Collection

1999 Annual Conference

Authors

Rama K. Vedachalam; George L. Engel

cellapproaches. The successful designer of today is the one who knows how to craft this delicatebalance. It is critical that students see both sides of the mix and that they engage in meaningful Page 4.496.2exercises which introduce them to and give them a chance to practice skills in both of thesedesign methodologies. We believe it is importantant that students feel comfortable working atall levels and consider all design options.In our department, we find that our students learn best when concepts discussed in class arereinforced by laboratory exercises. It is for these reasons that students in EE484 were requiredto spend 1 1/2 - 2 hours per week in

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1999 Annual Conference

Authors

Teresa L. Hein; Dan Budny

students atPurdue University. The basic elements of these two learning style models will be compared andcontrasted. Specific examples regarding teaching and learning strategies utilized at theseinstitutions which have been designed based on these learning styles models will be brieflydescribed. Central to each strategy is the fact that when students’ individual learning stylepreferences are accommodated their motivation to learn increases. When students are moremotivated to learn the potential exists for enhanced learning and increased learning gains.I. IntroductionA growing body of research on adult learners suggests that increased learning gains can beachieved when instruction is designed with students’ learning styles in mind 1 - 15. In

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1999 Annual Conference

Authors

Wallace Fowler

curriculum element that featuresteaming the design element. This paper discusses the goals of the teaming experiencesin the author’s design courses and the course features that help these objectives to bemet. Aspects of multi-institutional teaming are included in the discussion.1. IntroductionCapstone design courses are where important parts of the transition from the classroom to realworld engineering should take place. The more like the real world we make our design courses,the better is for our students. In creating effective design courses, we should learn from thosewith experience, both experienced design instructors and design engineers in industry.Teaching design is iterative (like the design process itself) and a what works often depends

Collection

1999 Annual Conference

Authors

W. Ernst Eder

previousfamiliar ways.It is necessary for future engineering designers to learn methodology during their engineeringeducation. German investigations have demonstrated the beneficial results of teaching formaldesign methodology.1. IntroductionDesigning and design theories, methodologies and methods have been under intensiveinvestigation since about 1960 (compare chapter 3 in 1). In these investigations, several distincttrends can be found.One, the artistic trend, claims that designing needs creativity (and only creativity?), thatcreativity is an inborn trait of particular humans, and that inspiration comes from an unknownsource. In this way, the designer is unique, talented and privileged. Designing, in the extreme,cannot be taught or learned. Only a

Collection

1999 Annual Conference

Authors

Johm W. Duggan; Francis J. Hopcroft

exercise also allows design teams to experience the group dynamicsassociated with a team-oriented project.II. Oil/Water SeparatorsBecause of the widespread use of oils and other light non-aqueous phase liquids (LNAPL), theuse of oil/water separators is common. Oil/Water separators are often used as pre-treatment unit Page 4.114.2operations and are designed to collect floating oil and grease, trap settleable solids and pass theaqueous phase of a wastewater stream. The simple design shown in Figure 1 has been used formany applications and is very effective provided emulsions and suspensions are not created inthe waste stream and also provided the

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1999 Annual Conference

Authors

J. Darrell Gibson; Patricia Brackin

. (See Gibson [1].)* Is the scope of the project of appropriate length? The time required for the estimatedcompletion of the project should match as nearly as possible the length of the quarter or semester.Projects that are structured to run for longer than one quarter or semester can have advantages if they Page 4.499.2are carefully conceived. However, not all projects will run smoothly and maintain student interest andtherefore it is usually of greater educational benefit to have two shorter projects rather than one longerone. It is frustrating for all concerned to commit to a long term project (2 or more quarters) and thendetermine

Collection

1999 Annual Conference

Authors

Sarah E. Irvine; Teresa L. Hein

learning. Relationshipsbetween student understanding and individual learning styles will also be shared. Thisdiscussion will have broad applications for the effective utilization of technology within thedomains of SMET education.I. IntroductionA growing number of technology-based educational learning tools currently exist within thedomains of science, mathematics, engineering, and technology (SMET) education. In addition,the use of educational technologies is growing both in and out of the classroom and laboratory.Certainly technology has the potential to serve as a powerful tool to improve the educationalprocess for students as well as teachers 1. However, educational technology is only as good asthe content it supports 2. Therefore, it is

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1999 Annual Conference

Authors

John Pongo; Barrie W. Jackson

Datta, and Terence N. Smith, “ETBE Synthesis via Reactive Distillation 1. “Steady State Simulation and Design Aspects”, Ind. Eng. Chem. Res. 1997, 36, 1855-1869.3. SNEESBY, Martin G., Moses O. Tade, Ravindra Datta, and Terence N. Smith, “ETBE Synthesis via Reactive Distillation 2. “Dynamic Simulation and Control Aspects”, Ind. Eng. Chem. Res. 1997, 36, 1870- 1881. Page 4.501.7

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1999 Annual Conference

Authors

Sameer Hamoush; Jason Lockhart; Catherine E. Brawner; John Chen; Mike Ellis

Session 3630 Technology in Engineering Education: What Do the Faculty Know (and Want) Anyway? John C. Chen1Á, Michael Ellis2, Jason Lockhart3, Sameer Hamoush2, Catherine E. Brawner4 1 Department of Mechanical Engineering, Rowan University, Glassboro, NJ 08028/ 2Department of Architectural Engineering, North Carolina A&T State University, Greensboro, NC 27411/ 3The Multimedia Lab, Virginia Polytechnic Institute and State University, Blacksburg, VA 24060/ 4Research Triangle Educational Consultants, Raleigh, NC

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1999 Annual Conference

Authors

Kurt Frederick

who will provideleadership in telecommunications curriculum development. A secondary goal of the project wasthe development and dissemination of a clearly defined curriculum framework fortelecommunications technician education at the Associate Degree level. This curriculum includesthe development of case studies to present work-based applications for use in classroomactivities.Dr. Roger Deveau of the University of Massachusetts Dartmouth, as independent evaluator,noted that TEFATE is an example of educational reengineering and that to accomplish this typeof educational reengineering the following critical success factors are essential: (1) There must continue to be a shared vision for change. The TEFATE project

Collection

1999 Annual Conference

Authors

Albert L. McHenry; Lakshmi Munukutla, Arizona State University

members who aspire to facultypositions at universities who have research as a primary mission element. It is the requirementof a doctoral degree as the entry-level credential for the ET professorate. This concern pervadesmany professional discussions of faculty status both formal and informal. It has led toTAC/ABET guidelines on the subject in an effort to provide a community-wide solution to theperceived problem. Yet these concerns remain. The purpose of this paper is to provide contextand quantifiable evidence from Carnegie Research 1 universities that defines the scope of theconditions that give rise to a major component the ET faculty concerns. The informationgenerated, explains variations in patterns of institutional hiring, tenure criteria

Collection

1999 Annual Conference

Authors

Christopher Ibeh

instructor’s ability to market theimportance of the topics.*******************************TABLE II**************************************Thermoplastic Resins – ETECH 387 Dr. C. Ibeh*******************Fall Semester, 1996; Date: 9/25/96*****************************************************Topics For Term Paper**********************************1) Innovations in Casting of Transparent Thermoplastics2) Experimental Determination of Molecular Weight by Viscosity Methods3) Cost-effective Recycling of Plastic Materials4) Compatibility of Thermoplastics in Blends5) Conductive Plastics6) Plastics in Fuel Cell Applications7) Plastics in medical Applications8) Biodegradable Plastics9) Thermoplastics in Composite10

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1999 Annual Conference

Authors

L. Davis Clements; John S. Cundiff; Dennis Schulte; George Meyer

introduction toGibbs energy will be followed by elementary application problems in plant and mammalianbiosystems.Introduction There has been both past and recent interest in presenting thermodynamics with a morecosmological view emphasizing nature, biology, and the environment 1, 2, 3. These are by far vastworks, which require a lot of student preparation. This paper describes an effort to develop a newintroductory thermodynamics course specifically for the engineering disciplines, which deal withliving systems. These disciplines include Biological Systems Engineering (BSE), segments of theCivil Engineering (CE), and Chemical Engineering (ChE). These are disciplines that focus onbiological issues, specifically the treatment and/or utilization

Collection

1999 Annual Conference

Authors

James Stice

Collection

1999 Annual Conference

Authors

Gordon Silverman

Page 4.553.2degrees in computer and information sciences in 1994 as compared to the projected need ofsome 350,000 over the next decade – a projected shortfall of some 100,000 graduates.Computer technology, at the forefront of public awareness, further increases demand forCompE. Recent educational trends show an increase in interest in this discipline. As noted in theSeptember 1997 issue of ASEE Prism, while overall declining enrollment figures in engineeringsuggest stagnation in engineering programs for most disciplines, only “Electrical and Computer”engineering enrollment for first-year, full-time, undergraduate students, shows an increase of7.7% from fall 1995 to fall 1996 figures.National trends4, as noted in Tables 1 and 2 indicate that

Collection

1999 Annual Conference

Authors

Susan Randolph

via a real lifescenario in an effort to increase student interest and involvement1. Throughindustry partnerships, faculty internships, and site visits to area businesses,TEFATE participants were able to document contemporary, real-worldtelecommunications/engineering issues that were resolved by real-worldengineering technicians2.Initially we were introduced to case study models used in senior-level businesscourses, law and education; we realized early in the discovery process that ourneeds did not mirror those of existing programs using case studies as a teachingtool 1. We would have to create our own niche in case study development—andthat is what we did. We began researching and writing our first case studiessomewhat blindly, but the

Collection

1999 Annual Conference

Authors

Mohammed A. Hasan; Christopher R. Carroll

expansion is minimal. Two 6850 UART chips implement thetwo additional serial ports. Their transmit and receive clock inputs are driven by theoutput of Timer 1 from the TMS320C31. The LCD display is a single module complete initself. The EPROM interfaces directly with signals coming from the DSK. Only a singledecoder chip is required to provide chip select signals to the UARTs and the LCD display.An additional block of address is decoded by this chip for hardware expansion that mightbe used in student pro jects. The addition of level-shifting hardware to interface withRS-232 signals completes the hardware of the lab systems.Lab SoftwareSoftware supplied with the DSK runs on PC platforms only. To use the DSK boards withthe unix system in the

Collection

1999 Annual Conference

Authors

William C. Conrad; Richard E. Pfile

the z-transform is determined three ways: (1)by long division, (2) using partial fraction expansion and table lookup, and (3) by Page 4.554.2applying an impulse to the z-transform’s difference equation. Matlab simulationsare used to examine the frequency and impulse responses of z-transforms. A plotof a Matlab simulation of a system with a complex pole and zero is shown infigure 1. Code to implement a FIR filter on the 56002 processor is also presented. Figure 1. Matlab frequency responseIIR filters are also designed using the Impulse Invariant Method and the bilinearz-transform method (BZT).Students calculate DFT coefficients and an overview

Collection

1999 Annual Conference

Authors

Nabil Kartam

has included asenior-level capstone design course in its curriculum structure. While the inclusion of thissingle course is an essential ingredient of a program which trains competent design-orientedengineers, it nonetheless falls short of achieving this goal due to a variety of factors.Studies have shown that engineering design is a crucial concept in the total educational andlearning experience [1], and its success depends on the implementation of a program whichintegrates a number of desirable educational approaches. These approaches include, but arenot limited to: creative thinking, active learning, increased awareness and participation,integrated research, teamwork, decision making, communicating, managing conflicts andinteracting with

Collection

1999 Annual Conference

Authors

Barry Jackson

Session 1526 Total Studio: Collaborative Design for Engineering and Architecture Barry Jackson New Jersey Institute of TechnologyAbstractThis paper describes an interdisciplinary design studio that utilizes concepts and methodologiesintended to create a comprehensive approach to the organization of building design through themerger of several techniques. These techniques include 1) collaborative learning and design, 2)interdisciplinary team teaching, and 3) hypertext courseware and learning modules utilizingmulti-tasking workstations. The

Collection

1999 Annual Conference

Authors

Shih-Ming Lee; Sergio Martinez; Anabel D. Ramos; Martha A. Centeno

. Implementation indicates that the model requires significantcommitment to quality on the part of the faculty. Topical Module Evaluations force professors toplan ahead all material related to a class topic; thus, modularizing handouts and providing asense of clear direction for the student.1. IntroductionHigher education at large is facing the big challenge of improving teaching and learningefficiency with less and less resources. In response, institutions have embarked in a variety ofquality improvement efforts. Most efforts have concentrated on effecting curricular changes andon improving teaching and learning as separate processes.There is hesitation from the academic community towards using quality concepts to improvehigher education performance

Collection

1999 Annual Conference

Authors

Trevor Harding

Developmental Perspective on the TA Role," Preparing the Professoriate of Tomorrow to Teach, Nyquist et al., eds., Kendall/Hunt Publishing Co., Dubuque, Iowa, 1991, 296-312.9. Cross, K.P., "On College Teaching," J. of Engineering Education, 82, (1), 1993, 9-14.10. Williams, L.S., "The Effects of a Comprehensive Teaching Assistant Training Program on Teaching Anxiety and Effectiveness," Research in Higher Education, 32, (5), 1991, 585-598.11. Travers, P.D., "Better Training for Teaching Assistants," College Teaching, 37, (4), 1989, 147-149.12. Weimer, M., Svinicki, M.D. and Bauer, G., "Designing Programs to Prepare TAs to Teach," Teaching Assistant Training in the 1990s, Nyquist et al., eds., Jossey-Bass, San Francisco, 1989

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1999 Annual Conference

Authors

Gary B. Randolph; Ron Goodnight; Thomas Zickel

Collection

1999 Annual Conference

Authors

Sohail Anwar; Shamsa S. Anwar

Page 4.560.2The service area of the Organization includes the counties of Allegheny, Westmoreland,Washington, Greene, Fayette, Armstrong, Indiana, Cambria, Somerset, Clarion, Jefferson, Elk,Mckean, Cameron, Clearfield, Blair, Bedford, Center, Huntingdon, and Fulton. More than2,000 IBEW members are served in these counties by the Organization.Functions of the OrganizationThe Organization performs the following functions:1. To carry out the development and administration of apprenticeship and journeyman training programs in electrical trades.2. To provide continuing education and training opportunities for the IBEW members in its 20- county service area by forming partnerships with local educational organizations to deliver short-term

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1999 Annual Conference

Authors

Ingrid H. Soudek

Collection

1999 Annual Conference

Authors

Warenna Millon; Eric Sheppard

engineering degree, and the Session 2570sophomore MRR is the percentage of sophomores who persist on to an engineering degree.Table 1 is a ranked listing of freshman MRRs.Table 1 NACME Ranking of Engineering Freshman Minority Retention Rates (MRR) 1. Bridgeport Eng. Inst. 85.7% 2. George Washington University 78.4 3. Northwestern University 75.7 4. Tulane University 74.4 5. Johns Hopkins 72.4 6. Florida Inst. Of Tech. 72.0 7. Miami-Florida 71.8 8. Princeton University 71.4 9. U. California-Berkeley 69.9 10. Marquette University 66.7 36

Collection

1999 Annual Conference

Authors

Chris Cox; R. Bruce Robinson

solving problems and designingsolutions. Understandably, they generally want to work on real design problems in their degreeprograms. Based on student feedback, engineering students respond more positively to coursesthat involve real systems and problems, and consequently, probably learn better. Usingrealistic case studies is a logical response to these learning issues. In fact, most MBA programsrecognize the value of case studies and use them extensively.Our case study design also helps our Civil Engineering degree program meet several ABET2000 goals and criteria. This design project case study helps us achieve these ABET 2000outcomes: 1) an ability to apply knowledge of mathematics, science, and engineering 2) an ability to design a

Collection

1999 Annual Conference

Authors

W. Thomas Calder; Gerald W. Jakubowski

; Professional Component; Faculty;Facilities; Institutional Support and Financial Resources; and Program Criteria. The secondand third criteria, Program Educational Objectives and Program Outcomes and Assessment, inessence, require each program to: 1) establish educational objectives consistent with theinstitutions overall mission and the needs of its constituencies; 2) implement a curriculum andprocesses that demonstrate that these educational objectives and their associated programoutcomes are being measured and achieved; and 3) initiate a system of ongoing evaluation thatapplies the results to continuous program improvement. These requirements are central to thereform of engineering education today. The processes necessary for their implementation

Collection

1999 Annual Conference

Authors

Richard L. Coren; C. John Carpenter

curricular pressure. Surprisingly, a modern response issupplied by James Clerk Maxwell, some of whose original concepts were neglected by thosewho interpreted his work. Not only is this reconsidered analysis pedagogically simpler andmore germane to todays usage but it responds to theoretical problems where canonical analysisis weak.A brief discussion is given of this material, which relegates what are now known as the"Maxwell equations" to a secondary role, as it is now being presented in a junior level electricalengineering course.IntroductionThe engineering electromagnetics (EM) course is under attack because:1 - students find it to be one of the most difficult courses they take. This has been exacerbatedrecently by the changing nature and

Collection

1999 Annual Conference

Authors

Ron Goodnight; Thomas Zickel; Dennis O. Owen

Session 1649 UNDERSTANDING ANDRAGOGY: HOW ADULTS LEARN Ron Goodnight, Dennis Owen, Tom Zickel Purdue UniversityAbstractThe typical students at the Purdue University – Anderson site would be classified as ‘non-traditional’ as evidenced by their average age of thirty-one and almost ninety-five percent areemployed. These students are ‘adult learners’ and, as such, they have special needs which mustbe met to maximize learning. In the United States, Malcolm Knowles introduced the andragogymethod, “the art and science of helping adults learn,”1 having the primary premise that virtuallyall