Collection

2011 ASEE Midwest Section Conference

Authors

Lawrence Whitman; Karen Reynolds; Zulma Toro-Ramos

reflection on the service activity to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility (Bringle & Hatcher, 1995; Totten & Pederson, 1997).Proceedings of the 2011 Midwest Section Conference of the American Society for Engineering Education! #! In the context of the class, a ”community” is broadly defined and opportunities for service can address a wide variety of community needs.The next section provides an overview of the course purpose, course content and assessment.COURSE DESCRIPTIONENGR 202, “Service Learning in Engineering” is an

Collection

2011 ASEE Midwest Section Conference

Authors

Julia L. Morse

lifelong learning resources. The exercise requiredstudents to take independent initiative on topics of personal choice or interest and to identifyavailable resources. Specific submission criteria required students to reflect on their activity asa learning experience, comparing it with their goals prior to the activity. The resulting studentsubmissions insure that student-submitted summaries address lifelong-learning outcomes,enabling easy and direct assessment.IntroductionTAC-ABET criteria (h) specifies requires the outcome of “a recognition of the need for, and anability to engage in lifelong learning.” 1 Two components of lifelong learning are to beevaluated: (1) Recognition of the need for lifelong learning (2) Ability to engage in

Collection

2011 ASEE Midwest Section Conference

Authors

Marwan Abumahaimed; Joseph J. Rencis

problems.The VAR/VARK method measures four perceptual preferences (visual, auditory, read/write, andkinesthetic) since the same teaching technique will not be effective for all learners. Researchershave found that studying the tools and theories pertinent to each learning style will aid bothteachers and learners in understanding and modifying the different learning environments.The Kolb learning cycle model maintains that the learning process cannot be accomplishedwithout experience. The cycle is categorized into four stages, namely concert experience,reflective observation, abstract hypothesis and conceptualization, and active experimentation.The Kolb cycle is capable of reaching students of all learning styles. Sharp and Terry35 stressedthe

Collection

2011 ASEE Midwest Section Conference

Authors

James L. Huff; Todd A. Patten; Richard L. Wells; Monte Cox

factors in the formation of the program, to explainthe role of the interdisciplinary connection with professional counseling in the program, and tobriefly depict the results of the first year. We conclude by reflecting on the student experiencesof the first year and considering the generalization of this program across other universities.Structure of AnsanmI. Overall DescriptionAs previously introduced, Ansanm is a partnership among Harding‘s engineering andprofessional counseling department, as well as the Peltan Christian Primary School. Eachpartner has a clear role in the relationship to the other partners, and the learning grows out ofthese relationships. This paper primarily portrays Ansanm through the lenses of the engineeringeducation

Collection

2011 ASEE Midwest Section Conference

Authors

Sohum Sohoni; David Fritz; Wira Mulia

described in this paper.  Student Assessment of Learning Gains Instrument (SALG) PLP Learning  Course evaluation Environment  Interview/Focus group  Pre- and Post survey  Learning reflection journal Affective  Interview/Focus group Outcome  Video and audio analysis  Pre- and Post survey  Learning reflection journal Cognitive  Interview/Focus group Outcome  Pre- and Post

Collection

2011 ASEE Midwest Section Conference

Authors

Robert M. O'Connell

teams of approximately fourstudents each. They were instructed, during a full class period at the beginning of the semester,(with regular reminders throughout the semester) on what was expected of them during groupwork. Those expectations included: 1- following a simple problem-solving scheme, whichincluded brief individual reflection, brief group brainstorming to decide a solution approach, andthen interactive work with discussion until the problem is solved; and 2- using goodinterpersonal team skills, which included participating respectfully, helpfully, and fairly. Sincethe courses were sophomore-level circuits courses, the assigned group work projects couldsimply be increasingly challenging problems from the textbook.During group work, the

Collection

2011 ASEE Midwest Section Conference

Authors

Steve Menhart

ResultsThe average of the direct assessment of the four course learning objectives is 3.02, or a grade of“B”. This seems reasonable. The “F’s” obtained by some students warrant attention, inparticular the 3 “F’s”, for learning objectives 2 and 3. The fact that these students obtained thesegrades indicates a deficiency in their course knowledge. If a similar result were obtained infuture course offerings then corrective action should be undertaken. This could include course orprerequisite changes. The average of the indirect assessment of the course learning objectives(questions 11 through 14) is 3.45, or an equivalent grade of “A/B”. Clearly, these results do notfully reflect the reality of what students can actually do in the course. It appears

Collection

2011 ASEE Midwest Section Conference

Authors

David Che; David Clark; Tom Magnone

becoming an important part of theengineering profession.To help students understand the global aspects of manufacturing, we asked them to read ThomasFriedman’s ―The World is Flat‖9 and journal their response to it. Towards the end of thesemester, each student was then required to give a presentation and write a reflective paper onthe topic. Since Friedman is a proponent of globalization, we needed an opposing view to helpour students see both sides of the issue. Proceedings of the 2011 Midwest Section Conference of the American Society for Engineering Education 5 Figure 1 Business model of a modern manufacturing

Collection

2011 ASEE Midwest Section Conference

Authors

Thomas R. Marrero

“active learning provides opportunities for students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations case studies, role playing, and other activities – all of which require students to apply what they are learning” (p 17) 2. Problem-Based and Inquiry-Based “small group, cooperative, self-directed, interdependent, self-assessed”; a dynamic approach to learning that

Collection

2011 ASEE Midwest Section Conference

Authors

Heath A. Schluterman; Kellie Schneider; C. Richard Cassady

to answer successfully on the Post-Test. The problems which best reflect this modelare 7, 10, and 13. These questions cover the topics of Excel References, Future Worth, and theFEP Homework policy. Problem 7 required the students to understand Microsoft Excel cellreferences. Again, most of our students had little knowledge of Excel initially, and many mistookthe multi-part question as a multiple-choice. The unique result is that scores were actually higheron the Post-Test than the exam. This could be due to the fact that Microsoft Excel continued tobe used in the Introduction to Engineering I course after the second exam. Problem 10 concerneddetermining a future value of a present sum of money. Students were able to easily learn how toapply