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2000 Annual Conference

Authors

Josue Njock-Libii; Hosni Abu-Mulaweh

the saturation temperature of the liquid ()Te = Ts - Tsat ), pool boilingtakes different forms. These forms or regimes are natural convection boiling, nucleate boiling,transition boiling, and film boiling. One of the three experiments suggested in this paper is toobserve the different mechanisms of pool boiling in these different regimes. In anotherexperiment, the total evaporation time of droplets of water deposited on a hot surface will bemeasured at different surface temperatures. The trends will be compared with the boiling curve(see section B). In the third experiment, the Leidenfrost point, where the heat flux reaches aminimum, will be determined for different liquids.The objective of this paper is to develop laboratory experiments to

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2000 Annual Conference

Authors

John Mitchell; Katherine Sanders; Chris Carlson-Dakes; Patrick Farrell

Environment. In D. DeZure(Ed.), To Improve the Academy, 16. 117-150. Stillwater, OK: New Forums Press.7. Sanders, K., Dettinger, K., Hajnal, C., and Squire, L. (1995). Creating a collaborative learning environment:Pilot program results. Unpublished report, University of Wisconsin-Madison.8. Bean, J. B. (1998). Alternative models of professional roles: New languages to reimagine faculty work. TheJournal of Higher Education, 69, No. 5, September/October, 496-512.KATHERINE SANDERSKatherine Sanders is the Director of a faculty development center, “Creating a Collaborative AcademicEnvironment,” (CCAE) housed in the Provost’s Office, and is part of the Wisconsin Center for Education Research.She received her B.S., M.S., and Ph.D. in Industrial Engineering

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Authors

Eugene E. Rutz

Difference? A Review of Contemporary Research on theEffectiveness of Distance Learning in Higher Education", Washington, DC., 1999.6. Matthews, D. "Transforming Higher Education", Educom Review, vol. 33, no. 5, 1998, pp. 48-577. Watson, B., (Microsoft Online Institute) Tricks & Traps: Lessons the Microsoft Online Institute has Learned,presented at N.A. WEB 96 - The Second International North American Web Conference, October, 1998. URLhttp://www.uvm.edu/~hag/naweb96/zwatson.html8. Auerbach, S. "Classroom in a Box", in Inside Technology Training, vol.2, no. 1, January 1998, pp. 38-42.9. Wallace, D.R. and Mutooni, P., "A Comparative Evaluation of World Wide Web-Based and ClassroomTeaching", Journal of Engineering Education, vol. 87, no. 3, July

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2000 Annual Conference

Authors

Esther V. Reed; Matt W. Mutka

amount of power, a device may opt for RAM and ROMchips that have less storage capacity. In addition, the OS for a mobile device also faces differentnetwork and security situations than those faced by a traditional OS.Much work has been done evaluating and investigating solutions to various mobile OS topics,such as security 11, network 12, wireless operation 13, 14, adaptive OS 15, and adaptive applications16 . The uniqueness of this research prompted the ACM and IEEE to create a separate MobileComputing and Networking Conference in 1994. This annual conference continues to grow andattract new research 17.II. B. Evolution of Windows CECommercial vendors and developers also looked at changes needed to create an OS that couldhandle the

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2000 Annual Conference

Authors

Nisreen Ghaddar; Nassir Sabah; Jamal Abed; Fouad T. Mrad

recommendation for the variousFEA programs. Outcome (l) states that the graduates should demonstrate “some experience inengineering practice and undergraduate research”. A correlation matrix of the prototypical FEAprogram educational objectives and outcomes was developed and is shown in Table I. TABLE I. Prototypical FEA Program Educational Objectives and Outcomes Correlation Matrix PROGRAM OUTCOMESPROGRAM a b c d e F g h i J k lOBJECTIVES 1 ● ● ● ● ◗ ● ◗ ◗ ◗ 2 ● ● ● ●  ● ● ◗ 3

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2000 Annual Conference

Authors

Richard J. Kee; Riad Al Akkad

, Average, B elow Average, Poor) Rate the quality of the Introduction to Engineering Design course on improving your overall learning experience. 60 Number of responses 40 20 0 1 2 3 4 5 (Excellent, Above Average, Average, Below Average, Poor)No one specific method of support proves to be a major contributing factor to improvingretention, but the combined effect is having a positive impact.The effect on retention within the School of Engineering can be best depicted with the followinggraph that shows percentages of

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2000 Annual Conference

Authors

Marilyn J. Smith

without requiring the student to visit the library. These linksbecame more important as it became apparent that a number of students had sold their math anddynamics textbooks once their classes were completed. Additional information on this topic isincluded in Reference 6.b) Engineer-In-Training ProblemsThe ABET 2000 Criterion 3 (Program Outcomes and Assessment) list several characteristicswhich are desirable in graduating engineers: • An ability to apply knowledge of mathematics, science and engineering • An ability to design and conduct experiments, as well as to analyze and interpret data • An ability to identify, formulate and solve engineering problems • An ability to use the techniques, skills, and modern engineering

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2000 Annual Conference

Authors

John C. Anderson; David Kelso; Charles Yarnoff; Barbara Shwom; Penny Hirsch

Session 2461 Using Multi-Disciplinary Teams to Teach Communication to Engineers, Or "Practicing What We Preach" B. Shwom, P. Hirsch, J. Anderson, C. Yarnoff & D. Kelso Northwestern UniversityAbstractMany new engineering courses tell students how important it is to write clear reports andproposals, deliver polished oral presentations, communicate effectively with clients, and workwell on multi-disciplinary teams. This paper suggests one model for accomplishing theseobjectives: a design and communication course for engineering freshmen based on a cross-disciplinary approach and taught by multi

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2000 Annual Conference

Authors

Kenneth D. West; Craig W. Smith

, Conference on the Introductory Physics Course (Proceedings), (Wiley,1997), 21-31.4. D. Hestenes, M. Wells, and G. Swackhammer, “Force Concept Inventory”, The Physics Teacher, 30:3(1992), 141-158.5. E. F. Redish, “The Implications of Cognitive Studies for Teaching Physics”, AM. J. Phys., 62:6(1994), 796-803.6. L .C. McDermott, “Guest Comment: How we Teach and How Students Learn – A Mismatch?”, AM. J. Phys., 61(1993), 295-298.7. A. B. Arons, Teaching Introductory Physics, (Wiley, 1997)CRAIG W. SMITHCraig Smith is a Professor of Science in the Division of Liberal Arts and Natural Resources at Paul Smith’s College inthe Adirondack Mountains of New York State. He teaches several physics courses as well as introductoryenvironmental

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2000 Annual Conference

Authors

Ed Gohmann

an object they return it to the front table so that others may avail themselves of it. Thesecond lab exercise gives the same opportunities. This is a lab to measure the hardness of severalmetals and plastics and to determine the specific gravity of three objects by loss of weight inwater. Again there is limited equipment which must be shared among the students. One each ofRockwell C and Rockwell B hardness testers are available along with a Brinell tester. There are2 each of Shore A and D testers for plastics and elastomers. Four sensitive balances providemeans of determining S.G. Again teamwork and cooperation are required of the students in orderfor all to complete the lab in the time allowed. One added feature of this lab is that once a

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2000 Annual Conference

Authors

Charles U. Okonkwo; Jerry Gintz

students’ capstone projects in themanufacturing department of Arizona State University East. This program involves metalworking and mechanical manufacturing. The following seven tools: (a) employee participation,(b) process safety information, (c) process hazard analysis (PHA), (d) operating procedures, (e)pre-start up safety review, (f) mechanical integrity, (g) management of change, would beappropriate for in-depth coverage in our capstone project. For example, early this year (march1999) the students designed and built a retrofit kit for converting a propane powered forkliftengine used by Boeing Company to a hydrogen powered engine where the battery and the liftingpower is provided by hydrogen power. This project won a first place and a grand

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2000 Annual Conference

Authors

Kenneth Manning

objects are then released to fall, and their respective v-t and a-t graphs are plotted duringthe fall. The student then can directly compare the effects their choices have made on the rate atwhich an object falls.The main part of the module concludes with an experiment of a bob falling in a tube, with thestudents doing the analysis first without, and then with, drag included. They are led through theanalysis, breaking at several points to discuss ideas with classmates before continuing. A brieftreatise on dynamic similarity is included.The module ends with some answers and hints to the questions posed throughout in the“Collaboration” and “Practice” sections. b. The Constrained Optimization Module10

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2000 Annual Conference

Authors

Kathryn Jablokow

Session 1330 Thinking About Thinking: Problem Solving Style in the Engineering Classroom Kathryn W. Jablokow The Pennsylvania State UniversityAbstractThis paper will discuss a powerful tool called the Kirton Adaption-Innovation Inventory, or KAI,which can be used to help describe a student’s problem solving style4,6. Developed bypsychologist M. J. Kirton, the KAI provides valuable feedback which helps students understandthe types of problems with which they are naturally more comfortable, as well as those whichwill challenge them the most. Armed with

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2000 Annual Conference

Authors

Stephen Simms; Jane M. Fraser

. The goal is that “[b]ehavior and interaction continue asthey would without the presence of a researcher, uninterrupted by intrusion.”1Participant observation, on the other hand, involves deliberate interaction whilegathering data. Intermediate roles are possible. In any case, the observer looks for“concepts or categories that appear meaningful to subjects.”1 The observer must select asetting, gain entrée, and then begin observing. After initial observations to gainfamiliarity, observers may choose to focus on particular people, events, settings, orbehaviors.1Observation seems most susceptible to bias without subjects’ quotes or other observers toconfirm the researchers’ findings. Validity can be gained by multiple observers, byactively

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2000 Annual Conference

Authors

Dr. Phil Kazemersky; Dr. Neslihan Alp

Session 1655 An Alternate Learning Approach for the Engineering Management Program at the University of Tennessee at Chattanooga Dr. Neslihan Alp and Dr. Phil Kazemersky University of Tennessee at ChattanoogaAbstractThis paper describes the importance of the alternate learning approach, which is Web-based course delivery in the Engineering Management (EM) program in the College ofEngineering and Computer Science at the University of Tennessee at Chattanooga(UTC). The EM program at UTC rests on the principles of bridging the gap betweenengineering and business. This program provides a vide variety of aspects in

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2000 Annual Conference

Authors

Meagen Marquardt; Joshua U. Otaigbe; Brad Tischendorf

. These instuctional tools are useful for: (a) demonstrating to students the synergistic effect of interdisciplinary scholarship in solving fundamental problems using innovative, computer-based instructional modules; (b) developing simple practical polymer materials science demonstration kits for high school science students and other distant education teaching aids; (c) developing cooperative student learning groups, and (d) disseminating the authors' key research findings to students via the web. The interactive web-based multimedia instructional modules of lectures that students can access on a 24-hour are expected to be attractive to engineering students with diverse backgrounds and to other students who desire an introduction to the

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2000 Annual Conference

Authors

Massoud S. Tavakoli

simple modelusing the machinery in the model shop. This invariably increases the students’ understanding ofthe crucial link between design and manufacturing processes.IV. Proposed Curriculum ChangesAs cited previously, schools that successfully implement the complete design cycle do sobecause either: a) they have a semester system, or b) they spread their capstone designexperience over two or more successive terms. Given Kettering University’s cooperativeeducation system, we are faced with the challenge of having access to our students for only threemonths (11 weeks of instruction) at a time before they have to return to their work sessions forthe following three months. This has put severe time limitations on our capstone design courses,which

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2000 Annual Conference

Authors

Louis J. Plebani; Joseph C. Hartman

. Text problems just apply a few equations, and people don't have to think. However, these problems make people think.” Page 5.703.4 “Taking notes, getting lectured and taking quizzes is such an unrealistic way of learning. Small projects like this are more in tune with reality because (a) I can work on it on my own time and (b) I can use any and every resource I can find.” “Being presented with different situations kept the assignment fresh and challenging.” “I would like a system like this because it involves competition. It would also motivate me to do more problems because if I did bad on a

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2000 Annual Conference

Authors

Robert P. Hesketh; Stephanie Farrell

and Teaching Styles in EngineeringEducation,” Engineering Education 78(7) 674, 1988.2. Felder, R.M., J.E. Stice, and R.Brent, National Effective Teaching Institute, Charlotte, NC,p. A-8, June 1999.3 Bird, R. B. , W. E. Stewart, E. N. Lightfoot, Transport Phenomena, John Wiley & Sons,1960.4. Middleman, S., An Introduction to Fluid Dynamics and An Introduction to Mass and HeatTransfer, John Wiley & Sons, Inc., New York, 1998.5. Cussler, E. L., Diffusion: Mass Transfer in Fluid Systems, 2nd Ed., Cambridge UniversityPress, 1999.6. Russell, T.W.F. and M. M. Denn, Introduction to Chemical Engineering Analysis, JohnWiley & Sons, 1972.7. Fogler, H. S., Elements of Chemical Reaction Engineering, Prentice Hall, 3rd Ed., 1999.8

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2000 Annual Conference

Authors

Lizette R. Chevalier; James N. Craddock

- 381.(13) Azemi,A., "Developing an Active Learning Environment with Courseware Approach," 1998 ASEE/IEEE Frontiersin Education Conference.(14) Meyers, C., and Jones, T.B., Promoting Active Learning, Jossey-Bass Publishers, 1993.(15) Vest, D., Palmquist, M., and Zimmerman, D., "Enhancing Engineering Students' Communication Skills ThroughMultimedia Instruction," Journal of Engineering Education, October 1995, pp 383 - 387.(16) Daily, B. and Daily, M., "Effectiveness of a Multimedia Televised Distance Education Program for EngineeringMajors," Journal of Engineering Education, October 1994, pp 1 - 5.(17) Reuther, A.I., and Meyer, D.G., "Analysis of Daily Student Usage of an Educational Multimedia System," 1997ASEE/IEEE Frontiers in Education

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2000 Annual Conference

Authors

Willam G. Curley; Sohail Anwar

) determine instructor qualifications; (6) determine logistics; (7) develop a marketingand follow-up strategy; and (8) plan for evaluation and feedback.Course descriptions for the training programs in PLCs and industrial motor control are givenbelow: Programmable Logic Controllers (PLCs)Duration of Training ProgramThis 24-hour training program will be conducted on four Saturdays; 9:00 a.m. – 3:30 p.m.(halfhour for lunch) every Saturday. However, it can be conducted in any other format as needed byIBEW.Topics Covered 1. Basics of a PLC a. Parts of a PLC b. Principles of Operation of a PLC c. Modifying the Operation 2. PLC Hardware Components a. The Input/Output Section b

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2000 Annual Conference

Authors

Shravia D. Jackson; Christine L. Corum

was effective (or not effective) in that improvement. Students were also asked to give their impressions of the site and whether or not it was helpful to them and were asked to make recommendations for future improvements to the site.7. A quiz was administered to both sections. The 7:30 section was not given prior notice of the quiz. However, the 8:30 section was not only given prior notice, but was also alerted to the format of the quiz.8. The overall academic performance of the students was evaluated for evidence of any improvements or declines. A t-test was used to compare quiz grades of the two sections.VI. ResultsCalculations are presented in Appendix B. Results Table

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2000 Annual Conference

Authors

John P. Robinson; Edward M. Moldt

the Henry B. Tippie College ofBusiness initiated discussions in 1993 which lead to the recruitment of Edward M. Moldtas a consultant. Under Ed Moldt’s direction the entrepreneurial activity on campus Page 5.607.1developed into the John Pappajohn Entrepreneurial Center, and the establishment ofseveral related classes.The University had already in place several certificate programs. A certificate programin international business was of particular interest. The general University approvalprocess for certificates was found to be workable within the institution.II. Program developmentThe proposed certificate program was developed jointly between the

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2000 Annual Conference

Authors

Jeffrey L. Newcomer

) be complexenough to require teamwork to analyze and redesign, (b) not be so complex that the initial analy-sis could not be completed by midterm, (c) contain basic power transmission components, (d) notbe so well designed as to not give students a reasonable opportunity to make suggestions for im-provement, (e) be affordable for teams of three students in their basic course laboratory fee. Inthis particular case, faculty selected a cordless screwdriver with multiple speeds, a torque clutch,and a handle that could be switched between straight-line and pistol grip. The cordless screw-driver fell within the project constraints as well as any device that was readily available.With the project selected, the next step in the course design process

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2000 Annual Conference

Authors

Robert Lane Davis; Kenneth Martin Ragsdell; John Petrikovitsch; Edward J. Feltrop

University and later at the University of Sao Paulo in Brazil. His thoughts were influenced bythe work of B. F. Skinner at Harvard and Charles Ferster at the Institute for Behavioral Research inMaryland. Generally, they ask the same question that besets us today – “Why do my students refuseto learn?” Keller devised a plan (with help from his many students and collaborators), which wasdesigned to maximize learning by stressing achievement and positive reinforcement. This approachhas come to be called The Keller Plan, Self-Paced Instruction, or the Personalized System of In-struction. The key elements of the system are: • Clear educational objectives • Small learning modules with associated achievement tests and immediate feedback

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2000 Annual Conference

Authors

Robert S. Thompson

Page 5.526.13Bibliography1. ABET, “ABET engineering criteria 2000,” (New York: Accreditation Board for Engineering and Technology, Inc., 1994).2. B. M. Olds, M. J. Pavelich, and F. R. Yeatts, “Teaching the design process to freshmen and sophomores,” Journal of Engineering Education (1990): 554-559.3. John Sutton and Robert S. Thompson, “Multidisciplinary integration: A decision methodology and procedure for instruction” (paper presented at the Frontiers in Education Conference, Tempe, Arizona, November 4-7 1998).4. Connie Gersick and Mary Lou Davis-Sacks, “Summary: Task forces,” in Groups that work (and those that don’s), ed. J. Richard Hackman (San Francisco: Jossey-Bass Inc., 1990), 146-153.5. Morton Deutsch, “A theory of co

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2000 Annual Conference

Authors

Steven Mickelson

for up to 16students. One faculty member was the overall coordinator for the course. Table 2 shows thecourse syllabus for the spring 1999 sections of AE 110.Table 2. AE 110 Course SyllabusAgricultural &Biosystems Engineering Department AE 110 – Experiencing ABEDr. Steven K. Mickelson Spring 1999 Lab Section A Section B Professor in MeetingPeriod Monday Tuesday Topic/Activity Charge Room 1 JAN 11 JAN 12 Introduction/Team Building/ Dr. Mickelson 142 Student Portfolio’s/ Pre- assessment 2 JAN 18-22 Mentor Meetings

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2000 Annual Conference

Authors

Asif M. Shakur; Ali Eydgahi; Abhijit Nagchaudhuri

‘learning objectives and outcomes’of the selected courses are only encouraged. Currently, “Service-Learning” has been infused intothe following courses within the Engineering and Physics curricula:a. Introduction to Engineering (ENES 100)b. Programming Concepts for Engineers (ENEE 114)c. Statics (ENES 102)d. Integrated Science (SCIE 110)e. Physics I (PHYS 221)A 10% to 20% of the grade has been assigned to "Service-Learning" activities in all of thesecourses. Student/Team responsibilities for service learning projects are as follows:• Identification of an activity in consultation with the faculty• Identification of a contact person at the site where the "service" will be provided• Development of a questionnaire for evaluating the usefulness of the

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2000 Annual Conference

Authors

Narayanan Komerath

1-12.Burton and White 14 report on a survey of models for teaching engineering design at thefreshman level. Such courses were classified into: a.Reverse Engineering, b. CreatingSomething Useful, c. Full Scale Project, d. Small Scale Project, e. Case Studies, f. Competitions,g. Non-Profit Project, h. Redesign of a Local Project. Of these, they selected ReverseEngineering as most appropriate for their needs, using a Weighted Factor Scoring Model.The choice of conceptual design as an integrative tool in our curriculum is based on theexperience of listening to Georgia Tech Aerospace Engineering students and alumni for manyyears. In the traditional curriculum, the Capstone Design course in the senior year is cited bystudents for providing

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2000 Annual Conference

Authors

Robin H. Lovgren; Michael J. Racer; Anna P. Phillips

To provide and promote outreach programs which meet the technical needs of the Mid-South region o To create a vibrant atmosphere which encourages learning and stimulates the exchange and advancement of ideas o To encourage diversity in all aspects of the College’s endeavors3.3 Link to ABET 2000 CriteriaFortunately, our University and College Mission statements already address many of the ABET Page 5.311.5Criterion 3 goals for outcome and assessment of engineering programs For example, criteria A, B, C, D, F, and L focus on engineering-specific requirements that graduates must meet to prove competency in the field of engineering, and