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1999 Annual Conference

Authors

Y. Omurtag; T. Ioi; S. Enomoto; M. Matsunaga

Session 2263 Collaborative Manufacturing Engineering Education and Research in Japan T. Ioi, S. Enomoto, K. Kato, M. Matsunaga, Chiba Institute of Technology, Japan, Research Committee of MOT, Japan , Y. Omurtag, University of Missouri-Rolla, USAAbstractThis paper describes an emerging engineering education system for manufacturing professionalsat Chiba Institute of Technology (CIT) in Japan, based on the principles of industry academiacollaboration and case study methodology in teaching and research.First, the Department of Project Management (DPM

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Russel C. Jones

Session 3560 Global Status of Engineering Education -Outcomes of the 1998 Global Congress on Engineering Education at Cracow, Poland Russel C. Jones, Ph.D., P.E. World Expertise LLC Falls Church, VA, USAAbstractThe 1998 Global Congress on Engineering Education was organized around severalmajor themes: effective teaching methods, curriculum design and evaluation, liberaleducation for engineers, use of new technologies in engineering education, current issuesand trends in engineering education, international collaborations

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Authors

Paul Johnson

Session 1364 WWW Support for Materials Engineering Education Paul D. Johnson Grand Valley State UniversityI. IntroductionStudents have become very familiar with the use of the Internet for communication and recrea-tion. As a result, they are also becoming comfortable with the use of the Internet to carry outclass-related assignments and research. With numerous Internet terminals scattered across mostcampuses, it is very easy for the students to get access to web resources – often much easier thanit is for them to access conventional library resources. Students in

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Authors

Daniel Davis

design,” Washington, DC: National Academy Press, 1985.2. Fairweather, J. and Paulson, K, “Industrial Experience: Its Role in Faculty Commitment to Teaching,” Journal of Engineering Education, July 1996, pp.209-215.3. Ibid., pp.210.4. Brown, A. and Palinscar, A. Guided Cooperative learning and individual knowledge acquisition. In L. Resnick (Ed), “Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser,” Hillsdale, NJ: Erlbaum (1989).5. Varma, V.K., “A Sabbatical Approach to Industry Collaboration For Faculty Development: An Inside View,” Proceedings 1999 Conference for Industry and Education Collaboration, February 1999, pp.138-1416. Smerdon, E.T., “It Takes a Lifetime,” ASEE Prism, December 1996, pp.56.7. Ibid., pp.56.8

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Francois Michaud; Mario Lucas; Gerard Lachiver; Andre' Clavet; Jean-Marie Dirand; Noel Boutin; Philippe Mabilleau; Jacques Descoteaux

Session 2220 Using ROBUS in Electrical and Computer Engineering Education François Michaud, Mario Lucas, Gérard Lachiver, André Clavet, Jean-Marie Dirand, Noël Boutin, Philippe Mabilleau, Jacques Descôteaux Université de Sherbrooke (Québec Canada)AbstractROBUS (ROBot University of Sherbrooke) is an autonomous mobile robot designed to facilitateinterdisciplinary engineering design in Electrical Engineering (EE) and Computer Engineering(CE). Its primary purpose is to serve as an integrated platform for a project called INGÉNIUSthat introduces electrical and computer engineering simultaneously to a large group

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Authors

Prawit Rotsawatsuk; Anil Sawhney; Andre Mund

Session 1315 Enhancing Construction Engineering Education Using Internet based Tools Anil Sawhney, Prawit Rotsawatsuk, and André Mund Western Michigan UniversityAbstractThis paper describes the work being performed as part of a three-year project that has beenfunded by the National Science Foundation (NSF) and Western Michigan University (WMU).The goal of the project is to enhance the undergraduate construction engineering education.Enhancements will be accomplished by developing: 1) an Internet-based Interactive ConstructionManagement Learning System (ICMLS) and 2

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Authors

Don Lewis Millard

Session 2532 Interactive Learning Modules for Electrical Engineering Education and Training Don Lewis Millard RensselaerAbstractWeb-based multimedia tutorials are being developed for use in several undergraduate courses inElectrical Engineering and Computer and Systems Engineering at Rensselaer. These interactivelearning modules (ILMs) are created with the Director authoring environment and can be deployedusing a standard Web browser. The ILMs can be used by faculty for in-class demonstrations, bystudents for structured

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Authors

E. H. Shaban

Session 2460 Electrical Engineering Education In Under Developed And Developing Countries E. H. Shaban Electrical Department, Southern University Baton Rouge, LA 70813 Email: eshaban@cluster.engr.subr.eduAbstract:Transfer of Technology in the classroom and/or the laboratory for engineering education inunderdeveloped and developing countries lags far behind developed and industrial countries.Personal computers, interactive multi user mainframe computers, engineering software forsimulation purposes

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Authors

Stephen Fokuo; Sohail Anwar

independence or self-rule and began torestructure engineering education. Most of these countries initially continued following thepublic education and training policies formulated by the old colonial regime. However, thedemands imposed by the globalization of trade and commerce forced them to redesign theireducation and training strategies to effectively meet their economic development needs.In the past, the engineering education in the West African countries was based on the needs oftheir agricultural sectors. Moreover, on one end of the occupational spectrum there was theorybased engineering education and on the other end there was craftsmanship based vocationaleducation. There was nothing in between. Engineering technology education was unknown

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Authors

Robert Engelken

Session 0575 Engineering Research at Predominately Undergraduate Institutions: Strategies and Pitfalls for the New Engineering Educator Dr. Robert D. Engelken Arkansas State UniversityAbstractThis paper will discuss challenges and opportunities experienced by new engineering educatorsin conducting research at primarily undergraduate, nonresearch, teaching-oriented colleges anduniversities. Such institutions often contrast with flagship research institutions in regard tofacilities, support, philosophy, and policies regarding

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Authors

Ruben Rojas-Oviedo

Session 2260 AGENDA 2001: Making International Engineering Education Work for Bi-National Economic Development RUBEN ROJAS-OVIEDO Mechanical Engineering Dept. Alabama A&M University Huntsville, AL 35762AbstractPresent day communication and other technologies have enable us to build a variety ofsuccessful partnerships for international development. We have learned that institutions ofhigher learning both in the U.S. and Mexico do have more common issues and similarities ininterests and goals than previously known. To make

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Authors

Sameer Hamoush; Jason Lockhart; Catherine E. Brawner; John Chen; Mike Ellis

Session 3630 Technology in Engineering Education: What Do the Faculty Know (and Want) Anyway? John C. Chen1Á, Michael Ellis2, Jason Lockhart3, Sameer Hamoush2, Catherine E. Brawner4 1 Department of Mechanical Engineering, Rowan University, Glassboro, NJ 08028/ 2Department of Architectural Engineering, North Carolina A&T State University, Greensboro, NC 27411/ 3The Multimedia Lab, Virginia Polytechnic Institute and State University, Blacksburg, VA 24060/ 4Research Triangle Educational Consultants, Raleigh, NC

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Authors

Sandra Courter; Ruthie Lyle; Ranil Wickramasinghe; Lisa Schaefer; Kevin Nickels; Jodi Reeves; David Noyce; Annie Pearce

similar programsand equip new faculty to become the necessary "change agents" in undergraduate engineeringeducation. A comprehensive evaluation of the UW-Madison EESP over all three years of NSFsupport will be available in August, 1999. UW-Madison is collaborating with Carnegie Mellon,Stanford, and Georgia Institute of Technology to disseminate processes and products from theirrelated programs to accomplish similar objectives. The University of Wisconsin-Madison plansto expand EESP in 1999 to the sciences (Science and Engineering Education Scholars Program,July 18-24, 1999) with support from the CIC institutions (Big Ten plus).AcknowledgementsSpecial thanks to all presenters and workshop leaders especially Lillian McDermott, ElaineSeymour, Karl

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Authors

Wade Shaw

engineering education. We use the entire college ofengineering as a source of technical focus courses, the MBA core from our school of business forkey management courses, and specialized engineering management courses to prepare leaders intechnology and business. This low cost approach allows us to attract a wide variety of technicalspecialists into our program that are welcomed by our university affiliates.The key strategy that is working for us is to use technology to allow collaboration amongstudents and faculty. The increasing complexity of engineering design that demandscoordination of many diverse technical disciplines requires engineers and managers to usecollaboration tools that can also be used in educational environments. This paper

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Authors

Francesco Costanzo; Gary L. Gray

Interactive Dynamics,” To appear in the International Journal of Engineering Education.[7] Gary L. Gray and Francesco Costanzo, “Interactive Dynamics: A Collaborative Approach to Learning Un- dergraduate Dynamics,” 1999 ASEE Annual Conference and Exposition, Charlotte, North Carolina, June 20–23.[8] Patricia M. Yaeger, Rose M. Marra, Gary L. Gray, Francesco Costanzo, “Assessing New Ways of Teaching Dynamics: An Ongoing Program to Improve Teaching, Learning, and Assessment,” 1999 ASEE Annual Conference and Exposition, Charlotte, North Carolina, June 20–23.GARY L. GRAYGary earned a Ph.D. in Engineering Mechanics in 1993 from the University of Wisconsin–Madison. Prior to that, hereceived an M.S. in Engineering Mechanics from

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Barry Jackson

Markup Language. The modeling software which we use, Alias/Wavefront, provides conversion directly to the VRML model. This allows an internet viewer to be able to view the model from all angles.13 The website can be observed starting the home page of the Simulation, Animation and Modeling Laboratory (SAML) at http://www-ec.njit.edu/ec_info/image1/text_files/hp_1a.html. It is a dynamic place, continually changing as courseware is posted and modified, and student work is added.14 Roberts, N. et al, op. cit.15 Mitgang, L.D., op.cit.Other ReferencesBengu, G. “Computer-aided Education and Manufacturing Systems with Simulation and Animation Tools, Interna-tional Journal of Engineering Education”, Vol. 9 (6), 1994.Bengu, G. “Interactive

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Alexander N. Cartwright

ClassroomTeaching,” Journal of Engineering Education, vol. 86, no. 3, 1997, pp. 211-219.2. Johnson, D. W., & R. Johnson Learning Together and Alone: Cooperative, Competitive, and IndividualisticLearning. (4th Edition). Englewood Cliffs, NJ: Prentice-Hall, 1994.3. Johnson, D. W., & R.. Johnson, Active Learning: Cooperation in the College Classroom. Edina, MN: InteractionBook Company, 1991.4. America’s Academic Future: A Report of the Presidential Young Investigator Colloquium on U.S. Engineering,Mathematics, and Science Education for the Year 2010 and Beyond. Directorate for Education and HumanResources, National Science Foundation, January 1992.5. Felder, R. M., “A Longitudinal Study of Engineering Student Performance and Retention. IV

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Authors

Kuruvilla Verghese; Douglas Peplow

given in the above problem. Discuss the results. 6. Explain why a Low energy resonances in the absorption cross section of the 238U and the Pu isotopes are more important in light water reactors than the higher energy reso- nances, and b The NRIM approximation is more valid for the low-energy resonances than the NR approximation.Bibliography 1. Howell, K. C. 1996 Introducing Cooperative Learning into a Dynamics Lecture Class." Journal of Engineering Education, 85, No. 1, 69-72. 2. Haynes, W. L and Riordan, C. A. 1996 Student Cooperative Learning Workshops Go Mainstream: UMR's Excel Program." Journal of Engineering Education, 85, No. 4, 293-302. 3. Mourtos, N. J. 1997 The Nutes and

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Authors

Francesco Costanzo; Gary L. Gray

by industries but also, at least in theUnited States, by accreditation boards, such as ABET, and agencies, such as NSF. In fact, thestrategic goals set for engineering education institutions by ABET, stated in a recent report enti-tled “ABET Criteria 2000” [2–5], include • the ability of applying knowledge of mathematics, science and engineering; • the ability to apply advanced mathematics in engineering problem solving; • the ability to design and integrate contemporary analytical, computational and experi- mental practices; • the ability to work in teams and to effectively communicateas standard skills to be mastered by students by the completion of their undergraduate degree.The demand for team and computer

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Authors

Joan A. Burtner; Laura Moody

education.AAHE Bulletin, 39 (7), 3-7.9. Johnson, D., Johnson, R., & Smith, K. (1991). Active learning: Cooperation in the college classroom.Edina, MN: Interaction Book Company.10. Mazur, E. Peer instruction. (1999). [On-line]. Available:http://mazur-www.harvard.edu/Education/EducationMenu.html11. NewTraditions Consortium. Chemistry Concept Tests (1999). [On-line]. Available: Page 4.311.8http://genchem.chem.wisc.edu/newtrad/12. Moody, L. & Burtner, J. (1998). Using collaborative learning principles to integrate economics andengineering economy at the freshman level. American Society for Engineering Education 1998 AnnualConference

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Authors

Anton Pintar

Page 4.479.1and, hopefully, will be used in other courses in the future.INTRODUCTIONThe Bhopal Disaster in December of 1984 (C&E News, 1985) pointed out the need for anemphasis on process safety in the chemical engineering curriculum. In response to the BhopalDisaster, the AIChE created the Center for Chemical Process Safety (CCPS) [CEP, 1985]. Oneitem to be addressed by the CCPS was “Safety Training.” A series of chemical plant fires andexplosions in the late 1980’s further accentuated the need for chemical process safety in thecurriculum. The CCPS eventually created the Safety and Chemical Engineering Education(SACHE) consortium, which began the development of instructional materials on chemicalprocess safety. Finally, the recently

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Authors

Mary E. Besterfield-Sacre; Larry J. Shuman; Jack McGourty

very legitimate concerns as tohow they can best be measured to diatribes on their vagueness and even calls for their rejection.In our initial desire to satisfy the new criteria, have we become captivated with the process, aswitnessed by the proliferation of continuous improvement (e.g., plan-do-act-check) models thatdescribe the “ideal” educational path [2, 3, 4 5]? Such models have exposed engineering facultyto a cycle in the engineering educational process that is first defined, measured, compared todesired criteria or standards, and subsequently improved, and then the cycle is repeated again. Inrushing to adopt this “cycle,” have we overlooked an important step? Specifically, we have yetto comprehensively examine the meaning of these

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1999 Annual Conference

Authors

Shahen Akelyan; Rupa Purasinghe; Javed Alam

information globally, inmultimedia format. Engineering educators have been using the Web the past few years in theirclasses, for posting course guidelines, homework, and to develop courseware [1-4] includinginteractive modules. Several virtual communities [5-7] have been created to enhanceprofessional community. Examples of other virtual community creation tools are “CommunityPlace’ (http://vs.spiw.com./) [8] and ‘The Palace’ (http://www.thepalace.com/) [9]. To exploitthe latest achievements of technology of networked multimedia for instructional purposes thecommercially available “Palace Software” (http://www.thepalace.com/) was installed at CSLA.The software is based on client/server computing model. It allows a group to collaborate in realtime

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Authors

Chi-Wook Lee

, D.L., and Hugge, P.B., “American Society for Engineering Education,” Proceedings of 1996 ASEE Annual Conference, ASEE, 1996, Session 16254. Pai, D. and DeBlasio, R.A., “Enhanced Learning from an Industry-University Partnership: Aluminum Engineering Course Design and Development,” proceedings of 1997 Conference for Industry and Education Page 4.569.4 Collaboration, ASEE, 1997, pp. 41-45.5. Latif, N., “Development and Implementaion of Customized Industrial training,” proceedings of 1997 Conference for Industry and Education Collaboration, ASEE, 1997, pp. 157-159.6. Baclawski, J., “How University research Benefits the U.S

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Authors

Juan Lucena; Gary Lee Downey

Session 1461 Engineering Cultures: Better Problem Solving through Human and Global Perspectives? Juan C. Lucena, Gary Lee Downey Embry-Riddle Aeronautical University/ Virginia TechAbstractThe purpose of this paper is both to call attention to the need for a new focus on problemdefinition in engineering education and to outline one curricular approach to helping studentslearn to define and solve problems in the context of competing perspectives. The main goal inthis approach, which draws its conceptual insights from the interdisciplinary field of Science andTechnology

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1999 Annual Conference

Authors

Thomas G. Stanford; Donald Keating

-oriented graduate education for in-placegraduate engineers in industry. The programs will complement the university research mission with meaningfulneeds-driven creative technology development and industrially relevant professional-oriented graduate educationfor graduate engineer-leaders in industry.7.1 Vision and MissionThe collaborative centers will be national models for innovation and responsiveness in addressing the graduateprofessional engineering education, economic development and lifelong learning needs of their states. As models inthe nation, the centers will serve as unique “teaching and technology development” centers for creativetechnological innovation and for high-quality professional-oriented graduate education for in-place

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1999 Annual Conference

Authors

Norman L. Fortenberry

Session 2230 AN EDUCATIONAL RESEARCH AGENDA FOR SMET HIGHER EDUCATION Norman L. Fortenberry Director, Division of Undergraduate Education National Science Foundation*AbstractThis paper identifies the National Science Foundation as the major sponsor of educationalresearch in science, mathematics, engineering, and technology education. It identifies keyquestions which constitute the basis for an educational research agenda. Gaps in the pursuit ofthat agenda within engineering education are identified by

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1999 Annual Conference

Authors

Timothy Anderson; Robert Serow; James Demery; Carl Zorowski; Catherine E. Brawner

on the evaluation before starting theprocess over. This paper aims to show how a qualitative assessment process used by theNational Science Foundation sponsored SUCCEED Engineering Education Coalition can beused to support the Check stage of the PDCA cycle. Specifically, we propose a QualityManagement Support Model that outlines a 10-step process of evaluation and feedback that hasbeen successfully used by the coalition to improve its management processes. The model isdescribed and its use demonstrated through a case study.I. IntroductionOne of the primary tenets of most approaches to quality management is the Plan, Do, Check, Actor PDCA cycle. This cycle is depicted in Figure 1 and is often referenced as the DemingWheel.1 Under this system

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1999 Annual Conference

Authors

Victoria Gallagher; Tracey Weldon; Cynthia R. Haller; Richard M. Felder

engineering education by analyzing work sessions of student groups ina sophomore-level chemical engineering course at North Carolina State University. Usingconversation analysis as a methodology for understanding how students taught and learned fromone another, we found that group members engaged in two types of teaching-learninginteractions. In the first type, transfer-of-knowledge (TK) sequences, students took on distinctteacher and pupil roles, and in the second, collaborative sequences (CS), they worked onproblems with no clear role differentiation. Student management of both types of sequenceswas affected by gender factors and interpersonal communication. Our findings suggest thatfacilitating effective interactional dynamics can enhance

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1999 Annual Conference

Authors

Marilyn Dyrud

ofTechnology technical faculty, aimed to pinpoint practices and problems involving student workgroups.Literature TrendsThe literature regarding student groups is rich and varied. Even a small snapshot of focusedjournals and conference proceedings yields dozens of resources, with content ranging from avariety of study results to classroom methodologies. To determine the current state of affairs, Isearched ASEE publications for 1996-1998, specifically the Annual Conference Proceedings,FIE Conference Proceedings, Prism, and the Journal of Engineering Education. Articleswhich discuss student groups appear under a variety of general subject headings: cooperativelearning, collaborative learning, active learning, group work, teamwork, interactive