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

AC 2008-2384: A DIRECT METHOD FOR TEACHING AND ASSESSINGPROFESSIONAL SKILLS IN ENGINEERING PROGRAMSAshley Ater Kranov, Center for Teaching, Learning & Technology Dr. Ashley Ater Kranov is Assistant Director of the Center for Teaching, Learning & Technology at Washington State University. She specializes in program assessment and has extensive experience in the assessment of engineering education. She has co-authored a number of journal articles and conference proceedings on engineering education, including Integrating Problem-Solving Skills Across an Engineering Curriculum: A Web Resource, 32nd ASEE/IEEE Frontiers in Education Conference Proceedings, 2002.Carl Hauser, Washington State

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

, regularly choose this room for study. They often choose thisfacility over the computer laboratory next door. Learning spaces, like this one, that facilitatealternative pedagogies are greatly needed. The basic configuration and concepts used in this Page 13.280.2design could easily be extended to other facilities. The design could be scaled up to a larger roomwith more clusters.IntroductionA wide range of education literature discusses the importance of inductive, cooperative andactive learning approaches in the classroom. In the review article, “The Future of EngineeringEducation Part 2. Teaching Methods that Work,” Felder, et al. present seven

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

AC 2008-970: RESEARCH ON THE EVOLUTION OF COLLEGE INSTRUCTORS'PERSPECTIVES OF TEACHING AND LEARNINGBugrahan Yalvac, Texas A&M University Bugrahan Yalvac is an assistant professor of Science Education at Texas A&M University. He worked as a post-doctorate research fellow at VaNTH Engineering Research Center in Northwestern University. He holds a Ph.D. degree in Science Education from the Pennsylvania State University and an M.S. degree from the Middle East Technical University. He specializes in design and assessment of learning environments pertaining to science and engineering subjects in K-12 and postsecondary levels. Address: Texas A&M University; Teaching, Learning, and

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

, “Assessing student learning of Newton's Laws: The Force and MotionConceptual Evaluation of Active Learning Laboratory and Lecture Curricula”, Am. J. Phys., 66 (4), 338-352,(1998).17 See M.S. Sabella and G.L. Cochran, "Evidence of Intuitive and Formal Schemas in Student Responses: Examplesfrom the Context of Dynamics,", PERC Proceedings 2003 (AIP Publishing, MD, 2004.).18 F. M. Goldberg, and J. H. Anderson, “Student Difficulties with Graphical Representations of Negative Values ofVelocity,” The Phys. Teach. 27 (4), 254-260, (1989).19 A. Van Heuvelen, ALPS Kit: Active Learning Problem Sheets, Mechanics; Electricity and Magnetism (Hayden-McNeil, Plymouth, MI, 1990).20 A. Van Heuvelen and X. Zou, “Multiple Representations of Work-Energy

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

AC 2008-1348: APPLYING "CULTURAL CONSENSUS ANALYSIS" TO ASUBGROUP OF ENGINEERING EDUCATORSSusan Lord, University of San Diego Susan M. Lord received a B.S. from Cornell University and the M.S. and Ph.D. from Stanford University. She is currently Professor and Coordinator of Electrical Engineering at the University of San Diego. Her teaching and research interests include electronics, optoelectronics, materials science, first year engineering courses, as well as feminist and liberative pedagogies. Dr. Lord served as General Co-Chair of the 2006 Frontiers in Education Conference. She has been awarded an NSF CAREER and ILI grants. She is currently working on a collaborative NSF-funded Gender in

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

styles in order to engage multiple learning styles in order toimprove student learning is firmly grounded in theory1, 2, and has caused us to consider carefullyhow we teach ES201 (“Conservation and Accounting Principles”), the foundational engineeringcourse at Rose-Hulman Institute of Technology. This course teaches a systems, modeling, andaccounting approach to engineering problem-solving, and so emphasizes both mathematicalskills and physical insight. Because the course has no hands-on laboratory component, wewondered if there were ways to help our students better gain the physical insights embedded inthe course learning objectives. We also wondered if we were adequately engaging the learningstyles of students who learn best by actively doing

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

AC 2008-192: A TEXT FOR ENGINEERING EDUCATION IN THE 21STCENTURY 1. OBJECTIVES AND OVERVIEWCarl Lund, State University of New York at Buffalo Carl Lund has been on the faculty of the Chemical and Biological Engineering Department at the University at Buffalo, SUNY since 1986. He was appointed as a SUNY Distinguished Teaching Professor in 2007. Page 13.126.1© American Society for Engineering Education, 2008 A TExT for Engineering Education in the 21st Century 1. Objectives and OverviewAbstractEngineering education research continues to demonstrate that a growing variety of

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

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

MEA. In lab, students work through the sequence to produce a first draft of theirprocedure. First, they are given an individual warm-up activity designed to introduce them to theproblem context. This consists of an advanced organizer detailing the client and their problemfollowed by a set of free-response questions about who the client is, what the client needs, andissues to be considered when producing a solution. After all team members have responded tothe individual questions, the team comes together to develop a solution to the client’s problem.The deliverable at the end of the lab period is a first draft of a memo to the client detailing thesolution to the problem.Following the lab, the teaching assistant provides the students with

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

and holder of the Ned Adler Professorship in Mechanical Engineering at Louisiana State University. He obtained both his baccalaureate and master's degrees from LSU ME and his doctorate from Purdue University's School of Mechanical Engineering. He has been actively engaged in teaching, research and curricula development since joining the faculty in 1988. He currently serves as Co-Director of the Education and Outreach program with LSU’s NSF-EPSCoR Center for Bio-Modular Multi-Scale Systems (CBM2) and is responsible for the development and implementation of several of the centers K-12 and public outreach programs.Lillian B Bowles, Louisiana State University Lillian Bridwell-Bowles is a

Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Stephen Crown; Arturo Fuentes; Bob Freeman

Tagged Divisions

Educational Research and Methods

. The challenge in engineering education is to take advantage of the positiveeffects and understand and deal with the negative effects.The authors have been actively using technology to enhance engineering education and haveobserved that students often develop an expectation that learning should be easy and primarilythe responsibility of the teacher. Students, however, that make use of the new teaching tools (on-line lecture notes, simulation and modeling programs, etc.) achieve greater academic successthan would otherwise have been attainable. It is clear that students who achieve academicsuccess are the students who really learned. But who are the students that are learning in thisnew technically advanced learning environment? The authors

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

AC 2008-859: MORE THAN GOOD CURRICULA: A GUIDE FOR CURRICULARCHANGE AGENTSJeffrey Froyd, Texas A&M UniversityCharles Henderson, Western Michigan University Charles Henderson is an Assistant Professor at Western Michigan University with a joint appointment between the Physics Department and the Mallinson Institute for Science Education. Dr. Henderson studies the use of innovations and instructional change in physics teaching at the college level. Current projects also include efforts to promote cross-disciplinary collaboration among the different groups that are interested in promoting changes in teaching practices in higher education.Jean Layne, Texas A&M University Jean Layne

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

NSFfunding for rigorous engineering education research. Overall, both the number of and the moneyawarded to grants for engineering education research have increased substantially over the past20 years, with most focused on teaching and learning. This analysis provides a global overviewof the NSF-funding environment for engineering education researchers.BackgroundEngineering education research has occurred in some form for many years, but only in the past20 years has it received significant funding support. Engineering education researchencompasses examination of not only teaching, learning and assessment, but also issuesassociated with faculty rewards and the organizational dynamics of engineering departments 1.However, studies of teaching and

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

AC 2008-2814: ASSESSMENT OF A BLENDED PRODUCT LIFECYCLEMANAGEMENT COURSE UTILIZING ONLINE AND FACE-TO-FACEDELIVERY MECHANISMSDaniel Wittenborn, Purdue University Daniel Wittenborn is doctoral student in the College of Technology at Purdue University. He received a B.S. in Industrial Technology from Southeast Missouri State University and an M.S. in Computer Graphics Technology from Purdue University. While at Purdue, he has received the Outstanding Graduate Student Teaching Award and Schroff Award. He was also named a recipient of the Bilsland Dissertation Fellowship in 2007. Currently, his research interests include engineering education related to computer-aided design, manufacturing, and

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

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

AC 2008-1154: ENHANCING PEER-LED TEAM LEARNING THROUGHCOOPERATIVE LEARNINGSteve Roach, University of Texas-El PasoElsa Villa, University of Texas-El Paso Page 13.549.1© American Society for Engineering Education, 2008 Enhancing Peer -Led Team Lear ning in Computer Science thr ough Cooper ative Lear ningAbstractPeer teaching and peer mentoring is in use at many colleges and universities in the United Statesin an effort to improve undergraduate education. At the University of Texas at El Paso (UTEP),peer-led team learning (PLTL) is being used in the Departments of Chemistry, Mathematics, andComputer Science (CS). In CS, we have enhanced the traditional

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

communities) and recruitment (community programs, camps). The Page 13.1251.2overarching goal defined by the sponsoring agency, the William and Flora Hewlett Foundation,was to “support programs to increase retention and recruitment efforts, and to improve studentlearning through better undergraduate teaching.” 1 The breadth of our university initiative ispresented in Appendix A, along with information about assessment methods for each component,resulting publications and reports, and institutionalization status.We believe our experience, particularly in affecting lasting change at our institution, providessome valuable lessons not only for recipients

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

AC 2008-592: UTILIZING A SOCIAL COGNITIVE THEORETICALFRAMEWORK TO INVESTIGATE THE INFLUENCES OF A SUMMERUNDERGRADUATE RESEARCH EXPERIENCE ON PARTICIPANTS’ACADEMIC AND CAREER PLANSJulie Trenor, University of Houston JULIE MARTIN TRENOR is a Research and Instructional Assistant Professor at the University of Houston, and is the Director of Undergraduate Student Recruitment and Retention for the Cullen College of Engineering. Dr. Trenor holds a Ph.D. in Materials Science and Engineering from Virginia Tech and a bachelor’s degree in the same field from North Carolina State University. Dr. Trenor develops and teaches freshman engineering courses, and directs the women-in-engineering program

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

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

convinced to focus on implementing a superior CQI system, then both programimprovement and accreditation could be achieved simultaneously.What are some of the barriers to implementing a superior CQI program? Numerous reasons canbe supplied, some legitimate, others less so1. Since faculty cooperation is essential to the successof any CQI implementation, the factors contributing to their reluctance to embrace CQI must beovercome in order to succeed. What, then, are some of the reasons given by faculty for their lackof enthusiasm for CQI?A key factor is limited time and available resources. Faculty are called upon to accomplishmultiple tasks involving scholarly activity, teaching and service. At major research universities,the emphasis for tenure and

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

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

found useful in teaching calculus and physics, in most universities,calculus and physics are taught as two separate subjects in their respective departments.The connection between calculus and calculus-based physics is obvious both from the historicalview and practical perspectives. Anecdotally we have often found that some physics teachersclaim that their students do not have the pre-requisite calculus knowledge to help them masterphysics. Is this the case? There has been no significant research on transfer of learning fromcalculus to physics. Therefore, assessing transfer of learning from calculus to physics is thecentral focus of this study

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

AC 2008-827: A QUALITATIVE STUDY OF THE EARLY WORK EXPERIENCESOF RECENT GRADUATES IN ENGINEERING.Russell Korte, The University of Texas-Tyler Russell F. Korte, Ph.D., is an assistant professor of human resource development at the University of Texas at Tyler. Dr. Korte is co-researcher on a National Science Foundation (NSF) grant with the Center for the Advancement of Engineering Education (CAEE). His research interests include higher education, workplace learning, organizational socialization, performance improvement, and engineering education.Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is the Carnegie Foundation for the Advancement of Teaching Consulting

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

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

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Divisions

Educational Research and Methods

content and teaching style. While there is slightly less project-basedlearning in India, the differences are minor. Indian engineering companies typically do notrecruit graduate engineers from the leading institutions: they cannot offer high enoughsalaries. A close examination of young engineers working in a leading export-oriented Indianmanufacturing company11 shows a large mismatch between their training and the work theyare expected to do. Therefore it is not surprising that Indian graduates create relatively lowvalue for their Indian companies employing them.Given the pressing need to improve energy efficiency and reduce carbon emissions fromdeveloping countries such as India, such skill mismatches point to significant futuredifficulties in