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2001 Annual Conference

Authors

Atlas Hsie; Naseem Ishaq; Salahuddin Qazi

these needs, a practiceoriented, interdisciplinary, Master of Science Program 1 in Advanced technology was launchedin the Fall of 1996 by including courses from the departments of electrical, mechanical andindustrial engineering technologies. The objective was to prepare the students in a wide range ofengineering and technology practices so that they could help to improve the productivity at theirplace of work. All the courses included in the program were of applied nature and hadapplications to industry. The students accepted in the program were mainly graduates ofengineering technology programs from the areas of electrical, mechanical and industrial. At thetime of starting the program, there was no other Master of Science program in the

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2001 Annual Conference

Authors

Jay Porter; James Ochoa; Rainer Fink

case that multipleinvestigators are involved. This paper addresses the issue of collaboration among tenure-trackfaculty members and describes several benefits that have resulted from a collaborativeatmosphere created by tenure-track faculty members within the Electronics EngineeringTechnology Program at Texas A&M University.I. Introduction.The tenure process at Texas A&M University is not unlike that at other major universities in theU.S. New faculty must achieve a level of excellence in teaching and research and contribute tothe University and profession through service and outreach [1]. The quality, significance andimpact of a faculty member’s accomplishments are key to their success. Because Texas A&MUniversity is a research

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2001 Annual Conference

Authors

John Brown; Patricia Click

TCC402, a two-semester sequence in which they write their senior theses and explore the ethical, cultural, andsocial contexts of engineering practice.Examining the meanings of professionalism is one of the many goals in each course. Inisolation, however, students in TCC101 or TCC401 lack the chance to explore the dynamic andongoing professionalizing experience encompassed in a four-year undergraduate curriculum thatoften includes internships and summer jobs as well as classroom learning. To give students thisperspective on professionalism as a dynamic process, we paired up each TCC101 studentinterested in a given major with a TCC401 student in the midst of senior thesis research withinthat major. Each team pursued a series of assignments:1

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2001 Annual Conference

Authors

David Leonard

students • Text chat for "live meetings" in which students discuss electronic readings and projects • Team learning and collaborative learningThe program is divided into four modules, each of which is comprised of two courses: • Module 1. Advanced Technology • Multimedia • Hypermedia • Module 2. Business Issues/ Practices • Electronic Work Teams • Globalization of Electronic Communication • Module 3. Processes • Usability Evaluation of Web-based information • Online Information of Web based education and training modules • Module 4. Foundations • Learning Theories as applied to Knowledge Management • History and Theory of CommunicationIn addition, students participate in a

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2001 Annual Conference

Authors

Stephanie Eisenbarth; Siddhartha P. Duttagupta; Robert Walters; Paul Dawson; Joseph Guarino; George Murgel; Christopher Pentico

initial development of the microelectronicslaboratory facilities, have been documented.1 The State of Idaho recently approved theestablishment of four new M.S. programs in Electrical, Computer, Civil, and MechanicalEngineering. The impetus to initiate each of these programs came principally from the demandsof local citizenry, industry, and institutions to meet local technical education needs. This articlewill describe the efforts that have been undertaken by the Engineering faculty in partnership withthe community as a whole, to ensure that these programs will adequately prepare students forengineering and other high technology careers with an emphasis on technology management.II. Development of M.S. programsThe challenges faced when developing

Collection

2001 Annual Conference

Authors

Marshall Coyle; Christal Keel

analytical solution, as well as theconcept of creating and calibrating a load transducer to measure the applied load. This paperpresents details on the analysis, experimental approach, and the results.Introduction:Figure 1 illustrates a typically-constructed hand-held hacksaw. 7hpxirà Chqyrà Crhqà 7yhqrà 6hpurÃQvà !ÃQyhprà Figure 1: Typical Hacksaw.The head, handle, and backbone make up the

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2001 Annual Conference

Authors

Beatrice Isaacs; Donald Leone

projects that would be appropriate for sophomore level students. Professionals,whose projects were selected, would serve as technical mentors to the student teams, whilefaculty members would serve as technical support, provide project management, and guidediscussion on ethical issues. This paper documents the planning activities that have taken placeto define the ILB planned for the new course, which will be taught for the first time in the Spring2001 semester as a pilot section.1. IntroductionThe focus of the NSF grant1, “Integrating Engineering Design with the Humanities, SocialSciences, Sciences and Mathematics”, involves the reshaping of the engineering curriculumthrough: 1) the integration of contextualized, interdisciplinary design projects

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2001 Annual Conference

Authors

Nathan Richardson; Carl White

the leadership of Dr.Carl White with initial support from ECSEL (Engineering Coalition of Schools for Excellence inEducation and Leadership sponsored by NSF). Initially, the program provided design projects forsenior engineering candidates. Currently, its mission is to establish and maintain a first-classmodeling service which offers an enhance education to all engineering students while focusingprimarily on increasing the number of minorities with skills in areas of device characterization,CAD software development, and device, circuit, and system modeling.The internal organization structure of COMSARE consists of the director, three levels ofassociates, and assistants as depicted in the hierarchical diagram in Figure 1. ProjectManagement

Collection

2001 Annual Conference

Authors

Steven Levitt

Copyright  2001, American Society for Engineering Educationh) the broad education necessary to understand the impact of engineering solutions in a global/societal context;i) a recognition of the need for and an ability to engage in lifelong learning;j) a knowledge of contemporary issues; and,k) the ability to use the techniques, skills, and modern engineering tools necessary for engineering practice"1.The first three criteria are standard engineering skills. Engineering educators realize these skillsare not sufficient for successful careers in engineering. It is important to note that several ofthese criteria directly require communication skills. From a practical standpoint, I like to pointout to students that recruiters consistently claim

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2001 Annual Conference

Authors

Nanette Keiser; Gloria Tressler; Arlen Gullickson

on to the survey. Were they just toobusy? Or worse—did they ever receive the survey in the first place? Sorting through a maze ofpublished and unpublished area code changes, we used the telephone to continue our pursuit ofaccurate contact information. Our inquiries revealed a variety of reasons for nonresponse suchas retiring PIs, alternate summer computer sites, and a fear of computer viruses. We ultimately engaged in additional communication with 66 percent of the surveyrecipient sites. These communications were beyond the initial survey preparation notice, theactivated survey itself, and/or routine follow-up reminder notices and are summarized in Table 1. The PI or other project representative of 30 percent of the total

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2001 Annual Conference

Authors

Lisa Lebduska; David DiBiasio

thesophomore year, and hence have little contact with first-year students interested in chemicalengineering. Recently more departments are offering seminars or other career-oriented activitiesfor first-year students 1. Early engagement with the profession can increase motivation forlearning and improve retention in the major 2,3. Improving student understanding of engineeringshould certainly allow students to make informed, rational decisions about their academic andprofessional careers. Opportunities are few for fixing this problem, however, and frequentlyconsist of passive activities such as seminars and introductory technical courses. A process thatactively and enthusiastically engages students in learning about engineering is needed.In addition to

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2001 Annual Conference

Authors

Jack Lesko; Eric Pappas

than simply those of a highly technically educated individual. These characteristicsinclude the following:1) good communication skills, oral and written (ABET "g")2) the ability to work well with a variety of individuals (ABET "d")3) a sense of values (ABET "f")4) a variety of educational experiences and training to understand the interdependence among disciplines (ABET "h")5) the desire and ability to continue to educate oneself (ABET "i")6) a knowledge of contemporary issues (ABET "j")There is a natural progression from these characteristics and the "added four attributes" noted bythe Task Force on Engineering Education that suggest students develop leadership and diversityskills, and understand and commit to quality. Nationwide

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2001 Annual Conference

Authors

Don Merrill; Nick Safai

used to determine andcompare academic standards between these departments. Page 6.15.2 2IV. ResultsTo analyze and clarify the results of our research, we have presented the data in both tabularand graphic forms. A. The average GPA for each department for the years 1993, 1996, and 1999 are presented in Exhibit 1 and Table 1. Exhibit 1 & Table 1: The average Grade Point Average for each department for 1993,1996 & 1999 B. The distribution of grades for each department are presented in Exhibits 2, 3, 4,and 5, and Tables 2, 3, 4 and 5 for

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2001 Annual Conference

Authors

Thomas Miller; Rodney Allen; Richard M. Felder; Catherine E. Brawner

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society of Engineering EducationAccording to Galin,1 the primary difference between these two response modes is that e-mail is a“push” technology while the Web is a “pull” technology. That is, with e-mail, sent messages areautomatically received in the potential respondent’s mailbox, whereas respondents must beattracted in some way to a Web page. Because of this difference, one might expect a higherresponse rate to an e-mail survey than to a Web survey. The experiment described in this paperwas designed to test this hypothesis and also to determine whether there were significantdifferences in the

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2001 Annual Conference

Authors

William Keat; Ann Anderson; Richard Wilk

of this course are to teach students to workin teams, lead projects, communicate effectively, apply design principles to the design ofthermal/fluids systems and to apply principles of engineering economic analysis.Design of Mechanical Systems (DMS) is a capstone, project-based course in machine design.The course is designed to give students: (1) experience in solving challenging open-endedproblems in mechanical design (2) a practical working knowledge of basic machine elementssuch as motors, gears, belts, bearings, shafts, flywheels, and fasteners and (3) experienceworking on a large team (16 students per team). The term working knowledge in this contextimplies: an intuitive understanding of how the machine elements work, the ability to

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2001 Annual Conference

Authors

Elliot Douglas, University of Florida

AC 2001-145: A Comprehensive Approach to Classroom Teaching: Does it Work?Elliot Douglas, University of Florida Page 6.18.1© American Society for Engineering Education, 2001 Session 2793 A Comprehensive Approach to Classroom Teaching: Does it Work? Elliot P. Douglas University of FloridaAbstractAn instructional model has been previously described which provides a comprehensive approachto classroom teaching.1-3 At its core this model consists of a structured format for preparationand

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2001 Annual Conference

Authors

Heidi Diefes-Dux; William LeBold; William Oakes; P.K. Imbrie

Engineering Education Annual Conference & Exposition Copyright© 2001, American Society for Engineering Education”Purdue Pre-Engineering Program EvaluationTo focus on the beginning-engineering students, an open-ended survey was conducted at the endof their first semester. This survey was the foundation for the Purdue Pre-Engineering ProgramEvaluation survey that has been used in various formats since 1957. It provides information onbeginning student perceptions of the quality of first year courses, university facilities, first yearcounseling, placement, and special programs. Table 1 provides an example of trends in serviceratings for ten years (1989-1999). Table 1. Percentage of 1987-98 First Semester Freshman engineers who evaluated

Collection

2001 Annual Conference

Authors

Walter E. Thain Jr.; Thomas Fallon

model requires synergy between a number of groups within a corporation thattraditionally operate in a more autonomous fashion. One of the most valuable assets in this newtype of corporation is an employee that has a good understanding of the technical aspects of acomputer network, how networks under gird server-based applications, and how to manage andoptimize these resources.1 Page 6.20.1The State of Georgia is actively involved in fostering the growth of the telecommunicationsindustry within the state through its Yamacraw program.2 The Board of Regents of theUniversity System of Georgia is seeking ways to support this initiative, one of which

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2001 Annual Conference

Authors

W. Steele; B.K. Hodge

Session 2266 Computational Paradigms in Undergraduate Mechanical Engineering Education B. K. Hodge, W. G. Steele Mississippi State UniversityAbstractUndergraduate mechanical engineering (ME) programs in the United States were surveyed todetermine the usage of programming languages (such as C or FORTRAN) versus the use ofarithmetic systems (such as Matlab or Mathcad). A survey form was e-mailed to all MEprograms. The survey form was used to determine the following: (1) programming coursesrequired, (2) use of programming in ME curricula

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2001 Annual Conference

Authors

Edward Vavrek

: Wt ⋅ Pd st = ⋅ K o ⋅ K s ⋅ Km ⋅ K B ⋅ K v (1) F⋅Jwhere st = bending stress (psi) Wt = tangential force (lb) Pd = diametral pitch (1/in.) F = face width of tooth (in.) J = geometry factor Ko = overload factor for bending strength Ks = size factor for bending strength Km = load distribution factor for bending strength KB = rim thickness factor Kv = dynamic factor for bending strengthThe bending stress should not exceed the design stress value based on the material selected. sat ⋅ YN

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2001 Annual Conference

Authors

Joe Hartman

. Page 6.284.3 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright @ 2001, American Society for Engineering EducationFigure 1 shows a diagram of the ground portion of the Mode -S system. The ASR 9 is the radarthat encodes/decodes the digital information on to the radar pulses sent to the aircraft. Thesystem design involves all the blocks except the ASR 9. The display system block represents theterminals that the air-traffic controllers use. The bus to the displays and the number of displaysrequired are part of the design. A system for this critical function has to have extensive softwaredevelopment and a redundant, reliable computer. The portion of the program

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2001 Annual Conference

Authors

Priya Olden; Nikunja Swain; Maurice Robinson; James A. Anderson; James Parker; Cristal Caroll; Alan Seedarsan

project participants to advance topics in LabVIEW. During Page 6.285.2the summer of 2000, we had a three day advanced LabVIEW workshop. The following is a list of itemsthat were covered during this period:1. LabVIEW Environment The participants were introduced to toolbars and tools palette, menus, different objects and editing different objects, text, labeling, wiring, and saving VI to the library file.2. Creating and Troubleshooting a VI The participants were introduced to viewing a VI, creating a VI, creating Icons and connectors for a VI, Data types, representation, precision, and troubleshooting a VI.3

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2001 Annual Conference

Authors

Bruce Segee; Isaac Horn

, Page 6.286.2without a loss in performance, by going with an AMD alternative over an Intel chip. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationAsus A7V Motherboard2 – At the heart of all computers is the motherboard. It is the one placewhere every thing that occurs in the computer crosses. We selected this board because (1) itsupported our choice of processors, (2) had the available expansion slots for the cards we wantedto add, (3) offers “Jumper-less” configuration through its BIOS, and (4) allows for futureupgrade to 1Ghz processor with no advanced configuration.128MB 133Mhz Synchronous DRAM

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2001 Annual Conference

Authors

Christopher Carroll

Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Educationis shown in Figure 1, and the initial display produced upon powering the instrument isshown in Figure 2. Interface to these input and output devices is intentionally simple sothat they can be incorporated easily into student designs for various types of computercircuits. By removing the need to worry about input/output, students can concentrate onthe actual data processing or storage circuits they are designing. Figure 1. Carroll’s Gadget Page 6.287.2 Figure 2. Power-on

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2001 Annual Conference

Authors

Thankappan Pillai

Session 1526 Computer Interfaced Teaching Laboratory for Science and Engineering Majors Thankappan A.K. Pillai University of Wisconsin - La Crosse, La Crosse, WI 546011. IntroductionThis paper describes a Workshop Physics style laboratory for first year Physics-Engineering Dual Degree majors at the University of Wisconsin - La Crosse (UWL) 1.With the support of an NSF grant2, we have established a computer interfaced physicslaboratory to go along with the calculus based introductory physics course. This courseuses networked Microcomputer Based Laboratories (MBL)3 to acquire

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2001 Annual Conference

Authors

Harold Hultman

while the scope ofmaterial addressed was essentially preserved, permitting full transferability.III. Course Content ApproachThe overall approach for the course was that of a deliberate, planned growth in complexity ofeach of the "objectives" areas. These areas include the following:1. Lab experiment specification elements, highlighting the key design requirements of eachcircuit/topic area, and requiring application of previously learned design techniques.2. Digital design, phased in complexity by topic area in the 244 digital design course, fromsimple timing and counter generator designs to algorithmic state machines.3. Analog design, phased with the 204 course, from simple dc networks, through operationalamplifier summers, integrators and

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2001 Annual Conference

Authors

Daniel Waldorf

questions and issues that FEA can be used toresolve. A determined approach is also made to stress the danger in blind interpretation ofresults, the need for verification experiments, and the opportunities available for further study Page 6.282.3 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationand grounding in FEM fundamentals. Supplemental readings such as the Porsche case study1and the Robinson5 and Kimball6 articles are assigned to support the discussion.A total of between three and six hours of lecture (1-2

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2001 Annual Conference

Authors

Yaw Owusu

than use a generic set of objectives from a quality handbook. The objectives areestablished after much consideration and discussion. Despite the personal flair, companyobjectives for achieving a world-class quality of excellence still share the commonfundamental concepts and philosophies espoused by world quality leaders as Deming,Duran, Shewhart, and Taguchi. The summary of these objectives for total qualitymanagement in concurrent engineering environment is as follows:1. Provide products and services of a quality that meet or exceed the requirements and expectations of the customer.2. Develop quality systems to foster continuous quality improvement.3. Define and implement quality programs based upon employee involvement.4. Provide all

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2001 Annual Conference

Authors

Nagraj Balakrishnan; Michael Leonard; Judith McKnew

, andmaintenance procedures recommended can be very large. Configuration management is anorganized method for engineering documentation control which provides a systematic approachto selecting product related information to be maintained, and provides structure and speed tothe formal review, costing, approval and adoption of changes. In other words, “Configurationmanagement is the discipline of identifying the components of a continuously evolving system(taking into account relevant system interfaces) for the purpose of controlling changes to thesecomponents and maintaining integrity and traceability throughout the system life cycle 1.” Page 6.291.1

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2001 Annual Conference

Authors

Rick Duley; S P Maj; D Veal

this curricular restructuring which attracted the attention of the authors whoinstituted a survey of the eleven universities involved in the education of potential professionalSoftware Engineers which has produced graphical evidence confirming the distinct andindividual nature of SE as a discipline and demonstrated the willingness of tertiary educationinstitutions to respond to the needs of that discipline. This paper reports on moves in Australiatowards the recognition of software engineering as a bona fide profession in its own right andpresents the results of the survey showing the changes in curricular definition which have takenplace as universities move to support the new discipline.1. Background’Software Engineering" (SE), as a term