Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University-Fort Wayne

Tagged Divisions

Educational Research and Methods

classes. The space wasdesigned for using multiple modes of instruction and for moving a class quickly from one modeof learning to another. The facility allows for quick small group activities, simple laboratoryexperiments, computer work and simulation, and mini-lectures. It was particularly designed withthe needs of our first-year program in mind.The space was renovated from a 30 by 24 foot Computer Engineering laboratory. The renovatedspace consists of four clusters designed to seat six students each. One wall of the room has alaboratory bench and storage. Each cluster consists of a fixed trapezoidal center for computersand services. On three sides of this central core are three trapezoidal tables where students work.Two computers are included

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Mel Sabella, Chicago State University; Stephanie Barr, Chicago State University

Tagged Divisions

Educational Research and Methods

learn science.11MethodsThe project we are currently involved with, made possible from funding from the NationalScience Foundation – Course, Curriculum, and Laboratory Improvement (CCLI) program,involves the implementation and adaptation of research-based instructional materials andongoing education research. In order to evaluate the effectiveness of these materials onpromoting student learning we utilize a number of research tools common to the field of PhysicsEducation Research (PER). It is the combination of these different methods that lead to theidentification and understanding of fragmented knowledge. These tools include responses tomultiple-choice diagnostic instruments, written responses to open-ended pretest and posttest

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology; Allen White, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology; Phillip Cornwell, Rose-Hulman Institute of Technology; Don Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

different aspects of active/real-world learning style preferences by adoptingone of two approaches: 1) a structured and engaging classroom lecture environment with on-paper, problem-solving exercises, or 2) a hands-on, kinesthetically-active laboratory environmentwith integrated on-paper, problem-solving exercises. Pre- and post-SLO assessments revealedthat students learned from both types of SLOs. Analysis of course exam grades revealed thatstudents who attended one type of SLO did not consistently outperform students who attendedthe other type of SLO. Students whose preferences for sensory learning (as indicated by theirscores on the Index of Learning Styles) were most strongly matched by the style of their SLOgroup (i.e., strongest sensory

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Holly Matusovich; Ruth Streveler, Purdue University; Heidi Loshbaugh, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

her laboratory skills, and still has a positive expectancy of success inengineering. Throughout her interviews, Anna talks about many careers that interest her andremains uncommitted to a particular career. By her fourth year, she has decided it makes themost sense for her to get a job as an engineer and earn money towards reducing herundergraduate debt before deciding what she really wants to do as a career.By her fourth year, Anna is still unclear of what skills are needed as an engineer and she lacksconfidence in her ability in laboratory settings. However, she is confident in her ability to learnand pass tests. Anna has been on the President’s list nearly every semester. When asked what ishard for her at TPub, Anna talks about trying to

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

which I had no previous knowledge • Ability to take on projects and tasks just outside of my comfort zone • Programming skills • Interconnectedness of research - no one person can move a discipline forward without the input, help, and support of the team they work with • Importance of networking • The ability to identify logistical problems and solve them to avoid delays. • Database search and laboratory etiquette • Friendships, dedication, and compromise • Self-motivation • Working with various high tech tools and equipment • Sensitive to time frame/deadlines • Improving time management skills • I learned what it takes to be a scientist or an engineer

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Lynn Rathbun, Cornell University

Tagged Divisions

Educational Research and Methods

partnership of 13 university-based laboratories supported by the NSF. The NNIN alsohas extensive education outreach programs for the K-gray population. One such program is ourNNIN Research Experience for Undergraduates (REU). NNIN has a strong commitment to thebroader mission of nanotechnology education, knowledge transfer, and outreach for the nation.Since 1997, NNIN (and its predecessor NNUN) has conducted a network wide, multi-site REUprogram. Between 40 and 80 students participate annually in the NNIN REU and over 500undergraduates having completed this summer research program. We have several years’ worthof evaluation results from annual surveys which we use to modify the program and to measurethe impact of our program on career choices. The

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Julie Trenor, University of Houston; Olga Pierrakos, James Madison University

Tagged Divisions

Educational Research and Methods

80% Apply experimental engineering/scientific tools (e.g., machining, oscilloscopes, 80% instrumentation, laboratory equipment) in engineering/scientific practice Increase perseverance 80% Recognize my strengths and weaknesses 80% Page 13.1372.11According to results from NESLOS, (1) eight participants stated that they spent 1 to 5 hours perweek with their faculty mentor, one stated they spend 6 to 10 hours per week, and one spent 21

Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Stephen Crown; Arturo Fuentes; Bob Freeman

Tagged Divisions

Educational Research and Methods

enhanced learning obtained from integrating elements of the learning environmentwhere it yields optimal results considering learning, costs, and complexity9,10,11. An SIenvironment seeks to integrate course content and the learning process with content from othercourses, the educational setting, accessible assessment/feedback, and family and studentinvolvement. Integration of the educational setting takes advantage of the many opportunities forguided learning in settings outside of the classroom and laboratory and allows for makingstronger connections by instructing students in different mental and/or emotional states. Interests Goals STUDENT Aspirations Values Activity #1: Activity #2

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Susan Lord, University of San Diego; Michelle Camacho, University of San Diego; Christina Aneshansley, University of San Diego

Tagged Divisions

Educational Research and Methods

Science and Engineering project investigating persistence of women in engineering undergraduate programs. Dr. Lord’s industrial experience includes AT&T Bell Laboratories, General Motors Laboratories, NASA Goddard Space Flight Center, and SPAWAR Systems Center.Michelle Camacho, University of San Diego Michelle Madsen Camacho received her Ph.D. in Social Sciences (an interdisciplinary concentration in Social/Cultural Anthropology and Sociology) from UC Irvine in 2000. She was a Fulbright Scholar to Bolivia and was a Foreign Language and Area Studies Fellow at Cornell University. She held two postdoctoral positions at UCSD, a Researcher-in-Residence at the Center for US.-Mexican

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Matthew Verleger, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

Educational Research and Methods

interested in the innovations of biomedical science. Recently a physicistfrom University of Alabama, Birmingham accidentally produced smooth diamond. The array ofdiamond created was smooth and adhered very easily to metal. Because diamond is durable, itmakes a very good candidate for coating artificial hip replacements. The current coatings weardown or loosen from constant use after about 10 years, which could mean more surgery for therecipient. The diamond coating is projected to last around 40 years which would improve thecomfort and health of the patient.Liguore Laboratories would like to expand our product line to include diamond coatings for hipjoints. The research laboratory is working on replicating the smooth diamonds. In order for

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Daniel Wittenborn, Purdue University; Michael Richey, The Boeing Company; Craig Miller, Purdue University

Tagged Divisions

Educational Research and Methods

technologies was rated highly, the students were not as satisfiedwith the technology used to deliver the lab exercises. Students stated that the web-based trainingsoftware used to deliver the lab exercises was not particularly user friendly and that some of thecontent was too generic. Students emphasized that they would like to see lab exercises that weremore customized and closely aligned with Boeing practices. Students also expressed that theywould like to be able to continue working on laboratory exercises from home because they feltthat in some cases, two hours was not enough time to complete the laboratory exercises in lab.End of Course Instructor SurveysAt the conclusion of the course, the online instructor and the lab instructors were all

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Elif Kongar, University of Bridgeport; Mahesh Baral, University of Bridgeport; Tarek Sobh, University of Bridgeport

Tagged Divisions

Educational Research and Methods

2003. She has been a research associate in the Laboratory for Responsible Manufacturing (LRM) at Northeastern University since September 1999. She has also been employed as an Assistant Professor by Yildiz Technical University till February 2006. Dr. Kongar is currently an Assistant Professor at Bridgeport University and a Part-Time Researcher in the Center for Industrial Ecology at Yale University. Her research interests include the areas of supply chain management, logistics, environmentally conscious manufacturing, product recovery, disassembly systems, production planning and scheduling and multiple criteria decision making. She has co-authored several technical

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University; Warren Waggenspack, Louisiana State University; Lillian B Bowles, Louisiana State University; Jennifer Farrell, Louisiana State University; David Bowles, Louisiana State University

Tagged Divisions

Educational Research and Methods

database to assist faculty in the development and implementation of innovativeassignments to build students’ communication skills. Incorporating these two learning techniques forwritten assignments was found to be most challenging in Capstone and laboratory courses; therefore,examples of successful implementation in each are presented. Workload impact was found to be minimalwhen the faculty member had obtained tools at a CxC workshop or institute and also took advantage ofthe Engineering Communication Studio resources. Student acceptance was documented via course-endquestionnaires and selected focus groups. Both assessment approaches have yielded consistently positivestudent responses. Other assessment methods are in development, but early

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Pierre Lafleur, Ecole Polytechnique de Montreal; Yves Boudreault, Ecole Polytechnique de Montreal; Richard Prégent, École Polytechnique de Montréal

Tagged Divisions

Educational Research and Methods

6,0/8,0 287 (56%) 6,67 November (80,2) 5,6/7,8 S4 226 (38%) 6,42 (44, 13) MarchConclusionIn the spring of 2009 we will graduate our first students with the new curriculum entirely inplace. Then, we will be able to compare the “new” with the “old” students. However, we alreadyknow, after two years of implementation, that some of the changes that were made will have tobe adapted in order to attain the original objectives. For example, four major team projects ineach program require new versatile laboratory and demand more supervising resources. In orderto teach communication skills and team work

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Steve Roach, University of Texas-El Paso; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

. This notion holds for engineering education aswell as classrooms, laboratories, and research groups are shifting from teacher-centered tostudent-centered approaches as illustrated, for example, by several authors 17-20. These studiesdemonstrate how communities of learners can improve student learning and enhanceinterdisciplinary teams.Learning communities can be characterized by several features: members are positivelyinterdependent 13, 16, 21; they exercise collective decision making and share a common vision thatall members value and internalize; and they are democratic empowering academic cultures 22-25.Rqukvkxg"kpvgtfgrgpfgpeg"qeewtu"yjgp"ogodgtu"ikxg"cpf"tgegkxg"Ðeqpukfgtcdng"uqekcn"uwrrqtv."both persqpcnn{"cpf"cecfgokecnn{Ñ"cu"vjg{"jgnr

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

John Gardner, Boise State University; Pat Pyke, Boise State University; Cheryl Schrader, Boise State University; Janet Callahan, Boise State University; Amy Moll, Boise State University

Tagged Divisions

Educational Research and Methods

laboratories forstudying the process of institutional change, in particular the process of transition from “pilot”or “experimental” educational processes or practices to those that are pervasive and accepted asthe norm. Clark3, draws on the experience of the Foundation Coalition to convey a changemodel, which is represented schematically in Figure 1. (Labels underneath each element havebeen added for later reference.) A key finding of the Coalition paper is that simply presenting Devise Pilot it and Implement it in structures and Develop the mechanisms to

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Susan Walden, University of Oklahoma; Cindy Foor, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

Educational Research and Methods

Assessment of Engineering Education," Journal of Engineering Education Vol. 93, No. 1, 2004, pp. 65-72.[14] Malone, K.R., W.C. Newstetter, and G. Barabino, "Special session - valuing diversity as it happens: exploring laboratory interactions where more is going on than science," 36th ASEE/IEEE Frontiers in Education Conference, San Diego, CA, 2006.[15] Olds, B.M., B.M. Moskal, and R.L. Miller, "Assessment in Engineering Education: Evolution, Approaches and Future Collaborations," Journal of Engineering Education Vol. 94, No. 1, 2005, pp. 13-25.[16] Prince, M.J., R.M. Felder, and R. Brent, "Does faculty research improve undergraduate teaching? An analysis of existing and potential synergies," Journal of Engineering

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

. While novel programs in engineering educationbegan receiving NSF funding in the 1970s 6, the early 1980s saw increased support forengineering as a field separate from the other sciences. In 1980, NSF’s education directorate wasdisbanded as part of the “Reagan Revolution.” However, in 1986, a National Science BoardTask Force report discussed the crucial need for quality faculty and instruction in STEM fields atthe undergraduate level, which would enable graduates to contribute to the STEM industry. This“Neal Report” charged the NSF to create a set of funding programs that would improve STEMeducation by recruiting quality faculty and students, developing innovative curricula, andimproving laboratories 7. Precursors to the engineering coalitions

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Sanjay Rebello, Kansas State University; Lili Cui, University of Maryland Baltimore County

Tagged Divisions

Educational Research and Methods

where group work was encouragedin the laboratory but beyond that students were not provided with context to work in groups. Infact, to a large extent students were asked to work on their homework separately. Thus the socialdynamic in physics and engineering was quite different.The results of the interviews with physics faculty members indicated that the faculty memberswere more likely than the students to see similarities and connections between the problems onthe Electromagnetics exam and the physics problems that they cover in their courses. Thephysics faculty members pointed to three major differences between the problems inElectromagnetics and physics. First, they observed that the mathematical formalism was moresophisticated in the

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

systemicchange model in engineering education and its relevance for women Paper presented at the annual meetingof the American Society for Engineering Education. Montréal, Quebec, Canada.8- Tien, L. T., Roth, V., & Kampmeier, J. A. (2002). Implementation of a peer-led team learninginstructional approach in an undergraduate organic chemistry course, Journal of Research in ScienceTeaching, 39(7), 606-632.9- Morgan, J., Kenimer, A., Kohutek, T., Rinehart, J., & Lee, M. (2002). Peer teacher from an instructor’sperspective, Paper presented at the 32nd Frontier in Education Conference, Boston, MA.10- Yeary, M, Tian-You, Y., Palmer, R., Biggerstaff, M., Fink, L. D., Ahern, C., & Tarp, K. P. (2007). Ahands-on, interdisciplinary laboratory program

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Ashley Ater Kranov, Center for Teaching, Learning & Technology; Robert Olsen, Washington State University; Carl Hauser, Washington State University; Laura Girardeau, Washington State University

Tagged Divisions

Educational Research and Methods

received the BS degree in electrical engineering from Rutgers University in 1968 and the MS and Ph.D. degrees in electrical engineering from the University of Colorado, Boulder in 1970 and 1974 respectively. Prof. Olsen has been a member of the electrical engineering faculty at Washington State University since 1973. During that time he has been a visiting scientist at GTE Laboratories in Waltham, MA, at ABB Corporate Research in Västerås, Sweden and at EPRI in Palo Alto, CA and a Visiting Professor at the Technical University of Denmark. His research interests include electromagnetic interference from power lines, the electromagnetic environment of power lines

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Monica Cardella, Purdue Engineering Education

Tagged Divisions

Educational Research and Methods

Engineering Undergraduate Laboratory,” IEEE Frontiers in Education, 1997, pp. 350-354.[7] Armarego, J., “Advanced Software Design: A Case in Problem-Based Learning,” IEEE Computer Society: Proceedings of the 15th Annual Conference on Software Engineering Education and Training, 2002, pp. 44-54.[8] Denayer, I., K. Thaels, J. Vander Sloten, and R. Gobin, “Teaching a Structured Approach to Design Process for Undergraduate Engineering Students by Problem-Based Education,” European Journal of Engineering Education, Vol. 28, No. 2, 2003, pp. 203-214.[9] Brodeur, D., P. W. Young, and K. B. Blair, “Problem-Based Learning in Aerospace Engineering Education,” Proceedings of the American Society for Engineering

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Carl Lund, State University of New York at Buffalo

Tagged Divisions

Educational Research and Methods

: Students' reported learning gains. J. Eng. Education, 2001. 90(1): p. 123.19. Beaudoin, D.L. and D.F. Ollis, A product and process engineering laboratory for freshmen. J. Eng. Educa- tion, 1995. 84(3): p. 279.20. Masten, S., K.-C. Chen, J. Graulau, S.L. Kari, and K.-H. Lee, A Web-based and group learning environ- ment for introductory environmental engineering. J. Eng. Education, 2002. 91(1): p. 69.21. Maskell, D.L. and P.J. Grabau, A multidisciplinary cooperative problem-based learning approach to em- bedded systems design. IEEE Trans. Education, 1998. 41(2): p. 101.22. Vandebona, U. and M.M. Attard, A problem-based learning approach in a civil engineering curriculum. World Trans. Eng. Tech. Education, 2002. 1(1): p

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Stephen Krause, Arizona State University

Tagged Divisions

Educational Research and Methods

York: Collier/Macmillan4 Johnson, David W., Johnson, Roger T., and Smith, Karl A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Report on Higher Education. Washington, DC: The George Washington University.5 Johnson, D., Johnson, R.& Holubec, E. (1998). Cooperation in the classroom. Boston: Allyn and Bacon.6 Taconis, R., Ferguson-Hessler M.G.M., & Broekkamp, H. (2001). Teaching Science Problem Solving: An Overview of Experimental Work. Journal of Research in Science Teaching, 38(4), 442-468.7 She, H. (1999). Students’ knowledge construction in small groups in the seventh grade biology laboratory: Verbal communication and physical engagement. International Journal of

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Daisie Boettner, United States Military Academy

Tagged Divisions

Educational Research and Methods

standardsexpected in each section of the report. Figure 1: Rubric Example The use of rubrics, as described above is similar to the use described by Powe and Moorheadin their 2006 article on the use of rubrics to grade laboratory reports7. Their combined use ofquantitative and qualitative methods in their rubrics helped standardize the grading of reports byteaching assistants who each had to grade reports for a common course. In the same manner, thefaculty advisors in the senior design course each had to grade the design report for theirindividual team, while submitting that grade for a common course. An additional benefit thatPowe and Moorhead identify is that the use of rubrics in this manner shortened the time to

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Russell Korte, The University of Texas-Tyler; Sheri Sheppard, Stanford University; William Jordan, CRL-Stanford University

Tagged Divisions

Educational Research and Methods

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Charles Henderson, Western Michigan University; Jean Layne, Texas A&M University; Andrea Beach, Western Michigan University; Noah Finkelstein, University of Colorado; R. Sam Larson, Kaiser Permanente Colorado

Tagged Divisions

Educational Research and Methods

), 491Î50223. Laws, P., Sokoloff, D., and Thornton, R. (1999). Promoting Active Learning Using the Results of Physics Education Research. UniServe Science News, 13, Retrieved 4 September 2006 from http://science.uniserve.edu.au/newsletter/vol13/sokoloff.html24. Redish, E. F., Saul, J. M., and Steinberg, R. N. (1997). On the effectiveness of active-engagement microcomputer-based laboratories. American Journal of Physics, 65(1), 45Î5425. Cummings, K., Marx, J., Thornton, R., and Kuhl, D. (1999). Evaluating innovations in studio physics. American Journal of Physics, 67(supplement 1 to no. 7), S38ÎS4426. Hoellwarth, C., Moelter, M. J., and Knight, R. D. (2005). A direct comparison of conceptual learning and

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Drexel University

Tagged Divisions

Educational Research and Methods

that case, how can an instructor evaluate their own performance?When developing lesson plans, laboratories or other instructional materials, on what basis doesthe faculty decide to use one or the other approach? This objection to CQI appears to reduceteaching to a random activity in which anything goes and no method is better than any other forconveying information.It has also been claimed that a student learning outcomes-based CQI system is not needed sincethe ultimate function of an engineering education is employment upon graduation and themajority of the program’s graduates are getting jobs. This objection is reminiscent of thosevoiced by American automobile manufacturers when initially faced with potential competitionfrom overseas

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Andrew Jocuns, University of Washington; Reed Stevens, University of Washington; Lari Garrison, University of Washington; Daniel Amos, University of Washington

Tagged Divisions

Educational Research and Methods

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Kejun Xu, University of Washington; Matt Eliot, University of Washington

Tagged Divisions

Educational Research and Methods