outcomes and assessment methods for each module subtopic in thearea of smart communications were developed in consultation with published guidelines [1] andthe Villanova University Institute for Teaching and Learning (VITAL). The learning outcomesuse language that specifically indicates the skill set students will have at the completion of eachsubtopic. Some examples of learning outcomes already developed for SCS modules are: • Students will calculate efficiency and PAE (power added efficiency) of class A and B amplifiers and compare with simulations (CMOS Microelectronic Systems); • Students will successfully calculate the channel capacity improvement achieved by using multiple antennas (Digital Signal Processing
Lab Reports B. Writing Software Documentation C. Design Project – Writing Proposals D. Guidelines – HouseAcknowledgements: The authors would like to acknowledge the many people who contribute to EG 1004: theinstructors, the teaching assistants, our dedicated students who continue to surprise and delight uswith their progress, and especially the writing consultants, whose dedication to the importance ofteaching writing makes this program a success.Bibliography:1. “Introducing Design Throughout the Curriculum,” G. W. Georgi, L. M. Folan and D. R. Doucette, presentation at the 2002 ASEE Annual Conference, Montreal, Canada, June 19, 20022. “EG 1004 – Introduction to Engineering and Design
?”, electronic bulletin boards, and other web-based features were added later.Our results in reducing attrition in the physics courses has been striking. Figures 4 (a) and (b)show, respectively, the DWF rates for introductory mechanics (PHYS 152) and electricity andmagnetism (PHYS 251). In each case, The horizontal lines reflect the periods before and afterJiTT methods were adopted.We would like to stress that these results do not reflect reduced standards or instructor effects.Throughout the period shown, both courses have maintained a strict policy that studentsautomatically fail if they receive less than 50% total scores on the mid-term and final exams.These exams are reviewed by other department faculty, including those who had been teachingthe
students, engage,students, and when applied to the classroom environment, test students. Its most effective role todate has been at the University of Kentucky’s Engineering Open House in Paducah, held eachFebruary during Engineer’s Week. A mode of developing questions considering Bloom’staxonomy is proposed.Bibliography1. Smart, J.L., Murphy, W., Lineberry, G.T., & Lykins, B. Development of an Extended Campus ChemicalEngineering Program. Proceedings of the 2000 ASEE Annual Conference & Exposition. American Society forEngineering Education, (2000).2. Capece, V.R., Murphy, W., Lineberry, G.T., & Lykins, B. Development of an Extended Campus MechanicalEngineering Program. Proceedings of the 2000 ASEE Annual Conference & Exposition
can select a new problem. If the same mistake is made, they will be sent to the LO and theymust complete it to be able to return to the question set.The following are potential areas for development of LOs.Development of Learning Objects for the various Modules 1. Statics a. Mass-Weight-Gravity b. Applied Trig c. Free body Diagrams d. Equilibrium e. Friction 2. Dynamics a. Moment of Inertia b. Newton’s Laws c. Energy d. Conservation 3. Strength of Materials a. Mohr’s Circle b. Concepts of Failure c. Beam Bending d. Axial Load e. TorsionThe process for development of each LO requires a planning process
calculated as:A ' ¼ ( y¯2 % y¯4 % y¯6 % y¯8 ) – ¼ ( y¯1 % y¯3 % y¯5 % y¯7 )B ' ¼ ( y¯3 % y¯4 % y¯7 % y¯8 ) – ¼ ( y¯1 % y¯2 % y¯5 % y¯6 )C ' ¼ ( y¯5 % y¯6 % y¯7 % y¯8 ) – ¼ ( y¯1 % y¯2 % y¯3 % y¯4 )Two-factor interactions are calculated as:AB ' ¼ ( y¯1 % y¯4 % y¯5 % y¯8 ) – ¼ ( y¯2 % y¯3 % y¯6 % y¯7 )AC ' ¼ ( y¯1 % y¯3 % y¯6 % y¯8 ) – ¼ ( y¯2 % y¯4 % y¯5 % y¯7 )BC ' ¼ ( y¯1 % y¯2 % y¯7 % y¯8 ) – ¼ ( y¯3 % y¯4 % y¯5 % y¯6 )Three-factor interaction is calculated as:ABC ' ¼ ( y¯2 % y¯3 % y¯5 % y¯8 ) – ¼ ( y¯1 % y¯4 % y¯6 % y¯7 ) Page 8.1228.4 Figure 1. 23 Factorial Design for Phase OneTable 1. Eight Sets of Conditions of a 23
the fact that the forces should all add upProceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright© 2003, American Society for Engineering Educationto zero in each component direction to constrain the magnitude of forces acting in that direction– reasoning that would have considerably simplified the completion of the last column in Table 1above. As an example, we notice, from the free-body diagram of the magnet in Figure 1, thatforces represented by vectors A and C are an equilibrium pair. A similar situation holds for theforces represented by vectors B and D. We found a rather interesting pattern when tabulatingstudent responses to these two specific examples.We found that only 16% were
at an equal level. The 80% level is chosen for these points to minimize theirimpact upon the B/C student. This level also serves notice to the higher achieving students thatthey must make clear and exceptional contributions to the group to elevate their grade to an “A”level through the assignment of the special merit points.One must also note that the actual number of points available is only 21.25 per student (85%)instead of the theoretical value of 25 (100%). This restriction is used to introduce the idea oflimited resources when time comes for the students to distribute their points. As such, studentscannot simply assign all group members the maximum number of points (25) and circumventthe purpose of the self-evaluation grading scheme.The
need to be learned well (i.e., understand, retain in memory, and feel confident and incontrol for tackling applications). Thus, the important role of the teacher is to make sure that theminimum set and the most important pieces of knowledge are taught such that students can retainthem for use after class.All these require that the teacher prepare well. Preparing for a lecture normally includes severalsteps6: a) Survey the subject and gather material from research, collecting as much informationas possible, b) Organize material collected and rank the relevance of the material pieces (e.g., amust, helpful but not required, optional – might help, minimal help, not helpful – might confuse),c) Prepare an outline based on the time, class purpose
”, Orielly Publishing, http://www.oreilly.com/openbook, 1999.[6] Tront, J. G., Muramatsu, B., McMartin, J., “A Community to Develop Materials for an Engi-neering Learning Environment”, ASEE National Convention, 2002.[7] http://www.gnupress.org[8] http://www.howstuffworks.com[9] Shamamy, P. M., “Classroom Laptop Use by Students”, ASEE National Convention, 2002.[10] http://www.mrplc.com[11] Raeth, P., “Programmable Logic Controllers (PLCs)”, http://www.chipcenter.com/eexpert/praeth/praeth070.html, 2002. Page 8.583.5 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition
modulatedwaveform similar to the switching function S1. The pulse magnitudes in Van varies from 0 toVdc/2 whereas S1 varies between 0 and 1. The inverter output line currents can be computed as, Page 8.628.4“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, CopyRight 2003, American Society for Engineering Education” Van (ωt )I a (ωt ) = Z ∞ Vdc ( A0 + ∑ An sin n(ωt − ϕ )) = 2Z n =1 (4a) 2πI b (ωt ) = I a (ωt − ) 3
UNIVERSITY OF SOUTH CAROLINAThe Department of Mechanical Engineering at the University of South Carolina (DME-USC) iswell positioned to participate in promoting and developing this emerging engineering educationfield. DME-USC established a course for teaching microcontrollers to mechanical engineeringstudents – EMCH 367, www.me.sc.edu/courses/emch367. The course consists of four majorcomponents: (a) classroom instruction; (b) homework; (c) laboratory; (d) project. The classroominstruction is focused on instilling in students the basic knowledge related to programming andusing the microcontroller. Part of the classroom instruction is performed in a computerlaboratory, where the students interact with simulation software on a one-on-one basis
allowed for posting of training materials for mentors, discussion topics andinterview guides for protégés, program announcements and other materials particular to the needs of either protégésand/or mentors. In order for the mentor and the protégé to understand their roles and have the appropriateexpectations training workshops were conducted and position manuals were distributed. Essential elements for thementor were: a. The role of the alumni mentor is one of establishing a partnership with a currently enrolled student. b. Mentors offer opportunities to their assigned protégés to test ideas, discuss life options, consider challenges, and develop specific and attainable goals for the immediate and distant
entrepreneurialsuccess later in their careers. The program has two major components; one addressessustained development of cross-functional skills, and the other imparts business andengineering knowledge and skills to business and engineering students.An unique two-year joint minor (16 semester credits) for business and engineeringstudents in their junior and senior years is offered through the Thomas Walter Center forTechnology Management, Auburn University; the Center is a creation of the two colleges.This Business-Engineering-Technology (B-E-T) program, which began in fall 2001, is ajoint effort of the colleges of business and engineering. The program admits selected equalnumber of business and engineering students to the program each fall. The program
, M.L., Creative Design Using a Genetic Algorithm. Computing in Civil Engineering, ASCE, 1994.8. Drucker, P. F., 1993, Innovation and Entrepreneurship, Harper Business Press, New York.9. Carr, N. G., “Visualizing Innovation,” Harvard Business Review, 00178012, Sep/Oct99, Vol. 77, Issue 5.10. Feland, J. “Intentioned Innovation: Bringing Design Views to the Practice of Innovation,” INFORMS 2002 Annual Conference, San Jose, CA, November 2002.11. Wheelwright. S. C. and Clark. K. B., 1992, Revolutionizing Product Development, The Free Press, New York.12. Cockayne, B., Feland, J., Leifer, L., ”Teaching the “How” of Engineering Innovation,” Proceedings of the ASEE Annual Conference, Montreal, June 2002.JOHN FELAND is currently a PhD
Session 2368 Hands-on Learning in Engineering Mechanics using Layered Beam Design B. L. Newberry Oklahoma Christian UniversityI. IntroductionA sophomore level Engineering Mechanics project is presented that uses design and constructionto reinforce student learning of beam deflection and flexural shear strain. The project requires thestudent to design, to build, and to test a layered beam that minimizes cost yet provides specific in-plane and out-of-plane stiffness. Each student is presented with an inventory of available
comments from respondents are as follows: Positive Comments: • Yes, because it [engineering] was fun and very enjoyable. I learned things by being hands- on which is how I like to learn. • Engineering/technical was very interesting from the activities we got to participate in. I would like to challenge myself in getting to know engineering a little better. • Even though I attended a very interesting program, I found engineering was not for me. This is positive in my eyes because I found that something interesting like engineering is for a dedicated student in that field. I probably would not have been that dedicated b/c it did not interest me. P.S. - VT was my #2 choice! Go Hokies • Even though I've always been
. roth.Boston: C.K. Hall (1984).7 Johnson, D. That butterfly in Nabokov’s Eye. In Nabokov Studies (1997), 4, 1-14.8 Boyd, B. Nabokov, Literature, Lepidoptera. In Nabokov’s Butterflies by V. Nabokov. Editedand annotated by B. Boyd and R. Pyle. Translations by D. Nabokov. Boston: Beacon Press,2000.9 Ludwig, D., Jones, D., and Holling, C. Qualitative analysis of insect outbreak systems: the sprucebudworm and forest. Journal of Animal Ecology (1978), 47, 315-332.DIANA DABBY, Asst. Prof. of Electrical Engineering and Music at Franklin W. Olin College ofEngineering, has taught at MIT (electrical engineering), Tufts (music composition), and Juilliard(graduate studies). She received her PhD from MIT (EECS) for her thesis Musical Variationsfrom a Chaotic
handouts showing a memory trace of activation records,the instructor has allowed the students to have a “hands-on” experience with a replica of areduced version of the Towers of Hanoi. At first, the instructor used straws affixed to the lecturepodium with clay as the towers labeled A, B, and C. Styrofoam disks of increasing sizes labeled 1 Page 8.175.3through 5 represented the stone disks. A student was selected to move the Styrofoam disks as the“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition AnnualCopyright © 2003, American Society for Engineering Education”instructor stepped through the
educationalphilosophies and offerings on engineering heritage are scant. In engineering practice,projects related to heritage resources are, in many instances, dealt with through the eye ofnew construction. Glimpses of hope for engineering heritage come, however, throughFederal programs like the National Register and the Historic American EngineeringRecord.Engineering education has a responsibility towards engineering and industrial heritage.This paper advocates introducing the heritage subject in engineering education. The paperwill address the following objectives: a) defining heritage and heritage preservationcontext; b) exploring the status of engineering heritage as an area of study in engineeringeducation, including efforts exerted by professional
of the gray levels,then the traditional method would be to apply the two-dimensional Fourier transform, 1 ∞ ∞ − 2πj ( ux + vy ) fˆ (u , v) = 2π ∫ ∫ −∞ −∞ f ( x, y ) e dxdy , (2.1)and then plot the frequency content, fˆ (u , v) .Since a two dimensional image is contained on a bounded region, [a, b ]× [c, d ] ⊂ R 2 , the improperintegral, (2.1), gives way to a finite bounded integral. As an example we consider the unit boxillustrated in Figure 1 and
graduates is not considered a good wayto assess outcomes. Outcomes are specified in the “Criteria for Accrediting EngineeringPrograms” as “Criterion 3”: 3 (a) An ability to apply knowledge of mathematics, science and engineering. Page 8.202.3 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education (b) An ability to design and construct experiments, as well as to analyze and interpret data. (c) An ability to design a system, component, or process to meet desired needs. (d) An ability to
circuitscourse both daunting and uninteresting. This phenomenon, and different approaches toaddressing the problem, have been reported by others.1,2,3,4 Our students didn't do well in thefundamental electronics courses (DC and AC circuit analysis, solid-state devices) which areprerequisites for the “fun” courses involving amplifiers, oscillators, filters, etc. Our faculty feltthat giving students a "survey" course in first semester to give a broad overview of and anappreciation for the electronics, and moving the DC circuits course into the second semester,would improve retention and motivation. We felt that it was critical to the success of EL 110that the lab experiences be interesting and enjoyable. An additional benefit to our students is thatthey
, are encoded with a new Boolean variable—an eij variable60. The property oftransitivity of equality—if a = b and b = c then a = c, where a, b, and c are term variables—has tobe enforced with constraints between the eij variables61. Page 8.737.9 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education The efficiency of EVC is due to a property called Positive Equality62, stating that the validityof an EUFM formula under a maximally diverse interpretation of the term variables that appearonly in positive (not
assignment. (Of course, we are not suggesting that you tell them whichproblems you plan to grade, but just that you will be grading a subset of the assignment!) Wehave found that students who typically fail to complete assignments are more likely to do so whenthey know that only selected problems will be graded.Another possible source for the occasional homework grade is to have each student come by youroffice for a few minutes during a given week to discuss their favorite and least favorite homeworkproblems with you. Make it very clear what type of discussion constitutes an A, B, C, D, or F. Inour opinion, the only way to make an F on this type of assignment would be to not show up!Basically, we would hope that each student would make an A or a B
the steps are explicitly stated in the problem.• Transfer is derived by departures from the original problem in setting, presentation, and computation. Transfer is measured using the following scale from A to C: A is the root problem; B is if there are synonym replacement and changes in the data values; and C if there are changes in all three categories.Much additional work is needed to study these measures, but the initial scoring is designed tomatch the ordinal increase in transfer (or difficulty) as more elements of an exercise are changed.The following definitions of terms were used. Setting: The engineering discipline or practical application from which the problem is derived. Example: The original problem
in all directions; (9) avoid obstacles; (10) have room for upgrades; (11) have overridecapabilities; and (12) not cost more than $500. Page 8.1006.2 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering Education (a) (b)Figure 1. Photos of the Flying Robot: (a) a close shot of the hardware without on-board circuitry and (b) a picture of the hardware along with testing equipmentOnce the operational requirements were accepted by
.a. Page 8.200.6 Figure 5.a, 5.b Variation of DSP Triggered Timer block variables with time “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright 2003, American Society for Engineering Education” Step 1: Calculate period and on time from input values period = 1/frequency on time = ((duty/100)*period) Step 2: When trigger input is high reset timer count. when (T >= 1) trigtime = time continue = 1 Step 3: Normalize current
engineering educational experience andon providing students with information needed to make a sound choice of major during the springsemester of the first year. Grade data from the Fall 2002 semester support the observation thatthis course has not evolved into a gatekeeper course. For the 61 students who elected not toenroll in EG 112 for the Spring 2003 semester, two-thirds received grades of "B" or better in EG111, and more than one-half of these 60 students earned a "B+" or better. The 270 students whodid enroll in EG 112 performed somewhat better, with eighty percent having earned a grade of"B" or better, and seventy-five percent a B+ or better. Figure 1 depicts the grade distribution,among those who completed EG 111, of those who enrolled in EG
given interval [a,b], if foreach positive ε, there is a number N that is independent of x, such that, for all n > N, one has Sn ( x) − S ( x) < ε , a≤x≤bThis concept of uniform convergence, defined for sequences, is extended to series because aninfinite series is defined to be the limit of the sequence of its partial sums. Accordingly, we letΣun(x) denote a series of functions that are defined in a given interval [a,b], with partial sumsSn(x) given by Sn ( x ) = u1 ( x) + u2 ( x ) + ...+ un ( x ).........................( 2)Then, if the sequence of partial sums converges uniformly to a function S(x), then, the seriesΣun(x) is said to converge uniformly over [a,b]. Otherwise, the series is not