Collection

2000 Annual Conference

Authors

Jim Henry

learning. The challenge is to develop software systems that will assist in this.A database of usage of the Web-laboratories will be built. An expert observer systemwill be developed to give feedback and guidance to users of the system. This feedbackwill be timely. The "coaching" function of the software ("expert observer") mediatesstudent functions by providing assistance during the planning, implementation, analysis,and application phases of the laboratory experimentation. There is a change in thecourseware in emphasis from "What are the directions?" to "What does the studentlearn?" The latter is assessed through measures of student responses. We areincorporating problem-based learning in the educational material.The expert performance monitor

Collection

2000 Annual Conference

Authors

John D. Enderle

should result in change such as adoption of newtextbooks, teaching techniques and laboratory procedures/experiments. It is not theresponsibility of the program evaluator to discover the fruits of assessment; it is theresponsibility of the faculty to demonstrate how assessment has caused changes in the program.Assessment and continuous improvement require a plan of action. To demonstrate that graduateshave achieved desired outcomes, some programs use student portfolios, collecting student workfrom the freshman year to the senior year using a WWW based approach. This tool is useful indemonstrating that outcomes have been achieved. Others use an exit interview for all graduatingstudents that provide important program feedback. This interview is in

Collection

2000 Annual Conference

Authors

Richard E. Pfile; Maher E. Rizkalla; Charles F. Yokomoto

items in the survey.• The students agreed (4.0 or better) that they enjoyed ten of the eleven items (items 1-11) that asked how they enjoyed various aspects of the course. The single item that was rated slightly below the “agree” level was item 4 on the section on motors. We will address this item in our planning for the next offering of the course.• Students said that they understood the working of the basic components and their simulations (item 12) and that they learned a lot from their projects (item 14).• They agreed that combining EE and EET students in one class is a positive feature (item 15) and that it was a good experience (item 26).• Neither the EE or EET majors expressed an agreement with wanting to take a

Collection

2000 Annual Conference

Authors

Steven E. O'Hara; Suzanne D. Bilbeisi

architectural planning, aesthetics and other systemsin buildings. This requires architectural engineers to have a general knowledge of all theaspects of architecture and technology, in addition to an expertise in their individual field.Housed within the College of Engineering, Architecture and Technology, the School ofArchitecture at Oklahoma State University offers five-year professional degree programs inboth Architecture and Architectural Engineering1. The integration of these programs throughshared faculty, facilities and course work is unique in architectural engineering education and isa strength of the School. The primary thrust of both programs is the preparation of graduates toenter private practice as consulting engineers or architects. It is

Collection

2000 Annual Conference

Authors

Bill T. Ray

writes a cookie containing all the data on the usersmachine. The cookie allows the user to return to the site at a later time (up to 90 days in thiscase) and go directly to the design section without reentering the data. After data submission, theinput data is presented back to the user for confirmation or correction. The user may then selectfrom several pages which provide preliminary sizing for different plant processes. The returneddesign data includes tank sizes (length, width, and depth or diameter and depth); the number ofunits required; channel widths, horsepower or air flow requirements, typical design standards,etc. The actual design is compared to the typical design standards for that particular process.Finally, a plan view of the

Collection

2000 Annual Conference

Authors

Don L. Dekker

. I have worked really hard in some lecturecourses and the student evaluations have not been very high. In this class, the more I tried to getthe students involved the more they liked it. Of course the topic is very different and is excitingand is not the same old analytical course they are used to. Although the course seems loose, theclass assignments and activities in each class session must be planned at the beginning of thequarter. The students have been wonderful and creative in this class. For example, my“creative”? order of the discussions consisted of clockwise, counter-clockwise, and sort ofacross. One student said let’s do something different and he came up with at least two hundredways! Some were shoe size, first letter of

Collection

2000 Annual Conference

Authors

Enno Koehn

3.9Conducts class for a reasonable length of time 3.6 3.9Presents concepts in an understandable way 3.1 3.9Presents carefully planned and helpful lectures 3.6 4.0Makes attending class worthwhile 3.4 4.0Answers students’ questions effectively 3.5 3.9* Based on 4=A, 3=B, 2=C, 1=D, 0=FTable 2. Course Evaluation CommentsComment Number Student Comment 1 I especially like the team project and oral presentations. The project was very practical, but made me think

Collection

2000 Annual Conference

Authors

Ron Baddock; Catherine S. Bolek; Kenny Fotouhi; Ali Eydgahi

Page 5.12.2Department of Technology worked closely with president of Amtek Company and tworepresentatives from Lab-Volt systems. Meetings were held with university officials andrepresentatives from Lab-Volt and Amtek to discuss the design of the laboratory and thenature and scope of experiments that would result in improvements in undergraduateeducation of engineering and technology majors. During these meetings, it wasdetermined that the partnership could expand its original purpose to include atelecommunications training program for non-students seeking to enhance their technicalskills. With the support of the University’s Continuing Education Program, the Universityand corporate representatives discussed plans to offer continuing education

Collection

2000 Annual Conference

Authors

Jeffery M. Saul; Rhett J. Allain; Duane L. Deardorff; David S. Abbott; Robert J. Beichner

note taking, groupwork, project planning, evaluation, presentation, and practical lab skills to the moretypical objectives of an introductory physics course. We have continued to develop“tangibles” and “ponderables” and students seem to be learning substantially more thanin traditional settings, both in terms of conceptual understanding and problem solvingability. During the coming year we plan to develop materials that are especially aimed athelping students with varying learning styles. Other universities continue to be interestedin our materials and we are organizing them for paper and web distribution. Additionalinformation is available at www.ncsu.edu/PER.IV. Acknowledgements We would like to thank the FIPSE program of the U.S

Collection

2000 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

that new faculty need tools to help make their teaching activities more fulfilling and successful; this tenet has been critical in our planning and implementation of the new faculty workshop.7. A new faculty workshop cannot possibly address all the concerns that new faculty have regarding their positions. After several iterations, we have adopted a one and a half-day format for our workshop. Even if we scheduled a three or four-day workshop, it seems unlikely that we could adequately address all the concerns raised in the literature regarding Page 5.430.3 new faculty [3, 4, 7]. And of course, even if we tried the faculty would be so

Collection

2000 Annual Conference

Authors

Kenneth D. West; Craig W. Smith

President and the year before a new Academic Dean had been hired.The upheaval in administration created a screen of confusion. Our division chairperson wasinterested in the project and assigned both of us to some of the same courses. Our teachingloads dropped from 15 -18 hrs to12-15 hrs and no one seemed to notice.Getting Our BalanceOur plan called for the two of us to start with the reform of a single course in the Fall of 1997.The course was Physics 241, the first of a two-course calculus-based sequence. Our hope wasthat we could learn enough about the reform process by collaborating on a single course that wecould each take the lead on another course the next semester.We reviewed the work of several researchers in physics education including

Collection

2000 Annual Conference

Authors

Sima Parisay

the sources ofthe materials. Initially, it was planned to replace one of the two-hour sessions each week with avideo lecture that students could watch on their own time. However, there were changes to thisschedule due to instructor’s schedule (being out of country for the first two weeks) and studentsasking for more class sessions by the end of the quarter. The class session following a videolecture started with a simple quiz on the video to ensure that students have watched it. Page 5.462.3Afterwards, the class focused on questions, problems, and extension topics in relation to thatvideo lecture.Students’ learning process was monitored by

Collection

2000 Annual Conference

Authors

Sharon A. Jones; Indira Nair

-based learning means that the teacher has to be somewhat flexible and prepared forcourse corrections along the way. Even though this type of strategy has a degree of fluidity, itnevertheless needs to be planned to ensure the learning goals are achieved. In planning theconduct of the course, we have designed each chapter of the teachers’ text to support the tasksthat lead to environmental literacy. Using the class time in a mix of activities prescribed by thespecific topic at hand can provide a varied, and stimulating structure to class meetings. Theactivities may include lectures/discussion sessions, classes led by students, teamwork, andpresentations. Despite the structure offered here, the best structure is of course, one that evolvesas the

Collection

2000 Annual Conference

Authors

Yvon Kermarrec; Ian R. Simpson

. (Duration : 4 months). Around 20 students per year currently use this program to register for courses in engineering colleges in Germany and Spain. Plans are being made to develop this program to other partners in Europe and North America, possibly on a « Student Exchange » basis. We are busy looking for potential, new partners !• Final year projects may be performed in companies or research laboratories abroad. (Duration : 6-10 months).In 1998-99, sixty final-year students performed their project abroad in 13 different countries.• A « Sandwich Year » (Jeune Ingénieur) exists between 2nd and 3rd years which enables around 50 students per year to go and work in industry. (Duration : 12 months). Around 20 students per year

Collection

2000 Annual Conference

Authors

Bernard Goldberg

. Page 5.512.4The convex-envelope proof of optimal capital budgeting rapidly scans the best way of doing eachproject and the best projects to do within a planned range of capital constraints withoutexhaustively evaluating every possible combination. Vector bundles of each project are firstranked in descending order of their steepest-slope vectors which are added geometrically to forman initial convex envelope as shown in the figure below. In the figure below , four separatemutually exclusive projects (A-D) are shown. Project A contains a vector with the highestefficiency, and therefore occupies the base position at the origin, with two alternatives originatingat the same point. Project B has an alternative with the next greatest capital

Collection

2000 Annual Conference

Authors

Andrew N. Vavreck

of team member contributions to the project.The team collaboration efforts in the first year, supported by an intern with little experience inthis area, were in addition to the adjustment to a new sequencing of the course lectures andlabs. The additional effort required to modify lesson plans and stay on top of a much moretightly sequenced course produced some time burden on the instructor. The intern also haddifficulty meeting with project teams owing to his own classes conflicting with many times inwhich project teams were available to meet. If there was a less-than-satisfactory aspect of theproject, it was in the ability of the intern to be as effective as possible, given his other coursecommitments and lack of teaching and team building

Collection

2000 Annual Conference

Authors

Robin H. Lovgren; Michael J. Racer; Anna P. Phillips

- strengths, weaknesses, needs o Faculty Planning & Evaluation Records o Tenure & Promotion o Teaching o Research o Service o The College o Development of Personal 5-year Plan(This document is available from the authors.)While this mentoring effort is extremely time-intensive, it is also extremely valuable with respectto inculcating new faculty. At the same time, these new faculty members are encouraged to addto the framework of the Program; this "buy-in" has proven effective.New faculty have been instrumental in making changes in the classroom. The first author, nowin her fourth year, has already taken a leadership role in those activities mentioned earlier,creating a vibrant classroom atmosphere.After completing the

Collection

2000 Annual Conference

Authors

Hugh Jack

read, can they be followed, do they convey the information? Layout - If you plan to refer to an earlier slide, make a second copy of it - don’t flip back. - Use titles to make the purpose of visuals obvious. - Use bullet points - long sentences crowd the screen and are hard to read. - Do not use more than 20 words per slide, do not try to write full sentences on slides, use it as a summary. - Don’t provide pages as 1/20, 2/20, ....., 20/20 - it makes the presentation feel like a countdown. Fonts and Text - Use upper/lower case only to draw

Collection

2000 Annual Conference

Authors

Lloyd Barrett; Edward Young; David E. Klett; Jeffrey Morehouse; Jed Lyons

physics. Texts for the courseinclude popular technical books on automobile racing 1 and course notes developed by theinstructors especially for this course.The course is intended for all engineering students, and although nearly half of the students aremechanical engineering majors or are planning to elect mechanical engineering as their major,students from all undergraduate engineering disciplines in the engineering school participate.Emphasis is placed on multidisciplinary aspects of engineering, design considerations, anddecision making relating to engineering practice.Some laboratory sessions have been included in the course. One involves the identification ofautomobile parts on several production and racing automobiles and students are

Collection

2000 Annual Conference

Authors

Suzanne E. Keilson; Randall Jones; Lester Coyle; Elliot King; Duane Shelton

the Page 5.629.4Board and generates an on-screen reproduction of the physical circuit as it is constructed. Apaper on IWB-1was presented in March 1999 to the American Physical Society on IWB.IV. Full Development ProjectThe full development of the ISI project is planned to proceed in a number of phases. Each is brieflydescribed below.A. The Interactive Web BoardBuilding on the IWB-1 prototype described above, the authors plan to construct a more advancedmodel (IWB-2) that will more closely resemble a standard electronics-training breadboard. Amuch larger array of circuit elements will be added to the system, including resistors, diodes

Collection

2000 Annual Conference

Authors

Manuel D. Rossetti; Harriet Black Nembhard

supplied is greater than 350 (excluding from the material. Develop a method to teach the materialthe total all shipments for which the quantity is less to other members in your group. Prepare visual aidesthan or equal to 200) get the part number, the weight, for explaining the material. Plan active roles for yourthe color, and the maximum quantity supplied of that group members. Teach your groups members.part.” Find another pair with the same section of material to present. Review all materials. Revise bothThe resulting table should look like this: pair’s materials using the best material from both

Collection

2000 Annual Conference

Authors

Nicole DeJong; Ken Van Treuren; Don Farris; Cindy Fry

the semester’s work, and it is a first introduction to the engineering design process, as well asto team building, project planning and scheduling, and presentation. Details on the coursecurriculum and syllabus are available on the internet and can be accessed at any time by thestudents. This paper will discuss in detail the freshman engineering design project, whichaccounts for one-fourth of the total grade for this course, and the way in which it reinforces theother course activities and contributes to the course objectives.Request for ProposalApproximately a fourth of the way through the semester, the freshmen are divided into three- tofive-member design-build teams. Students interested in functioning as team leaders e-mail

Collection

2000 Annual Conference

Authors

Ernest W. Tollner

" ethical position. Such does not exist. Each person needs to beable to raise a conscientious defense for positions taken when ethical questions areinvolved. We hear constant reference to values and ethics, particularly when readingliterature on Total Quality Management (TQM). Here we are mainly concerned withconservation values and ethics versus resource development values and ethics.Engineers have an interest in and can offer solutions toward both points of view. ABETand state licensing boards are becoming increasingly interested in ethics and associatedassessment issues. An ethics introduction is presented to stimulate understanding and compassionfor widely diverse views. This introduction forms the core of a reading planned

Collection

2000 Annual Conference

Authors

Claire Hill; Gulcin Cribb; David Radcliffe

discuss issues, and generate and develop new ideas.The other discussion list is for record creators. The list provides a medium for discussion ontechnical issues, the suitability of the metadata schema and details about records.The Team meets face-to-face where possible. The executive, consisting of the ChiefInvestigator, the Project Coordinator, and Manager Dorothy Hill Physical Sciences &Engineering Library, The University of Queensland meet to plan and look at new directions on aweekly basis. The core development team meet on a monthly basis to brainstorm new services interms of their suitability and technical requirements. To review the progress of the projecttowards the end of the first year, a majority of the AVEL Team participated in a

Collection

2000 Annual Conference

Authors

Lisa A. Haston; James S. Fairweather; P. David Fisher; Diane Rover

approach requires substantially more lead-time in developing course materials.• Benchmark with peer institutions and departments to identify best practices. Use this information to help convince local faculty members to support the instructional innovation.V. DiscussionWe are currently in the process of sharing what we have been learning about the reform ofengineering service courses with various faculty, student, alumni and administrative groupswithin the College of Engineering. From these discussions, we plan to identify a strategy formoving forward with plans to better link these courses to follow-on courses within the major,including the major engineering design experience.We have also come to conclude that what we have learned about course

Collection

2000 Annual Conference

Authors

E. Max Raisor; C. Greg Jensen

diskette,which will include a terminal server program, allowing them to access CAD software using oneof the licenses assigned to BYU.The current plan is to provide twenty-four hour CAD TA support so that any remotely located, Page 5.273.10resident (Semester-on-Line), or local/off-campus student can link to the BYU CAD lab, usingNetMeeting or some other Web conferencing application, and receive assistance while connectedthrough a terminal server. Based on the success of this first class, other advanced CAD-linkedcourses will also be ported to an asynchronous offering. It is intention of the authors to develop aseries of classes, leading to

Collection

2000 Annual Conference

Authors

William C. Oakes; Ronald Wukasch; Richard Foretek; Jennifer Watia; Jeffery L. Gray; Leah H Jamieson; Edward Coyle

withthem.The HPN database in Lafayette, which currently contains data on approximately 4000 people theagencies have served, will continue to be improved over the next few years. These improvementswill include continued upgrades and new features that are requested by the agencies, customizedclient-demographics and services-provided reports for each agency, a LAN version of thesoftware, and enhanced yet simple to use administrative tools for the agencies.An EPICS program was initiated at the University of Notre Dame in the Fall of 1998. It supportsan HPN EPICS team that works with the agencies in the South Bend, IN area. The Purdue andND teams have met with each other several times to plan the development of protocols to enabledata on client

Collection

2000 Annual Conference

Authors

William C. Oakes; Leah H Jamieson; Edward Coyle

Project Partners: Each EPICS project addresses the technology-basedproblems of one or more service organizations in the local community. Agencies withappropriate problems must therefore be found.When planning for the EPICS Program started in the Fall of 1994, we were able to contact manydifferent service agencies at the same time by making a presentation about the program and itsgoals at the monthly meeting of the directors of all local United Way agencies. This singlepresentation led to many discussions with individual agencies and a long list of potentialprojects.From this list of potential projects, those best suited for the EPICS Program were selected.Projects are selected based on their

Collection

2000 Annual Conference

Authors

James C. Hermanson; David J. Olinger

(elevators, ramps, etc.) exist. Aninitial concern in our approach was the required set-up time for the portable experimentalapparatus in the classroom. We have found that with proper planning (i.e., ‘dress rehearsal’ ofEXCITE exercises in the laboratory prior to class) the logistics of moving and setting up theapparatus are manageable. In fact, even for our largest and most complex apparatus (wind tunnelexperiments), set-up times on the order of five minutes are achievable. This allows for set-upwithin the ten minutes between classes typically scheduled.4.0 Student AssessmentThe general response to the introduction of the DIANE Philosophy and EXCITE exercises intothe classroom was strongly positive, as seen from the results presented in Table I

Collection

2000 Annual Conference

Authors

James A. Ozment; Alison N. Smith; Wendy Newstetter

President’s Scholar and a TandyTechnology Scholar. He plans on receiving his B.S. in Computer Science with certificates in History, Music, andSpanish. After graduation, he hopes to spend time in industry before returning to graduate school to pursue a Ph.D.in computer science.ALISON SMITHAlison Smith is a senior in the College of Computing at the Georgia Institute of Technology specializing inoperating systems. She is a President’s Scholar and plans to attend graduate school to earn her Ph.D. in ComputerScience following graduation.WENDY NEWSTETTERWendy C. Newstetter is a Research Scientist in the Georgia Tech College of Computing. She teaches courses in theDesign and Evaluation of Human-computer Interfaces, Computerization and Society and