) Process B1 (e.g., stripping) Product B (e.g., column) Video section B-B1 (e.g., stripping output) Process B2 (e.g., finishing) Video section B-B2 (e.g., finishing output) Figure 3. Product/Process Association for Organizing Digital VideosPossibilities for Technology UseSeveral integration paths exist in the area of construction engineering to which the approach canbe applied, and include the selection of adequate methods and materials for a given product Page 8.438.4 “Proceedings of the 2003 American Society for Engineering Education Annual Conference &
) ON/OFF Controller with Hysteresis Figure 9 Discrete ON/OFF controller implementation for a heating chamber. o(a) Temperature (10oC/V; 1 V/div) and MOSFET gate- (b) Temperature (10 C/V; 1 V/div) and controller outputto-source voltage (5 V/div) for discrete implementation. via digital output channel (5 V/div) for LabVIEW implementation. Page 8.204.9 Figure 10 Recorded oscilloscope waveforms for temperature control system. Proceedings of the 2003 American Society for Engineering
Session Number 2793 On Teaching Software Architecture and Design William Hankley Kansas State University Manhattan, KS 66506 hankley@cis.ksu.eduAbstractThis paper describes a sophomore/junior level course on software architecture and design. Thecourse covers general principles of system requirements and conceptual models, not just“programming skills”. Key components of the course include use of UML (Unified ModelingLanguage) for description of system models, use of CASE (computer aided
Assessment. In cooperation with the Department’s Curriculum Committee, the Design Committee uses this course’s access to eighty percent of the Department’s graduating seniors to expedite the Department’s curricular assessment activities.FacilitiesThe ME-EM Department had developed facilities and resources for the use of senior designstudents. The Design program is supported by: a) the Cuskie Design and Creativity Center,which features 23 design studios with high-end CAD workstations, and a Resource Library; b) Page 8.398.6the Center for Product Realization, which features complete metal and non-metal shop facilities
, learning cycles consisting of four phases. These areexploration (asking questions, gathering materials, conducting preliminary research, etc.),reflection (answering questions, analyzing data, formulating generalizations, etc.), engagement(designing and building, testing ideas, solving problems, etc.), and expansion (generalizingconcepts to other contexts, exploring engineering career options, etc.). Each learning cycleactivity is specifically selected and designed to (a) cause students to engage with the enduringunderstandings and (b) collectively, to enable them to transfer their learning to arrive at asolution for the module’s primary problem. A flowchart illustrating the ProBASE curriculumdevelopment process is presented in Figure 1.Enduring
presentations 11.4 34.1 45.5 4.5 0 2.3 2.3 4.47 0.93 in written materials and the classroom lectures. 1 Survey results for each item: Numbers in columns are percentages of respondents choosing each item, item means and standard deviations. Categories of responses are numerically represented as follows: SA=6; A=5; a=4; d=3; D=2; SD=1. “No Opinion” responses are not included in the computation of means and standard deviations. For means and standard deviations, N = 44 or 43.B. Iowa StateWe gave the students a brief survey at the end of the course, primarily to gauge student interestand to determine whether or not there were any major pitfalls in our use of the software. Theonly
presentations 11.4 34.1 45.5 4.5 0 2.3 2.3 4.47 0.93 in written materials and the classroom lectures. 1 Survey results for each item: Numbers in columns are percentages of respondents choosing each item, item means and standard deviations. Categories of responses are numerically represented as follows: SA=6; A=5; a=4; d=3; D=2; SD=1. “No Opinion” responses are not included in the computation of means and standard deviations. For means and standard deviations, N = 44 or 43.B. Iowa StateWe gave the students a brief survey at the end of the course, primarily to gauge student interestand to determine whether or not there were any major pitfalls in our use of the software. Theonly
Final WeekThe ENGR5 WOW design project schedule and outline can be seen in detail in Appendix B. Page 8.954.4 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering EducationService Learning, which involves matching a community need with academic goals, is becomingincreasingly important in higher education [see for example 1 or 2] and USD has been nationallyrecognized for its leadership in this field. Over 70 faculty have integrated community service-learning into 130 courses at USD. The extension of service learning to
. Examination of theequilibrium phase diagram3 of the Ni-Ti system (Figure 4) reveals that NiTi is stable only attemperatures above 630°C! (a) (b)Figure 3. a) Superelasticity involves the stress- induced phase trans formation of austenite to Page 8.877.3martensite. b) The plateau stress is associated with the martensitic transformation2 .“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education
Session 2320 On Implementing General Modal Analysis within the Mathcad® Software Package B. L. Newberry, C. Chitwood, and I. Lockwood Oklahoma Christian UniversityI. AbstractA general Mathcad 1 model is presented to simulate the suspension dynamics of a small off-roadvehicle designed for the SAE Mini-Baja collegiate competition. The model uses the method ofModal Analysis to solve the multiple degree-of-freedom dynamic system. Model variationsaddressing both front quarter car dynamics (with tire stiffness effects) and half car pitch/heavedynamics are
’ effectiveness inArchitectural Drafting and Blueprint Reading classroom.IntroductionHistorically, Architectural Drafting and Blueprint Reading courses have not been very user-friendly to some students. Inherently, those courses require superior visualization skills.Visualization is an essential tool for the design, and the creation and/or the interpretationof drawings. As visualization is also a developed skill, students often become frustratedby their inability to readily visualize objects presented in architectural engineering Page 8.1013.1drawings. Students not only vary in their natural abilities or visualization skills, but also Proceedings of the
.1.a.:"Engineers shall at all times recognizethat their primary obligation is to protect the safety, health, property, and welfare of the public.If their professional judgment is overruled under circumstances where the safety, health,property, or welfare of the public are endangered, they shall notify their employer or client andsuch other authority as may be appropriate."Section III.1.b.:"Engineers shall advise their clients or employers when they believe a projectwill not be successful."Discussion: The issue presented in this case goes to the heart of the Code of Ethics. A code ofethics is of course a statement of commitment from a particular profession to assist its members inthe protection of the public health and safety. There is
Conference Proceedings, Session 2364.2. Palmer M.A., Wainwright K., Fok L. C., Jones B.: Introducing Students to the Processing- Structure-Property Relation Using Sn-Bi Alloys; Journal of Metals, pp. 41-44, (2002)Biographical InformationMark A. Palmer is Assistant Professor of Manufacturing Engineering at Kettering University. He previously servedas Assistant Professor of Mechanical Engineering at Virginia Commonwealth University, His research interestsinclude electronics manufacturing particularly the development and characterization of new joining materials, andteaching activities focus on incorporating active learning in courses
will demonstrate an ability to identify, formulate, and solve SA A D SD engineering problems1-3. (ABET-b) OU ME graduates will demonstrate an ability to design and conduct SA A D SD experiments, as well as to analyze and interpret data.1-4. (ABET-d) OU ME graduates will demonstrate an ability to function on multi- SA A D SD disciplinary teams1-5. (ABET-k) OU ME graduates will demonstrate an ability to use the techniques, skills, SA A D SD and modern engineering tools necessary for engineering practice2-1. (ABET-a, OU ME graduates will demonstrate a familiarity with statistics and linear SA A D
students.” The Chronicleof Higher Education, Feb. 22: A31-A31)Florman, Samueal C. (1996), The Introspective Engineer, St. Martin's Press; ISBN:031213987X; 1st edition (January 15, 1996)Lyons William, C. (2000). "U.S. and international engineering education: A vision ofengineering's future." Journal of Professional Issues in Engineering Education andPractice 126(4): 152-155.McCuen Richard, H. (1999). "Course on engineering leadership." Journal of ProfessionalIssues in Engineering Education and Practice 125(3): 79-82.McIsaac Gregory, F. and C. Morey Nancy (1998). "Engineers' role in sustainabledevelopment: Considering cultural dynamics." Journal of Professional Issues inEngineering Education and Practice 124(4): 110-119.Moskal, B., Olds, B. &
, Flowers, W., Gilmore, D., “Hands-On Design in Engineering Education: Learning by Doing What?,1990, Engineering Education, Vol. 80, Number 5, 560-564.2. Dixon, G. W., Wilczynski, V., and Ford, E. J., “Air Engine as a Manufacturing Project in an Introductory DesignCourse,” with Dixon, G.W. and Ford, E.J., 2002, American Society for Engineering Education Annual ConferenceProceedings.3. Hyman, B., Fundamentals of Engineering Design, 1998. Prentice-Hall, Inc. Upper Saddle River, NJ.4. Dufee, William, “A Hands-On Introduction of Engineering Course for Large Numbers of Students,” 2001,Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition.5. Miner, S. M. and Tyler, T. N., “A Projects Based Introduction to
opportunities for engineering, science, management, and education majors in mentoring K-12 teachers in a hands-on project-based workshop format. 4. Providing tools and resources to K-12 teachers to assist them and increase their confidence in opening the gateways to engineering, science, management, and education careers. 5. Development of assessment instruments to evaluate: a. Efficiencies to the universities b. Course outcomes for university students c. Impact of K-12 workshop on teachers’ confidence, and d. Workshop outcomesImplementation PlanThe plan for implementation has relied on the strengths of the faculty from the three institutions.Bruce Berdanier (ONU) and William Doyle
Information[1] ABET (Accreditation Board for Engineering and Technology) Criteria for accrediting engineering programs.[2] West, B. 2001 Innovative Student Projects at the University of Southern Indiana Proceedings, 2001 AnnualASEE Conference. American Society for Engineering EducationBiographical InformationMr. Brian E. West is an assistant professor in the engineering department at the University of Southern Indiana.He is a registered professional engineer in Indiana, and has written several papers on his classroom activities. Page 8.1206.5 “Proceedings of the 2003 American Society for Engineering Education Annual Conference &
courses. Instrumentation were installed, fuel pump/tankmodifications were made, and fuel consumption measurements were completed by theauthor. Project involved servicing two complicated systems, and designing, installing andtesting instrumentation for fuel consumption measurements. This was a successful and auseful project for students involved. Students were very exited and liked working on afull size engine.Planned extensions for this project are: (a) solving vibration problems of torque meter,(b) taking measurements at higher engine loads, beyond 50 ft-lb, and (c) measuring effectof engine speed and engine load on emissions. Page 8.489.7
Session 2132 An Assessment of Power Engineering Education Thomas E. Salem and John G. Ciezki U.S. Naval AcademyAbstractAcademic power engineering programs have been in a state of decline for numerous years.During this same timeframe, technology and the application of power electronics has beengrowing at a rapid pace. Additionally, the utility industry has experienced a dramatic change inregulation, the end of the Cold War has reshaped U.S. defense considerations and impressed newrequirements on military systems, and the U.S. economy has both soared and slumped
numbers suggest that the University of Arizona College of Engineering and Minesfollows a national pattern of representation and attrition for women and there is a major dropbetween the 1st and 2 nd years. During this time period, The College had between 2300 and 2500total students.The Approach: Cohorts and Service - Virtual Development CenterThere is a diversity of approaches at different universities in responding to the five critical factorsnoted by WECE above. In the program outlined in this paper, we have chosen to focus energy ona) developing self-confidence and engineering self-efficacy, b) curricular focus, pedagogy, andclimate in engineering, c) lack of female peers and role models, and d) gender and societal issues.In addressing these
course.Bibliography1. Vardeman, S. B., Jobe, J. M., 2001. Basic Engineering Data Collection and Analysis. Duxbury, Thomson Learning.2. Standridge, C. R. and Marvel, J. H., 2002. Engineering Statistics as a Laboratory Course. Proceedings of the 2002 ASEE Annual Conference & Exposition, Montreal, Canada.3. Chandler, Harry (ed.), 1999. Hardness Testing, 2nd edition, ASM International, Materials Park, OH.4. Fee, A. R., Segabache, R., Tobolski, E. L., 1985. Knoop and Vickers Microhardness Testing. Mechanical Testing, volume 8, ASM Handbook, ASM International, Materials Park, OH.5. Marchetti, C. E. and Gupta, S. K., 2003. Engineering Modules for Statistics Courses. Proceedings of the 2003 ASEE Annual Conference & Exposition
Session 2530 Strategies for Teacher Comfort Aimed at Sustainability By: E. Rushton, B. Gravel, & I. Miaoulis Tufts University / Boston Museum of ScienceAbstractTufts University’s Center for Engineering Educational Outreach received a GK-12 grant from theNational Science Foundation (NSF) in 1998 to place graduate engineering students and computerscience students into local public school classrooms. Through this fellowship the graduatestudents were partnered with teachers with the purpose of introducing engineering inMassachusetts’ primary and secondary schools. The graduate
Session 2613 Integrating Biology and Chemical Engineering at the Freshman and Sophomore Levels Kathryn Hollar1, Stephanie Farrell1, Gregory B. Hecht2, and Patricia B. Mosto 2 1 Department of Chemical Engineering 2 Department of Biological Sciences Rowan University Glassboro, NJ 08028 ASEE Annual Conference & Exposition, TN, 22-25 June 2003 Chemical Engineering
oral communication activities.Bibliography 1) Youngstown State University Undergraduate Bulletin, 2002-2003 2) General education: Educating the Whole Person in an Age of Specialization, The Teaching Professor, Vol. 15, No. 4, April 2001 3) Brief History, General Education Program, Youngstown State University http://www.ysu.edu/ger.htm 4) General Education Goals http://www.ysu.edu/ger/genedg.html 5) Tips for Public Speaking, Toastmasters International http://www.toastmasters.org/tips.htm 6) Irene W. D. Hecht, Roles in a Group, September 2002 7) Rebecca B. Rubin, Assessing Classroom Oral Presentations, YSU Workshop, April 2001
Session # 2506 Integrating research on new building conceptions in the architectural engineering curriculum: Educational objectives and benefits Katherine A. Liapi The University of Texas at AustinAbstractThe invention of new building conceptions is driven by very specific needs. New forms ofdeployable structures respond to needs that are often of critical importance: they canprovide emergency shelters and hospitals after natural disasters, house traveling exhibits,fairs, and movable theatres, serve as temporary storage facilities, etc. Despite the obviousadvantages that existing or new conceptions
Session 2625 Focusing on Teamwork Versus Technical Skills in the Evaluation of an Integrated Design Project Helen K. Qammar, H. Michael Cheung, Edward A. Evans, Department of Chemical Engineering Francis S. Broadway, Department of Curricular and Instructional Studies Rex D. Ramsier Departments of Physics, Chemistry, and Chemical Engineering The University of Akron Akron, Ohio 44325Engineering educators
the issue of STEM under-representationof any race, gender, or economic group. Programs include both those that address engineeringdirectly, and those that address other relevant areas such as mathematics and physics. Programsfrom around the country are discussed in detail in section a., followed by relevant programs atthe University of Tennessee at Chattanooga in section b., and a brief mention of additionalprograms of note in section c.a. Programs from Around the United Statesa.1 Exploring Physics in CyberspaceOne program which seeks to intervene with under-represented students in grades 5-12, by avariety of methods, is the Exploring Physics in Cyberspace program at the University of
during theirfirst semester, an introductory engineering class, Engineering and Science Applications in Pre-Calculus (ENG1001) was pilot tested Spring 2001 and refined and expanded in Fall 2001 andFall 2002. Because students are enrolled in Pre-Calculus and ENG1001 at the same time, theENG1001 course material parallels the topics that are being covered in Pre-Calculus. In additionto coupling ENG1001 with Pre-Calculus, another objective of this course is to prepare thestudents to succeed in their future engineering courses. Students work in three-person teams onclass assignments, lab reports, homework assignments, technical presentations and a designproject. Topics are introduced that will be used and expanded upon in the first-year
semesters, asillustrated by the consistent student responses to the course structure (Figure 2) and learningobjectives (Table 1). Only the USMA (A & B) and Department (C) web based questionspertaining to the subject at hand are presented for brevity. The question “My instructor used Page 8.693.10well articulated learning objectives to guide my learning” scored 4.52 in AY 01-1, and 4.58 inAY 02-1 (Figure 2). The question “My instructor had a structure or plan for every lesson's Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American