Collection

1999 Annual Conference

Authors

Steven L. Cohen; Dennis P. Slevin; David I. Cleland; Kim LaScola Needy; Heather Nachtmann

members possess knowledge, skills and experience. It is necessary that thecombined knowledge and experience of the board match the strategic demands facing thecompany. 3 Recent trends have seen attempts to diversify boards in many facets including race,gender, experience and age. There has been conflicting results in the literature regarding boardcomposition. Bhagat and Black 1 found that the percentage of independent directors does notaffect future firm performance. In contrast, Millstein and MacAvoy 6 found a significantcorrelation between active and independent boards and superior corporate performance.Firstenberg and Malkiel 4 stress the positive role of independent directors by expressing that theyshould comprise the entire board, with the

Collection

1999 Annual Conference

Authors

Z. Chambers; M. B. Taylor; J. Iannelli; A. J. Baker

-edited in Adobe Premiere. The audio track isexported, noise-reduced, and amplified for optimum clarity with CoolEdit. The audio track isthen recombined with the video and compressed using the Indeo 5.06 codec. Having completedthe first round of compression, the file is then archived onto a compact disc for future use. Thefile is then further compressed, using RealMedia’s propriety compression technology, foruploading to a Linux powered video server. Students are able to access the videos using nothingmore than a standard web browser and the free RealPlayer plugin. Page 4.427.1Discussion and ResultsStep 1: Recording the Video LectureTo record the

Collection

1999 Annual Conference

Authors

A. Eberlein; M. R. Smith

of project management”. In this paper we shall report on the currentformat of the course and how it overcomes many of the problems with our initial offering.Although only part way through the second offering, we recognize the need for new changes inorder to account for the increased maturity and experience of the students returning from their16-month internship experience. The changes needed to handle the 80% of our students who willreturn from internship in September 1999 are discussed.1. IntroductionTwo years ago the Canadian Engineering Accreditation Board (CEAB) placed a requirement thatall engineering students experience an extensive 4th year design project. With accreditationlooming, the Department put on an experimental team project

Collection

1999 Annual Conference

Authors

Jeff Goldberg

” section. Also, students completed a survey on site usage and impact onlearning. The paper concludes with recent developments in the site and future directions.II. Course Topics and Motivation for Web Based InstructionThis course prepares he student to consider the economic dimensions in the evaluation ofengineering alternatives. Hence it is particularly useful in the analysis and decision stages of theengineering design process. Emphasis is on the analytical consideration of money and its impacton the areas of system operations and acquisition.The course is taught in 4 related lesson blocks. Block 1, The Time Value of Money, providesstudents with the quantitative methods for economic analysis of engineering alternatives. Block2, Analysis Methods

Collection

1999 Annual Conference

Authors

Y. S. Teplitsky; V. A. Borodulya; A. F. Hassoun; Mulchand S. Rathod; Vladimir Sheyman

freeboard space = ? p (1-e), kg/m3 w Wall of the heat transfer surfaceµf Viscosity of fluid, N-s/m2, kg/m-s INTRODUCTIONs Stefan-Boltzmann constant = 5.6696 x 10-8 W/m2-K4 The heat transfer process in the freeboard space above the bed significantly influences the? Density, kg/m3 thermal conditions of the entire fluidized bed apparatus, since this space occupies about 80-Dimensionless Parameters 90% of working volume of the apparatus [1

Collection

1999 Annual Conference

Authors

Dennis Stevenson

AutoCAD,although other systems could also be employedObjectivesGraphics faculty wanted to challenge students with somewhat more difficult problems involvingspatial analysis and visual analysis at the end of a mostly traditional graphics course. Theseobjectives involved several aspects of the course. Generally, they are in agreement with the authorsof a significant modern graphics text [1], that graphic analysis is more important that ever and thattechnical graphics tools are certainly more available and powerful than ever, and that more graphicsanalysis should be included in typical courses.q Faculty wanted to provide students with more mastery of auxiliary views, especially sequential auxiliary views. Outside of dimensioning, this had been a

Collection

1999 Annual Conference

Authors

Luiz Lourenco; Farrukh Alvi; Chiang Shih

techniqueinvolves the illumination of the flow, seeded with small tracer particles, with a thin pulsed laserlight sheet. The light scattered by the seeding particles, which follow the local fluid motion,generates a moving particle-image pattern. A typical PIV configuration is shown in figure 1.The image pair pattern can be recorded using multiple exposure photographic technique, eitheron films or in digital formats. The whole-field velocity information can be obtained byevaluating the distance between successive images of particles within a specific interrogationregion. Digital image processing technique, using a Fast Fourier Transform algorithm, is used todetermine the image separation and convert this information into local velocity data (figure 1

Collection

1999 Annual Conference

Authors

George W. Garrison; Garry D. Coleman

, editing HTML files, creating tables, creating a web-based syllabus, introduction toonline course management systems, and tips on incorporating the web into your teaching. Theparticipants in the course had very limited to no prior experience with HTML.Completing the basic HTML class provided enough knowledge and skills to create a moderatelysophisticated course web page. The EM 535 Management of Technology course web page wasmore than just an online syllabus. The core of the page was a site directory with supporting Page 4.147.3hyperlinks, illustrated in Table 1. Each cell in the table represents a link to a web page ordocument. Assignments and

Collection

1999 Annual Conference

Authors

Lawrence H. Trachtman; David Ringholz; Carolyn M. Sommerich

showedstudents rated this course as 3.7/5, which equaled the department average. Based on theirbeginning expectations for the course, for the most part, students felt their first-hand experienceand level of comfort with specific topics about which they wanted to learn had improved over thesemester. They also felt their experience and level of comfort with most of the topics specificallyidentified by the faculty had improved during the semester. Students reported enjoying thevariety of people they met throughout the course, and reported experiencing a greater comfortlevel with people who have disabilities.Based on student feedback and internal discussions, the faculty targeted several areas of thecourse for improvement, including 1) increasing consultant

Collection

1999 Annual Conference

Authors

Bopaya Bidanda; Kim LaScola Needy; Gary RAFE

virtual manufacturing laboratorymay be used by various agencies to provide continuous training and education in value-adding,manufacturing-related domains. In the next sections, we review background issues that motivatethis research.BackgroundIn its report on information technology for manufacturing, the National Research Council’sCommittee to Study Information Technology and Manufacturing called for a wide rangingresearch agenda that included investigations into tools and techniques to help enterprises andindividuals understand and manage the rapid changes they are expected to face.1 Thecommittee identified the need for better means of educational delivery to facilitate the renewaland currency of employee knowledge in manufacturing enterprises

Collection

1999 Annual Conference

Authors

Robert P. Hesketh; C. Stewart Slater

%UHDN ,252 3RO\PHU SURFHVVLQJ DQG ILEHU VSLQQLQJ ZLWK DSSOLFDWLRQV WR - .XULDQ FRQVXPHU SURGXFWV 'X3RQW 1\ORQ SP /XQFK SP ([SHULPHQW )OXLGL]HG EHG SRO\PHU FRDWLQJ SURFHVV 53 +HVNHWK &6 6ODWHU 6WDII SP %UHDN Page 4.392.6 SP 6LPXODWRUV LQ WKH SURFHVV LQGXVWU

Collection

1999 Annual Conference

Authors

Joan A. Burtner; Laura Moody

, of course, notunique. Educators frequently talk about the paradigm shift that is taking place inundergraduate education. As Barr and Tagg 1 express it, the shift is from the instructionparadigm to the learning paradigm. They state that in the new learning paradigm, "a college's purpose is not to transfer knowledge but to create environments and experiences that bring students to discover and construct knowledge for themselves, to make students members of communities of learners that make discoveries and solve problems." (p.15)Many engineering educators focus on approaches for developing these skills. Smith andWaller 2 call for a change from a competitive and individualistic learning environment toa cooperative

Collection

1999 Annual Conference

Authors

Cathryne L. Jordan; Mary Ann McCartney; Mary Anderson-Rowland

the CEAS toaid in the recruitment and retention of underrepresented minority students. The OMEP isembedded in the infrastructure of the Office of Student Affairs in the CEAS.1 Specifically, thegoals of the OMEP are to build a community of minority students that are academically preparedto pursue baccalaureate and graduate degrees within the CEAS and to create a climate thatdevelops and promotes academic excellence, technical competence, and marketable skills.Furthermore, it is the goal, of the OMEP to build the foundation for life long learning that willsustain students after they leave academia and through the twenty first century. These goals arerealized through comprehensive programmatic support for both the recruitment and retention

Collection

1999 Annual Conference

Authors

Y-K Lai; W. S. Chung; Billy L. Crynes

Session 2213 Chemical Engineering Fundamentals -- Better Learning Through Computer-Based Delivery B.L. Crynes, Y-K Lai and W.S. Chung School of Chemical Engineering University of Oklahoma Norman, Oklahoma 73019 crynes@ou.eduI. IntroductionUse of information technology unquestionably, when done properly, leads to better learning. Theevidence is building to a compelling level (1). Unfortunately, there are still too many“experimental” projects that poorly match

Collection

1999 Annual Conference

Authors

Maria Amparo Gotes; Barry McNeill; Maria A. Reyes; Mary Anderson-Rowland

Page 4.380.1materials, and academic scholarships.The program focuses on community building and utilizes undergraduate student role models,while the curriculum focuses on engineering design, technical communication, and includes avery unique design project. The program content and curriculum are designed to prepare thestudents for success in the CEAS’s engineering program. This overall objective is accomplishedby implementing five curriculum goals, which are:1. Build community among the participants and current engineering students.2. Introduce participants to computing at ASU.3. Introduce participants to engineering and more specifically incorporate: • engineering documentation and design projects • team building and team competition

Collection

1999 Annual Conference

Authors

Mary Anderson-Rowland

overall retention rate ofunderrepresented minority students enrolled as FFF in the CEAS in Falls 93 and 94 wasapproximately 63% at the University level and only 50.5% in the CEAS. The last two years,after the addition of the Minority Bridge Program, there has been a significant improvement intheir retention at both at the university and the CEAS level. The Fall 97 engineering minoritystudents had a 80.7% retention rate at the university level and a 69.3% level at the college level.The Fall 98 engineering FFF were retained at 75.0% in the university and 66.9% in the CEAS.See Figure 1.Additional retention programs run by the OMEP include free tutoring, advising, workshops andseminars (such as time management, resume writing, and interviewing), and

Collection

1999 Annual Conference

Authors

W.V. Wilding; J.N. Harb; Ronald E. Terry; W.C. Hecker

PlanFigure 1 represents the overall view of the educational plan that we are working to develop andimplement. The plan includes a systematic process, shown on the left side of the diagram, withfeedback at multiple levels. The process is used to define desired outcomes and to developmethods for helping students to achieve those outcomes. The methods are implemented on theproduct side of the diagram and the effectiveness of the plan is judged by evaluating studentperformance against the desired outcomes. It should be noted that the initial pass through theprocess requires some additional steps that are not reflected in the figure. These are associatedwith prioritizing and evaluating the specified outcomes, as discussed later in the paper, and

Collection

1999 Annual Conference

Authors

Keith V. Johnson

Collection

1999 Annual Conference

Authors

Donald V. Richardson

, whether as a for- mally published scientific journal article, a student lab report or a report document pre- Page 4.525.1 pared for the sponsoring agency. 1 Session 3226Most faculty do not recognize these names or terms since they are not standardized. Whethernamed or not, these same steps are always present in any new original work, as will be shown.Most undergraduate work, even if it uses real physical experiments, fails to show students thisessential seven step framework.Both undergraduate and graduate

Collection

1999 Annual Conference

Authors

Thomas E. Hulbert; Robert B. Angus; Eric W. Hansberry

INSTRUCTOR REFERENCE CHAPTER1 1/12/99 Introduction/Materials George Kent 36,37,382 1/19/99 Mathematics Jane Devoe 4,5,6,7,8,93 1/29/99 Chemistry Kevin McLaughlin 33,34,354 2/2/99 Circuits Ronald Scott 39,40,41,42 Page 4.514.55 2/9/99 Statics/Kinematics Eric Hansberry 10, l 1,12, 13

Collection

1999 Annual Conference

Authors

Alexander N. Cartwright

. If so, go back to (a).Notice that in a design course, the discussion is re-launched each time a topic is changed. Theselaunches consist simply of discussions of what is necessary to proceed with the design.Goals of this learning environmentThe major change in the teaching technique of these courses is to shift the emphasis from theteacher providing all information and hoping that students magically absorb the material toteaching students how to learn what is necessary. As such, the major goals of this Page 4.158.4teaching/learning environment are: 4 1. To teach students how to learn

Collection

1999 Annual Conference

Authors

William Darby; Richard Grodsky; Joseph Pietroburgo; Nancy Shields

scientists and engineers in the workforce for the 21st century.1 Even thoughundergraduate engineering enrollments showed a 2.5 percent increase between 1996 and 1997(the first increase since 1992), the constant decline in overall undergraduate engineeringenrollments since 1993 portends a decline in engineering degrees at the end of the decade and inthe year 2000.2 The decline in engineering enrollments is consistent with decreasingundergraduate enrollments overall, resulting mainly from a decrease in the college-age cohort ofthe majority (Caucasian) population. There seems to be widespread agreement that we need tolook to underrepresented groups if we are to remain competitive, much less maintain our currentposition of leadership in an increasingly

Collection

1999 Annual Conference

Authors

Timothy Anderson; Robert Serow; James Demery; Carl Zorowski; Catherine E. Brawner

on the evaluation before starting theprocess over. This paper aims to show how a qualitative assessment process used by theNational Science Foundation sponsored SUCCEED Engineering Education Coalition can beused to support the Check stage of the PDCA cycle. Specifically, we propose a QualityManagement Support Model that outlines a 10-step process of evaluation and feedback that hasbeen successfully used by the coalition to improve its management processes. The model isdescribed and its use demonstrated through a case study.I. IntroductionOne of the primary tenets of most approaches to quality management is the Plan, Do, Check, Actor PDCA cycle. This cycle is depicted in Figure 1 and is often referenced as the DemingWheel.1 Under this system

Collection

1999 Annual Conference

Authors

Brian K. Jennison; Glenn S. Kohne

-time signals and systems.The electronics in communications course is structured so that each topic is typically treated twice:first, from a systems-level viewpoint using typical systems analysis tools (such as Fouriertransforms and ideal filters), and augmented with software simulations using Matlab; secondly, thesame topic is studied from a practical implementation viewpoint using physically-realizablecomponents (typically simulated using Electronics Workbench). The selection of topics isconsidered below.Semester 1: Analog Communications 1.0 Signal and Systems Analysis 1.1 Fourier Series and Fourier Transforms 1.2 Linear Systems and Convolution 1.3 System Transfer Function

Collection

1999 Annual Conference

Authors

Wade Shaw

thecollaboration model in the university to the professional environment where engineeringmanagers work with associates in R&D, production/operations, and marketing to design anddevelop products and services. We believe that the same collaboration skills mastered in schoolextend to the workplace and prepare students for highly productive careers.I. IntroductionThe Engineering Management Program at Florida Tech has combined cutting edge technologywith a collaborative work culture to steadily grow and meet the educational needs of a diversestudent body 1. By offering courses that are unique to engineering management using streamedmedia, web-based conferencing, and wireless communications our program has been able torapidly adapt to changing needs in

Collection

1999 Annual Conference

Authors

Kuruvilla Verghese; Douglas Peplow

week fortwo hours teaching each other to answer questions that are posted in their course locker.The questions are concept-based covering the lecture material for the prior week. Graduatestudent volunteers and the the instructor serve as guides but not tutors. The primary goalsare to provide an enquiry-guided learning environment, to discourage rote learning and tomake the subject more enjoyable.1. IntroductionCollege teaching methods have gone through a revolution in recent years with the conceptof active learning shown to be the way for students to learn. There is a vast amount of edu-cation literature that has established that active participation in the class room as opposedto passive listening keeps students better motivated in the

Collection

1999 Annual Conference

Authors

Francesco Costanzo; Gary L. Gray

- periments. Students generate and analyze data, observe graphic representations of the data, and construct as well as interact with simulations. In this paper we will discuss some exam- ples of “activities” we have created for Interactive Dynamics. These activities address not only those attributes that ABET, industry, and NSF would like to see in an engineer, but also embody the intellectual aspects of mechanics and dynamics beyond those essential skills needed to succeed in the engineering workplace.1 IntroductionUndergraduate dynamics is a required course in many undergraduate curricula such as mechani-cal, civil, industrial, and aerospace engineering. In the College of Engineering at Penn State Uni-versity, for example, it is

Collection

1999 Annual Conference

Authors

Y. Omurtag; T. Ioi; S. Enomoto; M. Matsunaga

), which was established at CIT in 1997 forthis collaborative approach, is described. Then, two case studies are introduced illustrating thenature of industry-academia cooperation and the use of real world cases resulting from suchcooperation to educate manufacturing professionals for Japanese industries.Our preliminaryexperiences with this new curriculum and approach to educating manufacturing professionals atChiba Institute of Technology in Japan since its implementation in 1997 is also presented in theconclusions.1. IntroductionIn the past, engineering education in Japanese Universities followed the classical model (1)-(3) oflecture methods and laboratory experiments to illustrate and reinforce the basic principles ofscience and technology. In

Collection

1999 Annual Conference

Authors

Daniel Davis

Session 1321 Collaborative Teaching and Learning Daniel Davis University of HartfordAbstractIn 1991, the National Research Council (NRC) identified the lack of training and education indesign as the principal cause of declining competitiveness of American industry. In reviewingundergraduate engineering curricula, the NRC wrote: (University) curricula as a whole lackedthe essential interdisciplinary character of modern design practice and did not teach the bestpractices currently in use in the most competitive companies.1 As it turns out, many who teachdesign

Collection

1999 Annual Conference

Authors

T. T. Maxwell; J. C. Jones; D. L. Vines; M. E. Parten

history of projectlaboratories.1-5 The Mechanical Engineering Department has been involved in alternativefueled vehicles for a number of years. Both departments had worked together on a numberof special projects and felt the need, as have many others6-11, for an increasedinterdisciplinary program for engineering students. The goals of these new courses were: to have the students develop an understanding of engineering design projects from recognition of a need and definition of design objectives through completion of the project to foster student creativity to broaden the students concept of engineering problems to include other engineering disciplines and other nonengineering factors that have