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2001 Annual Conference

Authors

Saeid Y. Eidgahy

more on issues of critical thinking, problem solving, teambuilding andlifelong learning also. In a more global study, researchers reviewed how curriculumdesign could be modified in response to current and future trends, while still remainingconsistent with basic institutional practices. As a result, four overall learning outcomeswere identified: active learning, critical/creative/reflective thinking, clear and originalcommunication skills, and interaction in diverse and complex environments 4. With theexception of active learning other components have been confirmed through other studiesalready cited. Active learning is an interactive process resulting in greater expertise andmore comprehensive understanding of concepts and issues at hand. As

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2001 Annual Conference

Authors

Natalie Smith; Julie Greenberg

explore new material while exercising problem solving and inquiry skills.2. Generating Ideas allows students to explore their initial thoughts about the challenge, making explicit and documenting any naïve preconceptions or misconceptions.3. Multiple Perspectives provide expert insights into the challenge. This component exposes students to advanced thinking on multiple aspects of the challenge, without providing a direct solution.4. Research and Revise consists of resources and learning activities that help students develop expertise to effectively approach multiple aspects of the challenge.5. Test your Mettle consists of opportunities for formative assessment, allowing students to reflect on what they have learned thus far and

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2001 Annual Conference

Authors

James Fuller

needs of the AET program reflect back on the transition between grades 9-12 withprimary focus on grades 11-12. The courses covered during this time should be leading students toa direct transition to a program of study in an institution of higher learning. Technology’s primaryeffect has been on the sciences and CAD and these are areas that we need to concentrate on toimprove the transition.ConclusionOne fact remains constant regarding the use of technology in education: it will always be changing. Byrecognizing that the effect of technology on curriculum can be categorized into the above three Page 6.384.5 Proceedings of the 2001

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2001 Annual Conference

Authors

Jerry Samples

pedagogy. What is beingdelivered? What are the desired outcomes of the delivery and the delivery method? What is thebest way to involve higher order learning skills? This paper will illustrate the pedagogical needsof technology as a teaching tool.I. IntroductionThe provision of distance educational opportunities is not new. The correspondence course andthe broadcast of televised classes with interactive sound have been around for some time. Thevalue of the correspondence course can be questioned as it provided knowledge and the learnerwas totally responsible for learning the material. The learner was evaluated via a test that wasgraded by an unknown instructor and returned with comments that reflected the only contactwith a real person.Inviscid

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2001 Annual Conference

Authors

Craig Johnson

were examples of multipleentries by the same student. Students produced original work, but did react to their peers workand at times added to their own.Other advantages included the variety of work created and information discovered. Someinteresting URLs were used (from ceramics.org and killerdesigns.com, to matls.com andefunda.com). There was little overlap in the sites visited or their use. This reflected the varietyof students and their interests. Using Internet-based education and resources is an excellent wayto generate a wide variety and depth of information and discussion.A more subjective advantage of web-centric learning is the promotion of ‘virtual team’ skills.When assignments required cooperation between students, a level of

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2001 Annual Conference

Authors

Michelle Rogers; Kelly Burton; Kamisha Hamilton

track student applicants and participants. Itis anticipated that this program will allow the College of Engineering both to measure theeffectiveness of each of these programs in recruiting graduate students and identify patternsbetween applicants, participants, and subsequent graduate students. All programs supported byGERS are available on-line at: http://www.engr.wisc.edu/services/dao/. Informational material forthe GERS program was developed in the summer of 2000 and includes a web site(http://www.engr.wisc.edu/services/dao/gers/) and brochure.IV. Conclusion The University of Wisconsin- Madison is reflecting on its past and present recruitmentefforts in hopes of increasing the number of students traditionally underrepresented in

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2001 Annual Conference

Authors

Laura Lucas

graphically, especially by means of two way feedback, how to effectivelygive and take feedback is becoming a more substantial part of the course.Students must learn how to incorporate ideas and suggestions from both clients and supervisors,as they will be doing once they enter the working world. In class we do this by givingpresentations to classmates and the professor who give feedback and criticisms (we call theseclass critiques). It is important for their professional development to be able to listen, relate tocomments and reflect those comments in the development of the designs or drawings. In mostcourses like this, though, students learn to give and take this criticism in an informal way ,learning as they go, often giving and taking it in a

Collection

2001 Annual Conference

Authors

David W. Elizandro; Jessica Matson

independently assessing theprogram outcomes as defined in the ABET 2000 Criteria and presented in section 1.As shown in Figure 2, the department’s planning activities reflect the mission statement andgoals for the University and College. In addition, environmental factors such as market trendsand departmental opportunities for funding and research are considered.4. Program AssessmentThe department is actively evaluating alternatives for curriculum metrics. At the present time,the primary tools assessment tools are the exit interview by the Department Chair and theinterviews/surveys conducted by the Advisory Board. The College requires that all graduatesparticipate in the Fundamentals in Engineering Examination. Results are examined anddiscussed by the

Collection

2001 Annual Conference

Authors

Mark Crozier

of administrativediscipline have a potential negative impact on all other aspects of the company’s systemssupported by engineering.Perhaps this is a good point to reflect on the role engineering operations and personnel playwithin an organization. As noted earlier, traditional concepts and practices of “stand-alone”departments or functions is rapidly disappearing. Internal business disciplines (includingengineering operations) are being driven to interact across traditional lines of “performanceownership.” This change in operational practice and culture establishes a heightened level ofawareness with everyone working as a pool, actively assisting and addressing issues across whatwas once established as territorial lines of business. A result

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2001 Annual Conference

Authors

S. K. Khanna; David Roylance; C. H. Jenkins

considerablevalue in seeing this topic early in the curriculum. Further, it provides a natural linkage with materials concepts. Page 6.587.3 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationAcknowledgmentsThe research reported herein was supported in part by the National Science Foundation under Grant No. DUE-9972394. Any opinions, conclusions, or recommendations expressed in this paper are those of the authors and donot necessarily reflect the views of the National Science Foundation.Bibliography1

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2001 Annual Conference

Authors

William Peterson

the student’s performance wasnoticeably less than the others. In the second case the student did not turn in one assignment,missed several classes (to include two while on vacation), and was late with the long report. Thesecond student was assigned a grade that will require the student to repeat the course.On reflection I would teach the course the same, if I had been assigned it again. I enjoyed theclass and so did the students. I learned and the students seemed to also.RecommendationsThis format worked well with mature, motivated graduate students. I would personally hesitateto use this approach with undergraduates. The approach worked well for me since I have abackground in both the theory and practice of engineering management and try to

Collection

2001 Annual Conference

Authors

William Mueller; Philip Pritchard

computingenvironment that can be shaped to reflect thought processes, metaphors of knowledgeconstruction, and organizational goals. Mathcad’s ability to hide or bypass selected intermediatecomputations provides a natural way to highlight important cause-and-effect relationships.These features make Mathcad ideal for engineering design work, but practiced teachers willrecognize the pedagogical value of a computing environment that can be adapted to individuallearning styles and focus student attention on essential information. Used in a Web-based setting,Mathcad can also be used to direct external resources into rich, integrated learning experiences. Page 6.941.2

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2001 Annual Conference

Authors

Marshall Coyle; Christal Keel

curriculum, 2) when it was presented, 3) whether it was an elective, and 4) which disciplinethey taught.Even though the response was small (18 responses), we feel that it reflects the current trendtoward FEA being offered in engineering programs. The results indicate that roughly 78% of theuniversities currently offer the FEA course in the junior or senior level of a four-year program. Inroughly half of these colleges, FEA was offered as an elective. A finite element analysis coursewas offered in virtually all of the mechanical and mechanical technology programs, and most ofthe civil engineering curriculums. Curiously, only a few responses related to structuralengineering programs offered finite element analysis courses. The prerequisites varied

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2001 Annual Conference

Authors

John Anderson

lights. The photo switch is a retro reflective switch, i.e., the contacts open when a box is at position A. Draw the PLC and I/O electrical control circuit and the PLC logic. Specify all the switches from the Automationdirect.com catalog. Page 6.1119.7 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationThese design projects worked out extremely well and received very good reviews from thestudents. At the end of the course the students felt confident about their ability to tackleactual design projects.An added

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2001 Annual Conference

Authors

Weining Feng; Alberto Gomez-Rivas

orthe values of parameters can be reflected in graphic display immediately. For example,the effect of damping ratio on the magnitude response can be easily demonstrated.III. A Real-time Process Control ProjectIn this section, a Process Control System course project is presented to illustrate how VBcan be used for real-time applications. The main objective of the project is to control thetemperature of a housing enclosure (Figure 3.) with a PC based control system (Figure 4). Figure 3: A housing enclosure Figure 4: PC based Control SystemIn this control system, two thermocouples are used, one for interior, the other for

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2001 Annual Conference

Authors

Vincent Scotto; Peter Schuyler; Howard A. Canistraro

candidates for our efforts. We tried to select aswide a variety of industries as possible in order to reflect the diversity of our graduates jobopportunities. The contacts above often provided us with enough detailed information to identifyspecific individuals within a particular company. We have also tapped into our alumni as asource for membership on the advisory board, but we are careful as to not over represent thisconstituency. Once a pool has been formed, and members decide to “retire their membership”we often ask them to recommend another contact at their company for possible service.Attendance is another challenge that we face. We try to schedule meetings at times that ourmembership is available, and this is often in the early evening. We

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2001 Annual Conference

Authors

Bruce Segee; Michael D. Amos

order to test multiple sensor arrays at once, multiple control PCs must be built and maintained.The instrumentation Research Laboratory was approached to find a solution that solved some ofthe inadequacies of the current heater control methods.The SolutionThe solution being implemented replaces the PC and the analog output card with a PIC micro-controller controlling the duty cycle of a Pulse-Width Modulated (PWM) output that drives theaverage power to the heater. While the PIC is driving the heater with the full power available, anA/D reading is taken that allows the PIC to perform simple PID controller calculations. Duringthe output pulse, the PIC adjusts the duty cycle to reflect an adjustment that will help correct forerrors

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2001 Annual Conference

Authors

Mariusz Jankowski

-by-512 using a 3-by-3 FIR filter can be processed in under0.5 seconds. It takes about the same amount of time to calculate a fast Fourier transformof the image. A grayscale image of size 512-by-512 has a memory footprint of a littleover 1 MByte or 4 bytes per pixel plus a few bytes of overhead, reflecting the machinerepresentation of an integer on most architectures in use today. These facts confirm thatthe Digital Image Processing package and Mathematica are a versatile, efficient and fastimage processing environment.Bibliography1. URL: http://www.wolfram.com, Wolfram Research, Inc.2. M. Jankowski, New electronic courseware modules for selected upper-level electrical engineering courses, ASEE Annual Conference Proceedings, Session 1526

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2001 Annual Conference

Authors

Devin Shunk; William Duff

aresimilar and the mean and medianfor the Internet taught course doesnot lie in the traditionally taughtcourses’ 95 percent confidenceintervals.) This, in part, reflects thefact that students were given three Figure 3. Traditional Course Quizzes Sp00tries to get a good score. However,the set of questions was more difficult. The high mean scores and heavy top end weighting ofthe distribution seem to support the supposition that the students were learning the material quitewell from the Internet approach.IV. HomeworkThe actual homework problems forthe Internet taught course were, forall intents and purposes, identical tothose given when the course wastraditionally taught, the differencebeing the delivery. The weeklyhomework assignment was

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2001 Annual Conference

Authors

Suzanna Rose; Mariesa Crow; Susan Murray

average and overall success was rated between average and very successful.Career Development Workshop Twenty-six women attended the daylong workshop emphasizing careerdevelopment for female faculty members. Topics included time management, goalsetting, negotiation, tenure, and succeeding in academia. Activities includedpresentations, breakout sessions, and self-reflection. Feedback from the workshop wasoverwhelmingly positive. Junior faculty freely asked senior faculty for advice onpromotion/tenure and sought insight into informal campus policies. On the evaluationform, one senior faculty member commented that she appreciated the "opportunity toexchange knowledge with colleagues." Several assistant professors expressed concernsabout the

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2001 Annual Conference

Authors

Dick Bickerstaff; Hamid Y. Eydgahi; Robert Speckert

). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison, WI: The University of Wisconsin Press. 2. Jepson, N. (1973). The beginning of English university adult education – policy and problems. London: Michael Joseph. 3. Brown, J.; Lewis, R.; and Harcleroad, F. (1969). AV instruction: Media and Methods. New York: McGraw-Hill. 4. Moore, T. E. (1997). The Corporate University: Transforming Management Education. American Accounting Association. Accounting Horizons, Vol. 11 No. 1, March 1997, pp. 77-85. BibliographyHAMID Y. EYDGAHIDr. Eydgahi is the Dean and Associate Professor of Engineering and Industrial Technologies at

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2001 Annual Conference

Authors

Susan Creighton; Edward Young; Jed Lyons

-post testingraising the total to 44 percent. This is the lowest rating of any of the 16 skills on the survey.I can perform experiments. Seventy-four percent of the students feel proficient in this area.Student ratings increased 14 percent from pre to post. An additional 22 percent believe theyhave a moderate level of expertise.I can apply statistical methods to analyze and interpret data. On the posttest, slightly over halfof the students selected a proficient category for this skill. This reflected a 12 percent increase.Also notable was the 16 percent decrease in the proportion of students selecting the lowestproficient category.I have effective oral communication skills. Prior to this course, 65 percent of the students believethey were

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2001 Annual Conference

Authors

A. R. Zaghloul

discussed lab skills are identified, educational behavioral objectives areto be written and associated with each of the TDM model domains. This facilitates thedesign and implementation of a proper assessment plan. This plan will have the followingpositive educational characteristics; i. Well Structured. The first important characteristic of a successful assessment plan is structure. In itself, this reflects a well structured educational experience that the students goes through to get a good education. It eliminates lots of frustration and miss conceptual education on the side of the student. And, it helps the instructor manage the educational environment more effectively. ii. Maximum Objectivity

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2001 Annual Conference

Authors

Michael Ruane

a geometric understanding of calculus, to reflect upon and write about theirmathematical work, to explore mathematical problems until they could create meaning andunderstanding for themselves and to participate in some forms of team-oriented learning.Early reform efforts frequently just added computer exercises to existing topics (similar to thecurrent 'add a CD in the back' approach to engineering textbook reform). It became apparentthat computer exercises alone were merely a patch on the older system, and that a moreextensive restructuring of the curriculum was possible with the new computational tools. Inparticular, students could learn the concepts of calculus and immediately apply them tocomplicated real problems with appropriate

Collection

2001 Annual Conference

Authors

Larry McKenzie; Kenneth Gentili; Jr., Richard Crain; Jeffrey McCauley; Forrest Parkay; Denny Davis; Michael Trevisan

developed byuniversities and colleges can also be effectively substituted for the third step.The first two steps take about five hours of class time and provide students with arudimentary concept of the design process. They begin to develop fundamental tools onhow to apply each component of the engineering design process, improve theircommunication skills, and develop a more focused and supportive team.As noted before, this process is repeated later in the quarter by forming a second team todevelop their knowledge and skills to a higher level of thinking and interacting. Theybecome much more adept at reflecting on the developmental process as they compare andcontrast their team experiences. It improves their ability to develop effective teams in

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2001 Annual Conference

Authors

Roman Morawski; Andrzej Krasniewski

rather inclined to browse in the Internet or in the books –preferably, in the books providing detailed explanations without room for personal deductionand reflection. On the other hand, the lack of elementary practical skills, concerning the use ofsimple tools and instruments, is deterring students from courses supported by laboratoryexercises – other than software games – and prevents them from learning by hands-onexperience. The avoidance attitude towards experimental work is reinforced by the signalscoming from the job markets for our graduates: the most desirable profile of professionalqualifications seems to be that of a software engineer able to arrange and maintain a computernetwork in a bank or in a telecommunication company. Taking into

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2001 Annual Conference

Authors

Rebecca Sidler Kellogg; J. Adin Mann; Ann Dieterich

% 29% 32% 2.9 1.12 equitable Rubrics should be used more often in 32% 44% 24% 2.9 1.09 evaluating course materials Rubrics should be used throughout the entire 38% 53% 9% 2.6 0.85 curriculum (from freshman to senior year) Rubrics are useful assessment tools in 18% 38% 39% 3.2 0.92 engineering design courses Changes to the rubric during the semester should be made to reflect the growth in my 15% 24% 62% 3.6 1.04 ability Any changes to the rubric during the semester should

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2001 Annual Conference

Authors

Michael Carter; Sarah Rajala

be: • consistent with the mission of the institution. They should reflect pertinent parts of the mission statements and long-range plans of the university, college of engineering, and department. • consistent with the needs of key constituencies. They should address the concerns of the major stakeholders in the program, such as students, employers, industry advisory boards, etc. • comprehensive. They should be broad and overarching, providing a vision for the whole program. • consistent with the other EC2000 criteria. They should be compatible with the language of Criterion 1 and Criteria 3-8. • clearly defined. They should be delineated with enough detail to make

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2001 Annual Conference

Authors

Rita Caso; Jeanne Rierson; James Graham

with a nurturing academic community and access toacademic enrichment. A strategy adopted in the TAMU College of Engineering, in 1998, was toincorporate and institutionalize within the freshman engineering academic program many of thepractices which had been initially seeded and supported by the AMP programiii.Yearly Annual Reports and progress updates to NSF regularly report on the program’s principalsuccess indicator, the number of minority SMET BS students graduated by the TX AMP acrossall campuses. Our motives for undertaking this study were to probe and evaluate the effect of theAMP program and AMP program tactics upon some of the other important student performanceoutcomes which reflect upon students’ educational experience. We believe

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2001 Annual Conference

Authors

William S. Carlsen; Christine M. Cunningham; Carol B. Muller; Peg Boyle Single

Conference & Exposition Copyright  2001, American Society for Engineering Education”participants to reflect on their experiences and bring the program to a close. Third, thediscussion suggestions are a means to educate mentors and the students about issues pertinent towomen in engineering and science. Fourth, the suggestions serve as a reminder to keep incontact with their e-mentoring partner. In addition to the regularly delivered discussionsuggestions, the participants are sent monthly newsletters updating them on the activities of theMentorNet program.The last element of the MentorNet program is the group of electronic discussion lists. Theelectronic discussion lists foster community among women (and men) in