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2007 Pacific Southwest Section Meeting

Authors

Brian P. Self; Lynne A. Slivovsky; Kevin Taylor; Sema Alptekin

Service Learning in Engineering at Cal Poly Brian P. Self, Lynne A. Slivovsky, Kevin Taylor, and Sema Alptekin Mechanical Engineering/Computer and Electrical Engineering/Kinesiology/ Industrial and Manufacturing Engineering California Polytechnic State University, San Luis Obispo, CAIntroductionThe benefits of service learning have been demonstrated in a number of different settings(Jacoby, 1996; Tsang, 2000). By participating in projects with a community-based focus,students gain an appreciation for the role they can play in society by reflecting on a variety ofsocioeconomic and ethical implications of their experience. Cal Poly has long had a strongdesign

Collection

2007 Pacific Southwest Section Meeting

Authors

Abu Rashid; Joko Sutrisno; Scott Cooper; Alan Fuchs

write notes covering important material. Students with a kinesthetic learning style learn andgain a better understanding of some problems by experience and practice. For instance,kinesthetic students may benefit most by practicing some lecture material in a hands-on,laboratory setting9. For students who favor visual learning the chemical structures of the reactantmolecules and microscopy results will provide a deeper understanding of the self-assemblyprocess.Another model of learning styles is that proposed by Felder and Silverman7, who lookedspecifically at engineering education. The model contains four scales each of which reflects astudent’s particular element of their learning style. They are: (1) sensory versus intuitivelearners, (2

Collection

2007 Pacific Southwest Section Meeting

Authors

M. M. Gilkeson

. (d) Alumni/ae support, especially in bringing Clinic projects to the College, has multiplied.(3) The Clinic has been absorbed into the mainstream of the curriculum. Design is not merely acapstone activity provided too late to motivate students to learn engineering principles. The designstem occupies curricular space in all of the undergraduate years. [See End Note 4 for description.](4) Peer teaching has become a powerful force in educating of engineering students at HMC.(5) The Clinic has proven a successful tool for continuing education of faculty members.(6) Curricular flexibility results; projects mirror current client interests: 15% of the upper-levelcourses immediately reflect latest technological interests of industry and of academia

Collection

2007 Pacific Southwest Section Meeting

Authors

Mariappan Jawaharlal; Cesar Larriva; Jill Nemiro

assess the students’ work.Curriculum development at each school will proceed gradually, collaboratively, and in aprincipled manner that is free of peripheral constraints and features ongoing cycles ofassessment, reflection, and revision. The curricula related to the Initiative will be developed andrevised in relation to relevant California and national content standards. In the long-term, Proceedings of the 2007 American Society for Engineering Education Pacific Southwest Annual Conference Copyright © 2007, American Society for Engineering Educationcurricula will be developed at the middle- and high-school levels, based on implementationexperience at the elementary level.A long-term goal of the Initiative is to develop a

Collection

2007 Pacific Southwest Section Meeting

Authors

Debra Larson

given time to reflect upon the activities and are encouraged to fill out theassessment worksheet as the activities occur2. Summer after summer, the ETW participants areoverwhelmingly positive about the workshop – the way its delivered, the quality of eachindividual’s experience, and the interpersonal connections made via small group interactions andone-on-one mentoring. The three demonstration classes delivered by master teachers and thethree lab classes, where each participant teaches, are consistently rated as the most valuableaspects of ETW.Seminar II – Principles of Effective TeachingSeminar II introduces a rigorously developed and frequently referenced two-dimensional modelfor characterizing the range of teaching styles found in college

Collection

2007 Pacific Southwest Section Meeting

Authors

Amir G. Rezaei; Kyu-Jung Kim; Jawaharlal Mariappan; Angela C. Shih

course modules, the learning units within each of thecourse modules, and then the learning activities within each of the learning units. Detailing theprocess in this way helped development of the course in a number of ways such as: 1. being certain that our student assessment for that learning unit can reflect what our team taught and what we want them to know upon completion. 2. being able to completely map out before we even start thinking about which models/learning units we will make interactive. 3. Identifying the types of interactions/learning experiences we want the students to have will and how we will gather or produce those materials.LEARNING MODULE PLANLearning Module plan consisted of an overview of the course

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2007 Pacific Southwest Section Meeting

Authors

Nhut Tan Ho

create the SDC as an enabling learning environment to supportcollaborative learning and the CDIO activities in our curriculum. The SDC mustfacilitate community-building and team-building, and also support system-building aswell as active and hands-on learning, experimentation, and disciplinary laboratories. Ourstudy of literature on learning and learning environments19 reflected that much learningtakes place outside the classroom. As our students typically work at least 20 hours perweek due to family financial constraints, it is critical that we provide an excellentlearning environment that will best utilize the limited time they have on campus outsideof their formal classroom activities. Exit interviews of seniors suggested that somestudents

Collection

2007 Pacific Southwest Section Meeting

Authors

Mariappan Jawaharlal

Rose Float Design Course Mariappan “Jawa” Jawaharlal Associate Professor of Mechanical Engineering California State Polytechnic University, Pomona, CA 91768AbstractDesign competitions provide a rich learning experience by combining both theory and practice.More and more engineering schools are taking part in student competitions such as FormulaSAE, Mini Baja and autonomous vehicle projects as a way to provide team-based, hands-ondesign experience to their students. These design competitions offer an excellent opportunity forstudents to reflect on the world around them and develop practical solutions.Cal Poly Pomona and Cal Poly

Collection

2007 Pacific Southwest Section Meeting

Authors

Teruni Lamberg

development is effective on an ongoing basiscan lead to more effective professional development. We used this approach in the NortheasternNevada mathematics project and discovered that were able to communicate better, capitalize oneach other’s expertise and learn from each other.References1 Ball. D. L. (1997). Developing mathematics reform: What don’t we know about Teacher learning—but would make good working hypotheses. In S.N. Friel & G.W. Bright (Ed.), Reflecting on our work: NSF teacher enhancement in K-5 mathematics. Lanham, NY: University Press of America.2 Kelly, A. (2003). Research as Design. Educational Researcher, 32 (1), 3-4.3 Cobb, P., Confrey, J., diSessa, A., Lehrer, R. and Schauble, L. (2003

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2007 Pacific Southwest Section Meeting

Authors

Wolf-Dieter Otte

introduced a radical teaching paradigmshift from the traditional “teacher-lectures-class” methodology to a student-driven approach.The single intention of this change was to get students involved in the class as much as possible.The paper presented reflects on the results of this successful experiment. It describes how tocreate a “conversational environment” using a combination of techniques that foster discussion,thinking and understanding.Important roles in creating a conversational environment play modern technologies likevideotaping, podcasting and wikis, which are discussed in detail.“Tell me and I will forget.Show me and I will remember.Involve me and I will understand.” Chinese proverbThe frustrations of everyday teachingIn the

Collection

2007 Pacific Southwest Section Meeting

Authors

Justin Reginato

companies, can quickly translate to entrepreneurship education because they have experience working with corporate resources.• Entrepreneurship need not be presented solely as a subject regarding creating businesses. Entrepreneurship can be taught from an engineering perspective of resource allocation, and thus fulfill ABET standards.• There is no dominant design for engineering entrepreneurship courses. Most courses seem to reflect the interest of students and/or the expertise of the faculty providing the courses.• For small universities, it is important to solicit feedback from multiple professors and industrial partners. If engineering entrepreneurship is going to be taught from the perspective of intelligent