Collection

2003 ASEE North Midwest Section Conference

Authors

Charles McIntyre; Sudhir Mehta

meaningful feedback to your peer related to his or her syllabus. Providemeaningful feedback to your peer related to classroom observations of his or her teachingstrategies. Provide meaningful feedback to your peer related to the evidence of student learningthat your peer collects from his or her students.Task 2: Attend group meetings with your PRT leader.Task 3: Write three reflective essays per semester, based on your goals and feedback fromyour peer. The essays must be completed no later than the last day of the semester. The threeessays (not to exceed one page) should be based on: 1.) discussions with your peer related toyour syllabus or outcomes for the class that is being reviewed, 2.) discussions with your peerrelated to the teaching

Collection

2003 ASEE North Midwest Section Conference

Authors

Charles McIntyre; Prajesh Kondaskar; Gary Smith

in the program was twelve).There were four basic Palm learning strategies that were used by the students:A. Trial and Error: A hands on approach used by students to experiment with the Palm functions.B. Reference Manual –"Getting Started m100 Handheld Series" (included with the Palm m105): A quick and easy reference for using the Palm features [1].C. Palm Tutorial (on-line): The same information as contained in the Reference Manual but in electronic format [2].D. Peer to Peer: Informal group meetings of two or more students to discuss palm issues and exchange programs.Table 2 illustrates the type of learning strategies that were employed by the students of thePEEP program. The number in the Student Use column refers to the actual

Collection

2003 ASEE North Midwest Section Conference

Authors

Steven Mickelson; Tom Brumm; Anthony Ellertson

,academic progress), student and peer mentor surveys, student and peer mentor focus groups,and student writing samples.Our assessment program has yielded large amounts of data, a result that has both positive andnegative implications. On the positive side, we have a wealth of information from which to draw;however, that volume of data has been a bit unwieldy to process. At this time we have beenmost interested in discovering if the LC has in fact helped us to achieve the five comprehensiveobjectives guiding our LC initiative. We have strong evidence addressing four of the fiveobjectives: 1. The ABE LC fosters an increased sense of community students majoring in the ABE department. (Objective 1: To build community for entering first-year

Collection

2003 ASEE North Midwest Section Conference

Authors

Beckry Abdel-Magid; Yunsheng Xu

summer. In the first three weeks of thecourse, students learn the research methodology, how to conduct literaturesearch, define a problem and perform an investigation, collect and analyze data,draw conclusions, and present their findings. During the course, studentsdiscuss their topics with the course coordinator who mentors them on theirresearch projects. The course takes place over two semesters and eachstudent is required to submit an abstract, write a two-page paper, and give a 40-minute presentation to students, staff, and faculty on their research topic andfindings. An example of an abstract is shown in Figure 1. The paper and thepresentation are evaluated by all the faculty in the department and theevaluations are given both orally

Collection

2003 ASEE North Midwest Section Conference

Authors

Karen C. Chou; W. James Wilde; Saeed Moaveni

expansion. In addition to meeting ABET's major design experiencerequirement, this design experience also achieves the following:• The major design experience is integrated throughout the program with minimal interruption to the more traditional curriculum.• Students can gain a perspective of how different levels of their learning and knowledge contribute to a real-world civil engineering project.• Students develop a good rapport with peers in their class and other classes and foster a mentoring relationship.• The project forges more (perhaps better) interaction and communication among engineers, faculty, and students.As the civil engineering program matures and the class size increases, we plan to require theproject team to

Collection

2003 ASEE North Midwest Section Conference

Authors

Fernando Rios-Gutierrez; Marian S. Stachowicz

related to the application of fuzzy logic to intelligent toys were given as references.During week six, each group presented a written and oral proposal of its project. Feedback fromfaculty and peers was given in order to ensure an even set of projects with the same complexitylevel. During weeks seven and eight students worked in the simulation part of their projects.This means that before starting to build their real toys, students simulated their intelligentbehaviors using the Fuzzy Logic Package. During week nine, written reports and oralpresentations were given by each group, in which they presented the results of theirsimulations. Starting week ten, students began to build their intelligent toys and to write theprograms to implement the