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2001 Annual Conference

Authors

Paul Marquard; Bruce R. Dewey; Sally Steadman; Raymond Jacquot

Session 3553 Enhancement of an Introductory Computing Course with Experiential and Cooperative Learning Sally Steadman, Bruce R. Dewey, Raymond G. Jacquot / Paul J. Marquard University of Wyoming / Casper CollegeAbstractFor the past seventeen years the University of Wyoming College of Engineering has had afreshman level computing and problem solving course in which freshmen were introducedproblem solving strategies and computing to support those strategies. Several years ago it wasobserved that interest in the course could be increased if some physically based exercises couldbe introduced in

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2001 Annual Conference

Authors

Valerie Taylor; Sumalatha Adabala; Jose Miguel-Alonso; Jose Fortes; Rudolf Eigenmann; Renato Figueiredo; Nirav Kapadia; Luis Vidal; Jan-Jo Chen

coun-terparts, and to provide feedback on how to improve the system's usability. Feedback received from student evaluations indicates that the network-computing interfaceis easy to learn and an e ective aid to understanding architecture concepts 9 . Most criticismwas received from advanced users in graduate-level courses with regard to the HTML-based lemanipulation; for this class of users, a Unix-like terminal interface can enhance productivity.We are currently looking into the integration of a shell interface to the network-computinginfrastructure to address the needs of expert users who use tools for both research and educa-tion. In another experiment the students of a parallel programming class had the choice betweenusing a

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2001 Annual Conference

Authors

Brian Copes; Willard D. Bostwick; Kenneth Rennels; Douglas Acheson

older, “non-traditional” students are enrolling in order to learn newskill sets ushered in by modern technology. Many students who return to continue theireducation at IUPUI as well as other urban campuses have been in a work environment that hasexposed them to the “rules” already. A machinist, quality control technician, or maintenanceperson with ten or fifteen years of experience reading blueprints to create, test or repairmechanisms isn’t seeking the knowledge to understand the engineering graphics language.Rather, their desire is to learn the new digital tools that create that language. The instructionalpace in the classroom becomes disproportionate when combining these “non-traditional”students with younger, less computer-apprehensive

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2001 Annual Conference

Authors

Bruce Segee; Isaac Horn

easilyupgraded and fine-tuned for the specific needs of each student in their field.In the construction process of this computer the students learn what each component does andhow it contributes to the operation of the whole machine. This additional working knowledge ofcomputers will allow the students to identify and perform upgrades to this computer in the futureas technology changes, as well as be able to build additional computers in the future.II. Course Structure Page 6.286.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society

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2001 Annual Conference

Authors

Katherine Liapi

- Euclidean, geometries, has offered tools for the study andvisualization of complex architectural and structural systems and for the formal explorationof new innovative structures, such as kinematic structures.It is also hoped that the instruction of these two courses on Computer Graphics hassucceeded not only in developing competency in architectural and structural formdescription and exploration but also in inspiring Architectural Engineering students tofurther explore the role of geometry as an essential mental tool required for the inventionand modeling of spatial structures, as well as in developing learning strategies for adaptingto changing technologies.AknowledgmentsThe projects illustrated in the figures have been developed by the following

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2001 Annual Conference

Authors

Oliver Sitton; Neil Book; Douglas Ludlow

Session 3213 Development and Implementation of a Computer-Based Learning System in Chemical Engineering Neil L. Book, Douglas K. Ludlow and Oliver C. Sitton Department of Chemical Engineering University of Missouri - RollaAbstractThis paper describes the development and implementation of a computer-based learning systemfor the University of Missouri – Rolla (UMR) chemical engineering curriculum. The project hasthree major goals: provide a learner-centered study environment for our students, integrate thelearning system into

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2001 Annual Conference

Authors

George Karady; Khaled Nigim

1 Session 10 Improve Learning Efficiency by Using Computers For Junior Level Electrical Engineering Courses George G Karady, Fellow member IEEE K. A. Nigim*, Senior member IEEE Arizona State University Birzeit University, Birzeit, Palestine Tempe AZ 85287 Knigim@imap3.asu.edu Karady@asu.edu *Fullbright Fellowship leave at Arizona State

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2001 Annual Conference

Authors

Luiz DaSilva

Session 1658 Large-scale Synchronous/Asynchronous Collaborative Distributed Learning in a Graduate-Level Computer Engineering Course Luiz A. DaSilva Virginia Polytechnic Institute and State University Alexandria, VA 22314 USAAbstractRecent advances in telecommunications and network technology, increasing demand forcontinuing education for industry professionals, and the general mobility and geographicdistribution of the population are forcing major changes in both synchronous and asynchronousgraduate education. This paper describes the author's

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2001 Annual Conference

Authors

Howard Smolleck; Bhargava Jayanti

Session 1795 SOME COMPUTER-BASED LEARNING TOOLS FORUNDERGRADUATE ENGINEERING AND TECHNOLOGY EDUCATION PROGRAMS: DEVELOPMENT, USES, AND EXPERIENCE Howard A. Smolleck Bhargava Ram Jayanti Klipsch School of Electrical and Computer Engineering New Mexico State UniversityAbstractFor several years, the first author has directed a program involving the development ofgraphical, interactive software for use by students in Engineering and Technology programs.The pilot project, sponsored primarily by two foundations, was oriented toward two-year,community-college institutions as well as four

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2001 Annual Conference

Authors

Robert Kee; Jean-Pierre Delplanque

Learning Differential-Equation Aspects of Fluid Mechanics with Spreadsheet-Facilitated Computational Fluid Dynamics Jean-Pierre Delplanque and Robert J. Kee Division of Engineering Colorado School of Mines, Golden, CO 804011 IntroductionIt is well known that continuum fluid flow is described at its most fundamental level by theNavier-Stokes equations, a system of nonlinear, second-order, partial differential equations.In spite of this solid foundation, the equations themselves are sufficiently difficult to under-stand and solve that they are often introduced only superficially in fluid-mechanics courses.Because it is difficult to connect mathematical

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2001 Annual Conference

Authors

Robert Avanzato

Session 1520 Handheld Computers in the Classroom and Laboratory Robert L. Avanzato Penn State AbingtonAbstractPenn State Abington has integrated the student use of personal digital assistant (PDA)technology into several Information Sciences and Technology and engineering courses inorder to foster active and collaborative learning experiences in the classroom andlaboratory. Activities supported by the use of these handheld computers includeelectronic team exams, distribution of notes, programming, collaborative databaseprojects, and access to web-based materials. Student access to handheld

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2001 Annual Conference

Authors

Geoff Swan; S P Maj; D Veal

spend many staff hours for each student hour spentstudying it was not felt to be an effective use of staff time to attempt develop such a system.6.5 Computer-Based TutorialsThe computer based tutorial was not felt to be a possibility or from a staff point of view thedevelopment of Computer Based Learning (CAL) materials was considered to represent alarge input of extra effort that could be better spend in developments with respect to theseunits. However there are many commercially available packages that could have been of use. Page 6.702.5 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition

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2001 Annual Conference

Authors

Edward Vavrek

66 Computer Aided Spur Gear Design and Analysis Edward M. Vavrek Purdue University North CentralI. IntroductionThis paper describes a spur gear analysis program written in visual basic. The program is used toassist students to learn the procedures to size and select spur gears. The class that this is used inis called machine elements (MET-214). It is a second level mechanical engineering technologycourse. The student’s background coming in to this course includes statics, dynamics, andstrength of materials. The course covers topics related to mechanical design

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2001 Annual Conference

Authors

Charles Forsberg

Session #2793 Use of Computers in Undergraduate HVAC Design Charles H. Forsberg Department of Engineering, Hofstra University, Hempstead, NY 11549AbstractA senior capstone design course in Heating, Ventilating, and Air Conditioning (HVAC), withemphasis on the use of computers, has been given at Hofstra University for the past severalyears. After learning the fundamentals of psychrometrics and HVAC processes, students areassigned the task of designing an air conditioning system for a commercial or institutionalfacility. Past projects have included university buildings, retail stores, and

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2001 Annual Conference

Authors

Winston F. Erevelles

Session 1463 Design and Implementation of the Computer Integrated Engineering Enterprise (CIEE) – the Learning Factory at Robert Morris College Winston F. Erevelles Robert Morris CollegeI. IntroductionThe engineering initiative at Robert Morris College seeks to enhance the technical andengineering abilities of the workforce in southwestern Pennsylvania through an innovative,industry-driven, hands-on, project-based system of education and training that integrates theoryand practice in Manufacturing, Software, and Logistics

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2001 Annual Conference

Authors

Glen Smerage

Session 1520 Instructing Courses With Mathematical Content Via the Web and Computers Glen Smerage University of FloridaIntroductionEngineering courses involve mathematics in presentations of theory and skills, demonstrations,exercises, and work by which student learning is evaluated. The Web, a personal computer, andmathematical software are excellent means for incorporating mathematics into courses. During thepast four years, the author has developed and applied approaches to employing those means incourses with

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2001 Annual Conference

Authors

Thankappan Pillai

physical principles. Page 6.288.3 Proceedings of the 2001 American Society of Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationThe Microcomputer Based Laboratory (MBL)3, 11 is one of the methods by whichstudents may achieve conceptual learning. Ronald K. Thornton of Tufts University hasbeen instrumental in the development of computer software for science education,including the Tools for Scientific Thinking (TST) project, and in the development oftesting materials to evaluate the knowledge of students in science concepts. He hasdemonstrated, "that the majority

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2001 Annual Conference

Authors

Eric Bell

levels, but on theaverage have not yet made the connection between math and engineering mechanics. It is byexample and homework problems that we instill the connection.Most presentations for making this connection are either printed matter, or computer-basedlearning. Computer-based learning holds the most promise at this time because we have to admitthat printed material is limited in its level of interactivity. It is difficult to respond to a particularstudent problem without mudding the waters for everyone.A solution, which addresses these limitations, is a program that queries students for problemcomponents. This relieves the system of having to be a complete intelligent tutoring system byaddressing specific parts of the example problem. And

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2001 Annual Conference

Authors

Larry Richards

a range of options for each type ofsoftware. Our goal was to introduce the major capabilities of each type of software. Wealso selected these products based on ease of learning and ease of use. Our committeesurveyed the faculty in Engineering and Applied Science at UVa about the skills they feltour students should have; we also asked them which software they actually used in theirclasses, research, and consulting. Finally, we considered the demands and needs ofindustry for computer fluent engineers. We cannot provide instruction in each of theparticular software products used by industry, but we can and do educate our students inthe relevant capabilities and limitations of each type of program.2. Incoming population: a profile of our

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2001 Annual Conference

Authors

Karen Davis; Jr., James Caffery; Jr., Fred Beyette

; societal context for ethics cases studiesi discussion of changing pace in their chosen professions, graduate schoolj ethics case studies include recent ECE topicsk study and apply techniques in learning to use the graphical computer organization and processing; programming environment associated electronic library and internet with the RoboLab resourcesWe believe our Introduction to Electrical and Computer Engineering course acquaints students insome degree with all of the ABET Criterion 3 outcomes we expect them to have upon completionof their degrees.V. Preliminary AssessmentIt is too early to give any longitudinal

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2001 Annual Conference

Authors

Harold Hultman

Session 2486 Two-Year college Computer/Electrical Engineering Transfer Program Cost-Effective Laboratory Facility Hal Hultman Department of Physics, Engineering, and Geoscience, Montgomery College Rockville, Maryland, 20850AbstractThe constant evolution of the Computer Engineering and Electrical Engineering curriculum hasnecessitated a downward migration of basic engineering-content courses into the freshman andsophomore years. This has presented a challenge to two-year institutions in regard to articulationof content-rich introductory engineering courses

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2001 Annual Conference

Authors

William Frey; Jose Cruz

atUPRM) will facilitate this.Case #1: A chemistry student, working in a computer lab at the university, downloads theAnarchist’s Cookbook from the Internet. He saves it in his designated storage area. A systemsadministrator, who routinely scans student files for pornographic pictures (studentsdownloading pornographic pictures crowd out other students with more legitimate purposes),finds the Cookbook in the student’s files. What is the student doing with this information:satisfying his curiosity or planning for something more sinister?Case #2: A student takes a computer systems class in which she learns how to deal withcomputer viruses. Using what she has learned, she creates her own virus and contemplatesreleasing it into the University system

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2001 Annual Conference

Authors

Daniel Waldorf

, andFEA limitations and abuses. Several qualitative and quantitative questions on the course examare used to test learning of the subject.II.B Computer ExercisesSome practical considerations guided the formation of computer exercises for giving students ahands-on experience with FEA. Since lab access to the software is limited, the exercises had tobe completed during the students’ three-hour lab periods or during short supervised eveningactivities. Furthermore, although it was desired to utilize only the basic functions of the softwareto get across the main ideas, the parts or tools analyzed should be realistic and serve as examplesfor potential advanced projects. It was assumed that all students had basic solid modelingexperience since one of

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2001 Annual Conference

Authors

Steven McDermott; Michael Sterner; Kenneth Whelan; John Schmalzel; Jennifer Kay; Jason Wollenberg; Glenn Arr; Christopher Foster; Linda Head

2793principles to freshmen who had not had any programming experience. These freshmen weretypically not the students who were heading for an Electrical and Computer Engineering majorand had some anxiety over the prospect of having to learn how to program. Looking back totheir own experiences and those of their “non-EE” friends, the instruction team concluded thatthe best way to learn how to program is to “just do it.” They developed a totally hands-onProgramming Preparation Course.The Programming Preparation CourseThe curriculum for this program was guided by the “pre-test” that is given by the ComputerScience Department to all students who are beginning their programming course. This testaddresses the topics that the students are expected to be

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2001 Annual Conference

Authors

Elizabeth Berry; Robert Lingard

engineering and computer science students need to learncommunication and collaboration skills. In his 1992 article on "Educating a New Engineer," PeterDenning states that "a student must learn not only the technical side of engineering, but also skillsof listening, completing and communicating."2 Although engineers and computer professionalsare stereotypically viewed as introverted independent specialists, it is important that students inthese fields "learn the skills for working effectively as members of groups."2More recently ABET has emphasized both communication and teamwork skills in the 2000-2001criteria for accrediting engineering programs. Specifically, the guidelines state that "engineeringprograms must demonstrate that their graduates have

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2001 Annual Conference

Authors

Rick Duley; A Boyanich; S P Maj

us who learned computing in a UNIX (or DOS) environment often regard the youth oftoday, with totally GUI experience, as being disadvantaged. “Those poor kids,” we say, “don’tknow how it works.” What we must bear in mind is that, while the student’s mental model of acomputer might be somewhat primitive from our point of view (“an electronic brain” or merely“a black box”), the model is effective — it works. As Ben-Ari points out that even after a fullsemester of Pascal, students’ knowledge of the conceptual machine underlying Pascal can bevery fuzzy but arguing about ‘alternative frameworks’ of language syntax or semantics mightonly be a cause of psychological grief for the students6. After all, this is the basis of theObject-Oriented Paradigm

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2001 Annual Conference

Authors

Scott Morton; Donald Smith

Session 2526 A Fluid Flow Experiment Utilizing Computer Aided Laboratory Instruction Scott A. Morton, Donald A. Smith Department of Mechanical Engineering, University of WyomingAbstractExperiential discovery laboratory exercises and computer-aided instruction (CAI) are botheffective pedagogic means for complex science learning. The combination of these twotechniques into computer aided laboratory instruction (CALI) has the potential for being a highlyeffective teaching method with several attractive side benefits. These side benefits include:significantly reduced

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2001 Annual Conference

Authors

Joe Hartman

Multiprocessorsincluding some of their corresponding interconnect schemes. A few examples of multiprocessorimplementations are also included. With this background the student teams can make goodprogress and are predisposed to learn the upcoming multiprocessor information since it is rapidlybecoming part of their project solution.Design resultsThe student designs in the class were very good. The system block diagram showing thecomputers, memory and bus of the winning solution is shown in figures 2 and 3. The MTBFcalculations and costs are shown for each segment. The SPEC Marks indicate the processingcapacity of the computers and that they can handle the software programs. Figure 2 Five Processors on a Dual Bus Figure 3 Shadowed Processor

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2001 Annual Conference

Authors

Mohammad Naraghi; Bahman Litkouhi

Session 2520 An Effective Approach for Teaching Computer Programming to Freshman Engineering Students Mohammad H.N. Naraghi and Bahman Litkouhi Department of Mechanical Engineering Manhattan College Riverdale, NY 10471I. IntroductionComputer programming is an essential and integral part of any engineering program.Engineering students in their junior and senior years face the task of solving problemsusing numerical approaches. Good programming skills will enable them to tackle thoseproblems easily. Furthermore, a good

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2001 Annual Conference

Authors

William Haering

concepts exists.For the strength of materials course is was decided to add the use of personal computerspreadsheet applications directly to the existing course. The students learned to perform thefollowing tasks: graph stress-strain diagrams, numerically integrate the stress-strain diagrams toobtain the modulus of toughness, and perform composite moment of inertia calculations. In eachcase, the task performed was either a purely mathematical operation, or a skill from aprerequisite course. Use of an existing generic application was chosen for three reasons;computer language programming is not a prerequisite course, it is not discipline specific, and ithas very low overhead.For the dynamics course it was decided to offer a special honors section