Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

William White; George Engel; Cen Karacal; Ai-ping Hu; Jerry Weinberg

; Exposition Copyright ©2005, American Society for Engineering Educationabout having taken the course, as well as strong positive feelings regarding the benefits of havingdone so. A number of students from each discipline expressed the opinion that this course pro-vided them with the most practical experience of any course thus far in their college careers.5. Future Work and EnhancementsThe multidisciplinary robotics design course will be taught again in Spring 2005. The assign-ments and course material shall be altered to reflect the student feedback and instructor percep-tions of what did and did not succeed in the pilot version of the course.5.1 Lab Assignment RestructuringA common complaint from students in the pilot

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

Julie Petlick; Alice Scales; Aaron Clark

% 7.33%Of interest to the researchers were degrees offered by participants’ institutions that aredirectly related to preparing engineering/technical graphics educators. Five participants (or10%) out of the 49 that responded to this section on the survey indicated that their institutionoffers some type of major in engineering/technical graphics teaching, compared to the 1998survey that indicated 15 percent offered this type of degree. Of the five that responded to thisquestion in the 2004 survey, three indicated their institution offers a B.S. or B.A. degree, oneoffered just a M.S. or M.E.d related to this area, and one said their institution offered both.Again, the population difference for the two surveys is reflected in the responses to

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

Erick Jones

accepted rule of thumb that coefficient alpha should be at least 0.70for a scale to demonstrate internal consistency. Coefficient alpha, commonly referred to asCronbach’s alpha, reflects internal-consistency reliability for the constructs in this study. It is not only necessary that an instrument be reliable, it must also be valid. Validity indicatesthat an instrument measures what it is intended to measure. Verification validation is defined asthe process of ensuring that a model represents reality at a given confidence level. This meansthat the mathematical model created should attempt to be a reasonable representation of reality.In this study the regression model attempts to score the level of CT. The inability of a model torepresent reality

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Pierre G. Lafleur; Jean-Paul Bailon; Bernard Clément

indication of the use of the computer-based tools, the number of questionsposted on the forum of the website is significantly higher in the 1035D version than that numberin the 1035C version. Several studies compiled in some meta-analysis 2, 3, 4 have shown thatcomputer-based instruction has a positive effect on the performance achieved by the students.However, we are not fully convinced that the computer-based tools have a positive effect onstudents’ success for the following reasons: • The didactic material is absolutely the same for the two versions of the course. In case of a positive effect of the computer-based tools on students’ achievement, this effect should also be reflected on the CT students. • The fact that

Conference Session

Engineering Education Research and Assessment II

Collection

2005 Annual Conference

Authors

Mary Nelson; Barbara Olds; Monica Geist; Ronald Miller; Ruth Streveler

tophysical property differences. These students will not have a reasonable explanation for theobservation that tile feels colder and thus, in interviews with students answering the Carpetquestion, we heard explanations like the following: “Tile doesn’t release the heat as quickly as the carpet so the tile feels cooler.” “The carpet is absorbing more radiation and the tile has a higher reflectance, so the carpet feels warmer.” Page 10.335.7 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Conference Session

BME Potpourri

Collection

2005 Annual Conference

Authors

Roberta Berry; Jonathan Olinger; Paul Benkeser

theories express the judgment ofexpert ethicists. The normative standards set forth in these codes, law, and applied ethicaltheories change over time in response to argument, experience, reflection, new knowledge, andchanging circumstances. But professionals can neither justify their current choices norparticipate in the ongoing process of revision to these normative standards unless they haveknowledge of them.Bringing these normative standards to bear is not an easy task. The normative standards set forth Page 10.296.5in a professional code or law may conflict with the normative standards set forth in an applied Proceedings of the 2005 American

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

George Bodner; Deborah Follman; Mica Hutchison

on a subset of the surveyquestions aimed at assessing students’ confidence in their abilities to succeed in ENGR 106 inaddition to identifying those factors that they attributed to influencing their confidence.Students’ self-efficacy beliefs concerning ENGR 106 were first assessed using a Likert-scale likeitem patterned after the cognitive thought-listing technique employed by Lent.33 Students wereasked to think about ENGR 106 and rank the extent to which they agreed with the statement: “Iam confident I can succeed in ENGR 106.” Following this item, students were told to reflect on Page 10.1113.4all of the factors they considered when

Conference Session

Curriculum: Ideas/Concepts in Engineering Education

Collection

2005 Annual Conference

Authors

Mark Henderson; Gerald Gannod; Barbara Gannod

written (in 7 words or less, including a noun and a verb) on a self-adhesive Post-it note or card 2) Team members silently move the Post-it cards around to form closely-related idea groups 3) If disagreement exists when grouping, make copies of the contested card and place in more than one group 4) Label each group with a header card, which clearly identifies and reflects the theme of the cards 5) If there are single idea cards that don't fit well with the other ideas, have the team decide if they should be kept (they may be excellent ideas thought of only by one person).This process was used on each of the first three questions. The results consisted of severalgrouped post-it notes, each with a student-generated

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Neal Ninteman; John Natzke

Course to Engineering Program OutcomesThe following is an assessment of the twelve program outcomes for Engineering Principles I & II, asrequired by ABET Criterion 3 (a–k). The program outcomes are written to reflect the mission andobjectives of George Fox University, a faith-based educational institution that is anchored in the liberal artstradition. It is noteworthy that this freshman course covers all but one of the outcomes, more than any otherengineering course we offer. a. an ability to apply knowledge of mathematics, science, and the engineering sciences for effective engineering problem solving—Problem solving techniques rely on an understanding of algebra, trigonometry, and basic science. b. an ability to design and

Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

Lisa Rosenstein; Jeffery Donnell; Christina Bourgeois

in all forms of engineering communication. What follows are selectedundergraduate classes in this required sequence and a description of what engineeringcommunications issues are raised in each class.CEE 3000—Engineering SystemsThis undergraduate engineering course incorporates a series of lectures on written, visual, andoral communication. After each lecture, homework that reflects the instruction on a particulartopic is assigned. For example, after a lecture on basic principles of engineering reports, thestudents are required to write a short report on a civil engineering system. Recent report topicshave included the Venice Tide Barrier Project and the Yangtze River Diversion Project. After alecture on visual communication, students are

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

Alfred Carlson

teaching methods. Submitted to 2005 ASEE Annual Conference Consistent with their written comments, the scores reflected the idea that thestudents did not feel they learned the material, that the course was not interesting, andthat I wasn’t prepared to teach the course. This was the worst student evaluation Ireceived in more than 20 years of teaching!Discussion Having used it to teach, I believe there are two incontrovertible facts about usingPBL in a junior level first course in thermodynamics at Rose-Hulman. The first fact isthat the students using PBL perform just as well on thermodynamics tests as do theircounterparts taught using conventional lecture and/or active learning in the classroom.The

Conference Session

Industrial-Sponsored Design

Collection

2005 Annual Conference

Authors

Karim Muci; Jonathan Weaver

.However, once the teams have completed the concept selection task, we ask them to representthe final concept that they have selected in as much detail as possible using a CAD model likethe one shown in Fig. 5. From our perspective, that CAD model constitutes one of the maindeliverables at the end of the first semester. During the second semester, we suggest that the students perform all following tasks: • System-level design • Detail design • Build alpha prototype • Test alpha prototype • Incorporate minor design changes that may be needed • Certify alpha prototype • Reflect on the results and the process In the case of the HTC senior design project sponsored by a company, a

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

H. Jung; Anthony de Sam Lazaro; Amanie Abdelmessih

sometimes ignored in a desire to produce a ‘good design’. Jenkins et al (4) propose a differentmodel – one which integrates previously completed technical designs with management- relatedissues. In this model, it is apparent that most of the earlier design experience was of a very highstandard and the integration of this design experience in the final capstone project waseffectively done by introducing project management and aspects of constructability (or DFM inother applications). In an electrical engineering program, Hines and Christie (5) have proposed amore focused model, flexible enough to cater to the changing needs of the power industry and, atthe same time, addressing more stable accreditation criteria. The projects reflect marketeconomics

Conference Session

Multidisciplinary Engineering Programs II

Collection

2005 Annual Conference

Authors

Scott Danielson; Robert Hinks; Mark Henderson; Chen-Yaun Kuo; Chell Roberts; Darryl Morrell; Robert Grondin

student objectives and outcomes using thesame mapping process as the program objectives. Table 2 shows the results.Developing Brand IdentityAn important step in the design process was the development of brand identity. Brand identity isa reflection of a program’s mission, vision, values and competitive position. It is a mixture ofattributes, tangible and intangible, which, if executed properly creates value and influence. Italso can align internal decision making and behavior in ways that are consistent with the brandand, therefore, with the department’s mission, vision, values and competitive position. Thedevelopment of brand identity was a valuable mechanism for refining and clarifying the team’scollective vision for the program.The director of

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Thaddeus Fowler; Suzanne Soled; Laura Koehl; Anant Kukreti

Appendix 2. Thisallowed for a tracking of what instruments need to be administered, when this should be doneand which objectives the data would support.Instruments were identified for each goal or objective as can be seen in the evaluation chart.Qualitative instruments included reflections, focus groups, written observations and portfolios. 2Quantitative instruments were primarily Likert scale ratings measuring attitudes, confidencelevels, and satisfaction and feedback levels about project implementation.4The formative evaluation offered the opportunity to create feedback loops for ongoingimprovement in the implementation of the grant. The analysis of the formative data led to thecreation of lessons learned and, where possible, adjustments to

Conference Session

TC2K Issues and Experiences

Collection

2005 Annual Conference

Authors

Ronald Land

either ‘not met,’ ‘met,’ or ‘exceeded.’Values of ‘0,’ ‘1’ and ‘2’ are assigned to these answers to generate numerical scores. The samequestions are asked of all students and all faculty, regardless of their campus locations, andsurveys are conducted in each course at every campus each semester. The two faculty inputs are – (1) a self-reflective general assessment of his or her success inachieving each expected outcome, and (2) individual assessments of each student’s success inachieving each outcome. The first of these is intended as a benchmark to compare to students’assessment of the class’s effectiveness (see below). As part of the general assessment, facultyare also asked to identify the specific tasks, tests, projects, lab exercises

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Tom Erekson; Kurt Becker; Maurice Thomas; Christine Hailey

., Shuman, L.J., Gottfried, B.S., “Do Freshmen Design Texts Adequately Define the Engineering Design Process?” Proceedings, ASEE Conference and Exhibition, 1995. 9. Atman,C. J., Chimka, J. R., Bursic, K.M., and Nachtmann, H.L., “A Comparison of Freshman and Senior Engineering Design Processes,” Design Studies, Vol. 20, No. 2., 1999, pp. 131-152. 10. Adams, R., Turns, J., and Atman, C. J., “Educating Effective Engineering Designers: The Role of Reflective Practice,” Design Studies, Special Issue on Designing in Context, Vo. 24, No. 3, 2003., pp. 275-294. 11. Koen, B.V., “Toward a Strategy for Teaching Engineering Design, Journal of Engineering Education, Vol. 83, No. 3, 1994, pp. 193-201. 12

Conference Session

Graduate Aerospace Systems Engineering Design

Collection

2005 Annual Conference

Authors

Paul Lagace; Earll Murman

for Engineering Education Annual Conference & Exposition. Copyright  2005, American Society for Engineering Education.!! could be achieved in aerospace engineering, not only would faculty be better prepared to teachsystem design, but they also would better understand the practical import of their research andteaching in their disciplinary specialties. One outstanding attempt to address this imbalance isThe Boeing Company’s A.D. Welliver Faculty Fellow Program10. This has provided over 100faculty members a summer internship to understand and reflect upon how the modern practice ofengineering can be incorporated into their academic strategy. Unfortunately, other companieshave not demonstrated the same vision to

Conference Session

Academic Standards & Issues/Concerns & Retention

Collection

2005 Annual Conference

Authors

Brian Manhire

catechizing or teaching how to write a sentence? But cries of dumbing down or politiciz- ing the classroom miss the point. No one cares about what is taught because that is not our charge. . . . We are in the business of creating a total environment, delivering an ex- perience, gaining satisfied customers. The classroom reflects this.40So, in a tacit arrangement, agreeable to both buyers and sellers, grade inflation serves as an ersatzproxy for the high academic achievement customers demand as part of the “experience” theypurchase so dearly.25, 34, 41 Branding has made un-inflated grades obsolete. Grades other than thehighest detract from the “best” educational experience on offer by creating unwanted unexpectedstudent-customer

Conference Session

International Engineering Education II

Collection

2005 Annual Conference

Authors

Radha Balamuralikrishna; Kurt Rosentrater

industrial technologistsmuch along the lines of those codes that exist for engineers which have been ratified by professionalbodies such as the NCEES and ASQ (American Society for Quality). In many ways, this papercomplements and augments that argument. We agree with his position and also go further to statethat accreditation standards for industrial technology programs should clearly specify ethics in thecontent domain of knowledge and outcomes assessment. Consistently, the Certified IndustrialTechnologist examination should reflect appropriate testing of a candidate’s knowledge and skill indealing with potential ethical issues of the profession.ADDRESSING THE NEEDSThe discipline of industrial technology has had a long history of adapting to the

Conference Session

Diversity: Women & Minorities in ET

Collection

2005 Annual Conference

Authors

Joan Begolly; Jennifer Gilley

andscience, and the presence of discouraging attitudes about girls in science and engineering are allfactors whose importance is diminishing. This is not to say that efforts to remedy these issues arecomplete, just that they are making progress. In the meantime, the matriculation of girls intoengineering and engineering technology programs is not reflecting this progress, which points toother factors such as interest in and understanding of engineering. It is therefore time to furtherrevolutionize the approach to recruiting women by defining what engineering and technology areearly on in a student’s education and emphasizing those qualities that are more likely to fit withgirls’ self-image such as creativity and communication skills. This will

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Rose Marra; Cherith Moore; Mieke Schuurman; Barbara Bogue

and now occurs at one-yearintervals during the fall academic term. These future data should allow us to ascertain whetherthe current results are anomalous or reflect a trend.However, even with the reduced data collection time period our results are worth discussing inlight of prior research. Our results that show a negative trend for the self-efficacy and outcomesexpectations scales are consistent with results from both Brainard and Carlin20 and Felder29. In alongitudinal study of Chemical Engineering students, Felder and his colleagues found severaldifferences between male and female students including, that female students’ (who began theirstudies exhibiting equal levels of academic ability as their male counterparts) expectations

Conference Session

Collaborations Between Engineering/Education

Collection

2005 Annual Conference

Authors

William Jordan; Laura Wesson; Bill Elmore; Norm Pumphrey; Kelly Crittenden

result of flight 2 Example is a novel answer not directly discussed in class ⇒ translated concept to related topic. 1 Example is one given in class 0 No answer or incorrect answer 5. What does “normally distributed” mean as it relates to statistics? Graph closely approximates a bell-shaped curve 2 Definition is correct 1 No mention of approximate. In other words, the answer does not reflect an understanding of the inherent nature of variability in data collection 0 No answer or incorrect answer 6. Give definitions for men, median, and mode as they relate to statistics. Mean – arithmetic

Conference Session

Web-Based Education

Collection

2005 Annual Conference

Authors

Steve Edwards; Hussein Vastani; Manuel Perez-Quinones

Reflection-in-Action”, SIGCSE’04, March 3–7, 2004, Norfolk, Virginia, USA, 2004, pp.7. HTMLArea, website last accessed on June 30th, 2004, http://www.interactivetools.com/products/htmlarea/ Page 10.1186.13 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education8. Isong, J., “Developing An Automated Program Checker”, Proceedings of the Seventh Annual Consortium for Computing in Small Colleges Central Plains Conference on the Journal of Computing in Small Colleges, Bransom, MO, The

Conference Session

Design and the Community

Collection

2005 Annual Conference

Authors

Leah Jamieson; Carla Zoltowski; William Oakes

reflect sound engineering design theories and processes. They are complimented by instructional guidelines for teachers and activities for fourth, fifth, and sixth grades students that align with the science curriculum and state academic performance standards. Delivered: A large variety of projects have been completed and implemented into the interactive Rainforest Room: An Air Cannon that shoots tennis balls and helps apply concepts such as force, gravity, air pressure, friction, and trajectories; A Laser Harp that uses lasers in place of strings to play notes; The Memory Basketball Game that demonstrates how memory affects learning via shooting baskets off an electronic-based backboard with and without

Conference Session

Computer & Web-Based Instruction

Collection

2005 Annual Conference

Authors

Tom Mincer; David McDaniel; Laurence Caretto

Toolbox provides calculations of thermodynamic properties in an Excel™spreadsheet. Calculations may be done for a variety of substances using a flexible input format.A graphical interface calculator is available for computing individual state points and complexmodels may be constructed from cell formulas, Visual Basic code, or a combination of the two.The software may be downloaded at no cost from www.spreadsheetworld.com.DisclaimerThe views expressed are those of the authors and do not reflect the official policy or position ofthe US Air Force, Department of Defense, or the US Government.Bibliography1 NIST Reference Fluid Thermodynamic and Transport Properties Database (REFPROP): Version 7.0, NISTStandard Reference Database 23, web page http

Conference Session

Curriculum: Ideas/Concepts in Engineering Education

Collection

2005 Annual Conference

Authors

Kofi Nyamekye; Yildirim Omurtag

loop, as a generic approach to reflect the fact that when the societal need changes thePh.D. program in engineering must adapt to it. An example of a newly established, innovativePh.D. program in Engineering at Robert Morris University (RMU) in Pennsylvania that attemptsto address some of these issues has been illustrated.1.0 IntroductionIn recent years, the U.S. has lost its manufacturing base to the emerging countries, such as Chinaand other Asian-Pacific countries. For example, China has now become the “factory floorcapital of the world.” The economic consequence of the loss of our manufacturing base isenormous. Today, U.S. engineering graduates must not only compete for the fewer engineeringjobs in the U.S., but they must also compete

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Zhifeng Kou; Sudhir Mehta

difficult adjustment for students. Students are concerned about content coverage in a PBL environment,21, 24, 26 which is also reflected in our survey. Another reason for students’ frustration might be the newness of students’ roles in PBL.28 The shift of students’ roles requires the students not only to adjust their own learning style but also to redefine their roles in the learning process.29-30 On the positive side, Schultz-Ross and Kline27 found that students’ discomfort and dissatisfaction levels decreased significantly by the end of a course. Our study confirmed the reports from other fields that students considered PBL to be effective in enhancing their confidence in judging alternatives for solving problems,30

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Waddah Akili

,” Journal of Engineering Education, vol.90, no.4, Oct. 2001, pp.491-497. Page 10.792.13 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education9. Wankat, P.H., “Reflective Analysis of Student Learning in a Sophomore Engineering Course,” Journal of Engineering Education, vol.88, no.2, April, 1999, pp.195 -203.Biography:WADDAH AKILIWaddah Akili has been in the academic arena for over 35 years. He has held academic positions at DrexelUniversity, Philadelphia, Penna (66-69), at King Fahd

Conference Session

Outreach and Recruitment

Collection

2005 Annual Conference

Authors

Abhijit Nagchaudhuri

knowledge base for effective teaching of mathematics includes pedagogicallyfunctional knowledge. Mathematics content development experiences should encourageteachers to connect concepts across a variety of mathematical content areas, connect themathematics they learn with the mathematics they will teach, and reflect on teachingwhile engaged in learning[5]. Teachers tend to teach mathematics in ways that areconsistent with how they learned mathematics[9-11]. Consequently, teachers needopportunities to reconstruct their understanding of mathematics content and expand theirviews of what understanding mathematics involves through curriculum and instructionalapproaches that are similar to those which they will later use in their classrooms[6