Collection

1998 Annual Conference

Authors

Anton Pintar

integrating process safety principles into the unit operations laboratory, the studentsreceive a “hands on” exposure to process safety. The intention is to make process safety anintegral part of the day to day work in the laboratory. The importance of safety in the unitoperations laboratory is reflected in the course syllabus, which states the first objective ofthe course as:“Develop a constant awareness of safety in the laboratory so that all laboratory work iscarried out in a safe manner.” (Caspary and Ellis, 1997)The MTU unit operations laboratory provides an ideal setting for teaching process safetyand for preparing chemical engineers for safety in the chemical industry. The laboratoryhas two levels (each approximately 30’x85’) and a third level

Collection

1997 Annual Conference

Authors

Mary E. Besterfield-Sacre; Larry J. Shuman; Cynthia Atman; Harvey Wolfe

Role of Quality Concepts in Engineering Education,” Proceedings of the 1993 Frontiers in Education Conference, Washington, November 6-9, 1993, (Piscataway: IEEE Service Center), pp. 535-538.19. Sparkes, John J., "Quality in Engineering Education," International Journal of Continuing Engineering Education, Vol. 1, No. 1, (1990) pp. 18-32.20. Schon, Donald A. The Reflective Practitioner: How Professionals Think in Action. (New York: Basic Books, Inc., 1983)21. Samson, C.H., “Quality Management in Engineering Education,” ASQC Quality Congress Transactions, Page 2.151.9 (Milwaukee: American Society of

Collection

1997 Annual Conference

Authors

Leslie Bondaryk

may also gain insight into what areasconcern them most, which will also help you to choose media.&RQFOXVLRQVNew media offers us an opportunity for self-evaluation. Use the advent of cheap, ubiquitouscomputing as an opportunity to reflect on what’s working well in your teaching, and what isn’t.The instructors who created the tools above developed their initial plans this way, and were trueto their goals, as demonstrated in the examples.I have demonstrated a project in which hypertext is used to bind a course together and give thestudent the freedom to explore the content in their own personal path. I’ve shown examples ofinverted course structure using hypertext and virtual labs, which will affect not only the way thenew media is used, but

Collection

1997 Annual Conference

Authors

Charles H. Dowding; Joseph J. Biernacki

team relatedinteraction, it would be expected that they would view interaction between their faculty orgraduate student advisor to represent a team interaction. However, it was clear that thestudents in Team four, the control, which models a traditional REU, did not feel theexperience offered any degree of team interaction. While lack of interaction andinterdisciplinary experience is no reflection of the effectiveness of the REU programs,overall, it does suggest that a deliberate team structure must be implemented if teaminteraction is expected to be a result of the experience.Overall, the students reported a fruitful experience whether or not they engaged in teamactivities. Those who did experience team work, however, appear to report a

Collection

1997 Annual Conference

Authors

Andrew S. Lau

, and the biosphere. 3. They should be thermodynamically sound (efficient) in the generation and use of energy. 4. They should dynamically balance all costs. 5. They should promote human development. Page 2.132.5And perhaps most importantly, “appropriate technology requires that we reflect on our ends andvalues, before we commit ourselves to the development of new technologies, or even to thecontinuation and use of certain old ones.” Drengson sees the “transformation of thetechnological process into an art” where “technology is designed to enhance individual persons,ecological integrity, and cultural

Collection

1997 Annual Conference

Authors

Virleen M. Carlson; Susan C. Roberts; Kathryn A. Hollar

only copying and presentation costs withfaculty volunteers and TA Fellows left unpaid. As the program expanded and more TAs weretrained by the program, the budget increased accordingly and pay was included for the leaders inorder to reflect fairly the time commitment involved. The program currently costs roughly$50,000, is funded through the Office of Undergraduate Programs and includes food, workbookcosts, TA Fellow salaries ($1,400 each), Head TA Fellow salary and tuition support ($30,000),video equipment upgrades, and conference stipends. It is important to include funding forconferences in the budget in order to give the program, school, and the TA Fellow exposure. Anissue that needs to be considered when initiating a TA training program

Collection

1997 Annual Conference

Authors

Richard Campbell; Irma Becerra-Fernandez; Gustavo Roig; Gordon Hopkins

%; Non-Residents - 6%. FIU’s total minority enrollment isapproximately 17,500, or 63% of the total student population, while 58% or 16,153 students arefemale. Although the total numbers of females and minorities come close to reflecting the diversityof the local community, female and minority enrollment in the graduate science and engineeringdisciplines are not representative of their numbers in the local population. Specifically, Hispanicsmake up 34% and African Americans make up 9.5% of the graduate population in engineering atFIU, while they represent 50% and 21% of the local population, respectively.One of FIU’s greatest assets is that, unlike most universities, most of its alumni obtain employmentin the region, with 72% of all alumni

Collection

1997 Annual Conference

Authors

Thomas R Phillips

proposals for FIPSE, and in doing “pre-submission” reviews forclients. I will begin with a discussion of problems that can be fatal to a funding proposal.Remember that flaws in the proposal often reflect gaps in planning that can undermine a project inits second or third year. I will then move on to recommendations for planning an exchangeprogram. The goal is to help engineering faculties write competitive proposals.My observations are based on proposals for the program entitled “European Community/U.S.A.Joint Consortia for Cooperation in Higher and Vocational Education.” This program supports newworking relationships among academic institutions, non-governmental organizations, and industry,with a special interest in student internships. Here you

Collection

1998 Annual Conference

Authors

John T. Bell; H. Scott Fogler

the time this paper is presented. Page 3.626.9V. ConclusionThis paper has discussed the use of virtual reality in chemical engineering education, focusing onchanges that have occurred since 1996 and on implementation guidelines. Information has beenprovided on how to download and install the software, and recommendations made forintegration into a course curriculum. In particular, it is recommended that the modules beimplemented as an optional extra-credit activity, available 24 hrs/day, with a suitable set ofquestions to encourage analysis and reflection of the topics covered.VI. AcknowledgmentsThe authors wish to gratefully acknowledge the

Collection

1999 Annual Conference

Authors

Wayne Padgett

and record valuablevideo data of the flame and barrel hazards. Their precautions against heat were quite successfulat protecting the on-board electronics. New cooling fans on the computer and power boards kept Page 4.164.4them operating smoothly, and reflecting foil on the modems and effective use of shady areas keptthe other electronics in working order despite 105 Fahrenheit temperatures.Unfortunately, last minute component failures are a hallmark of this competition, and 1998 wasno exception. The hard drive used to develop the on-board computer code failed the day beforeflight day and had to be rebuilt from backups. The helicopter’s clutch

Collection

1999 Annual Conference

Authors

Michael J. Caylor; Bruce Chesley

Page 4.178.12 • Inquiry and discovery: stimulating critical and creative thinking, problem solving, and reasoning • Groups and teams: facilitating learning through group activities and team projects • Experience and reflection: drawing learning from the practical experience gained from participating in the projectThe effect of assigning cadets to small teams with dedicated faculty mentors is that this approachrequires a substantial commitment from the faculty to work closely with the students and witheach other. The need for strong communication and integration across all the faculty memberson the project is one of the primary challenges we face in executing the program.IV. ConclusionOur

Collection

1999 Annual Conference

Authors

Norman L. Fortenberry

engineeringeducation. This approach is similar to that used by Wankat in which he found that only 13.4percent of the articles published in the five years between 1993 and 1997 cited a specificeducational theory10. Page 4.64.4Two hundred fifteen papers (excluding educational briefs) in nineteen issues published betweenJanuary 1993 and January 1999 were examined (not including 6 issues published during thisperiod) for their conformance to the taxonomy indicated above as shown in Table 1. Multiplecounting was allowed for papers which appeared to cross multiple categories. The columnlabeled “Other” reflects articles which did not fit any of the other categories (for

Collection

1999 Annual Conference

Authors

Michael Morrow

. Page 4.65.5V. The CurriculumThe EE462 Microcomputer Interfacing course syllabus was redesigned to reflect the use of theDSK based lab station. The syllabus includes the topics as summarized below. TMS320 Register Architecture and Instruction Set Lab Station Memory Map, Bus Signals and Timing Parallel Interfacing, Address Decoding and Bus Control Serial Interfacing Techniques and Protocols Hardware Interrupts and Interrupt Service Routines Direct Memory Access (DMA) Controller Applications Display and Control Interfaces Signal Acquisition Final Design Integration ProjectEach topic area is supported by one or two hands-on laboratory design exercises that expose thestudents to a new device or

Collection

1999 Annual Conference

Authors

Patricia M. Yaeger; Rose M. Marra; Francesco Costanzo; Gary L. Gray

the learning process.1.2 Interactive, Student-Centered Learning “Student-centered instruction is a broad teaching approach that in- cludes substituting active learning for lectures, holding students re- Page 4.91.2 sponsible for their learning, and using self-paced and/or coopera- tive (team-based) learning” (Felder and Brent, p. 43). [12]Meyers and Jones [13] describe active learning as a way to provide “opportunities for students totalk and listen, read, write, and reflect as they approach course content—all of which requirestudents to apply what they are learning” (p. 1

Collection

1999 Annual Conference

Authors

William Durfee

to teach this kind of course; (6) It is impossible or difficult to evaluate designprojects which means we can’t give students grades. In reality, creating and running a coursebased on hands-on projects need be no more resource nor staff intensive than a course based ontraditional problem sets. And, what a student learns or didn’t learn is reflected just as much in adesign and the documentation associated with a design as it is in a problem set. Thus, one of theproject goals was to demonstrate that hands-on activities could indeed take place in large,undergraduate engineering courses.III. Course Description“Introduction to Engineering I & II” (ME1010/12) is a new, required two-quarter lower divisiondesign course. The course was built on a

Collection

1999 Annual Conference

Authors

Alfred J., Jr. Bedard

• Maximum height -- six feet • Easily disassembled for storage • Easily transported • Safe • Multi-disciplinary • Reliable • Include analysis • Demonstrate Creativity/ingenious problem solving • Short repetition time • Professional appearanceThe grading structure is reflective of these requirements and reinforces the students needto address each of these areas in their design work. The scoring sheet includes each often areas weighted equally at ten points. The areas are: Page 4.316.31. Safety1. Multi-disciplinary1. Reliable1. Analysis component1. Creativity1. Problem solving7. Short repetition time1. Professional Appearance1. Presentation1

Collection

1998 Annual Conference

Authors

James A. Houdeshell; Robert Mott

wide variety of learning styles.All of these factors contribute to a stronger resource base, a curriculum linked to the real-world,and higher skilled facilitators who will reach more students with engaging and meaningfulactivities which will better prepare participants for success in the 21st Century.* Partial support for the National Center of Excellence for Advanced Manufacturing Education has been supplied bythe National Science Foundation under grant number DUE-9454571. Any opinions, findings, and conclusions orrecommendations expressed in this paper are those of the authors and do not necessarily reflect those of the NationalScience Foundation.References1. Society of Manufacturing Engineers (1997), "Manufacturing Education Plan: Phase I

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

indicate Page 22.1024.6that “design- and project-based learning” and the “Grand Challenges” contextualizationwill be included in their future teaching experiences. They share that starting with“hands-on exploration”, for example “starting with the flashlight activity,” will be pointof access to STEM that they can implement with their students. In teaching strategies,they specified “KWL charts, mindmaps, and Think & Tag” as forms of effectivebrainstorming, reporting, and reflection. Creating an educational environment thatincludes “centers, collaborative learning, laboratories, and modeling” is indicated in thedata to be a key strategy that enhances

Conference Session

Aerospace Curriculum and Collaborations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Valana L. Wells, Arizona State University; Jenefer Husman, Arizona State University; Praveen Shankar, Arizona State University; Wen-Ting Chung, Arizona State University

Tagged Divisions

Aerospace

(Homework Assignment #3).Students complete six assignments throughout the semester: 1. Integrating pressure and stress to get forces on an airfoil. 2. Forces on a NACA 0012 and a NACA 2412 airfoil. 3. Lift and drag as a function of angle of attack for cambered and uncambered airfoils. 4. The effect of airfoil thickness. Comparison with thin-airfoil theory. 5. The Oswald efficiency factor and three-dimensional lift curve. 6. Skin friction and pressure drag as a function of angle of attack.The assignments require considerable effort in computing, reporting and reflecting on results.Several also require problem solving using thin-airfoil theory, lifting-line theory or boundary-layer results. It is expected that students produce

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College

Tagged Divisions

Chemical Engineering, Educational Research and Methods

ProblemsChallenge-Based (CBI) is (or, at least, can be framed as) a variant of PBL: rather thanapproaching course material as a sequence of topics, CBI presents material through aseries of specific challenges or modules. The development of CBI was inspired byadvances in learning science brought forward in the 2000 book “How People Learn”12,and is centered around a learning cycle (typically the STAR.Legacy learning cycledeveloped at Vanderbilt University). After presenting the challenge, students reflect oninitial thoughts, then receive information in the form of perspectives and resources; theythen apply what they have learned and are assessed in some form, and finally, thechallenge is solved either by the student or an expert or some collaboration between

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder; Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Stephen J. Krause, Arizona State University; David L. Silverstein, University of Kentucky

Tagged Divisions

Chemical Engineering

?AcknowledgementsSeveral of the panelists gratefully acknowledge support from the National Science Foundation’sCourse, Curriculum and Laboratory Improvement Program, under the grant NSF 1023099,“Collaborative Research: Integration of Conceptual Learning throughout the Core ChemicalEngineering Curriculum.” Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. Page 22.1317.9References1. Elby, A. (1999). Another reason that physics students learn by rote. American Journal of Physics 67, S52.2. Bransford, J., Brown, A., and Cocking, R

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Jefferson Baird, University of Pittsburgh; Schohn L. Shannon, University of Pittsburgh

Tagged Divisions

Chemical Engineering

students to comment onhow the repetitive structure of the ChE lab course has impacted their education and academicdevelopment.Results of the SurveyOf 90 students in ChE 101, 76 responded and 67 of the 78 students in ChE 301 responded. Thepercent of students’ responses from both courses are compared in Table 3. The number ofrespondents per question for ChE 101 and ChE 301 are tabulated in Tables 4 and 5, respectivelyand are presented at the end of the paper.Discussion of ResultsIt is important to note that this survey reflects the student attitudes towards the lab courses and Page 22.1579.5does not provide a direct measurement of the actual

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University

Tagged Divisions

Chemical Engineering

students halfway to being able to do it as well as their professors, justtaking longer (3.5). Lastly, the students were asked to reflect back on their skills at thebeginning of the course and compare them to the end of the course when they completed thesurvey (Q28), the average felt they were somewhat better now (4.2) with graduate studentslanding halfway between ‘no change’ and ‘somewhat better now’ at 3.5 and undergraduatesbeing between ‘much better now’ and ‘somewhat better now’ at 4.5. This ties back into the firstquestion which asked if the students thought the class was a good use of their time, which amajority did. Page

Conference Session

Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Seung Youn Chyung, Boise State University; Joe Guarino, Boise State University; Marion Scheepers, Boise State University, Department of Mathematics; Rey DeLeon, Boise State University, Mechanical & Biomedical Engineering Department; Charles Adams, Boise State University; Paul Williams, Boise State University

Tagged Divisions

Computers in Education

” grant and the “CloudComputing Services in Education” grant from Hewlett Packard. Any opinions, findings, andconclusions expressed in this material are those of the authors and do not necessarily reflect theviews of Hewlett Packard.Bibliography1 MathWorks, Inc. (1994-2010). MATLAB. http://www.mathworks.com/products/matlab/2 Prabhu, G. S., & Shankar, P. M. (2002). Simulation of flat fading using MATLAB for classroom instruction. IEEE Transactions on Education, Vol. 45, No. 1, 19-25.3 Shiakolas, P. S., Chandra, V., Kebrle, J. , & Wilhite, D. (2002). Engineering design, analysis, and simulation for education using MATLAB via the World Wide Web. II. Representative examples - System simulation and planar mechanism

Conference Session

Computers in Education Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Colin Coghill, University of Auckland

Tagged Divisions

Computers in Education

teachers: students of senior physics are by no means guaranteed a teacher whomajored in physics. Such students are most likely disadvantaged in terms of both subjectskills and inclination to further study. The American Society for Engineering Education,reflecting the nation‟s anxiety over the situation in the U.S., in 2003 established a K-12 &Pre-College Engineering Division (website available at http://k12division.asee.org/).Many universities are now funding outreach programs to increase the number of engineeringundergraduates 4-15. Ideally, such outreach programs should have two positive outcomes:participating students should be both better prepared for and better informed aboutengineering careers. The University of Auckland‟s (UoA‟s

Conference Session

Hardware Applications

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gary Spivey, George Fox University

Tagged Divisions

Computers in Education

http://engr.georgefox.edu/Chirps.Acknowledgements This material is based upon work supported by the National Science Foundation under GrantNo. 0720526. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Page 22.1432.12References1 G. Spivey, B. Harder, , “Starting a Multidisciplinary Senior Capstone Design Course”, 2007 Capstone Design Conference, June 2007, Boulder, CO.2 D. Heer , R. Traylor, T. Thompson., and T. Fiez,, “Enhancing the Freshman and Sophomore ECE Student Experience using a

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Cook, Northern Arizona University; Perry G. Wood, Northern Arizona University; Theodore A. Uyeno, Northern Arizona University

Tagged Divisions

Design in Engineering Education

based on medical imaging (CT) scans. 2. Replace natural soft tissue joints with mechanical joints in order to articulate the bones of the model. 3. Design the joints to reflect actual joint motion seen in bullfrog feeding behavior. List of Specifications. After our student translated the needs described by our Page 22.1536.3biologist into problem definition objectives, the next step was to prepare a list ofspecifications. The specifications included both required and desired designcharacteristics and were categorized as follows: 1. Performance (definition of the eleven major flexible joints in the skeleton and

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

Page 22.1510.7effectiveness of such activities with undergraduate engineering students. While these results are very encouraging, there is a need for significant future analysis. We are inthe process of examining two additional features of student learning gains, long-term retention andtransfer. In future work, we will examine how effectively the activities promote conceptual learninggains immediately after their completion compared to student performance on the concept questionsseveral weeks after the activity. In addition, 25% of the concept inventory questions reflect the situationsfound directly in the inquiry-based activities. Because of that parallel construction, it would be importantto examine and contrast student performance

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hector A. Ochoa, University of Texas, Tyler; Mukul Shirvaikar, University of Texas, Tyler

Tagged Divisions

Electrical and Computer

students were given a survey composed of sixteen questions to evaluate the success of thecourse. The survey is given to the students the last week of the semester during class. Theprofessor is required to leave the classroom while the students fill out the survey. Since some ofthe questions are reflective in nature, in the following years the authors will seriously considermodifying the survey methodology to include two surveys: one at the beginning of the class andone later. One of the major difficulties with this approach is to quantify and measure items like“knowledge of the area of electrical engineering” at the beginning of the course. The first sixquestions of the survey are committed to obtaining information about the amount of knowledge

Conference Session

New Developments in Teaching Electromagnetics and Related Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yong Xu, Virginia Tech; Kathleen Meehan, Virginia Tech; Cortney V. Martin, Virginia Tech; Alan B Overby; Xiangyu Wei, Virginia Tech

Tagged Divisions

Electrical and Computer

compare the results from themeasurements with those obtained from the steps performed in the Analysis and Modeling.The students are required to submit a lab report, which is graded and returned to providefeedback to the students.Concepts to Experiments Page 22.1669.5The concepts integrated into the first four experiments are: far-field angle, numerical aperture,collection efficiency, Malus’ Law, Beer-Lambert Law, and total internal reflection. Theexperiments that cover these concepts are: Propagation in Free Space and DetectorResponsivity; Coupling Efficiency; Polarization and Vector Dot Product; and Total InternalReflection and Absorption