Conference Session

Technical Issues in Arch Engineering

Collection

2003 Annual Conference

Authors

Carol Diggelman; Michael McGeen

). Each material has unique origins,chemistry, properties, standards, construction industry applications and tradeassociations, which are included in this introduction.A related goal is to introduce students to research and communication skills that willenable them to access technical information on materials, evaluate that information forquality, summarize findings concisely and communicate those findings both in writingand orally. The student will assemble a portfolio of information that has the potential tobe a useful resource on materials throughout their academic career at MSOE and beyond.GRADING GUIDELINES: The course grade will be determined from three primaryactivities—lecture, project and laboratory. There are weekly quizzes (with the

Conference Session

Computed Simulation and Animation

Collection

2003 Annual Conference

Authors

Richard Layton

, Measurement, and Control, 119, pp.1-4.17. Doebelin, E.O., 1998, System Dynamics: Modeling, Analysis, Simulation, Design, Dekker, New York, pp. 417- 419, 539-544.RICHARD A. LAYTONRichard Layton received his Ph.D. from the University of Washington in 1995 and is currently an AssistantProfessor of Mechanical Engineering at Rose-Hulman. Prior to his academic career, Dr. Layton worked for twelveyears in consulting engineering, culminating as a group head and a project manager. He is chair of the Modeling andIdentification Committee of the Dynamic Systems and Control Division of ASME, and a member of the TeachingWorkshop Group of the ERM Division of ASEE, giving workshops on building student teams

Conference Session

Perceived Quality Engineering Education

Collection

2003 Annual Conference

Authors

Kena Burke; Paul Rainey

Survey during the winter and spring of 2000. The goals were to solicitinformation regarding achievement of the respective program’s educational objectives and toconfirm outcomes achievement.Most programs targeted alumni three years out of school. However, some programs targetedalumni three and five years out, to ask about professional licensure issues which were included intheir educational objectives. The intent was to gather information regarding alumni perspectiveon two aspects of the educational objectives: Achievement and appropriateness of objectives foreach specific engineering program. Also, more emphasis was placed on feedback regardingprofessional development, life-long learning and career choices. A place for commentsregarding program

Conference Session

Trends in Mechanics Education

Collection

2003 Annual Conference

Authors

Don Evans; Gary Gray; Francesco Costanzo; Phillip Cornwell; Brian Self

FrancescoCostanzo would like to acknowledge the support provided by the National Science Foun-dation through the CCLI-EMD grant DUE-0127511. In addition, Francesco Costanzo wishesto acknowledge the support provided by the National Science Foundation CAREER pro-gram throught grant No. CMS-9733653.References [1] “Annenberg/CPB math and science collection,”, 1989. P.O. Box 2345, South Aburlington, VT 05407-2345. [2] D. B ROWN AND J. C LEMENT, “Misconceptions concerning newton’s law of action and re- action: The underestimated importance of the third law,” in Proceedings of the Second Interna- tional Seminar on Misconceptions and Educational Strategies in Science and Mechanics, J. D. Novak, ed., 3, Ithaca, NY, 1987, Cornell University, pp. 39

Conference Session

Ethical & Industrial Issues in BME

Collection

2003 Annual Conference

Authors

Rosalyn Berne

a NSF CAREER award to study the ethics of nanotechnology. Page 8.896.10Proceedings of the 2003 American Society for Engineering Education Annual Conference & 10Exposition Copyright © 2003, American Society for Engineering Education

Conference Session

Technology, Communication, & Ethics

Collection

2003 Annual Conference

Authors

Paulette Beatty; Jackie Revuelto; Dianne Kraft; Carolyn Clark

benefits associated withthe array of practices under the learning communities’ umbrella. These benefits havebeen reported as improvements in student academic achievement, increased studentretention, student growth in self-esteem and self-confidence, and an increase in an arrayof student interpersonal attributes. To the extent that these outcomes can be replicatedthrough learning communities, faculty and administration are found as staunchsupporters. Lastly, learning communities are seen as fortifying students with skill setsthat ideally prepare them for a diverse array of professional careers. In essence, we seemto be about the business of fostering meaningful and lasting learning replete with “learnerindependence and choice, intrinsic motivation

Conference Session

Teaching Design with a Twist

Collection

2003 Annual Conference

Authors

Onofrio Russo; Gunter Georgi

research in highschool. Why is this? Normally these students are given the due date only. This is whymany students will wait until the last night before the project is due, and then work on theproject to try and finish it on time. Success is not ensured because time has not beenproperly allotted to perform the tasks as specified in the scope of work.The concept of milestones contributes heavily to the success of the project. As part oftheir contract (Syllabus) and in the specifications (Manual) milestones are clearly defined.This course requires students to maintain a Design Portfolio. This book includes weeklyprogress reports used to monitor the students’ progress and is a file the students’ may useafter course completion for their own career

Conference Session

Web Systems and Web Services

Collection

2003 Annual Conference

Authors

Marcus Huggans; Steve Watkins; Halvard E. Nystrom

amount of knowledgethat must be mastered for success and professional growth, yet pressure exists to reducethe curriculum requirements in many engineering programs to encourage student Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Page 8.814.1 Copyright  2003, American Society for Engineering Educationenrollment. Also, working engineers have a greater need to acquire knowledgethroughout their busy careers. Therefore, improvements in the effectiveness of theengineering learning processes are important issues. Better understanding of the learningprocess and application of

Conference Session

Models for Integrating Writing II

Collection

2003 Annual Conference

Authors

Rebecca Pinkus

professionalengineers who have decided to go into writing or teaching midway through theirengineering career. More importantly, and as our large course involvement proves, theUniversity of Toronto has a good number of engineering professors who actively work tohelp incorporate written communication skills into the student curriculum. Some of theseprofessors have also been quite helpful in helping the ECC staff with the technical contentof specific assignments, but they could increase their role by working even closer with usat times.Develop an assignment databaseSomething that our group is actively engaged in at the moment is to consciously begincollecting assignment samples and information throughout the year. While the assignmentstend to change from year to

Conference Session

International Collaborative Efforts in Engineering Education

Collection

2003 Annual Conference

Authors

Valery Sokolov; Tatiana Burukhina; Michael Dmitriev; Galina Zhukova

him achance of fast career and excludes an adaptation period which is inevitably experienced by ayoung specialist. As a rule, external students have no problems of dwelling and life. Besides,the external form of education is practically indispensible for those who has to combine labouractivity with study. That is why the number of external students is stably about 30% of thetotal number of students in Russian higher schools 18. Under conditions of developing marketrelations, the advantages which are given to the student by the external system of trainingessentially raise its chances not only of a survival but also make it more competitive in relationto other forms of training. However, it should be recognized that there are many

Conference Session

Trends in Mechanics Education

Collection

2003 Annual Conference

Authors

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

- and nanoscale mechanics.AcknowledgementsWe are grateful to the National Science Foundation though the Materials Research Science andEngineering Center (MRSEC) on Nanostrcutured Materials and Interfaces (award # DMR-0079983) and CAREER Awards to Wendy Crone (award # CMS-0134385) and Robert Carpick(award # CMS-0134571) for supporting the development of our curricular materials and theirimplementation. We would also like to thank the research groups of D.J. Beebe at the Universityof Wisconsin - Madison and J.S. Moore at the University of Illinois – Champaign/Urbana fortheir assistance in the early stages of the laboratory development

Conference Session

Activities for the Materials Classroom

Collection

2003 Annual Conference

Authors

S. Michael Condren; Ken Lux; George C. Lisensky; Donald Stone; Arthur B. Ellis; Anne Bentley; Amy Payne; Robert Carpick; Wendy Crone

%success rate; with the video prelab the success rate increased to over 90%.AcknowledgementsWe are grateful to the National Science Foundation though the Materials Research Science andEngineering Center (MRSEC) on Nanostructured Materials and Interfaces (award # DMR-0079983) and the Distinguished Teaching Scholars Program (award # DUE-0123904) forsupporting the development of our curricular materials and their implementation. This work isalso supported by the National Science Foundation through a Graduate Fellowship to AnneBentley, and CAREER Awards to Wendy Crone (award # CMS-0134385) and Robert Carpick(award # CMS-0134571).References1. J. Karoub, “Merrill Lynch Report Bullish on Nanotech as an Investment,” (Small Times, 2001), Vol. 2002.2. S. J

Collection

2001 Annual Conference

Authors

David Kelley

. (1993). The effects of cooperative learning and the use of an instructional self-learning guide onabstract concepts in genetics. Unpublished doctoral dissertation, University of Connecticut.5. Johnson, D. W. (1991). Human relations and your career (3rd ed.). Englewood Cliffs, N.J.: Prentice-Hall.6. Johnson, D.W. (1993). Reaching out: Interpersonal effectiveness and self-actualization (6th ed.). Needham Page 6.302.9Heights, Mass.: Allyn & Bacon.Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright2001, American Society for Engineering Education7. Johnson, D.W., &

Collection

2001 Annual Conference

Authors

Roman Morawski; Andrzej Krasniewski

societies, and –consequently – towards engineering education:− New technologies become out of date after ca. 3 years while the cycle of reaching full professional efficiency by a graduate is 6–8 years (4–6 years of study and 2 years of initial professional experience). Consequently, it seems to be useless to base the education of the future engineers on the ideas that will become obsolete at the beginning of their professional careers. The rapid advancement of technologies is accompanied by an exponential growth of the volume of engineering knowledge that cannot be unlimitedly added to the engineering curricula. This should be the reason for more synthetic and methodical teaching of the fundamentals.− The main competence of an

Collection

2001 Annual Conference

Authors

Rebecca Sidler Kellogg; J. Adin Mann; Ann Dieterich

,the students will also begin to develop skills appropriate to their professional careers. Instructorscan use rubrics to track the effectiveness of the instruction and to document the progress of thelearners.Rubrics in the laboratory courseThree faculty designed rubrics that were used in two multiple-section sophomore level laboratorycourses. One laboratory course complimented the basic strength of material course and the othercourse was an introduction to aerospace instrumentation. The two main goals for using therubrics were to provide students with explicit guidance in the preparation of their reports, oralpresentations, and laboratory notebooks and to permit more consistent grading across sectionsand instructors. Rubrics allow instructors

Collection

2000 Annual Conference

Authors

Brian S Macherone; Jagdish T. Gajjar; Cherrice Traver

engineering students bring into their undergraduate careers is thatengineering is practiced as a democracy. To dispel that notion and to introduce students to someof the realities of industries driven by bottom lines, deadlines, and product safety issues, a“project team” model was used. The task was broken into functional areas. Each area had a“project manager” and a team. The managers further subdivided the functions into tasks for oneor more students. Faculty members served as the project managers, a realistic analogy to industrywhere project managers tend to be senior members of the organization who have survivednumerous similar activities in the past.The overall structure of the project divided the participants into three groups. The major

Collection

2000 Annual Conference

Authors

Jeffery M. Saul; Rhett J. Allain; Duane L. Deardorff; David S. Abbott; Robert J. Beichner

pathetically thin results in learning and understanding–except in the very small percentage of students who are specially gifted in the field.” p. viiOf course, those few who manage to thrive within the current system are thusacademically successful and often go on to careers in academia where they continue thetradition. A lack of exposure to other instructional possibilities, coupled with the generalinertia of large universities, results in a stagnation of educational approaches. Manyschools are grappling with this problem by modifying lectures17, 26, 32, 35, 39, 40 orlaboratory5, 14, 27, 29, 34, 36 experiences. But because of well-established systems forpresenting and grading standard lecture-oriented courses, change is not easy.Nonetheless

Collection

2000 Annual Conference

Authors

Mark L. Smith; Kenneth E. Rowe; Carlos R. Morales; Rick L. Homkes

to our schoolsand determine if these areas fit into our own personal value system. If they do, we have to startor to continue developing in those areas. We must also start or continue a promotion and tenuredocument that displays our developments and enables us to continue teaching in the newmillennium. It is important, however, to remember that just as a proper balance of the areasabove is needed for a successful professional teaching career, a balance is also needed betweenour professional and personal lives.Bibliography1. Bloom, B., et al, The Taxonomy of Educational Objectives: The Classification of the Educational Goals.Handbook I: The Cognitive Domain. McKay Press, New York, USA (1956).2. Langan, D., Doran, M., Feinstein, D., &

Collection

2000 Annual Conference

Authors

Yvon Kermarrec; Ian R. Simpson

companies, who must provide a more personalized approach torecruitment.The use of the web for contacts with and between « Alumni » is certainly far less developed inEurope than in North America. Until recently, many European universities tended to neglectthis very important aspect of relations between the Institution of Higher Education, its currentstudents and its graduates.ENST Bretagne is approaching the problem in two ways :We organize an annual « Alumni Day » attended by around fifty of the college’s graduateswho are all practicing engineers in industry or in the academic world. Short presentations aregiven by the alumni, who then discuss their careers on an individual, more personalized basiswith any interested student registered at the

Collection

2000 Annual Conference

Authors

Douglas W. Fraser; Gary E. Rafe

technology, and managed the College’s workstation laboratory network.In addition to his desire to eschew the hegemonic personal computer operating system, his research interests includethe application of information system technology in manufacturing enterprises, automating the product design-to-manufacturing process, CAD/CAM integration, and the use of telecommunication technology for training andeducation.DOUGLAS W. FRASERDouglas Fraser has worked as a developer for AT&T and Lucent Technologies for sixteen years. He learned todevelop embedded systems using C in the UNIX environment there and has continued to practice that craft with briefforays into UNIX application development. Most of his career has concentrated on remote distributed

Collection

2000 Annual Conference

Authors

Rebecca A. Pinkus; Craig A. Simmons

students to learn how much they already know – and more importantly, how to apply that knowledge to their own writing. The aim of this first seminar is to provide the students with an opportunity to begin exploring the value of good writing versus the consequences of bad writing, and to provide a springboard for the rest of the course.Nov 1 Audience and Aims Who am I writing for? What is the purpose of this document? How can I be sure that what I write is appropriate for my intended audience? What are the consequences of writing something that is inappropriate for my audience? These are all very real questions faced by most engineers at some point in their career, if not on

Collection

2000 Annual Conference

Authors

Munir Mandviwalla; Chang Liu; Azim Danesh

primaryreasons for taking the class were to traveling time unnecessary and to alleviate time constraintsdue to their family or career. The remaining results of the questionnaire illustrate the advantagesand disadvantages of using technology in distance education using the interaction model.Learner-Instructor Interaction/Learner-Learner Interaction The learner-instructor interaction in Moore’s model provides the motivation, feedback, anddialog between the teacher and student. The learner-learner interaction is the exchange ofinformation, ideas and dialog among the students. Because both of these interactions are basedprimarily on the communication function, the two interactions will be discussed together.In the questionnaire, the majority of students

Collection

2000 Annual Conference

Authors

Winthrop J. Aldrich; M. Catharine Hudspeth

me, but by learning their method Iam able to show another students more then one way of solving a problem. As I look back I seethat I have learned many key roles which I use in my personal and student life and will use in myprofessional career.”Conclusion: A program such as Quest can have lofty goals and assess its success throughstatistical analysis of the subsequent performance of its participants; however, the studentsthemselves must endorse the program if it is truly to have worth. To assess this aspect, a formerfacilitator interviewed numerous former participants for their perspectives of the Quest program. They feel that Quest shows them how to study, how to manage time, and how to make aprofessional presentation. They also learned how

Collection

2000 Annual Conference

Authors

Karen Al-Ashkar

going to let technology determine our interaction or was this to bejust one component in the mixture? Certain assumptions were made about both of theseconsiderations, and these are thoroughly addressed in another presentation at thisconference.The third was centered around the experiences we anticipated for our students wheninteracting with our tradition-driven institution. For purposes of this discussion, I assumethat the term tradition indicates that we are discussing staff and practices that have dealtalmost exclusively with on-campus students. This impact of traditional practice on theeducational careers of non-traditional students has held my attention and dominated mywork since June of 1996; this work is what I’d like to share with youOur

Collection

2000 Annual Conference

Authors

Zheng-Tao Deng; Abdul R. Jalloh; Amir Mobasher; Ruben Rojas-Oviedo

ability to use the techniques, skills, and modern engineering tools necessary for Page 5.571.4engineering practice.AC2K also requires documentation that program outcomes and educational objectives havebeen met. ABET suggests use of: student portfolios, including design projects; nationally-normed subject content examinations; alumni surveys that document professionalaccomplishments, career development activities, employer surveys, and placement data ofgraduates.ASMEAlso in December of 1995, The American Society of Mechanical Engineers (ASME), issued areport entitled: Integrating the Product Realization Process (PRP) into the

Collection

2000 Annual Conference

Authors

Z. Yuan; T. Tang; Pratibha Gopalam; N. Liu; Chu R. Wie; Alexander N. Cartwright

State University of New York at Buffalo since August 1995. In1998, he received a NSF CAREER Award that supports his research on GaN based optoelectronic devices and hiseducational activities. He is Associate Director of the Center for Active Learning of Microelectronics andPhotonics.PRATIBHA GOPALAM : Pratibha Gopalam is a graduate student in the Electrical Engineering Department at theState University of New York at Buffalo. She is a member of the group developing educational Java applets at theCenter for Active Learning of Microelectronics and Photonics. She received her undergraduate degree in Electronicsand Communication Engineering from Bangalore University, India, in 1997. She worked as a software engineer forHewlett Packard India

Collection

2000 Annual Conference

Authors

Diana G. Somerton; Craig W. Somerton

• Developing Course Learning Objectives that ensure delivery of topics • Ensuring a curriculum that is consistent with the Program Educational Objectives • Utilizing Assessment Tools to evaluate the program • Involving Constituent Groups in the program evaluation • Recommending changes to the program • Implementing changes to the program • Assessing changes to the program • Iterating on the programThe goals of this CQI process are to graduate individuals with the strongest skills andbackgrounds for the mechanical engineering profession and to have our graduates succeed at thehighest levels in their careers. As shown in Figure 1, the ME 2000 program is composed of fourreview and feedback processes

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Wendy Reffeor; Jeffrey Ray

submission media. Please staple all problems in a given assignment together in numerical order.Academic Honesty: In order to learn this material, each individual must do homework problems. Since there is no absolute right answer when designing, many questions arise in performing even the simplest of problems. If you have not done your own homework, you will not have overcome these obstacles and will not know how to approach a different problem on an exam. In addition, and more importantly, you will not know how to approach these problems when you are faced with them during your career

Conference Session

Cultivating Professional Responsibility

Collection

2002 Annual Conference

Authors

Julia Williams

of their undergraduate career students engage in developing a full range of ethical skills. These include not only making judgments about whether some action is ethical, or which of a set of multiple choices is the best (or least bad), but skills such as the ability to: · Find statements of ethical standards by reputable bodies and evaluate the legitimacy Page 7.674.2 of those standards Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 2002, American Society for Engineering Education · Conduct an ongoing

Conference Session

Innovative Laboratory Instruction

Collection

2002 Annual Conference

Authors

Steven Hietpas

longer adequatelyprepares undergraduate students for a career in power engineering. The effective integration ofpower electronics, electric drives, and system related issues into the EMEC curriculum demandssignificant redesign of both the course and laboratory exercises. One such redesign is currently beingsupported under the Adaptation and Implementation track of the NSF’s CCLI program at SouthDakota State University3. Emerging from this work is an efficient pedagogical approach forintegration of power electronics, drives and the permanent magnet DC motor.Using a "just-in-time" strategy, successfully developed at University of Minnesota4 and furthermodified at SDSU3, four laboratory exercises and corresponding lecture material associated with