Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Trevor Harding, Kettering University; Cynthia Finelli, University of Michigan; Donald Carpenter, Lawrence Technological University; Matthew Mayhew, University of North Carolina-Wilmington

Tagged Divisions

Educational Research and Methods

2006-638: EXAMINING THE UNDERLYING MOTIVATIONS OF ENGINEERINGUNDERGRADUATES TO BEHAVE UNETHICALLYTrevor Harding, Kettering University Dr. Trevor S. Harding is Associate Professor of Industrial and Manufacturing Engineering at Kettering University where he teaches courses in engineering materials and manufacturing. Dr. Harding's research interests include wear phenomenon in orthopeadic implants, ethical development in engineering undergraduates, and pedagogical innovations in environmental education. Currently, Trevor serves on the ERM Division Board of Directors and on the Kettering University Center for Excellence in Teaching and Learning Advisory Board.Cynthia Finelli, University of Michigan

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; David Wormley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

therequirements for ABET, and would not impose unreasonable levels of additional work on thefaculty. Ultimately, this approach led to a successful outcome for all programs in their firstevaluation under EC2000.ABET-related assessment process were instrumental in identifying needed changes in many ofthe individual programs and also one major issue that cut across departments, which was theneed for more ethics related experience in the curriculum. This need was addressed through acollaborative effort between the Leonhard Center and the Doug & Julie Rock Ethics Institute inthe College of the Liberal Arts. The initial work of this partnership was stimulated byphilanthropic gifts from an Engineering alumnus whose daughter graduated from the College ofthe

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Lisa McNair, Virginia Tech; Tamara Knott, Virginia Tech; Mary Leigh Wolfe, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

for Engineering Education, 2006 Defining and Assessing the ABET Professional Skills Using ePortfolioWhile most engineering programs are confident developing specific criteria and assessment toolsfor the technical skills described in ABET Criterion 3a-k, the question of how to define, teachand assess the professional skills (teamwork, professional and ethical responsibility,communication, impact of engineering solutions, life-long learning, and contemporary issues)remains much more challenging. This paper describes concrete, assessable expectations thatconnect student work to professional skills, broken down by level and organized into ePortfolioassessment matrices that reflect recognized

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Joanne Mathews, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Margaret Huyck, Illinois Institute of Technology; Abhinav Pamulaparthy, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

(IPRO®) at our university provides a six credit multi-disciplinary, project team based course required of all undergraduates which helps develop inthese students various knowledge and skills deemed essential by ABET and future employers.This knowledge and skill, defined from our course Learning Objectives [LO], are competency inteamwork, communications, project management and ethical behavior, developed in the contextof addressing a real world problem. Through this research, we are assessing whether or notstudents that participate in an IPRO course gain a more thorough understanding of thedeclarative knowledge supporting comprehension of the Learning Objectives by administering aknowledge test to each IPRO student both at the beginning and at

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Wendy Harrison, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Arthur Sacks, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

integrate the social, cultural, ethical and environmental implicationsof their future professional judgments and their roles as citizens in varied and complex settings.”[1]. The 27 semester-hour program of seminars, courses, and off-campus activities featuressmall seminars; a cross-disciplinary approach (faculty from engineering and science disciplinesand faculty from the humanities and social sciences are regularly co-moderators of the seminars);and, opportunities for one-on-one faculty tutorials, instruction and practice in oral and writtencommunication, a Washington, D.C. public policy seminar, a practicum experience (internship orforeign study), as well as participation in the McBride “community within a community”approach [2-5].Circumstances

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Leilah Lyons, University of Michigan; Zbigniew Pasek, University of Windsor

Tagged Divisions

Educational Research and Methods

case of online visitors, Page 11.584.6there is no practical way to verify their demographic characteristics. For that reason, wemust rely on self-reporting.In either case, we must be sure that we are collecting visitor information ethically. Inaddition to seeking permission from the hosting institution, we need to be certain that weadhere to ethical standards for data collection over the internet.11,15 According to theseguidelines, it is best if no personally identifiable information, like names and addresses,are collected. For this reason we decided against having the users enter a name, eventhough it would have been useful in identifying returning

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Amy Banzaert, Massachusetts Institute of Technology; John Duffy, University of Massachusetts-Lowell; David Wallace, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

the integration of academic subjectmatter with service to the community in credit-bearing courses, with key elements includingreciprocity, reflection, coaching, and community voice in projectsiv. Reflective activities helpstudents process their experience and gain insight into the service they perform, the concepts thatthey are reinforcing, and the connection between the twov,vi,vii. When S-L is used effectively inan academic class, students typically benefit in a number of important ways, includingmotivation for learning, teamwork, communication, synthesis of multiple technical concepts,understanding of engineering ethical responsibilities, and civic engagementi,ii,iii.As shown in Table 1, S-L can help educators to fulfill ABET Criterion 3

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Cristina Pomales-Garcia, University of Michigan; Yili Liu, University of Michigan; Virginia Soto, University of Michigan

Tagged Divisions

Educational Research and Methods

instruction • interactive fundamentals to a variety of • provides for • efficient instruction • interested and problems lifelong learning • engaged instruction motivated students • creative • a seamless web • ethical awareness • international • culture for life-long learning • ubiquitous • flexible connectivity across • multidisciplinary • enthusiasm for learning programs and institutions • personalized • intellectual spirit • professional discernment • precise • knowledge and experience in • provides professional and

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Durward Sobek, Montana State University; Joshua Ruder, Montana State University

Tagged Divisions

Educational Research and Methods

provide a methodfor improving student design processes that has been experimentally validated, which would beof interest to educators interested in engineering design. Second, we describe a cross-overexperimental method which can be useful to a broad range of education researchers wanting totest pedagogical tools/methods experimentally. The experimental design has simple but stronginternal and external validation indicators, and overcomes some of the ethical issues which oftensurround experiments in an educational setting. Page 11.623.2BackgroundThe first design phase following need identification is generally concept design; that is,addressing a

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine; Lori Maxfield, College of St. Catherine

Tagged Divisions

Educational Research and Methods

create quality programs that “satisfies the needs of constituencies in a dynamic andcompetitive environment.”1, p. 1 Many of the general criteria for basic level programs require theeducational experience to expand from one being focused on book knowledge learning and“canned” experiments to one that also emphasizes authentic real-world applications of thisknowledge.Some institutions might believe that satisfying ABET criteria means requiring students to takemore courses (e.g., communication, ethics, public speaking, psychology) in an already intensivecurriculum. Others might believe that students need to have projects in more courses, whichcauses concern because little time is left for instruction of core knowledge and concepts. Othersmight

Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Amy Gottfried, University of Michigan; Matthew Kaplan, University of Michigan; Vilma Mesa, University of Michigan; Christopher O'Neal, University of Michigan; Mary Piontek, University of Michigan

Tagged Divisions

Educational Research and Methods

2006-882: EVALUATING METHODS TO IMPROVE TEACHING INENGINEERINGCynthia Finelli, University of Michigan Dr. Cynthia J. Finelli (cfinelli@umich.edu)is Managing Director of the Center for Research on Learning and Teaching (CRLT) North and Associate Research Scientist of Engineering Education at University of Michigan (U-M). Her current research interests include evaluating methods to improve teaching, exploring ethical decision-making in engineering, developing a tool for comprehensive assessment of team-member effectiveness, and assessing the effect of the first year experience on under-represented student retention. She serves on the Executive Board of the Educational Research and

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Leslie Brunell, Stevens Institute of Technology; Gunnar Tamm, U.S. Military Academy; Ozer Arnas, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

engineering courses. Taking into account the comments provided byreviews and past students’ comments a new policy that addressed these concerns was developed(See Appendix A).In addition the methodology for the review process was explained more diligently, since thestudents had not yet experienced peer review in other engineering courses. The policy wasintroduced early in the semester, combining it with a discussion on professional responsibilityand ethics. This took about two-thirds of a lesson and included examples and details of what was Page 11.988.8to be done and why. The material value of peer review was discussed with an example of howthe

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

David Meyer, Purdue University

Tagged Divisions

Educational Research and Methods

) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability;(d) an ability to function on multi-disciplinary teams;(e) an ability to identify, formulate, and solve engineering problems;(f) an understanding of professional and ethical responsibility;(g) an ability to communicate effectively;(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context;(i) a recognition of the need for, and an ability to engage in life-long learning;(j) a knowledge of contemporary issues; and(k) an ability to use

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Faouzi Bouslama, Zayed University; Azzedine Lansari, Zayed University; Akram Al-Rawi, Zayed University

Tagged Divisions

Educational Research and Methods

an ethical way. They will also be critically aware of the impact of information technology on the individual and society.• Teamwork and Leadership (TL): Graduates will be able to work efficiently and effectively in a group and will be able to assume leadership roles and responsibilities in a variety of life situations and accept accountability for the results.Students must document accomplishments of these outcomes in their portfolios5 in order tocomplete their degree programs. Moreover, each college at ZU identified a set of major-relatedlearning outcomes (MALOs) and integrated those outcomes in all major courses. For example,the College of Information Systems (CIS) at ZU has established five major leaning outcomeswhich form the

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Barbara Lovitts, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

Page 11.496.4items in the worksheet and our coding reflect statements made in the article, not ourinterpretations of them. For instance, if an article said that students worked in teams, then, in thesubcategory Social Arrangement, within the category of Study Characteristics, we coded theitem “Team,” which connotes a division of roles and responsibilities, when, in fact, the socialarrangement may really have been loosely formed small groups. Finally, readers should beaware that some terms appear in more than one category or subcategory (e.g., ethics, case study,team) and that these terms mean different things in different contexts and were codedaccordingly.Analysis of the Content of the DatabaseThe database underlying the PR2OVE-IT website is

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Katie Sullivan, University of Utah; April Kedrowicz, University of Utah

Tagged Divisions

Educational Research and Methods

teaching technicalcommunication to engineering students do meet the objectives of EC 2000, we argue that they donot go far enough. That is, in order for engineering students to be professionally as well astechnically competent, they must be prepared to not only write professional documents andprepare professional presentations, they must also learn about interpersonal communication inorder to be productive organizational members.CLEAR ApproachThe University of Utah’s CLEAR Approach (Communication, Leadership, Ethics, and Research)to improving engineering education involves collaboration between the Colleges of Humanitiesand Engineering. Our goal is to prepare engineering undergraduates to occupy positions ofleadership in organizations through

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Tawni Hoeglund, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Kimberley Breaux

Tagged Divisions

Educational Research and Methods

.” The perception that MT is an extremely difficult learning environment existsapart from notions about the institution’s rigor. Students are proud that MT is rigorous and thatthey have the skills, work ethic, and intelligence to be successful in an environment of highexpectations. However, MT’s difficulty is not a source of pride, but rather of anxiety, defeat,depression, and hopelessness. Difficulty is an enemy of balance, and all MT’s students feel theeffect. Page 11.573.5Research into learning indicates that learners perform best in conditions in which difficulty canbe managed; new information and/or tasks should be presented just beyond a

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Tamara Moore, Purdue University; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

first-yearengineering course calls for students to develop a logical problem solving process whichincludes sequential structures, conditional structures, and repetition structures for fundamentalengineering problems; translate a written problem statement into a mathematical model; solvefundamental engineering problems using computer tools; and work effectively and ethically as amember of a technical team. One approach to having first-year students solve open-endedproblems is through team-oriented tasks called Model-Eliciting Activities (MEAs). These tasksare based upon the models and modeling perspective put forth by Lesh and Doerr7 and aredeveloped using six design principles8-9. The National Research Council’s Board of EngineeringEducation

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University; Girish Rao, SPRINT

Tagged Divisions

Educational Research and Methods

), engineering ethics andgreen design. The second project is more intensive in terms of the project requirements anddeliverables to be completed in the same duration of seven weeks.In the second stage, the experimental group of eight teams was provided access to the DISTconfigured for the design problem. It was presented as a design support tool, and its usagewas optional in the completion of the project. Each design team was provided a laptop loadedwith the DIST, word processing, spreadsheet and Computer Aided Design (CAD) software. Page 11.205.8The teams were also rearranged (randomly) based on the peer

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Nadia Kellam, University of South Carolina; Veronica Addison, University of South Carolina; Michelle Maher, University of South Carolina; Mann Llewellyn, University of Queensland; David Radcliffe, University of Queensland; Walter Peters, University of South Carolina

Tagged Divisions

Educational Research and Methods

- A.D. Welliver Fellow, in 1999.Walter Peters, University of South Carolina WALLY PETERS is Professor of Mechanical Engineering, Director of the Laboratory for Sustainable Solutions, and Faculty Associate in the School of the Environment. His research interests include sustainable design, industrial ecology, complex systems, and environmental/earth ethics. Page 11.1290.1© American Society for Engineering Education, 2006