Conference Session

Getting Started: Objectives, Rubrics, Evaluations, and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

New Engineering Educators

teaching-effectiveness seminar: I attended an “Essential Teaching Seminar” sponsored by ASME, hosted at MIT and conducted by former West Point faculty in June 2006. This three-day interactive training workshop demonstra- ted proven techniques for effective learning in engineering courses. An instructional improvement was reflected in higher student ratings for the course in Fall 2006 than the previous semester.The second went to a speech pathologist to improve his delivery: I would like to remain anonymous, but I have been evaluated for over 17 years teaching in the Associate Degree Electronic Technician Program. For over 15 years my students have commented that I talk too fast. Two years ago I had

Conference Session

Design in the ECE Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Charles Bunting, Oklahoma State University

Tagged Divisions

Electrical and Computer

Page 14.1166.4disagreement among participating faculty which reflected individual beliefs of teaching andlearning. While some faculty felt that grades should be primarily focused on projectdeliverables, others thought that more traditional summative evaluations had more value. In thefirst iteration of the course, reported here, the project comprised approximately 40% of the grade,technician training 30%, and in-class work and examinations focused on concepts 30%.As shown above in Figure 1, the three parallel components of the course had some overlap, butaddressed very different learning goals. These learning goals were drawn from an engineeringdesign taxonomy 6 used in the ECE department to evaluate curricular content. Details on each ofthese

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Saeed Monemi, California State Polytechnic University, Pomona; Weicong Pan, California State Polytechnic University, Pomona; Edward Varnado, California State Polytechnic University, Pomona

Tagged Divisions

Design in Engineering Education

% Self Evaluation 10 % Communication & team work 10 % Availability 5% Reflection 5%Notes: Anyone who needs an accommodation based on the impact of a disability should contact Disable Student Services at 909-869- Page 14.988.4 3333 located in building 9, room 103. 3. Multiple forms of contact information is offered so students have varied ways to contact

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Frank Wright, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

instrument ineducation3 and its integration is often seen as a significant force driving change4. It is nowcausing educators to re-think the very nature of teaching and learning. But where do you start?How can instructors design powerful, innovative, and effective web-based environments that canbe successfully integrated in a face-to-face class or stand alone to support a distance course?In this paper, we answer the question from the perspective of a four-year long project that led aninstructor from using an institutional, unimaginative, web-based template to designing a fullycustomized, award-winning course that truly reflected his teaching style and philosophy,supported the institution’s mission statement and the course objectives, and supported

Conference Session

Enhancing Recruitment and Retention in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Deborah Hochstein, University of Memphis; Shelia Moses, University of Memphis; Daphne Jones, Memphis City Schools

Tagged Divisions

K-12 & Pre-College Engineering

STEM Education“The educational vision reflected in the Framework is that a carefully designed, coherent, andproperly implemented set of K-12 mathematics learning experiences will enable all students to: 1. Develop a deep understanding of the key mathematical concepts, principles, and theories drawn from contextual applications 2. Apply process skills by posing questions and investigating phenomena through the language, procedures, and tools of mathematics 3. Be aware of how engineering, technology, and science are integrated into the historical and cultural advancement of mathematics 4. Think and act in away that demonstrate a positive attitude toward problem-solving and personal

Conference Session

Critical Thinking and Creative Arts

Collection

2009 Annual Conference & Exposition

Authors

Bill Genereux, Kansas State University, Salina; Elena Mangione-Lora, University of Notre Dame

Tagged Divisions

Liberal Education

make connections, reflect on and interpret what they are learning; build learningcommunities, collaborate and negotiate nuanced elements as they create the narrative; and refinetheir communication skills by learning through teaching. The student use of video is apowerfully interactive way to process, interpret and negotiate meaning within a group from theplanning stage through production and post-production. The nature of video requires students toattain deep understanding in order to clearly articulate their ideas to others. Video requiresstudents to function as team members who use artistic and technical tools of multimedia to createa successful project.Perceived BenefitsThe authors of this paper have used digital video production in their

Conference Session

Topics in Engineering Ethics IV

Collection

2009 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Queens University, Kingston

Tagged Divisions

Engineering Ethics

AC 2009-1236: ENGINEERING BASED ON LOVEGeorge Catalano, State University of New York, BinghamtonCaroline Baillie, Queens University, Kingston Page 14.543.1© American Society for Engineering Education, 2009 An Engineering Based on LoveAbstractA recent death of a beloved member of one of our immediate families has served as acatalyst for our reflection on not only the nature of our work but also upon our approachto the issue of reforms in engineering and engineering education which are desperatelyneeded. In engineering we often speak of development and now of sustainability. Far toooften it seems that the model used in engineering in general and in

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Rogelio Cardona, University of Puerto Rico, Mayagüez; Ted Cruz, University of Puerto Rico; Noraica Davila, University of Puerto Rico; Omar Ferrer, University of Puerto Rico; Alexander Gonzalez, University of Puerto Rico; Ramon Gonzalez, University of Puerto Rico; Willie Gonzalez, University of Puerto Rico; Nelson Mendez, University of Puerto Rico; Damian Torres, University of Puerto Rico; José Vega, University of Puerto Rico, Mayagüez

Tagged Divisions

Design in Engineering Education

Research (PAR) is a research methodology where themotivation driving the research is to create a positive social change.13 It embracesparticipation and reflection from within the target of study. In this case, the social Page 14.385.5aspect we would like to positively affect is engineering education. The keybehind PAR is that you must become part of the crowd in order to effectivelystudy it.Problem-Based Learning definedOur observations on standard engineering education involve standard protocolsthat follow the same pattern. First, fundamentals of the course of instruction arediscussed. Second, new theory is built upon those fundamentals. Lastly, we lookat what

Conference Session

ASCE Policy 465: Raising the Bar

Collection

2009 Annual Conference & Exposition

Authors

Stephen Ressler, United States Military Academy; Jeffrey Russell

Tagged Divisions

Civil Engineering

is associated with higher education ≠ An ideology that serves one or more transcendent values and claims greater commitment to doing good work than to economic rewardIt is important to recognize that all three of these paradigms—free market, bureaucracy, andprofession—are defined as ideal types. In the real world, no market, organization, or professioncorresponds exactly to the corresponding theoretical model. Indeed, because no two real-worldprofessions are alike, it follows that no theoretical model can perfectly reflect the characteristicsof all real-world professions. The strength of Freidson’s model is that its formulation reliesprimarily on logic (hence, the “third logic” of his book’s title). The result is a stable

Conference Session

Trends in Mechanical Engineering I

Collection

2009 Annual Conference & Exposition

Authors

Freddie Davis, West Texas A&M University; Emily Hunt, West Texas A&M University; Kendra Campbell, West Texas A&M University

Tagged Divisions

Mechanical Engineering

beenconducted to determine the effectiveness of this program. The evaluation consists of studentsurveys, focus groups, and individual student and instructor interviews. This evaluation providesboth qualitative and quantitative analysis of the impact of the learning community onundergraduate students. Quantitative results from the evaluation show that all students arebenefiting (i.e. retention rate, GPA, etc.) from participation in the first-year experience program,regardless of major. Interestingly, qualitative results show students are identifying the benefitsof the first-year program on their academic success except for those enrolled in the engineeringprogram. Student interviews with engineering students reflect a perceived negative impact on

Conference Session

Best Zone Paper Competition

Collection

2009 Annual Conference & Exposition

Authors

Kristi Shryock, Texas A&M University; Helen Reed, Texas A&M University

Tagged Divisions

Council of Sections

accreditation workshould reflect the program as a whole.Some programs treat the six-year time lag between visits with the following timeline: - Year 1 – Celebrate success of previous ABET visit. - Years 2-4 – Feel that ABET is a long time away. Page 14.148.2 Proceedings of the 2008 ASEE Gulf-Southwest Annual Conference The University of New Mexico – Albuquerque Copyright © 2008, American Society for Engineering Education - Year 5 – Begin to worry about ABET visit the following year, and survey every class imaginable to be ready for year 6 with the ABET visit.This

Conference Session

Assessing the Efficacy of Nontraditional Programs

Collection

2009 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Continuing Professional Development

additional support for publication anddissemination from the Exxon Education Foundation. These nine authors havegenerated a list of nine principles that the readers can obtain from the website givenbelow (Narayanan, 2007).American Association for Higher EducationPrinciples of Good Practice for Assessing Student Learning 1. The assessment of student learning begins with educational values. Intellectual Curiosity is all about enhancing educational values. 2. Assessment is most effective when it reflects an understanding of learning as multi dimensional, integrated, and revealed in performance over time. Intellectual Curiosity is embedded in the learner’s mind when any given subject matter is presented with a multi dimensional

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University

in industry. The objectives of thisresearch are to explore the types of cognition and social interactions of student teams as theyengage in these virtual laboratories, to determine the role of instructional design in the responseof student teams, and to ascertain whether virtual laboratories can effectively promote types oflearning that are difficult or impossible to achieve from physical laboratories.Objectives The specific objectives of the NSF CCLI Phase 2 project are to: 1. Create the following learning materials and teaching strategies based on virtual laboratories: A. Enhance the Virtual CVD laboratory by including interactive reflection tools (e.g., interactive lab notebook, a virtual supervisor), improved

Conference Session

Programs That Serve Industry and Academia

Collection

2009 Annual Conference & Exposition

Authors

Dan Baldwin, Indiana University-Purdue University, Indianapolis; John Ludwick, Indiana University-Purdue University, Indianapolis; Kevin Marshall, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Continuing Professional Development

instructor’s current class load best reflected thedesired skills needed within the studio. This precaution eliminated the chance of incorporating aneducator into the program who was merely a curious fan of Hollywood special effects, ratherthan an educator who could transfer specific R+H skills and ideology to the classroom.Call for Participants: AnalysisCentral to success during this phase is the ability to determine the technological relevancy,knowledge discipline, and the theory/application alignment of the participating educator with theindustry partner. Preparing the answers to several fundamental questions during this phase couldprovide insight into a possible collaboration between academician and industry. ≠ Does the educator or academic

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Finelli, University of Michigan; Marie Kendall-Brown, University of Michigan

Tagged Divisions

Educational Research and Methods

.The CRLT Players engage an audience by presenting a problem in theatrical form, then invitingthe audience to discuss and offer solutions to the problem. This approach has been shown topromote powerful transformations in awareness and behavior: teaching assistants in science andengineering who viewed an interactive theater sketch about the chilly climate for womenstudents in the sciences reported greater awareness about the experiences of women and minoritystudents, reflected on how their own actions affected students, and ultimately altered theirbehavior as a consequence3.For this research, we hypothesized that having engineering students observe effective andineffective interactions of a diverse team in the context of an interactive theater

Conference Session

Engineering Ethics: Using Case Studies

Collection

2009 Annual Conference & Exposition

Authors

Didier Valdes, University of Puerto Rico, Mayaguez; Erika Jaramillo Giraldo, University of Puerto Rico; Jorge Ferrer, University of Puerto Rico, Mayaguez; William Frey, University of Puerto Rico, Mayaguez

Tagged Divisions

Engineering Ethics

axis of truth. Ethical treatment of humans and animals whoare subjects of research projects as well as concern for the impact of research on the naturalenvironmental reflect issues that pertain to the axis of social responsibility. This double axisframework responds to the ethical objective of stimulating moral awareness by helping studentsto classify and identify ethical issues in research.The “Aberdeen Three” case [4] provides another example of how ethical issues arise duringresearch in engineering. Three engineers, with important R&D positions in a chemical weaponsplant, ignored inspections on the handling and disposal of toxic wastes. One of the tanks in theplant containing sulfuric acid leaked onto the soil and percolated into a

Conference Session

E-Learning in Chemical Engineering

Collection

2009 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Christopher Hundhausen, Washington State University; Pawan Agrawal, Washington State University

Tagged Divisions

Chemical Engineering

Page 14.571.2to a visual diagram allows students to continue learning using their preferred learningstyle. Using the Felder and Silverman Inventory of Learning Styles1 (ILS) survey thestudents in our introductory chemical engineering course were evaluated on fourmeasures: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Oneach of these scales the students receive a numerical ranking from – 11 to 11. Forexample a ranking of -11 on the active/reflective scale would indicated a strongpreference for an active learning style while a ranking of 11 would indicate a strongpreference for a reflective learning style. Felder and Silverman have found the majorityof learners in engineering are visual learners. As shown in Figure

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

David Richter, Virginia Tech; Marie Paretti, Virginia Tech; Lisa McNair, Virginia Tech; Maura Borrego, Virginia Tech

interdisciplinarycollaborative project, most students identified their lack of familiarity with each other as aprimary concern that would need to overcome. As one student stated, “the uncomfortableness ofhaving to get to know each other and make it past that hump,” was her primary concern whenshe entered the classroom. Another student reflected on the work (or lack thereof) over the firstsemester and commented that “I think like I think it took too long getting to know each other.”Many students attributed the team’s progress to forming social bonds and overcomingdifferences of personality.When the participants were asked to name other disciplines that should have been on theirproject, the engineering students typically needed a prompt asking about non

Conference Session

Educating Students for Professional Success

Collection

2009 Annual Conference & Exposition

Authors

Shekar Viswanathan, National University, San Diego; Howard Evans, National University, San Diego

Tagged Divisions

Graduate Studies

, Page 14.666.8challenges them to reflect on their own qualities and competencies in relation to theeducational experience, and to move toward greater personal and professional development in 7their chosen area at the competitive global marketplace. This curriculum is also able toincrease the students' capacities as reflective practitioners. Students, who are highly aware oftheir roles in their professions, are able to assess and improve their effectiveness through thisapproach.The pedagogical approach followed in this program engages students as active participants intheir own learning, in interaction with others, in response to real world problems, and in waysthat parallel the process of fieldwork

Conference Session

Information and Network Security

Collection

2009 Annual Conference & Exposition

Authors

Tokunbo Ogunfunmi, Santa Clara University

Tagged Divisions

Information Systems

/g standards bymore than ten times. In addition, techniques such as space-time block coding and beamformingprovide the potential of increasing signal strength at the receiver with optimal efficiency, basedon the diversity order used. In this paper, we present a brief historical narrative of the development of the standard, thenwe describe the three main proposals for the physical (PHY) layers in the original mainproposals for the 11n amendment (the TGn Sync, WWiSE and TGn Joint proposals). The JointProposal was adopted and it reflects the current PHY layer architecture described in Draft 3.0 forthe 11n amendment. Several design choices were made in the TGn Joint proposal regarding the areas of channelestimation (considering the use of

Conference Session

Project-Based Service Learning

Collection

2009 Annual Conference & Exposition

Authors

Adam Czekanski, United States Military Academy

Tagged Divisions

Environmental Engineering

quantitative in nature and do notcontribute to the scope of this paper. The results of the survey questions are shown in Table 4and reflect results taken from villages centered around the larger population centers of Nebaj andSalquil, both of which are in the heart of the Ixil Triangle, as well as those villages in the vicinityof the much larger department capital of Santa Cruz. Table 4 – Survey addendum results pertaining to socio-economic issues in Quiché 3 Average Highest Level of Families with Region of Location # of

Conference Session

Project-Based Service Learning

Collection

2009 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Ethan LaRochelle, Northeastern University

Tagged Divisions

Environmental Engineering

concept that EWB is modeled on is the ability to work with acommunity to identify, formulate, and solve problems within –and sometimes beyond– theengineering domain. Typical EWB field challenges require brainstorming outside our ownsocietal norms and are further served by reflection on implemented projects. This requirementfor ingenuity has the potential to offer students lateral and complex problem skill development.This can be more demanding and challenging in comparison to participation in the customaryprojects offered by the current standard engineering coursework or local fieldwork. Page 14.597.13 Photo 7: EWB

Conference Session

Aerospace Workspace: Current and Future 2

Collection

2009 Annual Conference & Exposition

Authors

Lisa Guerra, NASA; John A. Christian, University of Texas, Austin; Wallace Fowler, University of Texas, Austin

Tagged Divisions

Aerospace

processes to be exercised 1further in the work environment. As stated in the first lecture: the course is not trying to makeeveryone who takes the course a systems engineer, but trying to give aerospace engineeringstudents a systems perspective. The success of that goal is reflected in numerous quotes from thestudents in the pilot class, such as ≠ “It was a ‘big picture’ view of what we may be involved in as engineers of the future.” ≠ “Taking this course makes an engineer realize there is much more to engineering than designing a given component to a set specification. This course really teaches all the factors that go into producing a viable space system, and some tools to achieve

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

factor in their lives. It seemsclear that the college experience has done nothing to close the confidence gap, and perhapscontributed to its persistence. We now turn to students’ own reflections on their engineeringeducation for an explanation.Results from student interviews:In their senior year, 15 of the APS students participated in an in-depth, semi-structuredqualitative interview. Some questions in the interview were designed to elicit students’reflections on their experiences as engineering undergraduates. Others were designed to elicitstudents’ conceptions of engineering and themselves as engineers now embarking on theirprofessional careers. In this section, we complement the findings from the PIE survey with a richpicture of students

Conference Session

Project-Based Service Learning

Collection

2009 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder; Kurt Paterson, Michigan Technological University; Chris Swan, Tufts University

Tagged Divisions

Environmental Engineering

in both courses and extracurricular EWB andsimilar service projects and trips. The exercise can benefit the student by forcing them to reflecton the experience, serve as a “catharsis” to vent when negative experiences occur, etc. Mostservice-learning pedagogy explicitly indicates that student reflection is a necessary part of thelearning process. Without thoughtful reflection, the full value of the SL experience may not berealized.23 These same reflective essays can serve as an assessment instrument. They yield richqualitative information beyond the student learning of technical topics, and indicate changes inattitude and identity of the students. These essays can be coded to yield quantitative findingsfrom the qualitative student statements

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Tech; Thomas Sherman, Virginia Tech; Hyuksoo Kwon, Virginia Tech; James Pembridge, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-2090: TECHNOLOGY EDUCATION IN THE UNITED STATES:TEACHERS' BELIEFS AND PRACTICES IN PERSPECTIVEMark Sanders, Virginia TechThomas Sherman, Virginia TechHyuksoo Kwon, Virginia TechJames Pembridge, Virginia Tech Page 14.1170.1© American Society for Engineering Education, 2009 Technology Education in the United States: Teachers’ Beliefs and Practices in PerspectiveSince changing its name in 1985, the field/school subject known as Technology Education hasworked to transform its curriculum and teaching practice from one dominated by craft andindustry-related technologies, to “a curriculum to reflect technology.”1 Over the past threedecades

Conference Session

Special Session: 19 years of NETI-- A Tribute to Jim Stice

Collection

2009 Annual Conference & Exposition

Authors

Richard Felder, North Carolina State University; Rebecca Brent, Education Designs Inc.

Tagged Divisions

Educational Research and Methods

them to become involved in instructional development. 3. Did the NETI motivate participants to join the ASEE? Question 18 asked whether the participants were members of the ASEE and whether the NETI motivated them to join. 4. Has the NETI promoted scholarly teaching and the scholarship of teaching and learning? Questions 5, 6, 16, and 18 asked (a) whether participants had engaged in practices that characterize scholarly teaching (reading education-related papers, attending education- related seminars, workshops, and conferences, using classroom research to assess the effectiveness of their teaching, and reflecting on and attempting to understand the processes of teaching and learning in general and their

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

Tagged Divisions

Educational Research and Methods

the semester, just after the Teaching Assistants have provided feedback tostudents on their first draft solution to the Paper Plane Challenge MEA, and near the end of thesemester, just after giving students feedback on their first draft solutions to the third MEA,Student Travel Modes. These interviews were conducted with individual Teaching Assistants,lasted approximately 30 minutes, and were audio-recorded. The interview protocol for the firstsemi-structured interviews is presented in Appendix B. The second interview followed the sameprotocol, but the interview participants were also asked to reflect on any changes (in theirexperiences with grading the MEAs, such as changes in what they found challenging aboutgrading the MEAs, changes in

Conference Session

IT-based Instructional Technologies

Collection

2009 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Information Systems

colleagues assigned with the responsibility of promoting interest and enthusiasm for learning. Instructors are also encouraged to act as cognitive coaches who can nurture an environment that can support open inquiry. (Barrows, 2000). It is important that the aims and objectives of problem-based learning are reflected in every aspect of the learning environment created. Problem-based curriculum should document accomplishments at the upper levels of Bloom's Taxonomy Triangle. (Boud & Feletti, 1991). Scholars in the area of cognitive science and educational psychology have identified four features that clearly separate a problem-based curriculum from a traditional, topic-based curriculum. (Nickerson, et. al. 1985). In this

Conference Session

Instructional Innovations in AEC Education

Collection

2009 Annual Conference & Exposition

Authors

Stan Guidera, Bowling Green State University

Tagged Divisions

Architectural

, engineering, and project delivery. There has been “an extension of the formalfreedom in architecture” [2]. Writing on the topic of “Engineering Form”, Kloft stated that “theemerging digital design and production environment, combined with new materials and moderntechnologies, makes possible unprecedented challenges in the repertoire of formal language”adding that “boldly curved shapes, a few years ago thought of as unrealizable and thought of aspure fantasies, can now be built.”These advances reflect contemporary discourse in architecture, which has seen a shift towards amore topological conception of form and towards non-Euclidean shapes and non- discretevolumes that would have been inconceivable without advanced computational tools [3] [4