Collection

2001 Annual Conference

Authors

Albert Biggs

, reflection coefficient response, which reduces reflections to negligible levels. Itextends Dolph-Chebyshev antenna theory to transmission line transformers. The earlier methodwas W.W. Hansen’s Binomial Coefficient design for several transformer sections. Over abandwidth ratio of f2/f1 = 2.0, the Chebyshev Polynomial method has a VSWR of 1.02 to thebinomial coefficient design with a VSWR of 1.13, for a line with five sections. Chebyshevpolynomials are tedious to calculate, but an unwritten method, developed by Ross E. Graves atStanford University, makes the calculations as simple as those in Pascal’s Triangle for BinomialCoefficients. My thesis advisors, Donald Reynolds and Myron Swarm at Stanford, were studentsunder Professor Graves, and enjoyed my

Collection

2001 Annual Conference

Authors

Richard Upchurch; Judith Sims-Knight

SESSION 2330 The Learning Portal Richard L. Upchurch, Judith E. Sims-Knight University of Massachusetts DartmouthAbstractUndergraduate engineering education is experiencing a paradigm shift, from teacher-centered tostudent-centered pedagogy characterized by student teamwork and integrative curricula 1. Theresearch and experiences underlying this shift have revealed that effective learners not only learnactively, but they develop an awareness of their skills in learning, and engage in self-assessmentand reflection. Research in psychology has found that the

Collection

2001 Annual Conference

Authors

Fereydoun Jalali

Page 6.1121.2 ZL = 1/(YL) = 1/(YLnYo) = (1/YLn) Zo = (1/4.2)Zo = 0.23Zo.“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2001, American Society for Engineering Education” Figure 2. Determining the required mismatched load.Therefore, for a load-matching experiment with these models, if the results stated above areto be obtained, the load impedance must be specified at a value equal to 0.23Zo.Procedure for a Load Matching ExperimentA matched load on a transmission line absorbs all the transmitted energy. The parameterdirectly describing the degree of matching is the reflection coefficient, which by definition isthe ratio of the reflected to

Collection

2001 Annual Conference

Authors

Molly Johnson; Cathie Scott; Cynthia Atman

materialssciences engineering disciplines. The course met for 100 minutes twice a week for 10 weeks.The course content was defined by the instructors, but the instruction was (to a high degree)tailored to the understanding of the students because it was the students themselves whodesigned the instruction. The course focus was on reflective practice and on findings fromcognitive science and education research and their application to engineering teaching andlearning. Throughout the quarter, we tried to maintain a tension between theory and practice. Onthe theory side, students became familiar with conceptual change, memory, motivation, and otherlearning concepts. On the practice side, students were exposed to innovative teaching methodsthrough the example

Collection

2001 Annual Conference

Authors

Kay C. Dee

Session 2275 Preparing For Your Third-Year Review Kay C Dee Tulane UniversityAbstractAn intensive performance review during the third year of a tenure-track position is commonpractice at many institutions. The third-year review can be a useful opportunity for externalfeedback, as well as internal reflection, on a junior faculty member’s progress toward tenure.However, preparing for a third-year review can be intimidating or frustrating for junior faculty,especially if an institution’s guidelines for preparing review materials are very open

Collection

2001 Annual Conference

Authors

Nicholas Arcolano; Richard Vaz

, reflection on learning achievement, and learning independently. These sevenoutcomes were then used to structure the course, and to provide a focused basis for assessment oflearning and continuous improvement.A significant component of the course involved independent student project work; each studentcompleted three projects, each of which involved learning advanced topics not discussed in class.Each project also involved substantive use of Matlab and Simulink software, which the studentswere also expected to learn independently. Finally, each project culminated in a writingassignment in which the students were challenged to consider what they had learned, how newmaterial fit into their previous knowledge base, and how this learning process related

Collection

2001 Annual Conference

Authors

Larry Shuman; Justin Chimka; Mary E. Besterfield-Sacre; Jack McGourty; Harvey Wolfe

students take in and process information in different ways. Using theoriesfrom cognitive psychology, Felder and Silverman characterized learners according to fivedifferent dichotomies [3]. These are: sensing or intuitive; visual or verbal; inductive ordeductive; active or reflective; and global or sequential. For example, some students tendto focus on facts and data, while others are more comfortable with theories and models.While certain students prefer learning by obtaining information visually, others learnmore effectively by auditory means. Many students prefer to learn by interacting withothers people; however, there are individuals who prefer a more introspective approach.The key point is that there are many different ways that students

Collection

2001 Annual Conference

Authors

Leslie Crowley; Ray Price; Jonathan R. Dolle; Bruce Litchfield

determine how to anticipate and manage their emotions, and to anticipate and workwith the emotions of others. Specific competencies that are targeted include: self-awareness,personal development, empathy, constructive discontent, conflict resolution, resilience, andgrowth. Through focused attention and effort, students strive to make incremental changes intheir EI competencies. Students work both individually and in teams, and use activities,discussion and reflection to attain the course objectives.At the end of the course, students have written and revised a Personal Mission Statement and aPersonal Development Plan, which will serve as roadmaps for their continuing emotionalintelligence development

Collection

2001 Annual Conference

Authors

Andrew Rusek; Barbara Oakley

. 2. Processes of component parameter identification based on frequency and time domain response. 3. Frequency and time-domain properties of transmission lines with time-domain reflections based on de Bergeron diagrams. 4. Frequency and time-domain operation of diodes and transistors 5. HF amplifiers; y, s, and ABCD parameters 6. HF oscillators (sinusoidal and pulsed); classical design and s-parameter design 7. HF communications circuits, including filters and mixers; modulators; demodulators, 8. HF speed logic circuits. 9. HF measurements and basic instruments such as spectrum analyzers and network analyzers. 10. Time

Collection

2001 Annual Conference

Authors

James Dally; Abhijit Nagchaudhuri

freshmenhave reflected that the activity has influenced “learning outcomes” of a richer flavor anddimension encompassing civic responsibility and life-skills over and above academic outcomes.Moreover, a survey of the pre-college students who participated in this endeavor indicates that 1 University of Maryland, Eastern Shore (UMES) offers an ABET accredited Engineering Degree in collaboration with ClarkSchool of Engineering at University of Maryland, College Park (UMCP) to the residents of Eastern Shores of Delmarva peninsula, Page 6.449.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference

Collection

2001 Annual Conference

Authors

Edmund Tsang

definition ofservice-learning: “Service-learning is a form of experiential education in which studentsengage in activities that address human and community needs together with structuredopportunities intentionally designed to promote student learning and development. Page 6.1156.1Reflection and reciprocity are key concepts of service-learning." Jacoby continues:“Service-Learning is based on the pedagogical principle that learning and developmentdo not necessarily occur as a result of experience itself but as a result of a reflectivecomponent explicitly designed to foster learning and development. Reflection shouldinclude opportunities for participants to

Collection

2001 Annual Conference

Authors

Hamid Khan

systematic fashion?"(p.82) The concept of theory as the foundation for practice suggests that theory should be applied topractice of teaching and learning. This theory is the body of knowledge that has been generated by aprocedural scientific research. Thus, scientific knowledge is the basis of practice. Aldus Huxley hassaid that pursuit of theoretical knowledge may lead us to practice, but practicing without theory maynot reverse generate a relevant theory. Similarly Darkenwald and Merriam (1982) profess, "Theorywithout practice leads to empty idealism, and action without philosophical reflection is mindlessactivism". [2] Theory in practice is a view slightly different from the others in regard to the relationship oftheory to

Collection

2001 Annual Conference

Authors

Valarie Arms; J. Weggel; Aly Valentine

Session 2453 Assessing Innovative, Project- Based Learning In Drexel’s Freshman Core Curriculum Aly Valentine, Valarie M. Arms, J. Richard Weggel Drexel UniversityIntroductionAlthough ABET and ASEE have cited the importance of innovation in engineering curriculumdevelopment, one of the enduring challenges is their assessment. In fact, ABET’s EC2000criteria reflect the program goals initiated by Drexel’s E4 (An Enhanced Engineering Educationfor Engineers), a program initially funded by the National Science Foundation. That programwon ABET’s

Collection

2001 Annual Conference

Authors

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

question of what they want students to learn. Andthis is an important part of the answer. Engineering professors must select content that will beimportant in the students’ future work as engineers. But unless the goals also reflect attention to thekinds of learning that are achieved in relation to that content, the educational results will still be adeficient learning experience. What kind of language and concepts can engineering professors useto construct a worthwhile set of learning goals for a curriculum? They can be cast into six catego-ries, which include the kinds of learning goals contained in the new ABET 2000 accreditation list(a-k), plus some additional ones that seem important for future engineers. They are: foundationknowledge

Collection

2001 Annual Conference

Authors

Thomas Rich; James Baish

andTechnology. Here the students have a shared living and learning experience with like-minded students. Designing People focuses less on the artifacts of design and more onthe people who do design and how society is affected by technological decisions madeduring the design process.In both courses, students learn by doing. Since design is primarily an action or process,and less so a subject for passive reflection, we frequently engage students in studio-style,creative projects. By involving students in design projects, they learn the challenges andjoys of design first hand. Our goal is to have the students appreciate that technology isnot a mysterious force over which nobody has any control, but rather can be the productof their own minds and hands. We

Collection

2001 Annual Conference

Authors

Ranil Wickramasinghe; William Timpson

Session 3213 Mid-semester feedback enhances student learning Ranil Wickramasinghe, William M. Timpson Colorado State UniversityAbstractSoliciting mid-semester student feedback encourages a more responsible attitude by thestudents as they reflect upon the course. Making use of a third party facilitator to obtain thisfeedback results in constructive suggestions by the students. Implementation of some of thesesuggestions, will often result in an improved learning environment. A junior-level fluidmechanics course was modified over a two-year period. These modifications together

Collection

2001 Annual Conference

Authors

Sarah Irvine; Mary Anne Lesiak; Andrea Prejean; Teresa Larkin-Hein

discussion of the previous day's "reflectionquestions." Each day participants were given several questions to ponder after the conclusion ofthe day's events and activities. Participants were asked to go home and keep track of theirreflections in a journal. The reflection questions were typically associated with informationpresented during that day's sessions. The intent of the reflection questions was to give teacherstime to digest information they had received during the day, and to reflect on how thatinformation might have relevance to them in their daily teaching activities.In addition, each day participants engaged in hands-on activities grounded in the constructivistphilosophy. To support this philosophy, the participating middle school

Collection

2001 Annual Conference

Authors

Thomas Walker; Patrick E. Devens

, • develop algorithms and apply decision and repetition structures to basic problem solving, and • use selected computer software.The semester databases do not reflect the average 1300 freshman-engineering studentnumbers entering Virginia Tech. Only students who have both a recorded SAT score andan EF1015 grade are entered in the database. There are several reasons for the difference Page 6.512.2Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright O 2001, American Society for Engineering Educationin initial student class numbers and the study's database entries. The primary

Collection

2001 Annual Conference

Authors

Robert Tener; Michael Winstead; Edward Smaglik

a basis for explaining how internship learning“works.” The nature and benefits of construction internships which comprise authentic involvement arepresented. Students’ reported learning experiences are compared to the four modes of experientiallearning, concrete experience, reflective observation, abstract conceptualization, and activeexperimentation. Prevalent learning modes during construction internships are found to be activeexperimentation and reflective observation, and it is inferred that the dominant learning style in aconstruction environment is the accommodative learning style postulated by Kolb. Conclusions are drawnbased on data from 170 student reports from internship work sites across the country over two years.Important

Collection

2001 Annual Conference

Authors

Sanjeev Arora; Masoud Naghedolfeizi; Jim Henry

the torque. This output voltage is on the order of millivolts, so, again, for this low voltage, a signal conditioner is used which produces a proportional DC voltage in the range of 0-5 volts DC to be read by the data acquisition board. Using the calibration constant of the torque sensor, the software then converts it to the real observed torque. • Tachometers: For measuring rotational speed, a reflected-light photo sensor is being used which has a square-wave voltage output with a frequency proportional to the frequency at which reflective spots on the motor shaft pass the sensor. This output voltage is sent to a signal conditioner which produces a proportional DC voltage in the range of 0-5 volts DC to be read by the

Collection

2001 Annual Conference

Authors

Earl Owen

the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationflow in the actual transistor. An incident voltage Ei1 at the input will divide, part will be reflectedback through the S11 path and the remainder transmitted to the output through the S21 path.Similarity a signal Ei2 incident at the output will divide, part will be reflected back through the S22path and the remainder transmitted to the input through the S12 path. Assuming signals exist atboth ports, the reflected voltages can be represented in terms of the incident voltages and the sparameters using the following relationships: Er1 = S11Ei1 + S12Ei2 Er2 = S21Ei1

Collection

2001 Annual Conference

Authors

Michael Gorman; Edmund Russell III; Donald Brown; William Scherer; Kathryn Neeley

range of intended goals. The University of Virginia’s engineering school hasboth an undergraduate thesis that has been required of every student since the early 1900s and anestablished Systems Engineering capstone project that has been in place since 1988. Both projectstreat constraints in areas such as economics, the environment, ethics, politics, sustainability, andsocial considerations as integral parts of engineering problem solving and decision-making. In sodoing, they anticipated and reflect the integrated approach of EC 2000.Most students who major in Systems Engineering (SE) use their capstone project as the basis forthe undergraduate thesis, which is jointly advised and must be jointly approved by a facultymember from the humanities

Collection

2001 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

behavior. For example, Cicero urgedrhetors to examine their “merits of worth or virtue of some kind, particularly generosity, sense of 2duty, justices, and good faith.” Quintilian asserted the “the whole conduct of life is based on the 3desire of doing ourselves that which we approve in others.” Translator James J. Murphy pointsout that Quintilian’s focus was for rhetoric to be “merely a tool of the broadly educated citizen 4who is capable of analysis, reflection, and then powerful action in public affairs.” The clearimplication of these early rhetors is that citizens need

Collection

2001 Annual Conference

Authors

James Landay; Francis Li; Anthony Joseph

identify any design issues with the system as well asanalyze the data reported and collected. In particular, we were interested in how well the self-reported metrics reflect the actual work practices of the students. Also, the student homepageprovides an immediate summary of the reported data, including comparisons to other teams,which may lead to “gaming” the system so that the summaries favor particular students or teams.Finally, we conducted a number of informal surveys during and after the course to get feedbackon the usage of the laptops and the system.IV. Results and DiscussionThe pilot evaluation successfully revealed a number of bugs and design issues with the system,which unfortunately affected its usage by the students. Upon first

Collection

2001 Annual Conference

Authors

Kay C. Dee; Carol Mullenax

of a student chapter. The exact formula used to calculate the CSI for activechapters was generated by empirical rather than mathematical methods, and is as follows: CSI=0.5*(STLOC+STCONF)+STASEE+2*MTGS+0.2*AVGATT+10*AWARDSThe thought process behind the assignment of weighting factors was based in the desire torecognize not only the number of members but also the time invested in activities. Consequently,the number of meetings and events was multiplied by two and the number of sponsored awards wasmultiplied by ten to reflect the relative time and effort required by several members to organize andmaintain such programs. Conversely, the number of national ASEE student members received evenweighting with a bonus of one half for those

Collection

2001 Annual Conference

Authors

Victoria Wike

reasons: (1)values are fundamental; (2) values are familiar; and (3) values are inclusive andpluralistic. Let me explain these briefly.By saying that values are fundamental, I mean that they are more basic than theories,codes, and laws. They are more universal, which is to say, less arbitrary and legalisticthan other approaches to ethics. With values, we don’t get as caught up in technicalities;instead we focus on what is of importance.When I say that values are familiar, I mean that values language is accessible andconcrete. It is language we use in ordinary conversation. Values are everywhere. Achoice to pursue a particular profession reflects values, a choice to speak to a colleague ina particular way reflects values, and so on. If, as I am

Collection

2001 Annual Conference

Authors

Sheryl Sorby

12. Translation and Scaling, Game Scaling Quiz #2 10. Reflection and Symmetry 13. One-Step Rotations Object Rotations 14. Two-Step Rotations 11. Cross-Sections of Solids 15. Reflection and Symmetry 12. Surfaces and Solids of Object Reflections 16. Planes in 3-Space Revolution 17. Cross-sections of solids

Collection

2001 Annual Conference

Authors

Patricia L. Fox; Stephen Hundley

. There are manycourses, mathematics and literature for example, that would face numerous challenges in havinga student attempt to master the subject matter in a short period of time. Therefore, coursesrequiring recitation and complex skill-building that can only be mastered by learning, practicing,reflecting, and improving over a multiple week/month period are not likely candidates forconcentrated formats. Page 6.818.2 Proceedings of the 2001 American Society of Engineering Education Annual Conference and Exposition Copyright 2001, American Society for Engineering EducationCourses that emphasize experiential

Collection

2001 Annual Conference

Authors

William Stratton; Ranaye Marsh; Jonathan Lawson; Jay Kunze

groups were separated physically byhalf the distance across campus, by credit non-transferability, and by minimal appreciation andunderstanding of the role of the other in society. The contention is most obvious among facultymembers, but it is presumed that faculty attitudes are transferred to students, whether directly orindirectly by innuendo reflecting those attitudes. Although we were attempting to solve theseattitudes of contention within our university setting, we felt that this issue was not uncommonthroughout the nation. Those of us with industrial experience were well aware of similar problemsin the workplace. Consequently, we felt it would be worthwhile to hold a symposium in anattempt to determine how universal these contentious

Collection

2001 Annual Conference

Authors

John Bransford; Sean P. Brophy

examples demonstrating how tosolve problems. Learners need to understand the conditions in which the concepts applyand how they apply.Learning is a gradual process, therefore, we need to monitor students progress from whatthey currently understand toward what we want them to know and be able to do at theend of a course. Therefore, we need to center on assessment, specifically formativeassessment. Students need multiple opportunities to understand how they are progressingtoward an ultimate goal, our outcome, of the instruction. Feedback on homework is onemethod, however, there are many other opportunities where students can challenge theirunderstanding and reflect on what more they need to know. An important point toremember is that assessments