Collection

1998 Annual Conference

Authors

Susan M. Bolton; Scott D. Bergen; James L. Fridley

ecological principles that integrate human society with its naturalenvironment for the benefit of both. In a previous paper we discussed in detail our concept ofecological engineering, its potential scope of application, and a broad outline of an undergraduatecurriculum (Bergen et al., 1997a). In this paper we present a specific curriculum designed as atrack in a proposed natural resources engineering degree program.We believe ecological engineering is a distinct discipline with ecology as its fundamental sciencebase. Students will learn to practice design with an appreciation for the relationship of organisms(including humans) with their environment and the constraints on design imposed by thecomplexity, variability and uncertainty inherent to

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1998 Annual Conference

Authors

B. S. Sridhara

Courses We have a graduate student in the solar car team. She not only worked on thesolar car related projects in 3 graduate courses, but also served as the team leader. InSafety Planning (IS 601), she selected electrical safety of the Solaraider II for her termproject which carried 55% of the final grade. In her report, she discussed various safetyaspects including the drawbacks of the first car, and made necessary recommendationsfor the Solaraider II. In Solid Modeling (ET 536), she discussed the existing electricalsystem of the Solaraider II and recommended specific modifications for improving itsperformance.8 This student received credit towards her final project (25% of the finalgrade) in this course. She calculated the current

Collection

1998 Annual Conference

Authors

James C. Wood

, and communications), anintegrated freshman curriculum framework has been developed. The ET Core is built onthe six major physical systems (electrical, mechanical, thermal, fluid, optical, andmaterial) common to the engineering technology programs in the South Carolina systemand identifies the freshman level mathematics, science, and introductory technologyperformance objectives. Because technical communication is essential, a communicationframework will also be part of the integrated ET Core. Industry has been involved invalidation of the performance objectives and identification of problem-based exercises toallow the classroom activities to model the workplace by focusing on teamwork,communication, and problem solving as well as technical

Collection

1998 Annual Conference

Authors

W. Cully Hession; Marty D. Matlock; G. Scott Osborn; Daniel E. Storm; Ann L. Kenimer

. Undergraduate preparation in engineering should notreduce fundamentals in statics, strength of materials, dynamics, thermodynamics,electrical science, fluid mechanics, and design to provide competent preparation inecology and biology. An advanced degree is required to obtain these additional skills.An ecological engineering curriculum should be composed of an undergraduate degree(or equivalent) from an Accreditation Board of Engineering and Technology (ABET)-accredited engineering program, and a Master of Science or Doctor of Philosophy degreein ecological engineering. The undergraduate degree should provide a substantiveunderstanding of physical, biological, and chemical processes. Students from non-engineering undergraduate programs should be

Collection

1998 Annual Conference

Authors

Katherine E. Scales; Michael S. Leonard; Donald E. Beasley

allocations among the knowledge and skill areas can be illustratedgraphically.A second hierarchical structure called the Augmented Syllabus Method divides thecurriculum into four parts: Foundation Materials, Defining Elements, ComplementaryElements, and Integrating Experiences. This approach to curriculum analysis and renewal isdescribed in considerable detail in Beasley, et al.3 Augmented syllabus analysis documents thedegree to which course-level goals are currently being accomplished. It provides detailedtopical coverage, and identifies the fundamental principles included in each topic presentation.It also shows the level of accomplishment expected by the student, the prerequisite knowledgefor each topic, the anticipated subsequent use of topics

Collection

1998 Annual Conference

Authors

T. T. Maxwell; J. C. Jones; D. L. Vines; M. E. Parten

ASEE 1995 Annual Conference, Anaheim, Calif., June 1995, pp.1119-1123.2. Parten, M.E., "A Different Approach to Engineering Laboratory Instruction," Proceedings Frontiers in Education, November 1994, San Jose, Calif., pp 528-532.3. Parten, M.E., "Progressive Design for Instrumentation Development in Project Laboratories," 1993 ASEE Gulf- Southwest Annual Meeting, Austin, TX, April 1-2, 1993, pp. 55.4. Parten, M.E., "Design and Research in Project Laboratories," Proceedings of Engineering Education: Curriculum Innovation and Integration, Engineering Foundation Conference, Santa Barbara, CA, January 1992, pp.261-266.5. Parten, M.E., "Design in the Electrical Engineering Laboratory," 1988 ASEE Gulf-Southwest

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1998 Annual Conference

Authors

M. Bodruzzaman; Satinderpaul Devgan; Saleh Zein-Sabatto

Electrical Engineering curriculum, and its concentration in Computers,requires at least two student written computer projects for all o its major courses. Word-processed technical reports and oral presentation have now became a norm in our program. Atleast two laboratories are equipped with latest model computers with major higher levelprogramming language compilers, and application software such as Matlab, LabVIEW,LabWindow and other simulation and modeling software. Students have access to Internet viaNetscape browser for information retrieval and use of resources that are available elsewhere.Computer-based data acquisition experience is acquired in the Control Systems, Circuits, andElectrical Systems Design Laboratories. Additionally many

Collection

1998 Annual Conference

Authors

M. Bodruzzaman; Satinderpaul Devgan; Saleh Zein-Sabatto

Electrical Engineering curriculum, and its concentration in Computers,requires at least two student written computer projects for all o its major courses. Word-processed technical reports and oral presentation have now became a norm in our program. Atleast two laboratories are equipped with latest model computers with major higher levelprogramming language compilers, and application software such as Matlab, LabVIEW,LabWindow and other simulation and modeling software. Students have access to Internet viaNetscape browser for information retrieval and use of resources that are available elsewhere.Computer-based data acquisition experience is acquired in the Control Systems, Circuits, andElectrical Systems Design Laboratories. Additionally many

Collection

1998 Annual Conference

Authors

Suzanne Keilson

. References/Notes1. Association of American Colleges and Universities (AAC&U), “Boundaries and Borderlands: The Search forRecognition and Community in America”, faculty development project connected to the Curriculum and FacultyDevelopment Network of AAC&U’s Initiative: American Commitments: Diversity, Democracy, and LiberalLearning. Caryn McTighe Musil, Director, Gwendolyn Dungy, Associate Director.2. Nelson, Craig E., “Student Diversity Requires Different Approaches to College Teaching, Even in Math andScience”, In special issue: Multiculturalism and Diversity in Higher Education, Jack Meacham, editor. AmericanBehavioral Scientist, Vol. 40, No.2, Nov./Dec. 1996, pp. 165-175.3. J.N. Harb et al., Teaching Through the Cycle: Application of

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1998 Annual Conference

Authors

Richard K. Keplar; Eugene F. Smith; Vernon W. Lewis

requirements and yet stay within the time and budget constraints setby the project engineer. The easiest way to accomplish the goal is through the use of computersand software.The faculty who teach the courses in the structural curriculum of the Structural Design andConstruction Management emphasis in the CET program at Old Dominion University havedeveloped a curriculum model that can prepare CET graduates for positions in structural designand provide the graduates with the kind of experiences common to structural design offices. Page 3.6.7The CET graduates have been exposed to the use of computers and structural analysis softwarein nearly every course

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1998 Annual Conference

Authors

J.R. Phillips

well versed in all of these areas and inthe humanities and social sciences so that they may assume leadership in theirfields with a clear understanding of the impact of their work on society.” Page 3.177.1 2 To restate, the College goals for graduates are: 1) Achieve breadth of technical education; 2) Develop leadership skills; 3) Develop understanding of the impact of their work on society. Consistent with these general goals, the Harvey Mudd EngineeringDepartment has developed a non-specialized, project-based curriculum with avery strong commitment to

Collection

1998 Annual Conference

Authors

Kenneth Reid

use softwaresimulation as a tool. Students are now introduced to design, the use of software simulation,formal report writing, and peer evaluation through this project at the beginning of their collegecareer. --------------------------------------------------------The introduction to circuit analysis (“Electrical Circuits I” - EET 102) course at the PurdueUniversity Electrical Engineering Technology Department at Indiana University PurdueUniversity Indianapolis is structured with a lecture section and a laboratory section like manysimilar courses nationwide. The laboratory section of Circuits I was structured with 16 weeklylaboratory assignments, performed by student teams typically consisting of two to three

Collection

1998 Annual Conference

Authors

Michael Safoutin; Jens Jorgensen; Joseph A. Heim; Dale E. Calkins

, established anIntegrated Learning Factory (ILF) at each school and intimately coupled it with an alternativeCore Curriculum. The ILF concepts at each of the partner schools are described in DeMeter, et 1 2al. and Lamancusa, et al.2) Integrated Learning Factory (ILF) Description The Integrated Learning Factory at the University of Washington is now operating in itssecond year. As a new instructional laboratory of the College of Engineering, it simulates adesign and manufacturing workplace and supports the new interdisciplinary Product Realizationminor, which encourages a hands-on approach to integrating design, manufacturing and business.The Integrated Learning Factory is a new approach to design and manufacturing

Collection

1998 Annual Conference

Authors

Matt W. Mutka; Betty H. C. Cheng; Diane Rover

equipment are relying on computers to control system parameters. Al- though embedded computers are powerful and flexible tools for industry, these very advantages have contributed to a corresponding increase in system complexity. In order to adequately prepare today’s computer science, computer engineering, and electrical engineering students for their future careers, the special problems with embedded sys- tems development must be adequately addressed in their education. In this paper, we report on our multi-pronged approach to curriculum development that specifically incorporates embedded systems into a suite of relevant courses: software engineering, operating systems, digital system design, and computer system

Collection

1998 Annual Conference

Authors

Charles W. P. Finn; William E. Cole

. In this paper, we present the results of thisanalysis. These results include information on what our graduates are doing, what they find mostimportant from their education, their pursuits of further education, their professional associations(including registration), and general implications these results have upon the MET curriculum. INTRODUCTIONIn February 1997, we undertook a survey of the MET graduates from The School of EngineeringTechnology at Northeastern University. The main goal in this survey was to learn what skills ouralumni found most and least important in the work place. Particular interests were the balancebetween technical knowledge and skills versus the process skills including problem

Collection

1998 Annual Conference

Authors

Mulchand S. Rathod; Joella H. Gipson

curriculum is designedfor 8th grade students to explore applications in engineering and technology. A total of 144 students participatedin six sessions organized at Auburn Hills Campus of OCC, Schoolcraft College, and WSU. The Summer programis daily for two weeks. During the academic year, the program is organized over two consecutive Saturdays. Thesummer program is limited to students who have completed 7 th grade. The academic year program is designed for8th grade students. The curriculum includes four 90 minute long lab-based sessions on computer programming,electrical/electronics, CAD/CAM, and manufacturing.STUDENT PERCEPTIONS At the conclusion of the 1996-97 academic year and the 1997 summer program, each student completed anassessment of

Collection

1998 Annual Conference

Authors

William E. Cole; Jerome Tapper

1.27 CURRICULUM IMPLICATIONSThe point of doing any survey, such as this, is to use the results to determine what is importantand should be emphasized within the curriculum and what should receive less emphasis. Thissection of the paper will discuss the curriculum implications of this survey. Obviously, this isnot the sole input to any curriculum revisions, but merely one of many inputs in determiningwhat should be taught within the Electrical Engineering Technology curriculum.The overwhelming conclusion from this survey, is that the curriculum needs to emphasizeprocess skills rather than technical learning. These skills include problem solving, teamwork,and communications (both oral and written). One way to do this is

Collection

1998 Annual Conference

Authors

Michael D. Murphy; Kristen L. Wood; Kevin Otto; Joseph Bezdek; Daniel Jensen

begun introducing more “design-like” problems intotheir undergraduate analysis courses taught to freshman and sophomore students such as thosedetailed in [7, 18, 23, 31]. One particular example is Miller’s work at the Massachusetts Instituteof Technology [20, 21, 22]. Miller has developed approximately a dozen small, hour-long,hands-on, design-like exercises that aim to give sophomore engineering students a feel for someof the engineering concepts they have learned in theory. While the material tested well indevelopment, actual implementation in MIT analysis courses has been limited. Other approachesto using design early in the curriculum include the Tip-A-Can project described by Freckleton of

Collection

1998 Annual Conference

Authors

Leslie Lahndt-Hearney

vaguethey were, are at this point invalid. We need engineering and ET curricula capable of preparingstudents for the new world, incorporating design and practical experience, effective interactionwith others, as well as training in all the other desired skills. Now, we have the bases for a cleardefinition of the role CET, not as a stand-alone program, but in concert with defining the role ofCE, for the next century. Covering adequate skill training or adequate levels of both breadth anddepth in one curriculum is not realistically feasible within a reasonable number of credit hours.It is possible however, to provide better that adequate levels of breadth and depth, if carriedacross two curriculums, one with a practical focus, and one with a

Collection

1998 Annual Conference

Authors

Sameer Kumar; Jeffrey A. Jalkio

an integration effort relates to Northwestern University’s efforts indeveloping new core curriculum called “Engineering First” which integrates a subset ofmathematics and science with engineering (Belytschko, et al, 1997). They have chosen linearalgebra and differential equations as the courses for integration as these courses closely relatemathematics to the computer solution of engineering problems. The examples cover science ofmechanics, circuits and communication networks in these courses. The analytical topics arecovered in a four course sequence taught in a pilot version called Engineering Analysis, whichbegins with the first quarter of the freshman year. The familiarization of students with computermethods in these courses enable

Collection

1998 Annual Conference

Authors

William E. Cole

to create solid models within the CAD environment.Throughout the rest of the curriculum, advanced analysis tools can then be used to teach andreinforce specific course material including design, strength of materials, and mechanics. Thesethree threads represent over 25% of the curriculum in Mechanical Engineering Technology and10% of the curriculum in Electrical and Computer Engineering Technology at NortheasternUniversity. This paper discusses how these tools could be integrated into the curriculum. INTRODUCTIONEngineering material is taught today the same way it has been for decades using primarilylectures and homework assignments based upon mathematical models to represent the physicalphenomena

Collection

1998 Annual Conference

Authors

Gary A. Ybarra

Session 2526 Introduction to Wireless Control and Virtual Instrumentation using LabVIEW Gary A. Ybarra gary@ee.duke.edu Duke University, Department of Electrical and Computer Engineering, Durham, NC I. Introduction The initial objective of the laboratory is for students to learn to use properly the HewlettPackard (HP) digital instruments at their lab bench and the correct method of measuringphysical quantities with each instrument. The four HP digital instruments used in the labare:(1) HP E3611A DC

Collection

1998 Annual Conference

Authors

Melvin Neville; David Scott; Bryan Knodel; Debra Larson

strengthen and expand our students’ design EGR 286 and problem solving skills. Teaching and learning relies on hands-on, mentoring-type EGR 186 experiences and the use of ill-defined, unstructured design projects to build A Traditional Curriculum technical, managerial, professional skills, as well as problem solving competency. Figure 1. Design4Practice Program The

Collection

1998 Annual Conference

Authors

Beverly J. Hunter; James L. Hales

Additionally, graduates are asked to indicate their job titles. Typical titles for newgraduates are indicated in Table 2. Engineer Engineer-in-Training Structural Engineer Application Engineer Design Engineer Sales Engineer Power-Systems Engineer Junior Engineer Engineering Trainee Engineer Grade I Field Engineer Project Engineer Table 2. Typical professional titles for new ET graduates at UPJ In 1982 salary data was collected as

Collection

1998 Annual Conference

Authors

Joan A. Burtner; Laura Moody

Session 1639 Using Collaborative Learning Techniques to Integrate Economics and Engineering Economy at the Freshman Level Laura Moody, Joan Burtner Mercer UniversityABSTRACTMercer University’s School of Engineering has taken the opportunity provided by the transitionfrom the quarter system to the semester system to engage in a two-year-long curriculum renewaleffort. As a result of this effort, the industrial engineering department is responsible fordesigning an integrated economics/engineering economy course to be taught at the freshmanlevel. In keeping with the

Collection

1998 Annual Conference

Authors

Carolyn L. Dull; A. George Havener

. BACKGROUNDEngineering 110Z (Engr-110Z), the experimental freshman engineering coursementioned above, has been developed at USAFA to meet the educational outcomes4shown in Table 1. Started in 1995, this academic experiment has spanned three years.The pedagogy and process are presented elsewhere1,2, so only the key elements arepresented as background for the information resource web-page.The USAFA Core - USAFA is a military service academy offering the Bachelor ofScience degree. Within the BS curriculum, cadets specialize in one of 19 discipline- Page 3.83.1 Table 1. USAFA Educational Outcomes Number Educational Outcome

Collection

1998 Annual Conference

Authors

Kristopher Delgado; Hartono Sumali

teachingmethods or equipment that can be adopted to the instrumentation course in agricultural andbiological engineering. A few examples of those courses are presented below.Instructions in measurement methods in physical variables in agriculture and biology do notnecessarily need complicated systems. Johnson (1995) at the University of Arkansas atFayetteville demonstrated simple electrical circuits that can be used very effectively formeasuring the intensity of lighting for plants, for measuring soil moisture, and for measuringtemperature. All of the circuits require little more than inexpensive photocells, thermistors, andresistors. Felice et al. (1988) in Tucuman, Argentina, developed a low-cost but effective deviceto detect microorganism using

Collection

1998 Annual Conference

Authors

Scott J. Amos

Page 3.117.1with the capability and motivation to learn new concepts on their own. Educators will becomefacilitators of the learning process assessing student performance in real time to encourage theirgrowth in the use of these essential processes.A strong indication of the trend towards this performance based assessment became evidentwhen ABET voted to quit evaluating engineering schools on the basis of faculties, facilities,curriculum, and resources. The new criteria, to be used nationally, will look at outcomes,meaning the performance of students and recent graduates. Historically, engineering projectbased courses have been confined to the senior year. Many schools are now revampingcurriculums to create project based courses from the

Collection

1998 Annual Conference

Authors

Susan Campbell; Carol L. Colbeck

the performance of their student designteam in the areas of technical quality, problem-solving ability, communications quality, and teamperformance.Peer evaluation is another method of assessing design frequently used in engineering courses.This method requires students to evaluate the performance of fellow team members incompleting the design project. For example, Byrd and Hudgins (1995) describe the individualpeer evaluation they use in teaching a senior design course for electrical and computer Page 3.529.4engineering students. Using a scale of 0-100, students rate themselves as well as their teammatesin several areas such as whether the

Collection

1998 Annual Conference

Authors

C. Faye; N.W. Scott; B.J. Stone

C ING EDUoperating costs. Start-up costs are incurred only once over the systems but is usually regarded as a hidden cost as academiclife of the project while operating costs are continuously tutors are not officially paid for this work. However, costs areincurred over the life of the project. The list of opportunity incurred because the time spent with the students representscosts identified are described below. time that might have been spent completing chargeable work3.1 Start-up costs