Conference Session

Aerospace Teaching and Learning II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Praveen Shankar, Arizona State University; Jenefer Husman, Arizona State University; Valana L. Wells, Arizona State University; Wen-Ting Chung, Arizona State University

Tagged Divisions

Aerospace

for cruising flight.Homework 3: Longitudinal Static Stability (Hand Solved)Students’ understanding of longitudinal static stability was tested in this assignment. The effectof configuration of aircrafts including the location of the center of gravity, location andinclination of the horizontal tail on the static stability was evaluated using hand-solved numericalproblems.Homework 4: Longitudinal Static Stability (DATCOM)Prior to this assignment, students were introduced to the USAF DATCOM software. Descriptionof how to modify the input file to reflect the geometric configuration of the given aircraftfollowed by execution of the program and analysis of the data was discussed in the classroom.Students were provided with 3 wing models and 3 wing

Conference Session

Best of Computers in Education Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Patrick Hogan, Missouri S&T; Dan Cernusca, Missouri University of Science & Technology

Tagged Divisions

Computers in Education

clarify confusing concepts with peers” (Student 11) “Working together in groups was excellent practice for the work world. I learned more thinking about these problems and assignments than I do just working out a problem on paper or reading a textbook.” (Student 12)The perceived weaknesses covered issued such as lack of examples to guide the work on theseprojects, difficulty with Wiki editing, high workload outside the classroom, or ethical issuesrelated to the workload within groups as reflected in the sample answers below. “Some people might work harder than others, and if they just divide the tasks, some might not know what's going on the discussion, and conclusions.” (Student 1) “Could be frustrating at

Conference Session

Emerging Information Technologies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Abul K. M. Azad, Northern Illinois University

Tagged Divisions

Computing & Information Technology

developments and their implementation outcomes. Page 22.1002.6Design PhilosopyTo maximize the benefit of remote laboratories, the design philosophy includes a number offeatures: a) use of emerging technologies; b) individualized learning; c) knowledge-centeredlearning; d) embedded assessment strategies; and e) scaffolds. These features provide anengaging laboratory experience, working with students pre-existing knowledge, anddeveloping skills of self-monitoring and reflection, which contribute toward improving thequality of STEM education.Design ImplementationsMost of the implementations are done through two NSF grants (DUE-044xxxx and DUE-083xxxx). This

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

input, computations 2.29 3.33 1.04and plotsQ. Computation of servo efficiency under various operating 1.71 3.08 1.38conditionsR. Solving of work, power and efficiency problems 2.33 3.25 0.92S. Fabrication of a solar oven from foam board 1.63 3.38 1.75T. Use of a Boe-Bot to measure temperature 1.46 3.08 1.63U. Use of uss digital temperature sensors to measure temperature 1.46 2.96 1.50potentialV. Use of a solar oven to explain infrared reflection 1.46 2.71 1.25W. knowledge of the relationship between thickness of insulation 1.83

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society

are readily found in textbooks, newspapers, speeches and policy documents across the 20thcentury) reflect this enduring framing of technical enterprise as invariably a welcomecontribution to general human welfare. In 1923, a journalist's profile of General Electricpresident Gerard Swope noted that the American engineer promises "industrial well-being, ofcreating greater happiness through the wider distribution of nature's gifts and resources, andthrough a general furtherance of the march of civilization."9 Prominent civil engineer WilliamBarclay Parsons, then supervisor of subway construction in New York City, told an audience atColumbia University in 1927, that "should our civilization perish, its ruins, if excavated, willdisclose that it

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston, Downtown; Lea Campbell, University of Houston, Downtown

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

exit interview rubric can be found inAttachment B.Next StepsThe curriculum, pedagogy and assessment strategies reflect several months of research onteaming as well as lessons that the authors have learned over many years of participating in andleading teams. The next step is to determine if the curriculum does, in fact improve students‟knowledge of teaming and their performance within teams. Beginning in Spring 2011 theteaming curriculum will be integrated into a number of project-based Engineering Technologycourses and piloted over several semesters. Assessment data collected from these pilot groupswill then be compared to similar assessment data collected from other student groups who didnot have the benefit of deliberate instruction in

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith E. Hedges, Drury University

Tagged Divisions

Liberal Education/Engineering & Society

ding several survivor sto ories concernning its lack of adequate distributionn.Discussio onThe primmary purposee of the study y was to bettter understannd the naturee of student eengagementt andthe seconndary purposse was to stu udy the broad d implicationns of disasteers in educatiion. The autthorexplored the research h question, “What “ is the nature of syynchronous eengagementss between thhelearner annd the disastter event?” I extruded thhree educatioonal lessons learned by oobserving theestudent thhemes evolv ve. These aree reflections from the reaal-time disasster inquiriess in the areass ofcourse in nstruction, co ontent, and student

Conference Session

Issues and Answers in Mathematics Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

Tagged Divisions

Mathematics

-minoritystudents. This higher rate of participation among minority students and the success of MathJam in enhancing their academic performance are reflected in the increase in enrollment intransfer-level courses since the program was initiated. Although enrollments in STEMtransfer-level courses have increased for all student groups and for all STEM areas, the rates ofincrease are significantly higher among minority students, especially for engineering,mathematics, and physics where minority student enrollment has traditionally been lower dueto inadequate high school preparation in math.The success of Math Jam has prompted Cañada College to institutionalize the program.Beyond the duration of the three-year Minority Science and Engineering Improvement

Conference Session

Capstone Courses and Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Trian M. Georgeou, Arizona State University; Scott Danielson, Arizona State University, Polytechnic campus; Chell A. Roberts, Arizona State University, Polytechnic campus

Tagged Divisions

Mechanical Engineering

engineering programs (NorthernArizona University and the University of Utah) on a set of design and build problems funded bythe Grand Canyon River Outfitter’s Association (GCROA) with support from the National ParkService (NPS). This organizational structure reflects a primary objective of the capstoneexperience at the College of Technology and Innovation; to provide, in a project setting, aneducational experience consistent with professional practice. Student motivation was increasedas this project was part of a larger effort to enhance the environmental aspects of float tripsthrough the Grand Canyon. Thus, the curricular design “flavor” of the project is consistent withrecommendations from several recent engineering educational studies1,2 Such

Conference Session

Teaching Mechanics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas; William T. Springer, University of Arkansas

Tagged Divisions

Mechanics

understanding the deflection ofbeams, and students favor this method in solving the problems. (a) Quiz result on using MoI (b) Quiz result on using MoMF (overall average = 69.1%) (overall average = 79.7%) Fig. 14. Students’ performance in using MoMFIV. Concluding RemarksIn the method of model formulas, no explicit integration or differentiation is involved in applying Page 22.1380.15any of the model formulas. The model formulas essentially serve to provide material equations(which involve and reflect the material property) besides the equations of static equilibrium ofthe

Conference Session

Developing Young MINDS in Engineering: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Pan American; Arturo A. Fuentes, University of Texas, Pan American; Robert A. Freeman, University of Texas, Pan American

Tagged Divisions

Minorities in Engineering

with a procedure in which they haveseveral opportunities to acquire and demonstrate their knowledge. Also, repeating thelegacy cycle to solve several challenges becomes an iterative process that allows studentsto apply and reinforce knowledge in different contexts to achieve adaptive expertise. It isimportant to look ahead and reflect back after solving each challenge in order to leave alegacy and to accumulate knowledge and experience. The success of CBI depends greatlyon how well every step of the legacy cycle is prepared and performed by the learners andinstructors as a team. The Challenges Go

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pavlos George Mikellides, Arizona State University; Chen-Yuan Kuo, Arizona State University, Polytechnic campus

Tagged Divisions

Multidisciplinary Engineering

rocket time of flight (including descent), tflight. The evaluation scores were designed to give 2/3 ofthe total 30 maximum points to the predictive capability of each team’s rocket behavior which waspredominantly a reflection of the accuracy and rigor of the analytic and/or numerical models emergingfrom the engineering analysis background that was introduced in the early stages of the semester. Inthis manner, the students realized that trial-and-error experimentation prior to the launch was not goingto be as useful in winning the competition; rather the direct application of the theoretical backgroundwith some necessary empirical data was the essential proficiency for success.IVa. Engineering analysis background The primary concentration of

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara A. Masi, Massachusetts Institute of Technology; Shanette A. Go; E. Hosoi, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

students’ motivation for their choice of major. The majority ofMechanical Engineering students (N = 86) chose their major because they liked ―MechanicalEngineering as a discipline,‖ while several noted that advice from peers, faculty, or familyinfluenced their decision to major in mechanical engineering. Less than 5% of these studentswho responded said that they ―wanted to focus studies,‖ and over 25% said that it was because ofthe ―flexibility of the requirements.‖In contrast, of the Cross-disciplinary Engineering Course 2-A undergraduates who responded (N= 54), over 10% said that they ―wanted to focus studies,‖ and over 25% said that it was becauseof the ―flexibility of the requirements.‖ These sentiments are also reflected in their comments

Conference Session

Lessons for New Engineering Educators

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

sites to experience the challenges withimplementing real world engineering problem solving in classroom settings. It requiredcontinuous innovation on the instructor’s end, to stay at the forefront of the engineering contentknowledge, and to be able to translate the knowledge in teaching.Other challenges are associated with evaluating success of students’ MEA solutions. Success intraditional engineering classroom problem solving is often evaluated based on standardengineering criteria – to calculate correct numbers and to produce working projects20.Traditional engineering problems do not reflect real-world engineering practice. MEA problemsolving looks more into satisfying user needs, where students produce solutions which aremathematical models

Conference Session

Special Session Celebrating the 10th Anniversary of the MATE International ROV Competition

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas E. Oppliger, Michigan Technological University; Valorie Troesch, Michigan Technological University; Jean Kampe, Michigan Technological University

Tagged Divisions

Ocean and Marine

projects because the heart of the school year is whenmost project work is in full swing. To counter this issue, the TCROV team has, under thesupervision of adults, experimented with using their ROVs under the ice. Figure 10 shows aspecially designed (to be small and maneuverable) ROV being launched through an auguredopening.Figure 10: ROVs exploring under the ice, note the plant material under the ice roof. Also note the Page 22.1577.15excellent real-world physics demonstration of internal reflection of light off the water’s surface.The team has now developed safe protocols for using ROVs under the ice and has captured somefascinating video. These

Conference Session

Accreditation and Assessment in SE Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nan Niu, Mississippi State University; Donna Reese, Mississippi State University; Kui Xie, Mississippi State University; Chris Smith, Mississippi State University

Tagged Divisions

Software Engineering Constituent Committee

other to achieve the common goal. • Face-to-face interaction: Team members do most of the work together. They provide assistance, encouragement, and feedback to the other team members. • Individual accountability and personal responsibility: Each team member is responsible for doing his/her share of the work, and is expected to master all necessary material. • Interpersonal and small-group skills: Team members use effective communication and conflict-management skills. Page 22.1254.6 • Group processing: Team members set common goals, reflect on team accomplishments, and make adjustments as

Conference Session

A Systems-Thinking Approach to Solving Problems

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Southern Polytechnic State University; Scott C. Banks, Georgia Tech Research Institute

Tagged Divisions

Systems Engineering

InteroperabilityPlans, DHS evaluated all 50 states with regards to the completion and effectiveness of theirSCIP. It was found that most states had completed their SCIP but many were behind inperforming regular exercises to verify those plans, did not plan for use of plain languagecommunications in their plans and rarely updated those plans to reflect training, equipment orstructural changes. As stated previously, these exercises are invaluable in establishing preexisting relationships. The fact that DHS has made available standards and templates hasallowed the states to make progress in documenting their operating procedures but many statesare still behind in verifying and refining those plans.AlternativesGiven that SDR is new technology with limited

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janice M. Margle, Pennsylvania State University, Abington; Catherine L. Cohan, Pennsylvania State University; Yu-Chang Hsu, Boise State University; Jill L. Lane, Clayton State University; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees

campus is directly driven byenrollments and state allocation. Hence, administratively, there are varying degrees of resourcesavailable to each of the 15 regional coalition campuses to address challenges associated withstudent retention. To reduce this disparity and examine the effect of intervention strategiesrelative to the project scope and goals, the retention and academic pathways of STEM degreestudents at these campuses are being tracked as part of the Toys’n MORE project.7. Preliminary Results after Two Semesters of Implementation A. Demographic CharacteristicsBased on the first two semesters of implementation, demographic characteristics for theparticipants reflect the overall enrollment patterns in STEM disciplines across institutions

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Scott Molitor, University of Toledo; Brian W. Randolph, University of Toledo; Shane A. Brown, Washington State University; Robert G. Olsen, Washington State University; C. Richard Cassady, University of Arkansas

Tagged Topics

NSF Grantees

under grant numbers DUE-0618571 (CCLI Phase 2), DUE-0622466(STEP Type 1) and DUE-0817332 (CCLI Phase 3), and by a Teaching Enhancement Fund grantat Wright State University. Any opinions, findings, conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation or Wright State University.Program InformationMore information on the Wright State model for engineering mathematics education (includingall course materials for EGR 101) can be found on the program website:http://www.engineering.wright.edu/cecs/engmath/Bibliography1. Kerr, A.D., and Pipes, R.B., 1987. “Why We Need Hands-On Engineering Education.” The Journal of Technology Review, Vol. 90

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Design in Engineering Education

specificallyformatted with prompting questions that the student answers at the end of each class period (forthe class discussion notes) or at the completion of each project (for the project summary notes).These completed “worksheets” 1) get the first year students in the habit of documenting thematerial that they have learned, 2) allow the student to look back to previous work for reference(both during the course and in subsequent courses), and 3) allows the instructor to follow theprogress of each student when the binders are checked formally (mid-semester and end ofsemester or whenever the need may arise). In addition to obtaining/creating a binder after thefirst class period, the students write a reflection paper (with prompting questions) about a seriesof

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

, Page 22.221.6race/ethnicity, parents’ education, class-year, disciplines, and SAT scores) and then on measures 
of six academic (classroom and curricular) and ten out-of-class student experiences that theliterature indicates are related to learning and skill development18, 19.Variables UsedThe Design Skills scale is the criterion measure for this paper. This scale contained 12 items(alpha = .92) reflecting engineering students’ reports of their self-assessed ability on design skills.Table 1 gives this scale’s item-content and descriptive statistics.Four sets of independent variables are used: sociodemographic (Table 2); classroom experiences(Table 3); curricular experiences (Table 4); and out-of-class experiences (Table 5

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

+ or - .05) for eight items. Two of the positive items were statistically significant pre-to-post: “Create design posters using technology” and “Program w/computer software.” End School Year Student QuestionnaireStudents were also asked to complete a survey at the end of their spring Expo experiences. Theywere asked to reflect on their experiences over the previous year. Here are a few of thehighlights:I. Career Intentions:At the end of their first year in HSE, 70% (32 of 46 surveyed) of Cadre I and 61% (34 of 56surveyed) of Cadre II students indicated that they are considering STEM careers. Longitudinaldata will continue to be collected for these students so we can learn if attitudes about careerintentions in STEM are

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

organization evolving within Del.icio.us (http://del.icio.us, referred to as“Delicious”, also http://www.delicious.com) and Flickr (http://www.flickr.com)20. It is aconflation of “folk” and “taxonomy.” Nowadays, folksonomy generally represents theassemblage of tags generated through tagging6,10,21. This paper is primarily concerned with thefolksonomy generated from weighted tagging, as tags themselves combined with the assignedweight and confidence will reflect core concepts. Additionally changes and patterns in thefolksonomy will reveal trends in engineering education research.In addition to the property discussed above, many other properties of folksonomies have beenuncovered. An important finding is that as more users tag a resource, these tags

Conference Session

ECE Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin P. Pintong, Binghamton University; Douglas H. Summerville, Binghamton University

Tagged Divisions

Electrical and Computer

, nodal analysis, KCL, KVL. This module incorporates all modules leading up to this and could possibly represent a final exam. 6. Summer 2011 Proposed Course Design6.1 Overall Course design goalsA metastudy by the Department of Education yielded the result that promoting students’reflections of their level of understanding is more effective than online learning that does notprovide trigger for reflection. 13 The design of the summer 2011 tries to incorporate thisphilosophy wherever possible. Feedback and prior research from faculty, staff and students fromBinghamton University’s ECE department and other institutions will be used. It is our goal tointegrate all these different ideas and concepts in a very clear and concise manner

Conference Session

Innovative Instructional Strategies and Curricula in ECE I

Collection

2011 ASEE Annual Conference & Exposition

Authors

MaryPat Beaufait; Duyun Chen, University of Pennsylvania; Carl B Dietrich P.E., Virginia Tech; Cecile Dietrich; Garrett Michael Vanhoy, University of Arizona

Tagged Divisions

Electrical and Computer

material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References 1. J. Mitola; G. Maguire; ―Cognitive radio: Making software radios more personal,‖ IEEE Personal Communications, Aug. 1999. 2. S. Haykin; Cognitive radio: Brain-empowered wireless communications,‖ IEEE Journal in Selected Areas in Communications, vol. 23, pp. 1-20. 2005. 3. E. Seymour; A. Hunter; S Laursen; T. Deantoni; ―Establishing the benefits of research experiences for Page 22.1548.17 undergraduates in the sciences: First findings from a three year study.‖ Science Education, vol. 88

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michele L. Strutz, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Mark T. Carnes, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

I would be smart enough to do that, or, I would have enough expertise to do that. One of the big things that I got out of my experiences [at my University] is understanding the importance of reflection, and understanding, thinking back over my life, and about choices I‟ve made, and what‟s meaningful, and what I learned. − EmmaAlex adds to Emma's comments what he learned from the PhD experience: The appreciation for what makes good research. So it took me a while to realize that, you didn‟t just have to find a reference, you really had to find all the references. And you had to look at all the work that‟s been done not just here‟s something somebody did, I‟m building on it. End of story

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Kwabena A. Narh, New Jersey Institute of Technology; Rajesh N. Davé, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

and statistics. We plan on expanding this component of the professionaldevelopment and develop a guide for the teachers in this area. For the research experience partof the program, teachers have indicators that they would like to have more group meetings of theresearchers and the RET teachers to discuss the research being conducted. We will work withthe research mentors to have more such meetings.AcknowledgmentThis project was supported by the National Science Foundation under Grant No. 0908889. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Rustam Stolkin, University of Birmingham, UK; Susan Lowes, Columbia University, Institute for Learning Technologies, Teachers College; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University; Peiyi Lin, Columbia University, Teachers College

Tagged Divisions

K-12 & Pre-College Engineering

opportunities presented in SENSE ITincorporate problems reflecting societal need and align to technology and science contentstandards.Design-based activities, such as those included in the SENSE IT project, provide a rich contextfor learning and lend themselves to sustained inquiry and revision. SENSE IT helps students andteachers develop the deep understanding needed to apply knowledge in the complex domains ofreal world practice. Children learn best if they are immersed in complex experiences and aregiven the opportunity to actively process what they have learned [2]. Our Other Youth [3], reportsthat the majority students learn best when instruction emphasizes application. Yet only 16percent of instruction in U.S. classrooms could be characterized as

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura R. Grossenbacher, University of Wisconsin, Madison; Christina Matta, University of Wisconsin, Madison, Technical Communication Program

Tagged Divisions

Liberal Education/Engineering & Society

logical structure orprogression to the sections. Vague or poorly ordered section headings can obscure thedocument’s narrative or mislead the reader about the content of the paper, thus weakening theoverall argument.With this in mind, the Macro-organization quiz includes a question that presents students with asample Table of Contents for a feasibility analysis, then asks them to decide the best location inthe document for the actual analysis (Figure 4). The answers are more than just a list of possiblelocations, however; instead, they propose different locations and a reason for suggesting thatlocation. These reasons reflect some of the common thought processes we have seen as wediscuss drafts with our students; often, creating a logical scaffold

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

haunchesTransferable Educational Element: This activity is a culmination of a number of differentconcepts. While this lesson clearly reflects a ‘led discussion’ rather than a free designexperience, it allows the student to see how the whole design process brought to bear on aparticular problem for which a brilliant solution was devised. It also models more sophisticatedengineering practices where engineers have a good idea of what will work before they actuallybuild