Conference Session

First-Year Design Experiences

Collection

2005 Annual Conference

Authors

Teodora Shuman; Greg Mason

team. TheBESTEAMS Peer Evaluation Form was modified by adding the following questions: “Does theteam member contribute to:” 1) everyday hands-on work and drawings, 2) writing of the projectreport, 3) management of the design project, and 4) engineering and technical components of theproject. This questionnaire is used to differentiate the team member grades on the report and thepresentation.Team MilestonesTeams are evaluated as to whether they completed design and communication milestones by thedeadlines specified by the instructor. Those milestones include deadlines for prototypes,research memo, report, final presentation, peer evaluation, and others.IV. ABET EvaluationStudent performance in the design projects was linked to ABET Program

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Jennifer Light, Lewis-Clark State College

student learning and development theory andapplication.Evaluation methodology literature reviewMethods for evaluating learning communities have been proposed by Moore,16 Tinto, Love, &Russo,17 Wilkie, 18 and The Living-Learning Program Report.19 Moore used Perry’s20 theory ofintellectual development as a basis for measuring the effects of learning communities. A surveyinstrument, the Measure of Intellectual Development (MID) an essay-writing test derived fromPerry’s work was used to determine impacts from the learning community. The MID was givento learning community participants and also to peers who were then scored on a 1.0 to 5.0 systemrelating to where they stand in Perry’s intellectual development scheme. Intellectualdevelopment was

Conference Session

Accreditation and Related Issues in ECE

Collection

2005 Annual Conference

Authors

Susan Lord

nontraditional. All of these aspects fitin with the strategies for developing lifelong learning described by Parkinson6 and McCombs9.Course Activities Related to Lifelong Learning and Contemporary IssuesLiterature Research Project: Paper and PresentationStudents explored an area more deeply by writing and presenting a paper on a topic of theirchoice. Multiple opportunities for peer review and criticism are provided to help studentsdevelop their communication skills as well as requiring them to think at the highest level ofBloom’s taxonomy “Evaluation”10. As Mourtos7 describes, operating at these higher levels isi Page 10.1484.2 Due to the

Conference Session

Retention Issues

Collection

2005 Annual Conference

Authors

Walter Fisher

Seminar in Critical Inquiry ………………… 3 Science elective .......……………………………………………… 4 18 hrs Second Semester BE 1205 Graphic Fundamentals …………………….. 2 ENGL 1312 Research and Critical Writing …………….. 3 MATH 1312 Calculus II ………………………………… 3 HIST 1301 History of U.S. to 1865 …………………… 3

Conference Session

First-Year Design Experiences

Collection

2005 Annual Conference

Authors

Tonya Peeples; Julie Jessop

that help the teams in studying the issues of housing designinclude a guest lecture by the CEO of PEER Consultants, P.C. (an international civil andenvironmental engineering consultancy), brainstorming sessions to generate ideas for the design,a virtual building assignment using Energy-10 software to evaluate the energy efficiency of avariety of building materials, and lectures on oral and written communications of technicalmaterial. Teams of four first-year students write a proposal for the design of a low-cost shelterand then build and test a prototype of the structure using a basic kit provided to them. Thedesigns are demonstrated during the final week of classes in a poster session where students,faculty and staff are invited to view the

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Rufus Carter; Claudia Milz

A Case-Study of Assessment in Materials Laboratory Claudia Milz, Rufus L. Carter University of Florida, Gainesville, FL 32611 / Marymount University, Arlington, VA 2220 Materials engineering students are often ill prepared to enter the workforce upongraduation. While students master the content knowledge they often lack critical skills forsuccess. Our industry feedback of internship students indicates weakness in the areas of:technical writing, critical thinking, professional attitude & teamwork, analysis, reasoning anddecision making. We have examined the effectiveness of new teaching and assessment methods in theMaterials

Conference Session

Workshop, Program, and Toolkit Results

Collection

2005 Annual Conference

Authors

Allen Estes; Ronald Welch

Peer Self Student • Good use of textbook in • I use material in the • I actually used the class. textbook every lesson. textbook more in your I cite and write on the course than in others. chalkboard equation numbers and figures.Assign design teams. In the real world engineers do not get to pick and choose who they want towork with. The professor should assign the teams based on some parameter(s) (background ofcourses, surveyed skills, in-class observations, etc.).27 The assignment of

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Arthur Brodersen; Cordelia Brown

Engineering Education"Researchers conducting studies in engineering and science classrooms and laboratories havevalidated many of the techniques used in the learning model. Extensive use of a combination oflecturing, active learning exercises, collaborative learning exercises, and peer instruction is foundthroughout the learning model.The longitudinal study of engineering student performance and retention performed at NorthCarolina State University in the Department of Chemical Engineering 2, 3, 4, 5, 6. In the study, acohort of students took five chemical engineering courses taught by the same instructor in fiveconsecutive semesters. There were more than 100 students in the cohort. For this study, thefocus was placed on analyzing: (i.) the success

Conference Session

New Approaches & Techniques in Engineering II

Collection

2005 Annual Conference

Authors

Loralee Donath; Nadia Craig; Nancy Thompson; Michael Matthews

people, to use technology to enhancecommunication, and to understand the complexities that are associated with the social,environmental, and technical aspects of their work.Through the communications approach, the RCS seeks to enhance students’ cognitivedevelopment. Herbert Simon points out that the basic principle of the enterprise of cognitivestudies is that “learning takes place inside the learner and only inside the learner”.12 However,Simon also recognizes that “whether from books or people, at least 90% of what we have in ourheads . . . is acquired by social processes, including watching others, listening to them, andreading their writings”. The RCS takes into account this socially distributed nature of learningby building an optimal

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Elisa Linsky; Gunter Georgi

expected to know or be able to do by the time theygraduate. Criterion G, an ability to communicate effectively, has often been met by anintroductory technical writing course and a speech class. We know that our students will have topresent information orally throughout their careers. We also know that the accurate presentationof complex technical data is difficult. The set of skills required is not the same as the oneaddressed in a typical speech class. It is therefore important to develop a curriculum specific tothe needs of engineers and scientists. Audience analysis, research, organization of material, the Page 10.829.1selection of

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

Jessica Yellin; Jennifer Turns

differences in thetarget audience for the undergraduate teaching portfolio program influenced our curriculumdesign decisions.The original ETPP curriculum for graduate students consisted of 8 peer-led, peer-facilitatedsessions in which engineering graduate students and post-docs met for 1½ hours each week toget and give peer feedback about their portfolio elements while discussing their teaching.Participants in the graduate student program were asked to write a teaching philosophy statement,diversity statement, and to provide 2-5 annotated artifacts of their teaching that supported their Page 10.700.4teaching philosophy and diversity statements. The

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

Shane Brown

research suggests that the peer groupand faculty support are both important factors in student retention and academic success. It haseven been suggested that the peer group is the single most influential factor on personaldevelopment in college. Student social capital was assessed in one-on-one and focus groupinterviews with both students that have left engineering and students that remain. The focus ofthe interviews was on student interactions with peers, faculty, and teaching assistants, andstudents’ integration and perception of the engineering culture. Student responses indicate thatsocial capital does play a role in the retention of engineering students. Both students that remainin engineering and those that have left reported that positive

Conference Session

Interactive Technology in the Classroom

Collection

2005 Annual Conference

Authors

Susan Kowalski; Luke Campagnola; Frank Kowalski

principles. This generates an environment often farremoved from that in which the students are later expected to perform in industry. A furtherproblem in assessing learning with multiple-choice questions is the response validity. Answersto similar open-ended and multiple-choice questions have been shown to differ greatly forcertain students and questions8.Perhaps the most serious shortcoming of limiting real-time feedback to responses in multiplechoice question format is that it shortchanges the students of an opportunity to improve theircritical thinking skills through writing. Vygotsky9 and others maintain that the use of verballanguage supports higher cognitive functions. Emig’s contention that “Writing represents aunique mode of learning” 10

Conference Session

Laboratories

Collection

2005 Annual Conference

Authors

Andre' Butler; William Moses

in a traditionallecture setting, during which time they are introduced to subject matter including uncertainty andstatistical analyses, dynamic system measurement, instrumentation, and report writing. Inaddition, students are required to conduct simple, closed-ended laboratory experiments on thefollowing topics: hardness testing, shear stress, beam bending, column buckling, tensile testing,and temperature measurement. The lab instructor provides the students, who work in smallteams of 2-4 members, with a complete description of the current experiment. Requirements forthe students include setting up the relevant equipment, performing the indicated tests, andrecording their observations, all in the allotted three hour lab period. Each group

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

John Estell; Juliet Hurtig

; thepeer-peer evaluation metrics; the evaluation process itself; and methods for constructivefeedback and criticism. As the senior capstone timeline advances, and as conflicts occur and theteam matures, the charter will need to reflect the group’s changing dynamics. Thus, it isimperative that in order to be a useful document, the charter must be updated periodically by allteam members.The peer-peer evaluation is run mid-quarter as a means of practice and to provide studentsfeedback with regards to their performance. At the end of the quarter, an individual’s peer-peerevaluation scores will determine 20% of the course grade. All students are rated on the majorproposal activities, five contribution criteria as set by each team, and their overall

Conference Session

College/University Engineering Students K-12 Outreach

Collection

2005 Annual Conference

Authors

Malinda Zarske; Jacquelyn Sullivan

significant positive effects on students’academic performance (GPA, writing skills,critical thinking skills) and development of civicvalues (commitment to continued civicparticipation).1 Service-learning courses areemerging in engineering colleges as a mechanismto provide engineering students with meaningfulcommunity-based learning experiences throughwhich they develop the values and skills of An Outreach Corps student team leads an in-citizenship and leadership, while maturing their classroom engineering discussion andown communications skills and strengthening demonstration with fifth-grade students.their commitment to the engineering profession.The

Conference Session

Distance & Service Learning, K-12, Web & Work-Based Projects

Collection

2005 Annual Conference

Authors

Leijun Li; John Pan; Ismail Fidan

remotely deliverlab sessions to his/her students4. The development of Web-based laboratory setups allows one toperform selected experiments remotely from a distant computer8.It seems that online teaching offers a satisfying alternative to lecture-based traditional teaching.But online instruction may increase faculty workload, since it takes faculty extra time inpreparing lecture notes and answering emails from students. This may limit some facultymembers’ use of online tools. In addition, criteria for evaluating quality and effectiveness ofonline teaching have not been well established.2.2 Research PracticesFaculty members routinely write grant proposals and review scholarly publications. Online toolsmay facilitate faculty members in

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Richard Gilbert; Robert Poth, Douglas L. Jamerson Jr. Elementary School; Robin Little, Douglas L. Jamerson Jr. Elementary School; Marilyn Barger, Hillsborough Community College

with the engineering aspects of using the Jamerson Design Process, the SHARE stage here iscritical as well. Students are required to communicate their work with their peers. They not onlyread their piece, but share what elements of good writing they included and how they mightimprove on their writing. In these activities, students become teachers for their classmates asthey learn about each other’s strengths and weaknesses as well as see how peers use skillslearned in class. Page 10.127.7 Figure 4. Kindergarten child CHECKS class predictable writing for punctuation element. “Proceedings of the 2005 American Society for

Conference Session

Undergraduate Research & New Directions

Collection

2005 Annual Conference

Authors

Max Rabiee

should be serviced. Otherwise, the inputports are scanned again.The message function in our system is configured for peer-to-peer type, using local (i.e.,hardwire) connections (see Appendix A). There are two Read and two Write message functionsin the Master PLC program. Each message function requires fourteen (14) control words. Forexample, in the first Read message function we are reserving data files N7:40 thru N7:43 for thecontrol tasks.The message (MSG) dialog box for each message function should be completed in order to setup the proper data communication protocol. Figure 5 displays the message (MSG) dialog boxfor the first Read message function. Notice that the function is setup to read the data file N7:0from node #1, which is the SLC500

Conference Session

Thermal Systems

Collection

2005 Annual Conference

Authors

Kevin Schmaltz; Robert Choate

students are less familiar with the role of instructors building a lab experience.Secondary outcomes of the project include demonstration of professional ethics and teamworkwith peer assessment.This paper will review the experimental design projects implemented by the seniors, requiringthe students to perform independent research and hopefully encourage lifelong learning. Anumber of ME program outcomes are supported by this activity and the assessment methodsused and results gathered will be discussed.IntroductionThe Mechanical Engineering faculty at Western Kentucky University have used the developmentand implementation of professional experiences to provide consistent and properly assessedinstruction for students pursuing the new baccalaureate

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Louise Yates; Maura Borrego

the students in the pilot section are enumerated below: 1. Far and away the most enjoyable aspects of the course were exposure to guest speakers and getting to know engineering faculty and students in a small-class setting. 2. Students preferred to meet once a week for the entire year because they missed the interaction in spring and felt there wasn’t enough content to sustain meeting twice a week. 3. When asked about cohorting the course with math and assigning peer mentors to each section, students were indifferent. They made it very clear that study sessions and other out of class events should be completely optional. (It is interesting to note that many of the students participating in the focus

Conference Session

Innovations in CE Education Poster Session

Collection

2005 Annual Conference

Authors

Thomas Piechota; Shashi Nambisan

. CEE 413 Peer Rating of Design Group MembersName______________________________ Group Name________________Please write the names of all your design group members, INCLUDING YOURSELF,and rate the degree to which each member fulfilled his/her responsibilities in completingthe design project. Remember to rate yourself. The possible ratings are: EXCELLENT (6): Consistently went above and beyond ― carried more than his/her fair share of the load and had to help group members. VERY GOOD (5): Consistently did what he/she was suppose to do, very well prepared and cooperative. SATISFACTORY(4):Usually

Conference Session

Curriculum Development in Civil ET

Collection

2005 Annual Conference

Authors

Aiman Kuzmar

. Thestudent is the one who finalizes his or her choice.First class after the mid-term break:The instructor officially asks each student to finalize his or her choice for a topic. Theinstructor makes it an official homework assignment. In this assignment, the instructorasks each student to write a paragraph on his or her topic, and on what he or she intendsto do subsequently. The instructor examines every topic very carefully, and meetsprivately with each student to make sure that the chosen topic meets the project’s criteria.If needed, the instructor asks the students to make appropriate revisions to their chosentopics. The instructor and students finalize the topics. Students are ready then to startworking on their projects. Between this class and

Conference Session

EM Skills and Real World Concepts

Collection

2005 Annual Conference

Authors

Sam Geonetta

address problems or opportunities faced by organizationsor individuals; to assist in the creation of an effective project plan; to analyze the impact ofinformation technology on individuals, organizations and society, including ethical, legal andpolicy issues; to demonstrate independent critical thinking and problem solving skills; tocollaborate in teams to accomplish a common goal by integrating personal initiative and groupcooperation; and to communicate effectively and efficiently with clients, users and peers bothverbally and in writing.13Course Content The goals for Management in Information Technology are largely derived from thestandards articulated by ABET and SIGITE. These six central goals are the basis for the course’skey themes

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

James Reising

project and at the project's completion. The reports provide practice of oraland written communication skills. It often happens that teams become more competitive afterthe mid-project report, each wanting to develop a finished product better than what the otherteams seem to be developing. Team members submit a peer rating form for themselves andother members of their team as part of the final project report. Individual grades are assigned byweighting the team's grade for the project using the peer rating form results. The course isentirely based on the projects; no written examinations are given.GoalsThe goals of the course are for each student: • To learn C# and gain experience with the FCL (Framework Class Library) and the .NET platform

Conference Session

Faculty Development II

Collection

2005 Annual Conference

Authors

Jason Keith; Adrienne Minerick

from difficulties managing student incivilities or from managing timeimproperly to produce sufficient publications. A full chapter is dedicated to discussingclassroom incivilities, describing specific strategies to turn behaviors and classroomtension around15. This book also contains extensive strategies to improve writing and toincrease publications15.Specific resources for women are also available including the Women in Engineeringdivision of ASEE. Articles and books on everything from peer-mentoring to navigatingthe gender divide are widely available16-19. Additionally, NSF has been actively fundingworkshops such as COACh where women faculty practice skills for negotiating andresolving conflicts20.However, despite the multitude of resources

Conference Session

Improving Statics Instruction

Collection

2005 Annual Conference

Authors

Zhifeng Kou; Sudhir Mehta

the average level of studentratings in the IDEA national database. Also, classroom attendance and passing rates were higherin the experimental classes than the rates in the traditional classes.IntroductionEducational research in the late 20th century has seen the evolution of unconventional teachingmethods like co-operative learning, peer instruction, critical thinking exercises, and classroom Page 10.1075.1assessment.1-8 Patricia Cross,9 a leading educator, indicated in her American Association ofHigher Education’s (AAHE’s) 1998 National Conference keynote address that, “We have moreProceedings of the 2005 American Society for

Conference Session

Design of Lab Experiments

Collection

2005 Annual Conference

Authors

Timothy Mays

mechanics.Student involvement in the design process encourages active learning. The literature suggeststhat an active learning laboratory style is required for students to achieve the highest knowledgelevel of the course material. Upchurch and Thai10 describes a interactive laboratory that allowsall electrical systems students to participate in the exercises. Specifically, on independentcomputers, students can mimic the teacher, work independently, or work with other students.The professor can intervene at anytime. Miller et al.7 presents the results of laboratoryimprovements that include increased emphasis on report writing, peer review, and studentplanning of experiments. Adams et al.2 presents the use of hands on experiments to generatestudent interest

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Susanne Green; Michele Auzenne; Chris Burnham; Ricardo Jacquez

, ageneral engineering class, general chemistry, engineering ethics, and introduction to engineeringdesign. The cluster sequence is designed to integrate the coursework to ensure that during thefirst year students develop a strong foundation in algebra, writing and problem solving skills, andengineering analysis and design. The instructors of the cluster courses meet regularly to shareinsights about the progress of the students and to coordinate activities in ways designed toimprove student learning in all the courses. An assessment team has also developed a writing-based testing instrument to assess the attitudes of the students toward the cluster interventionprogram. This paper reviews the experience with the cluster and the impact of this effort

Conference Session

Curriculum: Ideas/Concepts in Engineering Education

Collection

2005 Annual Conference

Authors

Kofi Nyamekye; Yildirim Omurtag

engaged in any scholarly activities that allow him orher to peer review technical papers or publications of other students in the Ph.D. program. Thisissue deserves attention. One of the primary goals of a Ph.D. program is to prepare a graduatestudent to conduct an independent research study and more importantly, to conduct researchwork on his her own upon graduation and publish research papers in technical journals orconference proceedings. Publications in technical journals require that the work be peeredreviewed. So, why does a student have to complete his or her dissertation before he or she learnshow to write a successful technical journal?Fourth, as noted before the format for the traditional Ph.D. dissertations does not require thestudent’s