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1997 Annual Conference

Authors

Herbert Hess

affect power electronics instruction.Introduction By the year 2000, about 60% of all electric energy consumed in the US and Canada, willbe processed through at least one power electronic stage.[1] Such a demand requires engineerswho understand the fundamentals of power electronics and has led to the rise of a number ofprograms to teach this subject. In this paper, a look is taken at the evolution of power electronics programs and theirexisting place within the general curriculum. Results of surveys show that over 100 suchprograms exist, varying in depth from just a course or two to well-funded sequences includinggraduate courses and cutting-edge research. After presenting a summary of these surveys, thescope narrows to

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1997 Annual Conference

Authors

Roy C. Shelton

industry involvement. The educational needs of industry must beclearly defined, articulated, and warmly received by the educational community. For appropriatelearning to occur near optimal demonstration or simulation of the object of learning must beprovided. "Show and tell" is still the best concept or idea translator since "a picture is worth athousand words". In order to perform his or her duties productively, the Microsystems EngineeringTechnologist must possess a specific set of competencies. The semiconductor industryunderstands what these competencies are. Viewed from the highest level these macro-competencies are stated below. They are modifications of those developed by the Coalition forNew Manufacturing Education.1. Know Self &

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1997 Annual Conference

Authors

Evangelyn C. Alocilja

designed to introduce systems engineering concepts and systems engineeringprinciples applicable to biologically-based systems. Specifically, the course objectives are: (1) tolearn the systems concepts and properties related to biologically-based systems; (2) to understandand apply the principles of cybernetics, stability, and sustainability in biological systems; (3) todevelop systems-oriented thinking and an integrated approach to problem solving; (4) to developthe skill of translating “word” problems into mathematical expressions (problem formulation),particularly in structuring a set of differential equations; (5) to use a mathematical type ofsoftware, in this case, Mathematica6, to find solutions; and (6) to understand the environmental

Collection

1997 Annual Conference

Authors

W. Ernst Eder

addition to knowledge aboutobjects and their related phenomena.Engineering is not "applied science," it has other tasks and responsibilities, including societal,economic, law-related, innovative, management and coordinating functions. A task for engineersis to provide the basis for making useful products -- summarized as designing. Problem solvingalone is not enough. Designing has its own procedures, of which problem solving is a sub-set.Designing is not fully predictable. Nevertheless, procedures and methods for designing can beproposed, and related to ways of modeling systems. The needs to learn such design proceduresin a more formalized way have been discussed, especially to enhance creativity.1. INTRODUCTIONFor several years it has been

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1997 Annual Conference

Authors

Sr., Buck F. Brown; Jr., Buck F. Brown

acquisition. This suggests that it is actually an educationalapproach rather than merely a teaching technique. Curricula and institution-wide restructuring through problem-based education generallyoccurs from the inside-out. Instead of having restructuring imposed upon them, faculty andinstructional staff first work to revise and restructure courses to incorporate a problem-basedapproach. As students progress, the types, scope, and complexity of the problems used may beexpanded to encompass interdisciplinary topics. These can be utilized to extend studentproblem-solving skills, increase their interdisciplinary thinking and emphasize the importance ofcommunication and cooperation. Dewey [1], Piaget [2], Brunner [3] and others have

Collection

1997 Annual Conference

Authors

Michael Mahler; Jon Szafranski; Dawn Werner; Karl Smith

before. The intellectual activity of building models to solve problems--anexplicit activity of constructing or creating the qualitative or quantitative relationships--helpsstudents understand, explain, predict, etc. (Smith and Starfield, 1993; Starfield, Smith, andBleloch, 1994). The process of building models together in face-to-face interpersonal interactionresults in learning that is difficult to achieve in any other way.A typical format for problem-based cooperative learning is shown in Figure 1. The formatillustrates the professor's role in a formal cooperative learning lesson and shows how the fiveessential elements of a well-structured cooperative lesson are incorporated (Johnson, Johnson &Smith, 1991; Smith, 1995, 1996).Cooperative

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1997 Annual Conference

Authors

Lang-Wah Lee; Tamer Ceylan

engineeringprinciples. Faculty members teaching these courses are oftenconfronted with the challenge of integrating these two componentsto help students learn the subject in the most effective manner.In the past ten years, the authors have tried several methods toachieve such a goal and found that a problem-based learning (PBL)[1] is a very promising method to address the problem. Thismethod is in essence a guided design process which mixes student-centered learning with a structured course syllabus. This paperis to discuss how PBL is used in teaching the Thermal SystemsDesign course. Thermal Systems Design is a required 3-credit hour course inour Mechanical Engineering curriculum. The course is for seniorstudents after they have completed Thermodynamics

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1997 Annual Conference

Authors

A. Janaki Rao; B.K. Darshan

PROBLEMS OF WOMEN ENGINEERS IN INDIA Prof. A. Janaki Rao Department of Civil Engineering, College of Engineering Andhra University, Visakhapatnam-530 003 (A.P) India and Mr. B.K. Darshan, Member, UNIDO Managing Director National Institute of Technical and Management Education, New Delhi1. INTRODUCTION : India with a population of 900 million people is one of the largest producer of engineers and scientists having 4 16 engineering colleges producing 1 ,O 1,45 1 engineers per year and 1029 polytechnics producing 1,66,458 diploma holders

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1997 Annual Conference

Authors

John R. Williams; Dr. Martin Pike

Collection

1997 Annual Conference

Authors

P.J. Fisher; N.J. Quick; S.J. Steiner

assessmentof these programmes. All undergraduate programmes operate under a modular structure.II. The PAMS Design ProjectThe Product and Manufacturing System design project, known as PAMS [1], was startedin the 1988/89 session as a means of integrating the diverse material covered on theManufacturing Engineering programmes, and to provide an opportunity for students tolearn and practise transferable skills. The PAMS project is integral to one course module,Total Design; this module continues over the first three years of each degree programme,and in total constitutes one ninth of the students’ final degree. It is most heavily weightedin the second year

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1997 Annual Conference

Authors

Sudhir Mehta

. Above all, students and instructorsindicate that this assessment technique is easy, effective, and enjoyable. INTRODUCTION Frank Huband, Executive Director of the American Society for Engineering Education(ASEE), recently reported that, “Pressures from corporate leaders, legislators, taxpayers, parents,and educators themselves are directing attention to assessment of the quality of educationalprograms in general and to engineering education specifically.”1 He also noted that, “Ifengineering schools do not assemble their own assessment process, someone else will. Anexternally imposed evaluation process will not be as effective as one developed and implementedby educators themselves.” John Prados

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1997 Annual Conference

Authors

Mark A. Shields; John P. O'Connell

described in Pfaffenberger et al.1The internal document, “Foundations and Benchmarks of Professional Development,” identifiedseven “attributes” and six “experiences” which represent the key dimensions of PD that ourundergraduate engineering curriculum should cultivate. Although these attributes andexperiences were formulated before any of the participants were aware of the ABET 2000criteria, we believe that our expressions are quite compatible with ABET 2000. Table 1 lists boththe 11 outcomes of Criteria 3 of ABET 20002 and the UVa PD attributes. The ABET criteriaconnected to the attributes are given. Comparison of the wordings shows that our PD frameworkis more comprehensive and possibly more ambitious.It should also be recognized that we

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1997 Annual Conference

Authors

Ted G. Eschenbach; Robert Madigan; Patricia Linton; Catherine Frank

Editors Style Manual Committee3. Hacker, D. (1995). A Writer’s Reference, 3rd, St. Martin’s Press.4. Linton, P., R. Madigan, and S. Johnson. (October 1994). “Introducing Students to Disciplinary Genres: The Role of the General Composition Course,” Language and Learning Across the Disciplines, 1(2), pp. 63-78.5. Madigan, Robert, Susan Johnson, and Patricia Linton. (June 1995). “The Language of Psychology: APA Style as Epistemology,” American Psychologist, 50(6), pp. 428-436.Biographical InformationTED G. ESCHENBACHHe is the founding and current editor of EMJ (‘97 is Volume 9). He has taught at UAA, the Naval Postgraduate School,and the Univ. of Missouri-Rolla (Robert Koplar Professor of EM). He earned his Ph.D. in IE from Stanford

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1997 Annual Conference

Authors

David A. Lopez

. Traditionalcourses do not emphasis these types of skills sought by employers. Typicalteaching materials for traditional manufacturing engineering and technology coursesare DeGarmo (2) and Koenig (7). The problems of teaching using this type of material has been described in workby the NSF (4), Koen (6), and Ulrich & Eppinger (11). In addition, teachingmanufacturing topics has been broadened to include such topics as engineering designconsiderations and quality issues. The new philosophy of teaching manufacturing hasbeen described by Clark & Wheelright (1), Dixon & Poli (3), Ettie & Stoll (5), andLindeck (8). This paper will explore some of these aspects in more detail and outlinea different approach to dealing with some of issues

Collection

1997 Annual Conference

Authors

Kirk E. Hiles

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1997 Annual Conference

Authors

Nancy L. Denton

significance of overlooking various engineering constraints as demonstrated through simplestrain measurements. The experiment was originally intended as a review laboratory session foran elective upper division course in experimental strength of materials, but is also appropriate inan introductory mechanics/strength of materials course, with some simplification.IntroductionThe statically indeterminate bar which is subjected to axial loading with one degree ofindeterminacy, such as that shown in Figure 1, is commonly an early topic in a first course inmechanics/strength of materials. Study of this topic affords students the opportunity to integratethe fundamental concepts of stress and strain, and to recognize more fully the effect of materialstiffness

Collection

1998 Annual Conference

Authors

C. Faye; N.W. Scott

conclusion is supported with who completed problems with one tutor present. Studentsfinancial data, examination results and a student survey. were allocated two tutorials each week. Tutorials could last up 1 Introduction to one hour. The questions to be answered were selected from a text book used in the unit. Tutors were expected to be freeComputer aided learning (CAL) has become quite a common for consultation with students outside

Collection

1998 Annual Conference

Authors

Melissa J. Dark; Robert J. Herrick; Dennis R. Depew

Servs, and word-of-mouth recruited facultyparticipants for workshops. When faculty members inquired about a specific workshop, theywere sent the following information regarding participation. 1. An overview of the content of the workshop 2. Prerequisite knowledge or experience required 3. The date and location of the workshop 4. Background of the workshop leaders 5. Expectations regarding curriculum development and implementationEach faculty participant was provided a $500 stipend to defray costs associated with theworkshop. This could include travel expenses as well as food and lodging expenses. Facultyparticipants were not charged a conference or workshop fee. The direct costs of the workshopwere supported

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1998 Annual Conference

Authors

Yacob Astatke

% F a ll 9 7 20% 0% A B C F Grades Figure 1: Grade Distribution for Students Enrolled in Electric Circuits Page 3.172.3As shown by the grade distribution in Figure 1, high improvements were obtained in thegroup of “A” students which increased by 13 %, and the number of students failing thecourse which decreased by 8 %. This can be attributed to the use of the WebCT software,which facilitates student interaction, teamwork, and allows the students to come to classprepared.Another advantage of WebCT, is that it facilitates

Collection

1998 Annual Conference

Authors

Walter Buchanan

, T. W. (1984). Registration of engineering technology graduates. Journal ofEngineering Technology, 1(2), 41-42.2. Buchanan, W. W., McNeill, P. R., & Petersen, O. G. (1998). Professional Registration for EngineeringTechnology Graduates. Manuscript submitted for publication.3. Galvin, M. (1995, December). Changes to licensure system proposed. Engineering Times,pp. 1-12.4. Taylor, K. D., Buchanan, W. W., Englund, R. B., O'Connor, T. P., & Yates, D. W. (1997). ProfessionalRegistration Issues for Engineering Technology Graduates: A Range of Perspectives. Proceedings 1997 Frontiersin Education Conference, University of Pittsburgh, Pittsburgh, Pennsylvania, November 1997, pp. 1006-1010.5. Staff. (1997, January

Collection

1998 Annual Conference

Authors

David R. Haws

administration. In the mean time, I will continue to teach these twoStrength of Materials classes (and others) with PSI methods, individually tailored learningobjectives and testing criteria, but in separate classrooms.Bibliographic InformationFor more background material on Mastery Learning and the Personalized System of Instruction, I would recommendthe following:Block, J. H. (1971). Mastery learning: Theory and practice. New York: Holt, Rinehart and Winston, Inc.Bloom, B. S. (1968). Learning for mastery. Evaluation Comment UCLA-CSEIP, 1, pp. 1-12.Carroll, J. B. (1963). A model for school learning. Teachers College Record, 64, 723-733.Keller, F. S. (1968). Good-bye teacher... Journal of Applied Behavior and Analysis, 1, 79-89.Keller, F. S., &

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1998 Annual Conference

Authors

William E. Cole

. However this is not the best way to teach. Many education studies have shown thatstudents retain only a small fraction of what they hear or read. The retention rate increasesdramatically when a student says or does--when there is hands on learning.1 This is especiallytrue in Engineering Technology where students learn best through observing and doing. Hencethe extensive use of laboratory experiments in the Engineering Technology Program.New tools are needed to improve the teaching of technical material. Technology students arehands-on graphic learners--their learning improves when they can see things and work with them.Hence graphics can provide an additional tool to help teach technology students. Graphics is theprimary method of communications

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1998 Annual Conference

Authors

Joan A. Burtner; Laura Moody

learned the benefits of studyingtogether as a group. Unlike juniors, freshman students are typically still developing their timemanagement and study habit skills. We believe that designing the course based on collaborativelearning principles will increase the students’ chances for success.Studies conducted over a number of years have shown that the cooperative learning approach isvery effective in a wide variety of educational environments. 1 A recent Prism article 2 describesthe following benefits of cooperative learning at the higher education level: • Higher levels of achievement • Greater level of academic self-esteem • Creation of more sophisticated solutions to complex problems

Collection

1998 Annual Conference

Authors

Robert Dresnack; Eugene Golub; Deran Hanesian; Hsin-Neng Hsieh; Angelo J. Perna

[JCPFUQPGZRGTKGPEGKORTQXGUVWFGPVTGVGPVKQPCPFKPKVKCVGEWTTKEWNWOEJCPIG6JGEQWTUGUFGXGNQRGFYGTGEQWRNGFYKVJJWOCPKVKGUCPFEQORWVGTEQORQPGPVUVQKPVGITCVGVJGUGEQWTUGEQPVGPVUYKVJVJGGPIKPGGTKPIEQWTUG6JGQXGTCNNQDLGEVKXGYCUVQGPCDNGHTGUJOCPVQYQTMQPTGCNGPIKPGGTKPIRTQDNGOUCUVJG[DGIKPVJGKTGFWECVKQPTCVJGTVJCPNGCXKPIVJGFGUKIPGZRGTKGPEGCUCVTCFKVKQPCNUGPKQTECRUVQPGFGUKIPEQWTUG6JWUHTGUJOCPYQWNFICKPJCPFUQPGZRGTKGPEGNGCTPJQYVQFGXGNQRHGCUKDNGUQNWVKQPUVQCPQRGPGPFGFRTQDNGOYQTMKPVGCOUCPFNGCTPJQYVQRTGUGPVVJGTGUWNVUQHVJGKTGHHQTVQTCNN[CPFKPYTKVVGPHQTO +PCPCVVGORVVQOGGVVJGUGIQCNUCPKPVGTFKUEKRNKPCT[GPXKTQPOGPVCNDCUGFHTGUJOCPGPIKPGGTKPIFGUKIPRKNQVEQWTUGYCUFGXGNQRGF6JGEQWTUGYCUVGCOVCWIJVD[HCEWNV[HTQOVJG%KXKNCPF'PXKTQPOGPVCNCPFVJG%JGOKECN'PIKPGGTKPI&GRCTVOGPVU6JGFGUKIPRTQDNGOYCUDCUGFQPVJGUKVKPIQHCTQCFYC[VQOKPKOK\GCKTRQNNWVKQPCVPGKIJDQTKPIUGPUKVKXGTGEGRVQTU5+6+0)1(#41#&9#;61/+0+/+

Collection

1998 Annual Conference

Authors

Gary B. Randolph

Session 1275 Using Gantt Chart Software in Managing Student Team Projects Gary B. Randolph Purdue University School of Technology Anderson, Indiana INTRODUCTIONStudent team projects have become a popular way to teach. Good teams develop an environmentof effective adult learning andragogy,1 emphasizing student self-direction in their own learning,shared experiences, near-term application and performance feedback. But coaching teams andkeeping them on track is a difficult and delicate job for faculty.2 The

Collection

1998 Annual Conference

Authors

Richard Spillman

credit semesterclass). By this time the students have a basic understanding of the fundamentals of combinational logicdesign. The initial lecture is designed to introduce the structural options available in VHDL. For example,Figure 1 is the slide used to illustrate the two components of all VHDL code: the entity and the architecturesegments. The entity segment is easy to visualize since it describes the inputs and the outputs of the circuit. Forstudents that have programming experience (which is assumed of all students in this class), the entity Page 3.612.2segments is much like the variable declaration statements of PASCAL or C

Collection

1998 Annual Conference

Authors

Kenny Fotouhi; William Cavey

5GUUKQP 75+0)+0(4#4'&64#05+5614561%10641.# /1614+?.+0A*+)*%5 Page 3.613.10.+0A+(%56*'0.+0A.+0A+(%56*'0.+0A.+0A+(%56*'0.+0A.+0A+(%56*'0.+0A.+0A1((5'6A1((5'6)161.+0A #55+)0+0&+8+&7#. #/$+'068#.7'5.+0A1((5'6A1((5'6)161.+0A 61#01((5'68#4+#$.'.+0A1((5'6A1((5'6)161.+0A.+0A1((5'6A1((5'6.+0A0':6.+0A)161.+0A'0&4'#&+0)21.'6*'5'05145.+0A*+)*.19 H#%6+8#6'.1%-10.'&I.+0A(14%561.+0A*+)*.19 #%6+8#6'21.+0).'&I.+0A.19%5.+0A5*+(6+0#&%%.-/5$2156=5'05'>?.+0A*+)*%5.+0A+(%56*'0.+0A.+0A+(%56*'0.+0A.+0A+(%56*'0.+0A.+0A+(%56*'0.+0A.+0A+(5'05' #&%/+06*'0.+0A

Collection

1998 Annual Conference

Authors

Lucy C. Morse

theclass are the participants. The questionnaires are submitted via electronic mail to the class as anexpert panel, and each class member submits their response back to the instructor alone. Basedon the results of the first questionnaire, a second questionnaire is sent to the students and thenreturned to the professor for analysis. Based on the two (or more) questionnaires a decision canusually be made. The key to this technique is the formulation of the original question.Virtual TeamsAll the students in the class are divided into virtual teams of approximately four students perteam. The basic elements of the virtual team process include: 1 1. Communication • Give the team a name

Collection

1998 Annual Conference

Authors

Lara Relyea; Joan A. Burtner

program now serves over 100 middle and high school students. 1 Holland 2 reports that, in the summer of 1994, Texas A &M first offered GEMS (Girls in Engineering, Math and Science). GEMS is a program for eleven year old girls designed to increase the chance that the participants will eventually follow careers in science engineering and math. As part of the TIDEE (Transferable Integrated Design in Engineering Education) program, Tacoma Community College and the University of Washington teamed together in 1995 to offer a two week long summer camp for 20-25 freshman and sophomore high school students. The first week of this program is a day camp; the second week is residential. 3

Collection

1998 Annual Conference

Authors

Chong Chen

popular computer data acquisition application packages is Laboratory VirtualInstrument Engineering Workbench (LabVIEW) developed by National Instruments. LabVlEWis a graphical software system for developing high performance scientific and engineeringapplications. LabVIEW can acquire data and control devices via a data acquisition board, such asthe PCI-1200 data acquisition board. LabVIEW, much like the Visual Basic and C++programming packages, includes programming capability and a user friendly interface. LabVIEWhas been used by many industries and scientific researchers. One application was developingmethods to cool and trap atoms with laser light completed by Dr. William Phillips [1], who is a