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1998 Annual Conference

Authors

Shirley B. Pomeranz

or template prob-lem, relating material back to the introductory FEM course-which presented examples ofthe classical boundary value problems-can promote learning.3 Some applications to math, physics, and mechanics coursesTopics in different disciplines that may at first observation appear to be quite differentcan, on closer observation, turn out to be very similar. Relating the terminology, notation,and concepts from one discipline to another can help students. If an instructor can helpstudents to see these relationships, then learning is facilitated. I have applied my sabbaticalobservations to the mathematics courses that I teach. The following are some examplesrelating to math, physics, and mechanics.3.1 Calculus I and II

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1998 Annual Conference

Authors

Shahla Keyvan; Xiaolong Song; Rodney Pickard

Session 3280 Computer-based Teaching and Assessment in Topics on Basic Physics SHAHLA KEYVAN, XIAOLONG SONG, RODNEY PICKARD Department of Nuclear Engineering, University of Missouri-RollaAbstractThis paper describes an experience in computer-based teaching and assessment in threetopics in basic physics. A module is developed for each topic using the Authorwarecourseware authoring tool. The first module is on fundamental particles, the second onbinding energy, and the third on atom density calculation. These modules are also installed onthe web.Each module has four components: 1

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1998 Annual Conference

Authors

Majdi Najm

Session 2555 An Innovative Approach in Teaching Professionals at the Graduate Level Majdi Najm, PE, DE Adjunct Associate Professor of Engineering Management University of Missouri-RollaA problem-based cooperative learning approach is described, focusing on courses taught to U.S. Army officers at Fort Leonard Wood, engineers at Boeing, and students at University ofMissouri-Rolla. The utilization of modern tools such as the Web and computer-based instruction and assessment is also highlighted.Engineering EducationThe landscape of

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1998 Annual Conference

Authors

Mary J. Sarmiento; Dr. Takeshi Kubo; Dr. Shigeo Matsumoto

tackle different types of projects that they might encounter in their futurework.6. ConclusionWe are now in the second year of teaching ED I and II. Along with the students, the instruc-tors as well are learning how to tackle obstacles that might arise. We are working in teamsalso to continually improve the way we conduct the classes in order to prepare our students,as future engineers, to meet the challenges that they will face in this ever changing world.The foreignprofessors, with the assistance of the American teaching liaisons and the Japanese professors,are learning to customize the class so that it can accommodate the differences in the Japaneseculture and best benefit the Japanese students. Conversely, the Japanese professors

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1998 Annual Conference

Authors

Dava J. Newman; Amir R. Amir

Freshmen Seminars [1] and Introduction to Aerospace and Design,which is the topic of this paper. Other students may be interested in aerospace engineering but areuncertain whether to select it as their field of study, while a third group of students desires someexposure to aerospace and design. The MIT Department of Aeronautics and Astronautics first cre-ated the Freshman elective Introduction to Aerospace Engineering to assist students interested inmajoring in the field. To make the course more exciting, the design and construction of a modelblimp was integrated into the subject. Over the past three years (1995–1998) several innovations have been introduced in the courseand the name was changed in 1996 to Introduction to Aerospace and Design to

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1998 Annual Conference

Authors

Naseem Ishaq; Salahuddin Qazi

engineering education that enhances classroomteaching in terms of relevance and what is taught and how it is taught. A good teacher is often themost active researcher. Further it is the integration of research into teaching which is being adoptedby increasing number of educators. It is claimed by these educators that incorporating researchexamples into their courses and curricula and collaborating with students on research projects resultinto better research. In addition, the students gain important insight into engineering and scienceconcepts as applied to real life problems [2].Research is traditionally conducted by the engineering faculty at the universities with graduateprograms who can bring research grants and use graduate students to help

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1998 Annual Conference

Authors

Susan Campbell; Carol L. Colbeck

Session Number 3530 Teaching and Assessing Engineering Design: A Review of the Research Susan Campbell Carol L. Colbeck The Pennsylvania State UniversityAccording to the National Academy of Sciences (1995), undergraduate engineering education inthe United States currently focuses on the study of engineering science at the expense of design.In a brief history of engineering design education, Eder (1991) explains that in the 1950s theengineering curricula shifted from a focus on teaching students about technology used in

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1998 Annual Conference

Authors

Lueny Morell de Ramírez; José L. Zayas; Jorge I. Vélez-Arocho

. Lecturer Evaluation Form8. Course Evaluation and Assessment of Skills and Knowledge9. CD-ROM Course Material Assessment Form Page 3.500.7Some Assessment Tools for Evaluating Curricular Innovations Outcomes 7ASEE ConferenceJune 1998Manufacturing Engineering Education PartnershipMEEPINDUSTRY SURVEYThe Learning Factory is a new practice based curriculum and physical facilities for product realization that hasbeen developed at three institutions: Penn State, the University of Washington, the University of Puerto Rico atMayagüez in collaboration with Sandia National Labs. Its goal is to provide an improved educational experiencethat emphasizes the interdependency of

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1998 Annual Conference

Authors

Lueny Morell de Ramírez; José L. Zayas; Jorge I. Vélez-Arocho

Material Assessment Form Page 3.501.7Some Assessment Tools for Evaluating Curricular Innovations Outcomes 7ASEE ConferenceJune 1998Manufacturing Engineering Education PartnershipMEEPINDUSTRY SURVEYThe Learning Factory is a new practice based curriculum and physical facilities for product realization that hasbeen developed at three institutions: Penn State, the University of Washington, the University of Puerto Rico atMayagüez in collaboration with Sandia National Labs. Its goal is to provide an improved educational experiencethat emphasizes the interdependency of manufacturing and design in a business environment. The key element inthis approach is active learning - the

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1998 Annual Conference

Authors

Thomas G. Stanford; Donald Keating

built its civilian oriented science and technology goals for the furtherance of the nation’sgeneral welfare, is incomplete and insufficient to maintain America’s innovative technologicalcompetitiveness in the world economy. The model of scientific education for researchinvestigation, analysis, and discovery, and the model of professional education for creativeengineering development, and professional leadership, are two discrete types of higher educationbecause their missions, purposes, and methods of activity are different. As Walker, chairman ofthe ASEE goals report and former chairman of the National Science Foundation Board, pointedout in 1978, “Teaching research isn’t teaching engineering.”73.2 Two Paths of Excellence: Scientific Research

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1998 Annual Conference

Authors

Albert L. McHenry; Lakshmi Munukutla, Arizona State University

Professor and Dean of the College Technology and Applied Sciences at Arizona StateUniversity East, Mesa, Arizona. He holds a BS Industrial Technology form Southern University of Baton Rouge,Louisiana, a MS Technology and Ph.D. Technical Education from Arizona State. His area of technicalspecialization is digital electronics. He has industrial experience with the Boeing Co., 3M Co., Motorola Inc. andMinority Engineers of Louisiana. His current research interests include noise in digital systems design methodologyand effective paradigms in engineering technology education. He is Co-director of The Western Alliance to ExpandStudent Opportunity, a National Science Foundation Alliance for Minority Participation project. Dr. McHenry hasbeen actively

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1998 Annual Conference

Authors

Charles D. Turner

Teaching Sustainable Design Using Engineering Economics Charles D. Turner Department of Civil Engineering University of Texas at El Paso El Paso, Texas 79968 1998 ASEE Annual Conference and Exposition Seattle, Washington June 28 - July 1, 1998Abstract: The objective for a junior level course entitled “Introduction to EnvironmentalEngineering” is to introduce the student to environmental engineering fundamentals and toexamine the principles of an

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1998 Annual Conference

Authors

Deborah M. Mechtel; K.A. Korzeniowski

Session 1232 Teaching Engineering to Non-Electrical Engineering Majors K.A. Korzeniowski, D.M. Mechtel United States Naval Academy Abstract It has long been recognized in the engineering education community that is useful to conveysome core knowledge of underlying physical system components by requiring courses outside of aspecific engineering major. The Electrical Engineering Department at the United States NavalAcademy meets this challenge by teaching a core competency course in electrical engineering to allAcademy

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1998 Annual Conference

Authors

Terrence E. Dwan; E. Eugene Mitchell; George E. Piper; Carl E. Wick

engineering skills towards solving some of the problemsthey encounter. This course addresses areas where systems engineers impact environmentalissues. The course concentrates on environmental hardware, sensors, data handling, andmodeling. For the second course of the track, students choose from two traditionalenvironmental courses in the Ocean Engineering Department at the Naval Academy. One coursecenters on marine pollution: its causes, effects and remediation. The other course centers onocean resources: their identification, recovery and utilization.In the following sections we discuss the logistics of teaching an environmental engineeringcourse in a systems engineering department, the course content, and assignments. The lastsection highlights the

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1998 Annual Conference

Authors

Fred Weber; Daniel C. Yoder; Christopher D. Pionke; J. Roger Parsons

than like a state-of-the-art teaching laboratory in a sophisticated majoruniversity. With which are the freshmen likely to feel more comfortable and at ease? This maybe a substantial shift for engineering educators, who enjoy playing with and showing off thefancy gadgets, but too often students get lost in the gadgetry and don’t understand the basicconcepts. Structure of the First-Semester Hands-On ExperiencesThe material in the new first-semester course begins with very basic physical and mathematicaltools, and then moves into general introductory mechanics taught from a physics perspective. Itfollows closely the material and approach suggested by Arons 7, but emphasizes the use of thesetools in engineering problems. Added

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1998 Annual Conference

Authors

Sameer Kumar; Jeffrey A. Jalkio

. Consequently, the curricula in mathematics, science andengineering were not designed to accomplish optimal students’ learning of their major fields ofinterest. The structure of the curriculum was based on engineering science which evolved afterWorld War II (Grinter, 1955). In the current curriculum, the first two years consists mainly ofcourses in mathematics, science, communications and electives. Very few engineering coursesare taken by the students in the first two years. A review of the literature reveals that integrationof academic competencies in mathematics and other areas of science is not only possible butdesirable (Sanders, 1989, 1992; Johnson, 1989; Reston, 1989). National, state, and local projectssuch as the Teaching Integrated Math and

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1998 Annual Conference

Authors

George F. List; Simeon Komisar

Session 3215 TOWARD A NEW PARADIGM IN TEACHING EXPERIMENTAL DESIGN AND ANALYSIS Simeon J. Komisar and George F. List RPI - Environmental and Energy Engr. / RPI - Civil Engr. Introduction As suggested by current and proposed ABET guidelines, numerous engineering educators, andby our own advisory committee of practitioners, an expansion of laboratory experiences in theundergraduate curriculum is needed to better prepare Civil and Environmental Engineeringstudents for professional practice. In particular for Civil and Environmental Engineers

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1998 Annual Conference

Authors

Gary B. Randolph; Dennis O. Owen

students pursing degrees in computer technology, electrical engineering technology,technical graphics, and organizational leadership and supervision. Nearly all students have full-time jobs and pursue their degrees at night as part-time students.A traditional library resides on the campus of our host school, Anderson University. The libraryis only two blocks away from our doors. But when students are driving in for a single class aftera full day of work, they don’t often get to the university library and, when they do, have a hardtime finding information relevant to their engineering technology coursework. Yet good libraryresources were needed for term papers and other research assignments

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1998 Annual Conference

Authors

Ravi G. Mukkilmarudhur; Homayun K. Navaz; Brenda S. Henderson

computationalgrids in physical space using the software packages GRIDGEN by Pointwise, Inc., and CFD-GEOM by CFD Research Corp. More complicated geometries were handled by creating anIGES file in IDEAS and importing this file into GRIDGEN or CFD-GEOM. All students in thein the Mechanical Engineering Department at Kettering University are required to take solidmodeling at the junior level so the students came into the CFD course with the ability to useIDEAS proficiently. The students were also encouraged to combine their knowledge of thebehavior of different flows to determine the best geometry for a given problem.The flow solvers used by the students throughout the course were CFD-ACE by CFD ResearchCorp.), LTCP (an axisymmetric code used by NASA), and

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1998 Annual Conference

Authors

Thomas V. Mecca; Sara Cushing Smith; Lynn G. Mack

curriculum for engineering technology graduates. The SCATE Workplace Research Model includes administrative and industry guidelines, researchdirections, and common reporting forms for gathering data and information on the roles andresponsibilities of technicians in the workplace. Information gathered and the knowledge gainedduring the industry visits give interdisciplinary teams and college administrators invaluableinsight as they author and adopt a new engineering technology curriculum for techniciansentering the 21st century workplace.Introduction:In 1993, the Gaining the Competitive Edge1 report disclosed a new picture of what "educationalpreparation" was required of technicians in order to succeed in today's workplace. This picturepresented a

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1998 Annual Conference

Authors

Ian R. Simpson; Brian Manhire

. In a European context, a whole host of international exchange and research programshave taken off over the past 10 years, mainly due to the fact that the 15 Member States of theEuropean Union (EU) are trying to converge towards Economic and Monetary Union (EMU)and, in the longer term, to some form of political union. Whether this will ever reach the stage ofa "United States of Europe" (USE) is the subject of passionate, often acrimonious debate. Engineering institutions have been very active in developing international activities, asbefits a profession which is truly "global." Some of the main features of these international ac-tivities are:• Teaching mandatory foreign languages in engineering courses. In France's Telecom Grandes

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1998 Annual Conference

Authors

Swami Karunamoorthy; K. Ravindra

exposure to brain storming and mind (or concept)mapping skills. The conventional Fortran programming course in the old curriculum replaced bya Computer science course with C language. The conventional Calculus courses have beenmodified with applications of Math-Cad computer software. The writing course on Englishincludes the application of a word-processing software. In the sophomore year, the communication skill is introduced by a course on GroupPresentation with the application of Power Point software. Creative design (open-ended)problems are introduced in the Statics course in an innovative way. The design philosophy ofsynthesis and analysis are introduced in the course on Foundation to Engineering Design. Thedesign problem sponsored by

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1998 Annual Conference

Authors

Joseph R.V. Flora; A. Steve McAnally

Session 3251 Treatment Plant Instructional Modules in Environmental Engineering Joseph R.V. Flora and A. Steve McAnally University of South CarolinaAbstractThe Environmental Engineering Curriculum Innovation and Development (CID) group withinthe National Science Foundation (NSF) Gateway Coalition systematically developed andevaluated instructional modules in various fields of environmental engineering. This paperdescribes the activities conducted by professors at the University of South Carolina (USC) aspart of the group. Six treatment plant instructional modules based on SuperPro Designer

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1998 Annual Conference

Authors

James L. Greer; James P. Solti; James M., Jr. Greer

Incorporating Non-Traditional Teaching Techniques in a Technical Core Course James P. Solti, James M. Greer, Jr. and James L. Greer Department of Engineering Mechanics United States Air Force AcademyIntroductionThis paper describes motivating the implementation of non-traditional teachingtechniques, such as problem-based and cooperative learning, in a technical core course atthe U.S. Air Force Academy (USAFA). All students at USAFA are required to take acertain common “core” of courses. Among these courses is an Engineering Mechanicscourse covering the fundamentals of Statics and Strength of Materials (EM 200). Manyof the approximately 600 students who take the

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1998 Annual Conference

Authors

Mark A. Shields

Session 3661 Collaborative Teaching: Reflections on a Cross-Disciplinary Experience in Engineering Education Mark A. Shields University of VirginiaIntroductionMost of us know a lot more about cooperative learning than about collaborative teaching. We arealso far more sympathetic to the former than the latter. The principled virtues and practicalbenefits of having our students work together in teams seem altogether less attractive when weenvision ourselves joined in (chained to?) a common teaching enterprise. While collaborativelearning seems to offer an

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1998 Annual Conference

Authors

S. A. Mandayam; R.P. Ramachandran; A. J. Marchese; Robert P. Hesketh; Ralph A. Dusseau; John L. Schmalzel; Kauser Jahan

coursework and theincorporation of state of the art technologies and innovative teaching methodologies. Allengineering students from the four engineering disciplines namely Civil, Chemical, Electricaland Mechanical share a common engineering clinic class. This class is major hallmark of theRowan engineering program as all engineering students throughout their eight semesters of studytake it. The theme of the Freshman clinic class in the fall semester is engineering measurementsfollowed by a competitive assessment laboratory in the spring semester. This paper focuses onthe engineering measurement modules. The course is team-taught by faculty form each

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1998 Annual Conference

Authors

Zenaida O. Keil; Harriet Hartman; Kauser Jahan

, Milwaukee, WI.Soudek, I.H. 1997. “Teaching Gender Issues to Undergraduate Engineering Students”,Proceedings of the Annual ASEE Conference, Milwaukee, WI. Page 3.634.4Tooley, M.S.. 1997. “The WIN Program – A Mentoring Program for Women in Engineering atthe University of Arkansas”, Proceedings of the Annual ASEE Conference, Milwaukee, WI.Biographical InformationKAUSER JAHAN is an Assistant Professor of Civil and Environmental Engineering at Rowan University,Glassboro, New Jersey. She completed her Ph.D. studies in the Department of Civil and EnvironmentalEngineering at the University of Minnesota, Minneapolis in 1993. Her research interests

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1998 Annual Conference

Authors

William E. Cole

computer model; • Finite Element Analysis: determining forces, stresses, and thermal properties directly from a graphic computer model; • Property Analysis: determining physical properties directly from a graphic computer model; and, • Kinetic Analysis: determining the dynamic forces directly from a graphic computer model.Though these tools have been developed to help an engineer do his job better, they have not beenused to teach engineering and engineering technology.A typical curriculum in Engineering Technology includes one or two graphics courses in thefreshman year of the program. As recommended by Crittenden4 these “freshman-level courses . .. develop three-dimensional visualization

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1998 Annual Conference

Authors

Robert Knecht; Randal Ford

, research, systems analysis, and implementation). In thematrix, summarized in Table 1, we correlate elements of each of these skills in accordance withthese Table 1 Proposed Engineering Design Skills Matrix Inception Research Systems Analysis ImplementationDesign Design Design Designidentify needs, gather data, define options, implement plan,define specs. redefine specs. evaluate options, evaluate performance . prepare plan.Leadership Leadership Leadership

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1998 Annual Conference

Authors

Terry Berreen

a strong relationship with ever changing disciplines.This paper in considering teaching and learning resources in engineering mechanicsconcentrates on the development of computer material incorporating qualitatively precisesimulation, animation and graphing. The developments are just not restricted to engineeringmechanics, they are relevant to all engineering subjects and in fact to teaching and learningresources in general. A particular interactive teaching and learning resource, CD-EngineeringMechanics by Berreen & Alfredson3 is described.2. Learning ResourcesThe range of learning resources available to students has increased in the past decade, verymuch related to advances in information technology. These resources now include