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2001 Annual Conference

Authors

James Newell; Kevin Dahm

been conducted. Students are presented with a list of possible stadiumdesigns, in which the major parameters are cost and seating capacity, and are challenged todetermine which best meets the team's needs. Working in teams of 3-4, they analyze data toquantify the effect of team payroll on won-loss record, which in turn affects ticket sales andmerchandising revenues. They produce an optimized economic strategy for running the team,the cornerstone of which is the stadium selection. To support this project, engineering classroominstruction is devoted to introducing the design process (~2 weeks), fundamentals of engineeringeconomics (~6 weeks) and basic statistics (1 week). Concurrently, communications facultymembers train students in public

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2001 Annual Conference

Authors

A Boyanich; S P Maj

failed to give consistent results,when compared to other benchmarks, even on identical equipment. Furthermore many ofthe benchmarks provided performance data in arbitrary units that were difficult to relate toexpected changes in performance. In effect every benchmark tested failed to meet theevaluation criteria. The authors offer an alternative benchmarking method that is designedto meet such criteria and experimental work to date indicates some success using this newmetric. This paper presents results of this work and gives recommendations regarding theuse of benchmarks in computer education courses.1. IntroductionBenchmarking is a term used to describe the process of testing either a PC or a selectedPC module (e.g. Hard Disc) and obtaining a

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2001 Annual Conference

Authors

Peg Boyle Single; Carol Muller

mentoring relationships conducted via e-mail. This large-scale, multi-campus program offers on-line applications, matching, training, andon-going coaching for participants, and evaluation. Increasing student participation from justover 200 to 2,000 over 3-1/2 years leads to a rich database for evaluation. These 2,000 studentsattend 71 different institutions of higher education, including community colleges.MentorNet is unique among large-scale e-mentoring programs in conducting extensiveevaluation to determine retention, long-term benefits to the participants, and outcomes associatedwith the e-mentoring process. This paper will describe the program and its evaluation findings,with a particular focus on the results of a survey of student

Collection

2001 Annual Conference

Authors

John Field; Janelle Tonti; Eric Beenfeldt; Isaac Horn; Edward Williams

engineering students. It emphasizes apersonal touch, which means the ECE Department devotes considerable resources to staffing.Two faculty members (1-FTE) are assigned to the course, which normally has about 60-70students. Also, three to four undergraduate students are employed as peer teachers and to helpin lab. The class meets Monday, Wednesday, and Friday mornings for 50 minutes.Additionally, there is a weekly 3-hour lab (four sections are offered with 15-20 students in each). As an aid to learning student names we take “mug shots” during the first laboratory period witha digital camera. The students print their names (using a nickname if preferred) on an 8.5” x11” sheet of paper that they hold up in front of them for the picture. A typical mug

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2001 Annual Conference

Authors

William Jordan; Norman Pumphrey

Conference described this new materials course in somedetail.1 This paper uses data from both years and emphasizes the issue of how the students’backgrounds affect their performance in the materials course. The students in the integrated curriculumcontinue to show superior performance when compared to students from the traditional background,indicating that the freshman integrated curriculum better prepares a student for success in a requiredfollow-up course. Page 6.236.1 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright ©2001, American Society for

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2001 Annual Conference

Authors

Vincent R. Canino; Lisa Milkowski

requirement for “a major design experience…incorporating engineeringstandards and realistic constraints” (1). This requirement along with the fact that manyoutcomes and assessment requirements of ABET relate to engineering design, indicatethe importance of design within the engineering and biomedical engineering curriculum.Most biomedical engineering programs have implemented some form of senior design orsenior thesis experience. Additionally many programs have recently added courses with Page 6.3.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American

Collection

2001 Annual Conference

Authors

Paul King

various aspectsof the design process as envisioned fifteen years from now. Briefly stated, design supportapplications are evolving toward environments that may or may not involve face-to-faceinteraction, such as Internet-related technologies and applications such as remote visualization.While the report was written primarily at the request of NASA and therefore has primary impacton NASA and Aerospace Industry planning efforts, the report (and interpretations of it) will haveimplications for Biomedical Engineering design efforts and plans. This paper will briefly reviewthe National Academy Report, and then will consider current and related future design thrustsand applications in Biomedical Engineering.1. Advanced Engineering Environments, Phase 2

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2001 Annual Conference

Authors

Ronald Adrezin; Michael Nowak; Donald Leone

our course content to maintain currency inour curriculum.1. Introduction:As the undergraduate program in Biomedical Engineering was developed at the University ofHartford, a desire was expressed to present the students with the opportunity to understand the Page 6.238.1“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright© 2001, American Society for Engineering Education”requirements of performing research “in the field”. After examining the more usual internshipprograms, we decided to develop two senior courses to allow students to utilize the skills derivedfrom both their

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2001 Annual Conference

Authors

David Kelso; John D. Enderle; Kristina Ropella

Session 2209 BIOMEDICAL ENGINEERING SENIOR DESIGN John D. Enderle 1 , David M. Kelso2 , Kristina M. Ropella3 1 Univ. of Connecticut/2 Northwestern Univ./3 Marquette Univ.I. IntroductionIn most senior design courses, the emphasis is not on learning new material, but rather solvinglarge-scale, open-ended, complex and sometimes ill-defined problems. 1 This is an iterative,decision- making process in which the students apply previously learned material to meet a statedobjective. Most often, students are exposed to system- wide synthesis and analysis, critique andevaluation for the first time

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2001 Annual Conference

Authors

Susan Sharfstein; Patricia Relue

Prism 1, it can include a variety of disciplines including biotechnologyand bioprocessing, agricultural engineering, and food engineering.This paper describes a biotechnology and bioprocessing course that was developed as a requiredsenior laboratory for bioengineering students at the University of Toledo. The course isstructured as an integrated series of laboratory experiments that follow a “biotechnologyproduct” from conception to completion. The students guide their “product” through the researchand development phases, into production and purification, and finally into analysis and“packaging” of the final product. This course differs from many traditional biochemicalengineering laboratory courses 2-5 in that it incorporates a broad range of

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2001 Annual Conference

Authors

Roger Gonzalez

sequence with separate courses and instructors, onefaculty member directs the combined undergraduate team. This unique interdisciplinaryundergraduate experience provides a significant opportunity for students to understand how eachof their own skills can be enhanced by the skills of other engineering disciplines. The studentsalso gain significant appreciation for how complex projects require the expertise of severaldisciplines for successful outcomes. The multi-year nature of this project, plus that eachinterdisciplinary team works collectively for the entire academic year, compels each student tofocus on three essential elements: (1) have a clear understanding of the previous year(s) researchsuccesses and failures, (2) develop a clearly defined

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2001 Annual Conference

Authors

Jr., Edward Evans; Richard B. Englund

.III. Recruiting Session:The presentation began with a discussion of thefields of study in engineering and engineeringtechnology that can lead to careers as structuraldesigners. These included civil, architectural, andmechanical engineering and engineering technology.A discussion of the types of loads exerted onbuildings and bridges followed. These includeddead loads, live loads mandated by building codes,wind, snow, earthquake, thermal and impact loads,Figure 1. This discussion introduced the concepts ofcodes as instruments of public safety. Wood, steel Figure 1and concrete were discussed as building materialsfor structures. The girls were shown the design codes for each of these materials as examples ofthe kinds of

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2001 Annual Conference

Authors

William Stratton; Ranaye Marsh; Jonathan Lawson; Jay Kunze

issues were, and what others had done tomitigate the problem. For this purpose the symposium of April 1998 was held at ISU at whichover 60 papers were presented.The introductory keynote speech was presented by Robert Furgason 1 who had recently completedhis elected term as the President of the Accreditation Board for Engineering and Technology(ABET). At the time (1998), ABET was just starting to implement trial cases for its newly Page 6.242.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Educationadopted

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2001 Annual Conference

Authors

J. Giolma; Kevin Nickels; Farzan Aminian

for workin electrical, chemical, and mechanical engineering. The elective courses round out thegroundwork for a quality engineering science degree with some specialization in a student’schosen field. As a result, the student base for fundamentals and design courses contains not onlyengineering students who consider themselves primarily devoted to the study of electricalengineering, but also of mechanical and chemical engineering. The electrically oriented electivecourses serve an audience that might be considered more traditional for these primarilyintroductory courses.The department offers five courses that utilize digital logic in some fashion. Table 1 summarizesthe basic information about these courses. • In the spring of the sophomore

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2001 Annual Conference

Authors

Ted Aanstoos; Steven Nichols

, theseprofessional skills are taught on-the-job by mentoring, “stand and deliver” instruction,correspondence, computer-based instruction, etc. Such internal training may require severalmonths of a new engineer’s first year on the job.In a recent course in Engineering Professional Responsibility, student teams were assigned asemester research project in which they were tasked to 1) Analyze their own four-yearcurriculum in comparison to other Universities, 2) Determine the preferred set ofknowledge/skills/abilities at the entry level for the job they plan to seek, and 3) Plan thesupplemental education (through seminars, short courses, certificate courses, etc) required to“bridge the gap.” In researching for this project, student teams were encouraged to

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2001 Annual Conference

Authors

Eric Zimmerman; Donna Dorminey

ASession 1697@ Bringing Feedback into the Course Development Loop Donna Dorminey, Eric Zimmerman United States Military AcademyAbstractStudent feedback contributes to course development through incorporation into a subsequentcourse design problem. The authors reviewed course-end critiques and identified two generaltrends. 1) Students found fluid mechanics concepts abstract and difficult to conceptualize and 2)students desired more realistic and challenging design opportunities. These two generalcomments were considered in the development of the subsequent course syllabus

Collection

2001 Annual Conference

Authors

Vipin Kumar; Margaret Wheeler; Gregory Branch

experience. In industry they saw that new engineers often had not learned thefundamental considerations in choosing an appropriate material or shape in their designs. Thispaper provides all necessary details to recreate these labs and discusses two years of instructionalexperience obtained under NSF-ECSEL sponsorship.LAB 1- Choosing from Commonly Stocked MaterialsThis lab addresses the different materials stocked in lengths, such as steel or aluminum bar, pipe,structural shapes, or rectangular tube. It provides a hands on view of the material obtained fromfour processes: Hot Rolling (HR), Cold Rolling or Cold Drawing a.k.a. Cold Finished (CF),Extrusion, and Roll Forming. The students learn how each process affects geometry, strength,stiffness

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2001 Annual Conference

Authors

Karen Batty; Joseph Clair Batty

, “Engineering That’s Elementary.” Prism. Vol.10, No. 7, March 2001, p. 34.7 Poole, Susan J., “Assessing K-12 Pre-Engineering Outreach Programs.” Journal of Engineering Education. Vol.90, No. 1, January 2001, pp 43-48.J. CLAIR BATTY is Professor and Department Head of Mechanical and Aerospace Engineering at Utah StateUniversity in Logan, Utah. He teaches both graduate and undergraduate courses in Thermodynamics and Heattransfer. He and his graduate students are currently conducting research in the thermal management of spacesystems at Utah State University's Space Dynamics Laboratory. He received the Sc.D. degree in MechanicalEngineering from the Massachusetts Institute of Technology in 1969.KAREN O. BATTY is School-to-Careers Coordinator and Tech Prep

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2001 Annual Conference

Authors

Robert Fithen

grades each homework assignment. Eachassignment will be grade entirely based on meeting the given specifications. For eachassignment a grading code must be written which meticulously checks each submissionfor correctness. Since each assignment may have multiple specifications, partial credit ispossible for those multi-part assignments. When each student submits his or herassignment the code is stored in a predetermined location on the web-server and thegrading code is automatically launched. The student is given immediate feedback througha set of diagnostic messages. In addition the student’s grade for each assignment isimmediately stored on the web-server and the student may check his or her grade on theirown individual web page.1

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2001 Annual Conference

Authors

Edward Gehringer

. The best-reviewed pages are then incorporated into the Website. However,most of the work of maintaining the site is performed by a set of independent-study projectsduring the 10-week summer session. Each student chooses a set of topics, and completes onetopic every two weeks. Each submission is subjected to two rounds of review, one round perweek. Some of the topics are new; others are merely updates to existing pages. The amount ofwork required on each topic is ranked from 1 to 5, with 5 being the highest. Each student isexpected to complete topics with a set total rank, usually about 15. In addition to researchingtopics, each student chooses one “special job,” such as improving the graphics, installing asearch engine, or developing a set of

Collection

2001 Annual Conference

Authors

David S. Cottrell

. • To provide the user with an opportunity to perform a legitimate structural design, based on a realistic set of design specifications and constraints. • Provide participants with an opportunity to use the computer as a problem-solving tool.II. The Computer-Aided Design Software ProgramCalled the West Point BridgeDesigner, the software for thisprogram was actually developedto support a nation-widecompetition scheduled forNovember 2001. Using the 200thbirthday of the United StatesMilitary Academy as a target ofopportunity, the West Point“Bicentennial EngineeringDesign Contest” provides acomputer based framework fordesigning bridges similar to theone depicted in Figure 1. Aimedat

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2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

responses toa writing prompt, and student focus groups.IntroductionLiving/learning communities (LLC) bring together students in the university residence halls whohave similar academic goals. Such communities offer students a collaborative living and learningenvironment, increased student-faculty interaction, social and academic networks essential tostudent success, and a sense of membership in the university community. Schuh1 recentlyreported that residential living seems to have a positive effect on four areas of student learningrelated to academic growth: 1. Students who live in specially structured experiences, such as living learning centers, seem to earn better grades that those who do not. 2. Living in residence halls seems to

Collection

2001 Annual Conference

Authors

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

familiar with at the beginning of thecourse. These topics are:1. Typed variables and assignment statements2. Input and output commands3. Program structure4. Conditional statements (e.g., “if”)5. Loops (e.g., while)6. Function callsThe six-member teaching team met with faculty in the Computer Science Department to learnthe best techniques for introducing these concepts. The Programming Preparation Course wasdivided into three sessions: Session Topics Variables, Program structure, One The “if” statement, Input and output

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2001 Annual Conference

Authors

Maria Kreppel; Beverly Swaile

Collection

2001 Annual Conference

Authors

Zheng-Tao Deng; Abdul Jalloh; Amir Mobasher; Ruben Rojas-Oviedo

additional laboratories will be brought on line as the needs and supportincreases in the program. Page 6.254.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education Session 1566I. BackgroundAlabama A&M University, (AAMU) was granted the authority to offer two new engineeringprograms in August 1, 1995. This situation brought to AAMU a unique opportunity todevelop two new engineering programs form “a clean sheet of paper

Collection

2001 Annual Conference

Authors

X. Qian; A. Jalloh; Zheng-Tao Deng; Amir Mobasher; Ruben Rojas-Oviedo

encourageteamwork on a class project for courses in the major. This allows students to develop a designportfolio starting from the freshman year. Project training continues through their capstonedesign course. The projects assigned to students are often combined with on-going facultyexternally funded research projects.The faculty of the Mechanical Engineering department is currently conducting research on“investigation of energy conservation in residential hot water distribution systems” funded byDepartment of Energy Oak Ridge National Lab. The objective of the project is (1) to perform afeasibility analysis of the technique or devices that can improve delivery efficiency of hot waterdistribution system, (2) to develop simulation model to variable hot

Collection

2001 Annual Conference

Authors

Michael Ruane

Collection

2001 Annual Conference

Authors

Robert Baum; Karen Thornton; David Barbe

students in learninghow to start successful companies. An important feature is that students admitted to the Programlive together in an incubator-like residence hall where they can freely exchange ideas with like-minded students. Living and learning together, these students are provided with a uniqueopportunity to interact with their fellow CEOs. This environment has the potential to impact theway the CEOs think about their careers, their destinies, and their ability to start businesses rightout of school.1. IntroductionEmployment options for graduating students have generally centered on large corporations andgovernment; however, in recent years, students across the nation are realizing that a third option- starting their own companies - has

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2001 Annual Conference

Authors

Sr., Edward Rogers; Hans Kunov

multimedia presentations in anacoustics course at the University of Toronto. In that course, I made significant use ofsound files to illustrate fundamental and applied concepts, and students appeared to notonly enjoy the course more, but also to learn better. The question was, if this could begeneralized to other courses, and if it really would improve learning.In order to gain more qualitative information, we tested the following hypotheses: 1. The use of appropriate auditory/visual demonstrations improves the comprehension of a number of important signal processing concepts. 2. There is a set of design principles that allows for efficient and effective choice and creation of such materials.MethodologyEight 20-minute long modules were

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2001 Annual Conference

Authors

Raymond Laoulache; Nixon Pendergrass; Emily Fowler

. Traditional chemistry had the usual lecture classes, recitationsand laboratories totaling seven hours per week.Students in the pilot could not drop any IMPULSE course except chemistry because ofthe integration of subjects. Chemistry was more loosely integrated so that most of itscontent was not necessary for the other courses. CreditsIMPULSE Freshman Courses Fall Spring Physics for Sci. & Engr. I, II 4 4 Principles of Modern Chem. I, II 3 3 Intro. to Applied Chem. II 0 1 Critical Writing and Reading I 3 0 Intro. to Applied Sci. & Engr. I, II 3 2 Calc. for Applied Sci. & Engr. I, II 4 4IMPULSE Total Credits