Conference Session

Aerospace Teaching and Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lance W. Traub, Embry Riddle Aeronautical University

Tagged Divisions

Aerospace

in a particular technique ormay develop equipment and software that may support their research, or be stand alone.Examples include design and manufacture of a water tunnel as well as a 3-component platformbalance with associated LabView software. Research topics are typically assigned, but may bestudent initiated if of manageable scope. Projects have been broad in scope, ranging fromtransition control to morphable aircraft geometries. This article describes the approach, itssuccesses as well as pitfalls.1. Introduction Most aerospace focused curricula contain at least one course devoted to experimentalmethods, typically with an aerodynamics focus. Subsequent experimental courses may entailintroduction to instrumentation or structural

Conference Session

Stimulating Broader Industrial Participation in Undergraduate Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University; Joseph L. Gutenson, Western Kentucky University, Center for Water Resource Studies

Tagged Divisions

College Industry Partnerships

Masters of Business Administration and GIS certificate program this summer. He is additionally a member of the Kentucky Academy of Science. Page 22.485.1 c American Society for Engineering Education, 2011 Development of an Advanced Technological Education Center for Water TreatmentIntroductionIt is often quite difficult for industrialized societies to recall the importance of a clean supply ofwater. However, its impact is unquestionable. In a study conducted by Esrey et al. (1991)1,improvements in local water qualities via sanitation systems reduced such dreaded

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Fernando Fonseca, Brigham Young University; Steven E. Benzley, Brigham Young University; James Nelson, Brigham Young University; A. Woodruff Miller, Brigham Young University

Tagged Divisions

Civil Engineering

Page 22.486.2Responsibility. These outcomes are couched in the following six levels of attainment specifiedwith Bloom’s Taxonomy.4 1. Knowledge - the remembering of previously learned material. 2. Comprehension - the ability to grasp the meaning of material. 3. Application - the ability to use learned material in new and concrete situations. 4. Analysis - the ability to break down material into its component parts so that its organizational structure may be understood. 5. Synthesis - the ability to put together to form a new whole. This may involve the production of a unique communication, a plan of operation (research proposal), or a set of abstract relations (scheme for

Conference Session

Outreach Projects: Promoting Energy Efficiency and Education in General

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shiyoung Lee, Pennsylvania State University, Berks Campus

Tagged Divisions

Energy Conversion and Conservation

harmoniccurrents in the electrical equipment. The standard describes general requirements for testingequipment as well as the limits and the practical implementations of the test. For the purpose ofharmonic current limitation, the standard divides electrical equipment into four classes as shownin Figure 1. Each class has different harmonic current limits. The balanced three-phaseequipment and other electronic apparatus which is excluded one of three classes are included inthe Class A classification. To apply a Class D limit, the following two requirements should besatisfied:  Input power should be less than 600 W.  Input current waveshape of each half cycle is within the envelope shown in Figure 2 for at least 95% of the duration of each

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts, University of Wisconsin, Platteville; Philip J. Parker, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville; Barb A. Barnet, Univeristy of Wisconsin - Platteville

Tagged Topics

NSF Grantees

Development of an Introduction to Infrastructure CourseAbstractAn “Introduction to Infrastructure” course has been developed in the Civil and EnvironmentalEngineering Department at [institution]. The course is intended for sophomore students andserves two main purposes:1. To introduce the students to civil and environmental engineering and the subdisciplines, and2. To begin the development of an awareness of infrastructure and the challenges facing the United States with respect to infrastructure overcapacity and degradation.A particularly noteworthy aspect of the course is that students completed assessments of variousinfrastructure components, inspired by the assessments completed for the “Report Card forAmerica’s Infrastructure” published by the

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chitra Bharathi Ganapathy, University Of Southern California; Erin Shaw, University of Southern California; Jihie Kim, University of Southern California

Tagged Divisions

Computers in Education

California Page 22.233.1 c American Society for Engineering Education, 2011 Assessing Collaborative Undergraduate Student Wikis and SVN with Technology-based Instrumentation: Relating Participation Patterns to Learning 1. Case Study Objective and Collaborative Context Local industry representatives consistently point to the lack of large-project and team- based experience as a weakness in newly hired computer science graduates. To better prepare students for

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald Plumlee, Boise State University

Tagged Topics

NSF Grantees

Engineering at Boise State UniversityI. IntroductionIn recent years, a substantial amount of research has been presented on project-based learning foreducating engineers.[1, 2] It has been observed that this approach fosters a deeper learning andunderstanding of engineering concepts as opposed to the traditional lecture-based coursestructure. In addition, research has documented the prevalence of “Ill-Structured” problems thatengineers face in their professional lives.[3] Posing these types of “problems” in an academicenvironment would better prepare students for higher achievement after graduation, but adoptionis sporadic.A current active research area in engineering education is based on understanding andovercoming the hurdles in transforming from

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Qiong Zhang, University of South Florida; James R. Mihelcic, University of South Florida; Julie Zimmerman, Yale University; Nina J. Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

reflexive analysis. We present here an instrument underdevelopment that has shown preliminary promise as a "quick and dirty" measure of potentialreadiness to collaborate for sustainable design. It is a 17-item instrument. It targets assessmentof specific constructs in the context of collaboration for sustainability based on Fink’s integratedtaxonomy of significant learning. They are: 1) personal agency for sustainability; 2) value ofself-transcendence and 3) awareness of one's limited perspective in situations. The theoreticalgrounding of the constructs derive from Bandura's model of agency, Schwartz's model ofuniversal human values, and Argyris' model of inference, respectively. At the time of thiswriting, the instrument has been completed by

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer L. Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Esteban Molina, Florida International University; Matthew R. Glucksberg, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

, and how instruction might be used toimprove those areas. Edwards4 and Bissell3 proposed flowcharts for the creation ofmathematical models with the following general cyclical steps: 1. Identify the real-worldproblem, 2. Simplification, 3. Formulate the mathematical problem, 4. Obtain the mathematicalsolution of the model, 5. Interpret solution, 6. Compare with reality, 7. Return to step (1) or Page 22.236.3Present the results. 2Gainsburg1 drew on the ideas of several previous studies and identified six steps for whatmathematical modeling should include: 1. Identify the real-world

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the eight-question multiple choice assessment is 3.46 (SD= 1.50 ). Only onestudent in the sample answered all questions correctly. One question, “What is the main point ofthis memo?” had a 91% correct response rate, while the remaining questions fell between 16%and 48% correct response.Item Difficulty and Discrimination IndexItem difficulty (p-value) is determined by calculating the proportion of students that answeredthe item correctly. The p-value ranges between 0 and 1. While lower values indicate high itemdifficulty, a p-value of 1 indicates all students answered the question correctly.The point-biserial correlations on the other hand provide information on how well the itemdiscriminates between high achieving and low achieving students

Conference Session

Students' Abilities and Attitudes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristi J Shryock, Texas A&M University; arun r srinivasa, Department of Mechanical Engineering, Texas A&M University; Jefferey E. Froyd, Texas A&M University

Tagged Divisions

Mathematics

theirspecific expectations for student mathematical knowledge and skills.After receiving sample problems from five faculty members, the questions were analyzed todevelop a set of learning outcomes that would reflect the knowledge and skills required to solvethe problems. There was significant overlap among the problems, with respect to the knowledgeand skills expected. The resulting set of mathematics topics for which engineering facultymembers expected student mastery are listed in Table 1. Table 1. First-year Mathematics Topics Determined by Engineering Faculty Members Projection Vector Components (2-D) Derivative (using Chain Rule) Second Derivative

Collection

1999 Annual Conference

Authors

George M. Swisher; Corinne Darvennes

digitalsystem simulation course. Simulation, employing a sophisticated computation system, lendsreality to the solution process and matches the procedures used by practicing engineers in thatME speciality.I. IntroductionOn the quarter system, the ME faculty taught a classical vibrations course emphasizing one andtwo degrees of freedom systems and their mathematical solutions. A follow-on, one-credit hourdigital simulation laboratory (requiring the vibrations class as a pre-requisite) emphasized thenumerical solutions of differential equations using such higher-level programs as SL-1(developed by Xerox in the late 1960’s), CSMP (developed by IBM in the late 1960’s), ACSL1,and now MATLAB®2; this evolution followed the introduction of each new package

Collection

1999 Annual Conference

Authors

Dean R. Johnson

the winter of1998, we have been constantly modifying the on-line lab manual as a result of migrating tothe Xilinx [1] logic design development system. Because of the complexity of the Xilinxsystem, we decided to change the laboratory exercises in an incremental manner, week byweek, rather than in semester chunks. The flexibility to change procedures weekly makesgood use of time and allows us to strengthen the laboratory with creative and innovativematerials such as DV in a manner not possible before. Page 4.78.2 2EMPLOYING ADOBE'S VENERABLE PDF FORMATIn order to make the on-line lab exercise documents

Collection

1999 Annual Conference

Authors

Juan Manuel Hinojosa; Alfonso Avila

: “the student is the subject and the object of the learningprocess” and cooperative learning. The active-learning strategies are dynamic and productivetechniques to facilitate the learning process by applying and incorporating knowledge. Thelearning strategies introduced to the E95-857 course are: (1) learning general concepts ofprogramming and interfacing microprocessors before learning the disposition of a specificprocessor, (2) learning to program and interface a specific processor through the “case of study”technique, (3) programming and simulating microprocessor based systems, and (4) building andsimulating actual microprocessor based systems. The discussion of the active and cooperativelearning strategies includes a description of how

Collection

1999 Annual Conference

Authors

Michael D. Murphy; Daniel Jensen

learning activities that will proceed completely around this cycle, providingthe maximum opportunity for full comprehension. This has been used extensively to evaluateand enhance teaching in engineering 26,29,28,30. The cycle is shown in Figure 1. Figure 1 – Kolb Cycle Concrete Experience Active Reflective Experimentation Observation Abstract ConceptualizationAs detailed by Jensen 14 and Otto 24, the context of redesign currently used at USAFA has beendeveloped to move completely around the Kolb cycle. Integration of a CAD course into

Collection

1999 Annual Conference

Authors

Tom Gasque Smith; Deanna E. Ramey

idea that knowledge is sociallyconstructed, and a commitment to student responsibility for their learning. These prominentgoals of writing center work are consistent with at least three of ABET’s A-K criteria: d. anability to function on multi-disciplinary teams; g. an ability to communicate effectively; and i. arecognition of the need for and an ability to engage in life-long learning.This paper outlines the basic structure of the Professional Communications Center program atthe University of South Carolina College of Engineering. This structure includes 1)communications instruction in-class and in one-on-one consultation with students, 2)consultations with faculty looking for new ways to integrate communications instruction intotheir syllabi

Collection

1999 Annual Conference

Authors

William Shelnutt; Monica Lumsdaine; Edward Lumsdaine

Page 4.324.1teams and understand the global context of their work). The unique integrated approach enablesstudents to not just learn the fundamental principles and thinking skills but to apply them in thedesign process to achieve optimum solutions and, ultimately, to become innovators.This book evolved from an earlier work, Creative Problem Solving: Thinking Skills for a ChangingWorld.1 Through feedback from users and from observing trends in engineering design education,we sensed a need to explicitly show the application of creative problem solving to engineeringdesign. The creative problem solving process can be used (and has been applied) in many differentpersonal and professional areas. Engineering design has been taught—albeit

Collection

1999 Annual Conference

Authors

Scott Wayne; Alfred Stiller; Kristine Craven

Session 2253 Integrating Design and Decision Making into Freshman Engineering at West Virginia University Scott Wayne, Alfred Stiller, and Kristine Craven West Virginia UniversityIntroduction West Virginia University has a long history of developing problem solving and decision-making skills in the freshman year. For more than a decade, Freshman Engineering courses atWest Virginia University have followed the Guided Design Model developed by ProfessorWales [1, 2]. In this model the instructor serves as a ‘guide on the side’ rather than a ‘sage onthe stage

Collection

1999 Annual Conference

Authors

Phillip J. Cornwell; Jerry M. Fine

electrical, computer, and mechanical engineering students.II. Description of the Sophomore Engineering CurriculumA comparison of the old and new curriculums is shown in Figure 1. Parallel to the engineeringscience courses are three math courses: Applied Math I (linear algebra and some linear ordinarydifferential equations), Applied Math II (statistics) and Applied Math III (systems of differentialequations). In Fig. 1, the dashed lines are intended to illustrate a weak coupling between coursesand a solid line is a strong coupling between courses. The New Sophomore Curriculum Traditional Curriculum Fall Winter SpringApplied Math I Applied Math II Applied Math III

Collection

1999 Annual Conference

Authors

George H. Williams; James . Kenny

should stimulate the students’ disciplinary interests, providea common background experience as a prerequisite for upper-level courses, and introducestudents to critical aspects of the design process (e.g., tradeoffs among design objectives andsensitivity to design parameters) and the socioeconomic context in which design decisions aremade. From an administrative perspective, the projects should offer enough design variations toaccommodate multiple teams of students and to facilitate modification for subsequent courseofferings (at both the freshman and upper levels).Recurring Short-term Design Projects and Case Studies within Course ModulesProject 1. The Newspaper FrameThe first class meeting includes a construction competition using newspaper

Collection

1999 Annual Conference

Authors

Tom Ward; Elizabeth Alford

intofreshman engineering courses is flourishing.1-5 The NSPE WWW Ethics Center provides accessto information about ethics modules used in a number of engineering colleges.2 The objectivesof these modules are to introduce students to ethical situations and questions similar to those Page 4.328.1they will encounter in professional lives and to help them examine alternative courses of action.Typically, these ethics units focus on reading and discussing cases that highlight ethicalquestions or dilemmas. Some also incorporate team presentations on recommended courses ofaction and a few include essay questions for homework or a test at the end of the unit.Few

Collection

1999 Annual Conference

Authors

Mary E. Besterfield-Sacre; Larry J. Shuman; Jack McGourty

Session 2330 ABET’s Eleven Student Learning Outcomes (a-k): Have We Considered The Implications?* Jack McGourty, Mary Besterfield-Sacre, Larry Shuman, Columbia University/University of Texas – El Paso/University of PittsburghI. IntroductionThere has been a great deal of intellectual and emotional debate regarding the AccreditationBoard of Engineering and Technology’s (ABET) minimum set of eleven student learningoutcomes that are a major part of EC-2000 [1]. The issues range from serious questions as to thegenesis of these outcomes, general concern regarding validity, and

Collection

1999 Annual Conference

Authors

T. Roppel; A. Scottedward Hodel

experience is that students have a more integrated approachto design and a much better understanding of the hardware, software, and instrumentation used inelectrical engineering practice.I. Structure of the laboratory sequenceAn overview of the curriculum revision and the details of the new laboratory sequence have beenpresented previously1. In brief, the Electrical Engineering undergraduate core curriculum modelincludes a total of six 1-quarter hour (3 contact hours/week) laboratory courses during thesophomore and junior years. These courses are designated Lab I (1st quarter sophomore) throughLab VI (3rd quarter junior). The laboratory courses are not tied to a specific lecture course; ratherthey incorporate material from several topic areas within

Collection

1999 Annual Conference

Authors

Shani Francis; Neal Pellis; Keith Schimmel

). The NASA rotating wall vessel bioreactor is anexample of the benefits of interdisciplinary research. While all the capabilities to design andconstruct the NASA bioreactor described below have been available for at least twenty years,and the need for such a bioreactor has been around even longer, it was not invented until morerecently because the necessary interdisciplinary group of scientists and engineers had not beenput together. Page 4.329.2Tissue growth is one of the basic tools of medical research. The engineering of tissue requires atleast five critical stages of development in cell culture: 1) Assembly of cells in three dimensionalarrays

Collection

1999 Annual Conference

Authors

Philip Doepker

with the product realization process (PRP). The paper will address thefollowing major issues: 1. Acquiring projects that have a basis in industry. The relationship with the Design and Manufacturing Clinic at the University of Dayton will be explored. 2. The process of forming teams will be presented. Issues taken into account in this formation include individual interests and leadership styles. 3. The concept of the “Product Realization Process” forms the guidelines within which the teams perform. The major elements of this include defining the product needs, establishing specifications, developing conceptual designs, performing the final design and writing the final report

Collection

1999 Annual Conference

Authors

Mahmood Nahvi

previous experience in developing the DSP platforms wasgreatly helpful in the recent expansion. In addition to serving the undergraduate DSP course(which is the topic of the present paper) the laboratory also supports other activities in digitalsignal processing such as senior projects, individual studies, Master’s theses and research. Aprevious report presented at the 1998 ASEE conference [1] describes the objectives of thecourse, students’ background, laboratory facilities and a summary example of the experiments.An updated summary is given below.Prior to taking the DSP course, students have taken a course in discrete-time signals and systemsand are familiar with concepts and techniques such as linear time-invariant systems, convolution

Collection

1999 Annual Conference

Authors

J. Elaine Seat; Fred Weber; Daniel C. Yoder; Christopher D. Pionke; J. Roger Parsons

the program and how it could beimproved was sought from students, alumni, faculty, and industry. The resulting message wasclear. According to those polled, the Freshman Program must do the following: 1) maintain thecurrent technical content; 2) integrate the course material to enhance learning; 3) requireteamwork and an introduction to design; 4) teach communications skills; and 5) emphasizeproblem-solving skills. The program at the time consisted of five separate courses and was notmeeting the stated requirements. These courses consisted of a statics course (3 hrs), anengineering graphics course (3 hrs) and a seminar course (1 hr) taught in the first semester, anda dynamics course (3 hrs) and a computer programming course (3 hrs) taught in

Collection

1999 Annual Conference

Authors

Francesco Costanzo; Gary L. Gray

activities and visualization in courses traditionally containing none of these. The approach used to implement these innovations into a sophomore level dynamics course is described. A discussion of the most significant issues and hurdles encountered during this implementation is included so as to assist other educators in designing learning environments like the one pre- sented here.1 IntroductionEngineering graduates are increasingly required to become immediately productive in the work-place without the on-the-job training that was typical of recent decades. Among other things, thisrequires the development of team skills along with a high level of computer literacy. These skillshave not only been considered more and more important

Collection

1999 Annual Conference

Authors

Don Lewis Millard

, present fundamental concepts using advanced visualizationand animation techniques, and allow for interactive practice on problem-solving and open-endeddesign – some in a game oriented environment.1 Building on what was learned from that successfuleffort, Rensselaer established the Academy of Electronic Media (the Academy) two years ago to serveas a university-wide resource for the development and utilization of multimedia teaching materials. Inaddition to the federal grant, funding for the Academy has come from Rensselaer, from industrycontracts, and from New York State.The trend toward Web-based learning has a long way to go, say Alfred Bork and David R. Britton Jr. 2of the University of California, Irvine

Collection

1999 Annual Conference

Authors

Arnoldo Muyshondt; Ing-Chang Jong

for agiven course or for tutoring, which an instructor provides at a web site. The WWW can have agreat impact on the teaching of high enrollment courses as well as distance learning. Increasingefforts to create on-line educational modules on the WWW clearly point to the trend of usingweb publication as an alternative mode in modern education.1-9It is the purpose of this paper to present the essential software that uses PERL and CGI script-ing10 to manipulate input data to readily create modules for interactive on-line testing andlearning. The software consists of the following eight related program files: (a) Two subject specific program files: test.html and test#.dat. (b) Six universal program files: temp.dat, cgi-lib.pl, webget.pl