Conference Session

Documenting Success

Collection

2005 Annual Conference

Authors

Patricia White; Steven Mickelson; Thomas Brumm

-graduation.Integrating STARs into the CurriculumSTARs are integrated into the ABE undergraduate curriculum during the first semester in both ofour Agricultural Engineering (AE) and Agricultural Systems Technology (AST) programs. Bothprograms have a first semester orientation class (Engr 101 and AST 110) that meets for one houreach week for fifteen weeks. Both orientation classes have integrated two periods on BBI andSTARs.During the first period students are introduced to fourteen ISU Competencies that are used to inour learning outcomes assessment process. Students are asked to read and reflect on thedescriptions of the seven of these core workplace competencies: Engineering Knowledge,General Knowledge, Analysis and Judgment, Communication, Continuous Learning

Conference Session

Experiential Learning

Collection

2005 Annual Conference

Authors

Sara Tracy; Jason Immekus; Susan Maller; William Oakes

self-report measures to assess program outcomes.1. Introduction Service-learning is the focus of considerable research and is a feature within manyengineering programs. Within engineering education, design courses embedded in service-learning provide a way to promote students’ development of technical and professional skills forsolving applied problems. The ability to create learning environments for engineering students toapply mathematical and scientific principles when solving applied problems is critical forpreparing students for careers in engineering2. The need for engineering programs to producestudents proficient in these skills upon graduation is reflected in ABET EC 2000. Service-learning courses may provide engineering

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Kevin Staszowski

thisconversation, the participants were given a variety of children’s books on the cultures to reviewprior to the discussion. In the second session, the participants discussed the relation betweenculture and food. This discussion culminated with the children creating cultural artifacts usingbreads from different cultures. In the third sessions on culture, the researchers asked theparticipants to reflect on the types of clothing worn in different culture. After this reflection, theparticipants crafted a piece of clothing using art supplies that expressed their personal culture. All workshops involved programmable Lego bricks and the Robolab programmingsystem as the primary technology. The first three sessions (or seven sessions for the

Conference Session

New Approaches & Techniques in Engineering II

Collection

2005 Annual Conference

Authors

Josef Rojter

being “hard hat” and highly technical in nature; a perception which is at odds with the realities of the world of engineering practice, where the application of broad knowledge and an understanding of the human dimension of engineering enterprise is required. These realities are not generally reflected by the engineering curricula at Australia universities. In many schools there is an excessive emphasis on highly technical matters in engineering curricula, which excludes not only greater technical diversity but also the skills and knowledge of human affairs necessary in engineering practice. An analysis shows that despite many recommendations in Australia for a greater emphasis on social sciences and humanities in

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Moshe Hartman; Harriet Hartman

higher Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Educationverbal SAT scores. The latter suggests that they may have strengths in other fields that pulledthem away from engineering.3) Involvement in Campus Activities of Stayers vs. LeaversA series of survey questions asked about participation in extra-curricular enrichment activitiessuch as field trips, listening to guest speakers, work with faculty members, study groups,counseling and mentoring. Indices were created to reflect (a) participation in academicenrichment activities; (b) participation in counseling activities; (c) participation in studyactivities; (d

Conference Session

Design and the Community

Collection

2005 Annual Conference

Authors

Angela Bielefeldt

been used to evaluate the course itself and the benefits of differentproject types. Because FCQs and the departmental ABET survey are completely anonymous,differentiation between different project types is not possible; thus results from these evaluationsare not included in this paper. The evaluation tools allow the students to reflect on theirexperience and provide feedback. Additional evaluations were completed by project mentors.Each evaluation method used to draw conclusions about the course is briefly described below.Service Learning Papers. For the first time in Fall 2004, students were asked to reflect on theirservice learning experience in a full class discussion (2 hours) followed by 3 to 8 page writtenessays. Based on numerous

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Jason Krupar; George Suckarieh

; Exposition Copyright © 2005, American Society for Engineering EducationOnce all engineering technology students in the leadership class completed their JuniorAchievement exercise, they submitted a short report reflecting on their experience whileaddressing specific questions. In the report, they addressed the behavior of the children in theirteams, their motivation and their learning. They reflected on special behaviors that promoted ordistracted from teamwork. Finally they examined leadership principles that they learned fromtheir research in influencing the behavior of the children. They presented the report to the classin the presence of the president of Junior Achievement organization. Students’ comments about the exercise

Conference Session

IE/EM Skills in Real World Concepts

Collection

2005 Annual Conference

Authors

Jessica Matson; David Elizandro; Jane Fraser

ABET Criteria and Continuous Process Improvement David Elizandro, Jessica Matson, and Jane Fraser Tennessee Technological University/Colorado State University--PuebloAbstractThe ABET 2000 Criteria shifted accreditation emphasis from prescribing a curriculum toarticulating characteristics of a strategic management processes to administer programs and aminimum set of Program Outcomes for accredited programs.There have been broad interpretations of the ABET 2000 Criteria by programs seekingaccreditation. Similarly, governing professional societies have taken different approaches toarticulating Program Criteria. The recently approved 2005-06 Criteria reflect the first iteration incontinuous

Conference Session

BME Potpourri

Collection

2005 Annual Conference

Authors

Charla Triplett; Eugene Eckstein

solidify communication networks with the local and nationalcorporations and industry professionals. Weekly email and telephone contact keeps the networkalive and functional. Many continuing contacts (face to face meetings, conference presentations,workshops for students, faculty and staff) have been used to build value though networkconnections.Much has been learned in recent years about optimizing the Alliance. Flexibility has always beena key issue and the Alliance has evolved to reflect the needs of its constituents. The mostpressing questions needed to be answered first, how find all the opportunities, what the bestmethod of distribution would be for each university, and finally what could be done to removebarriers for students interested in

Conference Session

Teaching Team Skills Through Design

Collection

2005 Annual Conference

Authors

Mary Cook; Jim Lyons; Kenneth Gentili

team might be delayed until a second team is formed and has begun to develop its own synergy. This timing will provide students with an ability to compare differences in team structure and be able to better understand what constitutes a functioning first team. In addition, the students will be better able to apply this information to make their second team more effective. About two weeks after the second team is formed is an appropriate time to do the assessment to maximize both reflective and application processes. 3. Administer the first assessment somewhere between a half and two-thirds of the way through a project. This will provide an opportunity for each team to set goals and develop

Conference Session

International Engineering Education I

Collection

2005 Annual Conference

Authors

Margaret Pinnell; Carl Eger

teamwork. The teams working on these projects are diverse in major, discipline, education level, gender and ethnicity. 8. Enhance the ability of students to communicate their ideas/solutions effectively to both technical and non-technical people: Students are required to write a technical report, a reflection paper and to present their experiences and/or work to the campus community or a specific class. Furthermore, students are required to write reflections as part of the cultural immersion workshop on non-technical issues. Students are required to submit electronic weekly status reports to the ETHOS director while participating in their service-placements. In most cases, students are required to speak

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Edward Evans; Francis Broadway; Sandra Spickard Prettyman; Helen Qammar

programs in science” (p. 28). Consequently, equity is equalopportunities for both boys and girls to succeed in science (Levin & Matthews, 1997). However,equity in science learning reflects broader responsibility, embodied by the social justice model:the obligation to prepare all students to participate in a postindustrial society with an equalchance at attaining the accompanying social goods—rights, liberties and access to power (Lynch,2000, p. 16). In order for the science learning to be equitable, it is necessary to have “full and activeparticipation in a contextually equitable classroom” (Krockover and Shepardson, 1995, p. 224).Lee (2003) posits: “from an anthropological perspective, science teaching should enable studentsto make smooth

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Michael Thompson; William Oakes

mixed results. Projects were assigned but with only part of theone credit available, it was difficult to find enough time to meet the needs of the community andto accomplish something significant from the students’ viewpoint. These factors createdfrustration on both the students and the community partners. These trials did, however, providevaluable experience to gauge the capabilities of the first year students and allow the instructionalteam to develop materials to support the service-learning projects. These experiences reinforcedthe fact that reflection was imperative to help students process their experiences in thecommunity. These experiences also showed that the seminar format was an excellentenvironment for these reflection discussions

Conference Session

Information Integration

Collection

2005 Annual Conference

Authors

Richard Priesmeyer; Mary Fernandez; John Fernandez

each of the emotions by combining responsesto low, medium, and extreme expressions of each. It also computes an overall EmotionalQuality (E-Quality) score that reflects the overall emotional state of the individual at thetime of the assessment. This E-Quality score is computed as the difference between theaverage of the pleasant emotions (happiness, interest and surprise) and the average of theunpleasant emotions (contempt, disgust, shame, fear, anger, distress, sadness andanxiety). The difference is then recalibrated to range from +100 to -100. The result is a Page 10.613.3 Proceedings of the 2005 American Society for Engineering Education

Conference Session

Teaching Team Skills Through Design

Collection

2005 Annual Conference

Authors

Robert Harris; M. Bramhall; Ian Robinson; David Hick

undertake. This module develops the students’ teamwork andleadership skills away from the university, by participating in a series of indoor and outdoortasks, with an inter-disciplinary design focus, spread over a weekend. Assessment is by bothstaff observation and student self-reflection with a ‘portfolio style’ evidence-based final report.The second module described in this paper uses ‘video conferencing’ between higher educationinstitutions, with postgraduate students at each university undertaking joint project work. Thesejoint projects are multi-disciplinary, for example engineering students working with businessstudents, or materials engineering students working with design students. This leads to thestudents’ greater understanding of the

Conference Session

College/University Engineering Students K-12 Outreach

Collection

2005 Annual Conference

Authors

Laura Bottomley

currently use to achieve those goals, and the extent to which teachers’practices reflected the recommendations of the National Council of Teachers of MathematicsPrinciples and Standards for School Mathematics . Our results focus on specific questionsincluded in the questionnaire that are directly related to the goals of the RAMP-UP project. Atotal of 33 elementary teachers teaching grades 3-5, and 4 middle school teachers teachinggrades 6-8 provided responses to this survey. A second survey that was administered was theFelder-Soloman Index of Learning Styles assessment2, used in a variety of applications toidentify learning styles of individuals as active versus reflective, sensing versus intuitive, visualversus verbal and sequential versus global

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Khaled Mansy

is needed.This paper reports on the ongoing effort to build an Artificial Sky Dome for the School ofArchitecture at Oklahoma State University. The paper discusses the technical challenges facedby the team in charge of designing the Artificial Sky Dome. Challenges that relate to thestructure of the dome, uniform distribution of light sources, avoiding the star effect, effect ofinternal reflections, models of different sky conditions, control of sky luminance, and the needfor a post-construction calibration of the lighting control system. The construction of theArtificial Sky Dome is expected to be completed by the end of summer 2005. This laboratory isfunded by the National Science Foundation, Division of Undergraduate Education, (CCLI)Course

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Arthur Brodersen; Cordelia Brown

Ethnicity Group N Non-White Reflective 13 * Active 6 * White Reflective 14 3 Active 15 3 Non-White Sensing 10 * Intuitive 9 * White Sensing 14 4 Intuitive 15 2 Non-White Verbal

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Elizabeth A. Stephan; Benjamin L. Sill; Matthew Ohland

, both with the same educational objectives and approaches. This rigorous approach isneeded to isolate the effect of using the sensors.By studying the use of sensors only in laboratories that can be conducted with or withoutsensors, we constrain the benefits of this new technology. This paper will address the benefits ofadapting the laboratory content and pedagogy to make the best use of the technology withoutlimiting the use of sensors to only laboratories that could be conducted without them. Thisapproach results in learning that cannot be compared experimentally to a control group becauseof the presence of confounding variables. Nonetheless, benefits to learning are discussed,including the reflections of students.IntroductionOur previous work

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Tom Gally; Steve Chadwick; Randy Shaffer; Milton Cone; Jim Helbling

. Enthusiasm was high all through the semester. Thefinal grades divided between A’s and B’s as might be expected from the select studentpopulation. The end-of-course student evaluations were generally favorable. Table 1 shows theresults of the surveys completed by 20 of the 25 enrolled students.My instructor Strongly Agree Neutral Disagree Strongly Agree DisagreeMethods and materials helped me learn 55% 25% 20%Examinations/assignments reflect the 30% 40% 10% 15% 5%materials covered in classChallenged me to think critically and to 70% 20% 10%express myself

Conference Session

Manufacturing Laboratory Experience

Collection

2005 Annual Conference

Authors

Sheng-Jen Hsieh

. It contains instructions needed for constructing aladder logic program, such as:• Examine On ] [• Examine off ] / [• Output energize ( )and timer instructions such as TON (Timer-On Delay), TOF (Timer-Off Delay), and RTO(Retentive Timer On Delay).The program template is on the bottom right of the screen. The templates reflect six commonprogram structures (Figure 2). Instructions may be placed in series, parallel or hybridarrangements.The control system window is in the upper right of the screen (Figure 1). This window showsinput devices (such as switches) on the left, the PLC in the middle, and output devices (such as alight and a motor) on the right. The input and output devices are interfaced with the I/Oterminals of the PLC.Students use

Conference Session

Visualization

Collection

2005 Annual Conference

Authors

Eric Wiebe

researchers are primarily making use of two basic types of technologies: “bright-eye”and “dark-eye” trackers7. Bright-eye trackers use an infrared light shining into the eye to createtwo reflections, one through the pupil and off of the back of the retina and one off of the surfaceof the cornea. An infrared-sensitive camera records these two reflections, using image processingtechniques to size and locate these two reflections in the image at a rate of 30-60 Hz. The relativeposition of these two reflections is then used to tell where the eye gaze is. The retinal reflectionlooks large and bright in this video image, thus its common name. Dark eye trackers use asimilar image processing approach using visible light and often visible landmarks other than

Conference Session

Assessing with Technology

Collection

2005 Annual Conference

Authors

Jonathan P. Mathews; David Morales

online learning: greater flexibility maypromote greater procrastination with concurrent negative consequences. Procrastinationis especially prevalent among novice online learners, specifically the male traditionalcampus-based undergraduate student. This paper investigates the relationship betweenperformance and procrastination for campus-based “traditional” students enrolled in afully online, large enrollment (300+ students a semester), general education class.Procrastination was rampant with 40% of students typically starting the weekly lesson(s)on the due date(s). Procrastinators had reduced grades (6% lower or an average “A” to“B+/A-” transition) for weekly reflection activities. Males were more susceptible tonegative consequences in

Conference Session

Sustainability Issues

Collection

2005 Annual Conference

Authors

Peter Bosscher; Jeffrey Russell

must then start doing that.If we seriously believe that the goal of education is not just to equip students to live lives but alsoto inspire and energize and marshal them to support the community, that the goal is to contributeto their moral and spiritual formation (which is the only plausible motif from which values arise),then we have to reflect on how we can make responsible use of these a-rational factors, and howwe can make responsible use of reasoning from principles to applications of principles.Developing the latter would, for one thing, require much more praxis-oriented scholarship thanthe scholastic model calls for.It’s clear that from such reflections as these take us beyond curriculum into pedagogy, aboutwhich we as a community

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

scales, student reflections, journals, portfolios, and peer and self-assessment.Rationale: If we value personal, interpersonal, and product and system building skills, set them as learningoutcomes, and design them into curriculum and learning experiences, then we must have effectiveassessment processes for measuring these skills. Different categories of learning outcomes requiredifferent assessment methods. For example, learning outcomes related to disciplinary knowledge may beassessed with oral and written tests, while those related to design-build skills may be better measured withrecorded observations.Standard 12 -- CDIO Program EvaluationA system that evaluates programs against these twelve standards, and providesfeedback to students

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

are required to develop an electronic portfolio that includessamples of their most important learning experiences, which may be projects, term papers,extracurricular experiences, and internship reports. The electronic portfolio is reviewed andassessed by faculty members on a regular basis to monitor student progress. During their finalsemester, students finalize their electronic portfolio and present their achievements to a facultypanel. The electronic portfolios allow students to document and reflect on their learningexperiences. Integrating learning outcomes into the curriculum provides a mean for faculty toassess the effectiveness of the academic programs.1. IntroductionUniversities in the USA and worldwide are taking a critical look at

Conference Session

Math and K-12-Freshman Transitions

Collection

2005 Annual Conference

Authors

Philip Parker; Jason Thrun

introductory engineering course, and the assessment plan are provided inthe companion conference paper and in the following sections.Nine education majors applied for admission to the project, all of whom were selected toparticipate. All the project directors were impressed by the commitment reflected in the one-page application letter. Table 1 identifies the gender and major of the participants. Page 10.1178.3 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright , American Society for Engineering Education Table 1: Student

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

Randa Shehab; Teri Rhoads; Teri Murphy

Page 10.758.1field of industrial engineering. This paper reports data that reflect student comments regardingwhat drew them to the industrial engineering program at the University of Oklahoma and what Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationencouraged them to stay. The themes extracted from these data can be used to help increase bothenrollment and graduation in industrial engineering degree programs.BackgroundAlthough the number of engineering graduates has steadily increased over the last severaldecades, the long-term national projections are for a shortage of science and

Conference Session

Increasing Enrollment in IE/IET Programs Poster Session

Collection

2005 Annual Conference

Authors

Randa Shehab; Teri Rhoads; Teri Murphy

Page 10.759.1field of industrial engineering. This paper reports data that reflect student comments regardingwhat drew them to the industrial engineering program at the University of Oklahoma and what Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationencouraged them to stay. The themes extracted from these data can be used to help increase bothenrollment and graduation in industrial engineering degree programs.BackgroundAlthough the number of engineering graduates has steadily increased over the last severaldecades, the long-term national projections are for a shortage of science and

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Linda Strauss; Patrick Terenzini

consistency reliability coefficients (Cronbach’s Alpha) for each ofthe factor scales. The alphas were above .83 on all but two scales. On those scales, the alphaswere .74 and .78. Figure 3 maps the relationships between the nine-factor solution and the original a-kcriterion statements. As can be seen in the figure, and with two exceptions, each factor alignsclearly in its content with one of the 11 a-k criteria. In the two exceptions, two sets of itemsexpected to load on discrete factors reflecting two EC2000 criteria (e and j) loaded on anotherfactor (nos. 1 and 2, respectively). Although the generally clear alignment of factor scales withdistinct EC2000 outcomes criteria is psychometrically noteworthy, the failure of two sets ofitems to load