Conference Session

Virtual and Distance Experimentation

Collection

2004 Annual Conference

Authors

Vernon Matzen

of the internet as acommunication infrastructure between the student and the equipment, which may be ingeographically different locations, and (b) the adaptation of these experiments to be remotelycontrolled. Several researchers in the area of control engineering have successfully developed remotelycontrolled experimental setups for both the in-class teaching and distance learning5-7. A web-based tutorial and tele-operation system for earthquake engineering education has beendeveloped at Southern Illinois University8. However, it did not address remote control. Once theinput values were set, remote viewing and analysis were the only objectives. Changes to theinputs were not needed. “The Web pages allowed students and interested engineers

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Heidi Diefes-Dux; Brenda Capobianco; Judith Zawojewski; Margret Hjalmarson; P.K. Imbrie; Deborah Follman

obstructions between the transmitter andthe receivers at each art object (Figure 1). The second room required a mirror placed along onewall as some art objects obstructed the laser beam's access to the receivers on another objects.Students were asked to apply their knowledge of basic high school level algebra andtrigonometry to answer a series of questions. With regards to the first room, the students wereasked:a. How can you consistently and quantitatively describe the location of the objects and the transmitter? That is, how can you use numbers to describe the exact location of the objects and the transmitter in the room?b. How will you consistently and quantitatively describe the position of the transmitter (and thus the trajectory of

Conference Session

Mobile Robotics in Education

Collection

2004 Annual Conference

Authors

Steve Richards; Daniel Pack; David Ahlgren; Igor Verner

design projects—and in assessing the educational impactof robotics projects and competitions. We show that one particular assignment, the developmentof autonomous mobile robots, ties together interdisciplinary design, experiential learning,teamwork assessment and other topical educational subjects in powerful and unique ways. Weidentify best practices taken from our experiences, focusing on (a) undergraduate experiences infire-fighting robotics and in the AUVSI Intelligent Ground Vehicle Competition; (b) integratingrobotics into the first year engineering design courses, advanced research project teams, andsenior design projects; (c) robot design as a medium to promote teamwork; (d) methods ofevaluation and assessment of robotics curricula and

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Yakov Cherner

simulation that is Fig. 4. This virtual experiment "Diode Todesigned to present Laser Diode (LD) construction, Fiber Coupling" enables a student to exploreoperational principles and the physics behind it. From the coupling unit conditions required fora general view, the simulation brings the student inside transmitting a laser beam emitted by lasera LD (a). Then semiconductor laser chip can be diode into a fiber cable. The external design (a)zoomed (b) in order to visualize and study its double and internal structure (b) of a laser diodeheterostructure and the functions of each part. Clicking package can be displayed. During theon the “Operation” button opens a panel with a experiment (c and d) the

Conference Session

Understanding Students: Cognition

Collection

2004 Annual Conference

Authors

Steven Beyerlein; Denny Davis

progresses fromthe rudimentary (Level 1) to the sophisticated (Level 5). Table 1. Illustration of Cognitive Domain Competency Levels Level of Description of Examples: (a) Listening Competency Competency Level (b) Identifying assumptions Level 5 Skill is expanded and (a) Purposefully listens and observes nuances andTransformative integrated with other skills for contextual details that deepen understanding of use creative, productive information and its application to a clearly stated application in novel contexts; need inspires others to emulate (b

Conference Session

Capstone Design

Collection

2004 Annual Conference

Authors

Kathleen Kramer

). Engineering programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct 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 function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Taner Eskil; Mark Urban-Lurain; Marilyn Amey; Timothy Hinds; Jon Sticklen

fifty years asmeasured by the most important metric: a well-educated and productive cadre of effectiveengineers in the engineering professions. However, critics have rightly pointed out increasingdifficulties in the nation’s engineering curricula and resultant general shortcomings ofengineering graduates as determined by outcomes assessment. Although these shortcomings takemany faces, root causes are traceable to shortcomings in the core defining characteristic of aneffective engineer: strong problem solving ability. Effective problem solving is predicated on: (a)thorough understanding of technical background material required for the problem at hand or anability to obtain that understanding; (b) ability to integrate background material; (c

Conference Session

Design Experiences in Energy Education

Collection

2004 Annual Conference

Authors

Thomas Wanke; Stephen Williams; Michael Scheuerell; Glenn Wrate

20 30 40 50 60 time (sec) Fig. 10(a) Estimated power savings with a variable displacement pump Fig. 10(b) Estimating power savings with a variable displacement pump The acquisition and installation cost for the variable displacement pump is shownin Table 3. The motor replacement is included because the existing 50HP motor is a1200rpm model. The variable displacement pump requires an 1800rpm motor. Page 9.533.11 Table 3 Variable displacement pump (70gpm) $4,150 50HP

Conference Session

Emerging Trends in Graduate Education

Collection

2004 Annual Conference

Authors

David Heaslip

representative and representatives fromindustry. The Program Committee is responsible for course identification, schedule approval,course quality management and program support at each university. Committee members arethe key contact for program issues at the partner universities. Each university has alsoestablished program administrative support to administer internal elements of the program(course registrations, maintenance of student records, etc.) Page 9.264.2 3Admission RequirementsRequirements for admission to the program are essentially a minimum "B" grade

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Brian Thorndyke; Timothy J. Anderson; Matthew Ohland; Guili Zhang

, SUCCEED Engineering Education Coalition, University of Florida, Box 116134, Gainesville, FL 32611-6134.4. Ohland, M.W., R.M. Felder, M.I. Hoit, G. Zhang, and T.J. Anderson (2003). Integrated Curricula in the SUCCEED Coalition. Proc. Amer. Soc. Eng. Ed., Nashville, Tennessee, June 2003.5. Ohland, M.W., G. Zhang, C.E. Brawner, T.K. Miller, III (2003). A Longitudinal Study of Retention and Grade Performance of Participants in an Engineering Entrepreneurs Program. Proc. Amer. Soc. Eng. Ed., Nashville, Tennessee, June 2003.6. Zhang, G., R. Carter, B. Thorndyke, T.J. Anderson, and M.W. Ohland (2003). A Comparison of Demographic Factors and Academic Performances between Students Graduated in Engineering and Other Disciplines

Conference Session

Teaching Teaming Skills Through Design

Collection

2004 Annual Conference

Authors

Hugh Jack; John Farris

Session 3625 Teaming Freshmen and Juniors Hugh Jack, John Farris Associate Professor / Associate Professor Padnos School of Engineering Grand Valley State University Grand Rapids, MI email: jackh@gvsu.edu, farrisj@gvsu.edu1. IntroductionA novel design project involving freshmen and juniors was begun in the fall of 2002. This projectinvolved teaming students in a freshman graphics and design course (EGR 101 [4]) with

Conference Session

Introduction to Engineering and More

Collection

2004 Annual Conference

Authors

Ian Campbell

model that effectivelyencapsulates the theory presented in lectures.This enables: a) Every student to individually express their creativity and commitment to learning and gain reward for the time/effort spent (there are prizes awarded for the best models), b) Students become caught up with the enthusiasm generated and ‘feel good’ about their successes/achievement, c) Students to gain their first experience of the Engineering design process (albeit with the limited knowledge and information available to them as freshmen), and the need to achieve a desired performance outcome which mimics real world engineering d) Utilisation of theory, contextualised within a structural model and encouragement for students

Collection

2004 ASEE Midwest Section Conference

Authors

Norman D. Dennis

designscenarios.References 1. Farr, J.V., M.A. Lee,R.A. Metro and J.P. Sutton, Using a Systematic Engineering Design Process to Conduct Undergraduate Engineering Management Capstone Projects”, Journal of Engineering Education, Vol. 90, No. 2, April 2001, pp. 192-197. 2. Jenkins, S.R., J.B. Pocock, P.D. Zuraski, R.B. Meade, Z.W. Mitchell and J.J. Farmington, “Capstone Course in an Integrated Engineering Curiculum, Journal of Professional Issues in Engineering Education and Practice, Vol. 128, No. 2, April 2002, pp.75-82. 3. Kolar, R. L., K. K. Muraleetharan, M. A. Mooney, B. E. Vieux, “Sooner City -Design Across the Curriculum,” Journal of Engineering Education, Vol. 89, No. 1, 2000, pp. 79- 87. 4. Welch, R., “Implementing a

Conference Session

Innovative Graduate Programs & Methods

Collection

2004 Annual Conference

Authors

Glenda Scales; Cheryl Peed; Sasima Thongsamak

-added,invited paper and presentation. The XIIth World productivity Congress. Hong Kong and Beijing: WordConfederation of Productivity Science.13. Cross, B., Ferreira, R., Jaeger, B., Locklear, T., Myles, K. (2001). A macroergonomic analysis of theCommonwealth Graduate Engineering Program (CGEP). Blacksburg, VA: Virginia Polytechnic Instituteand State University.14. Capra, M., Davis, T., Johnson, K., Samms, C. (2001). Assessment and evaluation of the CommonwealthGraduate Education Program using the Malcolm Baldrige National Quality Award criteria. Blacksburg,VA: Virginia Polytechnic Institute and State University.15. Sarwate, S. (2002). Application of the Six-Sigma methodology to the Commonwealth GraduateEngineering Program (CGEP) at Virginia

Conference Session

Assessment Issues I

Collection

2004 Annual Conference

Authors

Sara Tracy; Jin Yoo; Jason Immekus; Brian French; Susan Maller; William Oakes

Assessment specifies elevenoutcomes industry and academia expect college graduates to know and demonstratefollowing completion of accredited engineering programs. The criteria are intended toenable accredited engineering programs to provide key skills students will need to pursuean engineering career. Specifically, Criterion 3 outcomes include: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct 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 function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Richard Zollars

student used so that every student did two experiments at the web site Page 9.1040.2and two using Control Station. Table 1 shows the topics covered in each assignment aswell as the student groupings assigned to each. Table 1. Sequencing of lab assignments Assignment Control Web Number Description Station exp'ts 1 Process Dynamics Characteristics (P-only Group A Group B control) 2 Process Dynamics Characteristics (PI control) Group B Group A 3 Controller Tuning Using Direct

Conference Session

Course Development and Services

Collection

2004 Annual Conference

Authors

Ed Crowley; Susan Miertschin

% 50% 40% Percent of Students Fall 2002 30% Spring 2003 Summer 2003 20% 10% 0% A B C D F GradesThe instructors involved in developing the portfolio course, based on their experience

Conference Session

Current Issues in Aerospace Education

Collection

2004 Annual Conference

Authors

Oktay Baysal; Mehti Koklu; Ahmed Noor

componentnetworks integrates three learning environments: a) synchronous and asynchronous expert-led,b) self-paced, and c) collaborative. The instructional model and method used for this learningnetwork vary from instructor-centered, learner-centered to learning-team-centered. As thename suggests, in the learner-centered model the learner is at the center of the learning processand calls on many information sources. Learning-team-centered models include virtualclassrooms and web-based distance learning models. The human instructors in theseenvironments serve many roles, including inspiring, motivating, observing, evaluating, andsteering the learners, both individually and in distributed teams. Instructors in expert-leddistributed learning virtual

Conference Session

ET Capstone Projects

Collection

2004 Annual Conference

Authors

James Everly

Session 3447 An RF Communications Laboratory Capstone Electronic Design Experience James O. Everly, P.E. University of CincinnatiAbstractA direct conversion short wave receiver is used as a laboratory capstone electronic designexperience in the Topics of Electronic Communication Laboratory offered to ElectricalEngineering Technology students at the University of Cincinnati. The direct conversion receiveris used to illustrate the reception of continuous wave (CW) and single-sideband (SSB) signals inthe 40-41 meter (7.0-7.3 MHz) short wave bands. The receiver is implemented

Conference Session

ET Distance Learning: Instruction & Labs

Collection

2004 Annual Conference

Authors

Anthony Trippe

all activities.Student performance in the two sections was measured as a function of the grades earned.Figure 2 presents a summary of the grades earned by students in the two sections.Figure 2. Comparison of Grades Received Letter Grade Number Percent Distance Learning Section (SECT-90) A 8 89 B 1 11 C 0 0 Blended Learning Section (SECT-89) A 3 75 B 1 25 C 0 0As is apparent, there is no statistical difference in student

Conference Session

Novel Upper-Level Materials Curricula

Collection

2004 Annual Conference

Authors

Rajiv Asthana; Richard Rothaupt; Danny Bee

accompanied by a decrease in the total porosity content with increasingtemperature (Fig. 1(b)), exhibiting a trend opposite to that of the density, with near-zero porosity(full-densification) being attained for 380 nm size powders at ∼1450 C. The effect of sinteringtime on densification, Fig. 2, shows that densification is rapid at higher temperatures (1450 C)than at lower (1350 C) temperatures, which is a consequence of the thermally-activated masstransport mechanisms of sintering. On a logarithmic scale, these data exhibit a linear trend that isconsistent with a power-law relationship of the form d = k.tm, where d and t are the density andtime, respectively, and m and k are empirical constants. The theoretical instruction on the effectof sintering

Conference Session

EM Skills and Real-World Concepts, Pt. 1

Collection

2004 Annual Conference

Authors

Donald Merino

ASEE. Dr. Merino wasawarded the B. Sarchet Award from the ASEE/EMD and the American Society of Engineering Management (ASEM).He is a Fellow and past president of ASEM.Dr. Merino has 25 years of industrial experience in positions of increasing managerial responsibilities. Since joiningacademe 20 years ago, he has published more than 30 refereed journal articles and conference papers and over 50research reports. Table 1: Project Defined as per the PMI BoK Temporary, Unique and Progressive Elaboration (Pg. 5 2000 Ed.) “Temporary means that every project has a definite beginning and a definite end. The end is reached when the project’s objectives have been achieved, or when it

Conference Session

Global Issues in Engineering Education

Collection

2004 Annual Conference

Authors

Sadie Miller; Donna Riley

Intermediate and Appropriate Technology. Appropriate Technology: Choice and Development. Durham, NC: Duke Press, 1984, 31-47.15. Hazeltine, B. and Bull, C. Appropriate Technology: Tools, Choices, and Implications. New York, Academic Press, 2002.16. Hall, Stephen S. Science Triumphs, Market Fails. Technology Review, Jan/Feb 1999, 78.17. Yunus, Muhammad. Alleviating Poverty through Technology. Science, 282 (Oct. 16, 1998).18. Albee, A. and Gamage, N. Our Money our Movement: Building a poor people’s credit union. London: Intermediate Technology Publications, Ltd., 1996.19. Stevens, J. “Martin Makes a Middle Class” San Francisco Chronicle, Sunday, December 8, 2002.20. Wharton, D. Designing with Users: Developing the Lorena Stove, Guatemala. In

Collection

2004 ASEE North Midwest Section Conference

Authors

Kyu-Jung Kim; Anoop K. Dhingra

) (b)Figure 1. Column design module (Column Tool) in the Mechanical Design Toolbox usingMATLAB GUI for solving the example problem under concentric buckling mode. 2Development of the MDT using MATLAB is a meritorious choice for many reasons. MATLAB isa programmable numerical analysis and simulation package. Its versatile computational powerand portability with other numerous toolboxes have lead to wide use among universities andindustry (Hanselman & Littlefield 2001). Using GUI controls with MATLAB results in tools thatare very intuitive. These tools provide an interactive learning environment that allows users toimmediately see the impact of various design changes. Examples of successful

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Brian Thomas; Carolyn Skurla; Walter Bradley

which we test all of the bridges and rank them as top third,middle third and lower third, with grades of A, B, and C assigned accordingly for this portion ofthe design project. Two interesting points were learned in this final testing. First, the final bridgestrength to mass ratios improved on average 70% compared to the prototype bridges. Second, theratio of the actual strengths to the predicted strengths was very nearly equal the ratio of thestrength of the glued joints to the strength of the wood, as one might expect, since the failures, Page 9.1180.6 Proceedings of the 2004 American Society for Engineering Education Annual Conference

Conference Session

BME Assessment

Collection

2004 Annual Conference

Authors

David Lalush; C. Frank Abrams; Peter Mente; Marian McCord; H. Troy Nagle; Elizabeth Loboa; Susan Blanchard

. Eachrubric is designed to result in the same grade and/or assessment evaluation independentof the faculty member who is doing the grading and/or assessing.Our program has numbered objectives (1, 2, 3, 4), with alphabetically-labeled outcomes(a, b, c …). In the example below, the numbering scheme results from the fact that we areassessing our coverage of only three outcomes (1.c, 2.b, and 2.c) selected from our entireset of 15.II. Combining assessment and gradingStudents in BAE 381 (Human Physiology for Engineers) use Simulink® to reproducemathematical models of a physiological system. The models that are reproduced are onesthat have been published in peer-reviewed journals.4 These projects, which arecompleted in teams of 3-4 students and

Conference Session

Capstone Course in Industrial Technology

Collection

2004 Annual Conference

Authors

C. Ray Diez; Luke Huang; David Yearwood

/ press_releases/03.11.2.htm3 Moore, R. C. (1994). The capstone course. In W. G. Christ (Ed.), Assessing communication education: A handbook for media, speech, and theatre educators. Hillsdale, NJ: Erlbaum.4 Peltier C. (1999) An assessment program built around a capstone course. In B. Gold, S. Z. Keith, and W. A. Marion (Ed). Assessment Practices in Undergraduate Mathematics. Washington, DC: The Mathematical Association of America.5 National Association of Industrial Technology (2003). Retrieved January 4, 2004, from http://www.nait.org6 Zargari, A., & Hayes, R. (1999). An analysis of industrial technology (IT) programs in meeting students needs: A survey of it alumni. Journal of Industrial Technology, 15:4.7

Conference Session

Innovations in Teaching Mechanics

Collection

2004 Annual Conference

Authors

Jennifer Stroud Rossmann; Clive Dym

(W+w)L L L b (a) (b) 2P 2P (W+w)L P P P P (W+w)L b bFigure 2. Top

Conference Session

TIME 7: ABET Issues and Capstone Courses

Collection

2004 Annual Conference

Authors

Ever Barbero; Larry Banta

outcome portfolio derives from theassessment process itself. That process will be described next. Page 9.976.4Table 1. Curriculum-mapping matrix for the ME program. R=related course, K=key course.Required course A B C D E F G H I J K LChemistry 115 Fund. Of Chemistry R R RMath 155 Calculus 1 R REngineering. 101 Fresh. Engr. Design R R R R REnglish 101 Composition and Rhetoric RMath 156 Calculus 2 R REngineering 102 Fresh. Engr. Design &

Conference Session

Serving the Information Needs of Engineering Technology Educators

Collection

2004 Annual Conference

Authors

Peggie Weeks; Maryanne Weiss; Mark Pagano

now being accredited using the new criteria.Criterion 2 in TC2K is informally referred to as “a through k” and is very similar to theEngineering Accreditation Commissions’ Criterion 3. The following is excerpted from TC2KCriterion 24: Page 9.133.1An engineering technology program must demonstrate that graduates have: Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education a. an appropriate mastery of the knowledge, techniques, skills and modern tools of their disciplines, b. an ability to apply