Conference Session

Tricks of the Trade for Teaching I

Collection

2005 Annual Conference

Authors

Kemi Ladeji-Osias

expectations.5. Course Notes: Once you have decided on the course objectives, content, textbook and syllabus, it is time to develop the course notes. • Lectures: For some texts, the publisher may make slides that include illustrations available to faculty who have adopted it. It is advantageous to have notes written in a format that makes it easily presentable to students, whether through overheads or writing on the board. For lower level courses, it is advised to follow the notation in the text, so students can focus on learning the material. Have your examples worked out, including all answers to eliminate time spent on calculations. Include extra examples in your notes, in case students

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Thomas Kicher; Frank Adamo; Dale Flowers

10% of thecourse grade.Finally, the company representatives attend and participate in extensive final projectpresentations made by all teams. The entire class attends all these presentations so they canbenchmark their performance versus that of the other teams. This session and its attendantdeliverables (including a detailed final report) count for 50% of the course grade. Of this, 10% isa peer evaluation that each member of the team completes for each other member with guidelinesthat prevent grade inflation. The company personnel provide feedback forms to the instructor foreach team that is integrated into the instructor’s evaluation of the teams’ performances. There isa comprehensive final examinations that counts 30% of the grade, and

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Harry Koehnemann; Brian Blake; Gerald Gannod; Kevin Gary

intention of the CSE461/462 sequence is to have students behave like SEI CMM Level 3and Level 4 organizations, respectively. Specifically, in CSE461, project teams must achieve aCMM Level 3 standing while in CSE462, project teams must achieve a CMM Level 4 standing.The objectives and outcomes of the CSE461/462 sequence focus primarily upon two topics:providing group experience and providing tool experience. Outsourcing has primarily beenlimited to separate local groups acting as subcontracts. As such, the real impact of outsourcinghas not been experienced in this setting since familiarity with peers that are locally accessible hasbiased results and in turn made the outsourcing experience merely akin to a large group project

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Sohail Anwar

• Required and recommended Course Materials • Library and Reserve readings • Course Outline with due date schedule • Procedure for communicating with the faculty • Course Assessment (Exams, projects, discussions, quizzes, etc.) • Grading Policy (weights and Excelsior grading scale) • Course Policies (e.g. honesty, plagiarism, late submissions, effective writing, etc.) • Other Course Instructions (WebCT Institutional bookmark: Excelsior College Virtual Library, Electronic Peer Network, Bookstore, etc.)Example of a CourseELEC 321 Course SyllabusCourse Number:ELEC 321Course Title:Control SystemsBrief Course Description:Introduction to control of mechanical and electrical systems; study of open and closedfeedback; servo

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

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

within the processes of social interaction and is grounded incommunities of practice.VITDP helps to create a community of practice where engineering students have access tocultural knowledge and where novice practitioners are able to contribute to the activities of thecommunity because they are working alongside their peers and those with skill levels close totheir own. A major focus of this perspective is on the process of becoming, in this case anengineer, and hence on the relationship between identity within the community and culturalknowledge necessary to maintain and expand that identity. Lave and Wegner's work focused onhow identity continuously changed as novices moved along an identity trajectory from novice toexpert, where different

Conference Session

MIND Education Trends

Collection

2005 Annual Conference

Authors

Maria M. Larrondo Petrie

readers, thefirst What Do You Want To Be? Explore Space Sciences includes 12 biographies ofcontemporary women scientist describing what she does, how she got there, and why she enjoysit. The next two books will focus on Earth Science and Health Sciences. The Sally Ride ScienceFestivals20 held in different locations, bring together more than 1,000 middle school girls, parentsand teachers.Education Unlimited21 offers a variety of summer programs for students in grades 4-12. TheirA+ Summer Programs22 held at Stanford University builds proficiency in logic, critical thinkingand writing skills, dividing students into two sessions: a 12 day camp for 11th and 12th graders23,and a 9 day camp for 9th and 10th graders24, which focus on critical thinking

Conference Session

Integrating H&SS in Engineering III

Collection

2005 Annual Conference

Authors

Rosalyn Berne

across the United States. They and their institutions’ names are held inanonymity.Originally, 50 individual researchers were asked to participate. Thirty five said, ‘yes,’ andmet with me once. Twenty three have met with me twice, and I anticipate that by the timeof this writing, eighteen of those will have completed or were scheduled for a thirdconversation, and one will have had a fourth. It could be argued that the group of twentythree continuing participants is a self-select group. It is likely that those who continue tomake themselves available for these discussions probably have a genuine interest inreflecting on the meaning and ethics of their work in nanotechnology. They may havebeen predisposed to participate. I began meeting with

Conference Session

Tricks of the Trade

Collection

2005 Annual Conference

Authors

Naomi Tillison; David Hand

includes comments from members of the Civil and Environmental Engineering Professional Advisory Committee (CEEPAC).The direct paraphrasing and teacher-designed feedback surveys were created by the evaluator formid-term and final course assessments. Out of fifty assessment techniques that passed a seven-question peer review (Appendix A)22, seven were selected by the evaluator for a finalcomparison of their applicability to the EPSC course (Table 3). These two assessmenttechniques, direct paraphrasing and teacher-designed feedback forms, were chosen as courseassessment tools because: Page 10.683.7 “Proceedings of the 2005 American

Conference Session

Thermal Systems

Collection

2005 Annual Conference

Authors

Pamela J. Théroux; Gary Gabriele; Brad Lister; Deborah Kaminski

accommodators, make up about one-fifth ofthe TFI student population. These non-dominant learning style students prefer feeling andwatching (divergers) and doing and feeling (accommodators). Kolb and colleagues provideextensive empirical work that relates learning style to subject disciplines. Divergers tend to be increative disciplines such as writing or the arts, and accommodators tend to be in professions thatrequire intuitive thinking, such as teaching. Convergers tend to be in applied fields (scientists,lawyers) and assimilators prefer academic pursuits such as pure science or mathematics. Thus itis not surprising that 80% of the students in this course fall into the converger and assimilatorcategories

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

David Anthony; C. Richard Helps; Barry Lunt

criteria are phrased in terms of Intents andStandards as expressed in the self-study questionnaire. There is, at this time of this writing, noapproved self-study questionnaire for IT but the self- study questionnaires for CS5, IS and CE allreflect the same structure. Intents and standards bear considerable similarity to objectives andcriteria but the standards reflect more of a model curriculum approach. The intents and standardsapproach will probably continue to evolve as CAC continues to adapt. In the meanwhileprograms need to look at both as they prepare for accreditation.2.2 Model CurriculumAnother significant input to the process, which is specific to computing accreditation, is themodel curriculum6 mentioned earlier. Although this document

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Monica Cardella; Cynthia Atman

“Introduction to Mathematical Reasoning”focused on proof-writing during the second quarter of the capstone project. Most of the studentsalso commented that their engineering courses also contained mathematics material, and twostudents also reported learning some mathematics in their physics courses.Data Analysis This study yielded data in the forms of interview and observation notes, audiorecordings of the interviews and observations, and copies of students’ work. We approached dataanalysis using a methodology similar to Chi’s Verbal Analysis” 23. A key distinction between theerbal Protocol Analysis and Verbal Analysis methodologies is that the data for verbal protocolanalysis consists of “think-aloud” protocols and the data for verbal analysis

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

H. Jung; Anthony de Sam Lazaro; Amanie Abdelmessih

, whereapplicable, operating and maintenance documentation.B. Course OutcomesAt the end of the year, the engineering student should be able to demonstrate proficiency in: a. Design and prototyping of a complex mechanical artifact, involving both mechanical and thermal stems. b. The application of scientific and mathematical concepts to their design. c. Their knowledge and application of socio-economic and ethical issues relative to their design task. d. Functioning as a member and/or a leader of an engineering design team. e. Communicating with fellow-engineers, peers and ‘customers’ both orally and in writing.C. Course AssessmentsOver the last six years we have and are improving the forms we

Conference Session

Entrepreneurship, Design, and PBL

Collection

2005 Annual Conference

Authors

Ken Ports

from emulating being part of a start-up to actuallystarting up a company to take its senior design “product” to market? Florida Tech is prepared tosupport this type of activity, and as of this writing, seven current projects are in some stage ofbeing productized for commercialization. Available to support this aspect of senior design isFlorida TechStart, the university business accelerator for high tech ventures.Florida TechStart was opened in October, 2003, as a joint venture of the College of Engineeringand the School of Management, and is housed in the engineering building. Student teamsinterested in an entrepreneurial path work directly with Florida TechStart staff to make thenecessary connections to help make their dreams a reality.An

Conference Session

Programming for Engineering Students

Collection

2005 Annual Conference

Authors

Eric Hamilton

random decision would repeat the point-plotting using the new coordinates. Miriamloved watching the students watch with puzzlement and pleasure as a fractal would unfold beforethem. Of course, she was not going to let on that anything unusual would be taking place. She ledthe discussion recapping the underlying concepts of random numbers and nested loops. She sentthe programming exercise to the class and watched them start.Some students get off to a quick start. Her first step was to do a run of thumbnail views of agroup of twenty students – she could peer into a subset of their screens with sufficient resolutionto see that several of them were off to the races. She touched the “encourage/correct so far” iconon her response palette and then

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Edward Evans; Sandra Spickard Prettyman; Helen Qammar

feelcomfortable volunteering for tasks. These freshmen often serve as meeting leaders during theend of the project term with very positive response from their peers. Examples of projectstatements from the last two years are given in the appendix.During the project period, each team is required to hold five one-hour meetings with either anindustrial or faculty mentor who provides feedback on the team’s progress and teamworkdynamics. The mentor may impart some technical advice but their role is primarily as anobserver of effective interaction and judge of how well team members are participating duringthe meeting. The mentor’s job is to help the team function in a highly effective manner. At thebeginning of the project, the teams that are likely to have

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

annual raises are earmarked for teaching improvement. Moreover, faculty are expected to write reflective memos that map specific plans for improving teaching, learning, and 3 assessment in their courses. Presentations, demonstrations, and short courses are available, both in the department and through MIT's Teaching Learning Lab. The number of faculty presenting at conferences on education topics has increased in the past two years. 11. CDIO Skills Assessment Within courses, faculty use traditional and newly designed tools to assess student achievement of course learning outcomes, including oral exams, concept questions, peer 3 assessment of projects and presentations, and reflective portfolios. There is a department

Conference Session

Teaching Team Skills Through Design

Collection

2005 Annual Conference

Authors

Douglas MacIntosh; Susan Conry

frequently observed. A subteam of three students working on implementation of a majorsystem module was having considerable difficulty with team dynamics. Progress on theirmodule was suffering because all three of the students (all very capable students) were takingresponsibility for writing the code. Each of them felt that his way of doing things was the best,and the subteam was at a standstill. The instructor called a meeting of the subgroup and set aconstructive tone at the outset. The discussion focused on identifying the particular strengthseach member of the subteam brought to the table. The outcome of the meeting was areallocation of effort that took advantage of each individual’s strengths. The students learned tooptimize the team activity by

Conference Session

Capstone/Design Projects: Electrical ET

Collection

2005 Annual Conference

Authors

Jay Porter; George Wright; Joseph Morgan

their own merits, it is alsotrue that for most students the capstone senior design course is their first attempt at a true open-ended design problem where they pose the question and develop the answer. Without access tocontinual technical and project management review, valuable learning opportunities are lost. The EET/TET Programs have adopted a new approach to managing the capstone designsequence. The sequence is now divided into two courses. The first course has three primaryobjectives. The students - learn the fundamentals of project management including topics such as proposal writing, risk management, scheduling, financial management, etc… - find a real-world sponsored project and develop a preliminary design that is

Conference Session

Program Delivery Methods and Technology

Collection

2005 Annual Conference

Authors

Vaishalee Naruka; Stephen Raper; William Daughton

for Engineering Education prejudice their success as managers. Sir Peter Walters, who began his BP career in the supply and development department when he was 24, rose to be Chairman of the company and, in 1986, president of the Institute of Directors. He has said that he first came to the attention of senior management through the ability to write a good report. A specialist may do brilliant original work in isolation, but if it is to have any practical application and benefit to the community, the ideas must be spread. They will be recognized and adopted in direct proportion to the clarity with which they are expressed.” (3)MethodologyThe specific purpose of the study was to answer the

Conference Session

Recruiting/Retention Lower Division

Collection

2005 Annual Conference

Authors

William Guerriero; Elizabeth Chain; Mary Vanis; Donna Zerby; Bassam Matar; Mary Anderson-Rowland

insight into engineering research at ASU c) METS Workshops for Survival Strategies are held throughout the semester targeting potential and new transfer students, but anyone is welcome to attend. d) METS Student Mentors is an opportunity for new transfer students to be assigned a peer mentor. The student mentor assigned is a student who has attended ASU for at least one semester. e) METS Pilot Workshop/Bridge for new transfer students is held in early summer to assist students in locating student resources at ASU such as: parking, how to find your classes, scholarships, tutoring, the CEDAR center, and the bookstore. f) METS Orientation to new transfers gives students information about the METS program and how

Conference Session

Potpourri Design

Collection

2005 Annual Conference

Authors

Michael Van Wie; Kristin Wood; Robert Stone; Julie Linsey; Matthew Green

weregiven the set of functions for customer needs and the additional guideline to generate ideas byfocusing on finding solutions to the functions stated. The instruction sheets for all participants,both the experimental and control groups, included a description of the problem, a set of rules tofollow, and a set of customer needs. The instructions were partially based on the basicbrainstorming rules6 of seeking a large quantity of ideas along with encouraging “wild”(uncommon) and diverse ideas. The instructions also indicated that the students should solve thedesign problem by writing down their solutions with words and/or pictures, the solutions couldmeet one or all the customer needs, and the goal was to maximize the quality, quantity, novelty

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

William Loendorf

their chosen field; and opportunities for interaction andsupport from fellow students, faculty, and peers through liaisons with student groups, industrycontacts, and support services.The 4-year Electrical Engineering program curriculum has been developed and is presented inTable 2. Engineering and other related courses (with prefixes of ENGR and TECH) are taught by Page 10.434.9faculty from the E&D Department. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationTable 2. Electrical Engineering

Conference Session

College Engineering K-12 Outreach III

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Nicola Ferralis; Leanne Avery; Daniel Haworth; Elana Chapman

before starting. Clear documentation of the people who havebeen interviewed, the length of the interview, and notes on the circumstances of theinterview together with a reference to the tape are important for citation purposes and forkeeping track of pseudonyms. Document and artifact analysisDocuments include the formal (letters, public e-mails, press releases, grant proposals,school district newsletters, etc.) and informal (shared personal e-mails, handwritten notes,writing on the blackboard, and other less permanent material) written material thatsurrounds and infuses a project. Artifacts include the devices such as computers orscanners, material for “hands-on” activities, the lab space at a university that is beingtoured by middle

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Leanne Avery; Angela Lueking; Daniel Haworth; Elana Chapman

are Page 10.995.5talking about the waste and how it helps the evierment. You cost one boes not work write. The web was so cool butyou need games to play on it.” Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education“14 i think it was all good some could be better. 13 i think it was cool. 1 i looked like someone oure age made it.But great info.”The quotes support the qualitative data collected regarding the students experience of thewebpages. They enjoyed the sites, and they seemed to agree

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Thomas Matthews; Perry Heedley

MethodologyThe design team methodology adopted here closely parallels that used successfully by theauthors while working at several different semiconductor companies, and has been adapted to theuniversity environment. It involves a multiple phase process, with reviews by peers and advisorsat strategic points during the IC development to insure success by identifying issues andcorrecting potential problems as they occur. This is particularly important for student designteams, which lack the experience of professional engineering teams and are therefore more proneto errors. Presentations are given by each student for their individual circuit block, with theentire team as well as faculty and industry advisors in attendance. These reviews typically occurat

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Tia Sharpe; Robert Maher; James Peterson; James Becker; Bradford Towle

questionnaires, student performance with oral and writtencommunication, and peer review of course materials and grading policies. Page 10.447.10 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education (Excerpt from "ECEBot Assembly Guide"…) Soldering Step 1: Attach the 32-pin Socket (Back of Board) First, hold the board with the front side up and oriented so that you can read the printed silk screen labels from top to bottom, like in the next figure. Now turn the board over

Conference Session

Assessment Issues in 1st-Yr Engineering

Collection

2005 Annual Conference

Authors

Eric Soulsby

of experience in teachingFreshman courses lamented the inability of many current students to manipulate even simplealgebraic expressions, such as Ohm’s Law (V = IR), or the Ideal Gas Law (PV = nRT), andrelated how this lack of ability has hindered teaching the conceptual ideas represented by theseequations.The question became one of whether the University should make an effort to write a “new andimproved” Q-course Readiness test with questions aimed at evaluating students’ abilities inquantitative reasoning. The Committee immediately realized this process would be fraught withdifficulties. What would be the areas of coverage of the new exam? How would the test beconstructed and delivered? How would it be graded, and by what standard would it

Conference Session

Engineering in High School

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

because they had developed many curiosities over the course of theunit. Many students designed their own projectiles with fins of all different shapes and sizes;two groups tried to test the precision of the system; and one student worked on trying to apply aformula to predicting the length of the launch.At the Campus School on the second to last day, I mixed the students up into groups of four withstudents from different research groups. The goal that the students had was to look at their dataand graphs and write down a hypothesis for each of the variables to help them with their Page 10.873.7consequential task. This activity was very

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Jessica Harwood; Al Rudnitsky

because they had developed many curiosities over the course of theunit. Many students designed their own projectiles with fins of all different shapes and sizes;two groups tried to test the precision of the system; and one student worked on trying to apply aformula to predicting the length of the launch.At the Campus School on the second to last day, I mixed the students up into groups of four withstudents from different research groups. The goal that the students had was to look at their dataand graphs and write down a hypothesis for each of the variables to help them with their Page 10.874.7consequential task. This activity was very

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Mark Sebern

development organization. First, PSP training courses provide insight into theprocess performance of individual software engineers, before and after learning the PSPmethods. The “before” data reflects the existing processes of these practitioners, while the“after” data suggests the type of improvement that the PSP can produce. Second, TSP teamsgather data on their own performance as part of their normal development process, and some ofthis data has been published in summary form2.As outlined in Humphrey’s original text6, students in a traditional PSP training course write tenrelatively small programs, while using a series of defined software processes that buildincrementally up to the full PSP. Data on size and development time by program, for a