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2001 Annual Conference

Authors

Sang Ha Lee; Betsy Palmer; Rose M. Marra; John Wise; Thomas Litzinger

Session ______ Measuring Cognitive Growth in Engineering Undergraduates: A Longitudinal Study John Wise, Sang Ha Lee, Thomas A. Litzinger, Rose M. Marra, Betsy Palmer The Pennsylvania State University / University of Missouri / The University of IowaAbstractThis paper builds on previously reported findings1,2 by describing the completion of a four-yearlongitudinal investigation into the cognitive development of engineering undergraduates asmeasured using the Perry Scheme of Intellectual Development.3 Fifty-four

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2001 Annual Conference

Authors

Karen Davis; Jr., James Caffery; Jr., Fred Beyette

laboratory experience, so this is still relatively rare.The lab portion of the course meets once a week for at least two hours, and has been designed withtwo key objectives in mind. First, since most students enter the program without a clearunderstanding of how the two disciplines compare, the lab introduces students to the fundamentalconcepts that distinguish the areas of Electrical and Computer Engineering. Second, in order topique the students’ curiosity, the labs are designed to be interesting and fun. Since the students inour programs do not take any ECE courses until their sophomore year, this is an importantobjective. Unfortunately, the math and science classes required during the freshman yeardiscourage many students. By meeting these two

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2001 Annual Conference

Authors

Jahan Kauser; Carlos Sun; Ralph A. Dusseau; Jess Everett; Joseph Orlins; Beena Sukumaran; Douglas Cleary

Session 1615 A Civil Engineering Program Developed in the “Age” of ABET 2000 Jess Everett, Ralph Dusseau, Doug Cleary, Kauser Jahan, Joseph Orlins, Beena Sukumaran, and Carlos Sun Rowan UniversityINTRODUCTIONThe engineering program at Rowan University was started in 1996, the result of a $100M gift toRowan University in 1992. This allowed the Civil and Environmental Engineering (CEE)curriculum to be developed with ABET 2000 in mind. A committee of nationally renownedexperts provided the starting point, which was further developed by faculty and outsideconsultants. Consequently

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2001 Annual Conference

Authors

John Bridge

submits that in most classes, some degree of direct instruction is necessary to “actively”engage the student’s minds, particularly in introducing new material, but also insists that student-based class activities are essential to reinforce and “connect” this knowledge. Materials sciencenaturally lends itself to a variety of interesting and exciting activities that allow the student tointeractively learn about the world of engineering materials. Some of these activities arediscussed in their application to atomic structure, diffusion, strengthening mechanisms, failuremechanisms, and ferrous and nonferrous materials.I. IntroductionIn a typical college-level engineering materials science class, which is part of an accreditedmechanical engineering

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2001 Annual Conference

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Rebecca Blust

. Involvement in local museum activities,community science centers, and university/college summer engineering programs is important tofoster an attitude that technology and science are fun and intriguing. Local libraries can alsohelp. They provide free books and magazines that give exposure to science concepts forinquisitive minds. In addition, parents can check out science books from the library to conduct"do it at home" science experiments. Research shows that this type of cooperative learningreinforces scientific concepts and has a positive impact on the student. Parents can alsoencourage interest in math and science is by increasing active involvement as children watchtelevision and critically discuss the merits of a program. Watching programs such

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2001 Annual Conference

Authors

Steven Myers; Kathleen Nunnally; Catherine Blat; Patricia Tolley

gaining a study partner or study group to having an opportunity to clear up ‘muddy’ points in course content.• Having access to other like-minded students in and out of class was encouraging.• SI provided an informal, encouraging, and non-threatening learning community.Surveys, interviews, and other feedback mechanisms will continue to be included in the on-goingassessment process.Developing and implementing SI on your campusSelling the concept of the Supplemental Instruction program model can be a difficult task. Thereare two distinct groups who need to buy into the program to result in a successful semester of SI.Both faculty and students must completely understand and believe in the SI approach. Initially,College of Engineering SI was

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2001 Annual Conference

Authors

Norman Asper; Bijan Sepahpour

changesoccurring in the social system, the changes in the needs and wants of the “end user” (consumer),and the changing needs and desires of the engineering professionals. All of these variables placefundamental constraints on the continued development of the engineering education program,and specifically on the engineering design element.In the past, students graduating from traditional engineering programs were generally wellfounded in math and physics, and possessed reasonable procedural engineering analysis skills.They had been exposed to some liberal arts, and may have had some teamwork experiences insome type of engineering capstone design course. The educational process however wasfundamentally directed at using the student’s mind as a “storage

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2001 Annual Conference

Authors

Kauser Jahan; Douglas Cleary

andrepresentatives from these firms participate in the evaluation process. The projects are eithercurrent projects the firms are working on simultaneously or are projects the firms have alreadycompleted. Students must prepare engineering plans, specifications, cost estimates, and writtenand oral project reports. Because the course extends over two semesters, an attempt is madeplace issues such information collection, planning and preliminary or concept design during thefirst semester with more detailed design during the second term.The Design Project course was designed with the ABET 2000 criteria (ABET, 1999) and theconcerns of industry in mind. Some of these concerns include lack of team skills, poor writtenand oral communication, lack of ability to

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2001 Annual Conference

Authors

Jon Dixon

Session 2793 The “Market Pull” versus “Technology Push” Continuum of Engineering Education Jon C. Dixon University of St. Thomas BFGoodrich AerospaceAbstractTechnologists, engineers, marketing agents and business managers are well acquaintedwith the “technology push” versus “market pull” continuum of product development. The“market pull” approach attempts to provide products the market demands. The“technology push” approach attempts to interest the market in new products based onnew solutions.Asking industry what it is

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2001 Annual Conference

Authors

Rosalyn Berne

energy is humansthemselves. The super intelligent machines farm humans through genetic engineering,and maintain their bodies for the heat they produce. But because the human body needsits consciousness to stay alive, the machines must sedate and pacify the human minds.Thus, the creation of a virtual reality termed, "the matrix." The human bodies are wiredat birth to a virtual reality program that simulates life on earth before the war. Humansperceive that their state of mind is actual conscious reality, while in fact they live inisolated, confined pods and are unaware of their true condition as energy producingslaves. Loaded into a virtual reality, the human mind has no consciousness of what isreal, of self-knowledge or knowledge of the truth

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2001 Annual Conference

Authors

Brian Manhire

. Page 6.988.6 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education 9. Allan Bloom, The Closing of the American Mind: How Higher Education Has Failed Democracy and Impov- erished the Souls of Today’s Students (New York, New York: Simon & Schuster, Touchstone, 1987), 321, 328, 351.10. David Riesman, On Higher Education: The Academic Enterprise in an Era of Rising Student Consumerism (San Francisco, California: Jossey-Bass, 1980; reprint, New Brunswick, New Jersey: Transaction Publishers, 1998), 76-81 (page citations are to the reprint edition).11. Kenneth H. Ashworth, American Higher Education

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2001 Annual Conference

Authors

Salvatore Marsico

accessed via the web as well as traditional libraryresearch. To facilitate the understanding of structures, the tensile test laboratory exercisewas modified to include several lab exercises devoted to testing a variety of specimens tohighlight connections and supports. Bridges play a vital role in our society and as such Page 6.483.2were chosen as the ideal candidates for the purpose of highlighting the various types of Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationconnections and supports. With this in mind students

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2001 Annual Conference

Authors

David Bunnell; Bill Knowlton; Amy Moll

Session 2793 Designing and Implementing a Materials Science and Engineering Program with Limited Resources David Bunnell,William Knowlton, Amy Moll Boise State UniversityBoise State University (BSU) is located in Boise, Idaho, the state capital, the largestmetropolitan area in Idaho, one of the fastest growing high-tech cities in the U.S., and home ofMicron Technology, SCP Global Technologies, HP Printer Division, and other high techcompanies. The state recognized a need for an university program to educate engineers in Boiseand in 1995, it authorized BSU to offer a

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2001 Annual Conference

Authors

Jamie Workman

, critical thinking, creativity, problemsolving, and communication skills. Although these concepts were not introduced formally, someof the activities were constructed with these principles in mind. As an example, for the EggDrop Vehicles, students were given one sheet of paper, scissors, straws, and tape and given theobjective of creating a vehicle able to protect a raw egg from breaking when dropped from morethan twenty feet in the air.Instructional Approach Page 6.369.3 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for

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Authors

John Olson; Georgia Ehlers; David Lovelock; Ali Mehrabian

The Minorities in Engineering Division (MIND)- Division 70Encourage Students with Physical Disabilities to Study Science, Mathematics, Engineering and Technology: Program ACCESS Ali Mehrabian, Department of Civil Engineering and Engineering Mechanics, The University of Arizona John T. Olson, IBM Georgia Ehlers, Graduate College, The University of Arizona David Lovelock, Department of Mathematics, The University of ArizonaI. IntroductionStudents with physical disabilities are underrepresented in science, mathematics, engineering,and technology (SMET). According to the National Science Foundation

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Authors

S. K. Khanna; David Roylance; C. H. Jenkins

elementary to relatively advancedmathematical formalisms, and moves along the stress-strain curve from linear elastic and viscoelastic response, torubbery elasticity, to yield and finally to fracture.III. Web-based InstructionThe remarkable growth of web and other computer network technologies has added a large number of potential toolsto the engineering educator’s arsenal. This community is not of one mind regarding how best to use these new tools,and we are currently in a period of exciting experimentation. It is undeniable that the web provides an efficientmeans of administering subjects, for instance in publishing the syllabus and keeping the class grade list (coded topreserve confidentiality) up to date. It can also provide links to supporting

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2001 Annual Conference

Authors

Stephen Horan

explore other job opportunities in engineering.2. Learned! Had a blast!3. We had a new and wonderful experience. We had fun, made a few friends, and experienced something we built work.4. To all the participants in this program ... hope that you take this info back to your school for everyone to see.5. Open my mind to a new career in engineering. Learned new and interesting things. Found out that a lot of failure goes into creating new things.Given that we have returning teacher applicants each year, we take that as an indication that theprogram is reaching the target audience and helping the teachers in their mission.The program also interacts with the regular undergraduate curriculum in the

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2001 Annual Conference

Authors

Frederick Meyers; John Demel; Frank Croft

Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationThe test was then given to groups of students both as a pre-test and a post-test for collegephysics. What the researchers found was that the misconceptions were pretty well established inthe students’ minds based on their life experiences and that beginning physics courses did not domuch to change the misconceptions. In other words, students were leaving introductory physicsas non-Newtonian thinkers.Additional research by Hestenes2,3 established that there are concepts or misconceptionsestablished early that can be measured by the type of test described above. There are also aseries of topics that can be measured only

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2001 Annual Conference

Authors

Paul Wojciechowski

Engineering EducationC. Developing a Program in Mechanical Engineering in Concert with the IACEstablishing any new academic program requires a broad view and an open mind by the directoror coordinator of the program. The first step is to identify and accurately define the challengesthat exist, and must be met and overcome. Input from numerous resources is an absolutenecessity. These resources include the faculty, administration, and trustees of the institution;one’s network of colleagues from past experiences; access to similar programs at otherinstitutions (by either descriptive materials, Internet, or actual visits) as well as candiddiscussions with the heads of these programs; marketing research data; and above all, open andactive communications

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2001 Annual Conference

Authors

Richard Schultz; Darryl Sale; Chang-Hee Won; William Semke; Arnold Johnson

within containers the size of anordinary 12-ounce soda can1.There are three pedagogical aspects to the Scorpio project: first, to teach the systems engineeringmethodology; second, to teach mechanics and dynamics involved in building and launching aspacecraft; and third, to teach students to work in a team environment towards a common goal. Thiseducational model is drastically different from the typical lecture, homework, and exam courseformat, in which students must compete against one another for their grades.This paper is organized as follows. In Section II, the systems engineering methodology is described,with spacecraft applications in mind. In Section III, the first build of the Scorpio project, ScorpioAlpha, is described. Section IV

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2001 Annual Conference

Authors

J.B. Troy; David Kanter; B.J. Reiser

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationlater ability to apply their knowledge in novel situations, and is more like the knowledge possessedby expert problem-solvers 10.Finally, we wish emphasize the role technology plays in our instructional environment. In the end,the challenge we designed was untenable without technology. The kinds of learning conversationswe hoped this challenge to foster within a learner’s own mind or among learners would not havebeen possible without the computer technology to provide the appropriate experimental spacewithin which learners could explore their ideas11. This is a view of

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2001 Annual Conference

Authors

Masoud Rais-Rohani

. However, for students in Aerospace, Biological, Civil, andMechanical Engineering, this is the fundamental course on which many of the higher levelcourses are based.With this constituency in mind, the CIMS for Statics were developed as part of a larger Internetbased system known as the Virtual Laboratory for the Study of Mechanics (VLSM). The CIMSfor Statics consist of five separate modules with each focusing on a particular set of topics taughtin the course. The titles of the five modules are as follows: Concurrent Force Systems; Non-Concurrent Force Systems; Trusses, Frames and Machines; Friction; and Geometric Propertiesof Shapes. Although all modules have elements that can help with demonstration of concepts “Proceedings of the 2001 American

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2001 Annual Conference

Authors

Jr., Richard O'Brien; Jenelle Piepmeier

to population distribution in enrollment, academicperformance, and graduation rates of all groups at each level.” With this objective in mind, thegoal of the proposed recruiting methods is to increase the female enrollment in SystemsEngineering (without decreasing the male enrollment) to achieve the same representation of maleand female students in Systems Engineering as in the student body at USNA. “Equalrepresentation” in the sense defined above has not been achieved at the national level or at USNA.It should be noted that achieving equal representation implies an overall increase in engineeringstudents as female students are drawn from other fields of study. In this section, enrollment datafrom USNA and peer institutions are used to

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2001 Annual Conference

Authors

Chetan Sankar; P.K. Raju

with the space shuttle program, NASA, and its affiliates, such as Lockheed Martin. • This case study was initially difficult because my group had to defend a decision, that we knew was disasterous. Through discussion and research, we did, however begin to understand the decision of management. By using an Utilitarianistic point of view, it was the rational decision. • I learned that I have more of an engineering mind than a political mind. Just because a decision will make a couple of Congressman happy, doesn't mean it is the right decision. Page 6.562.18 • I have learned that I will really enjoy the field of

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2001 Annual Conference

Authors

Molly Johnson; Cathie Scott; Cynthia Atman

integrate course materialwith knowledge from multiple disciplines and then to apply it to other contexts. Future engineersmust consider the people that engineering (technology) will affect and must gain competency inworking both alone and with others. To accomplish this goal, instructors should try to create a“cooperative learning community,” with a variety of learning activities, and encourage studentsto relate engineering with non-engineering material and everyday life. He claims that themeasure for success of a course is “the extent to which the material…is integrated into thestudents’ prior knowledge and given a high value in the students’ minds.”In his entry concept map (Figure 1), Teaching and Learning serves as the center of the map withfive

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2001 Annual Conference

Authors

Joseph Walsh; David Kelso; John Troy; Barbara Shwom; Penny Hirsch

theories of conditionalizedlearning, students will learn engineering writing most successfully when it is taught not as anadd-on to engineering content but as an integral part of the engineering process in whichengineers communicate to specific audiences for specific purposes.Context and authenticity are also key components of successful learning according to JohnBransford, Ann Brown, and Rodney Cocking in How People Learn: Brain, Mind, Experience,and School134 Their two-year study of successful pedagogy, sponsored by the National Academyof Sciences, involved16 prominent educators and researchers who evaluated new developmentsin the science of learning. Many of these developments explain why integrated approaches tocommunication pedagogy are more

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2001 Annual Conference

Authors

Eric Wiebe; Theodore Branoff; Nathan Hartman

be exposed to a wide range of 3D computer graphics areas at the Page 6.296.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationfreshman level, so students will be able to make informed decisions about future careers. With thisin mind, one of the introductory courses was revised to include the following: 3D modeling,visualization, 3D coordinate systems, geometric entities, isometric sketching, solid modeling,surface modeling, multiview sketching, the design process, sections, creativity, and lettering 7

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2001 Annual Conference

Authors

William Clark; Lisa Comparini; Anthony Dixon; David DiBiasio

Synthesis Coalition, Institute for Research on Learning, Palo Alto, CA, (1994).6. Herrington, J. and Oliver, R. "An Instructional Design Framework for Authentic Learning Environments", Educ. Tech. Res. and Dev., v. 48(3), 23-48 (2000).7. Wertsch , J., "Vygotsky and the Social Formation of Mind", Harvard Univ. Press, Cambridge, MA (1985).DAVID DIBIASIO is an Associate Professor of Chemical Engineering and Assessment Coordinator for theInterdisciplinary and Global Studies Division at WPI. He received his PhD in chemical engineering from PurdueUniversity and has worked for the DuPont Company. His educational work focuses on educational assessment,active and cooperative learning, writing and chemical engineering, and international

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2001 Annual Conference

Authors

Maria Reyes; Jennifer Adair; Barry McNeill; Mary Anderson-Rowland

1164 An Education/Business Partnership: ASU’s Minority Engineering Program and the Tempe Chamber of CommerceJennifer K. Adair, Maria A. Reyes, Dr. Mary R. Anderson-Rowland, Dr. Barry W. McNeill Arizona State UniversityAbstractFor the past five years, the Minority Engineering Program (MEP) in the College of Engineering andApplied Sciences at Arizona State University (ASU) has directed the MEP Summer Bridge Program (SBP)which targets entering underrepresented minority freshman students, who are considering or have declaredengineering as their major

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Authors

Steve Watkins; Richard Hall; K. Chandrashekhara; Vicki Eller

, (1991).6. D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, (Prentice-Hall,Englewoods Cliffs, NJ, 1984).7. H. Nystrom, S. E. Watkins, and M. A. Huggans, “Learning Styles as a Design Parameter forAsynchronous Web-Based Learning Modules,” To be submitted to Journal of Engineering Education.8. D. J. Pittenger, “The Utility of the Myers-Briggs Type Indicator,” Review of Educational Research, 63, pp.467 - 488, (1993).9. R. Sternberg, Thinking Styles, (Cambridge University Press, Cambridge, MA, 1997).10. H. Gardner, Frames of Mind: The Theory of Multiple Intelligences, tenth anniversary edition. (Basic Books,1993).11. H. Gardner, Multiple Intelligences: The Theory in Practice