Collection

2004 ASEE North Midwest Section Conference

Authors

John Mirth

Format The teaching experiment described herein was carried out in the “Mechanical SystemsDesign” course taught at the University of Wisconsin-Platteville (UWP). This is a junior/seniorlevel course that serves as a precursor to Senior Design. Key elements of the course include acomprehensive “design and build” project, and a lecture focus on developing the completedesign process. In the semester studied, students in the course were required to design and build alaboratory experiment to demonstrate the functioning of a mechanical system. The premisewas that the experiment would become part of a “lab kit” to be used in conjunction with an on-line presentation of the Mechanical Systems Laboratory course taught at UWP. Students worked on

Collection

2004 ASEE North Midwest Section Conference

Authors

Lang Wah Lee; Tamer Ceylan

, teacherswere to gather knowledge from collaborative learning, lectures, and laboratory activities at theinstitute. Then they would apply the knowledge to solve the design project [5].Daily activities in the institute would consist of the following three interrelated components:1) Lectures: The purpose was to provide the background knowledge for conducting engineeringdesign, and illustrate how mathematics and science are used to solve real world problems.2) Experiments: Participants were to conduct an inquiry-based learning that combinedobservation with hands-on activities. Some commonly available devices were used as theexperimental objects to learn how mathematics and science were involved in making thesedevices. This type of experiments did not

Collection

2004 ASEE North Midwest Section Conference

Authors

Richard E. Smith

Description of the TX-0 Computer,” Memorandum 6M-4789-1, MIT Lincoln Laboratory, Lincoln, MA, October 1958. On-line (retrieved 8 July 2004) at http://bitsavers.org/pdf/mit/tx- 0/6M-4789-1_TX0_funcDescr.pdf 3. Bell, C. Gordon, J. Craig Mudge, and John E. McNamara, Computer Engineering: A DEC View of Hardware Design, Digital Press, Bedford MA, 1978. 4. Osborne, Hugh, "The Postroom Computer," Journal on Educational Resources in Computing, Volume 1, Issue 4 (December 2001), pp. 81 - 110.