Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Marie Paretti, Virginia Tech

, faculty cancreate a concrete, measurable representation of student outcomes with respect to ABET a-k.Such portfolios, when combined with targeted assessment rubrics, can provide meaningfulavenues to track program development and success over time.In recent years, these capstone courses have been the subject of extensive discussion amongengineering educators. The design, development, teaching, and assessment of these courses haveprovided a rich focus for presentations at both FIE and ASEE conferences as well as for articlesin the Journal of Engineering Education, the International Journal of Engineering Education,and many disciplinary educational journals. In fact, the subject is so critical to engineering

Conference Session

Innovation in Curriculum Development

Collection

2005 Annual Conference

Authors

Louise Green; Barbara Quintiliano; Andrea Welker

active and collective, their information literacyskills can improve dramatically.Typically, students respond well to hands-on computer laboratories in which they search variousdatabases and retrieve electronic information. McGuigan (2001) notes that the Web is often thefirst source students explore when researching a topic. Davis (2003) also reports that students areusing fewer scholarly references, but that this trend can be reversed with properly constructedassignments.Active and peer learning are strategies often employed to teach a variety of topics. Theeffectiveness of these strategies is especially important because Manuel (2002) reports that thestudents at California State University viewed the “words of caution said by the instructor

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Glenn Ellis; Catherine Lewis; Susan Etheredge; Thomas Gralinski

pursued and answered thesequestions by exploring, experimenting with, and engineering pop-up books during a two-weekprofessional development summer institute, held at a four-year liberal arts college in thenortheastern United States. A team of faculty and students from the college's departments ofEngineering and Education and a secondary school technology education teacher led the project-based institute.The power and potential of pop-up books to teach teachers about engineering principles anddesign is the primary focus of the paper. The paper includes rich descriptions and examples ofthe pedagogical methods, models, and materials used to engage the teachers in paper engineeringthrough their immersion into the world of pop-up books. The

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

Susan Freeman

” (ActiveExperimentation). This led to keeping the focus on hands-on experiences in the classroom [9].A focus on Student-Centered Instruction [2] even helped with the classes where some lecturewas done, so that problem-solving and group work was always mixed in. Even more supportwas provided through attending an ExCEEd workshop (Excellence in Civil EngineeringEducation), where there were numerous examples of class demonstrations and innovative classactivities. The text provided with that workshop continues to be invaluable for teaching, alongwith Wankat and Oreovicz [11] who state that “Laboratory classes can be structured to reinforcelectures not with cookbook exercises but with the scientific learning cycle.” They provideexamples and options for both in-class

Conference Session

Increasing Enrollment in IE/IET Programs Poster Session

Collection

2005 Annual Conference

Authors

Susan Freeman

” (ActiveExperimentation). This led to keeping the focus on hands-on experiences in the classroom [9].A focus on Student-Centered Instruction [2] even helped with the classes where some lecturewas done, so that problem-solving and group work was always mixed in. Even more supportwas provided through attending an ExCEEd workshop (Excellence in Civil EngineeringEducation), where there were numerous examples of class demonstrations and innovative classactivities. The text provided with that workshop continues to be invaluable for teaching, alongwith Wankat and Oreovicz [11] who state that “Laboratory classes can be structured to reinforcelectures not with cookbook exercises but with the scientific learning cycle.” They provideexamples and options for both in-class

Conference Session

ERM Potpourri

Collection

2005 Annual Conference

Authors

Stefani A. Bjorklund; Norman Fortenberry

the 15 desired student outcomes in engineering education.I. Introduction This work is Phase III of a continuing effort to identify a comprehensive summary of andthe links between the student learning outcomes desired by engineering education stakeholdersand the most effective teaching and learning strategies associated with those outcomes. In PhaseI of this project we identified, through a thorough review of engineering education literature, anadditional five learning outcomes not specifically included in ABET’s 3a though k criteria [1].Although many more outcomes were mentioned in the literature, each of the five learningoutcomes was cited at least 16 times, which was also the number of times the least cited ABETEAC criterion was

Conference Session

Transitioning to an Academic Career

Collection

2005 Annual Conference

Authors

William Loendorf

developed with the students. They were learning to be engineers atthe same time that a former engineering manager was learning to become an effective teacher.Both learned a great deal from each other and together.Then the second academic year began bringing with it an entirely new set of challenges andopportunities. Instead of the activities becoming easier and perhaps somewhat routine, they wereeven more complicated and time consuming. New obligations required extra time and effortincluding committee involvement, starting a new series of courses, implementing new programs,planning for an additional new academic program, the pursuit of tenure, and of course teaching afull load of classes. How could all of this be accomplished?The second year

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Kerry Kinney; Tricia Berry

week and attends a weekly seminarfocused on research opportunities, graduate school issues and career development topics.Undergraduate students gain engineering and research experience while earning engineeringcourse credit. Graduate students participate in mentor training and skills developmentworkshops while gaining teaching and supervisory experience and enhancing theircommunication skills.The GLUE program has been very successful at UT Austin and has expanded rapidly from 13undergraduate student applicants and $4,500 in funding in 2003 to 68 applicants and $53,000 infunding in 2005. Although the program is open to both male and female students, the programhas successfully attracted a high percentage of female participants. Feedback from

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

KaMing Lai; James Webb; Robert Hendricks

and Dr. Steve Chen forproviding his Resistor Color Code tutorial program. We are also indebted to Professor NathanialDavis IV for allowing us to use the sections on the Lab Kit Description and Familiarization andon Circuit Breadboarding and Wiring from his ECE 2504 Lab Manual. By presenting thisinformation as common to students of both courses, we are able to minimize cost of equipmentto the student while assuring uniformity in teaching good laboratory practices regardless of theorder in which the courses are taken.We wish to thank the faculty and staff of The Bradley Department of Electrical and ComputerEngineering at Virginia Tech for their enthusiastic support for this project. Professors WilliamBaumann, Nathanial Davis IV, and Kathleen

Conference Session

International Engineering Education II

Collection

2005 Annual Conference

Authors

Waddah Akili

Active Learning: A Range of Options Intended for Engineering Faculty in the Arab Gulf States Waddah Akili Professor of Civil Engineering (Retired) Principal, Geotechnical Engineering Ames, Iowa, 50014, USAAbstract:This paper reviews the literature in search of common forms and strategies of active learning,engineering faculty in the Arab Gulf States (the Region) could add to their repertoire as viablealternatives to traditional teaching. The article is a follow up to previous work, by the author, onviable strategies to improve the classroom environment of engineering colleges

Conference Session

Curriculum Development in Computer ET

Collection

2005 Annual Conference

Authors

Yong-Kyu Jung

impacts on realistic, pre-industrial experiences at the early stage ofengineering education are also discussed.IntroductionTo teach embedded processor system design, students generally take a series of digital designcourses. For instance, courses on Digital Fundamentals and Logic Circuits [1] followed byComputer Architectures [2] are typically taught in the classroom. To accelerate the practicallearning process in the classroom, rapid digital system design [3] using field-programmable gatearrays (FPGAs) is often added to the existing curricula. Using FPGA-based prototyping requireslearning at least one hardware description language, such as VHDL or Verilog HDL. However,we are continuously challenged not only to reduce the time for teaching the

Conference Session

Innovative Curriculum Developments

Collection

2005 Annual Conference

Authors

Madhumi Mitra; Abhijit Nagchaudhuri

utilized at present on this tract with uniformapplication of fertilizers and seedlings. No special irrigation or weed managementtechniques are currently used. The overall objective of the first phase of the ECPA effortsat UMES will be to develop baseline data via systematic record keeping, whilecontinuing with the current farming practices. This data will be valuable in the future toα Associate Professor, Department of Engineering and Aviation Sciencesβ Assistant Professor, Department of Natural Sciencesδ Dean, School of Agriculture and Natural Sciencesε GIS Laboratory Coordinatorφ Lecturer, Department of Engineering and Aviation Sciences (Aviation Program

Conference Session

Curriculum Development in Electrical ET

Collection

2005 Annual Conference

Authors

Jay Porter; Benjamin Brannaka

Session 3247 Using Signal Express to Automate Analog Electronics Experiments B.D. Brannaka, J. R. Porter Engineering Technology and Industrial Distribution Texas A&M University, College Station, TX 77843Introduction It is well known that many undergraduate students, especially in engineering technologyprograms, learn best through hands-on experience. Thus, when teaching analog electronics, it iscritical to provide the students with a meaningful laboratory experience. While this soundsstraightforward, it is often difficult to

Conference Session

Curriculum Development in Electrical ET

Collection

2005 Annual Conference

Authors

Walter Banzhaf

Session 3247 Electrical Fundamentals - Make Them Come Alive for Students Walter Banzhaf, P.E. College of Engineering, Technology, and Architecture University of Hartford, West Hartford, CT 06117IntroductionMany laboratory experiments we ask students to perform in electrical fundamentals laboratoryclasses are unnecessarily unexciting. Such tasks as determining the current through R7 of aladder network with eight resistors (does a first-semester student really care about R7, or itscurrent?), or verifying Kirchhoff's Voltage Law in a circuit with only resistors

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Bradley Burchett

successful.References 1. Manual for Model 210/210a Rectilinear Control System, Educational Control Products, Bell Canyon, CA, 1999. http://www.ecpsystems.com 2. Burchett, B. T., “Parametric Time Domain System Identification of a Mass-Spring-Damper System”, submitted to 2005 ASEE Annual Conference & Exposition. 3. Burchett, B. T., and Layton, R. A., “An Undergraduate System Identification Laboratory”, Proceedings of the 2005 American Control Conference, Portland, OR, June 8-10, 2005.Author BiographyBRADLEY T BURCHETT is an Assistant Professor of Mechanical Engineering. He teaches courses on the topicsof dynamics, system dynamics, control, intelligent control, and computer applications. His research

Conference Session

Controls, Mechatronics

Collection

2005 Annual Conference

Authors

Stephen Pennell; Peter Avitabile; John White

andMathematics) material fits into all of their engineering courses. Because they have no clear-cutreason to embrace these concepts, the students hit the “reset button” after each and every course.This often comes back to haunt the students in subsequent upper level classes which require afirm understanding of this material.A new multisemester interwoven dynamic systems project has been initiated to better integratethe material from differential equations, mathematical methods, laboratory measurements anddynamic systems across several semesters/courses so that the students can better understand therelationship of basic STEM material to an ongoing problem. This paper highlights the overallconcept underlying the new approach. A description of the project

Conference Session

Materials and Manufacturing Processes

Collection

2005 Annual Conference

Authors

Mark Palmer

notes and exercises, laboratory experiences (joining, physical testing, and metalography),and assignments.This progress report will focus on all aspects of this newly developed course including pedagogy,course content, and course structure. Results of course assessments and continuous improvementwill also be presented.Motivation and Need for CourseBefore introducing the details of the course, it is felt that one needs to better understand themotivation for creating a new upper level course. In this section of the paper the motivation forchanging undergraduate engineering will be reviewed. This section concludes by demonstratingthat there is currently a need to change the upper level courses. “Proceedings of the 2005 American Society for

Conference Session

Attracting Young MINDs

Collection

2005 Annual Conference

Authors

Michele Auzenne; Jeanne Garland; J. Phillip King; Ricardo Jacquez

. Theprimary challenges were resource-related ones, in addition to the challenge of coming up withdesign projects for students who lacked the academic training and experience to research anddesign projects that were challenging yet not too sophisticated for their developmental levels.Resource-related ChallengesA bridge program demands a great deal of preparation involving coordination with many entities,including the following: • admissions and financial aid departments of the admitting university where the program is held; • staff of the program by whom the students must be screened, accepted, admitted, and compensated; • university faculty who lead the teaching and direct the field trips and laboratory tours; • other campus

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Robert Wicklein; David Gattie

/1.5% 24/8.8% 142/52.2% 102/37.5% associated text materials having the appropriate types of tools and 1/0.4% 20/7.2% 110/39.9% 145/52.5% test equipment to teach engineering design having the appropriate type of laboratory 2/0.7% 21/7.7% 111/41% 137/50.6% layout and space to teach engineering design developing additional analytical (mathematics) skills to be able to predict 3/1.1% 33/12.2% 151/55.7% 84/31% engineering results improving fundamental knowledge of engineering sciences (statics, fluid 5/1.8% 20/7.2% 149/54% 102/37% mechanics, dynamics) having access to practicing engineers to give 2/0.7

Conference Session

College/University Engineering Students K-12 Outreach

Collection

2005 Annual Conference

Authors

Brecca Berman; Gordon Kingsley; Donna Llewellyn; Marion Usselman

STEM Partnerships that Spill Over Marion Usselman1, Gordon Kingsley2, Donna Llewellyn3, Brecca Berman2 1 Center for Education Integrating Science, Math, and Computing (CEISMC) 2 School of Public Policy 3 Center for the Enhancement of Teaching and Learning (CETL) Georgia Institute of TechnologyIntroductionIn recent years the National Science Foundation and the U.S. Department of Education (DoE)have emphasized that universities have an inherent responsibility to assist the K-12 communityin improving student academic

Conference Session

Crossing the Discipline Divide!

Collection

2005 Annual Conference

Authors

Aiman Kuzmar

research like other types of research requires a suitable environment andresources. The nature and size of these requirements depend on the scope of the undergraduate Page 10.1367.2research itself, and vary from discipline to discipline. In general, a suitable environment consists “Proceedings of the 2005 American Society of Engineering Education Annual Conference & Exposition Copyright  2005. American Society of Engineering education”of offices and laboratories to carry out the research. The resources include equipment andmaterials. In all cases, funds are essential to carry out this research. In almost all cases

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Phillip Wankat

. Of the participating institutions, approximately two-thirds of the institutions wereabout evenly grouped in one of four categories: programs conducted by a formally recognizeddepartment or division, by someone on the dean’s staff, by a responsible faculty member orgroup of faculty members in addition to their teaching or research duties, and programsconducted in individual engineering disciplines. The remainder of the programs had uniquefeatures that did not neatly correspond with one of the other categories. The paper also presentssurvey data on how faculty, graduate and undergraduate students, and others are used inteaching, advising, and tutoring; advising services and how these are handled; and availabilityand administration of tutoring

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Amir Karimi; Dan Dimitriu

Copyright © 2005, American Society for Engineering Educationstudent’s preparation for future engineering practice. The course format is a three-hour lecturewith one-hour laboratory/recitation. The laboratory/recitation hour is limited to a smallenrollment (25) that allows student/instructor interaction in problem-solving techniques. Thetotal enrollment ranges between 250 and 275 students in Fall semester and 120-150 students inSpring semester. The enrollment during the summer session is around 50 students.The first part of the course is used to advise students in proper course selection and preparestudents for college life. Students are introduced to basic tools of survival in engineeringprograms. Topics include study skills, time management

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Thomas DiStefano; P. Aarne Vesilind; Richard Kozick; Thomas Rich; James Baish; Xiannong Meng; Margot Vigeant; Daniel Cavanagh

) Each of these books was selected because it highlighted an interaction betweenengineering and society in which many, often incorrect, ethical decisions were made. Each bookwas sponsored by one faculty member, who led the book discussion laboratory for that book andgraded the resulting papers. Students ranked their interest in the books, with the majority ofstudents receiving their first or second choices. In addition to buying and reading their elected book, students also read The Right Thingto Do: An ethics guide for engineering students, a book on ethics written specifically for thisaudience by Aarne Vesilind [4]. The book serves as a written reference for the material coveredin the lectures discussed above, including the seven step

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Ismail Orabi

Session Number 1793 Teaching an Engineering Course Online Using Blackboard Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences University of New Haven West Haven, CT 06516AbstractOnline-based course delivery has become an attractive option for expanding its reach to newstudents and to added flexibility and convenience of existing students. Since the academicsemester of spring '03, the students at the University of New Haven (UNH) have

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Norma Mattei

engineering faculty is quite limited. These faculty usually do not have the benefit ofsimilar mentors and peers at their institutions on whom they can rely for coaching and support.To help level the playing field, a series of three-day workshops have been sponsored by theNational Science Foundation for the past decade, occurring every other year since 1995.Participants of these workshops are women and minority engineering faculty who are in the firstthree years of a tenure-track appointment and PhD candidates actively looking to becomeeducators. The benefits of the workshops include enhanced participant awareness of research andfunding opportunities and what is required to be successful in academe (teaching, publishing,outreach, etc

Conference Session

Astronautics and Space Technology

Collection

2005 Annual Conference

Authors

Robert Melton; Michael Micci; Deborah Levin; Charles Croskey; David Spencer; Sven Bilen

Professor of Electrical Engineering at PennState University. His educational interests include the engineering design process and bringing technology to theclassroom. At Penn State, he most often teaches courses in electronics and laboratory techniques. He is also aSchreyer Honors College advisor and a member of IEEE, AGU, and ASEE.ROBERT MELTON (BS Wake Forest Univ., MS and PhD Univ. of Virginia) is a Professor of AerospaceEngineering at Penn State. His educational research interests include development of peer-evaluation instrumentsfor team-based design projects and improving collaborative learning in large classes. He is a Fellow of the AAS, anassociate fellow of AIAA, and a member of ASEE and Sigma Pi Sigma.DAVID SPENCER (BS Univ. of Kentucky

Conference Session

Design of Lab Experiments

Collection

2005 Annual Conference

Authors

Timothy Schurmann; C. Stewart Slater

torr (mmHg) vacuum gauge. Downstream or V-9 FT-1 permeate-side pressure is maintained with a V-12 V-10 V-4 vacuum source. A laboratory vacuum pump VT-1 VC-1 VC-2 (~0.1 torr capability) is connected to the Zenon

Conference Session

ABET Issues and Capstone Design

Collection

2005 Annual Conference

Authors

Kendrick Aung

capstone classes for the last three years in theDepartment of Mechanical Engineering at Lamar University. The paper presented difficultiesand problems encountered in completing these projects from the viewpoints of both instructorand students. Each project and the problems associated with it were discussed in details. Theexperiences and lessons learned from these projects are applicable to most capstone designprojects and thus, the paper will be beneficial to other instructors teaching capstone designclasses.Introduction Senior capstone design classes represent the penultimate experience for undergraduatestudents in completing their bachelor degree. These classes require higher learning skillsinvolving analysis and synthesis of knowledge and

Conference Session

Recruitment and Retention

Collection

2005 Annual Conference

Authors

Tom Eppes; Peter Schuyler

entry-levelpositions in industry. This necessitated an evaluation of both the laboratory and theory content ofeach course.During this portion of our analysis, we pondered many difficult and often philosophicalquestions regarding the curricula. In discussions amongst ourselves, with employers, graduates,and our IAB, we heard that graduates should be “ well versed in the basics…”, and they shouldhave “ an exposure to a variety of advanced concepts and technologies”. The most difficultquestion that arose was “what are the basics?”, and “how much of the curriculum should bespent teaching them?.” The only conclusion we were able to definitively agree upon is that astime passes the breadth of knowledge that constitutes “the basics” continues to