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2001 Annual Conference

Authors

Wilfrid Nixon

approach was needed. This wasprecipitated by three factors. First, there was a feeling that the course, and in particularthe projects, were getting stale. This may reflect unease among the faculty regardingtheir ability to develop meaningful projects. In previous years, a number of students hadcommented in class evaluations that they did not feel the projects were realistic. Second,recent experience in the Mechanical Engineering department in the College ofEngineering showed that it was not only possible to incorporate real world projects intothe curriculum, but it could be a highly effective learning experience for students. Third,a number of practicing civil engineers, especially contacts through the Iowa Section ofASCE, had expressed interest

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2001 Annual Conference

Authors

Janet Schmidt; Ardie Walser; Barbara Bogue

lessresearch oriented institutions. The video upon which the workshop is based reflects information gathered ininterviews with twenty-four engineering students from the Penn State campus during thesummer of 1996. The workshop development has been described in a previouspublication3 and assessment data for the workshops themselves will be presented in aseparate publication. A full description of the project with copies of all tools will beavailable via a website (http://www.engr.psu.edu/itow) under development at Penn State(projected launch date, May 2001). The workshop can be conducted in one hour with pauses after each of the threesections in the video for discussion. Guided facilitation of the discussion creates a highlyinteractive

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2001 Annual Conference

Authors

Larry Shuman; Graciela Perez; Mary E. Besterfield-Sacre; Harvey Wolfe

large extent, the measurement of whether ornot the desired educational outcomes are achieved depends on the graduates’ collectiveperceptions about their acquired abilities and skills. These perceptions are influenced by theculture of the school, the students’ prior experiences, out-of-classroom experiences, andinteractions with students from other schools as well as the opinions of students and alumni. Themore the perceptions reflect reality, the more sound the judgment of the person; and soundjudgment means success [8]. However, contrary to a tangible measure, a “perception scale”shows uncertainty in its continuum [9]. This makes applying pure statistical methods to analyzeperceptions impractical (and potentially biased). Here resides the core

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2001 Annual Conference

Authors

Franklin King; Keith Schimmel

outcomes for the course learning objectives. 3. To determine if the course syllabus was covered. 4. To determine if the course design content was met. 5. To evaluate the data from the assessment instruments to determine if the course outcomes have been met. 6. To specify the minimum course learning objectives. These objectives should reflect the desired design content of the course. Additional objectives may be added at the discretion of an individual faculty member teaching the course. 7. To select the course text(s) and software packages. Page 6.51.5 Proceedings of the 2001 American Society for Engineering

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2001 Annual Conference

Authors

Vic Cundy; Don Rabern; David Gibson

, so one might make rational choices for reallocation,future assignments, or workload adjustments. Where the model accurately reflects what facultyare doing it does not assess the quality in which they do it. No attempt is made to assign qualitymetrics, instead the intent of the model explores the variety of tasks and the costs associated witheach of those tasks.Balancing Department/College workloads: As data is compiled from each faculty and compiledautomatically for the departments and finally the college, the workload model enables departmentsto compare activities across traditional departmental boundaries. The workload compilation andother measures such as cost per student credit hour, cost per course, laboratory costs and others

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2001 Annual Conference

Authors

Trevor Harding

has been conducted onlarge samples of students from a wide cross-section of disciplines. Given thatengineering students are some of the most frequent cheaters, more research is needed toexamine this phenomenon.The preliminary results of a pilot study on cheating, using a small sample of engineeringstudents from a private, mid-western university, provide a glimpse of the magnitude ofthe problem. The research results presented here are being used to lay the ground workfor a more complete survey that will be distributed to students at Kettering University aswell as engineering students at area public universities and community colleges.Students will be asked to reflect on their own moral feelings about cheating and thesituational factors that

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

: Guest speakers representing a variety of work settings and professionalexperiences spoke about their career as professional industrial engineering practitioners. Fourguest speakers were distributed spread through the term. Each speaker was asked to describetheir IE work setting and to give insight into projects on which they have worked. Students wereprompted to reflect on the experiences of the guest speakers in terms of the various dimensionsof professional practice activity (i.e., the EC2000 learning outcomes).Design Project: For the term project, students were asked to develop a tool to educate a selectedaudience about industrial engineering. As part of this project, students were asked to select aninteresting work setting and then work out

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2001 Annual Conference

Authors

Norman Asper; Bijan Sepahpour

issuggested that these design experiences be based upon a well-founded definition of the nature ofdesign, and that the design experiences reflect this foundation. It is further suggested that thesteps of the design process be firmly established, and that each design experience recognizes thevalidity of this process as it progresses. Early analysis of the graduates of this program seems toindicate that they are measurably better prepared for engineering leadership and managementpositions, and, those who wish, are accepting the most sought after graduate study fellowships.As the program develops, the view from the inside is that it can only get better.The following table displays the performance record of the students in the mechanical specialtyof the

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2001 Annual Conference

Authors

Nora Christianson; Henry Russell

position to developstrategies to ensure current and future workforces that reflect the diversity of the nation.DefinitionsAmerican Asian/ All persons having origins in any of the original people of the Far East, SoutheastPacific Islander Asia, the Indian Subcontinent, or the Pacific Islands. This area includes for example, China, Japan, Korea, and Philippine Islands and Samoa. American Indian/ All persons having origin in any of the original people of North America, and who Alaska Native maintain cultural identification through tribal affiliation or community recognition. Black All persons having origins in

Collection

2001 Annual Conference

Authors

Kauser Jahan; Douglas Cleary

simple. It simply asked each student to write their impressions of theirteammates and their contribution to the project. No guidelines were given to help studentscategorize the evaluation (e.g. no rating scale was provided) and it was not clear if they were torate technical ability or contributions and commitment to the team effort. Also, students did notreceive enough feedback following the submission of the forms. Some of the student who werenot performing to teammates’ expectations were probably not aware there was a problem.For the following year a new peer evaluation form and process based on the work of Felder wasadopted 13. This form clearly indicated that the students were to reflect on their teammates’efforts and contribution to the

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2001 Annual Conference

Authors

Shirley Fleischmann

. The bike project works well becausestudents can stop in and spend 30 minutes or an entire day fixing bikes; either way theyare making a positive contribution. The project does not require large blocks of tightlyscheduled committed time. As we approach a “bike give-away” event we do schedule aworkshop – often on a Saturday morning, but even these events allow students to drop into work for the length of time that is comfortable to them. It is important to have help forthis kind of a project, but it does not require that the same people come to help all thetime. This allows many students to participate at a level that they find comfortable.Finally, it is important to provide an opportunity for reflection and discussion. When webuilt the

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2001 Annual Conference

Authors

Sandra Courter; Narayanan Murugesan; Jacob Eapen; Donna Lewis; Dan Sebald; Jodi Reeves

result that all members of the groupagreed upon. This idea of assessment-based cooperative learning was enthusiastically receivedby the students and this was reflected in both the student evaluation (exam) and teacherevaluation. The second idea he implemented by being accessible to his students, and hetranscended the cultural barriers by being friendly. Even today Jacob volunteers at opportunitiesto teach, and he attributes many aspects of time management and research resources to the TIPworkshops and the atmosphere that the university’s teaching culture set up.Case Study: NanaThis case study illustrates the impact of the NEO program on new teaching assistants like NanaMurugesan

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2001 Annual Conference

Authors

Ingrid St. Omer

. Approximately 57% of the students indicated a cumulative GPA of 3.00or better, equal to the percentage of students expecting a grade of B or higher. All of the NAUstudents and almost 73% of the UMN students indicated that they attended a minimum of 75% ofthe class. Only 20% of the UMN students felt they had completed at least 75% of the assignedwork or reading before attending class. In contrast, 81% of NAU students felt they hadaccomplished a comparable level of preparation, although this was not generally reflected in Page 6.219.2their in-class performance.Proceedings of the 2001 American Society for Engineering Education Annual Conference &

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2001 Annual Conference

Authors

Dick Desautel

).Student learning objectives in each course must directly support achieving one or more programoutcomes at some level of achievement, e.g., introductory, advanced, design. In summary,learning objectives (skills) from the courses must map into program outcomes which themselvesmap into program educational objectives. The integration and growth in achieving an outcomeduring progress toward the degree is fundamentally documented and described by the OutcomeNotebook. Outcome notebooks replace course notebooks as the central documentation forprogram assessment (and accreditation). This reflects the change of accreditation focus from Page

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2001 Annual Conference

Authors

Susan Sharfstein; Patricia Relue

1 $1,600.00 $1,600.00Pumps Cole Parmer Variable Speed Drive 10 $283.50 $2,835.00 Pump-head 10 $117.00 $1,170.00Bunsen Burners Fisher 10 $20.00 $200.00Pipet Aids Fisher 10 $50.00 $500.00Total $77,712.64a In general these prices reflect educational or large purchase discountsb Marsh Biomedical Systems gave us specific discounts on these items, but similar discounts can be negotiated with other

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2001 Annual Conference

Authors

James Nelson; Bernd Schroder

engineering from day one of their studies. They have a solidbackground in design, data analysis, report writing, teamwork, the appropriate use of softwarepackages (EXCEL, MathCAD) and problem solving. They also have been exposed tofundamental engineering principles in the settings of statics, circuits and thermodynamics.Salient features of the integrated curriculum are the reliance on active/cooperative learning andthe emphasis of connections across disciplinary boundaries. A formal reflection of the emphasison cross-disciplinary work is the fact that the co-requisite engineering and mathematics classesare considered a “block”. Students that are in the same section of the mathematics class are alsoin the same section of the co-requisite engineering

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2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

are critical parts of the laboratory and design projects both for thestudents to reflect on what they have been doing and how it might be improved upon and for thefaculty to understand how the students view the experiences.7.1 Observed SuccessesEarly assessment of the programs4,8 clearly demonstrated that students in the program werebetter retained in engineering, had higher grade averages than their control group peers, weremuch more likely to enter the workforce with co-op experience, possessed more teamwork andcommunications skills, and were more proficient in both ABET 2000 core and technicalcompetencies. The students who participated in the FEH Program have also become the leadersin the Engineering College organizations and SAE Design

Collection

2001 Annual Conference

Authors

Ed McCombs; David Pratt; John Nazemetz

theinstructor, slides prepared by the instructor, and “head shots” of the students as they askedquestions. The video sequences captured during discussion were not optimized forvideostreaming and reflected the need to display (and thus record) slides and images needed inthe classroom during the discussion and thus the sequences, when videostreamed, included morenumerous and longer segments when both channels of the interface contained the slide beingdiscussed (longer voiceovers) and segments during which the discussion captured and replayedfrom the video did not correspond to the slide in the other channel of the interface. Thisoccurred when the classroom discussion had not been anticipated and no slides had beenprepared prior to the class being held.IV

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2001 Annual Conference

Authors

Patricia Secola; Bettie Smiley; Dale Baker; Mary Anderson-Rowland

sessions.These special sessions were held throughout the two-week workshop in 2000. In 1999 there wasonly a one-day session. The distribution of information throughout the workshops in 2000allowed for reflection and integration. In addition, the 2000 cohort reviewed and discussed eachof the questions after their initial orientation. Page 6.471.11 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright c 2001, American Society for Engineering EducationSince the 2000 survey was an expanded version of the 1999 survey, a direct comparison of theeffects of the gender equity

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2001 Annual Conference

Authors

Youki Terada; Pam Sirivedhin; Flora McMartin; Alice Agogino; Ann McKenna

the science, math and engineering curricula, do you have any suggestions as to how we could better tie these courses together? Figure 1. Sample questions from the interview protocol.Once all of the interviews were completed, the audio tapes were transcribed and copied into thequalitative software package NVIVO13. The analysis described in this paper reflects the iterativetradition of qualitative research corresponding with the grounded theory approach of Glaser andStrauss 14, 15 and the strategies for analysis of Huberman and Miles16. Qualitative analysisstrategies are an integral part of a study’s design and influence the selection of researchquestions, sample selection, instrumentation, etc. Our process of data

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2001 Annual Conference

Authors

Eric Warmbier; James S. Fairweather; P. David Fisher

credits to three to satisfy some of theconstituents. Benchmarking other institutions led us to re-evaluate this recommendation since allinstitutions that offered a laboratory had it as a required component of the overall course learningexperience. Moreover, in separate assessment activities that took place within the course at MSUwe learned that students believed that they learned more from the laboratory experience thanthey did in the lecture. On reflection, this finding makes sense since students gain hands-onexperience in the laboratory while the lecture focus is on listening, reading, and problem solving. Page 6.1014.8 Proceedings of

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2001 Annual Conference

Authors

William Drake; Douglas Walcerz

of the Process and ReportsThe usefulness of the process and reports must be evaluated from the perspective of accreditation as well asoperations. The process clearly disseminates the desired educational outcomes to both instructors andstudents and involves both in reflecting on educational experiences and the relationship of the experiencesto outcomes. The process clearly collects evidence of student achievement in the form of narrativedescriptions of educational experiences plus copies of actual student work, and stores the evidence in adatabase categorized by course, outcome, and a variety of student demographics to allow practical dataanalysis. The process also clearly has the potential of engaging students in a cognitive process for

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2001 Annual Conference

Authors

Chetan Sankar; P.K. Raju

, 20Leadership, and Technology) performed the evaluation of the case study administrationin one of the courses and the results section is drawn from their report. The developmentof this case study was partially funded by the National Science Foundation, Division ofUndergraduate Education, DUE #9752353 and 9950514. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors anddo not necessarily reflect the views of the NSF. ReferencesD.J. Fasching, “The Ethical Challenge of Auschwitz and Hiroshima: Apocalypse orUtopia?” State University of New York Press, Albany, NY, 1993.C.B. Fleddermann, and C.B. Fleddermann, Engineering Ethics, Prentice-Hall, Inc.., 1999.Oscar

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2001 Annual Conference

Authors

Stanislaw Legowski

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2001 Annual Conference

Authors

Robert Borrmann

simple intuitive graphical user interface, and should require a minimum of programming knowledge on the part of the student. •Size. The program should be small and easily installable on students’ own computers. •Familiarity. The program should use common terminology that echoes the vocabulary used in the course and in the textbook. •Cost/Benefit. The program should offer sufficient functionality to make worthwhile the investment of student time needed to learn it. •Migration. The program should lay a foundation for migration to more powerful standard tools such as VHDL.As of the time of this writing, program development has continued for approximately 15months and reflects improvements prompted by

Collection

2001 Annual Conference

Authors

Joseph Wunderlich

it. • Stop and play a tune when the robot reaches a short, fixed distance from the light.Since the real-time robot is assumed to not be gathering information about its environment, it hasno means of knowing where it is in space; and the simulation should reflect this. The temptation touse knowledge of the robot and light locations prematurely in the simulation must be avoided. Thesimulation should only define a unit direction vector pointing at the light after it has actually foundthe light in the same manner that the real-time robot has. This vector is shown in Fig. 3 and isgiven by: r r  u x   ( x light − x robot ) ( x light − x robot ) 2 + ( y light − y robot ) 2  u = r

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2001 Annual Conference

Authors

Raul Mihali; Damir Vamoser; Tarek Sobh

(similar algorithms can be found in [3]).Each course is being given a requirement cost. The requirement cost of a course is being definedas the longest possible chain of prerequisites that contains the respective course. For example, ifcourse D has as prerequisite course C, and course C has as prerequisite course B, and course Bhas as prerequisite course A, this would make a chain of prerequisites of requirement-cost 3 forcourse A. The longest chain that can be found for course A will be its associated requirement-cost. To reflect a worst case scenario, for this cost, the corequisites are being treated asprerequisites.Based on the requirement cost, the algorithm will try to schedule the courses with the highestcost first, thus minimizing the

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2001 Annual Conference

Authors

Timothy Wheeler; Dr. Rose Marra; Dr. Jack Mitchell; Dr. Charles Croskey

course to define an environment for active learning and to allow thestudents room to work on a complex task within that defined space. At the same time, there is aslower development going on in which the students learn to trust their own judgment. Thissecond development is fast in some and slower in others. Good group dynamics are veryimportant to this growth. Students gauge their abilities and their progress against those aroundthem. Their definition of themselves reflects their responsibility in the group. Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Page 6.890.9

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2001 Annual Conference

Authors

Kenneth Kelmer; James Thrower; Larry Silverberg; Scott Kiefer

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2001 Annual Conference

Authors

Norine Meyer; Deborah Fisher; Cynthia Villanueva; Amy Strobel

work within thesynergy of a creative team process.A 1998-1999 MentorNet evaluation report supports the theory that low self-confidence is a keyfactor in women exiting engineering and other scientific fields. Studies demonstrate that femalestudents frequently experience a setback in academic and career ambitions in their college years,reflected in lower self-confidence about their chances for success and reducing the likelihood ofcompletion of college programs.4 Although increasing numbers of women are entering theengineering field,5 reports that engineering is still based largely on male experience. Womenare not formally excluded but remain a very small minority and to survive must often behave likeyoung males.6 In creating a female course