Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

John Anderson; Jeanine Casler; Bugrahan Yalvac; H. David Smith; Gulnur Birol; John Troy; Penny Hirsch

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Phillip Wankat

courses forfirst-year students include active-learning laboratory experiences2,3, hands-on first-year designexperiences4-6, teaming first-year students with upper level students7,8 and integrating with non-engineering coursework9-11. These are but a few examples of courses or curricula that have beenenhanced to improve the first-year experience.Student assistance programs inside the classroom include advising seminars that also focus on atopic of interest to students12-14, counselor-tutorial programs for high-risk students15, and use ofpeer mentors in class discussion groups16. Further, advising or tutoring might be included as apart of a particular class. Student assistance programs outside the classroom include individualand group tutoring

Conference Session

Engaging Upper Level Classes

Collection

2005 Annual Conference

Authors

Ronald Welch

Educationlearning. If a professor desires to conduct in-class small group exercises, an auditorium probablyis not the best choice. Either individual student desks or large tables with multiple chairs may bemore suitable. The equipment in the room to include the amount of black board space,projection systems, etc. may limit how course material is presented. Is the classroom close to alaboratory or is there classroom space in the laboratory if experiments are part of the lessonobjectives? Is there space in the classroom for large models or demonstrations? Is the coursecovering design or is it a seminar?33 All of these (and many more) issues affect the learningenvironment for the course. Do not forget things like climate control, external noise or built

Conference Session

Experiential Learning

Collection

2005 Annual Conference

Authors

Michael Thompson; George Bodner; William Oakes

. Journal of Adolescence, 17, 341-355.13. Giles, D.E., & Eyler, J. (1994). The impact of a college community service laboratory on students’ personal,social, and cognitive outcomes. Journal of Adolescence, 17, 327-339.14. Astin, A.W., & L.J. Sax. (1998). How undergraduates are affected by serviceparticipation. Journal of CollegeStudent Development, 39, 251-263.15. Kesner, L., & Eyring, E.M. (1999). General chemistry: lead paint analyses. Journal of Chemical Education, 76,920-923.16. Skeers, M.H., & Aragon, E. (2002). Combining active learning with service-learning: a student-drivendemonstration project. Journal of Chemical Education, 79, 462-46417. Tsang, E., editor (2000). Projects That Matter: Concepts and Models for Service

Conference Session

Computing Tools for Engineering Education

Collection

2005 Annual Conference

Authors

Theodor Richardson; Jed Lyons

Conference Session

Engineering Education Research and Assessment I

Collection

2005 Annual Conference

Authors

Susan Mosborg; Robin Adams; Rebecca Kim; Monica Cardella; Cynthia Atman; Jennifer Turns

containment device). Sessions were conducted atthe participant’s workplace or in our laboratory. The “one model” task was given after theplayground task and before the flood task. In addition to being asked to think aloud as they readthe “one model” description, participants were prompted to comment on it in relation to howthey had just solved the playground problem. We also present results from three other tasks administered during the last part of thedesign session. These were given in the form of a written questionnaire (see Appendix B). Thefirst task, labeled “Your Illustration of Design,” asked participants to: “Use this paper to create apicture or representation of what you think the process of design is.” The second task (adaptedfrom

Conference Session

Professional Graduate Education & Industry

Collection

2005 Annual Conference

Authors

T.G. Stanford; S.J. Tricamo; R.N. Olson; R.E. Morrison; P.Y. Lee; L.M. Coulson; K. Gonzalez-Landis; J.P. Tidwell; J. O'Brien; Isadore Davis; H.J. Palmer; Gary Bertoline; Eugene DeLoatch; Duane Dunlap; D.H. Quick; Albert McHenry; Jay Snellenberger; Michael Dyrenfurth; Dennis Depew; Donald Keating

a number or years.” “The modal point on the distribution curve displaying length of employment against probability of making a useful contribution occurs at between seven and nine years of employment. Clearly if the professional turnover rate exceeds 10% to 15% per year, it will be most unlikely that the peak performance of the laboratory will ever be achieved.” Page 10.640.8 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education”3. A Work in Progress: Defining the