Collection

1999 Annual Conference

Authors

John Eby; David Vader; Carl A. Erikson

different from themselves.17 Other studiesshow that participation in service-learning increases student self-confidence, self reliance, senseof self-worth, tolerance and leadership skills. Participation in community service contributes to Page 4.152.5students’ becoming responsible citizens, developing career competencies, and to self-empowerment.18,19,20,21V. Cross-Cultural EngineeringThere are particular reasons for students to be required to cross social, economic and culturalboundaries in service-learning. Messiah College encourages every engineering graduate toembrace the idea of Responsible Engineering. Immersed in a native culture

Collection

1999 Annual Conference

Authors

Francesco Costanzo; Gary L. Gray

State.However, not all majors perceive the Engineering Dynamics course content as useful to them in Page 4.335.8their engineering careers. This often causes a non-negligible number of students, randomly dis-tributed among the various sections of the course, to view the course as a “necessary evil” thatthey have to endure in order to graduate. By including in teams members whose major requiresthe course as the basis for further curricular developments (e.g., Mechanical or Aerospace Engi-neering), we hope that a healthier degree of “perceived interest” in the course is fostered.3.2 Teams and Collaborative LearningThe course has been structured to

Collection

1999 Annual Conference

Authors

Donald V. Richardson

few developments from my own Page 4.390.2experience in college teaching and private consulting. After changing careers to college teachingin 1969 the wide variety of projects that I took on in the Aerospace industry, faded away. It tooka while to fully familiarize myself with the electrical machines lab at the old Waterbury StateTechnical College (WSTC). Soon it became obvious that this was a well equipped laboratorythat had not been fully developed. The apparatus was versatile but the laboratory experimentswere being presented to the students only by using the Hampden Inc. apparatus prepared labdirections. These were the usual post WW II

Collection

1999 Annual Conference

Authors

Anthony Brizendine; Laora E. Dauberman-Brizendine

model shown in Figure 1 with the categories of(1) teaching (45 %), (2) scholarship (25 %), and (3) outreach, professional development andservice, OPS (15 %). Each interface is worth 5 % to bring the total to 100 %. The report Page 4.443.11indicated that the faculty in the Department of Civil Engineering and Construction at BradleyUniversity “felt that for the first time in their careers they have a fair and equitable policy theycan relate to and believe in because it reflects their interests and meets departmental needs.”Figure 1. New Model for Faculty Assessment in the CEC Department at BradleyUniversity (from ASCE, 1998.)An Analogous Model for

Collection

1999 Annual Conference

Authors

Teresa L. Hein; Dan Budny

can identify or feel empathy. A characteristic question of this learning type is "Why?" TypeI learners respond well to explanations of how course material relates to their experience, theirinterests, and their future careers as engineers. These individuals learn well through discussionand they excel at brainstorming. To be effective with Type I students, the instructor shouldfunction as a motivator. Thus, the instructor should develop ways to motivate these students andshow them how the course material fits into the big picture. Divergers want to interact personallywith the instructor and to be recognized as individuals. An instructor should monitor and witnessthe students' personal growth. Type I students also benefit through the use of such

Collection

1999 Annual Conference

Authors

Shih-Ming Lee; Sergio Martinez; Anabel D. Ramos; Martha A. Centeno

term inadvance. It would allow time for the instructor to get familiar with the tools and methods thats/he and the students will be using. In addition, instructors should be given the opportunity toattend workshops on assessment techniques as part of their career development. This willfamiliarize

Collection

1999 Annual Conference

Authors

Gearold R. Johnson; Dueb M. Lakhder

knowledge and skills for their professional career growth and advancement.Proposed Programmes of the Satellite Universities of Science and TechnologyThese universities will have the opportunity to use the available courses available in the marketat the beginning of their operations. These courses are available for sale or hire and areproduced in commonly used international languages such as English and French. However,after a certain period of operation they may start their own production of educationalprogrammes. In this case, the following points should be carefully considered:Ç Distance learning courses need significantly more preparation and detailed planning than traditional lecture courses.Ç Distance courses should be

Collection

1999 Annual Conference

Authors

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

they will continue touse them. This paper itself is evidence of participants' progress in their understanding ofeducational pedagogy and in their confidence of implementing innovative approaches in theclassroom. Participants credit EESP with an early opportunity to "learn the ropes" of the Page 4.121.11academic career including insights into the hiring process, mentoring, promotion and tenure,and writing grant proposals.Preliminary results15 from the comprehensive, three-year (1996-98) evaluation are nowavailable. Nearly half of the participants (56 of 116, or 48%) have responded to an email survey.Over half of the participants (regardless of

Collection

1999 Annual Conference

Authors

Glennelle Halpin; Gerald Halpin; L. D. Benefield; William Walker; S. MacGuire

%; IPEC switchers = 60%) ranked in the top 20% oftheir graduating class. However, these differing percentages for the groups clearly showdiscrepancy between the two IPEC groups: the IPEC switchers did not achieve academically as did Page 4.68.4their persisting counterparts.Understandably, based on their families’ level of education, students in all three groups indicatedthat they intend to pursue graduate degrees (comparison = 67%; IPEC persisters = 78%; IPECswitchers = 88%). It appears as though IPEC students in general have higher career aspirationsthan the comparison group, and the IPEC switchers have the highest expectations of all

Collection

1999 Annual Conference

Authors

W. F. Walker; S. MacGuire; L. D. Benefield; Glennelle Halpin; Gerald Halpin

%; IPEC switchers = 60%) ranked in the top 20% oftheir graduating class. However, these differing percentages for the groups clearly showdiscrepancy between the two IPEC groups: the IPEC switchers did not achieve academically as did Page 4.68.4their persisting counterparts.Understandably, based on their families’ level of education, students in all three groups indicatedthat they intend to pursue graduate degrees (comparison = 67%; IPEC persisters = 78%; IPECswitchers = 88%). It appears as though IPEC students in general have higher career aspirationsthan the comparison group, and the IPEC switchers have the highest expectations of all

Collection

1999 Annual Conference

Authors

Donald V. Richardson