Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Kevin Scoles; Harriet Millan

integrated experiencein engineering, science and humanities. Two of the courses must be within the student’s major,while the third can be in any discipline. Presently, there are over 200 WI classes at Drexel.Undergraduates, representing all majors are trained and paid peer tutors who work with 10-15students in a specific writing intensive class. Peer tutors read drafts of student writing. One ofthe hallmarks of the program is that it is not housed in the English Department. Because of itslocation within the University’s Honors Program, the program’s dual mission is to create aculture of writing at Drexel.The ECE Department has decided to exceed the minimum of two writing intensive courseswithin the CE and EE degree programs by changing four lab and

Conference Session

Unique Laboratory Experiments & Programs Poster Session

Collection

2005 Annual Conference

Authors

Asad Davari; Amir Rezaei

2003 Morgantown West Virginia.[4] Bernstein, D.S. “Setting up and running a control research laboratory” Control system Magazine IEEE Vol. 23, issue 5, Oct 2003 pg 14-19.[5] Dennis S. Bernstein “What Makes Some Control Problems Hard” Control system Magazine IEEE Vol. 22, issue 4, Aug 2002 pg 8-19.[6] Armstrong, B. Perez, R. “Controls laboratory program with an accent on discovery learning” Control system Magazine IEEE Vol. 21, issue 1, Feb 2001 pg 14-20.[7] Bernstein, D. “A plant taxonomy for designing control experiments” Control system Magazine IEEE Vol. 21, issue 3, Jun 2001 pg 7-14.[8] Thomas R. Parks “ECP Instructor’s Manual for Model 210/210a Rectilinear Control System” 1999.[9] Thomas R. Parks “ECP Instructor’s Manual

Conference Session

IE/EM Skills in Real World Concepts

Collection

2005 Annual Conference

Authors

Jessica Matson; David Elizandro; Jane Fraser

Program Objectives that characterize the “career and professional accomplishments that the program is preparing graduates to achieve.” 2. An articulation of Criterion 3 a-k Program Outcomes that support one or more Program Objectives and reflect the students’ technical competence and understanding of engineering at the time of graduation. 3. An assessment process for Program Objectives and Outcomes.In Criterion 2, Program Objectives characterize program graduates within the first few yearsafter graduation. According to the Criterion1, accredited programs must have: (a) detailed published educational objectives that are consistent with the mission of the institution and these criteria (b) a process based on the needs

Conference Session

Professional Graduate Education & Industry

Collection

2005 Annual Conference

Authors

T.G. Stanford; S.J. Tricamo; R.N. Olson; R.E. Morrison; P.Y. Lee; L.M. Coulson; K. Gonzalez-Landis; J.P. Tidwell; J. O'Brien; Isadore Davis; H.J. Palmer; Gary Bertoline; Eugene DeLoatch; Duane Dunlap; D.H. Quick; Albert McHenry; Jay Snellenberger; Michael Dyrenfurth; Dennis Depew; Donald Keating

professionals from novice to competent professional; fromcompetent professional to expert; and from expert through senior and executive engineering leadershiplevels for corporate technological responsibility for competitiveness. In this process, there appear to befour primary stages for career development.. They include: (a) Early career development for beginning engineers (Engineer I,II) (b) Middle engineering levels for technology development/innovation (Engineer III,IV,V) (c) Senior engineering levels for technology development/innovation (Engineer V,VI,VII) (d) Executive engineering levels for technology development/innovation (Engineer VIII,IX)2.8 Importance of the Experience

Collection

2005 ASEE Midwest Section Conference

Authors

Norman D. Dennis

., S. J. Ressler, T. A. Lenox and J.W. Samples, 2000, Teaching Teachers to Teach Engineering, 5 Journal of Engineering Education, Vol. 89, No. 1, January 2000, pp. 31-38. 6 8. Lowman, J., 1995, Mastering the Techniques of Teaching, Jossey-Bass, San Francisco, CA, 1995. 7 9. Wankat, P.C., and F.S. Oreovicz, 1993, Teaching Engineering, McGraw Hill, New York, 1993 8 10. Dennis, N.D., 2001, “ExCEEd Teaching Workshop: Taking It on the Road,” Proceedings of the American 9 Society for Engineering Education, Albuquerque, NM,10 11. Angelo, T. A. and K.P. Cross, Classroom Assessment Techniques, 2nd Ed. Jossey-Bass Publishers, (1993).11 12. Bloom B. S. and D. R. Krathwohl, 1956, Taxonomy of Educational Objectives

Conference Session

Experiential Learning

Collection

2005 Annual Conference

Authors

Larry Hanneman; Steven Mickelson; Thomas Brumm

Biosystems Engineering, Iowa State University, Ames, IA.11. Development Dimensions International, Inc., , accessed September 27, 2004.12. Mickelson, S.K., L.F. Hanneman and T.J. Brumm, “Validation of Workplace Competencies Sufficient to Measure ABET Outcomes,” Proceedings of the Annual meeting of the American Society for Engineering Education, American Society for Engineering Education, Montreal, Quebec, Canada, June, 2002.13. Development Dimensions International, , accessed September 27, 2004.14. Brumm, T. J., S. K. Mickelson, B. L. Steward and A. L. Kaleita-Forbes, “Competency-based outcomes assessment for agricultural engineering programs,” International Journal of Engineering Education, 2004, in press

Conference Session

ABET Issues and Capstone Design

Collection

2005 Annual Conference

Authors

John Lamancusa; Laura L. Pauley; Thomas Litzinger

improved. Areas for improvement included a betterintegration across courses, increased design experiences particularly in the thermal sciences, andbetter integration of computer skills throughout the program.Define Objectives Through numerous discussions in faculty meetings and curriculum committee meetings,objectives for the design of a new curriculum were formulated by the faculty in Spring 2003.Initially the design objectives were listed without grouping. It was found that the objectiveswere more easily conveyed and understood when grouped into two main objectives. Theseobjectives are:1) IMPROVE DELIVERY - To encourage deeper student learning by: a. Integrating theory with practice b. Integrating concepts across courses c. Requiring

Conference Session

Measuring Perceptions of Engineering

Collection

2005 Annual Conference

Authors

Anant Kukreti

Investigating Student Interest in Post-Secondary STEM Education Dr. Anant R. Kukreti, Dr. Shafiqul Islam, Dr. Daniel B. Oerther, Dr. Karen Davis, Dr. Mark G. Turner, Dr. Catherine Maltbie, and Dr. Thaddeus W. Fowler College of Engineering/College of Education University of Cincinnati, Cincinnati, OHIntroduction In a world of rapidly changing technology, knowledge explosion, and globalization, there is afundamental shift in the type of workforce America needs to remain competitive in a complexand integrated global market. Trends and projections of enrollment and degree

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

Bijan Sepahpour

Valuable Lessons from the Successes and Failures of Teams of Engineering Students Bijan Sepahpour, Shou-Rei Chang Department of Mechanical Engineering The College of New Jersey Ewing, New Jersey 08628-0718ABSTRACTPerformance of engineering students at regional, national and international competitions is oftenused as benchmarks for assessment of the quality of the education provided by theirundergraduate institution. In such competitions, the potential for success of a small programentering the competition for the first or second time may be significantly different than that of

Conference Session

Computers in Education Poster Session

Collection

2005 Annual Conference

Authors

Schinnel Small; Alicia Davis; Solomon Alao; Craig Scott; Yacob Astatke; Pamela Leigh-Mack

Page 10.621.7 © 2005, American Society for Engineering Education Figure 4. Representative notes from: a) a tablet PC user and b) a notebook user. The results from pre and post testing for the performance task sessions were collected inan attempt to determine the impact of encoding and external storage during the note takingprocess on the ability to construct meaning. The learners were evaluated using a rubric withscoring levels between zero and two representing novice and expert practitioner levelsrespectively. The final scores and gain are plotted as bar charts in figure 5. While the post testscores indicate a slight increase for the tablet PC users, the most significant difference can beseen in the

Conference Session

Issues of Building Diversity

Collection

2005 Annual Conference

Authors

Carla Purdy; Mara Wasburn

and opportunities forsupport and mentoring during graduate school. In many cases, most advice a student is givenabout applying to graduate school focuses on applying to the most prestigious institutions, butthere may be other institutions where a fine graduate education can be obtained and where thestudent is more likely to find the overall graduate experience more fulfilling. Advisors who arewell-acquainted with students, beyond classroom performance, would be helpful in mentoringthem to choose which graduate programs would truly be a "best fit".b. Admission ProceduresIn many cases, graduate admission committees focus on "hard data", such as GRE scores, ratherthan looking at all facets of an applicant. This is especially true at large

Conference Session

Design Education

Collection

2005 Annual Conference

Authors

Shyi-Jeng Tsai; Pei-Fen Chang; Jiunn-Chi Wu

a significant correlation with another. Among the outcomes acquired from the lecture and open-ended homework, (a) outcome E has a significant correlation with A and C; (b) outcome G has a significant correlation with A and E; and (c) outcome K has a significant correlation with A, C, E and G.From the facts mentioned above, it is interesting to recognize that the outcome K acquired in thecourse has a close correlation with the other outcomes defined in the curriculum planning. Thismeans our teaching strategy, using the simulation software SAM to improve the students’“conceptual model” as an aid for learning the course “Mechanisms”, is successful.Fig. 10. Survey result of the questionnaire: (a) for lecture and homework (b) after-class

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Steven Zemke; Donald Elger

to team formation and, b. The most important mentoring action leading to team performance, c. A significant area for the mentors to improve their skills.Correspondingly, many of the mentor best practices concerned feedback (tables 3 & 4).These responses are not surprising. First, feedback can directly address team formation andperformance issues. Feedback may be the “assessment” method of choice because it is simple,direct, and involves all the team members. Secondly, feedback provides the student with ametacognitive perspective concerning their team. This metacognition is most likely fundamentalto improving their team performance.Perhaps surprising is the evidence that students can effectively give, receive, and use feedback

Conference Session

Issues in Digital Signal Processing

Collection

2005 Annual Conference

Authors

Sub Ramakrishnan; Mohammad Dadfar

invoked as a client and the receive program is invoked as a server and TCP/IP communicationis used between the two programs. The Phase 1 implementation is shown in Figure 3(a-b).Figure 3a is the driver module that is used to call the transmit or receive side and display theresults on the screen. Figure 3b provides the actual implementation of the transmitter andreceiver. This is modular and as seen from Figure 3b the CRC-16 class has two memberfunctions, transmit and receive. The code for transmit module is shown in that figure. Thereceive module is similar and it is not shown for brevity.A run snapshot of Phase 1 is given in Figure 2. The first two runs do the transmission andcorresponding reception and show that the message is error-free. In

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

June Marshall; John Marshall

positive educational outcomes. These outcomes, however, only occur wheninstructors create conditions, which motivate students to prepare for and engage in give-and-take discussions.Fortunately, by applying three fundamental principles, instructors can create theseconditions in the vast majority of learning groups. These principles, referred to as“KEYS” in his essay, are: a) promoting individual and group accountability; b) usingassignments that link and mutually reinforce individual work, group work, and total classdiscussions; and c) adopting practices that stimulate give-and-take interaction within andbetween groups.Application of the Theory:This type of interaction can be facilitated by dividing students into small groups of five orsix and

Conference Session

Teaching Outside the Box in Civil Engineering

Collection

2005 Annual Conference

Authors

Michael Ward; Tonya Emerson

Society for Engineering Education Annual Conference & Exposition” Copyright © 2005, American Society for Engineering Education[9] Mullins, C.A., et. al., 1995, “Freshman Expectations of an Engineering Program”, Proceedings of the 1995 ASEEAnnual Conference, Anaheim, CA, Vol. 1, pp 173 – 178[10] Pomalaza-Ráez, C. and Groff, B., 2003, “Retention 101: Where Robots Go… Students Follow”, Journal ofEngineering Education, Vol. 92, No. 1, pp 85 – 90[11] Picket-May, M., and Avery, J., 2001, “Service Learning First-year Design Retention Results”, Proceedings ofthe 31st Frontiers in Education Conference, Reno, NV, Oct. 2001[12] Olds, B.M and Miller, R.L, 2004, “The Effect of a First-Year Integrated Engineering Curriculum on

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Kevin Dahm

. J. Davis, Fundamentals of Chemical Reaction Engineering, McGraw-Hill, New York, NY, 2003.3. K. D. Dahm, R. P. Hesketh, M. J. Savelski, “Is Process Simulation Used Effectively in Chemical Engineering Courses,” Chemical Engineering Education, 36, 2, (2002).4. K. D. Dahm, “Process Simulation and McCabe-Thiele Modeling: Specific Roles in the Learning Process,” Chemical Engineering Education, 36, 4 (2002).5. Wankat, P. C., “Integrating the Use of Commercial Simulators into Lecture Courses,” Journal of Engineering Education, 91, 1 (2002).6. Mackenzie, J.G., Earl, W. B., Allen, R. M. and Gilmour, I. A., “Amoco Computer Simulation in Chemical Engineering Education,” Journal of Engineering Education, 90, 3 (2001

Conference Session

Lean Manufacturing and Integration

Collection

2005 Annual Conference

Authors

Hyejeong Kim; Sheng-Jen Hsieh

7B 9B B A 9A 7A 5A 3A 1A 11 11 Active --------------------------------------------- Reflective Sensing

Conference Session

Industrial-Sponsored Design

Collection

2005 Annual Conference

Authors

J. Darrell Gibson; Patricia Brackin

a Senior Level Design Course”, Proceedings of the ASEE Annual Conference, Albuquerque, NM, 2001.> Process Education Teaching Institute Handbook, Pacific Crest, Corvalis, 1999.> Walvoord, B., “Helping Students Write Well: A Guide for Teachers in All Disciplines”, The Modern Language Association of America, New York, 1986.BIOGRAPHICAL INFORMATIONM. PATRICIA BRACKIN is an Associate Professor of M.E. at Rose-Hulman Institute of Technology where sheteaches design, controls, graphics, and mechanical measurements. Her BS and MS are from the University ofTennessee in Nuclear Engineering and her Ph.D. is from Georgia Institute of Technology in ME. She has also beenan Associate Professor at Christian Brothers University. Her industrial

Conference Session

Recruitment and Retention

Collection

2005 Annual Conference

Authors

Tom Eppes; Peter Schuyler

., Diefes-Dux, H., Follman, D., Gaunt, J., Haghighi, K., Imbrie, P. K., Jamieson, L., Montgomery, R., Oakes, W., and Wankat, P., Development of Graduate Programs in Engineering Education, 2004 ASEE National Conference Proceedings, Salt Lake City, UT. (2004).National Alliance of Business. “The Multifaceted Returns to Education,” Workforce Economic Trends, June 1998, p1.Newberry, B. and Farison, J., “A Look at the Past and Present of General Engineering and Engineering Science Programs,” Journal of Engineering Education, 92(3), 217-226 (2003).Varma, Virendra K. Varma, Fluctuations in ET student enrollments, a viewpoint, Proceedings of 2003 CIECConference, Tuscon AZ, 2003Wankat, P.C.; Felder; R.M., Smith, K. A.; Oreovicz, F.S., “The

Conference Session

New! Improved! CE Accreditation Criteria

Collection

2005 Annual Conference

Authors

Stephen Ressler

of such a mechanism, BOK validation wouldrequire a substantial bureaucratic infrastructure that currently does not exist.Given this second assumption, CAP3 has proposed that civil engineers should be able to attainthe Civil Engineering Body of Knowledge by following either of two alternative paths: • Path #1: B + MABET & E – A bachelor’s degree in any discipline plus an ABET- accredited master’s degree in civil engineering, augmented with appropriate professional experience • Path #2: BABET + 30 & E – An ABET-accredited bachelor’s degree in civil engineering plus approximately 30 credit hours of relevant upper-level undergraduate and graduate- level coursework , augmented with appropriate

Conference Session

Undergraduate Research & New Directions

Collection

2005 Annual Conference

Authors

Max Rabiee

Light @ N#2(R_LT) O:2/1 Switch #2 @ N#3 (SW_2) I:1/4 Switch #1 @ N#1 (SW_1) I:0/0 Green Pilot Light @ N#1 (G_LT) O:0/0 Red Pilot Light @ N#1 (R_LT) O:0/1 Figure 3- The Master and Slave PLC Input/Output address assignmentsThe Control Routine:Figure 4 displays a flow chart of the program to control the data flow. Appendix A, Appendix B,and Appendix C contain the PLC ladder logic diagrams for the Master and Slave PLC stations.The input ports are first scanned by the master PLC station. If an input is activated, then adecision will be made to see which network message

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Penny Hirsch; Ann McKenna

, J. D., Brown, A. L., and Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind, experience,and school. Washington, DC: National Academy Press.2. Hynd, Cynthia, Holschuh, Jodi, and Nist, Sherrir (2000). Learning Complex Scientific Information: MotivationTheory And its Relation to Student Perceptions, Reading &Writing Quarterly, 16: 23–57.3. Keller, John, M. (1987). Development and use of the ARCS model of instructional design, Journal ofInstructional Development, vol. 10, no. 3.4. Hirsch, P., Anderson, J., Colgate, J.E., Lake, J., Shwom, B., and Yarnoff C. “Enriching Freshman DesignThrough Collaboration with Professional Designers.” Proceedings, American Society of Engineering Educationnational meeting, June 2002.5. Atman, Cynthia

Conference Session

Thermal Systems

Collection

2005 Annual Conference

Authors

Pamela J. Théroux; Gary Gabriele; Brad Lister; Deborah Kaminski

the length ofthe study was 3.7 on a 5-point scale where A is 5, F is 14; standard deviation was 1.02SD;N=499. In other words, on the average, students in TFI generally received a C+ grade. Gradedistribution is shown graphically in Figure 5.Figure 5Distribution of Student Grades Overall 2.40% 8.82% Grades A B C

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Xian Fan Liu

-limit threshold values. These glitches are categorized as major glitches, and are further categorized into: • Significant major glitches Value drops/rises suddenly then rises/drops to ≤ 25% of the sudden change. • Quite significant major glitches Value drops/rises suddenly then rises/drops to ≤ 50% of the sudden change. • Insignificant major glitches Value drops/rises suddenly then rises/drops to ≤ 75% of the sudden change. • Minor glitches Value drops/rises suddenly then rises/drops to ≤ 95% of the sudden change. a) No glitch b) Significant major glitch c) Quite significant major glitch

Conference Session

NSF Funding for Educational Scholarship

Collection

2005 Annual Conference

Authors

Patrick Carriere

Programs7. Biocomplexity in the Environment (BE): Integrated Research and Education inEnvironmental Systems - promotes comprehensive, integrated investigations ofenvironmental systems using advanced scientific and engineering methods. The concept ofbiocomplexity stresses the richness of biological systems and their capacity for adaptation andself-organizing behavior. By placing biocomplexity studies in an environmental context, thiscompetition emphasizes research with the following characteristics: (a) a high degree ofinterdisciplinarity; (b) a focus on complex environmental systems that includes non-humanbiota or humans; and (c) a focus on systems with high potential for exhibiting non-linearbehavior.8. Faculty Early Career Development (CAREER

Collection

2005 ASEE Midwest Section Conference

Authors

Christi L. Patton; Daniel W. Crunkleton; John M. Henshaw; Douglas Jussaume; Robert L. Strattan

team to developextensive documentation on hardware and safety requirements. Students from alldisciplines were required to complete safety training in all areas.ABET Criteria Satisfied by Challenge XABET Criterion 3 lists 11 outcomes that all engineering programs must demonstrate thattheir students have attained. Items (a) – (k) are listed in the ABET Criteria for EvaluatingEngineering Programs3. Although items such as “(a) an ability to apply knowledge ofmathematics, science, and engineering” and “(b) an ability to design and conductexperiments, as well as to analyze and interpret data” are easy to demonstrate, others suchas “(j) a knowledge of contemporary issues” are more challenging to document. Thiscompetition has provided the necessary

Conference Session

Service Learning Projects

Collection

2005 Annual Conference

Authors

William Moeller; Margaret Pinnell; Bernard Amadei; Jay Shah; R. Scott Summers; Angela Bielefeldt; Robyn Sandekian

Boulder (CU). As part of the program, an EDC option in theEnvironmental Engineering (EVEN) B.S. degree is being proposed. Given the success of theEngineers Without Borders (EWB) outreach and service program, it is expected that studentinterest in the EDC option will be significant. At a workshop on “Integrating Appropriate-Sustainable Technology and Service-Learning in Engineering Education” held at CU onSeptember 27-29, 2004, participants were surveyed on existing courses and programs at theiruniversities that are relevant to EDC. A description of the proposed curriculum, option coursesand technical electives for the proposed EDC emphasis in EVEN are provided. Relevant socialscience and humanistic electives are recommended. The information will

Conference Session

EM Skills and Real World Concepts

Collection

2005 Annual Conference

Authors

Robert Powell

” Table 2. Survey QuestionsQualitative Assessment 1. What is your major? 2. What is the name of your capstone project? 3. Did your project span 1 or 2 semesters? 4. Which of the following describes your project? (Circle one or more) a. Curriculum-based industrial design project b. Cross functional design team that may include non-engineering team members c. National competitions (SAE challenges, DOE challenges, etc.) d. Decision Analysis e. Optimization f. Project Management g. Process Modeling & Analysis h. Modeling & Simulation i. Statistical Analysis and Stochastic Processes j. Operations Management k. Other: 5. Who

Conference Session

Assessing Where We Stand

Collection

2005 Annual Conference

Authors

Robert Pangborn; Renata Engel

the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education (b) Learn, through a limited set of individual interviews, what kinds of experiences – experiments, discussions, writing assignments, projects, etc. – students remember in conjunction with the courses they took, and how they see these as related to achieving the goals of general education and their majors; (c) Collect and review the syllabi for the “popular” courses to survey the course goals and in- and out-of-class activities, and query instructors on how they perceive these as mapping to the general education objectives and goals for