Collection

2008 Pacific Southwest Section Meeting

Authors

Brian P. Self; Andrew Kean; Frank Schreiber; Teresa Ogletree; Tamara Moore

the Generalizability Principle is met.The Self Assessment Principle requires students to constantly assess and revise theirmodel to make sure it meets the demands of the client. The student teams typicallyproduce a memo or report for the “client” to describe their model and how theydeveloped it. This is reflected in the Model Documentation Principle, where students notonly reveal their models but also their process in developing them. We are currentlyusing these design principles to develop MEAs in Mechanical Engineering at Cal Poly.

Collection

2008 Pacific Southwest Section Meeting

Authors

David Lanning

passing score is a minimum of fourteen (14) correct answers out of sixteen(16) total questions, and the 5% towards the Solid Mechanics grades is all-or-nothing.Two or three weeks prior to the first opportunity to take the exam, the students are provided withfour (4) documents. The first document is a list of sixteen (16) prerequisite skills that will becovered in the exam. The second document is a practice exam with sixteen questions, with thequestion topics reflecting the same order as the list of sixteen skills. The third documentprovides answers to the practice exam. The final document also provides answers to the practiceexam, but includes details of the solutions and information on potential variations to thequestions. Proceedings of the

Collection

2008 Pacific Southwest Section Meeting

Authors

Wolf-Dieter Otte; Anthony Crain

,project management, team management, etc.The author of this paper has been teaching Software Engineering for a number of years. Insteadof leaving the team formation up to chance, the author took the deliberate approach of designingteams in light of information the students provided about their personality and skills.The paper presented here reflects on the results of this experimental approach. It demonstrateshow the results of a specific psychological test, the Myers-Briggs personality test, can beemployed successfully to attribute test indicators to traits and qualities that are desirable in aproject’s team.IntroductionThe author of this paper has been teaching project-oriented Software Engineering classes at thejunior/senior university level

Collection

2008 Pacific Southwest Section Meeting

Authors

Jeffrey S. Burmeister; Kyle A. Watson; Maria Garcia-Sheets

circuits designed and wired by the students. Proceedings of the 2008 American Society for Engineering Education Pacific Southwest Annual Conference Copyright © 2008, American Society for Engineering EducationFigure 3: Spaghetti bridge testing.Results and Discussion A twenty-two question survey was conducted at eight sites (N = 189 students total responded) prior to the course offering in summer of 2007. Note that this survey was not available the summer of 2006. Another survey was conducted after the course was conducted with 63 respondents following summer 2006 and 104 respondents following summer 2007. The following percentages for summer 2006 and summer 2007, respectively reflect a response of “strongly

Collection

2008 Pacific Southwest Section Meeting

Authors

Kyu-Jung Kim; Amir Rezaei

learning of machine design using MDT in a computer labsetting. The MDT is expected to have a major impact on student’s retention of classroommaterials. It has been observed by Kolb [1] that active experimentation leads to better than 90%retention of material compared to a 30% retention for reflective observations.Programming Rationale for the MDT The MDT has been developed using de facto numerical analysis software, MATLAB, bytaking advantage of its user-friendly interactive graphic user interface (GUI) and multipledocument interface capabilities. Development of the MDT using MATLAB was a meritoriouschoice for many reasons, since its versatile computational power, easy graphical user interface,and availability of numerous toolboxes have lead

Collection

2008 Pacific Southwest Section Meeting

Authors

John T. Tester; Perry G. Wood

me 3.7% 14.8% 22.2% 25.9% 33.3% 0.0%The students already show a relatively high enthusiasm for both their Mechanical Engineeringmajor (question 1) as well as for their chosen career path (question 2), even before the RPtechnology is introduced. These high results reflect anecdotal observations from the MechanicalEngineering Department that introductory CAD classes are currently well received by newlyenrolled students. Data from the post-RP class of Spring 2008 will be compared to thisinformation to see if RP had any positive, negative, or no impact to the class.For question 2, the students were requested to address topics from the class; we intended thestudents to answer in accordance to

Collection

2008 Pacific Southwest Section Meeting

Authors

Thomas N. Duening; Jeffrey R. Goss

specificconcentration area, and are expected to draw upon the concept foundations of the corecurriculum.ESIM PedagogyThere has been as much consideration of pedagogy as curriculum in the design of thisprogram. It is anticipated that the program participants will consist primarily ofpractitioners who will have little patience for overly theoretical material that does nothave readily apparent real-world application. The curriculum was designed to reflect thatassumed bias and the teaching methods must follow suit.Duening & Goss 9 March 2008American Society for Engineering Education Pacific Southwest DivisionAs such the ESIM program will specialize in a pedagogy that