Collection

2001 Annual Conference

Authors

Russell Barton; Mary Frecker; Joseph Goldberg; Gary Stump; Britt Holewinski; Timothy Simpson

profitability.In this paper we present preliminary results from a graphical design environment developed tointegrate design visualization research into the classroom to enhance student learning aboutmultiobjective design and optimization. By understanding the impact of graphical designenvironments on design efficiency, effectiveness, and satisfaction, we can improve studentunderstanding of multiobjective optimization and its use for resolving tradeoffs during design.Another objective of this research is to develop and refine technology that can allow fastgraphical interfaces for commercial design environments such as Abaqus18, Patran19, and I-DEAS20. Our results can help to define performance requirements for approximation-basedgraphical interfaces

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2001 Annual Conference

Authors

Molly Johnson; Cathie Scott; Cynthia Atman

Session 2655 Preparing Engineering Graduate Students to Teach: An Innovative Course Design and Evaluation Cathie Scott,* Molly Johnson,** Cynthia J. Atman* *University of Washington/**Agilent TechnologiesIntroductionIn spring 2000 we designed and delivered a three-credit course to prepare students for careers inteaching. The course was offered through the industrial engineering department and was open toall engineering graduate students. Fourteen students enrolled—seven men and seven women—representing the industrial, civil and environmental, electrical, bioengineering, and

Collection

2001 Annual Conference

Authors

Nohemi Rubio; Lourdes Sanchez-Contreras; Connie Della-Piana

and extensive introduction to the process of research, mentoring, andteamwork. This paper examines BEST PRACTICE in light of students’ experience by focusingon the ideal research experience in relation to the actual research experience. Based on theanalysis a framework is developed for the design and evaluation of research experiences. Thechallenges of socializing students into a research community and developing culturallyresponsive evaluations when the diversity of students is increased are addressed.I. IntroductionIncreasing the number of students in engineering and science have become growing concerns forengineering and science programs across the nation. There is a strong movement in science andengineering education to include all

Collection

2001 Annual Conference

Authors

Mark Crozier

Session 3255 Industry Needs: Engineering Graduate Program Opportunities Mark L. Crozier University of St. ThomasAmerica has been the benchmark for technological innovation for over a century1. America’sexpertise with advancing a concept from initial thought to reality has been evident since thedawning of the Industrial Revolution, through designs and advancements in automatedmanufacturing technology, and the dawning of a computerized world culture. The mostsignificant recognizable catalyst facilitating the transition of a concept to physical reality is

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2001 Annual Conference

Authors

Pamela Hussen; Jose Castro; Robert J. Gustafson

would map directly to a company and whatever tool it uses 4) Quickly make a decision and go with it. Many things can be analyzed to death but environments are so dynamic the optimal solution is never the same. Future decisions are easier to make when more decisions are known and not “coming next week”.11. Design cost is multifaceted with major impacts sometimes conflicting. The matrix Page 6.149.4 management of most companies requires an extremely focused team that understands the Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001

Collection

2001 Annual Conference

Authors

Anant Kukreti

months. Each group were supervised by the Professor In-Charge of the project(author) and a Graduate Research Assistant. The paper presents how the whole research programwas planned and conducted, the details of the projects selected for the students, procedures used toevaluate the impact of the project, and what were the outcomes of the program. This paper willhelp others in planning similar experiences for engineering undergraduates.I. IntroductionThis paper describes the experiences provided in a Site for undergraduate research in "StructuralEngineering" with a special focus on techniques to study the “Development of EnhancedMaterials and Structural Assemblages Used for Seismic Performance Evaluation Studies” in theSchool of Civil Engineering

Collection

2001 Annual Conference

Authors

William Sullivan; Kimberly Sward; Janis Terpenny

, including thelearning modules. At the time of this first analysis, these modules were not as fully developed.A second experiment has already taken place since the first analysis. The next set of results,which should be forthcoming in the very near future, will examine not only the effect of theindustry collaboration, but more generally compare the use of technology in teaching theeconomics of engineering design. The experimental and control groups for the second round ofanalysis should distinguish clearly whether technology positively impacted the learningexperience. Further, in the second experiment, the study at UMass was not limited to honorsstudents, but included students of all capabilities.This research has been a collaborative effort

Collection

2001 Annual Conference

Authors

Charles Yokomoto; Maher Rizkalla

an ability to engage in life-long learningj. a knowledge of contemporary issuesk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Page 6.842.1 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”II. Our Capstone Design CourseOur capstone design course is a one-semester, three-credit design course where students work inteams on hardware, software, and research-oriented design projects. In addition to the designexperiences

Collection

2001 Annual Conference

Authors

Nakeya Norman; Janelle Meyer; Charu Dugar; Jason Keith

design given a set of choices • Determine (or estimate) how long various stages of the design problem take to complete and propose a timetable to meet the customer requirements for the design • Apply engineering principles to develop a model for the design to predict system performance • Invent a robust and functional prototype for the design problem • Gain practical design experience through teamwork and a hands-on approach • Develop a sense of responsibility to their design project and their design team • Demonstrate the working design, explaining key features and suggesting improvements given more time • Explain (or communicate) ideas in both written and oral formsItems listed

Collection

2001 Annual Conference

Authors

Richard Alexander; Jay Porter; James Ochoa; Rainer Fink

the classroom and laboratory• Students are highly receptive to "cutting edge" applications of technology• Students who work with faculty on research projects provide a "test bed" for the faculty to shape research results in a way that leads to effective integration of research process and findings into the curriculum.• Since the very nature of engineering technology is application, faculty take responsibility for continuously integrating "current practice" into their courses.• Because of the need for graduates to "hit the ground running," industry is often more interested in sponsoring and funding educational development projects (keeping courses and labs current and relevant) than research projects. At institutions where research

Collection

2001 Annual Conference

Authors

Ken Vickers; John Todd

successfully migrates to full commercialization.This course sequence has four objectives. First, the course sequence is designed to demonstrate toboth groups of students the necessity of having both types of educational expertise in anytechnology product development venture. Second, the course sequence is designed to increase theconfidence level of all the students that they can successfully create a new technology venture.Third, the course sequence is designed to bring a potential educated venture creation student teaminto partnership with a faculty member with research on the cusp of commercialization. Fourth,the course sequence provides hands-on skills for technology commercialization and relatedmanagement responsibilities. These objectives

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2001 Annual Conference

Authors

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

engineering programs.This paper describes a two-step method for developing teams and communicationsskills, and immediately exercising those skills in a practical introduction to the teamprocess using a simple PET (polyethylene terephthalate) soda pop bottle developedby the TIDEE (Transferable Integrated Design in Engineering Education) NSFsponsored project. Clearly defined team roles and communication skills areintroduced in a manner that allows a group of students to develop the synergyneeded for a successful team activity. Then a short design exercise (using a well-defined design process as a guide) is introduced to facilitate a practical applicationof both the design process and team and communication skills. The TIDEEteaching/learning model links

Collection

2001 Annual Conference

Authors

John Bourne

. Likewise, the knowledge mix atOlin might well contain a robust dose of entrepreneurship due to the superb opportunityfor collaborating with Babson in this area. Informed “guesses” may need to be made toprovide a knowledge mix that covers a wide set of possible futures.Community CenteredBetter learning appears to occur in community. What are the best practices; how can wedesign learning communities that work best, function at a distance, and persist pastgraduation? Of special interest are methodologies for maintaining a learning communityas students engage in learning experiences in industry, government and internationalsettings.The Impact of New MediaNew media will radically change the way students learn. We must understand how tobest make use of

Collection

2001 Annual Conference

Authors

Eric Warmbier; James S. Fairweather; P. David Fisher

similar engineeringservice courses.” This question led us to benchmark other institutions. This benchmarkingprocess and its results are the focus of the remainder of this paper.II. BenchmarkingStrategic PlanningGeorge Keller 6 was the first to call for the use of strategic planning as a common practice incollege and university administration. Since that time, many authors and practitioners haveechoed his call for tying resource allocation more directly both to institutional and programmaticneeds, and to performance 7-11. Many state policy-makers now argue for the use of performancemeasures, in particular student learning outcomes and faculty teaching and research productivity,to judge the quality of academic programs 12.Initially academic

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2001 Annual Conference

Authors

Narayanan Komerath

/ competitions5. Research team membersII-1. Summer InternshipsEach summer, one or two of our own students ask to work a full 30 to 40 hours per week, takingat most one class. These positions require substantial funds, so we can accommodate only one ortwo. In addition, we get an average of 1 student every 2 years paid by some other source, whoworks with us through the summer. Very positive examples: Physics student from SpartanburgCollege, Summers ’92 and 93. Student from French university system, on practical trainingassignment. Typically, these arrangements work best when the student has family or othersupport for staying in the area during the summer. Difficulties arose in another case where astudent with relatives 90 miles away got discouraged by the

Collection

2001 Annual Conference

Authors

Stephanie Eisenbarth; Siddhartha P. Duttagupta; Robert Walters; Paul Dawson; Joseph Guarino; George Murgel; Christopher Pentico

are continuously updated.The goal was to develop professionally-oriented, practical-experience based programs, whichcan readily incorporate cutting edge research and development into the curricula, and areconveniently accessible to the community. The key elements of the on-going program buildingeffort which are described below include development of infrastructure, laboratories, distancelearning courses, and a graduate research program, and innovative ways to recruit and retainfaculty.i) Partnerships for infrastructure development:In preparing for graduate programs while the undergraduate programs were only three years oldand growing rapidly, the College of Engineering anticipated a severe shortage of space foroffices, labs, and classrooms

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2001 Annual Conference

Authors

Frederick Orthlieb

markets. Such grants offer faculty and their students theopportunity for a more traditional, extended research experience, with adequate time to reflect on alternativeapproaches, design of experiments, interpretation of data and the technical and societal significance of findings.While undergraduate faculty are at some disadvantage in proposing such research unless their laboratories areparticularly well-equipped by virtue of ongoing graduate research activity, faculty who are willing to pursueresearch on industrially-significant topics that "fall in the cracks" among higher-priority R&D goals can use thesesources to develop a program of specialized, frequently methodological research work as a means of steadysupport for undergraduate

Conference Session

Are We Losing Our Minds (2470)

Collection

2001 Annual Conference

Authors

Stephanie Sanford; Kenneth Williamson

Are We Losing Our Minds (2470) Paper 1211 A Course in Difference, Power, and Discrimination For Engineering Students Kenneth J. Williamson, Stephanie Sanford Department of Civil, Construction, and Environmental Engineering/ Center for Water and Environmental Sustainability, Oregon State University, Corvallis, Oregon 97331AbstractOregon State University has adopted as a general education requirement that all studentsmust take a designated difference, power and discrimination (DPD) course. The DPDrequirement was created by the faculty to assist

Collection

2001 Annual Conference

Authors

Waleed Smari; Jon Stevens; Andrew Murray

Session 3225 Learning the Tools and Techniques of Geographically Dispersed Collaborative Design Via a Brief Student Project Andrew P. Murray, Jon M. Stevens, Waleed W. Smari, University of DaytonAbstractEngineering design collaborations with personnel and resources distributed throughout the globe,once experimental and cutting-edge, are becoming the standard operating procedure for manycompanies. Graduating engineers now enter a business environment that requires a sophisticatedunderstanding of collaborative design and the powerful new technologies that make it

Collection

2001 Annual Conference

Authors

Vinay Dayal; Jerald Vogel; Rebecca Sidler Kellogg

engineering content and learning from a traditional on-site learningenvironment to a web-based environment.As part of this experiment, two of the modules from the design sequence in the AerospaceEngineering and Engineering Mechanics program were converted to web-based delivery.Modules entitled ‘Design Modeling with Parameterization for Optimization’, and ‘FiniteElement Analysis for Practicing Engineers’, were selected since they are both important topicsfor practicing engineers in industry and popular with the students.Re-thinking the Content for the On-line EnvironmentThe goals for the project were carefully developed prior to delving into the details of the work.The instructors examined the content and reflected on their experiences, both in the

Collection

2001 Annual Conference

Authors

Jerome Lavelle; Peter Shull; Heather Nachtmann; Joseph Hartman; Robert Martinazzi; Kim Needy

the educator had requested 17 hours of topics outside of the defined core, theproblem would have returned an infeasible solution since there would not be enough hours tomeet the core requirements. In this situation, the educator would be asked to revise their inputs.This interaction with the user is complete when no more revisions are needed to the syllabus.The user would then have access to a database of information to aid in implementing thesyllabus.3. Extension of Model Use to other Engineering CoursesWhile it is believed that the model will have its greatest impact on the design and presentation ofEngineering Economy courses, the model can also serve as a useful resource for educatorsdesiring to incorporate engineering economy topics in

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2001 Annual Conference

Authors

Francis W. Derby

students, responsibilities as graduate research faculty, and as an adviser to studentProceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition. Page 6.80.3Copyright © 2001, American Society for Engineering Education.organizations. Whereas the related activities may not bear direct relationship to classroominstruction, they contribute to the nurturing of students. It is advisable to briefly describe theseresponsibilities so as to provide some idea of the time spent in these activities. For example, ifthe faculty person is in charge of a research laboratory with several research assistants, adescription of

Collection

2001 Annual Conference

Authors

Benjamin Flores; Walter Fisher; Pablo Arenaz; Connie Della-Piana

inception in the spring of 1998, the CircLES Program has become recognizedmodel on campus and elsewhere for creating a strong foundation for entering students tospringboard them toward a successful college and (eventual) professional career. Twoareas in the literature influenced the design of the program: (1) research on institutionaldeparture and persistence1 2 and (2) programmatic efforts focused on undergraduatecurriculum innovation/reform, specifically, learning communities 3 4 and the first–yearseminar.5Research on students’ departure and persistence in higher education reveals, that thedecision to depart or persist, is a function of the interaction between the academic andsocial context of the campus and students’ experiences and background

Collection

2001 Annual Conference

Authors

Mohammed Fadali; Michael Robinson

,life science, physical science, biology, chemistry and physics to determine how they addressedthe following three research questions: 1. Do the science textbooks use science conceptualknowledge and mathematical applications to make applications and connections to society? 2.Do the science textbooks use the science and/or mathematical knowledge in technologicalapplications? 3. Are any applications of engineering principles and design included in thelaboratory activities and the problems and questions within and at the end of the chapters? Sixolder edition science textbooks were compared to the newer textbooks for length and use ofmathematics. The results indicate that the newer texts do a good job in addressing questions oneand two but fall

Collection

2001 Annual Conference

Authors

Michael Carter; Sarah Rajala

, recognizing their responsibility to protect the health and welfare of the public, and to be accountable for the social and environmental impact of their engineering practice.4. To establish an educational environment in which students participate in cross- disciplinary, team-oriented, open-ended activities that prepare them to work in integrated engineering teams.5. To offer a curriculum that encourages students to become broadly educated engineers and life-long learners, with a solid background in the basic sciences and mathematics, an understanding and appreciation of the arts, humanities, and social sciences, an ability to communicate effectively for various audiences and purposes, and a desire to seek out further educational

Collection

2001 Annual Conference

Authors

Michael Gorman; Edmund Russell III; Donald Brown; William Scherer; Kathryn Neeley

the School of Engineering & Applied Science (SEAS) and administered by theSEAS humanities and social science faculty (Technology, Culture, and Communication/TCC). Asmentioned earlier, both experiences emphasize the integrated, comprehensive approach favored byABET as reflected in EC 2000. The similarities suggest opportunities for maximizing studentlearning and overall efficiency by using written products of undergraduate research to achieve anddocument the achievement of multiple educational objectives. Moreover, the two groups of facultyhave a history of successful collaboration at the graduate level2 and had worked together from thebeginning to design the capstone project to be compatible with the undergraduate thesis project.There

Collection

2001 Annual Conference

Authors

Yaw Owusu

are two major underliningprinciples behind this model and these are:1. Capacity to prepare our children adequately and get them into engineering education.2. The educational system must be such that it can keep the students in engineering, graduate them within a reasonable time with the best quality characteristics (high standards).Considering the above two principles, a systems approach design model has been adoptedin treating the entire educational process from pre-school through university level.Figure 2 provides a detailed schematic diagram for this global educational modeldeveloped by Owusu1. The model uses expert system and just-in-time techniques for theimplementation and evaluation of the educational process. The major team

Collection

2001 Annual Conference

Authors

Thomas Stanford; Michael Aherne; Duane D. Dunlap; Mel Mendelson; Donald Keating

corresponding learningand change requirements for ETL professionals. Indeed, a transformed approach to ETL graduateprofessional requires a transformed approach to thinking about our roles and responsibilities inhigher education, especially in the implied social covenant related to engagement, as expressedby the integrated pursuit of research, teaching and service for the greater social good.What we have been discussing regarding the future of ETL graduate professional is, if notrevolutionary, certainly transformational in nature. Creating a future involves a baseline on avery different set institutional practices and assumptions than have been pursued over the lasthalf century in American higher education. It involves change, and change

Collection

2001 Annual Conference

Authors

George DeLancey

Outcomes and Assessment Engineering programs must demonstrate that their graduates have (a) an ability to apply knowledge of mathematics, science and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate,, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context

Collection

2001 Annual Conference

Authors

Todd Giorgio; Sean P. Brophy

to plant, animal and human genetics. Biotechnologyadvances are applied to manufacturing processes for use in health care, food and agriculture,industrial processes and environmental cleanup, among other applications. Engineering plays anincreasingly important role in the development and practical application of biotechnology Page 6.265.1principles. A new biotechnology course, designed for fourth-year undergraduate and graduate Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationstudents was developed at