Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Alexandra Emelina Coso, Georgia Institute of Technology; Heather T. Rowan-Kenyon, Boston College; Michael J Cabral, Virginia Commonwealth University; Joanne Bechta Dugan, University of Virginia; Marie F. Creager, University of Virginia

Tagged Topics

NSF Grantees

disciplines 4. Critical Awareness: students must be able to reflect on the appropriateness and utility of taking an interdisciplinary approach for a given problem.Students apply for the TLP at the University of the Blue Ridge at the end of their firstyear and, if accepted, are in the program from their sophomore through senior years.These students major in one of three majors: computer, electrical, or systems engineering.Because the electrical and computer engineering programs are intertwined, it is helpful tothink of the TLP consisting of two main groups of students: systems (SYS) majors andelectrical/computer (ECE) majors.In the sophomore year, the main focus is on disciplinary grounding. Students take theirnormal introductory courses of

Conference Session

Information Literacy Programs for First-Year Engineering Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Ruth Wertz P.E., Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Engineering Libraries

skills and how to assess them. Shuman et al suggest thatstudents be able to • Demonstrate Reading, Writing, Listening, and Speaking Skills • Demonstrate an Awareness of What Needs to be Learned • Follow a Learning Plan • Identify, Retrieve, and Organize Information • Demonstrate Critical Thinking Skills • Reflect on One’s Own Understanding iiiShuman’s outcomes correlate well iv with the ACRL Information Literacy standards for Science andTechnology, which briefly are • Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge base

Conference Session

Improving Visualization Skills

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Virginia State University

Tagged Divisions

Engineering Design Graphics

engineering graphics courses completed modules usingthe Introduction to 3D Spatial Visualization: An Active Approach workbook and software bySorby and Wysocki (2003). Topics covered in the workbook included: isometric sketching,orthographic projection, flat patterns, rotation of objects, object reflections and symmetry,cutting planes and cross sections, surfaces and solids of revolution, and combining solids. Theworkbook modules were primarily assigned as in-class work. Other class work consisted ofinstruction in CAD, dimensioning, drawing standards, and file management.The effect of the visualization instruction, regardless of the method, showed improvement in thesubjects’ visualization abilities as measured by the PSVT. The grand mean pretest score

Conference Session

Making Elementary Engineering Work: Lessons from Partnerships and Practice

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

, with an eye toward improving how they work. • Willing to allow observers: It’s necessary to see how the lesson works in a variety of classes. Our teacher partners must be willing to have us watch the lesson. Partly, we are observing where the materials could better support the lesson. But equally as important, teachers who are very skilled at their profession often improve a lesson as they teach. They can ask just the right question, find an explanation that better resonates with the children, or as they are reflecting think of better ways to structure the activity. They contribute all this expertise to the building of better lessons.Characteristics of Good Partnerships for Development and Testing

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Richard Whalen, Northeastern University; Beverly K. Jaeger, Northeastern University; Stanley M. Forman, Northeastern University

Tagged Divisions

First-Year Programs

inthese projects, similar to those seen in hands-on service-learning environments. In addition,comparisons of students on non-service focused projects to those on actual service-learning orservice-oriented projects show they are significantly less affected in terms of concern for socialproblems or that non-profit work is a true venue for engineering work.Introduction and Background LiteratureService Learning and Service-Oriented Projects. Service learning as defined by the NationalService Learning Clearinghouse15 is “a teaching and learning strategy that integrates meaningfulcommunity service with instruction and reflection to enrich the learning experience, teach civicresponsibility, and strengthen communities.” Building from this definition, we

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel W. Walsh, California Polytechnic State University, San Luis Obispo; Lanny Griffin, California Polytechnic State University, San Luis Obispo; Robert S. Crockett, California Polytechnic State University

Tagged Divisions

Graduate Studies

significantly and systematicallydifferent from starting salaries in another location. The MS salary significantly exceeds the BSsalary, by between twelve and fifteen percent depending on the year. The data show that startingsalaries for MS graduates is increasing over time, and that their salaries do increase with time inservice. The data are presented in Figure 2. The x-axis in this plot reflects the student year ofgraduation, the open circles reflect starting salaries reported by students who graduated with their4+1 degrees during that year. The open squares reflect the reported current salaries – salariesreported during the last survey - for students who graduated during the year indicated on the xaxis . There is not necessarily a one to one

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy Hsiao, Memorial University of Newfoundland

Tagged Divisions

K-12 & Pre-College Engineering

and ApplicationIt is interesting to note that words such as manage, integrate, safety, and professionalism aresecondary themes that arose from the questionnaire responses. In addition, the misconceptionthat “marine, technology, and military engineering” are Engineering disciplines reflects thecommon misuse of the word “engineering”. Technologists’ education in marine, factory, anddefense instrumentation is a common form of vocational training in NL, such that teachers mayknow of technologists as “engineers” and thus define their knowledge of what Engineering is viainteraction with these members of their community.The primary research gathered focused the development of the hands-on laboratory kit usingmaterials science to demonstrate

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott P. Schaffer, Purdue University; Margaret Huyck, Illinois Institute of Technology; William C. Oakes, Purdue University, West Lafayette; Daniel Gandara, Illinois Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

. making their understanding of share knowledge, adapt to team goals explicit. challenges, discuss how to solve problems. Identifying strengths, needs, and Individuals write, share, and Individuals develop their expectations for the project and reflect on their knowledge, skills, cognitive, behavioral, and course. and abilities with other team attitudinal competencies for members. team learning. Tasks are aligned with the

Conference Session

Professional Development from a Distance

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Gary R. Bertoline, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Continuing Professional Development

Page 22.300.6The above model reflects the primary functions of applied research (a foundational element ofour charter and name), graduate programs (including a PhD program), international programsand programs implemented through 100% distance learning.Applied research is focused on the scholarship of professional technical education and actualapplication of technology to proposed industrial problems or perceptual areas for improvement.Graduate programs are those Master of Science programs offered in a non-traditional fee-basedenvironment either on-campus in a weekend format or at the specific location of a given industrypartner. The proposed PhD program is currently under study. An ad-hoc faculty advisorycommittee has been formed to

Conference Session

Innovative Teaching Methods and Learning Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas Shepard, University of St. Thomas; Alison B. Hoxie, University of Minnesota Duluth

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

their design. Thefinal section was a reflective analysis in which each team discussed the process of designing andtesting their improvements; specifically what worked well and what did not. This section alsoincluded proposed future improvements for their design. Ideally, the students would recognizethat many of the irreversibilites in their design presented an opportunity for potentialimprovement. Finally, this included a comparison with other sources of conversion technologiesin terms of capital costs, fuel costs, and efficiency while including proper citations. Acomparison with current technologies demonstrated that the efficiency of the student designswere roughly 1000-10,000 times less than modern engines and power plants, thus adding

Conference Session

Innovations in Teaching Physics or Engineering Physics I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Ludwigsen, Kettering University; Janet Brelin-Fornari, Kettering University; Joseph Neal, Kettering University

Tagged Divisions

Engineering Physics & Physics

realize a deeper link from lab activities and reallife, especially in their work in engineering. This connection to the real world helps drive a deepunderstanding of physical laws for practical-minded students.The foundation of Crash into Physics relies on the computer based measurement interface toconnect mechanical lab tools with immediate computer display of results. This is the origin ofthe RealTime Physics approach, and enables the learning cycle; prediction, observation,comparison, analysis, and quantitative experimentation. The emphasis is moved from tasks likerecording and plotting, to reflection on the results and their interpretation. This permits timemultiple runs, trials, and exploration before pursuing more rigorous quantitative

Conference Session

Global Engineering Education: Cross-cultural Awareness and Social Impacts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holt Zaugg, Brigham Young University; Randall Davies, Brigham Young University; Alan R. Parkinson, Brigham Young University; Spencer P. Magleby, Brigham Young University; Greg Jensen, Brigham Young University; Aaron G. Ball, Brigham Young University

Tagged Divisions

International

was developed into a 1 to 2 hour lectureincluding power point slides, notes and student assignments. As materials for each lecture werecompleted, they underwent a review process with engineering faculty. This ensured correctengineering principles and GV team principle links to engineering. Any revisions needed weremade prior to the lecture being presented.Student assignments and assessments reflected use of course content on the GV Team. Forexample, an initial assignment required students to create an On-line personal profile. Thisincluded a picture, student experience, expertise and other information that enabled students toget to know teammates. This was followed up with a five-minute phone call where studentspaired with international to

Conference Session

Computer Science and Information Technology in K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Papini Warren, Maui Economic Development Board; Leslie Wilkins, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

living, and unique culture.In order to train and cultivate the local workforce in Hawaii, education programs are needed atall levels along the workforce pipeline, from K-12 to post-secondary certification programs tohigher education degree programs. These education programs must also target the populationsunderrepresented in engineering and technology fields. In response to this need, in 2008, WITestablished the GeoTech for Hawaii Schools statewide initiative to specifically target the K-12public schools, helping them to integrate the use of GIS, GPS, and Remote Sensing.Hawaii Public School DemographicsHawaii public schools are reflective of the diversity of the island chain‟s population. Less thanfifteen percent of Hawaii‟s K-12 student

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University

Tagged Divisions

Educational Research and Methods

. Communicate effectively with others. 0.799 3. Operate in the unknown (i.e. open-ended design problems). 0.793 4. Function within a team 0.781 5. Engage in critical, reliable, and valid self-assessment (i.e. reflection). 0.727 6. Persevere to complete an engineering design task. 0.767 7. Maintain a strong work ethic throughout an engineering design project. 0.743 8. Design a system, component, or process to meet desired needs

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

Tagged Topics

NSF Grantees

completed so that we can devise effective methods for learning design and preserving knowledge that arises in the process. She has been actively teaching and reflecting upon engineering design issues for over 15 years. Dr. Schmidt was the 2008 recipient of the American Society of Engineering Education’s prestigious Fred Merryfield Design Award and is the co-author with George Dieter of the text ”Engineering Design, 4th edition”, published by McGraw Hill in 2008. Linda Schmidt has published over sixty refereed publications in the areas of mechanical design theory and methodology, mechanism design generation, graph isomorphism issues in generative design and effective student learning on engineering project design

Conference Session

Research and Models for Professional Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Augusto Z. Macalalag Jr., Stevens Institute of Technology; Chris Jurado, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

defined these skills as the ability to apply prior knowledge to a newsituation, organize concepts, resolve disagreements, generate new ideas, engage in inquiryprocess and synthesize information. For instance, Evelyn described how she fosters problemsolving in her classroom: “One of the traits of people who have been very successful in theirlives... they have been able to problem solve and look at situations from different angles and trydifferent solutions. And in the classroom, one of the things that I try to get the students to do is,when they find themselves stuck to the point where they don’t know how to proceed or they don’tsee that they can go any further…, getting them to reflect on steps – you know, what do I know sofar, what is it that we

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James R. Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

for the course, but it is also a criticalengineering skill for students. This paper presents a model for classroom practice, which is basedon the peer review, tutoring, and teaching literature, to develop both knowledge and skills instudents.IntroductionActive and project-based learning (PBL) strategies provide a great means for students to enhancetheir learning and further develop critical engineering skills [1-6]. PBL provides complex tasksbased on challenging questions or problems that involve the students' problem solving, decisionmaking, investigative skills, and reflection. The activities are student centered and focus on real-world problems and issues, which further helps motivate students to learn. However, studentsstill struggle with

Conference Session

Globalizing Engineering Education II: Best Practices

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Yating Chang, Purdue University, West Lafayette; Yi Shen, Purdue University; Joe J.J. Lin, Purdue University, West Lafayette; Daniel Hirleman, University of California, Merced; Eckhard A. Groll, Purdue University, West Lafayette

Tagged Topics

ASEE Global Programs

program phase we used avariety of surveys and instruments to collect relevant data, including demographic information,self-assessment of readiness for an experience abroad, and general measures of culturalorientation (using the MGUDS-S survey12), and global engineering competency. Other surveysallowed the participants and their research hosts to evaluate all major program components.Finally, a series of exercises and assignments provided participants with reflective learningopportunities, while also giving the program team rich insights about student experiences.In the remainder of the paper we present preliminary results of our program evaluation, includingevidence of the quality and success of the program generally and a number of major

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josh Tenenberg, University of Washington, Tacoma

Tagged Divisions

College Industry Partnerships

an emphasis on intrinsic motivation9 to encourage participation by faculty,industry fellow, and students. I then present an evaluation of the model based on data collectedfrom interviews with industry fellows, self-reflection by the instructor, and post-course surveysof students to argue that all three of the challenges mentioned earlier are addressed. Finally, Iprovide an argument for why Industry Fellows is novel as compared to other models foracademic-industry collaboration, such as guest speakers and student internships. I conclude by Page 22.866.2summarizing the model and its key characteristics. In the balance of this paper, I use the

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

awarded Georgia Tech a contract to develop online professional development (PD)courses for STEM teachers. Electronic professional development (ePDN) courses are designed tomodel best practices in teacher PD by incorporating inquiry-based learning and by promoting thetypes of active interaction and reflection by participants that normally occur in effective face-to-face professional development sessions. In this study, the collaborative online courses and theirimpact on teachers’ professional development are described. Additionally, a case study approachwas employed to examine the effectiveness of online PD courses in classrooms and schools.Each teacher experience after completing the robotics course was presented as a case, and eachcase was used

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caleb DeValve, Virginia Polytechnic Institute and State University; Richard M. Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

other engineers will work through the first four stages of design as stated by Ullman [13] (product discovery, project planning, product definition, and conceptual design) in detail throughout the remainder of the semester. Aspects of the design process which have been stressed in this course should be reflected in your design team's methodology and approach to the problem. To culminate the course, a final report will be turned in to the instructor and a presentation will be made to the class regarding your design process and final design."The above project statement reflects the primary learning goals of the course, where the projectis intended to be the culmination of the course requirements. In addition to the above

Conference Session

Novel Approaches to Teaching Materials

Collection

2011 ASEE Annual Conference & Exposition

Authors

John A. Nychka, University of Alberta

Tagged Divisions

Materials

Page 22.1266.3concepts is an active process involving visual thinking; looking is not seeing, nor is seeingnecessarily believing, understanding, and being able to demonstrate knowledge. Upon viewing anew concept students often reflect about their own tacit knowledge and try to make a connectionto the new concept, thereby creating their own knowledge. Unfortunately, as educators we oftenassume we don’t have control, or even awareness, of such connections in each of our students’minds, thus it is exceedingly difficult to correct miss-steps along the way. However, by taking aproactive and creative approach, we can guide the visualization process through seeded commonexperiences generated in the classroom, study hall, or laboratory. Setting

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Joseph J. Rencis, University of Arkansas; Ashland O. Brown P.E., University of the Pacific; Christina Kay White, Columbia University

Tagged Divisions

Mechanical Engineering

- and post-quizare recorded in Table 3 for each of the learning style categories. Recall that the learning stylecategories are paired. So a student is either “Active” or “Reflective”, either “Sensing” or“Intuitive”, either “Visual” or “Verbal” and either “Global” or “Sequential.” Therefore theaverage delta computed as ‫ ݖ݅ݑݍݐݏ݋݌‬െ ‫ݖ݅ݑݍ݁ݎ݌‬ ‫ ܽݐ݈݁ܦ‬ൌ ൬ ൰ ‫ݔ‬100 ‫ݖ݅ݑݍ݁ݎ݌‬is found and compared for each of these pairs of learning styles. The goal of this analysis is todetermine if one learning style is benefiting more from the ALM than another learning style.From Table 3, note, for instance, that the Delta

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Lynne A. Slivovsky, California Polytechnic State University, San Luis Obispo; J.Kevin Taylor, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Mechanical Engineering

client’sneeds a service-learning pedagogy is employed. Service-learning occurs when “Students engagein community service activities with intentional academic and learning goals and opportunitiesfor reflection that connect to their academic discipline” (Cress et al, 2005)5. Reflection is anintegral part of learning and helps to develop critical thinking skills (Jacoby, 1996; Tsang, 2000;Tsang, 2002).6,7,8 The development of these critical thinking skills enables engineeringundergraduates to develop a broader appreciation of and ability to deal with the constraintsfacing the engineering profession and the ever changing world. Currently senior project designstudents are asked to reflect on their experiences in the form of monthly 500 word essays

Conference Session

New Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Walter W. Schilling, Milwaukee School of Engineering; John K. Estell, Ohio Northern University; Frederick Clayton Berry, Milwaukee School of Engineering

Tagged Divisions

New Engineering Educators

minimum quantitative score that is desired across all axes. On a five pointscale, this minimum might be set to a value of 3.0. That does not mean that a score of below 3would be entirely inappropriate, but rather, a score below 3.0 might require reflection by thefaculty member.However, a department chair may also be looking for scores that are excessively high. Forexample, on a five point scale, scores of 4.5 and above might not be indicative of effectivenessbut of popularity. A professor who pushes students to the edge of their comfort zones mayreceive lower evaluations from weaker students, thus lowering their overall scores versus a Page

Conference Session

Design and Graphics Potpourri

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kyle Patrick Hewerdine; James M. Leake, University of Illinois, Urbana-Champaign; W Brent Hall, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Design Graphics

datums, manufacturingvariation, and geometric tolerances and their boundaries.The second laboratory unit focuses on applying geometric tolerances in order to reflect designintent. Students are given a design scenario that includes: 1) an engineering drawing with basicdimensions, 2) a description of the process where the design is used, and 3) a list of acceptablevariational requirements that the design must meet. Students then use the process description andthe variational requirements to derive tolerances for the drawing, and complete a follow upworksheet to explain which requirements drive the tolerance scheme. Through this exercisestudents learn how to reflect design intent in an engineering drawing through the use ofgeometric tolerances

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Casey Canfield, Franklin W. Olin College of Engineering; Brittany Strachota, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

Page 22.1282.2scaffolding for learning, while students exercise autonomy by directing these open-endedprojects themselves. Over the course of the projects, students create one or more significantphysical deliverables to reflect their work. 2-9Central to an authentic PjBL experience are the constructs of student autonomy and self-directedlearning (SDL). These PjBL aspects are meant to encourage students’ initiative as well asresponsibility for and ownership of their own learning. Hence, SDL allows students to serve asagents of their own learning. Students are given a high level of choice in learning activities toencourage connections to their personal goals as well as intrinsic and attainment values.10 Incases where student choice is not

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John C. Bedward, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Coyne9employed mathematical models to support bioengineering students engaged in physiology tobetter understand issues of ergonomics and body movement. Models are also created as complexvisualizations used to analyze specific properties and behaviors of materials. Adhikari10 created avirtual modeling environment to analyze specific asphalt properties using 2D and 3D discreet Page 22.1075.2elemental modeling process. These examples reflect sophisticated modeling techniques that areappropriate in pre-engineering and college engineering courses. In several of these examplesstudents are engaged in multiple drawing iterations prior to physically or virtually

Conference Session

Capstone Projects and Experiential Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette; Abram Walton, Ph.D., Purdue University; Amy S. Van Epps, Purdue University, West Lafayette; Kimberly Marie Deranek, Nova Southeastern University; Darrel L. Sandall, Purdue University; Rick L. Homkes, Purdue University; Sarah E. Leach, Purdue University, Statewide Technology

Tagged Divisions

Engineering Technology

discussed. Explicitly, educators will emphasize regional requirements. With an emphasis on engineering technology, reflection of the current state of performance and regional goals, in this case Indiana, illustrates why an evolving academic curriculum is in order. To compete in a global environment, as part of a large economic region, Indiana falls short. A key to continued competitiveness is a workforce educated and trained for the 21st century. Currently, for an adult population holding a bachelor’s degree, the Hoosier state ranks 41st among all states (tied with TN)6. Furthermore, the aging demographic threatens Indiana’s position as a business friendly environment and may open a gap between the skills a workforce possesses and

Conference Session

Entrepreneurship Faculty Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas E. Allen, Bucknell University; Steven B. Shooter, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

extemporaneous narratives lastingas long as 15 to 20 minutes. A few insights could be gleaned from this initial exercise.First, the diversity in terms of intellectual cultures was clearly reflected in the stylisticapproaches to the assignment. As a result of this diversity, it became obvious that freereign would have to be given to the group, and the organizers could not exercise toomuch control over the timing and flow of discussion. Also, it was clear that such anexercise broke the ice among participants and allowed people to relate to one another.An overall sign of the extent of camaraderie that evolved early on was the fact that by theend of the day, people were referring to the entire collectivity and project using thepronoun “we,” instead of using