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Engineering Faculty Attitudes Toward Service Learning

Conference Session: Faculty Attitudes and Perceptions
Collection: 2008 Annual Conference & Exposition
Authors: Cathy Burack, Brandeis University; John Duffy, University of Massachusetts Lowell; Alan Melchior, Brandeis University; Eric Morgan, University of Massachusetts Lowell
Tagged Divisions: Educational Research and Methods

Page 13.507.1© American Society for Engineering Education, 2008 Engineering Faculty Attitudes toward Service-LearningAbstractSLICE is a multi-year initiative at the University of Massachusetts Lowell (UML) that isdesigned to embed service-learning opportunities for students throughout the undergraduatecurriculum in the College of Engineering, with the ultimate goal that each student would have atleast one course every semester with a service-learning project. Since it began in 2004, thirty-seven full-time faculty members in the engineering college at UML have tried service-learning(S-L) in at least one of their courses over the last three years, out of an average of 70 facultymembers who taught undergraduate courses. In 2003

Relevance Score: 0.02945045

An Integrated Approach To Grading A Mechanical Engineering Capstone Design Course At The United States Military Academy

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

, faculty can encounter difficulty ensuring individualgrades reflect the quantity and value of individual work and not just the collective grade of thegroup. This paper outlines the various steps the mechanical engineering faculty took to provide amore standardized, objective, fair grading process in the capstone course. These steps includeuse of a non-numeric rubric for grading briefings, graded peer reviews, a more objective rubricfor grading written documents, and the use of course directors to standardize the grading process.Introduction The mechanical engineering curriculum at the United States Military Academy (USMA)includes a capstone design project as a culminating experience that draws on fundamentalengineering concepts students have

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Using Let Me Learn® To Promote Metacognition And Foster Teaming Skills

Conference Session: ERM Poster Session
Collection: 2008 Annual Conference & Exposition
Authors: Kevin Dahm, Rowan University; Roberta Harvey, Rowan University
Tagged Divisions: Educational Research and Methods

fallsophomore course presents Rowan engineering students with their first exposure to open-endeddesign problems in a team setting. The current course features a four-week introductory projecton bottle rocket design, completed in teams of 3-4, and a 10-week main project on crane design,completed in teams of 4-5. The teaming aspect of the course is a challenge to engineeringstudents, particularly in that many of them are naturally pre-disposed to prefer working alone.The Let Me Learn (LML) Process is an integrated approach to teaching and learning that startswith administration of the Learning Connections Inventory (LCI), a survey instrument thatassesses individual learning patterns. All Rowan Students now take the LCI as enteringfreshmen. In this study

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Algorithm For Defining Student Engagement

Conference Session: ERM Poster Session
Collection: 2008 Annual Conference & Exposition
Authors: Stacy Wilson, Western Kentucky University; Dennis George, Western Kentucky University; john bruni, Western Kentucky University; Mark Cambron, Western Kentucky University
Tagged Divisions: Educational Research and Methods

Vanderbilt University in Nashville, TN. He is a registered engineer in the Commonwealth of Kentucky. His current research interest include: engineering education, bio-sensing devices, machine vision, robotics, learning systems, neural networks, and controls. Page 13.165.1© American Society for Engineering Education, 2008 Algorithm for Defining Student EngagementAbstractThe mission of the Western Kentucky University Electrical Engineering Program is to producegraduates who have been engaged in a variety of project experiences throughout the curriculum.Several assessment measures have been employed to determine

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Stimulating And Developing Reflective Thinking In Undergraduate Students

Conference Session: Student Engagement and Motivation
Collection: 2008 Annual Conference & Exposition
Authors: Elizabeth Howard, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Margaret Huyck, Illinois Institute of Technology
Tagged Divisions: Educational Research and Methods

brought in specifically to focus on IPRO courses, and has led over 50 IPRO project teams in the past four years. He has an undergraduate degree in liberal arts and mechnical engineering, and graduate degrees in Business and Industrial Engineering. For over 20 years he led consulting businesses specializing in financial and information process design and improvement, professional training/education for industry, market research and professional publications. He has been instrumental in implementing many of the assessment processes and interventions now used by the IPRO program. He also supervises the student employees providing operational and systems support for the IPRO program.Margaret

Relevance Score: 0.024041383

Evaluating Different Aspects Of Peer Interaction Using An On Line Instrument

Conference Session: Fostering and Assessing Effective Teaming
Collection: 2008 Annual Conference & Exposition
Authors: Alan Cheville, Oklahoma State University; James Duvall, Oklahoma State University
Tagged Divisions: Educational Research and Methods

that low performers overestimate theirabilities across multiple contexts 14, 15. In evaluating peers in engineering courses anothervariable is where the teamwork experience falls on the spectrum of team projects. On oneextreme of this spectrum are fully cooperative experiences in which the team works togethertowards a common goal. This extreme is defined by a single shared experience. On the otherextreme are “divide-and-conquer” projects. Here a team assigns each individual separate taskswhich each contribute to a shared team goal. Such approaches—an example is the jigsawteaching technique—are defined by unique experiences for each individual. This approach iscommon to many capstone design courses.This report looks at peer evaluation in a

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Meeting The Challenge Of Reviewing Eleven Engineering Programs

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

context, increase the non-technical aspect,develop soft and management skills, consider the international challenge, and use new learningstrategies to help engineers update their knowledge during their entire career (2). It was evidentthat a cultural change was necessary to switch from “sink or swim” culture to a less competitiveand collaboration-based environment. In fact, we need a change of paradigm from a teacher-centered to a student-centered pedagogy (4).StructureThe road to success for this project requires everyone’s contribution and involvement. Eachperson’s opinion and contribution must be requested and valued. What is especially important isto avoid giving people the impression that changes are imposed upon them. In the same way

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Awakening Interest And Improving Employability: A Curriculum That Improves The Participation And Success Of Women In Computer Science

Conference Session: Student Recruitment and Retention
Collection: 2008 Annual Conference & Exposition
Authors: Yvonne Ng, College of St. Catherine
Tagged Divisions: Educational Research and Methods

engaging and interactive ways of learning core concepts and typical common practices needed and expected by employers in the industry, such as using and developing test code, troubleshooting, and design documentation2) Using projects to create a meaningful product that used core concepts and developed transferable skills, such as team work, project management, and communication skills3) Building a social community within the learning environment that supported and motivated students throughout their computer science education. This was Page 13.245.2 essential in a program that had few to no majors at any given time to tutor students

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Evaluating The Effect Of Re Definition Of Learning Objectives On Inter Measure Correlation And Validity

Conference Session: Professional Skills and the Workplace
Collection: 2008 Annual Conference & Exposition
Authors: Daniel Ferguson, Illinois Institute of Technology; Margaret Huyck, Illinois Institute of Technology; Carolyn Wood, Illinois Institute of Technology
Tagged Divisions: Educational Research and Methods

AC 2008-1756: EVALUATING THE EFFECT OF RE-DEFINITION OF LEARNINGOBJECTIVES ON INTER-MEASURE CORRELATION AND VALIDITYDaniel Ferguson, Illinois Institute of Technology Daniel M. Ferguson, MBA, MSIE, is a Senior Lecturer in the IIT Stuart School of Business, and Associate Director for Research and Operations of the Interprofessional (IPRO) program. He was brought in specifically to focus on IPRO courses, and has led over 50 IPRO project teams in the past four years. He has an undergraduate degree in liberal arts and mechnical engineering, and graduate degrees in Business and Industrial Engineering. For over 20 years he led consulting businesses specializing in financial and information process

Relevance Score: 0.022598306

Skills Development Using Logo – Experiences With First Year Engineering Students On An Extended Study Programme

Conference Session: Tools for Teaching
Collection: 2008 Annual Conference & Exposition
Authors: Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria
Tagged Divisions: Educational Research and Methods

continue with their own experimentation in Logo. The Logo componentof the course culminates with a project. The time allocated to this project is approximately onemonth. Table 1 gives a summary of the topics and tasks in each tutorial. Topic Tasks Tutorial 1 Introduction Explore the Logo environment. Explore Logo commands for drawing basic shapes: square, rectangle; triangle Tutorial 2 Regular polygons Explore: Relative and absolute orientation and movement of the turtle. Deduce

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Enhancing Ethical Awareness Within Undergraduate Multidisciplinary Teams By Preparing Codes Of Ethics

Conference Session: Professional Skills and the Workplace
Collection: 2008 Annual Conference & Exposition
Authors: Margaret Huyck, Illinois Institute of Technology; daniel ferguson, Illinois Institute of Technology; Elizabeth Howard, Illinois Institute of Technology; June Ferrill, Rice University; Lisa Getzler-Linn, Lehigh University
Tagged Divisions: Educational Research and Methods

Associate Director for Research and Operations of the Interprofessional (IPRO) program. He was brought in specifically to focus on IPRO courses, and has led over 50 IPRO project teams in the past four years. He has an undergraduate degree in liberal arts and mechnical engineering, and graduate degrees in Business and Industrial Engineering. For over 20 years he led consulting businesses specializing in financial and information process design and improvement, professional training/education for industry, market research and professional publications. He has been instrumental in implementing many of the assessment processes and interventions now used by the IPRO program. He also

Relevance Score: 0.019974269

Research Experience For Undergraduates In Nanotechnology: Analysis Of Participants 1997 2007

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

, Page 13.1038.3operated, and managed a highly successful REU Program in Nanotechnology for over ten years.This program began under the National Nanotechnology Users Network (NNUN) whichconsisted of five of the current NNIN sites: Cornell University, Howard University,Pennsylvania State University, Stanford University, and University of California Santa Barbara.In 2004, with the awarding of the NNIN, the REU program grew to include seven additionalsites: Georgia Institute of Technology, Harvard University, University of Michigan, Universityof Minnesota, University of New Mexico, University of Texas (Austin), and University ofWashington. The objectives of the NNIN REU program are: • Provide advanced nanotechnology research project experience

Relevance Score: 0.01933888

Content Analysis Of The History Of Nsf Funding For Engineering Education Research

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

were funded as curriculumdevelopment projects in 1998 (e.g., Enhanced Engineering Education Experience DUE-8854555and Integrated First Year Engineering Curriculum DUE-8953553), with the first of the eight fullfledged engineering coalitions funded in 1999 as multi-institutional experiments in innovation inengineering education. By 1991, an award was made to Richard Felder of North Carolina StateUniversity for a longitudinal study of the effects of innovative teaching (DUE-9150407) and in1993 prestigious NSF Young Investigator awards were given to engineers Cynthia Atman of theUniversity of Washington (DRL-9358516) and Martin Ramirez of Johns Hopkins University(DRL-9358518). Atman’s research examined how first-year engineering students

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"Thinking Outside The Book" Or "Why My Students Want To Be Called Big Drips"

Conference Session: ERM Potpourri
Collection: 2008 Annual Conference & Exposition
Authors: Amy Miller, University of Pittsburgh -Johnstown
Tagged Divisions: Educational Research and Methods

concerned if steps can be taken to reduce thelag time.Several obstacles exist that can lead to uncertainty and a longer transition into industry. First,students can no longer determine the type of problem they are facing or which equations applysimply by recognition of the section of the text they are studying. While in school, material isbroadly segmented into courses that are refined into chapters and topics. The proper problemapproach is easily recognized and their success verified by the answers in the back of the book.When initially given a project the young practicing engineer may feel insecure and unsure of theapproach that should be taken. They feel lost without the safety net of the course leading theway. Try as they may they will not find

Relevance Score: 0.01889425

Assessing Students’ Learning Outcomes During Summer Undergraduate Research Experiences

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

advanceddegrees and clarifying career goals. In spite of such widespread support and belief in the value ofundergraduate research to improve education, the bodies-of-knowledge and learning outcomescomprising of the countless ways in which students benefit and learn from being involved inresearch projects have been insufficient and understudied. Most of the existing literature revealthe predominance of program descriptions and evaluation efforts, rather than studies groundedon research. Moreover, most of these studies on undergraduate research have focused on thesciences, whereas undergraduate research experiences in engineering are limited.One of the most prominent studies on undergraduate research has been the work of ElaineSeymour and her research

Relevance Score: 0.017972017

Longitudinal Study Of Australian Engineering Graduates: Perceptions Of Working Time

Conference Session: ERM Potpourri
Collection: 2008 Annual Conference & Exposition
Authors: James Trevelyan, University of Western Australia; Sabbia Tilli, University of Western Australia
Tagged Divisions: Educational Research and Methods

different aspects of their work. This reveals that about 60% is spent oninteractions with other people either face to face, on the telephone, or through writtendocuments, showing the dominant role of social interactions in engineering practice.IntroductionUnfortunately there are few reliable reports of research on engineering practice1, 2. Very fewobservations have been reported, for example, on the actual work performed by engineers,technical managers, planners, technologists and technicians. Certain processes in engineeringpractice such as design and project management have been extensively studied, yet many otheraspects such as maintenance have hardly received any attention at all. This is all the moresurprising given the extensive debates and

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Enhancing Peer Led Team Learning Through Cooperative Learning

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

learning. Original PLTL workshops have six essential components26: (1) ThePLTL workshop is integral to the course; (2) faculty and peer leaders work together to prepareworkshops and train peer leaders; (3) peer leaders are well trained; (4) workshop materials arechallenging and at an appropriate level; (5) organizational arrangements promote learning; and(6) the department administration encourages innovative teaching. In the standard setting, a peerleader works with six to eight students during weekly workshop sessions. The peer leader meetswith the same students each week.Our approach to PLTL is modeled after a successful HP-funded project in the UTEP Departmentof Electrical and Computer Engineering (ECE) that targeted a gatekeeper course in the

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A Qualitative Study Of The Early Work Experiences Of Recent Graduates In Engineering.

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

interviews asked participants to recall a project or problem assigned tothem in which they had to use their technical expertise to resolve. Each participant was asked fortwo projects or problems and to describe for each how they became aware of this assignment,who assigned it to them, what kind of background information they received, how they definedthe problem, and how they resolved the problem. Participants were also asked how theireducation in school related to this assignment and to their work in general. Finally, participantswere asked how their education could have been improved to give them a better preparation forthe workplace.The analysis of the text (data) followed qualitative analysis procedures recommended by Milesand Huberman45 and

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Implementing Research–Based Instructional Materials To Promote Coherence In Physics Knowledge For The Urban Stem Student.

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

AC 2008-84: IMPLEMENTING RESEARCH–BASED INSTRUCTIONALMATERIALS TO PROMOTE COHERENCE IN PHYSICS KNOWLEDGE FORTHE URBAN STEM STUDENT.Mel Sabella, Chicago State University Mel S. Sabella is an Associate Professor of Physics at Chicago State University (CSU). His interests focus on improving STEM education for underrepresented students. Sabella is the director of an NSF – CCLI project that integrates research-based instructional material in the introductory urban physics classroom. He is also director of the Physics Van Inservice Institute, part of a project supported by the Illinois Board of Higher Education. Sabella earned his PhD. in Physics Education Research from the University of Maryland

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A Framework For Understanding Engineering Practice

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

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Implementing Informal Writing Assignments And A Feedback And Revision Loop To Enhance Learning In Engineering Courses

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

indicators are encouraging.Introduction. In most composition classrooms, informal writing techniques and revisionstrategies have long been accepted as effective for improving student writing. Broadly, informalwriting is risk-free (not graded and does not follow specific conventions) writing that is designedto aid the student thinking and learning process. Informal writing takes many forms: listing,freewriting, journaling, and even doodling. Ultimately, informal writing is a place where thewriting process begins. When informal writing is applied to a larger assignment, it may also bereferred to as generative writing or prewriting since its goal is to generate ideas for andapproaches to a larger project. Conversely, formal writing is writing that must

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The Party's Over: Sustaining Support Programs When The Funding Is Done

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

Boise State University. She oversees projects in freshman programs, math support, mentoring, outreach, and women’s programs. She earned a B.S.E. degree in Mechanical Engineering from Duke University and a master’s degree in journalism from the University of California at Berkeley.Cheryl Schrader, Boise State University Cheryl B. Schrader is Dean of the College of Engineering and Professor of Electrical and Computer Engineering at Boise State University. Dean Schrader has an extensive record of publications and sponsored research in the systems, control and engineering education fields. She received the 2005 Presidential Award for Excellence in Science, Engineering and Mathematics

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Social Science Research In Engineering Education: Lessons Learned

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

an open-ended interview protocol to allowstudents to tell us their stories in their own words. An optimal team for accomplishing thisresearch would need to include a cultural anthropologist who would be familiar withethnographic interview-based research and socio-cultural theoretical frameworks. We expect thatother kinds of social scientists would provide similar benefits to research projects with othergoals, as has been suggested by others [1, 20].When the STEM practitioners that dominated the initial group integrated social scientists intoRISE, we blithely assumed that the social scientists would be assimilated into the existing STEMresearch culture. We’d all share calendars using Outlook, track changes in Word documents, and