Collection

2003 ASEE North Midwest Section Conference

Authors

Charles McIntyre; Prajesh Kondaskar; Gary Smith

Note Pad (write notes and brief documents) 8 “To Do” List (track tasks by date, category, & priority) 9 Graffiti Writing (Palm hand writing system by stylus) 7 Download Programs and Games (from Internet) 12 Wireless Transmission (Beaming Data - IR Port) 9 Hot Sync ( Synchronize between Palm and Computer) 7 Table 2. Learning Strategies vs. Student Use Learning Strategies Student Use A. Trial and Error (only) 1 B. Reference Manual

Conference Session

Manufacturing Competitiveness

Collection

2003 Annual Conference

Authors

Todd Johnson; John Fesler; Kenneth Stier

springs. These components are used tocomplete simple, yet functional PCB assemblies that can be rapidly assembled and tested(see figure 2). BEE Circuit Board Assembly Example Red Devil A B C D E 1 2 3 4 9v 5 Figure 2. A circuit board assemble example. Note. From MEP Principles of Lean Manufacturing Workshop. Copyright 2000. Reprinted by

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Elizabeth Godfrey

Engineers Australia, ACT 1996.2. J. C. Lucena and G. L. Downey, “Engineering cultures: Better problem solving through human and global perspectives?,” in Annual Meeting of the American Society for Engineering Education, 1999, Session 1461.3. E. H. Schein, Organizational culture and leadership,2nd ed. San Francisco: Jossey-Bass, 1992.4. P. R. Trowler, Academics responding to change: New higher education frameworks and academic cultures. Buckingham: SRHE and Open University Press, 1998.5. S. B. Merriam, Case study research in education: A qualitative approach. San Francisco: Jossey-Bass Publishers, 1988.6. R. C. Bogdan and S. K. Biklen, Qualitative research for education: An introduction to

Conference Session

Curriculum Development in Electrical ET

Collection

2003 Annual Conference

Authors

AHAMAD FARHOUD

-inverting pin of the other Op-Amp. The non-inverting pin of the first Op-Amp is connected to a voltage divider circuit setting up the lower limit and the inverting pin ofthe second Op-Amp is connected to another voltage divider circuit setting up the upper limit.This is all shown in Figure 2. A B C Low High High Low Low Low High Low Low Table 1. Truth Table for NOR latch The Op-Amp is an analog device, whereas the NOR gate is a digital device. For thecircuit to work properly, students must understand how to interface the two together. Digitaldevices work with two voltage levels: a low

Conference Session

International Collaborative Efforts

Collection

2003 Annual Conference

Authors

Frank Duda

, Classroom Assessment Techniques: A Handbook for College Teachers, 2nd ed.,Jossey-Bass, San Francisco, CA 1993.13. Maillie, J. B., William R. Park, Strategic Analysis for Venture Evaluations: The Save Approach to BusinessDecisions, Van Nostrand Reinhold; NY June 1997.FRANK T. DUDA, JR.Dr. Frank T. Duda, Jr., is Professor of Electrical Engineering at Grove City College in Grove City, Pennsylvania.Frank received his B.S.E.E., M.S.E.E. and Ph. D from the University of Pittsburgh. In addition to teaching, Frank isa practicing licensed Professional Engineer in the state of Pennsylvania and does research for The National Institutefor Occupational Safety and Health (NIOSH). Dr. Duda has traveled to Uganda several times to promote thedevelopment of

Conference Session

Recruitment and Retention

Collection

2003 Annual Conference

Authors

Hirak Patangia

for Engineering Education.Bibliographic Information1 ETD list-serve survey by Louis Frenzel; lfrenze@attglobal.net2 H. C. Patangia, “A Novel Course to Provide Electrical Engineering Experience to FreshmenStudents,” 2002 ASEE Annual Conference, Montreal; Session 2253.3 L. R. Carley, P. Khosla, and R. Unetich, “Teaching “Introduction to Electrical and ComputerEngineering” in Context,” Proc. IEEE, vol. 88, pp. 8-22, Jan. 2000..4 T. H. Wong, “Design of a Magnetic Levitation System-An Undergraduate Project,” IEEE Trans.on Education, vol. E-29, pp.196-200, Nov. 1986Biographic InformationHirak C. Patangia received his B. Tech. Degree (Honors) from Indian Institute of Technology,Kharagpur, India, M.Sc(Eng) degree from University of New Brunswick

Conference Session

Three P's in Introduction to Engineering

Collection

2003 Annual Conference

Authors

Kristine Craven

Fall Spring Total 6 11 17 A 12 11 23 14 8 22 B 11 16 27 8 9 17 C 11 9 20 2 10 12 D 3 8 11 2 5 7 F 4 2 6 32 43 75 Total 41 46 87 Average GPA = 2.33 Average GPA = 2.52 The table above summarizes the grades received by students who were in the course forthe first time

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Benjamin Flores; Rosa Gomez-Martinez; Joseph Ramos; Lourdes Sanchez-Contreras

15, Cancun, September 1998.[4] R. Gomez, D. Grajeda, J. Fierro, B. Flores, and S.W. Stafford, “The Academic Centers for Engineersand Scientists—A Team Model for Student Support at The University of Texas at El Paso,” ASEE AnnualConference 2002, Montreal, Canada, June 2002.[5] L. S.Contreras, M. Shadaram, “A Plan to Increase Graduate Enrollment at Science, Mathematics, andEngineering Disciplines”, ASEE Annual Conference 2001, Albuquerque, New Mexico, June 2001.Lourdes Sánchez-Contreras is a coordinator for the Research Experience (REU) for Undergraduatesprogram under the Model Institutions for Excellence at the University of Texas at El Paso. She is activelyinvolved in working with undergraduate research students and in charge of securing

Conference Session

Potpourri Design

Collection

2003 Annual Conference

Authors

Barry Lineberger; Larry Stikeleather

ballast, b) perform appropriate analyses using Pro/Engineer to compute volumes, weights, mass properties, etc. c) use a 3-axis computer numerical control (CNC) mill to manufacture the car body and then assemble their car using standard Pinewood Derby wheel kits and auxiliary masses provided, d) test the performance using design of experiments methodology to determine the effects of mass and mass location on performance, e) analyze the data and reach conclusions about the test results, f) write a project report in technical paper format, and g) present their team’s project report orally to the class making use of visual aids.Students had to reverse engineer the

Conference Session

Curriculum Development in Manufacturing Engineering Technology

Collection

2003 Annual Conference

Authors

Andrew Otieno; Clifford Mirman

2001 were not available since the course was not offered during these periods. Thefollowing results show the percentage of students who responded to A (Very adequately) and B(Somewhat Adequately). Since this assessment is not intended to be very elaborate, only two ofthe responses are chosen. The number of students responding to each of the questions wasstudied over the three semesters that the course was offered. The results are shown in figure 11below. Scientific Inquiry Critical Thinking 70 70 60 60 50 50

Conference Session

New Approaches in Engineering Curriculum

Collection

2003 Annual Conference

Authors

Mysore Narayanan

Engineering Education Annual Conference &Exposition © 2003, American Society for Engineering Education” Page 8.717.1ABET Engineering CriteriaCriterion 3 of the ABET Engineering Criteria 2000 addresses “Program outcomes andassessment.” The criterion requires that “Engineering programs must demonstrate thattheir graduates possess the following capabilities.(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 scientific and engineering data.(c) An ability to design a system, component, or process to meet desired needs.(d) An ability to function on multi

Conference Session

What's New in Engineering Economy

Collection

2003 Annual Conference

Authors

Justin Chimka; Alisha Youngblood; Heather Nachtmann

to facilitate decision analysis. Formal estimation instruction, ifany, that engineering students receive prior to entering the workforce takes place within theengineering economy classroom. The Accreditation Board of Engineering and Technology(ABET) for undergraduate engineering programs has defined a set of outcomes that theseprograms must demonstrate that their graduates have achieved. One of these outcomes (b)requires the ability to analyze and interpret data within the design and conduct of experiments,which frequently requires an awareness of and capability in estimation. This coupled with theimportance of preparing students for the challenges of real world analysis (Bordogna, et al., 1993;ASEE, 1994; National Science Foundation, 1995

Conference Session

New Programs and Success Stories

Collection

2003 Annual Conference

Authors

Edward Hensel; Paul Stiebitz

problems issues Course Learning Objectives A B C D E F G H I J K Level 1: Knowledge 1.1 Design Methods & Processes X X X X X

Conference Session

Trends in Mechanics Education

Collection

2003 Annual Conference

Authors

R.W. Carpick; K.W. Lux; Buck Johnson; Wendy Crone

course of the semester. Each major step in the construction of the device is devolvedinto a self-contained module which provides a hands-on tool for the teaching of nanoscalemechanics concepts. a) b) Figure 2. Side (a) and top (b) views of the microfluidic device constructed and tested during the course(before membrane formation). The surface modified silver coated portion of the substrate can be seen in the bottom half of image (b).This lab was inspired by the research on “virtual walls” in microfluidic devices by Beebe andMoore10,11 as well as the educational nanotechnology laboratories created by the University ofWisconsin

Conference Session

Web Systems and Web Services

Collection

2003 Annual Conference

Authors

John Gallagher

. (See the Appendix for an example controllerimplementation).7. Student SurveyOne of the primary goals of our class was to introduce students to the potential pitfalls faced wheninterfacing with hardware, via autonomous controller design and implementation. The design of aneffective and robust controller essentially involves two stages: a) develop an algorithm that can solve theproblem at hand, and b) augment this algorithm with “safety” checks that cope with sensor/effectornoise, and subroutines that either avoid or recover from potentially dangerous situations (e.g. gettingstuck against a wall). Even the simplest control problem posed to the students required them to dealwith the “imperfections” inherent in the hardware. For most students

Conference Session

Design Through the Curriculum

Collection

2003 Annual Conference

Authors

Chris Kobus

Session 2366 A Unique Leak Detection Precursor Capstone Design Project for a Hands-On Senior-Level Design Experience Christopher J. Kobus Department of Mechanical Engineering Oakland University, Rochester, MI 48309AbstractThis paper describes a design project for the senior level Fluid and Thermal System Designcourse, which is a precursor to the Capstone Design Project at Oakland University. The Fluidand Thermal System Design course is geared to taking students through the entire taxonomy ofthe design process; from knowledge

Conference Session

Teaching Teaming Skills Through Design

Collection

2003 Annual Conference

Authors

William Ziegler

Session 2525 Teaching and Assessing Teamwork: Including a Method (That Works) to Determine Individual Contributions to a Team William L. Ziegler Associate Professor Thomas J. Watson School of Engineering and Applied Science Binghamton University State University of New York Binghamton, NY 13902-6000Abstract:Implementing teamwork has historically been difficult to achieve in an educational setting andhence has

Conference Session

New Trends in ECE Education

Collection

2003 Annual Conference

Authors

Peter Idowu

’ conception about learning invarious disciplines and cultural contexts was presented by Marshall 5. In a qualitative studyinvolving a sample of traditional and non-traditional engineering students, the students wereasked two questions: “What do you mean by ‘learning’?” and “How do you know when youhave learnt something?” The five clusters in the responses obtained are related as follows: (a)memorization of definitions, equations, etc., (b) applying equations and procedures, (c) makingsense of concepts and procedures, (d) seeing phenomena in the world in a new way, and (e)experiencing a change of person. The categories show representations of a rich diversity in thestudy context which may not be too far from the experience in many other settings. It

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Richard Forbes; Mary Emplaincourt

. Standards can even take the effect of law if they appear, for example, in building codes.Cities and municipalities in the south adopt the building codes developed and published bySBCCI almost universally. Many engineering students receive the B. S. degree with little or no exposure toengineering standards. This deficiency can easily be corrected by introducing standards (orportions) during appropriate sections of conventional technical courses or laboratories. Forexample, the author has required laboratory students to perform portions of the performance testsfor audible back up alarms used on some construction equipment (SAE standard). Note thatOSHA requires these alarms on certain equipment. As a minimum, students should be madeaware of the

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

K Muraleetharan; Gerald Miller; Dee Fink; Robert Knox; Randall Kolar; David Sabatini; Baxter Vieux; Michael Mooney; Carolyn Ahern; Kurt Gramoll

the quantitative responses and a discussion of the themes that emerged inthe “reasons for your answer” responses.5. Evaluation Results5.1 Student Questionnaires1. Course ObjectivesOverview: The most important finding about the Course Objectives has been that most of thestudents agree that these objectives had been met in Sooner City courses. These major conceptsare at the heart of Sooner City and appear in some form in the questionnaires of all Sooner Citycourses. They reflect the goal of producing engineering graduates who: a. Have developed strong design skills through repeated practice, beginning in the freshman year b. Can perform critical thinking and know how to go about solving complex, open-ended

Conference Session

Innovations in the CHE Laboratory

Collection

2003 Annual Conference

Authors

Ronald Willey; Ralph Buonopane; Deniz Turan; Alfred Bina; Guido Lopez

the original pH injection system.Figure 7. Students working on the experiment Page 8.88.10“Proceedings of the 2003 American Society for Engineering Education Annual Conference &Exposition Copyright © 2003, American Society for Engineering Education” A: Empty Tube Re=40 Dye spreads from density difference. B. Empty Tube Re=170 Dye Streamlines

Conference Session

Statistics in the CHE Curriculum

Collection

2003 Annual Conference

Authors

Valerie Young

homework assignment. The following question was asked on the graded in-class project in week 10. It has been suggested that erosion yield can be predicted from polymer density using an equation of the form: (erosion yield) = a + b × (density) + c × (density)2 Find values for the constants a, b, and c. Evaluate the quality of this model. Most (> 90 %) of students identified least squares multiple linear regression as an appropriatetechnique, and thus correctly determined the values of a, b, and c from the data given. However,just under 50 % of the students effectively used at least two of the four recommended techniquesto evaluate model quality.Fundamentals of statistical process analysis and control were introduced midway through

Conference Session

Multidisciplinary Design

Collection

2003 Annual Conference

Authors

M.J. (John) Frye; Myron (Ron) Britton

with insight into their own strengths and weaknesses, theexercise provides students with the opportunity to practice “giving” and “receiving” feedback.(See Appendix A, Part B and C)End-of-term self and team assessments are submitted to the professor. In addition to theassessments, each team member is required to distribute “bonus cheques” to each of the otherteam members. (See Appendix A) A team of six members distributes $3300 among the otherteam members. A team of five members works with $2700, a team of four with $2200, and ateam of three with $1700. Each student must provide a detailed explanation/justification for thebonuses that are assigned. The team contribution mark obtained by each student is based on thetotal value of the “bonus

Conference Session

Design Through the Curriculum

Collection

2003 Annual Conference

Authors

Anna Philips; John Hochstein; William Janna

Fall 2002 Disagree Strongly Disagree (a) Freshmen help academically rewarding. (b) Freshmen provided assistance/ideas. (c) Freshmen actively participated in Design (d) Freshmen were positively influenced (e) No difficulty describing proj to Freshmen (f) I gained appreciation for management (g) Freshmen interaction well organized(h) Freshmen positively influenced my grade(i) Freshmen interaction should be continued 0 5 10 15 20 25 Number of

Conference Session

Trends in Mechanical Engineering

Collection

2003 Annual Conference

Authors

Anna Philips; John Hochstein; William Janna

Fall 2002 Disagree Strongly Disagree (a) Freshmen help academically rewarding. (b) Freshmen provided assistance/ideas. (c) Freshmen actively participated in Design (d) Freshmen were positively influenced (e) No difficulty describing proj to Freshmen (f) I gained appreciation for management (g) Freshmen interaction well organized(h) Freshmen positively influenced my grade(i) Freshmen interaction should be continued 0 5 10 15 20 25 Number of

Conference Session

Assessment of Graphics Programs

Collection

2003 Annual Conference

Authors

Holly Ault

Session 2238 A Comparison of Solid Modeling Curriculum Approaches Holly K. Ault, Ph.D. Mechanical Engineering Department Worcester Polytechnic Institute Worcester, Massachusetts 01609-2280AbstractMany schools have recently introduced solid modeling to their curricula in Engineering DesignGraphics. Some courses introduce solid modeling at the end of a traditional 2D CAD course,whereas others begin with the solid model. Some, but not all, of the concepts traditionally taughtin conventional drafting or CAD courses are necessary

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Rich Fries; Paul King; John Gassert; Joan Walker; Paul Yock; Sean Brophy; Jay Goldberg

. Computer and design shop support 9. Software support, for example the purchase of: a. Designsafe 2.0 b. Inventor 5.0 c. Total Quality Software d. MATLAB 6.1 e. Microsoft Office with Project and Visio and FrontPage f. National Instruments Software suite, including LabVIEW g. iGrafx Process 2003 (Corel Corp.) h. Concept Mapping Software (Institute for Human and Machine Cognition, Univ. of West Florida) i. Innovation Workbench with E-learning and TRIZ basics (Ideation International, Detroit MI.) j. Thomas Regional Industrial Buyers Guide Other curricula maintain

Conference Session

Teamwork, K-12: Projects to Promote Engineering

Collection

2003 Annual Conference

Authors

Reza Sanati-Mehrizy; Afsaneh Minaie

Systems8 and Modern Database Management9.These books cover the entire process of database design in great detail. After a team selects its project, the team members will go through the following process using thesystem development life cycle10. a. The team members interview an agency or a company related to their project to learn about the activities of that agency or company. In this process the team members will learn about the entity types, the attributes of each entity type, the relationships between these entity types, the type of these relationships, and so on that they need to include in their Entity-Relationship (ER) model. b. The team then represents its collected information by an ER

Conference Session

Topics in Civil ET

Collection

2003 Annual Conference

Authors

Charlie Edmonson; Donna Summers

and responsibility. Teaching the course in an interactive mannerhelps students relate to the real world complexities of managing a large project. Byutilizing an interactive project in class, students developed key project managementdocuments, presented them to the customer and reacted to problems associated withmanaging a project. Through the use of carefully created problems, the instructor wasable to mimic the actions and changes prevalent in real world projects. This dynamicinteractive experience took a static list of assignments and demonstrated theinterrelationships between the components of a project.Bibliography 1. www.pmi.org 2. Angus, R. B., Gundersen, N. A., and Cullinane, T. P., Planning, Performing, and Controlling

Conference Session

Curriculum Development in Mechanical ET

Collection

2003 Annual Conference

Authors

George Yang

act as output field devices. The switches and lights can beconnected to any desired input or output port of the PLC using jumper wires. The labassignments have been selected to reinforce the theory taught and they are built on thetopics covered in class. (a) Input Module (b) Output Module Fig. 3. Field wiring for DC input and output modules We first explain to the students how to connect the field wiring for the input andoutput modules (Fig. 3) and demonstrate how to use a PC to write ladder logic programand download it to the PLC.2 Then assignments are distributed, which are intended tofamiliarize students with the different ways of how control logic is described and how it