Collection

1996 Annual Conference

Authors

Herbert Hess

ofintroducing high-performance dc machines and servo systems, improved understanding of the inductionmachine through practical speed control, and more flexible laboratory investigation opportunities.Emphasis in this paper is on working within the existing curriculum; suggestions are presented about howto modify the curriculum to accommodate these ideas. Capstone design projects also present an expandedopportunity for marrying a variety of subjects to energy conversion in a group setting. The advent of theadjustable speed drive presents a wonderful opportunity for increased excitement in the teaching ofelectromechanical energy conversion.References[1] Electric Power Research Institute (EPRI), Adjustable Speed Drives Directory (Pleasant Hill, CA:EPRI

Collection

1996 Annual Conference

Authors

Philip J. Morris; Martin L. Brady; Lyle N. Long; Ali Haghighat

I .— - Session 1626 .. —- -—. . . . . . . Curriculum Development in Advanced Computation* . Philip J. Morris, Lyle N. Long, Ali Haghighat, Martin L. Brady The Pennsylvania State UniversityIntroductionFor U.S. industry to remain competitive in the global market place it must update its approaches toproduct development. The concept of “concurrent engineering,” in which design and manufacturingprocedures are

Collection

1996 Annual Conference

Authors

Michael L. Smith; Mary R. Marlino; Jeff V. Kouri; D. Neal Barlow; A. George Havener

, D.C., “A Course Correction for Engineering Education,” Viewpoint, Aerospace America, May, 1995.3. Crawley, E.F., et. al, “Reform of the Aeronautics and Astronautics Curriculum at MIT, Journal of Engineering Education, January, 1994. pp. 47-56.4. Ettouney, O.M., “A New Method for Integrating Engineering into the Liberal Education on Non-Engineering Undergraduate Students,” Journal of Engineering Education, Cot, 1994. pp. 349-355.5. Vincent Ercolano, “From Sleep to Success 101,” ASEE Prism, September, 1995, pp. 25-29.6. Kieffer, H.H., Jakosky, B.M., and Snyder, C.W., “The Planet Mars: From Antiquity to The Present,” Mars, The University of Arizona Press, Tucson, AZ, 1992, pp. 1-33.7. Marlino, M.R., et. al, “Engr-110-Fall 1995 Cognitive

Collection

1996 Annual Conference

Authors

Marvi Teixeira

.—. Session 3220 . Overview of a Design Project Developed to Meet 0.5 Credits of Design Content in an —. . . ..-. Introductory Electronics Course Marvi Teixeira Polytechnic University of Puerto RicoAbstract—Afler a revision leading to restructure the curriculum design content, 0.5 credits of design wereallocated to an introductory electronics course. What follows is an overview of one of the open ended designprojects developed to meet these requirements. Completion of the project involved hand calculations,computer simulation, written

Collection

1996 Annual Conference

Authors

Nagy N. Bengiamin

, controls, and sensorytechnologies. Typical experiments and design projects will be addressed in this paper to illustrate educationalobjectives and flexibility in equipment configuration. Challenges in accomplishing the stated educationalobjectives will also be addressed. II. The Senior Laboratory Motivated by the need to integrate design throughout the electrical engineering curriculum and to instillin students attributes of creative thinking, the new laboratory was developed. This laboratory takes the place of atraditional electrical machines and energy conversion laboratory. In the previous laboratory, students used toconduct classical experiments to characterize electric machines and

Collection

1996 Annual Conference

Authors

Jose A. Macedo

. Introduction Freshman and Sophomore level courses with laboratories usually contain demonstrations or a set ofexercises with a fixed time, defined objectives, and predictable results. Although this is practical and effectivein many areas of science and engineering, the tradeoff is a limitation in promoting the creative ability ofstudents. Encouraging creativity to identify opportunities for improvement and to find solutions to problems isimportant in manufacturing automation because the rapid changes in new technology can make new solutionspossible and feasible. Traditionally, open-ended problems and design projects are gradually introduced in the curriculum, 6][7]with larger concentration in

Collection

1996 Annual Conference

Authors

Latif M. Jiji; Benjamin Liaw; Feridun Delale

duringthe process of idealization?” Recently, this pedagogy has also been int.mchmd into engineering courses. Regan et al. [6]described four laboratory experiments using edible materials. In an attempt to construct an efficient curriculum, Giorgetti[7] combined theory and laboratory experiment into a single course on fluid mechanics. Dvorak [8] discussed integrationof a simple experiment in heat transfer with analytical solution and computer simulation. More nxentl y, authors of thispaper presented a new teaching methodology using home experiments [9]. Our approach integrates simple homeexperiments with lecture courses to develop interes~ understanding and appreciation for theory. In this paper fourteenhome experiments that can be readily adopted

Collection

1996 Annual Conference

Authors

Steve Howell; Ken Collier; Debra Larson; Jerry Hatfield

). The natures of both the engineering profession and student body are changing. Inaddition to fundamental technical skills, industry now expects engineering graduates topossess: practical hands-on abilities, project management skills, multi-disciplinaryinsights, computing literacy, critical thinking aptitude, communication skills, interpersonaltalents, and an understanding of the societal environment within which the engineerpractices (Betts, et. al., 1994; McMasters and White, 1994). NAU industry recruiterscombined with NAU’s College of Engineering Industrial Advisory Council (CAC) echothe same message. In short, industries and society need engineers who can “design” inthe broadest sense of the word

Collection

1996 Annual Conference

Authors

Mark Gordon; Joel Greenstein; Jack Hebrank; Douglas E. Hirt; Daniel P. Schrage; Bill Mason; Tom Miller; Jim Nau

complete details.5. Chemical engineering students that learn engineering science courses in the context of an evolvingdescription of an industrial process. We have taken the first steps to alleviate student complaints that they never see anything practical bygiving the students design projects (case studies) in the early stages of their academic careers and having themwork on that project as they proceed through a portion of the curriculum. This program is similar to workbeing performed at West Virginia University by Bailie et al.,4 the major exception being how to handle aprogram of this type when a large number of co-op students are continually rotating on and off jobassignments. The concept of an evolving design project is best

Collection

1996 Annual Conference

Authors

Pieter A. Voss; James M. Tien; Anil K. Goyal

to the uncertain andstochastic nature of, as examples, project cash flows and interest rates. Unfortunately, this traditional approachdoes not provide students with the skills to deal with real world situations, which inherently involve uncertaintyand thereby, risk. Typically, most Engineering Economy texts for undergraduate students deal with uncertaintyand risk only in brief chapters, usually at the end of the book. The uncertain environment is introduced as aspecial case, rather than as the norm. In this paper, we propose an approach to learning Engineering Economythat is characterized by treatment of uncertainty and is motivated by risk; in fact, it considers the deterministiccase as a special case. The availability of computers today

Collection

1996 Annual Conference

Authors

Mohamad Qatu; Ajay Mahajan; David McDonald

courses usually involve discussions on such topics as study skills and goalsetting, as well as activities that develop a sense of community and exercises that introduce a variety ofengineering fields. Due to the range of topics, these courses naturally lend themselves to a team-teachingformat. Page 1.492.1 ?@id’-’ } 1996 ASEE Annual Conference Proceedings ‘..+,~yllL;< Capstone project courses are also fairly common in engineering curriculums today. A recent survey 8investigated the

Collection

1996 Annual Conference

Authors

Vijay K. Madisetti; James H. Aylor; David P. Wilsey; Anthony J. Gadient

. R. Klenke), and the support from the Advanced Research Projects Agency Electronics TechnologyOffice (ARPA/ETO) and United States Air Force Wright Aeronautical Laboratory under contract numberF33615-94-C-1457 without whose support this work would not have been possible.References 1. G.Castelli, “The Seemingly Unlimited Market for Microcontroller-based Embedded Systems”, IEEE Micro, pp. 6-9, October 1995. 2. A.B. Tucker and B. H. Barnes, "Flexible Design: A Summary of Computing Curricula 1991", IEEE Computer, Vol. 24, No. 11, Nov. 1991, pp.56-66. 3. S.W. Director and R. A. Rohrer, "Reengineering the Curriculum: Design and Analysis of a New Undergraduate Electrical and Computer Engineering Degree at Carnegie Mellon

Collection

1996 Annual Conference

Authors

Steven H. Chin; MaryJac Reed; Ardoth Hassler

classroom activities and projects. Commercially available packages inmathematics, such as Matlab by The MathWorks, Inc., and Mathematica by Wolfram, Corp., are the twotargeted applications. These software applications have gained widespread acceptance in the engineeringcommunity and thereby assure applicability in later engineering and science studies. A major component of theConnections Program is to provide expertise such that the high schools will effectively integrate these packagesinto their curriculum. The connection via the Engineering network will also gives access through the campus-wide universitynetwork to the world-wide Internet. This emerging area of network communications demands that the

Conference Session

Innovative Techniques for Freshmen (0630)

Collection

1996 Annual Conference

Authors

Mark A. Palmer, Rensselaer Polytechnic Institute; John B. Hudson, Rensselaer Polytechnic Institute

organizing the materialso it can be presented by faculty teaching outside their area of expertise. We will presentresults of a one-year pilot program in which we have adopted the interactive format in thepresentation of our introductory course sequence in Chemistry of Materials. We will discusscourse content, student performance, student satisfaction with the course, and the facultyexperience compared to the traditional course. In addition, the in-class demonstrations andteam-oriented student exercises developed will be reviewed.IntroductionChemistry of Materials Background In the School of Engineering at Rensselaer, all students follow a common pre-engineering curriculum for the Freshman and Sophomore years. This curriculum includescourses in