Collection

2000 Annual Conference

Authors

N. W. Scott; B. J. Stone

firstdiscussed and it is concluded that such applets should encompass what has been found to beuseful in previous non-WWW platforms. Thus animation and the ability to vary parametersare a prime consideration. However the ability to animate some shapes on a computer screencan be abused; a static diagram is open to misinterperetation and a moving diagram even moreso. Each new animation has to be thoroughly tested and revised to ensure that students learnwhat was intended. The latter part of the paper gives helpful hints on writing Java appletswhich include animations.1. IntroductionIn a companion paper [1 - in these proceedings] a description is given of the current state ofteaching vibration via the WWW. A comprehensive set of WWW notes, animations

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2000 Annual Conference

Authors

Nisreen Ghaddar; Nassir Sabah; Jamal Abed; Fouad T. Mrad

. The success of our programs in thepast does not necessarily mean that they will remain adequate for the changing needs of thefuture. We need to consider education, as not merely confined to the classroom and thelaboratory, but as a total system that encompasses in-class activities, out-of-class learningexperiences, peer-to-peer student interaction, faculty-student relations, and the school activitiesand environment as a whole.The main issues considered by the TQM Committee and included in this paper are: FacultyVision and Mission statements, programs’ educational objectives and outcomes; teachingmethodologies and the effectiveness of co-operative learning; proposed programs’ and courses’outcomes assessment methodologies and tools; developed

Collection

2000 Annual Conference

Authors

Scott Danielson; Sudhir I. Mehta

Session 2268 Statics Concept Questions for Enhancing Learning Scott Danielson, Sudhir Mehta Arizona State University East / North Dakota State UniversityAbstractStudents in science, math, or engineering classes often focus on plugging numbers into equationsrather than understanding basic concepts. The book Peer Instruction by Eric Mazur (1997) helpsphysics teachers move students from juggling equations to actually thinking and learning theconcepts of physics by use of concept questions. However, Mazur’s methodology has not seenwidespread use in teaching statics. This paper reports the

Collection

2000 Annual Conference

Authors

R. Mark Worden; Daina Briedis

occurred before the course began. The mentors were introduced to suchconcepts as collaborative learning and team management, and were given guidelines (rubrics) bywhich to evaluate the students in their teams.A brief description of the type of materials and classroom exercises that were covered in therecitation is given below:♦ Multidisciplinary team skills. Various in-class exercises were used to develop an understanding of the team dynamics and the “language” of other disciplines. Specific approaches used were peer teaching, listening and interpretation exercises, peer teaching of research methods in the laboratory, and the use of the jigsaw method7 for team problem solving. The “listening and interpretation” exercise was performed in

Collection

2000 Annual Conference

Authors

Murali Paranandi

processes.For the purposes of this discussion, “design communication” can be interpreted asexternalizing thoughts into some visual form such as sketches or physical models for thepurposes of (i) seeing: to verify what an idea may be like, (ii) showing: to present idea/sto clients, consultants etc, and (iii) seeking: for soliciting input from peers, experts.Traditional design education involves student designers showing their work in order toseek the input of expert reviewers. Reviewers first need to see what the designer isproposing and, in turn, show how it could be improved.The OpportunityCollaboration is one of the major promises of the emerging information technologies.The idea is that information represented digitally on the Internet allows for a

Collection

2000 Annual Conference

Authors

Craig Johnson

MechanicalEngineering Technology (MET) Program at Central Washington University (CWU) has anumber of course requirements addressing technical writing, presentations and speaking.However, unlike Seat and Lord2, we have no course requirement dedicated to group skills andfurther integration at a program level. In CWU’s MET program almost all of the courses havesome in-situ laboratory work, and therefore an opportunity to build teamwork skills on anactivity level.Class ActivitiesFor a number of years we have known of different teaching and learning styles, in many waysbest defined by personal traits (e.g. Myers-Briggs Type Indicator3). Felder incorporateddifferent educational methods into his chemistry courses at North Carolina State University, andeventually took

Collection

2000 Annual Conference

Authors

Charlesworth R. Martin; Alex O. Kalu

isused to describe the proposed assessment model. An algorithm (Figure 1.) for modelimplementation is also shown. Finally, a block diagram (Figure 2.) depicting the closed looprelationship between the assessment process and instructional process is presented.II. Goals and ObjectivesPursuant to the mission of the College of Sciences and Technology, which is derived from themission of Savannah State University, the educational goals of the college are: • to produce graduates who can successfully complete graduate studies in the Sciences, Engineering Technology, and other closely related fields. • to produce graduates that are capable of competing in the work place among peers. • to inculcate in its graduates the

Collection

2000 Annual Conference

Authors

Karen Al-Ashkar

Session 1322 Support for students at a distance: Is technology enough? Karen Al-Ashkar University of Wisconsin – MadisonAbstractThere is a growing body of evidence, empirical and anecdotal, to suggest that studentsenrolled in extended (off-campus) degree programs require supports that ensure not onlyaccess but success. Access to supplementary services, such as writing centers andcampus libraries, necessitates early action by support staff to guarantee that studentsenjoy the full range of services open to their on-campus counterparts. In traditionalsettings, this means building bridges to these

Collection

2000 Annual Conference

Authors

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

learning contribute more thananything else to measurable student success. Involvement with campus communitiescorrelates with student success. This has led us to consider ways we can make ourengineering physics courses, which begin during the critical freshman year, anenvironment where students can become more involved with the material, their peers, andtheir instructors.I. Project StatusSCALE-UP is an extension of the highly successful IMPEC6, 11 project (Integrated Math,Physics, Engineering, and Chemistry), one of NC State’s curricular reform effortsundertaken as part of the SUCCEED coalition. We are in the third year of an effort tomake large enrollment calculus-based introductory physics courses more effective. Therehave been three phases to

Collection

2000 Annual Conference

Authors

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

, and data collection and analysis. The students ultimately develop their confidencein problem solving and design skills using a balsa wood bridge design project. The skills, tools,and techniques developed during the semester in class and in laboratories are applied to thedesign and construction of the bridge. Students, operating in teams of three to five, also learn towork with their peers. The teams are given a Request for Proposals (RFP) and allowed toexercise creativity within the scope of the RFP. Students progress through the design process(concept, preliminary, and final phases) using both written and oral communication. The finalgrade of the design process is based on their prototype and on written and oral presentations. Atthe

Collection

2000 Annual Conference

Authors

Kenneth D. West; Craig W. Smith

laboratories. 4. Assembling a combination of the old and new equipment. 5. Writing the Science Workshop templates and/or setting up Quattro spreadsheet templates. 6. Running and debugging the exercises. 7. Writing up the exercises in the form of a workbook, complete with brief summarys of the information to be presented in short mini-lectures.Although we were rarely seen out of our classroom, the work was exhilarating. We often hauledcolleagues out of the hall and said “You’ve gotta see this!” For the first time, we were actuallyseeing some physics that we had previously only talked about. We felt a bit like Galileo musthave when he first peered through that eyepiece at

Collection

2000 Annual Conference

Authors

Doug Jacobson; Barbara L. Licklider

the field of computer engineering by: • increasing the retention rate of students in the program, and • increasing the number of women and minorities entering the program.Currently, freshmen engineering students have no direct exposure to their major area of study untilthe sophomore year. Project SUCCESS provides an opportunity for students to begin the processof networking and interacting with peers and computer engineering faculty during the first year.Students work on team projects related to the field of computer engineering and their subsequentcourses. Analysis of departmental data supports the belief that few students change majors fromcomputer engineering once they begin taking computer engineering courses during the sophomoreyear

Collection

2000 Annual Conference

Authors

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

problem delivery and grading system, ensures that studentshave reviewed the textbook before attending class. This technology also permits studentsto conduct peer evaluations of each other’s work. This poster presentation describes someof the different protocols we utilize to facilitate group functioning; including groupmember selection, contracts, team self-evaluations, scoring to promote participation bythe better students in group activities, requirements for team presentations, etc. Examplesof evaluation forms, activities to introduce the benefits of teamwork, and teacherguidelines will also be on display.I. IntroductionA description of the SCALE-UP project can be found in the paper “SCALE-UP (Student-Centered Activities for Large Enrollment

Collection

2000 Annual Conference

Authors

Keith K. Knapp

in the author’sopinion. The classes prepared and taught by the participants allowed them to apply the theories,teaching techniques, and assessment tools discussed in the seminars and demonstrated in themodel classes. The classes were also videotaped, and assessed by the participant, their peers,and the ETW mentors. In the author’s opinion, a large amount of learning took place at the ETWduring the application of the techniques taught (much like a typical engineering classroom).IIIB. The “ExCEEd Model”The majority of the information presented at the ETW represented explanations anddemonstrations of the techniques used to apply the “ExCEEd model” for teaching. Thesetechniques, and the “ExCEEd model” itself, are consistent with the

Collection

2000 Annual Conference

Authors

Joseph D. Torres; Tom Cummings

preparation of freshmanengineering students and makes no attempt to define a means for predicting potential for success(i.e. potential or ability to get a bachelors degree in an engineering, mathematics or sciencediscipline); in fact, it is doubtful that any such mechanism exists. What we do find is that under-represented minority populations come to UNM with less academic preparation than White andAsian populations.Other factors that impact minority education and retention are typical of large institutions. In aninformal survey, engineering students cited additional factors for poor retention within the UNMSchool of Engineering: lack of community, inadequate peer support, lack of comfortparticipating in activities associated with the university

Collection

2000 Annual Conference

Authors

Marilyn J. Smith; Bethany Bodo

challenging undertaking. The project team is writing the first of these, andthen invite authorities worldwide to provide further content. As ADL expands, CEs will providethe nucleus of a peer-reviewed, integrative, publication system, reversing the trend towardsfragmentation. The CEs will also tell instructors how their subject areas are evolving, and aboutother areas. This is the core of cross-disciplinary integration through the DL. This naturalsynthesis mechanism represents a potential risk, and the rationale, for ADL.An important curricular issue is how to go beyond today’s “web-based course” excitement anduse the true advantages of iterative learning to solve problems across disciplines: This isillustrated in Figure 4. The AE team is integrating

Collection

2000 Annual Conference

Authors

Charles T. Jahren

. process. Neatness Very neat writing that is easy to Writing is neat in most areas of the Writing and calculations can Sloppy writing that is read. Headings and subheadings construction process design. be followed with some effort. difficult to read. No are used to separate bid items and Headings are used most of the Few headings are used. headings are used. activities. time. Clarity Very clear how project will be built The flow of activities can be Construction process can be Logic is difficult to follow. from start to finish. Each bid item

Collection

2000 Annual Conference

Authors

David R. Haws

to meaninglessness.Typically, the only publications that count are those that are addressed toward our “peers,”which in some perverse taxonomy automatically excludes our students (clearly we have much tolearn here from traditional apprenticeship and social learning theory). Therefore the creation ofPSI course material (addressed to our students) is not considered as scholarly, while a journalarticle (addressed to other teachers) describing and analyzing these materials is acceptable. Inaddressing our scholarly activities so narrowly, we limit the extent to which that scholarship canhave an impact on anyone other than ourselves. Scholarly writing is the process of clarifyingand organizing our perceptions to the point where they are defendable

Collection

2000 Annual Conference

Authors

Jason Puzniak; Flora McMartin; Alice Agogino

, 4depends upon interaction with peers and a shared community of practice, reflected through acommon language, set of methods, and perspectives.As learners, faculty interact with multiple learning communities, in multiple ways, and formultiple purposes. They attend conferences and meetings sponsored by professional societies,academic and government institutions, and industry. At these events they participate in formaland informal discussions — all of which are critical to their ability to meet their professionalobligations. Faculty as members of disciplinary professional societies focus on innovation intheir areas of expertise and research; they participate in organizations such as ASEE (AmericanSociety for Engineering Education) and the FIE

Collection

2000 Annual Conference

Authors

Kathryne A. Newton; Duane D. Dunlap; Dennis R. Depew

with peers and faculty during three“weekend” sessions on campus. Students are able to optimize their time by the use of technology tolearn the bulk of the course content, but are then able to build their expertise in higher-levelexperiences provided by social interaction and feedback during case studies, project presentations,and other in-class exercises.Graduate Education in TechnologyTechnology and engineering technology programs continue to change and evolve in striving to meetsociety’s technological expectations and needs. It is imperative that graduate education beconsidered as an important element. A survey study conducted at Purdue University reported that92% of the alumni and faculty indicated that graduate education in technology is

Collection

2000 Annual Conference

Authors

Ted D. Loso; Raj Desai; Michael E. Courbat

are, respectively, student evaluation, juried journal articles, bookspublished, peer evaluations and recipient of grants 6. The nearest category to the adoption ofinformation technology is a item called technology based projects. It placed dead last in a list of21 items evaluated.Clearly the question being asked shouldn’t be when this new technology will be adopted butwhy do you expect the faculty to adopt it at all? Any realistic analysis of the efforts required toutilize the world wide web in a university level course reveals it to be very time intensive.Activities including web page design, web document design, document conversion into HTMLformat, and file transfer times are all very time consuming 3,4,5. Without even anacknowledgment of

Collection

2000 Annual Conference

Authors

S. Hiranniah; N. W. Scott; B. J. Stone; M. A. Mannan

needs to be carried forward then it may be necessary toreturn to the previous page to check the first equation. The yellow trail arrows easily allow thiseven when the page was not the one previously being viewed. As an illustration of level twomaterial, Appendix B shows what happens when the shown link in Figure 5 is selected. Thispaper in fact uses the same strategy as the WWW pages. Detailed maths is "relegated" fromthe main body of the text. As a colleague who peer reviewed [6] the pages commented,I looked at the web address and like it. I would much prefer that treatment to that of a textbook(except that an equation editor would be helpful). The animations help but also theconcise economical manner of presentation. A general comment on the

Collection

2000 Annual Conference

Authors

Joseph A. Shaeiwitz

reviewsand follow-up assignments address student weaknesses, providing them with rapid feedback.The parts of the design and lab component described above other than the individual projects area rich source of assessment information that can be cultivated. The writing in all reports isevaluated using an assessment rubric developed specifically for that purpose. A similar rubricwas developed for oral presentations. Oral presentations are often videotaped to assist in theevaluation process, and, as part of the feedback process, students are required to watch thevideotapes of their presentations. There are also rubrics for peer group evaluation available thatcan be adapted for this purpose.17,18Classroom Assessment. Yet another component of the

Collection

2000 Annual Conference

Authors

David F. Ollis

presentation round is clear with each group.The PRESENTATION period allows students to maximize what they can teach to, and learnfrom, each other. The structure of this lab presents repeated opportunities for students to showwhat they know to all, and the other students appreciate this additional, non-faculty knowledge.In one honors group, a particularly informed and polished student presentation received aspontaneous round of applause from audience peers.5. Retention of informationWe have not yet formally assessed and evaluated the quality of learning in this self-paced labformat. However, nearly all of the team roles involve activities which yield, according to the“Cone of Learning” (3) hierarchy of learning, progressively higher levels of

Collection

2000 Annual Conference

Authors

Douglas L. Jones; Bunny J. Tjaden

they choose, based upon their interests and the topic being presented.The smaller spokes have created a more intimate classroom environment in which students andinstructors can interact during lecture and discussions. Spoke lectures are taught by a professorand a teaching assistant. The spokes present the opportunity for students to become acquaintedwith peers in their major and receive discipline specific instruction, according to their major. Page 5.43.2Labs and hub activities introduce students to those in other majors and present topics of generalinterest. Week Type Lecture Topic

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2000 Annual Conference

Authors

Ray Price; Jonathan R. Dolle

week on Tuesdays for the firstsix weeks of class. Grading is satisfactory/unsatisfactory, and is based primarily on attendanceand the completion of one or two small projects. Section sizes vary from as small as 8 to as largeas 25, with an average class size of about 15 students. Their major determines the section ofEngineering 100 students register for; thus, Engineering 100 students are in class with peers fromtheir department for the first time--their colleagues and classmates over the next 4 years. Effortis also made to match ELAs from a particular department with sections corresponding to thatdepartment. With incoming classes of approximately 1,100 engineering students annually, thereare about 60 sections of engineering 100 taught by

Collection

2000 Annual Conference

Authors

James E. Fuller

spread of the theorybase, criticism can become a tool to further enhance the educational experience of the student,peers and professors. The tripartite relationship of History, Theory and Criticism then becomesa didactic relationship bringing a clearer understanding of technical issues and problems.The didactic role that history, theory and criticism can play in a symbiotic relationship withtechnical courses can lead to a more complete understanding of the total role of the architect – aprofessional who combines design skills with technical knowledge. This combination, largelyin effect prior to the middle of this century, can lead to a better built environment

Collection

2000 Annual Conference

Authors

Rosa Betancourt de Perez; Rosa Buxeda; Moises Orengo; Lueny M. Morell; Jose R. Lopez

performance and attitude changes as a result of innovation. They are also required to write a short paper in order to disseminate their experiences. These will be also posted on the PR-LSAMP website.V. Specific Examples & Outcomes of Curricular Innovations A. Cooperative Learning. One of the most successful strategies to reduce the attrition rate in SMET courses across the Alliance has been cooperative learning5,6. Many faculty have participated over the years in workshops and seminars, and success stories in reducing student attrition rates have been documented. For example, Figure 2 shows a comparison of improvement in the grade

Collection

2000 Annual Conference

Authors

Mark L. Smith; Kenneth E. Rowe; Carlos R. Morales; Rick L. Homkes

. Bloom’s taxonomy is used to prepare for teaching and also to assesslearning. Laboratory development includes making that first contact with prospective industrialpartners and writing a grant proposal. The service area includes not just the committee workupon which academia thrives, but also outreach activities to the community. This outreachincludes both working as a consultant and reaching out to possible new students. Publishingincludes the research and preparation of a first paper for conference presentation along with therelative worth of different venues for a published paper. Finally, the fourth member of the team,one who made the move from industry eight years ago, describes how to put these activities intoa winning promotion and tenure

Collection

2000 Annual Conference

Authors

Manuel D. Rossetti; Harriet Black Nembhard

” as a keyelement. This is a surrogate for “writing”. Ideally, the students will also realize that they havedifferent learning modalities. You might point out that research suggests that learning modalitiesvary between students, from day to day, and from topic to topic (e.g. see McCalley et al. (1987)).Active learning allows students who rely more heavily on experiential learning to conceptualizeand internalize the material presented in class.After this informal introduction to active learning, it is beneficial to support it with somethingconcrete. We suggest that the course syllabus include a brief overview of the active learning Page