Collection

1998 Annual Conference

Authors

Mark A. Shields

Session 3661 Collaborative Teaching: Reflections on a Cross-Disciplinary Experience in Engineering Education Mark A. Shields University of VirginiaIntroductionMost of us know a lot more about cooperative learning than about collaborative teaching. We arealso far more sympathetic to the former than the latter. The principled virtues and practicalbenefits of having our students work together in teams seem altogether less attractive when weenvision ourselves joined in (chained to?) a common teaching enterprise. While collaborativelearning seems to offer an

Collection

1998 Annual Conference

Authors

Randall L. Ness; Carl A. Erikson

Session 3530 Portfolios: An Effective Assessment Strategy for First Year Engineering Students Carl A. Erikson, Jr., Randall L. Ness Messiah College Grantham, PA 17027Abstract A portfolio is a purposeful collection of student work that tells the story of the student’sefforts, progress and/or achievement in given areas. It can be used as a vehicle for demonstratingknowledge, understanding and performance, as a personal reflective tool, and as an assessmenttool. Why use portfolios? They 1] Are

Collection

1998 Annual Conference

Authors

Alice Agogino; Ann McKenna

the other teams and the class discussed the merits and drawbacks of each. The majority of theresponsibility for analyzing the designs rested with the students in an effort to develop autonomy.As described in the SKI framework, autonomous learning was facilitated by having the studentsserve as social supports for each other through sharing design ideas, providing feedback, andcritiquing each other’s designs2.Self-reflection was also achieved through the sharing of designs and ideas. Since the activity wasstructured in a collaborative learning environment, individual student self-reflection becamevoiced through the group discourse. Therefore, the students’ thinking became ‘visible’throughout the class demonstrations and discussions. As

Collection

1998 Annual Conference

Authors

Carol Fulton; Barbara L. Licklider

no meansexhaustive - they simply reflect what has worked for us and what has guided our decisions alongthe way. We offer them by way of suggestion for those embarking on similar journeys. Alongthese same lines, we conclude the article by suggesting implications of our work for widespreadchange. What we do and why - Six guiding principles• Focus on learning and learnersProject LEA/RN embraces an active view of learning. This perspective grounded in two decades 3of research in cognitive psychology has changed what we know about learning and learners.This perspective emphasizes the active participation of the learner in the process

Collection

1998 Annual Conference

Authors

John Stratton

included in Graph #1. This is a study of current median salary of all RIT ET graduates (or of the national engineering graduate salaries) vs. years since graduation. The data is based on salaries reported as of early 1997, reflecting 1996 salaries. Graph #1, Salary of Graduates in Thousands of Dollars Comparison of RIT ET Graduates and National Engineering Salaries Page 3.311.3 3 Salary Median Years $80,000.00 $70,000.00 RIT ET

Collection

1998 Annual Conference

Authors

Fiona S. Crofton; Cynthia A. Mitchell

we are all already teaching students how to respond toenvironmental/sustainability issues. It is said that talk is cheap; nonetheless, it's not withouteffect, and what is left unsaid can be as important as what is spoken. Further, even if peopledoubt what you say, they'll believe (and learn from) what you do. Whether we recognise it or not,all of us are role models — for better or worse. And what we ourselves model in the classroomis as important, perhaps even more important, than what we hold up as other examples to ourstudents. It is essential that we become more self-aware and reflective practitioners.This paper considers some of the ways that we, as 'role models' in the classroom, do and couldimpact students. The context for our

Collection

1998 Annual Conference

Authors

Salim A. Elwazani

contrasting but complementaryattributes. Lecture, representing the classic classroom type of activity, generates thelighting knowledge background necessary for interacting with design exercises. Lecturesinvolve a narrative mode of delivery and employ examinations as one measure of studentattainment. Design synthesis, representing a typical laboratory type of activity, developsthe skills and abilities for producing lighting design solutions. Synthesis exhibitsprescriptive and creative modes of work and expresses its outcome in such means asdrawings and reports. Case studies emphasize analyzing and researching building lightingsystems, both in the field and in the laboratory environment. Case studies exhibitexploratory, reflective modes of work and

Collection

1998 Annual Conference

Authors

Neal F. Jackson; James L. Barrott

wouldn’t be GHWHUPLQH DQ DSSUR[LPDWH ORFDWLRQ" precise enough for a determination. But there was a way to answer the challenge: send a pulse of current down the cable, and measure the time required to see the “reflection” of the pulse come back to the source after it encountered the broken end of the cable. The concept is called Time- 3147 48(67,216 7UDQVPLVVLRQ/LQH 6XSSRVH WKH YHORFLW\ IDFWRU RI WKH

Collection

1998 Annual Conference

Authors

Josef Rojter

. Among the state’s universities, VUT is positionedlowly as far as institutional prestige and attractiveness to high quality entrants is concerned. Thefaculty of engineering more than reflects the university’s lack of desirability despite the wellrecognised high quality of teaching within the faculty. The student intake base has the highestproportion of students coming from non-english speaking background in Australia and that wasreflected by poor communication skills, poor knowledge base, lack of social awareness andunderstanding of engineering. Changes in engineering curricula were needed to expand the baseof more academically able of students and to enhance the basic skills among the existingstudents so as to improve the attrition rates

Collection

1998 Annual Conference

Authors

Siegfried M. Holzer; Raul H. Andruet

indirectly in symbolic form (conceptual, deductive mode). Similarly, there are two distinctways to transform experience, by reflection or action. At any moment in the learning process,one or a combination of the four fundamental learning modes may be involved. It is significantthat their synthesis leads to higher levels of learning (Kolb, 1984). This is confirmed in a studyby Stice (1987), which shows that the students' retention of knowledge increases from 20% whenonly abstract conceptualization is involved to 90% when students are engaged in all four stagesof learning.We found it helpful to view the four-stage learning cycle as a spiral in time that extends beyond asession. For example, a concept or principle may be developed or applied in

Collection

1998 Annual Conference

Authors

W. Ernst Eder

method of avoidingall other known methods. If the claim were absolutely true, it would lead to purely randomaction, without reflection [10] or learning.Use of a method usually involves applying some heuristics [11] to help in solving the problem.This discussion should be coupled with the idea of "putting theory into practice" – which shouldrather be stated as "putting theory behind practice," or "underpinning practice with theory." Asimilar falsehood consists of "technology transfer," implying transfer only from research intoindustry, i.e. from theory into practice. Transfer always goes both ways, even though some Page 3.234.3spectacular "high

Collection

1998 Annual Conference

Authors

Michael J. Pavelich; Barbara Olds; Ronald Miller

most recognized and valid method to quantify maturation of college students’intellectual abilities relies on developmental process models such as Perry’s model of intellectualand ethical development [4] and King and Kitchener’s Reflective Judgment model [5]. Thesemodels measure students’ positions along a hierarchical construct of stages representingincreasingly more sophisticated ways of understanding and solving complex problems. Astudent’s position on the Perry or Reflective Judgment model scales is measured using one ofthree techniques: 1) a videotaped or audiotaped interactive interview conducted by a trainedexpert, and evaluated by a second trained expert, 2) a written essay exam scored by a trainedexpert, or 3) a multiple choice

Collection

1998 Annual Conference

Authors

Ann D. Christy; Marybeth Lima

academia.In two biological engineering courses, a freshman level course at Louisiana State University(LSU) and a senior level course at the Ohio State University (OSU), student portfolios were usedto as a tool to bridge the academic-industrial gap. We, the instructors, illustrated to our studentsthe use of portfolios in industry through sharing company technical marketing documents,statement of qualifications packages, and individual employee annotated resumes. We assignedstudent portfolios that reflected their use and importance in industry, and promoted comparisonsbetween student portfolios and their industry counterparts.Assessment of student performance and ABET 2000

Collection

1998 Annual Conference

Authors

Marc A. Mesmer; Elizabeth A. Eschenbach

the course and instructor continually improve, each team is required to completea midterm evaluation of the course and the instructor. [2] contains a copy of the midterm courseand instructor evaluation form. Each team is required to discuss the answers to the questions andtry to reach consensus. If consensus is not reached then the team makes it clear that the answerdoes not reflect the entire team. Each team submits its evaluation electronically, so that the teamremains anonymous. This method of requiring the team to reach consensus helps precipitate themost widely perceived positive and negative aspects of the class and the instructor. (This courseevaluation method of using team consensus is similar to one used at the first year

Collection

1998 Annual Conference

Authors

Robert Heidersbach; David Gibbs; Daniel Walsh; Alan Demmons

the uncanny similarity of their recommendations, the remarkableconstancy of what is perceived to be important in engineering education. Though each study reflects the challengesof its age, and therefore suggests stronger emphasis in one area or another, the desired threads in the engineeringfabric appear to be agreed on and immutable. The specific actions suggested in the reports can often be interpretedsimply as efforts to provide damping corrections to prior over or under emphases among this fixed set ofcharacteristics.What, then, characterizes our age and drives our approach to engineering education? The dominant forces are theglobalization of the economy, the end of the cold war, the explosion of information technologies reduced funding

Collection

1998 Annual Conference

Authors

Craig Gunn

questions formed into a report can clearly indicatewhat the work experience has meant to them. Instead of just being comfortable with a goodpaycheck, students have some very tangible reasons to make intelligent judgements on the value ofthe experience.An additional issue that is discussed with the students before they begin work is the level of theirtechnical experience. Many faculty express concern regarding the extent of the technicalexperience. Since the students coming from the College of Engineering at Michigan StateUniversity will ultimately graduate as engineers, it is important that the experiences that theyencounter reflect work in the engineering world. The questions that require reflection on the level ofengineering performed by the

Collection

1998 Annual Conference

Authors

Cathie Scott; Carolyn Plumb

3.620.2continuous improvement through ongoing, direct assessment. This approach reflects the currenttrend to define writing as an iterative problem-solving process, similar to that used by engineersin the design process, and to assess writing skills in terms of mastery of this process.13, 14If writing is a process and is taught as such, a program evaluation must be process-oriented aswell. Indeed, assessment in general is moving toward "direct" and "authentic" assessment ratherthan "indirect" assessment. Indirect assessment, which, in the case of writing, would be multiple-choice tests, sentence editing, or timed essays, is not a good indicator of how well students canactually produce writing. Writing programs are now embracing portfolio assessment, which

Collection

1998 Annual Conference

Authors

James L. Greer; James P. Solti; James M., Jr. Greer

semester, outcomes 2 through 6 have become a primary focus ofEM 200. The CD has encouraged his cadre of instructors to look beyond the subjectmaterial and to concentrate on getting their students thinking and learning and beingexcited about thinking and learning. Being a true educator requires much more thantraditional lecturing. As such, the CD has tried to encourage instructors, new andexperienced alike, to incorporate non-traditional techniques in the classroom via theweekly discussions, as well as daily “Pedagogical Thoughts of the Day” (PTOD).The intent of the PTODs and PRODs is to get the instructors to reflect on their routine, tomove beyond the first outcome, to consider student learning styles, to incorporate non-traditional teaching

Collection

1998 Annual Conference

Authors

Siegfried M. Holzer; Raul H. Andruet

learningare grasping and transforming experience (Fig. 1). Figure 1. Experiential Learning Model (Kolb, 1984, p. 42)There are two opposite modes of grasping, directly through the senses (concrete experience) orindirectly in symbolic form (abstract conceptualization). Similarly there are two distinct ways oftransforming experience, by reflection or action. The complete process is a four-stage cycle (Fig.1) of four adaptive learning modes. The active involvement of students through all four learningmodes helps develop higher-order skills (Kolb, 1984; Wankat and Oreovicz, 1993). A detaileddescription of these learning modes (type of learners) with suggestions for writing activities, “ameans to think and learn,” is presented by

Collection

1998 Annual Conference

Authors

S. D'Souza; N.W. Scott; B.J. Stone

E A ER C ING EDUFigure 3 shows the arrangement of reflective optical sensors the lab. However to determine each of the parametersnear an inertia. Each inertia has 180 grooves machined into its separately would require the rig to be dismantled and re-rim. The channels were painted matt black while the assembled. It is possible to get round this problem in theremaining parts of the rim was still shiny aluminium. Each

Collection

1998 Annual Conference

Authors

Sudha Ananda Hariharan; Satinderpaul Devgan

resulting in line outage.A stroke current surge terminating on the tower will divide between the tower and the shield Page 3.317.9wires connected to the tower according to the tower and shield wire surge impedances Zt and Zsrespectively. Voltage waves equal to the initial tower top voltage will travel along the tower andalong the shield wires at different velocities. The tower voltage wave will be reflected betweenthe tower footing resistance Rtf and the tower top repeatedly. The shield wire voltage waves willbe reflected and further transmitted at the adjacent towers. The negative voltage reflections fromadjacent towers and the tower footing

Collection

1998 Annual Conference

Authors

Elaine Seat

attempted to participate in a lessaggressive style, they were not thought to be competent. With respect to technical competenceand ability, women were thought less because they tended to not have “hands-on” tasks. The Page 3.633.1women reported feeling inadequate to do hands-on work, and often doubted their ability toperform in comparison to their male peers. But, engineering managers expressed concern aboutputting women in shop environments due to the dirty and crude nature of both the work andworkers5. Women interpreted this reluctance as a reflection of their inability to do hands-onwork and didn’t realize that they were being protected by well

Collection

1998 Annual Conference

Authors

William J. Hutzel

% of this staggering total. In terms of the football field example, the annual energyused for heating, cooling, lighting, and appliances is equivalent to a coal pile over 100 mileshigh. Although the availability of coal and other fossil fuels is gradually decreasing, U.S. energyconsumption is steadily increasing.2 It is not surprising that new technologies for efficientlymanaging energy use, particularly energy used for indoor climate control, are becomingextremely important.The growing importance of energy conservation is reflected by several new career opportunitiesfor Technologists and Engineers. Maintenance engineering, which involves operating andmaintaining mechanical equipment for climate control of modern commercial buildings

Collection

1998 Annual Conference

Authors

Russell G. Bly; Ph.D., Paul E. Givens; Anita L. Callahan

A 5 12 4 2 6 11 3 3 B 5 8 2 3 4 9 3 2Observed Χ2 = 7.00Critical Χ2 = 15.507Note: Actual grades reflect the number of each letter grade actually awarded by thefaculty member. Expected grades reflect the number of letter grades that would beawarded if the distributions of letter grades among the various media are the same.Although the transfer of knowledge is not affected by the media used, we know fromprevious

Collection

1998 Annual Conference

Authors

Edward C. Roche; David B. Van Dongen

fluid-flow and continuous-heat-transfer experiments. A third experiment selection was left as a student option.The current format requires that each group accomplish the following for each experiment: • Prepare and orally defend a pre-project memorandum before initiating data collection, • Prepare two individual progress reports on the previous weeks data collected, • Present an oral group report on the results, and • Prepare and submit a written group report.The key items in this sequence are the pre-project outline and the oral presentation.The pre-project outline must present a thorough understanding of the technical concepts involvedwith the experiment. This is reflected in a knowledge of the physical limitations of

Collection

1998 Annual Conference

Authors

Mark A. Shields; John P. O'Connell

.______________________________________________________________________________Continuing conversation and reflection has reinforced our conviction that a nontechnicaldimension is essential to the very notion of Technological Capability; the "technical” is notsynonymous with the "technological,” which encompasses a broader "socio-technical” meaning. 7,8 If so, then perhaps the possibilities for a tighter integration of liberal learning into the technicalcore of engineering education are even more promising than we had originally assumed. (Let usnot forget that the Society for the History of Technology, the leading professional association forhistorians of technology, was formed in 1958-59 by participants in ASEE’s Humanistic-SocialDivision, now known as the Liberal Education Division.) Perhaps, in short, the gap

Collection

1998 Annual Conference

Authors

Michael Rudko

developed in anticipation of the evolving Criteria 2000. The missionstatement of the Division of Engineering was written to reflect the updated goals and objectiveson which the new curriculum was based. Each of the departments then created its own missionstatement together with its specific discipline-based goals and objectives.II. Mission and ObjectivesThe mission and objectives of the Electrical Engineering program, together with the resultingcurriculum, reflect both the perceived essence of the discipline and the relatively unique qualities Page 3.178.2which are particular to the institution. Union College is a small, predominantly

Collection

1998 Annual Conference

Authors

Roger Ware; Charles F. Yokomoto

situation; they describe aperson’s involvement in an ethical dilemma, including his or her actions and their realconsequences. This was the only item that received score of “agreed” or better. Two satisfaction items nearly scored at the “agree” level. Students reported that theynearly agreed (3.93) that the course will help them resolve ethical dilemmas on the job and thatworking in groups was favorable (3.89). A score of 3.0 reflected a neutral attitude, and a score of2.0 reflected a disagreement with the item. Table 1: Student Satisfaction Item Average 1. The course should include more case studies

Collection

1998 Annual Conference

Authors

E. Dendy Sloan

students in eightengineering schools∗. In this ERM historical perspective session, similar studies over theprevious twenty years suggest that the results may not be very time-dependent.The Instrument. C.G. Jung1 first described personality types, as later developed into theMyers-Briggs Type Indicator2 or MBTI, a testing instrument. While only a brief (andadmittedly loose) classification is given here, complete descriptions are available2,3,4.The MBTI suggests personalities differ on the following dimensions:1. Preference for dealing with the outside world (Introversion/Extroversion). If one derives pleasure from dealing with numbers of people, or from in-depth reflections he/she may be termed an Extrovert (E) or Introvert (N) , respectively.2

Collection

1998 Annual Conference

Authors

Nancy L. Denton; Christine L. Corum

opportunity to pursue one’s interests within the constraints of university, family, society, and availabletime are much more significant. In order to achieve tenure and promotion, maintain an acceptable level of professional and personalsatisfaction, and allow time to pursue some of the activities enjoyed outside of the workplace, each facultymember should develop a comprehensive strategic plan. Based on the escalating workload which is imposed onfaculty (either by external or internal sources), the plan must encompass all aspects of life. The level, quantity,and quality of work produced by any one faculty member can be limited by many factors outside of theuniversity, and a realistic strategic plan will reflect these considerations (i.e