Collection

1999 Annual Conference

Authors

Lloyd Feldmann

three levels of learning,analysis, synthesis and then evaluation are difficult to accomplish during most class sessions. Anexception would be a class that actively includes an application section such as labexperimentation or a problem-solving segmentKolb [5] has characterized learning into four basic preferred styles. Each category defines amethod of learning in which a student will remain if given the opportunity. The first category isconcrete experience in which learning is based on personal experience and observation of otherpeople. The second category is reflective observation in which ideas are examined from severalpoints of view. The third is abstract conceptualization in which logical analysis and systematicplanning is utilized to

Collection

1999 Annual Conference

Authors

Ronald E. Barr

to guide its production. The current EDG curricula in amajority of engineering programs still reflect this serial approach to product development by relying onengineering drawings for design representation. The students may be using Computer-Aided Draftingsystems and even 3-D geometric models, but they still learn skills of a designer/detailer and end upproducing engineering drawings that are useful only in the traditional design process. There is a majorneed to conduct a nationally-based curriculum development project to establish the content andmethodology for teaching Engineering Design Graphics in the 21st Century. This proposed project isbased on the premise that 2-D drafting is no longer the central focus of the Engineering Design

Collection

1999 Annual Conference

Authors

Philip Doepker

could describe the entire process. For our purposes the entire process will bedefined as the assessment process with continuous improvement being the action taken after theevaluation has been made.Continuous improvement could take two forms. First, it could be the mechanism that is used toimprove the educational process. In this case changes would be made to affect student learning.The second form would be to improve the process by establishing new measures or criteria.Experience with the measurement techniques or the criteria may indicate that initial impressionsor guesses were not realistic. Through research and reflection revisions to the plan would needto be made.Continuous Improvement - ExamplesEach department reviews the results of

Collection

1999 Annual Conference

Authors

W. D. Jemison; W. A. Hornfeck; J. F. Greco; I. I. Jouny

design and implement large scale Page 4.516.5software projects. In addition, the discussion with the Computer Science Departmentexpanded to include the design of a Computer Science minor which the ECE studentscould complete within the four year program. These changes are reflected in theComputer Software stem as shown in Figure 2, Lafayette College BSECE Curriculum.The BSECE Curriculum with a Computer Science minor is shown in Figure 3. It shouldalso be noted that students also receive instruction in assembly language programming inECE 212, Digital Circuits II, where micro-controllers are covered.The decision to incorporate these additional computer

Collection

1999 Annual Conference

Authors

Phillip C. Wankat; Frank S. Oreovicz

English communication skills are poor. The grading percentages were:Test 25%, Mini-lecture 10%, class participation 10%, Web page project 20 %, and 35% for allother assignments (5% each). The nominal A-B break point is 90%.The student assignments are designed to promote active involvement of the students. During thefirst half of the semester the students keep journals to encourage them to reflect on teaching.The journals are turned in and comments are made on their entries. As long as the journals aredone, the student automatically receives full credit (5%). As part of the session on obtaining anacademic position the students individually interview either their department head or anassistant professor in their department. They report on these

Collection

1999 Annual Conference

Authors

J. W. Pierre; Robert F. Kubichek; Jerry Hamann

experiencing), 2) ReflectiveObservation (watching), 3) Abstract Conceptualization (thinking), and 4) ActiveExperimentation (doing). Kolb goes on to state that students typically report themselves as beingone of four types of learners - convergers, assimilators, divergers, or accomodators. Convergersenjoy the practical application of principles and learn best from active experimentation andabstract conceptualization.Assimilators are usually more interested in the logical basis of an idea than its practicalapplication. They learn mostly by abstract conceptualization and reflective observation.Divergers tend to be creative and to generate many alternatives and they learn most easily fromconcrete experience and reflective observation. Accommodators are

Collection

1999 Annual Conference

Authors

Peter Rosati

types assumes that much apparently random human behaviour isreally quite orderly and consistent and reflects the different ways persons take in information andmake decisions. The Myers-Briggs Type Indicator is a self-report instrument based on Jung’stheory of psychological types. The instrument returns the respondent’s preferences on each ofthe four dimensions extraversion/introversion, sensing/intuition, thinking/feeling andjudging/perceptive. Thus the MBTI describes sixteen possible types such as INTJ, ENFP, etc.which result from the dynamic interplay of these four preferences. All types are good, all typesare normal, and none is superior to the others. However, the preferences of one type may matchthe demands of particular situations better

Collection

1999 Annual Conference

Authors

Christopher Field; Brian Jenkins; Deborah M. Mechtel

include attenuated traveling waves,standing waves created by reflections from different impedances, reflection and transmission ofwaves at a load impedance and propagating vector plane waves. Many of these topics may also beimplemented as student exercises to improve understanding of time dependent concepts while alsoenhancing computer skills.This software is freely available for downloading via the www sitehttp://wseweb.ew.usna.edu/ee/LINKS/EE_Links.htm (should the URL be changed, from theNaval Academy home page, select Academics, Academic Divisions and Departments, ElectricalEngineering, Links). Page 4.280.4

Collection

1999 Annual Conference

Authors

P. M. Wild; B. W. Surgenor

wishing to specialize in mechatronics. A detailed rationale and description of MECH452 is given in the next section.It is worthwhile, at this point, to summarize the four different approaches to the subject ofMechatronics in the Canadian context: 1) present a degree program in electro-mechanical design(UBC), or 2) present an elective stream of multidisciplinary courses (Queen's), or 3) present acore stream of multidisciplinary courses (Calgary) or finally, 4) present a single elective course(McMaster). All four approaches have their advantages and disadvantages. The variety ofapproaches is a reflection of the numerous interpretations of what constitutes mechatronics.Predictably, the common element is at least one course with the title

Collection

1999 Annual Conference

Authors

Michael D. Murphy; Daniel Jensen

learning activities that will proceed completely around this cycle, providingthe maximum opportunity for full comprehension. This has been used extensively to evaluateand enhance teaching in engineering 26,29,28,30. The cycle is shown in Figure 1. Figure 1 – Kolb Cycle Concrete Experience Active Reflective Experimentation Observation Abstract ConceptualizationAs detailed by Jensen 14 and Otto 24, the context of redesign currently used at USAFA has beendeveloped to move completely around the Kolb cycle. Integration of a CAD course into

Collection

1999 Annual Conference

Authors

George Stephanopoulos; Alan S. Foss

such dismal performance.How we make it possible for students to solve problems before writing equations.(a) The place of the ModelLA software ModelLA immerses the user in a phenomena - oriented environment. The software accepts user declarations of the physics and phenomena in terms of the concepts of the discipline and in the language of chemical engineering. Its structure is expressly designed to mirror the hierarchically organized set of assertions a modeler would make in crafting a model. The functional elements of the softwareÀs hierarchy corresponding to such assertions are arranged here in a cascade reflecting the modelerÀs technical knowledge of engineering science that he or she declares to

Collection

1999 Annual Conference

Authors

Zbigniew Prusak

learning- often like to work in groupsIt is worth noticing that the above lists of shortcomings and advantages would largely be thesame if the non-traditional students and traditional students were described as middle-agestudents and around 20 years old students respectively. It needs to be noticed that in general,personal qualities, experiences and aptitudes possessed by and individual due to his/her own life 4, 5and work experiences are simply reflected in the classroom and laboratory environment .These qualities and aptitudes may be very difficult and time-consuming to modify and ratherneed to be taken advantage of. Universities must

Collection

1999 Annual Conference

Authors

Patricia Click

other, of the importance of clear,sensitive discussions in writing and speaking.” Both emphases “reflect a concern with theinteractions of a professional engineer and society” and “both aim toward the same goal: thecreation of thoughtful and articulate engineers” (TCC101/2XX Committee 1997).III. Instructional and Pedagogical AimsHaving considered the guidelines for TCC 200-level courses, I had a strong general sense ofwhat needed to be done in the course. I wanted to focus on the interplay between technology andculture in the mid-nineteenth-century United States, while helping the students sharpen theirreading, writing, speaking, and analytical skills. In addition, I had some very specific goals.First, I wanted to add to the students’ knowledge

Collection

1999 Annual Conference

Authors

Alice Y. Scales; Aaron C. Clark

Education (NAITTE); the Council for Technology Teacher Education (CTTE); andthe Engineering Design Graphics Division (EDGD) of the American Society for Engineering Edu-cation (ASEE).College and University level instructors listed in the 1997-1998 NAITTE and CTTE (1997) mem-bership directory were chosen to receive the survey instrument 2. One representative from eachinstitution listed in the directory in the 50 states of United States of America was chosen. Theseindividuals have job titles associated with engineering graphics and/or design. For institutions withouta listed professional in these areas, the instrument was sent to a department head whose administra-tive position reflected either engineering, technology, design, or education. The survey

Collection

1999 Annual Conference

Authors

Melinda J. Piket-May; Julie Chang; James Avery

Page 4.432.1averages usually reflect how well the student performs on tests. Often the GPA of a student willimprove while they work in a research group.A good indicator of success is the student’s attitude towards work. If the students realize that itis a privilege to work in your lab, even when you are paying them, they will often excel. Werecommend paying your students hourly or encouraging them to work on an independent studyproject for credit. Otherwise, it is too easy for other demands to get in the way of work. Withoutpay or credit the student may not recognize that this is a serious position being offered. Youwant to choose students who have a sense of responsibility, who will be motivated to workconsistently for you, and who have the

Collection

1999 Annual Conference

Authors

Ann D. Christy; Marybeth Lima

their classmates, but also with SouthernUniversity students, with the objective to help K-6 students design a playground for thosestudents‚ elementary school. The approach for learning about playground design will be thesame as for the prior two years, with an emphasis placed understanding playground design fromboth adult and child perspectives. Student groups will make several visits to the elementaryschool to find out what the K-6 students want, to present those designs, and to facilitate theprocess of determining a finished product. Students will present their final design to theelementary school, and will present a proposal for implementation to local business and the localparks commission.III. Reflections and SuggestionsWe have compiled

Collection

1999 Annual Conference

Authors

Sohail Anwar; Paula Ford

writing tasks. • Identify their readers and describe the characteristics of their readers in a way that forms a sound basis for deciding how to write to them. • Invent the contents of their communications through research and reflection. • Arrange material to raise and satisfy readers’ expectations, using both conventional and rhetorical patterns of organization. • Reveal the organization of their communications by using forecasting and transitional statements, headings, and effective page design. • Observe appropriate generic conventions and formats for letters, résumés, memoranda, and a variety of informal and formal reports. • Design and use tables, graphs, and technical

Collection

1999 Annual Conference

Authors

W. Ernst Eder

development during the design process of the system to be designed is followedstep by step in a logical sequence, and in parallel the processes of designing are coordinated.The scheme culminates in Design Science 1 and its subsidiary publications (e.g. books 3,10--13 andmany papers), and tries to include the results of all the other trends. Several papers in theseconferences have referred to this theory (e.g. 14--18), the scope of this paper does not allow anycloser consideration.2. Designing: GeneralizationsDesigning involves some flair, ability, intuition, creativity, spontaneity, serendipity, etc., butalso judgment, reflection 19, feel, and experience of individual designers. It is necessarilyheuristic 20, iterative, recursive, opportunistic

Collection

1999 Annual Conference

Authors

Barry Jackson

and process.The ProblemArchitects and engineers, who need to interact during their professional career in order to buildany kind of complex building, are educated entirely separately. “Over the past century, increasedmovement toward concentration within an academic discipline has taken charge of the curricu-lum, as well as serving to compartmentalize the professoriate and the institution.” 1 The verticalseparation of disciplines occurs in most universities. This suggests a need for modification of thecurriculum, the delivery of course material and teaching methods. Fortunately, this comes duringa period of reflection in schools of architecture when, as Mitgang suggests, there are “growingdoubts over whether the traditional educational

Collection

1999 Annual Conference

Authors

Edward Gehringer

many textbooks provide only hastily composedopen-ended problems that are hard to grade and do not force students to work through details ofa design. Although some textbooks do have good problems, there may not be enough of them.After one or two semesters, they are "used up." One can also lecture straight from a textbook,but this is not a good idea either. The instructor’s knowledge of the material will not be verydeep, and the textbook may reflect the idiosyncratic perspective of the author (e.g., perhapsfocusing the author’s research out of proportion to its importance in the field).It is difficult for instructors to devise realistic and well thought-out problems over material thatis new. Moreover, to grasp a concept, some students need more

Collection

1999 Annual Conference

Authors

Steven L. Cohen; Dennis P. Slevin; David I. Cleland; Kim LaScola Needy; Heather Nachtmann

Session 2242 Critical Factors in Successful Corporate Governance Kim LaScola Needy, David I. Cleland, Dennis P. Slevin, Heather Nachtmann, Steven L. Cohen University of PittsburghAbstractIt is hypothesized that a root cause of the success or failure of an enterprise is directly related tothe quality of its board of governance. This quality is reflected in the experience, leadershipskills and utilization of the board members as well as the board processes. This paper describesan ongoing research project that identifies potentially critical factors for successful

Collection

1999 Annual Conference

Authors

Bopaya Bidanda; Kim LaScola Needy; Gary RAFE

Page 4.388.1traditional delivery methods limited these offerings to seminar and lecture-based courses. Thelack of significant “hands-on” laboratory experiences in the vast majority of distance learning-based engineering programs has been cited as a potential factor in negative reaction of studentstoward these programs. Learning style research suggests that individuals engaged inengineering-related activities, including manufacturing, tend to emphasize a learning stylepreference for active learning environments.2 This implies that instructional methods thatfacilitate active learning and experimentation through the use of high-fidelity simulated, orvirtual, systems should be preferable to more reflective instructional methods.In the next section

Collection

1999 Annual Conference

Authors

Joan A. Burtner; Laura Moody

learning environment in the classroom as well as the development ofcooperative faculty teams. Guskin 3 observes, "to create learning environments focused directly on activities that enhance student learning, we must restructure the role of the faculty to maximize essential faculty-student interaction, integrate new technologies fully into the student learning process, and enhance student learning through peer interaction." (pp. 18-19)Evidence of the paradigm shift appears elsewhere in the literature related to teachingengineering. ABET’s Engineering Criteria 2000 is a reflection of the new philosophy.Participants at engineering education conferences deplore the excessive use of “chalkand talk” lectures and commend the

Collection

1999 Annual Conference

Authors

Gary P. Langenfeld; David Wells

development,laboratories, technical conferences -- sources of continuing learning -- retain the image offrills or extras or perquisites, something done when there are funds not needed for somethingimportant. While some of this shortfall may be attributed to the short-term thinking characteristic of thetypical corporation, other -- perhaps more fundamental -- reasons may be equally influential.Even casual observers of education -- i.e., structured learning -- quickly note that wecommonly and pervasively think about learning as having definite starting and ending points.From kindergarten through graduate school, the language applied to education and learning isbounded by beginnings and completions. The lexicon reflects a built-up chasm betweenlearning

Collection

1999 Annual Conference

Authors

Bopaya Bidanda; Kim LaScola Needy; Gary RAFE

Page 4.389.1traditional delivery methods limited these offerings to seminar and lecture-based courses. Thelack of significant “hands-on” laboratory experiences in the vast majority of distance learning-based engineering programs has been cited as a potential factor in negative reaction of studentstoward these programs. Learning style research suggests that individuals engaged inengineering-related activities, including manufacturing, tend to emphasize a learning stylepreference for active learning environments.2 This implies that instructional methods thatfacilitate active learning and experimentation through the use of high-fidelity simulated, orvirtual, systems should be preferable to more reflective instructional methods.In the next section

Collection

1999 Annual Conference

Authors

Juan Lucena; Gary Lee Downey

Studies (STS), is to enable students to understand and reflect on their own problem-solving activities as perspectives that both could have been otherwise and must live amidst otherperspectives. The principal means is to help students learn about engineering in different timesand places sufficiently that they can recognize, understand, respect, and possibly even valueperspectives other than their own. For students trained to understand problems as given andanswers as either right or wrong, putting in historical and global perspective what they value inthemselves is no easy task.I. IntroductionDo engineering curricula adequately prepare graduates to work with people who define problemsdifferently than they do? As undergraduates, engineering

Collection

1999 Annual Conference

Authors

Robert A. Johnson; J. Shawn Addington

. However, when utilized together these two sources of assessment data canbe used to support inferences and conclusions, provide mutual validation, and help resolveconflicting inferences from the two data sources in providing guidance for feedback to thecurricula. Specifically, students’ perception of their performance regarding a specific programoutcome as shown in the survey results may not be an accurate reflection of their actualperformance as shown in the database records. Likewise, faculty perceptions and intentionsregarding the quantity and quality of opportunities afforded to the students to engage in activitiesrelated to acquiring the skills associated with the programs outcomes must be apparent to thestudents in order to achieve the

Collection

1999 Annual Conference

Authors

Sandra Courter; Ruthie Lyle; Ranil Wickramasinghe; Lisa Schaefer; Kevin Nickels; Jodi Reeves; David Noyce; Annie Pearce

developed to help participants experience collaboration in a cross-disciplinary and diverse environment. Finally, networking opportunities were designed to helpall interact naturally with other participants even after the summer program ended.Hands-on workshops were designed to explore learning theories and provide opportunities forparticipants to apply this knowledge to their own teaching. By the end of the program,participants prepared or revised a syllabus and at least one of the following materials: lecture,learning activity, reflective exercise, and assessment tool. In addition, participants discoveredbroader professional development aspects including the following: • learning and teaching styles, • undergraduate retention issues in

Collection

1999 Annual Conference

Authors

Kay C Dee

-evaluative - problem oriented - non-dogmatic - not superior Focus On Speaker and Topic Non-Verbal Cues Attending - open posture - look directly at speaker - lean forward Verbal Cues Encouraging - minimal verbal messages (“uh-huh,” “yeah”) Dialogue Reflect and Summarize; Clarify - “What I hear you saying is...” - “So what should we do

Collection

1999 Annual Conference

Authors

Peter J. Shull; Joseph C. Hartman; Jerome P. Lavelle; Robert Martinazzi

that reflect the different needs of the community.3. Concept ImplementationThe design team currently consists of two IEs and two non-IE faculty members all from differentuniversities. The two IEs hold doctorate degrees in the field and have extensive experience in thearea. The non-IEs are from engineering and engineering technology programs and combined, havetaught the introductory Engineering Economics in excess of twenty five years. A common love ofthe subject, membership in the EED, attendance at the annual ASEE conferences and now theenhanced ability to communicate via the Internet brought the design team together. The synergisticpotential associated with the above ingredients serves to