Conference Session

Exploring Trends in CPD

Collection

2005 Annual Conference

Authors

Llewellyn Mann; David Radcliffe

undertaken within that environment. They donot write reports or give presentations for the sake of learning good communication, theywrite reports and give presentations for clients, suppliers or their work mates as part of theirworking life. Thus another part of the ‘essence’ of work-integrated learning is developingauthentic interactive attributes. Page 10.79.3 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationReeve[5] conducted a survey of employers participating in work-integrated learning programsof the best

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Stacy Wilson; Mark Cambron

Surface.Students are required to fabricate the robots body. The students are required to present theirproject at a mini-conference. In addition each team was required to write a technical reporton the project. On December 10, 2003 EE 101 students competed at Western KentuckyUniversity 2nd Annual Freshmen Engineering Day. Examples of student projects areshown Figure 3. Figure3: Design I ProjectThe students were also asked to write/design a personal webpage. A safety course in thefabrication shop was given to all students. The students were required to cut and drill apart. These skills were used to fabricate a body for the robot. In addition a “how to” classon soldering was given and the students soldered boards for a

Conference Session

Embedded Computing

Collection

2005 Annual Conference

Authors

Eduardo Montanez; Andrew Mastronardi

© 2005, American Society for Engineering Education”Microcontrollers in CurriculumFrom my experience in an electrical engineering program, I recall that the first reference toMCUs was not until I registered for a required sophomore level course titled, Introduction toMicrocontrollers. In this course we spent the majority of the semester learning the MotorolaMC68HC12 instruction set and how to write software algorithms in assembly programminglanguage. The course did spend some time explaining the MCU architecture, but did not fullyillustrate how an MCU is involved in a completed application. Therefore, most students in ourprogram only associated MCUs with complex assembly programming and did not see an MCUas a crucial hardware component in a

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Catherine Mavriplis

exercises and class discussion,• participate in small group brainstorming, discussion and problem solving,• complete four homework assignments,• complete two hands-on activities: build and fly a rocket from Ref. 15 and participate in the annual departmental Egg-Drop competition e.g. see Ref. 16,• write a final term paper,• and several times a semester fill out a one minute anonymous index card where they are asked to complete the following sentence: “I’ve been sitting here for an hour and I’m still wondering about …”The index cards are similar to the “one-minute papers” suggested by Richard Light inRef. 5. They provide an opportunity for students to ask any question in a “safe” (non-public) environment. They allow a time for reflection on

Conference Session

Academic Standards & Issues/Concerns & Retention

Collection

2005 Annual Conference

Authors

Tobia Steyn

Page 10.120.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationyears of the standard four year study program (4YSP) are spread over the first three years of the5YSP.The 5YSP is fully integrated into the mainstream program in the sense that all students on the5YSP attend the same classes, have the same time-table, textbooks and lecturers and write thesame tests and exam papers as the mainstream students. This contributes to increased credibilityof the extended program and prevents stigmatising students as being 'at risk'. Faculty thus takeownership of the extended program and do not view it merely as an

Conference Session

Curriculum Development in Manufacturing ET

Collection

2005 Annual Conference

Authors

Jeffrey Newcomer

thelevel of risk associated with the task; meaning that if a worker spends more than a certainamount of time with one or more of his or her joints held past a certain angle, then he or she is atrisk for an injury due to posture. The assessment tools only truly vary in terms of level of detail,so students are encouraged to use more than one so that they can compare their findings with dif-ferent tools. Students are responsible for finding a work task, they must observe the task for atleast two hours, and they then must write a 1-3 page brief that describes the task, findings fromthe assessment, and suggestions for task improvement. Students generally select single persontasks such as clerking at a grocery store and changing the tire on a wheel.This

Conference Session

Accreditation

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Kevin Bower

to the group and present their findings. Thisprocess requires that all group members develop effective communication skills. At thecompletion of the teaching session, each student is evaluated by the others in the group, whichcan result in the identification of strengths and weaknesses. The instructor is available to providerecommendations on better communication practices. This peer-oriented review and evaluationprocess can result in improved communication skills.Criterion 3(h) focuses on a student’s ability to recognize the need for and to engage in life-longlearning. This ABET criterion is highly linked to the second major motivating factor whichresulted in the change in the course pedagogy. After the authors of this paper reflected on

Conference Session

Lessons from Entrepreneurship Programs

Collection

2005 Annual Conference

Authors

Michael Moore; Mary Raber

- CommunicationsWe currently offer three one-unit communication-intensive courses in the Program: ENG 2962 - Communication Contexts ENG 3962 - Communication Strategies ENG 4952 - Complex Communication PracticesCommunication Contexts is the only course required of students pursuing the EnterpriseConcentration or Minor; the course is also open to any student on campus as fulfilling a GeneralEducation distribution requirement. Our goals for the sequence of communication courses are todevelop an integrated series of professional development, engineering and technicalcommunication, and collaborative writing environments. For example, we have redesigned theENG 2962 - Communication Contexts course from a text-analysis-writing course to

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Denice Denton; Sheila Edwards Lange; Eve Riskin; Kate Quinn; Joyce Yen

senior colleaguesmentoring junior faculty.9 Moreover, two of Creamer’s four elements in the environment thatmay assist women to become highly productive scholars are: (1) opportunities for developmentof skills required for competence in scholarly research, writing, and publication and (2) anetwork of collegial relationships within and outside the institution, often through professionalassociations.10This paper describes several mentoring programs for women faculty in SEM at the University ofWashington. The program goals are to help junior women SEM faculty advance to seniorpositions and to model a pathway for senior women SEM faculty to advance into leadershippositions.The paper begins with a discussion of the literature on mentoring faculty

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

Chris Smaill, University of Auckland

can beasked, for example, to state all they know about a certain topic. The lecturer should write downall the points offered by the students before any discussion of them is begun.The lecturer can also question the students to promote active learning. Either particular studentscan be targeted or the questions can be general. Multiple-choice questions can be answered byasking for a show of hands for each option in turn, or by asking students to hold up a flash-cardto display the letter of the answer19. Questions should be genuine, not rhetorical, and the lecturershould give students sufficient time to formulate answers rather than answer his or her ownquestions. Questions can be posed at the end of one lecture with a view to starting the

Conference Session

Collaborations: International Case Studies & Exchanges

Collection

2005 Annual Conference

Authors

Suzanne Scott

students with a disciplinespecific project, and emphasizes application, data analysis, and technical skill.COURSE MISSION AND STUDENT OUTCOMESIn an attempt to establish goals for the new program, a Course Mission Statement was created thatspeaks to the primary components of the program: design process, client-based projects, team skills,communications skills, graphics, and the application of technical skills necessary to the solution ofthe problem. Specific student outcomes were identified for STEPS I:• Write an effective technical memo and short engineering report for multiple audiences including a project client• Present an effective oral briefing to multiple audiences including a project client• Work in a team environment to

Conference Session

Graduate Student Experiences

Collection

2005 Annual Conference

Authors

Malinda Zarske, University of Colorado at Boulder; Daria Kotys-Schwartz, University of Colorado at Boulder

techniques associated with writing and implementingmeaningful assessment tools to gauge a class or program’s effectiveness.It also became imperative that Daria master exceptional time management skills to concurrentlyfulfill her curriculum writing (for the TeachEngineering digital library) and K-12 teachingresponsibilities, excel in her CU graduate classes and advance her mechanical engineeringresearch.K-12 Graduate Fellow Experience #2Malinda Schaefer Zarske has always had a passion for education. It was not until one day, whiletalking to other engineering graduate students, that she started thinking, “Why don’t we teachengineering in our K-12 schools? How hard would that be?” Her questions were answered when

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Penny Hirsch; Ann McKenna

Evaluating Student Confidence in Engineering Design, Teamwork and Communication Ann F. McKenna1, Penny Hirsch2Robert R. McCormick School of Engineering and Applied Science1/The Writing Program2, Northwestern UniversityAbstractMany researchers have focused on the role of confidence and motivation on learning and havesuggested that students be encouraged to engage in reflection about the role of their self-perceptions in achievement. In this paper we explore how students’ confidence levels changeduring our freshman engineering design program. During the 2003-2004 academic year weimplemented a survey designed to measure students’ confidence

Conference Session

Inservice Teacher Engineering Education

Collection

2005 Annual Conference

Authors

Jane Schielack; Carol Stuessy; George Nickles

3 RPs with peers & reflect/ revise/ report research partners classroom teachers in electronically and face-to-face a Mentoring/ Action during a summer throughout the two-year Research graduate conference period course VI Teachers V follow their RPs to Teachers

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Taryn Bayles

, and access toa car are requested. The students are also required to identify their skills in writing, graphics,leadership, teamwork, analysis, drafting, planning and research/library, as well as their strengthsand weaknesses. This information is then used to assign the teams15, which consist of 4-6 teammembers. Teams are balanced using the following criteria: major16, background, academicperformance, gender and ethnicity17, and access to transportation off campus to purchasematerials for the construction of the project. The team application also requires the students towrite about themselves: how they became interested in their major, what their long-term career

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Akhlesh Lakhtakia; Christine Masters; Judith Todd

communication skills at the start of their undergraduatestudies. At the end of their program, each Engineering Science student is required to write anddefend a thesis on their senior research and design project. This often serves to highlight, in Page 10.766.3comparison to the first year items, how the student’s abilities have matured during theirundergraduate years. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationIn addition to academic items, students are also encouraged to include items from

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Rose Marra; Barbara Bogue

determine what lessons could be drawnfor use in Australia, writes: “We need to draw together sometimes disparate initiatives inengineering education . . . around unifying themes if we are to effect the sort of cultural andinstitutional change that is called for to meet the current and future challenges facing engineeringeducation.”Finally, through careful documentation and investigation into how partners were using (or notusing) the instruments we discovered the need to create capacity building tools for future users.Challenge 3:An additional value is dissemination, but information sharing is only a first step; ways must befound to create in depth sharing and sustaining of information flow and subsequent ideageneration

Conference Session

Issues for ET Administrators

Collection

2005 Annual Conference

Authors

Jerry Samples

the attitudethat teaching is really their primary job. They need to know that good teaching requirespreparation, an organized presentation of the material, honoring of office hours, and respect forthe student body. Faculty can be visited in class, can be sent to courses where teaching isemphasized and can be mentored by local master teachers. Teaching can be evaluated againstthe peer group with clearly delineated standards of excellence, or at least satisfactoryperformance. Good teaching is essential at every university, and even those focusing onresearch, will not tolerate bad teachers. So, it is easy to resolve the teaching portion of the fourhurdles: bad teachers should go, good ones should stay. Service is similar in that it is easy to

Conference Session

Web-Based & Distance Instruction

Collection

2005 Annual Conference

Authors

Scott Segalewitz; Charlie Edmonson

whiteboard. All students can see thescreen and when given permission, students can take control of the whiteboard to write,draw or type on the screen.Application SharingWith application sharing, the instructor can share anything that is running on his/hercomputer with the students. This feature allows the instructor to bring up an applicationsuch as Excel and create programs or manipulate data as the students watch on theircomputer monitors. As with the whiteboard, the instructor can pass control of theseapplications to the students. The students do not have to have the same applicationsoftware resident on their computers.Weekly Class SchedulesAs previously stated, problems with study at home courses arise when students takeadvantage of the self

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Moshe Hartman; Harriet Hartman

the questions are repeated, including theirself-confidence in themselves as engineering students, their plans for the future, their perceptionof problems in the field for women and men, their expectations about jobs; thus, changes in theserespects over the course of the year can be measured. In addition, they are asked to evaluateprogrammatic features such as the engineering clinic, group work, lab work, workload and manyother aspects of the program; the interpersonal climate of faculty-student and peer relations; andtheir satisfaction with the major. In the current research project, to study how the features ofRowan’s engineering program are related to retention, survey responses of students who beganwith a major in engineering but

Conference Session

Curriculum: Ideas/Concepts in Engineering Education

Collection

2005 Annual Conference

Authors

Mark Henderson; Gerald Gannod; Barbara Gannod

, CST494 f. Pointers to functions (C/c++) CSE 494 RT g. Understanding C code/low level use of a high level CST494 language h. Standard template library (18 votes) i. Writing to virtual/physical memory in C/C++ CSE 494 RT CST494 j. Visual Basic CST326

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Zhifeng Kou; Sudhir Mehta

, temperature, velocity, etc., to a specific situation 3 design and build signal conditioning device using an Tests 3.86 3.72 operational amplifier 4 use and select a data acquisition system for a given Tests 3.79 3.72 application 5 solve real-life engineering measurements problems by Lab Reports 4.56 3.86 thinking creatively and critically 6 communicate the results in writing Lab Reports 4.56 3.83 7 work effectively in a team environment Peer and Self 4.50 4.03 Evaluation, and

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Phillip Wankat

24 64.9% Mathematics 22 59.5% Science (Chemistry/Physics/Biology) 24 64.9% English/Writing 9 24.3% Computer 14 37.8%Table 7. Tutoring services: first-year subjects for which tutoring is available.Individually, each of the tables compiled from the results of the FPD survey would provide onlylimited information on the status of first-year programs. Collectively, however, the informationon types of programs, staffing, course offerings, advising

Conference Session

Transitioning to an Academic Career

Collection

2005 Annual Conference

Authors

William Loendorf

those in industry considering a similar career change.Introduction Page 10.1356.1Even before the start of the second year as a full-time professor in the Engineering and Design(E&D) Department at Eastern Washington University (EWU) it was apparent that it was going to Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationbe very busy. There were new courses to prepare, department and university committeeappointments, new academic programs to develop, professional papers to write, and the quest fortenure

Conference Session

Multidisciplinary Engineering Courses II

Collection

2005 Annual Conference

Authors

Katie Sullivan

adifferent type of engineer. Engineering education musts be broadened to include thefollowing: team skills, communication skills, leadership, a systems perspective, anunderstanding and appreciation for diversity, a multi-disciplinary perspective”.6Engineering students in this course will not only have the opportunity to work on teamsand participate in a multi-disciplinary project with their peers, they will also receive in-depth training on communication skills; specifically, skills for communicating in a team. The engineering field has frequently recognized the need for interdisciplinary work.Katzenback and Smith note that interdisciplinary work, conducted when participants have

Conference Session

K-12 Programs for Women

Collection

2005 Annual Conference

Authors

Betsy Willis

workshop first establishes amotivation for encouraging students to pursue engineering (Day 1 at Texas Instruments) andconcludes with strategies to implement in participants’ schools (Day 2 at SMU). Participantsreceive 13 CEUs.Pre-workshop “homework” is assigned to raise the educators’ awareness of the issues. Thehomework consists of two exercises: • Interview an Engineer – Participants interview an engineer to learn the engineer’s academic background, why he/she chose engineering, career path, and career goals. Participants may ask additional information if desired. Participants are asked to bring a summary of the interview in a pre-set format. • Day without Engineers – Participants write a 1-page conceptualization of a day

Conference Session

Transitioning to an Academic Career

Collection

2005 Annual Conference

Authors

Philip Dunn

project for the end of thesemester and began the lab course showing Primavera P3. I soon found that Primavera P3 wastoo complicated to show undergraduates during one short semester. I concentrated on the basicfeatures and lead classroom exercises each week for the first 5 weeks. The students were then ontheir own to complete the assigned project within the remaining semester. The project consistedof scheduling a building construction project that had been introduced to the class in earliercoursework within the Construction Management program. The third lab course supplemented aprevious semester’s writing intensive course in construction documentation. A set of projectdocuments had been scanned, but no information as to how these documents would

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

John Rowe

Measure What You Value: Developing Detailed Assessment Criteria for Engineering Capstone Projects John W. K. Rowe Sheffield Hallam University, UK.AbstractAn important area of development in the UK and other systems of higher education over the lastdecade has been the wide spread use of specific statements describing the intended learningoutcomes students achieve, in contrast to using syllabus content to define courses and programs.In measuring how well students have satisfied an intended learning outcome one approach is touse developed assessment criteria that specify qualitatively, by level of achievement, studentperformance. Writing

Conference Session

Documenting Success

Collection

2005 Annual Conference

Authors

Patricia White; Steven Mickelson; Thomas Brumm

, Initiative,and Teamwork. Next, students are asked to write a STAR for three of the seven corecompetencies, making sure that they describe their STAR completely enough to demonstrate thecompetency.During the second period students are asked to analyze a company job description in order todetermine the workplace competencies necessary for resume development/modification,interview STAR preparation, and ultimately career success. After analyzing the job descriptionsfor key phrases that relate to the competencies, the student chooses one of the more frequentlymentioned competencies to develop a STAR for interviewing preparation.During the second semester for each program, a one credit “experiencing” course is taught toexpose our students in a hands-on

Conference Session

A Renaissance in NRE Programs

Collection

2005 Annual Conference

Authors

Sukesh Aghara; Irvin Osborn-Lee

U.S. TAMUhas the ability to offer courses to bothTAMUK and PVAMU through the Trans-Texas Videoconference Network (TTVN)system. This is expected to benefit the PVAMU program as the requirement to developcourses is reduced and students can enroll in all the courses offered by the nuclearengineering department at TAMU through TTVN. Being a new program, the challengelays in recruitment of students into the nuclear engineering classes. There are a couple ofpossible causes for this. First, lack of African Americans in nuclear related professionsnationally contributes to absence of role models and community of peers. Secondly,there has been a lack of physical presence of a faculty member with a nuclear engineeringbackground at PVAMU campus. The