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2001 Annual Conference

Authors

Michael Ropp; Steven Hietpas

Session 1526 Incorporating Electric Drives into the Electrical Machines Course: A Systems Level Approach Steven M. Hietpas and Michael E. Ropp Department of Electrical Engineering, South Dakota State University, SD 57007AbstractOver the last 35 years, the advent of power electronics has extensively impacted almost everyaspect of Electromechanical Energy Conversion (EMEC). The effective integration of powerelectronics, electric drives, and system issues into the EMEC curriculum demands a significantredesign of both the course and

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2001 Annual Conference

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Jess Everett; Joseph Orlins; Beena Sukumaran; Kauser Jahan; Linda Head

),Electrical and Computer (ECE), and Chemical Engineering (ChE) are participating in the project.The purpose of this paper is to introduce the initiative and describe two projects: • A weather station designed and built by a Clinic team of ECE, Mechanical Engineering, and CEE majors; and • Soil sampling and measurement procedures developed by a team of CEE majors.INTRODUCTIONField methods are an important part of engineering often ignored in the undergraduatecurriculum. Using funds from the National Science Foundation’s Course, Curriculum, andLaboratory Improvement (CCLI) program, plus matching funds, the College of Engineering atRowan University is incorporating field methods, both sampling and measurement, across itsengineering

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2001 Annual Conference

Authors

James Newell; Kathryn Hollar; Mariano Savelski; Stephanie Farrell; Dianne Dorland; Robert Hesketh; C. Stewart Slater; Kevin Dahm

can designintelligently by focusing on the most beneficial way to minimize risk.By applying risk assessment concepts to processes and products, the engineer can: • Quantify the environmental impacts of specific chemical on people and ecosystems. • Prioritize chemicals that need to be minimized or eliminated. • Optimize design to avoid or reduce environmental impacts. • Design greener products and processes.This presentation will highlight techniques to include green engineering in the chemicalengineering curriculum. This may be through stand-alone courses, concepts in core courses suchas thermodynamics or engineering economics, design projects, and as part of the assessmentrequirements for ABET Criteria 2000.Environmental CoursesMost

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Authors

Jose Roesset; James Yao

interdisciplinary projects, and have an understanding ofthe legal, political and socio-economic impacts of engineering projects. Many committeesand workshops organized with the sponsorship of the National Academy of Engineering,the National Science Foundation, professional associations, and academic institutions haveresulted in essentially the same recommendations. As an example, the Engineering DeansCouncil and Corporate Roundtable (ASEE, 1994) recommended that universities continueto teach scientific and engineering fundamentals as well as a broadened curriculum byincorporating team skills, communication skills, leadership skills, system perspective andintegration of knowledge throughout the curriculum with a commitment to quality andethics.In this paper

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Authors

Michael Rudisill

several joint projects with industry. Mr. Rudisill received a B.S. degree in Electrical Engineering from theUniversity of Illinois in 1976 and a M.S. in Electrical Engineering from the Air Force Institute of Technology in 1984 Page 6.413.8 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”Appendix A - Survey Results ET 112 (17 Total) ET 210 ( 12 Total) 1. How often do you use your laptop for this class? a. Daily (every

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Daniel Davis; Elizabeth Petry; James Fuller

” Session 1606At the University of Hartford’s Ward College AET program:• Design is introduced early in the program and integrated throughout the curriculum. Every semester has a design studio course.• Increased exposure to practice is provided through industry-in-the-classroom activities.• Increased emphasis is placed on communication, both oral and written. Requirements are integrated throughout the curriculum.At the University of Hartford, students are often challenged with "real" projects. Whenpossible proposed sites are accessible for student visits. Students present their solutionsand are critiqued by their peers, faculty, local professionals, and invited guests. Othermembers of the College and University community are present as well

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Authors

John Bourne

) study of the literature on engineering education, including reviewingresults from the engineering education coalitions, (3) seeking advice from a wide range ofexperts, and (4) comparing and contrasting alternatives for designing the curriculum. In Page 6.153.11 Degrees will be offered in Electrical and Computer Engineering, Mechanical Engineering andEngineering. The latter category will contain general topics, probably including Biomedical Engineering Proceedings of the 2001 American Society of Engineering Education Annual Conference &Exhibition Copyright © 2001, American Society for Engineering Educationgeneral

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Authors

Youki Terada; Pam Sirivedhin; Flora McMartin; Alice Agogino; Ann McKenna

division courses. Several changes were made tospecific courses to improve students’ integrative understanding of calculus and the physicalsciences, and to emphasize applications to engineering. Various data have been collected toinvestigate the impact the reforms had on student learning, as well as to gain insight intostudents’ experiences during their undergraduate engineering career. Interviews were conductedwith engineering students and faculty to garner feedback about integration efforts and studentsperceptions of the curriculum. This paper describes the interview project and outlines theinterpretive framework we established for the analysis of the interview data. Initial analysissuggests that students have difficulty understanding lower

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2001 Annual Conference

Authors

Robert Floersheim; Stephen Ressler; Margaret Bailey

Session 2793 Course Assessment Plan: A Tool for Integrated Curriculum Management R. Bruce Floersheim, Margaret Bailey and Stephen J. Ressler United States Military Academy at West PointAbstractAs we enter the 21st Century in engineering education, a common desire exists toimprove curriculum structure, integration and assessment. Much has been written anddiscussed in workshops and professional journals concerning the top-down process forassessing and/or revising a program curriculum. Institutions are finally realizing theycannot afford to rely solely upon the senior capstone design experience to be theintegrator of all

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2001 Annual Conference

Authors

James Barrott

Session 3650 Why Should Cases be Integrated into the Engineering Technology Curriculum? James L. Barrott Chattanooga State Technical Community CollegeI. IntroductionThe case method of instruction was first introduced in 1870 at the Harvard Law School. In 1908,the Harvard Graduate School of Administration was formed and its curriculum was based onpractical case studies. Today, medicine, human behavioral sciences, education, law, business,applied physical sciences, and engineering faculty successfully use the case method ofinstruction. The

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2001 Annual Conference

Authors

Sanjay Joshi; Richard Wysk; D.J. Medeiros; Amine Lehtihet; Timothy Simpson

industry.Senior capstone design courses and student projects like SAE Formula Car or Hybrid ElectricVehicle have been created to provide engineering students with “real world” and “hands-on”design experiences. For instance, Shah, et al.1 describe a virtual corporation designed to simulatereal world collaborative design and build a product from scratch. Similarly, the LearningFactories at Penn State, University of Washington, and University of Puerto Rico-Mayaguezwere developed to integrate design and manufacturing into the engineering curriculum as part ofthe Manufacturing Engineering Education Partnership.2 The product being realized in facilitieslike these and in student design projects, however, is often only a prototype. Rarely will students

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2001 Annual Conference

Authors

Timothy J. Anderson; Sarah A. Rajala; Matthew Ohland

Session 1430 SUCCEED-Sponsored Freshman Year Engineering Curriculum Improvements at NC State: A Longitudinal Study of Retention Matthew W. Ohland, Sarah A. Rajala, Timothy J. Anderson Clemson University / North Carolina State University / University of FloridaAbstractNC State’s involvement in the NSF-sponsored SUCCEED Coalition has led to a number ofchanges to the freshman year of the engineering curriculum as reported previously (e.g., ASEE1999, Porter, et al.). An explicit objective of these changes was to retain in engineering thosestudents who were qualified and interested in engineering, but were leaving

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2001 Annual Conference

Authors

Rafiqul Islam

Development of a Course Curriculum in Advanced Wireline Communications Systems and Interlinking Them for Cost and Performance Optimization. Dr. Rafiqul Islam Department of Industrial and Engineering Technology Northwestern State University Natchitoches, LA 71497. Tel: 318-357-5352 (O) Fax: 318-357-6145 Email: islamr@nsula.eduAbstractAdvanced wireline communications systems appears to be a technology that will revolutionizethe internet (LANs and WANs) in the

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Authors

Elsa Napoles

Page 6.1021.2engineering’s content as one of higher priorities in the mechanical engineering departments. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationDally and Zhang7 in the University of Maryland describe the integration of the design from thefirst year of mechanical engineering throughout a project approach in three phases: design,construction and assembly all of which were made by students.Starkey et al8 in the Purdue’s University show the curriculum design of one freshman course ofmechanical engineering where basic sciences, Machine Design, Fluid Mechanics and others, areintegrated.Miller and

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Authors

C. Richard Helps

EducationWithin the scope of an individual or team endeavor, all professionals should aspire to andachieve a vision of their own realm of activity. Furthermore, communication of that vision isessential for anyone pursuing a project involving more than one person. This is perhaps the mostimportant underlying reason for us to emphasize communication in ET. If professional ETs havea clear understanding of how a complex technical task needs to be completed, they need tounderstand how it fits into the overall vision of the enterprise and then be able to communicatetheir own vision of their own task to others so that it can become part of the overall effort. Forexample, an engineering technologist may be the only one who understands why a particular,very

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2001 Annual Conference

Authors

Leo Smith; Hisham Alnajjar; Donald Leone; Mohammad Saleh Keshawarz; Ladimer Nagurney; Devdas Shetty

Curriculum Electrical Engineering Design Course Figure 4 – Junior YearThe course outcomes include: understanding the structure and development of a large Page 6.612.5engineering project; being able to work to a common goal with students of other disciplines;Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Educationbeing able to complete a project involving public health and

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Authors

Raju Dandu; Doug Oliphant; David Delker

package. I was able toconvince the company that the gift was mutually beneficial for industry and our students. Second, Istressed the importance of faculty internships to update my technical currency in terms of knowledgebase, skills base, and teaching for transfer. The knowledge base includes information about real worldhands-on experience on state-of-the-art equipment, accurate information about projects,communication skills and social skills, ways to sequence the presentation of concepts to students andbring the best practices from industry to the classroom. Skills base involves effective teaching andspecific strategies such as role playing, hands-on learning, (which is part of the ET curriculum) andinformation about social skills with an

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2001 Annual Conference

Authors

Ann Anderson; Richard Wilk

288-295.3. Anderson, A.M., Keat, W.M., Wilk, R.D., “A Complementary Sequence in Thermal Fluids and Mechanical Systems for Senior Capstone Design,” accepted for the Proceedings of the 2001 ASEE Annual Conference.4. Miller, R.L., and Olds, B.M., “A Model Curriculum for a Capstone Course in Multidisciplinary Engineering Design,” Journal of Engineering Education, October, 1994, pp 311-316.5. Lewis, P., Aldridge, D., Swamidass, P.M., “Assessing Teaming Skills Acquisition on Undergraduate Project Teams,” Journal of Engineering Education, April 1998, pp 149-155.6. Todd, R.H., et al, “A Survey of Capstone Engineering Courses in North America,” Journal of Engineering Education, April, 1995, pp 165-174.RICHARD D. WILKRichard D

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2001 Annual Conference

Authors

Zhong Gu; Sheela Ramanna; James Peters; Hal Berghel; Daniel Berleant; Steve Russell

number of years and institutions (Martin et al. 1996; Huff et al. 1995;Braxton and Stone).5,9,12 Closer to our present concern of software engineering, Thompson andHill (1995) describe teaching functional programming across the curriculum.23 More recently, aconference was devoted to teaching object orientation across the computing curriculum.14Grodzinsky et al. (1998) describe using project teams across the computing curriculum.7Cushing (1997) describes cleanroom software engineering techniques across the curriculum.6Software engineering as a field has considerably greater breadth than what these efforts areconcerned with (Liu and Peters 199911; Peters and Ramanna 199819; Peters et al. 199820; Peterset al. 199816

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2001 Annual Conference

Authors

John Klegka; Robert Rabb

employing three modules, this curriculum avoids a cumulativeexposure to a specific matter and, at the same time, introduces related material from otherdisciplines. Likewise, the proposed curriculum still demands the knowledge acquired inprevious courses. This sequential learning leads to a more refined understanding of subjectmaterial and promotes greater efforts at synthesis and analysis.This mechanical engineering curriculum concludes in a substantial project or course after thestudent has demonstrated a good understanding of the fundamentals of the discipline. In theAmerican Association of Colleges’ (AAC) view, this experience provides two great lessons: 1)the joy of mastery, the thrill of moving forward in a formal body of knowledge and gaining

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2001 Annual Conference

Authors

Joanne Lax

nuclear engineering.The School of Electrical and Computer Engineering, on which this article focuses, was started in1888 and in the fall of 2000 had 1144 undergraduate students (enrolled in the sophomore throughsenior years) and 482 graduate students, making it the largest engineering program at PurdueUniversity.At Purdue, all freshman engineering students spend their first year on campus in the FreshmenEngineering Program, which has a core curriculum that includes at least one semester of Englishcomposition. At the end of their first year, these students apply to one of the ten professionalengineering programs on campus. In the School of Electrical and Computer Engineering, allincoming sophomores take EE 200, a seminar that provides an

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2001 Annual Conference

Authors

Vishnu Lakdawala; Oscar Gonzalez; James Leathrum Jr.; Stephen Zahorian

Educationlearning, asking multiple questions covering multiple knowledge keys, allows the questioningsystem to isolate areas of concern.The goal of this work is to support a web based Computer Engineering curriculum, bothdomestic and international, as well as to improve the learning process for the classical student.The system will give immediate feedback and assistance to the student, an improvement overthe delays required with classical assessment measures such as homework. Thus, while still awork in progress, it is believed that the success of this project will provide an improved learningenvironment and the capability to support distance learning.Bibliography1. Ahmed, M. & Bayoumi, M., An artificial intelligent instructor for electrical circuits

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Authors

Lynn Mack; James Wood

in a grassroots reform process. Even then, the change process is slow and mustbe nurtured and supported over time.III. Curriculum DevelopmentAn interdisciplinary oversight team was formed to guide the curriculum development process.This team consisted of three project principal investigators (PIs) for SC ATE and one facultymember from each of the four disciplines. Faculty selections were made to statewiderepresentation. Responsibilities were to I. Identification of integrated competencies.guide the curriculum developmentprocess, develop criteria and standards II. Creation of workplace problem scenarios.for the development teams, help in the III. Development of instructional

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2001 Annual Conference

Authors

Stephen Dyer; Robert Krchnavek; John Schmalzel; Shreekanth Mandayam

© 2001, American Society for Engineering Education” Session 1526productive; they should be able to apply the tools and problem-solving skills theyacquired in their degree programs to solve complex, multidisciplinary problems.Change can range from adjustments to how courses are configured and delivered, to morefundamental changes in the engineering curriculum. We have used the macroelectronicsapproach primarily as a tool for re-engineering traditional courses. Project-basedcomponents have been introduced with a goal of enhancing students’ teamwork skills.Cooperative learning is not a new concept, but it is an effective teaching strategy. Forexample, Johnson, et al

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2001 Annual Conference

Authors

Eckehard Doerry; Bridget Bero; David Hartman

corporate design contents, placing increasing emphasis onindividual problem-solving creativity, interdisciplinary collaboration, and teaming and projectmanagement skills. NAU’s Design4Practice program explicitly teaches these skills within anovel curriculum centered around a carefully crafted sequence of project-oriented courses. Thispaper discusses our efforts to extend the program to provide international training opportunities,including integration of the Design4Practice curriculum with that of partner institutions abroad,support for joint projects, and international teaming in interdisciplinary project-oriented courses.1.0 IntroductionA characteristic feature of economic change in the last decade has been the growing trendtowards globalization

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2001 Annual Conference

Authors

Robert Kimball

,graphs, tables and words. In addition, faculty began to use a variety of methods to evaluate theamount of learning going on in the classroom.4. Support for ChangeThe workload of two-year college faculty was a barrier to change. We found it necessary to seeksupport from outside agencies to fund reassigned time for faculty to work on changingcurriculum and improving pedagogy.4a. Integrated CurriculumFaculty searched for real applications to supplement the mathematics curriculum. Applicationswere used to write one-day classroom activities and longer projects. However, the math sectionscontained students with a variety of majors. Discipline-specific applications that would appeal tomost students were difficult to find. The solution was to use

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2001 Annual Conference

Authors

Michael Ruane

Ed, John Wiley, 1997.10. Leitzel, J. and Tucker, A., (ed.) "Assessing Calculus Reform Efforts" MAA Notes, Mathematical Association of America, Washington, DC, 1994.11. Roberts, A. (ed.) "Calculus The Dynamics of Change", MAA Notes, Mathematical Association of America, Washington, DC, 1995.12. Barker, W. "The Curriculum Foundations Project" http://www.maa.org/data/news/cupm.html and http://www.maa.org/data/news/curriculum%5Ffoundations.html13. Barker, W. Links to all workshop documents are found at http://academic.bowdoin.edu/math/faculty/barker/dissemination/Curriculum_Foundations14. Blanchard, P., Devaney, R., and Hall, R., Differential Equations, Brooks/Cole Pub Co., 1998.15. Boston

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Authors

Harriet Cornachione; Tim Brower

averages than those of MET or EET. These data suggesta distinct difference between the number of women in engineering versus an ET program, butcould also reflect interest or familiarity with the CE field. A potential clearly exists to increasethe female population in MET and EET, with a goal of approaching the school average of 8 -11% female students seemingly a realistic target for the future. National percentages inmechanical and electrical engineering are between 12 - 15%, further affirming this goal.III. Pre-College Recruiting Strategies at Oregon TechIn order to provide career guidance and engineering educational programs for junior high and

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2001 Annual Conference

Authors

Raul Ordonez; Jahan Kauser; Ravi Ramachandran

Session 2451 Modeling Biodegradation Kinetics using MatLab Kauser Jahan, Raúl Ordóñez and Ravi P. Ramachandran Rowan University, Glassboro, NJ 08028AbstractA major objective of the Junior/Senior Engineering Clinics at Rowan University is tointroduce students to open-ended engineering projects. All engineering students from thefour engineering disciplines, namely Civil, Chemical, Electrical and Mechanical share acommon engineering clinic class. This class is a major hallmark of the Rowanengineering program for all students throughout their eight semesters of study. Thepurpose of the clinic classes is to provide

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2001 Annual Conference

Authors

Deran Hanesian; Angelo Perna; Vladimir Briller

freshman engineering design programs. For example, in 1993, Regan andMinderman [1] discussed the integration of design across the curriculum as part of the ECSELCoalition. Buccariarelli [2] discussed “EXCEL & the Integration of Design”. Calkins, Plumb,Chou, Hawkins, and Coney [3] showed how a team of teachers introduced freshman to designand communication skills. Howell [4] wrote about a new course that had vertical integration ofdesign concepts through the entire engineering curriculum to improve student retention.Chrzanowski [5] gave a student perspective on the Freshman Engineering Design Course atNJIT. Moore [6] et al showed the lack of consensus about the definition of the design processand the difference between design and simple problem