Collection

2001 Annual Conference

Authors

Mukasa Ssemakula

enhance student understanding. The paper alsodescribes the use of internet tools to promote peer-to-peer interaction as well as collaborativelearning and teamwork in the class. Strategies for adapting standard collaborative learningtechniques to web-based and web-enhanced courses and the instructor's role in their successfulimplementation in a distance education setting are discussed as well. Finally, the paper discussesthe administrative procedures that were put in place to ensure smooth running of the class andfoster a positive learning experience for both the on-campus and off-campus students.1. IntroductionA variety of social, economic and technological factors are converging to create increaseddemand for long distance education. This

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2001 Annual Conference

Authors

D. Smith; James Squire

controller switchbox alone.An exception: when teaching specific technical skills, such as peer-to-peer networking, it may beappropriate to gain some hands-on experience working entirely with off-the-shelf equipmentalone, such as installing network cards and a proxy server to allow a senior citizen’s computercenter internet access. Similarly, the project is more likely to be effective and have moremeaning to the students involved if the beneficiary or receiving organization is local enough topermit student interaction both in the early needs analysis stage, a midterm testing stage, and afinal handoff stage. In competition with the desire to have a compelling project, the proposedCBP should not be selected if the need is immediate (under six-month

Collection

2001 Annual Conference

Authors

Kenneth Halliday; Israel Urieli; Gregory Kremer

rushed to completion and demonstrated withoutsufficient feedback from the faculty, or evaluation by the students and their peers. The secondproblem was that there was a wide range of variability in the types of individual design projectsundertaken. Often these were little more than paper exercises where the student got littleexperience in actual design.The new design sequence, implemented in academic year 2000-2001 was specifically created toremedy these problems. First, the capstone design experience is now presented in an integratedsequence of three consecutive courses. The entire senior class is divided into design teams thateach begin the same project in September and demonstrate their solutions in a public competitionheld in May. The last

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2001 Annual Conference

Authors

Vikram Cariapa; Joseph Domblesky; James Rice

Page 6.270.4engineering principles while learning skills to operate CNC equipment. Because it is not feasible"Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education"to outfit the lab with equipment for individual students to work on, students work in teams withlab activities designed such that each group member has a function to perform. This has alsobeen advantageous since students who have had prior shop or manufacturing experience arepaired with inexperienced students to facilitate peer-peer learning. While student safety andability is always a concern whenever equipment is used, our experience has been

Collection

2001 Annual Conference

Authors

Dan Budny

family structure by introducingprofessional counselors and advisors that explain the new university policies and procedures tothe students, and act as the parent figure. However, it is also important to involve peer mentors inthe process and offer student success tips as well as survival tips that are used at the Universityof Pittsburgh.This paper is designed to give a brief overview of another important component of our first year Page 6.1008.1experience: peer mentoring. We use existing upper class students in this component to discuss Proceedings of the 2001 American Society for Engineering Education Annual Conference &

Collection

2001 Annual Conference

Authors

Brett Gunnink; Kristen Sanford Bernhardt

program criteria nowdictate that civil engineering programs must demonstrate that graduates have proficiency in aminimum of four major recognized civil engineering areas.This paper describes the old and new curricula, with a focus on how we expect the changes toimprove undergraduate experiences and how we intend to assess the efficacy of the program. Ofparticular interest to other civil engineering programs is how we intend to develop and assess theproficiency of our students in four major civil engineering areas. As part of the revision process,we informally surveyed several peer institutions to determine what elements of our programwere similar and to generate ideas for changes consistent with our institution mission and goals.The paper

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2001 Annual Conference

Authors

Allen Estes; Stephen Ressler

formally learning to teach and introduces a model instructional strategy that will be a road map for the ETWII Principles of Effective Teaching and Learning: Introduces Lowman’s4 two-dimensiona model of teaching and provides a compendium of learning principlesIII Teaching Assessment: Covers student, peer and self assessments and separates myth from fact regarding their usefulnessIV Introduction to Learning Styles: Examines Felder’s Learning Style Dimensions5 and examines how to accommodate all styles of learnersV Learning Objectives: Introduces Bloom’s taxonomy6 of educational objectives and show how to write appropriate and useful learning objectivesVI Planning a Class: Offers a structured

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2001 Annual Conference

Authors

Leo Smith; Hisham Alnajjar; Donald Leone; Mohammad Saleh Keshawarz; Ladimer Nagurney; Devdas Shetty

Learning Block Reading & Writing RLC 110 Page 6.612.2 Figure 1 – Freshman Year (First Semester)Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering EducationShared Outcomes of First Semester FIGThe faculty of ES141 and RLC110 worked as a team to identify the shared outcomes betweenthe two courses. Then, they worked on identifying the activities, the technology to support

Collection

2001 Annual Conference

Authors

Stanley Pisarski; Beverly Hunter; Kathy Bearden

department faculty. Use of a wide audience gives the students anopportunity to receive feedback from diverse viewpoints including their peers. The final defenseoccurs at the end of the semester. Students are required to write a detailed report and give aformal presentation to department faculty, students, sponsors and family. Juniors are encouragedto attend all presentations so that they can get a better idea of what will be expected of them.Where practical, support of senior project activities is embedded in senior level courses. Forexample, those that take Finite Element Analysis are required to do a final project for the courseand are encouraged to do a project related to their senior project activities.II. Recent Civil Engineering

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2001 Annual Conference

Authors

Katherine Carels; James Howard; Charles Bersbach; Debra Larson

& Exposition Copyright © 2001, American Society for Engineering Education Session 2630During the spring of 2000, the three graduate students from EGR 686 were vertically integratedas project managers into NAU’s junior-level multidisciplinary project-driven design class that iscalled EGR 386 Engineering Design III. This integration, the practicum component of EGR 686,was combined with traditional class time, reflective writings, and mentoring to provide a balanceof theory with structured practice and guided reflection.The vertical integration was accomplished by structuring EGR 386 as a lightweight matrixorganization that

Collection

2001 Annual Conference

Authors

William Jordan; Debbie Silver; Bill B. Elmore

secondary students were evaluated for appropriateness. Strengths andlimitations of a variety of teaching methods were considered. These methods and practices werethen modeled and assessed through the conduct of the course in classroom, laboratory, and in-service experiences. Methodologies included lecture, small group activities, whole groupactivities, individual participation, reflective writing, alternative assessments, cooperativelearning, demonstrations, and technology-based assignments.3. Course Objectives The objectives of our course included:• Discussing the importance of teaching problem solving in today’s elementary/secondary schools.• Enabling our students to display an increased capacity for solving problems

Collection

2001 Annual Conference

Authors

Fredrick Jones; Charlene Yauch

., reading, discussing, writing). • Greater emphasis is placed on students’ exploration of their own attitudes and values.Each of the strategies listed above is aimed at the motivation needs of students. While theseneeds are very important (and active learning is an approach that we fully believe in), thehygiene needs of students should not be ignored. Attention to both hygiene and motivationfactors will best serve the needs of the students and increase our chances of retaining them in Page 6.677.2engineering by decreasing their dissatisfaction and increasing their satisfaction.Proceedings of the 2001 American Society for Engineering Education

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2001 Annual Conference

Authors

Nicholas Cain; Julia McLees; Jason Bara; Gary Wnek; Bradford Crosby; Gary Huvard

morereasonable values. One fellow, apparently begrudging the decision to allow students to work in Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education Page 6.266.5his area of expertise, briefly refused to talk with the boys. Often, the most reliable data camefrom operators - a valuable lesson learned well and early.Interdependent learning requires that knowledge and attitudes be viewed in context andrecognition of the need to obtain information from a wide variety of sources (often non-technical) including peer groups1. The

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2001 Annual Conference

Authors

Robert Knox; Randall Kolar; Leslie Fink; Kanthasamy Muraleetharan; Gerald Miller; David Sabatini; Baxter Vieux; Michael Mooney; Kurt Gramoll

good ideas for feedback and assess-ment, the next and final step is to create learning activities that will allow students to achieve thegoals and to perform well at assessment time. This will involve the use of active learning, ratherthan just passive. In courses that are highly passive, the students’ time is spent primarily in the formof receiving information and ideas, by listening to lectures and doing assigned readings. Activelearning requires that students have some kind of “Doing” or “Observing” experience and havemultiple opportunities to engage in “Reflective Dialogue.” Students may engage in dialogue withthemselves, in the form of reflective writing, or in dialogue with others. The dialogue may be aboutthe subject of the course (e.g

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2001 Annual Conference

Authors

FYI Team Members; Adrian Cloete

information and steps performed to have a successful conclusion of the project – demonstrations and presentation of final product may be included Remember to include a demonstration of your circuit’s simulation from the web site listed in the Technical Requirements above. d. Conclusions and Recommendations e. “Are there any questions?”NOTE: A Sample speech evaluation form was provided to students.PEER & SELF-EVALUATION PROCESS: 1) All team members will be asked to confidentially evaluate each other’s participation in the process of completing the Team Project. 2) The peer evaluation will be factored into the overall project grades (both report and presentation) in the COLL

Collection

2001 Annual Conference

Authors

Per Reinhall; Michael Jenkins; Joyce Cooper; Angela Linse; Eric Stuve

diameter of 0.3 mm, almost one-tenth that of natural gas (2 mm). A high speed flasharrestor is placed on the hydrogen tank. A custom designed burner has been developed by thestudents to flare off purged hydrogen gas without having the risk of backflashes.We realized from the beginning that safety needed to be our highest priority. The safety of theparticipating students and the rest of the university community can, of course, never becompromised. Implementing safety in a large-scale, multi-year senior design project is a difficultchallenge. The first action was that each group had to write standard operating procedures(SOPs) for each experiment and equipment that was designed. These SOPs had to be clearlywritten and fully explain how to handle an

Collection

2001 Annual Conference

Authors

James Bean; Aparajita Mazumder

involvement in an engineeringcurriculum. They are listed in no particular order and we make no claim that this list isexhaustive. The authors welcome information on similar programs.• University of Rhode Island’s The International Engineering Program1Rhode Island’s rationale statement expresses the need for US engineers to be able to “workwith peers and partners who view the world through differing cultural lenses,” and the dangerof Americans not being able to meet “the qualifications of positions in global firms.” TheRhode Island program in German, French and Spanish is a five-year dual degree program inboth engineering and language study. A corporate internship in Europe or Latin America is arequirement for the program. Rhode Island has developed

Collection

2001 Annual Conference

Authors

Ty Newell; Timothy Shedd

was reduced to approximately one-fifth the normal time, allowingthe instructor to work directly with student groups as they developed questions.Organization of any class into a cooperative learning situation can be accomplished by followingthe example of others who have developed methods that help avoid many pitfalls and establisheffective learning systems. Felder and Brents’ workshop notebook on effective teachingcontains many guidelines and references that describe active learning and cooperative learningtechniques2. Among the most important organizational aspects are:1. A statement of course objectives (what students should be able to do as a result of the class)2. An explanation of teams, team member responsibilities, and peer

Collection

2001 Annual Conference

Authors

Edward Lumsdaine

Algona problem7. 13 Project reporting and invention recording requirements. Tips for effective writing. 14 Teams select a project topic and define the problem—continued as homework assignment.Session 3 — Idea Generation 15 Teams present problem briefing. Synthesis of optimal problem definition statements. 16 Creativity, invention, innovation. Characteristics of innovators and entrepreneurs. 17 Adaptive and innovative ideas and entrepreneurs. Innovative organizational cultures. 18 "Artist" for idea generation: principles and techniques of brainstorming. 19 Inventive-thinking exercises from TRIZ. 20 Project application: Teams brainstorm ideas for solving their defined problem

Collection

2001 Annual Conference

Authors

Norine Meyer; Deborah Fisher; Cynthia Villanueva; Amy Strobel

more functional than large teams, the instructors limited the size of the course. Theplan called for three teaching assistants to lead up three task teams. Working with smallnumbers, there was no expectation that the course would lead to statistically significant results.The primary intent was to engage entering and 2nd year students in team relationships, whichwould help to build strong bonds with their School of Engineering peers and provide basic skillsin engineering concepts and team cooperation. Page 6.964.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition

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2001 Annual Conference

Authors

Scott Brigade; Laura Deam; La Toya Coley; Jessica Linck; Jan Kidwell; Elizabeth Goodson; Brent Robinson; Elizabeth Parry; Laura Bottomley

and one middle school asscience, math, and technology resources and co-teachers. They have worked with over 1500elementary and middle school students and over 100 teachers to date.IntroductionThe outreach program at the College of Engineering at NC State includes a GK-12 grant fromthe National Science Foundation aimed at using engineering students from the university level toenhance math, science and technology instruction. The grant was written and put in place as aresponse to two perceived problems. First, national reports indicate that U. S. students in K-12schools currently lag behind their peers in other countries in math and science achievement1.And second, recruitment efforts directed toward women have stagnated for many Colleges

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2001 Annual Conference

Authors

Cynthia Atman; Jennifer Turns

dimensions of the project, (c) implications for multidisciplinary teamwork, (d) importantglobal and society considerations, and finally (e) lifelong learning issues. As with the previousdeliverable, the average grade was a B+. Most students were able to write meaningfuldescriptions of these outcomes and to make connections between the outcomes and their projectactivities.In the final phase of the project, students were to work in teams, to use their individualmilestones as input information, and to develop their educational tool describing IE. Of thegroups, one created a website, one created a set of brochures, and the remaining five groupscreated some variation of a poster. Two of the posters are currently on display in the industrialengineering

Collection

2001 Annual Conference

Authors

Shirley Fleischmann

community, assess the strengths andinterests of your students and the faculty interested in participation. In our case, GrandValley had a number of engineering students who were serious cyclists. They providedthe expertise that we needed to begin fixing bikes and they provided contacts to a localbicycle shop that now provides materials at a discount and provides additional expertise.We also have a number of students who need exposure to the use of hand tools.Changing tires is a wonderful way to start in this program, and most bicycle repairs arequite easy to learn. Even students who have never worked on a bike and know littleabout hand tools can come and learn from their peers in a very non-threateningenvironment. The same students are able to gain

Collection

2001 Annual Conference

Authors

Walter Banzhaf

of I vs. V and P vs. V are then constructed (by hand!).Experiment 5 - Electricity on Campus – A Walking Tour of Watt’s UpObjective: To become familiar with electrical distribution systems. Equipment: Feet (1 or 2), eyes,pencil or pen, pad or clipboard to write on, a curious mind. Description: The path taken by electrical Page 6.159.5energy, from the point where 3-phase power at 23 kV enters the campus, is then stepped down to 4.8 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering EducationkV by a 5,000 kVA

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2001 Annual Conference

Authors

Melinda Gallagher; Jenny Golder; Lawrence Genalo

; Exposition Copyright  2001, American Society for Engineering Educationclassroom, counting black tape markings along the way, dropping a “bomb” on a targetbelow the seventh mark, and returning to the beginning of the rope. Other challengingprojects, too numerous to list, are being used in this class. All of them have a similarbasis in creative problem solving applied to a physical device that is computer-controlled.The students in this course are required to write lesson plans for K-12 classes, journaltheir activities in the class, participate in the filed experiences with K-12 students andteachers, and, design and build robotic devices that meet the challenges laid before them.ConstructivismThe partnership among the Engineering College, the

Collection

2001 Annual Conference

Authors

Basavapatna Sridhara

required writing a computer program or using a software package to solveproblems and performing a cost analysis were posted in this section. The Send E-mail and Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationStudent Roster tools under Communication were very useful. The author could send e-mail to allstudents with a click of a button reminding them of guest lectures or ensuing tests. Many of ourmajors work full time and attend classes only in the evening and they found these remindershelpful. Also, we wanted full attendance for our guest speakers particularly when one of themwas enrolled in Fluid Power. This

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2001 Annual Conference

Authors

Leyla Newton; Shawna L. Fletcher; Dana Newell; Mary Anderson-Rowland

stated that getting to know the campus and eachother was very helpful, as well as the math and science course reviews. When asked whatadditional services they would like to see in the future, the respondents suggested even moretime to interact with each other socially, a full campus tour, time management training, and morespecific information on individual majors and courses. The participants did not list any programitems that should be eliminated.WISE Services:In the section of the survey pertaining to the WISE services provided for entering studentsoutside of the Summer Bridge, all of the students reported having used at least one of thefollowing services: seminar series, peer advising, meeting space, computer labs, or mentoringprogramming

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2001 Annual Conference

Authors

Taggart Smith

in practice. Knowledge retrieval andcodification emphasizes technology and treats knowledge as a tangible thing, while mostknowledge is acquired through experience and is often intangible and tacit. “Knowledgemanagement systems rarely reflect the fact that essential knowledge, including technicalknowledge, is often transferred between people by stories, gossip, and by watching one anotherwork. This is a process in which social interaction is often crucial.”(p. 18) A study by the Centerfor Workforce Development found that 70% of workplace learning is informal. Activities inwhich informal learning occurs include participating in meetings, interacting with customers,supervising or being supervised, mentoring others, communicating with peers

Collection

2001 Annual Conference

Authors

William Jemison; James Schaffer; William Hornfeck

doing so should be recognized and addressed. In addition tocorporate and peer pressure to immediately enter the workforce, many students have anegative perception of the economic consequences of this decision. They often believethat the best economic return will be obtained by going directly into the workforce and Page 6.1036.1that pursuing graduate studies will cost too much in both tuition and lost wages. Many of Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2001, American Society for Engineering Educationour students, including those at the top of their class, are

Collection

2001 Annual Conference

Authors

Ed Wheeler; Robert LeMaster

of this paper is to present the resultsof a student assessment of a specific web-assisted teaching methodology that has been used toteach twelve engineering courses.The MethodThis particular method grew out of the one of the author’s familiarity with the use of PowerPointbriefing charts in a business environment. In business, engineers, project managers, andorganization managers routinely communicate information to employees, customers, and peers ina briefing format. The ability to pull together technical briefings on very short notice is animportant practical skill. It is becoming standard practice in industry for briefing charts,calculations, drawings, and computer models to be stored in intranet-based databases that can beaccessed by