Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison

Tagged Divisions

Liberal Education/Engineering & Society

Wisconsin–Madison Traci Nathans-Kelly earned her PhD in 1997. At that time, she was also the Program Director for the Sci- entific and Technical Communication BS degree at the University of Minnesota, Crookston. She came to the University of Wisconsin-Madison to teach in the College of Engineering’s Technical Communication program, the Masters of Engineering inProfessional Practice program, and the Masters of Engineering in Engine Systems program. She instructs a variety of topics, including technical communication (graduate and undergraduate), technical presentations (graduate and undergraduate), technical editing, writing user manuals, and other courses. She is active in the Society for Technical Communication (STC) as

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

the idea that, “an engineer should be able to write welland speak effectively, that he should be able to win friends and influence people”; and againstsuperficial definitions that amounted to a “finishing school” concept of general education inwhich engineers were given “a cultural veneer designed to make the engineer acceptable in politesociety.” It also warned against overly ambitious statements that expressed the “faith that a fewcourses in the humanities and social sciences can provide health and emotional adjustment,personal and social success, clarity of thought, moral integrity, civic responsibility, aestheticsensitivity, professional vision, and in general a kind of serenity and wisdom we had thoughtreserved for Providence alone.”24

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danilo Pozzo, University of Washington; Jim Pfaendtner, University of Washington; Marvi A. Matos, University of Washington; William B. Baratuci, B-Cubed; Jim L. Borgford-Parnell, University of Washington; Arne S.A. Biermans, University of Washington

Tagged Divisions

Chemical Engineering

Conference Session

Aerospace Teaching and Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Purdue University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Aerospace

. Page 22.1537.4 Different suggested teaching strategies for each pattern in the Matrix of Informed Design arealso discussed as examples of ways to move design students from being beginning designers tobeing informed designers1. For Pattern H, these include: 1. Design storyboards: Students are asked to document how challenges have been overcome over time through sketches or digital snapshots accompanied by short verbal descriptions. 2. Project and time management: Students develop a timeline with special milestones where feedback and peer evaluations on prototypes or presentations are provided. 3. Instruction and scaffolding for systematic design: Students can be asked to simply read a book on design process as well as

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

work. Like I put in a lotmore time this semester but her tests are a lot harder. Like there’s no multiple choice. It’s allessay, like it’s all writing and concepts and large mathematical problems and I’m likeintegrating them. So it’s a lot harder to do really, really exceptionally well because if I don’t get,like there’s no way to check myself so if I don’t know something it’s like completely up in the air. Page 22.1329.9So her tests are definitely harder. But walking away from it if I know 80% of what I wassupposed to learn from this class it’s really well compared to like the 90% of like glossing overthe chemistry that I got from the first

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

an individual’s level ofunderstanding that do not depend on the individual producing code in a specific language.Currently, most assessment occurs by requiring students to write code in a specific language17.This significantly limits the ability to compare the effects of different languages and pedagogicaltechniques on student learning, such as algorithm visualizations which may be tied directly to aspecific language, because the assessment is tied directly to the language taught and assessed.The development of language-independent instruments that focus on the understanding offundamental concepts are essential for research exploring these new tools and languages.Research into the different ways individuals understand the various concepts

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, University of Pittsburgh; Ross Higashi, Carnegie Mellon University; Christian D. Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

with a BS in Logic and Computation from Carnegie Mellon University, and is now engaged in the research and development of STEM curricula using classroom robotics technologies and game-like systems.Christian D Schunn, University of Pittsburgh Christian D. Schunn is an Associate Professor of Professor of Psychology, Intelligent Systems, and Learn- ing Sciences and Policy at the University of Pittsburgh. He received his PhD in Psychology from Carnegie Mellon in 1995. His research ranges from cognitive / social psychology studies of science/engineering and connections to classroom science instruction to studies of peer feedback in science and instruction

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine Frances Ibes, Saint Catherine University; Yvonne Ng, St. Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

into the Montessori curriculum. Theyinclude preliminary results from teacher competence, confidence and comfort with the materialas they include engineering in their classroom. Section 6 draws some conclusions and discussesthe next steps in the elementary engineering professional development process.2 The Development ProcessTo prepare for the summer course the Montessori expert and content area expert spent a yearprevious to the course in collaborative dialogues and writing. The phases of this processincluded: 1. Learning about each other: As a first step, the Montessori expert gave the engineering expert readings while the engineering expert had the Montessori expert go through introduction to engineering exercises. This gave the

Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

AC 2011-32: FAMILIARIZING THE UNKNOWN: THREE UNUSUAL EN-GINEERING CASESMarilyn A. Dyrud, Oregon Institute of Technology Marilyn Dyrud is a full professor in the Communication Department at Oregon Institute of Technology and regularly teaches classes in business and technical writing, public speaking, rhetoric, and ethics; she is part of the faculty team for the Civil Engineering Department’s integrated senior project. She is active in ASEE as a regular presenter, moderator, and paper reviewer; she has also served as her campus’ representative for 17 years, as chair of the Pacific Northwest Section, and as section newsletter editor. She was named an ASEE Fellow in 2008 and received the James H. McGraw Award in 2010

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan McNeill, University of Florida, Gainesville; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

ASEE Global Programs

response, but then added something quitesurprising: ―Well, first of all, like some Chinese improvement, like [a] little Chineseimprovement. Actually, my English got a little better in Shanghai, [a] little better because I hadsome interactions with American friends, like more than in Purdue.‖ At Purdue, the participant Page 22.749.9explained, international students tend to be isolated from their American peers. The participants in the GEARE program exhibited relatively few attitudinal outcomes.However, some attitudinal outcomes stood out for certain individuals. Two of the participantsspoke at length about developing flexibility, or

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Engineering Design Graphics

-engineering own knowledge and to seek advice, reflect on their own capabilities, Engineers Nova Scotia's continuing learning and development, and importance of being part of a knowledge and skills to assist in and/or undertake research, to invite peer review, benchmark Learning professional excellence commitment to undertake

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

 Gives the students a real world experience of solving a problem or addressing a situation and then being able to test and redesign.  The hands on aspect of design. Students can immediately test their designs, re-design and retest.  It is an engaging, interactive class. They liked the freedom to learn and design an open- ended solution, enthusiastically entering into the room and getting busy with their work instead of sitting and listening. Each mini lesson was given when it was needed. After the class was over, the students said the presentation and learning to write technical documentation would help them in college.  Teaching students to take a complex problem and break it down into

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

experiencededucators looking for fresh ways to engage students. As a result of the authors’ experiences andreflection, a collection of tips for success in implementing specific teaching strategies is provided. Page 22.1415.2IntroductionThe requirements on a new engineering educator’s time are many and varied. In addition toproviding a fantastic learning environment for future engineers, the instructor may be asked todefine a scholarship avenue, write grants, and serve various entities within and outside theuniversity all the while with tenure looming. With all these demands on the new instructor, timeoutside of work is extremely limited. Clearly, time

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa R. Lattuca, Pennsylvania State University, University Park; Lois Calian Trautvetter, Northwestern University; Sarah L. Codd, Montana State University; David B. Knight, Pennsylvania State University, University Park; Carla M. Cortes, Northwestern University

Tagged Divisions

Multidisciplinary Engineering

, were most likely to report changes in their emphasis onteamwork (52%), technical writing (39%) and verbal communication (34%). Nearly a thirdreported some or significant increases in their emphasis on professional responsibility and ethics.Faculty also reported moderate changes in attention to contemporary issues (43%), global andsocial contexts in engineering (41%), professional responsibility (37%), and professional ethics Page 22.1711.4(34%). Attention to topics that would promote interdisciplinary connections appeared to be onthe rise after EC2000.Although these curricular changes are positive, because this study measured change in

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

educators. 11-13 One key idea with respect to co-teaching is that each co-teacher has a unique,professional skill set to offer the classroom environment. Having two classroom teachersteaching together (i.e., team teaching), while potentially helpful, does not have the same spirit ofco-teaching where a combination of different skill sets provides a unique benefit to the learningenvironment. 10 For example, in one case study of elementary science co-teaching, the classroomteacher was regarded as the “science content expert” and the special educator was regarded asthe “adaptation expert”. 14 Although each co-teacher’s skill set has unique elements, co-teachers are peers withregard to level of certification, helping to ensure that “they

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Betsy Palmer, Montana State University; Patrick T. Terenzini, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Betty J. Harper, Pennsylvania State University, University Park; Dan Merson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

Conference Session

Core Concepts, Standards, and Policy in K-12 Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Ronald L. Carr, Purdue University; Nilson E. Martinez-Lopez, Purdue University; Jose Daniel Bravo, INSPIRE

Tagged Divisions

K-12 & Pre-College Engineering