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Tolerance For Ambiguity: An Investigation On Its Effect On Student Design Performance

Conference Session: Student Teams and Design Skills
Collection: 2006 Annual Conference & Exposition
Authors: Susan Mohammed, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University
Tagged Divisions: Educational Research and Methods

thebeneficial effects of higher tolerance for ambiguity on increased efficacy, satisfaction, andconflict resolution in the context of an open-ended, team-based, industry-sponsored engineeringdesign project.Keywords: Design teams, tolerance for ambiguity, efficacy, design performance.1. IntroductionBecause “engineering programs must demonstrate that their graduates have: …an ability todesign a system, component, or process to meet desired needs,” and “an ability to function inmulti-disciplinary teams….”1, design is integrated to the engineering curricula through the use ofdesign teams. In many cases, this integration also uses industry-sponsored design projects. Mostof the industry-sponsored design project applications are at the capstone design level

Relevance Score: 0.039574057

Assessing Student Knowledge Of The Learning Objectives

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

2006-1481: ASSESSING STUDENT KNOWLEDGE OF THE LEARNINGOBJECTIVESJoanne Mathews, Illinois Institute of TechnologyDaniel Ferguson, Illinois Institute of Technology Senior Lecturer, Interprofessional Studies Program (IPRO), Il Institute of TechnologyMargaret Huyck, Illinois Institute of TechnologyAbhinav Pamulaparthy, Illinois Institute of Technology IPRO Team Project Manager; major in MMAE Page 11.240.1© American Society for Engineering Education, 2006 Assessing Student Acquisition of Knowledge of Learning Objectives for an Interprofessional Projects ProgramAbstractThe Interprofessional Projects Program

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An Investigation On Design Effectiveness And Efficiency Of Teams Equipped With Design Information Support Tool (Dist)

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

control vehicles6. Page 11.205.3 Figure 1. Experimental DesignIn the second stage, the experimental group of eight design teams uses the DIST for thesecond design project. Their performance and workload ratings are compared with that of acontrol group of eight design teams, completing the same design problem, without access tothe tool. The results of their performance and workload assessments are correlated with theusage logs from the DIST and the findings are presented.2.1 Stage I: Design Documentation of all TeamsData collection was completed using teams of an introductory required engineering designcourse at The Pennsylvania State University. ED&G 100 is a project-based introduction tothe

Relevance Score: 0.027016982

Curricular Elements That Promote Professional Behavior In A Design Class

Conference Session: Student Teams and Design Skills
Collection: 2006 Annual Conference & Exposition
Authors: Steven Zemke, Gonzaga University; Donald Elger, University of Idaho
Tagged Divisions: Educational Research and Methods

exhibitprofessional behaviors. However, not all students embody these behaviors. This case studyexamines curricular elements that promoted professional behaviors in a design class atUniversity of Idaho. The study used staged surveys, coded student assignments, questionnaires,and student prioritization of responses to substantiate findings. Our research question is: “What factors within this design class promoted professional team behaviors and why?”The data suggests that the interrelated functioning of three curricular elements was the mostsignificant factor in promoting professional behavior. The three curricular elements were achallenging team project, teaching and use of teamwork processes, and accountability coupledwith coaching. Though the case

Relevance Score: 0.026783064

Strategies For Integrating Service Learning Into The Engineering Core At The University Of Massachusetts Lowell And The Massachusetts Institute Of Technology

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

JOHN J. DUFFY is a Professor in the Mechanical Engineering Department, the Coordinator for the Solar Engineering Graduate Program, and the Director of the Center for Sustainable Energy at the University of Massachusetts Lowell. He has written over 70 papers on solar engineering, environmental analysis, and education. He has integrated service-learning into nine engineering courses at the undergraduate and graduate level with local and international projects and is the principal investigator on an NSF grant to integrate service-learning into the entire curriculum of the college of engineering at UML. He also coordinates the Village Empowerment project which has designed and installed over

Relevance Score: 0.023262536

15 Years Of Engineering Education Reform: Lessons Learned And Future Challenges

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

-based teaching and learning. Clearly, implementing new processes ofassessment of outcomes for ABET is having a significant effect on our programs. We have beenfortunate to have other influences, as well, including good counsel from external advisory boardsand the resources from an endowed center for engineering education, both of which have beeneffective in fostering change.Over the last 15 years, these diverse drivers for change have nurtured nearly 50 major projectsfor which substantial funding was available. These 50 initiatives, however, do not begin torepresent the totality of the effort because many individual faculty and small groups of facultycarried out projects to improve what they are doing in their own classes without the benefit

Relevance Score: 0.02266889

The Parallel Curriculum Model: Understanding Engineering Educational Innovations To Optimize Student Learning

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

demand. The most salient feature of PCM rests in the multiple curricular configurations that result from the use of four interrelated and parallel designs for organizing curriculum: Core, Practice, Connections, and Identity. The four parallels offer opportunities to optimize student learning through the creation of a curriculum that is more meaningful, powerful, and engaging in the education of confident and competent engineering professionals. Projects presented at past ASEE conferences are innovative because they address specific parallels, thus fleshing out a student’s overall education. The PCM not only offers a way to see education as a whole, so as to identify the gaps, but also a way to

Relevance Score: 0.021675605

A Time Management Assessment Technique That Improves Student Performance

Conference Session: Factors Affecting Student Performance
Collection: 2006 Annual Conference & Exposition
Authors: Rick Covington, California State University-Northridge; G. Michael Barnes, California State University-Northridge
Tagged Divisions: Educational Research and Methods

between progress on class related activities that the student reported in thesurvey and the project grade that the student ultimately received. There was no correlationbetween the survey and exam grades. The second study was an experiment using two sections ofone class of lower division Computer Science students. The experimental group reported timespent on projects and lecture preparation in periodically administered surveys and the controlgroup did not. The study showed that the experimental group achieved significantly higherperformance on all project grades and on the exam grade during one time period compared to thecontrol group. We discuss the use of our results in Computer Science and Engineering and theneed for replication and

Relevance Score: 0.018771624

Building And Assessing Capacity In Engineering Education Research: The Bootstrapping Model

Conference Session: Building Communities for Engineering Education Research
Collection: 2006 Annual Conference & Exposition
Authors: Sally Fincher, University of Kent at Canterbury; Josh Tenenberg, University of Washington-Tacoma
Tagged Divisions: Educational Research and Methods

tosupport education practitioners in Computer Science in undertaking high quality educationalresearch. The Bootstrapping model comprises a set of integrated activities focused on specificacts of collaborative research called experiment kits. An experiment kit is embedded in a one-week workshop, in which particpants learn and practice appropriate research methods.Participants gather data over the course of a year and twelve months later, join a second one-week workshop where they share results, analyze data, plan for reporting and dissemination, anddesign additional studies. We have run two of these projects in the United State, funded by theNational Science Foundation. We also discuss measures by which we might gauge the success ofthese capacity

Relevance Score: 0.01831923

Developing An Engineering Education Research Community Of Practice Through A Structured Workshop Curriculum

Conference Session: Building Communities for Engineering Education Research
Collection: 2006 Annual Conference & Exposition
Authors: Maura Borrego, Virginia Tech; Ruth Streveler, Colorado School of Mines; Nancy Chism, Indiana University-Purdue University Indianapolis; Karl Smith, University of Minnesota-Twin Cities; Ronald Miller, Colorado School of Mines
Tagged Divisions: Educational Research and Methods

at the Colorado School of Mines and Research Associate Professor in Academic Affairs. Dr. Streveler holds a Ph.D. in Educational Psychology from the University of Hawaii at Manoa, Master of Science in Zoology from the Ohio State University, and a Bachelor of Arts in Biology from Indiana University at Bloomington. She is co-principle investigator of three NSF-sponsored projects: Developing an Outcomes Assessment Instrument for Identifying Engineering Student Misconceptions in Thermal and Transport Sciences (DUE - 0127806), Center for the Advancement of Engineering Education (ESI-0227558), and Rigorous Research in Engineering Education: Creating a Community of Practice (DUE

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Curriculum Design For The Engineer Of 2020: A University Community Creates A Public Affairs Curriculum For Engineering Undergraduates

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

Cutting Edge” series of faculty teaching enhancement programs.Ruth Streveler, Colorado School of Mines RUTH A. STREVELER is the Director of the Center for Engineering Education at the Colorado School of Mines and Research Associate Professor in Academic Affairs. Dr. Streveler holds a Ph.D. in Educational Psychology from the University of Hawaii at Manoa, Master of Science in Zoology from the Ohio State University, and a Bachelor of Arts in Biology from Indiana University at Bloomington. She is co-principle investigator of three NSF-sponsored projects: Developing an Outcomes Assessment Instrument for Identifying Engineering Student Misconceptions in Thermal and Transport Sciences (DUE

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A Procedure For Gathering Experience From Practicing Engineers In Order To Teach Experience In The Classroom

Conference Session: Innovative Classroom Techniques
Collection: 2006 Annual Conference & Exposition
Authors: James Hanson, Rose-Hulman Institute of Technology; Patrick Brophy, Rose-Hulman Institute of Technology
Tagged Divisions: Educational Research and Methods

selected by the interviewer. An advantage of this technique is thatthe interviewer is also familiar with the context of the interview. Another advantage of thistechnique is that the case study activates parts of the interviewee’s memory that might notnormally be accessible. Because the interviewer provides the case study, the data from allinterviewees is limited to the same context: a single project. Therefore, valuable data might bemissed because it does not pertain to the project. Another risk is that the interviewer provides acase study that is not sufficiently realistic. If that happens, the interviewee might not be able toproduce data, or the data might be invalid (Cordingley, 1989, p. 119).The critical incident technique was developed by

Relevance Score: 0.014190014

Tracing Student Development During Construction Of Engineering Professional Portfolios

Conference Session: Knowing Our Students II
Collection: 2006 Annual Conference & Exposition
Authors: Jennifer Turns, University of Washington; Steve Lappenbusch, University of Washington
Tagged Divisions: Educational Research and Methods

soughtmembership in their engineering field and openly wondered if their engineering curriculumprovided opportunities for illustrating that membership and for considering how far they havecome in becoming engineers. On numerous occasions, students doubted how well items such ascourse lab reports or projects represented their skills and abilities as engineers. Not only doesthis take their work in the professional engineering portfolio course out of the rhetorical andsquarely into content problem solving, but it illustrates that students who were creatingprofessional engineering portfolios were able to create a space in which they could potentiallyformatively question both their own progress and development as engineers and their pastcoursework’s

Relevance Score: 0.012790706

Defining And Assessing The Abet Professional Skills Using Eportfolio

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

classificatory schemes of how people learn. We willprovide examples of how selected faculty in our College of Engineering are developing ways tointegrate ePortfolio into undergraduate curricula as a device that (1) guides students tounderstand and take ownership of their education, (2) helps faculty define and teach the ABETprogram outcomes (both technical and professional), and (3) enables departments to assessspecific programs and archive materials for outside assessment.Rationale: E-Portfolio Tools for Assessing Professional SkillsAs part of a larger NSF-funded Department-Level Reform (DLR) grant, we are developingmechanisms for using electronic portfolios to document and assess engineering outcomes. Thispaper reports the first phases of this project

Relevance Score: 0.012416262

Measuring Engineering Classroom Community: Learning And Connectedness Of Students

Conference Session: Innovative Classroom Techniques
Collection: 2006 Annual Conference & Exposition
Authors: Todd Johnson, Washington State University; Reid Miller, Washington State University
Tagged Divisions: Educational Research and Methods

2006-483: MEASURING ENGINEERING CLASSROOM COMMUNITY:LEARNING AND CONNECTEDNESS OF STUDENTSTodd Johnson, Washington State University Dr. Johnson is Assistant Professor in Educational Psychology. His primary teaching activity includes theoretical foundations of learning and instruction, educational statistics, educational measurement,assessment of learning, and program evaluation. He served as Co-PI on an NSF ?Bridging Engineering Education? grant called the CyberMentor (Mathematics and Engineering via New Technologies: Outreach and Recruitment) project. A major part of this grant was to promote and develop partnerships and interdisciplinary initiatives connecting education, engineering, K-12

Relevance Score: 0.012288912

Evaluating Methods To Improve Teaching In Engineering

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

faculty at a large research institution participated in a project for evaluating methodsto improve teaching. Faculty were randomly assigned to one of four separate cohorts (eachreceiving a different type of feedback designed to improve teaching) and comparative data wascollected on each of the four methods. Faculty in Cohort 0: Control served as the controlpopulation and did not receive formal feedback of any kind to improve teaching. Faculty inCohort 1: Ratings Report received a report summarizing student ratings of teaching at midterm.For faculty in Cohort 2: Feedback and Consult, an instructional consultant facilitated a studentfeedback session at midterm (also known as a small group instructional diagnosis) and thenconducted a follow-up

Relevance Score: 0.011825012

A Model For Building And Sustaining Communities Of Engineering Education Research Scholars

Conference Session: Building Communities for Engineering Education Research
Collection: 2006 Annual Conference & Exposition
Authors: Robin Adams, Purdue University; Philip Bell, University of Washington; Cheryl Allendoerfer, University of Washington; Helen Chen, Stanford University; Larry Leifer, Stanford University; Lorraine Fleming, Howard University; Bayta Maring, University of Washington; Dawn Williams, Howard University
Tagged Divisions: Educational Research and Methods

Methodology seminar series entitled "Leaders in Design Innovation"; and directs the Engineering Design Affiliates Program.Bayta Maring, University of Washington Bayta Maring is a full time program evaluator with the University of Washington's Office of Educational Assessment (OEA) and is one of the internal evaluators for the Center for the Advancement of Engineering Education. In her position at OEA, she provides evaluation and assessment services for a number of federally and university funded projects on the UW campus, including the UW Initiative for Minority Student Development (NIH) and the UW State GEAR UP project (Dept. of Education).Dawn Williams, Howard University Dawn G. Williams is

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Experimental Validation Of An Improved Design Method

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

Validation of an Improved Design MethodAbstractPrior investigation found a statistical association between engineering effort aimed at system-level design issues and the quality of design outcomes in senior design projects, but that simply“telling” students to consider system architecture and interface issues in their designs was noteffective. We developed a method to help design engineers with this important phase of design,then conducted an experiment involving mechanical engineering students to test its effectiveness.This paper describes the experimental method, presents results, and discusses the implicationsfor engineering education research.IntroductionIn prior research on student design projects, we observed that system-level design

Relevance Score: 0.011586099

Excellence In Engineering Education And Educational Technology: Views Of Undergraduate Engineering Students

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

’ skillsand knowledge will be directed. From the perspective of faculty, Fromm 3 defines a detailed listof characteristics which future engineering graduates should possess to become leaders of theprofession, including a strong foundation in basic sciences, math and engineering fundamentals,the capacity to apply these fundamentals to a variety of problems, among others.The Millennium Project 4 at the University of Michigan is a research laboratory designed for thestudy of the future of the American universities. The mission of this project is to “provide anenvironment in which creative students and faculty can join with colleagues from beyond thecampus to develop and test new paradigms of the university”. The Millennium Project proposessome key

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Learning Styles Of Engineering & Engineering Technology Students – Similarities, Differences And Implications For Effective Pedagogy

Conference Session: Knowing Our Students I
Collection: 2006 Annual Conference & Exposition
Authors: Eugene Rutz, University of Cincinnati; Virginia Westheider, University of Cincinnati
Tagged Divisions: Educational Research and Methods

NSF’sBridges for Engineering Education program (grant # EEC-0341842). This project also sought toquantify differences in student performance and engagement with various learning technologies2.Kolb’s Learning Styles Inventory was used as a measure of student learning styles preferences.This paper reports on several aspects of these projects and compares our results to publishedstudies regarding the learning styles of students. Two questions are addressed: 1) how doengineering and engineering technology students at the University of Cincinnati compare toother similar populations?; 2) are there significant differences in the learning styles ofengineering students as compared with engineering technology students? Educators whounderstand these various

Relevance Score: 0.010576612

Explaining The Numbers: Using Qualitative Data To Enhance Communication Instruction In The Engineering Classroom

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

competencies learned in the previous years. The freshmancourse exposes students to the engineering design process. Students work in teams to complete acompetitive design project through several specific assignments. Specifically, teams writeseveral memos, one conceptual design description, and one final design review. In addition, theyprepare and deliver two design presentations. The emphasis at this level is on description andinformation; that is, the communication learning objectives are for student teams to be able todescribe their design through informative writing and speaking. Students are also taught how towork in teams at a basic level with attention to team roles and norms and group cohesiveness

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Using Rapid Feedback To Enhance Student Learning

Conference Session: Use of Technology to Improve Teaching and Learning
Collection: 2006 Annual Conference & Exposition
Authors: John Chen, Rowan University; Jennifer Kadlowec, Rowan University; Dexter Whittinghill, Rowan University
Tagged Divisions: Educational Research and Methods

statistics and mathematics community. Page 11.1402.1© American Society for Engineering Education, 2006 Using Rapid Feedback to Enhance Student LearningAbstractIn this project our goal is to improve student learning in foundation engineering courses. Ourhypothesis is that learning is improved by providing rapid feedback to students of theirunderstanding of key concepts and skills being taught. This hypothesis was tested throughexperiments in which student performance on quizzes was measured after classes in which theywere provided rapid feedback or not. The feedback system acts as a catalyst to encouragestudents, working in

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Preparing New Faculty Members To Be Successful: A No Brainer And Yet A Radical Concept

Conference Session: Faculty Development
Collection: 2006 Annual Conference & Exposition
Authors: Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University; Sarah Rajala, North Carolina State University
Tagged Divisions: Educational Research and Methods

99 ratings of“excellent,” 12 ratings of “good,” and no ratings of “average,” “fair” or “poor.” While they haveoffered a variety of suggestions for improvement over the years (many of which have beenadopted), they have not consistently complained about any individual aspect of the workshop. Page 11.1018.3 The participants’ open responses comment favorably on the following workshop features:• Mini-clinics. Many workshop topics are introduced by calling on participants to react to scenarios of common occurrences in the life of a faculty member. They critique a flawed research proposal; contrast two research project descriptions

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Science, Technology, Engineering, And Mathematics Talent Expansion Program: An Analysis Of A Pilot Program

Conference Session: Knowing Our Students III
Collection: 2006 Annual Conference & Exposition
Authors: Taryn Bayles, University of Maryland-Baltimore County; Claudia Morrell, University of Maryland-Baltimore County; Anne Spence, University of Maryland-Baltimore County
Tagged Divisions: Educational Research and Methods

Spence, University of Maryland-Baltimore County Anne M. Spence is an Assistant Professor in the Department of Mechanical Engineering at UMBC and holds a PhD in Aerospace Engineering from the University of Maryland - College Park. During her twelve years as an engineering educator, she has developed curricula, directed programs to increase the recruitment and retention of women in engineering, and developed hands on engineering programs designed to foster an interest in engineering among elementary, middle and high school students. She manages a number of NSF grants related to science, technology, engineering, and mathematics education and serves as the director of the Project Lead the Way

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Self Efficacy Beliefs Of First Year Engineering Students: In Their Own Words

Conference Session: Knowing Our Students I
Collection: 2006 Annual Conference & Exposition
Authors: Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University
Tagged Divisions: Educational Research and Methods

beginning programmer at the start of ENGR 106, Ryandiscussed the development of positive efficacy beliefs due to his ability to master the skill, notingthat he was able to complete programming assignments more quickly than his teammates. Hefurther explained his ability to contribute more than his share of the work to the team project as asecond factor in this efficacy-building experience. …and like, I came into the class not being able to do anything with programming; and now I’m pretty, I feel pretty good at MatLab, where like I did most of the prime program for our last project which was like programming intensive. So, I think I’ve, I think I’m doing pretty good. …And like, like in this-this last project, I wrote one

Relevance Score: 0.008689574

Using Inquiry Based Activities To Promote Understanding Of Critical Engineering Concepts

Conference Session: Student Misconceptions and Problem Solving Abiltiy
Collection: 2006 Annual Conference & Exposition
Authors: Michael Prince, Bucknell University; Margot Vigeant, Bucknell University
Tagged Divisions: Educational Research and Methods

activities havenot been systematically developed for engineering education.This work is a step towards filling that gap. In the initial phase of the project, the work targetsone student misconception relating to heat transfer. The specific misconception addressed is thedifferentiation between factors impacting the rate of heat transfer versus those impacting theamount of heat transfer. Educational materials to address student misconceptions in these areashave been developed and tested.The effectiveness of the prototype materials was assessed using concept inventories. Conceptinventories are reliable and valid multiple choice assessment tools specifically designed toidentify common misconceptions. Members of the research team that developed a