Conference Session

Assessment of Biomedical Engineering Programs

Collection

2002 Annual Conference

Authors

Lisle Hites; Eric Nauman; Edgar O'Neal; Kay C. Dee; Glen Livesay

focusing onteamwork issues, teaching style, students’ belief in their own abilities and desire to continue theireducation, peer interactions, and laboratory projects. While student perceptions are only one partof a comprehensive assessment program, they are certainly important. By addressing studentperceptions of core outcomes and fundamental pedagogical issues, TUBA should be relevant to arange of BMEN programs which offer a wide variety of specialized “tracks,” different areas ofprogrammatic emphasis, etc. Given that there exists a need for a measure such as the TUBA, thefollowing sections will describe the development and subsequent validation and reliabilitytesting that has been thus far performed.Development of the TUBAIn keeping with the

Conference Session

International Engineering Education II

Collection

2002 Annual Conference

Authors

Gregory Emery; David Mould; Carey Noland; Brian Manhire

Educationthis way, since its inception, the GLC has drawn its faculty from the university’s colleges of arts and sci-ences, business, communication and engineering. A permanent director, who is also a faculty-teammember, leads the GLC.While international themes comprise the foundation for the intellectual content of the GLC’s entire pro-gram of study, academic and vocational processes are also important. These include developing stu-dent proficiencies such as: the ability to work in multidisciplinary teams (interpersonal skills), the abilityto identify and conduct appropriate research as well as the ability to communicate effectively throughboth writing and public speaking. Through real-world projects of contemporary interest having interna-tional

Conference Session

Classroom Innovations

Collection

2002 Annual Conference

Authors

Kim Blair; David W. Miller; David Darmofal; Col. Peter W. Young; Doris Brodeur

valuable introductions to problem formulation and the use of tools forresearch and discovery. Students find these "designed-for-success" experiences highlysatisfying, and these successes whet their appetites for more independent problem-solvingsituations.Assessment of Problem-Based LearningAssessment of PBL experiences is multimodal and ongoing. Methods include laboratoryjournals, technical briefings, design reviews, technical reports, collaborative teamworkassessment, design portfolios, peer assessment, and self-assessment.10 Faculty serveprimarily as advisors and coaches, providing extensive feedback to students throughoutthe learning experiences.In Introduction to Aerospace and Design, where students design, build, and fly radio-controlled LTA

Conference Session

Design in the Engineering Core

Collection

2002 Annual Conference

Authors

Josue Njock-Libii

process. Overmany years, seniors and alumni reported that what they learned in this courseproved valuable for their capstone design.2)They report more depth of knowledge in the area chosen for design.3)Their experience with doing work in teams was enhanced.4)Technical writing skills and oral presentation skills were promoted, supported,and developed.5)Skills and comfort in the use software for preparing technical reports and oralpresentations were strengthened.6)Peer teaching was encouraged and it did take place within teams demonstrably.7)Students with special interests and abilities in design discovered this aspect of Page 7.709.8"Proceedings of the 2002

Conference Session

Teaching Entrepreneurship to Engineers

Collection

2002 Annual Conference

Authors

William Cockayne; John Feland; Larry Leifer

Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education Session 2002-1817attempt to integrate content knowledge “silos” of mechanics, design, materials, etc.,along with cross disciplinary skills in conceptualization, knowledge capture, writing andpresentation. The industry is increasingly demanding students with learned know-how –students that possess the ability to understand multiple content areas as well asdemonstrate experience with applied problem solving.The demand for engineers with business knowledge, driven in part by the growth ofmanagement consulting firms, has led to numerous

Conference Session

Teaching Materials Sci&Eng to Non-Majors

Collection

2002 Annual Conference

Authors

Caroline Baillie; Adam Mannis

of the problem, but the group combining reports and each student having to write an abstract, introduction and conclusions.4) Important for faculty to ensure that all students contribute and learn all skills. § Rotate the chair and minute-taker roles that students adopt in weekly team meetings. § Ensure a balance of students in each team; i.e. natural leaders, team workers, etc.NATIONAL SUPPORT FOR MATERIALS FACULTYSupport for teaching and learning among Materials faculty in the UK is been providedthrough the following ongoing activities of the UK Centre for Materials Education: § Materials Education Network: a forum for materials faculty to discuss relevant issues in teaching and learning and to exchange

Conference Session

New Programs and Success Stories

Collection

2002 Annual Conference

Authors

J. William Shelnutt; S. Gary Teng

to manage engineering and business systems and organizations, how to dealwith people, organizations, and management related policies as well as problems, and how toadapt to the changing environment. The other purpose is to provide students networkingopportunities by exchanging their thoughts with seminar speakers. One important aspect of thiscourse is to let students see engineering management issues from different perspectives throughthese seminars.This class requires students to write two-page reports for four of the seminars they attended.Each report contains a discussion of the key concept presented in the seminar, their thoughts andresearch of this key concept, and the potential use of this concept in their work. The followingtwo

Conference Session

MINDing Our Business

Collection

2002 Annual Conference

Authors

Treva Fitts; Susan Wynn; Martha Absher; Kristen Ford; Judy Russell; Glenda Kelly; Adefolakemi Oni; Gary Ybarra

for the fellows, thus allowing theirfirst lessons to be mostly individual efforts focusing in areas of their own expertise. With thecomfort now gained from this first term, the fellows feel more confident in both theirrelationships with the teachers and students and access to the school's resources. They now findit easier to create, plan, and execute lessons given general competency goals and/or specificdirectives from the teachers. Weekly meetings of the fellows provide peer support and a forum todevelop and maintain school-wide activities such as the Science Box. The Science Box resides inthe school’s media center and provides all students and teachers an opportunity to write down ascience/math-related question and have it answered by the

Conference Session

MINDing Our Business

Collection

2002 Annual Conference

Authors

Ronald Sterkenburg

willparticipate in a three weeks intensive session that will focus on Math, Science, English andforeign language skills. At the end of the session, students will have received approximatelyseventy hours of academic instruction. During their second summer, the rising juniors willparticipate in a seven weeks residential summer program at Purdue University’s West Lafayettecampus. The students will take courses in foreign language, mathematics concepts andapplications, advanced topic in mathematics, writing, introduction to biological sciences, andintroduction to technology and magazine production. The students have a full-day schedule withfour 75-minutes classes, and scheduled mandatory study sessions between 6:30 and 8:30 PM.During this summer period, the

Conference Session

Techniques for Improving Teaching

Collection

2002 Annual Conference

Authors

Josianne Basque; Sylvie Doré

writing material they had at their disposal. At the time, itmade sense to lecture, as a basic requirement for learning is having access to the knowledge andit was the only way to do so. Since those days, not only has printing technology evolved, but newmedia have emerged; understanding of cognitive processes has progressed, learning theorieshave been developed and tested, new methods and tools have been created. Yet, practices used inmost of our engineering faculties and schools do not reflect this wealth of knowledge.One of these practices concerns the way we go about creating a new course or even a newcurriculum. This paper presents the concept of instructional engineering (IE), in emergence forthe last 40 years in the field of education. The

Conference Session

To Design and Conduct Experiments

Collection

2002 Annual Conference

Authors

Joseph Owino; Ronald Goulet

the likelihood that learning objectives aremet. Toward that end, applicable classroom approaches and course characteristics wereidentified. (The authors currently use some of the following approaches and characteristics):§ Problem based learning: the classroom process that uses “real world” problems to motivate students to identify and apply concepts, principles and information 4,6§ Experiential learning: learners act and think, not just think, to integrate concrete experience, reflection, generalization (abstract conceptualizations), and experimentations 7.§ Cooperative team-based learning activities with team and individual deliverables 4,8§ Self-directed constructive learning with peer teaching and faculty coaching in the delivery of

Conference Session

Physics in the K-12 Classroom

Collection

2002 Annual Conference

Authors

Melanie Pearlman; Kimberly Turner

work was provided by NSF CAREER Award 0093994 (P.I. Turner), UCSBScience Partnership for School Innovation (Phase 3) Beyond the Classroom, Supplemental Grantfor 3 years to Materials Research Lab, from NSF Education to Human Resources Directorate(EHR), and UCSB Research Experience for Teachers, NSF Math and Physical SciencesDivision, Supplemental grant to MRL.Bibliography[1] K. Turner, MESA demonstration for 9th grade girls, 2000, observations.[2] L. D. Edwards, Coddington, A., Caterina, D., “Girls teach themselves, and boys, too: Peer learning in a computer-based design and construction activity,” Computers in Education, 29 (1), (1997) pp. 33-48.[3] P. J. Cornwell, Stienstra, D., Smith, S., “Fast Forward—An adventure in Engineering for

Conference Session

Teaching Innovations in Arch. Engineering

Collection

2002 Annual Conference

Authors

Gouranga Banik

, industry communications and instructor experiences, we developeda revised breakdown of class time per topic. The breakdown is presented in Table 2. In theIntroduction to Computers section, students learn the terminology of computer hardware,software, how to evaluate different systems and be capable of deciding which system is the mostappropriate for the specific needs.Students are very familiar with word processors. One class is dedicated to the use of styles,inserting images, tables and indexes. Another class is for writing the students' own resume usingMS word.Spreadsheets will be covered in nine classes instead of five classes for the students' interest andindustry needs. The important topics for this section are data input, cells and ranges

Conference Session

Promoting ET with K-12 Projects

Collection

2002 Annual Conference

Authors

Tim Brower

applies materialfrom prior course work, along with concepts of project management, design optimization, andother material related to a group-engineering project. In the first term, teams of two to sixstudents conduct a literature search concerning their chosen project and write a proposal thatdetails their approach and outlines how funding will be secured. This proposal acts as a contractbetween the facilitating faculty and student team members. Page 7.1117.1 "Proceedings of the 2001 American Society for Engineering Education Annual Conf erence & Exposition Copyright ã 2001, American Society for Engineering

Conference Session

Managing and Funding Design Projects

Collection

2002 Annual Conference

Authors

David W. Miller; Doris Brodeur

issue at thistime, as did teamwork and good communication.Because communication and teamwork skills are important objectives to this capstone course,they were taught concurrently in a companion Communications Practicum. These skills includedtechnical briefings and presentations, graphics, technical writing, team dynamics, conflictresolution, and colleague assessment. Presentations and reports were observed and critiqued byan instructional team led by a communications specialist from the School of Humanities andSocial Sciences. Both the instructional staff and student peers rated team participation and teamleadership skills. Page 7.1128.6

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Donna Shirley

only of theengineering students.Each lecture is broken up with exercises to illustrate the concepts being presented. Additionally,in each class the students are broken into teams (usually four to six in classes between 15 and 40students) which are as diverse as possible in terms of personality, gender, culture, and skill sets6. The teams are later combined into larger groups which become a “business”7. There are teammidterm and final reports and presentations, as well as individual exams and homeworkassignments. Peer grading is also used. The lectures are lavishly illustrated with actualexamples, many drawn from the author’s personal experiences, particularly as the leader of the

Conference Session

Comparing National Styles of Engr. Educ.

Collection

2002 Annual Conference

Authors

Richard Thibault; Rene Hivon; Danielle L'Heureux; Noel Boutin

principles of business management andentrepreneurship. The abilities they would like to see their graduates master are: Rigorous background in engineering science; Broad base in liberal arts, writing and communication; Superior computational skills; Experience in small team project design and project based problem solving; Exposure to cutting edge research activity in corporate and university settings; Firsthand knowledge of business and entrepreneurial practices; Philanthropic spirit; Confidence.In Canada, McMaster University has implemented the Problem-based learning (PBL) approachconceived by Woods (1993, 1996) [10]. PBL is a generic term. According to Woods, «PBL

Conference Session

The Computer, the Web, and the ChE

Collection

2002 Annual Conference

Authors

William Baratuci; Angela Linse

using their experiences to improve the course.The HTOL students were divided into two small groups and asked to write answers to thefollowing questions: § What helped you learn in this course? Please explain or provide specific examples. § What changes would make the course more helpful? Please suggest specific ways to alter the course.The two groups worked together for about 5 minutes on each question. Then the classparticipated in a whole class discussion; the out-of-town student answered the questionsindividually, then contributed to the whole-class discussion. As the students reported theiranswers, Linse created a master list of strengths and suggestions for change. After the interview,the comments were divided into themes based on both

Conference Session

Course Assessment in ET

Collection

2002 Annual Conference

Authors

Wayne Hager; Ronald Land

opportunity for the engineeringtechnology community, at both the two- and four-year level, to work collectively to develop, incooperation with EBI, a national survey that can be used for benchmarking associate andbaccalaureate degree programs that are viewed as peers nationwide. The EBI has been in thebusiness of doing educational surveys for many years, primarily for the leading business schoolsin the country. Because they use a common survey tool for a large number of schools, a servicethey are able to offer client schools, in addition to the results of the type discussed here, is acomparison with up to five other schools offering similar programs. All results are displayed inconfidential mode so that no single schools identity is revealed. A

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Washington Braga

everything in human society has a pedagogical intention and theneed to share what we know with those who do not know it is part of our nature. So, teachingand learning are what we do the most, perhaps not always efficiently. However, there is nowa different student and a different economic scenario; it is not important who or what comesfirst. As a consequence, a new teacher capable of adjusting the learning process accordinglyis becoming more and more necessary. It has been stressed in literature that nowadaysstudents need to know more about collaborative work, self learning, must have good readingand writing skills, computer literacy and so on. Therefore, teachers have to grasp a deeperunderstanding on such pedagogic topics and also on how people

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Leonardo Rivera

Data. of Information Explore new applications in other fields, find new ways of doing Intuitive things, search in different contexts. Theories and abstractions. Visual Graphs, drawings, models, pictures and demonstrations. Effective perception of information Verbal They learn by listening, speaking, discussing, reading and writing. Inductive Show consequences and applications so the students can have Preferred intuitions about the general principle. They need motivation. organization of the

Conference Session

Innovative Curriculum in ET

Collection

2002 Annual Conference

Authors

James Globig

leadership and team unity, build their reputation on the skills they have, and not compete unfairly with others. Page 7.690.5 6. An engineering technology student shall get to know their peers, assist them in their “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education” professional development, and to support them in following this code of ethics. 7. An engineering technology student shall respect others’ ideas and fairly treat all people regardless of race, religion, gender

Conference Session

Focus on Undergraduate Impact

Collection

2002 Annual Conference

Authors

Andrew Vavreck

exchange and at distance. In another effort1 4 a renovation of the entire senioryear was performed to incorporate project management, merging three design courses into oneteam-taught yearlong course. The new course makes use of computer-aided scheduling and otherproject management techniques. Students expressed concerns about the difficulty of workingrelatively independently on an open-ended design, and on the more performance-based evaluationwhich the course involved. To help with evaluation, a computer tool was developed by anothergroup of researchers1 5 to track project management and team performance information, includingindividual and team time spent, action items and milestones completed, peer evaluation of teammembers and private comments

Conference Session

Design and the Liberal Arts

Collection

2002 Annual Conference

Authors

Gayle Ermer; Steven VanderLeest

might be: 1) alter the data as your bossrequests, 2) alter the data, but write a memo to keep in your file that expresses your disagreementwith this request, 3) refuse your boss’s request, 4) refuse your boss’s request and go to yourboss’s superior to report his unethical behavior. The simple form of a decision matrix (withoutweights) that might aid in analysis of this case is shown in Table 2. In ranking each alternativewith respect to cultural appropriateness one might consider the corporate culture of theemploying company. The scores in the table might reflect that in this company data are notalways taken that seriously and loyalty to an immediate superior is highly valued. Transparencymight include the idea of honesty and the issue of

Conference Session

Outcome Assessment, Quality, and Accreditation

Collection

2002 Annual Conference

Authors

Nilufer Gozacan; Reza Ziarati

to a given procedure should carry a Reference number which links that document to the procedure.8. Action PlansTo establish whether ISO 9000 or the 4Rs model requirements can be applied in a given HEI,it is crucial to write down their presence or absence in relation to the requirements set eitherby the ISO system or 4Rs model, in an actual institution. The following are examples ofenquiries prior to developing an action plan for a given HEI.8.1 Enquiry 1– Applying the 4Rs Model Requirements to an Existing University• Ascertaining client, customer and community needs (strategy exists).• Ascertaining external bodies requirements (YÖK only)• Curriculum negotiations

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Maher Murad; Robert Martinazzi; Jerry Samples

them of an additional benefit namely implicit in the exercise the development of an effectiveclassroom environment conducive to the students learning the course material.At this point the professor simply writes on the board "Who Is This Professor?" In clarifyingthis statement the professor tells the students that in order to obtain the answer to this questionthey must ask him some questions. The professor notes the questions can be either personal orprofessional in nature. The questions should also help satisfy the curiosity many of the studentshave regarding them. The student groups are given about five minutes to think of severalquestions they would like to pose to the professor. Once the time is up the professor asks onegroup to state

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

James Hedrick

% 1% 0%and a drawing of a simplesystem.b) I have prepared written 54% 41% 5% 0% 45% 54% 1% 0%design reports during thecourse.c) I have organized and 45% 50% 4% 1% 43% 46% 3% 8%delivered oral presentationsof design work to a groupof peers during the course.Table 2. Summary of the 2000 and 2001 student survey. Questions relating tothe design studio portion of the course Page 7.1153.8Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering

Conference Session

Closing Manufacturing Competency Gaps I

Collection

2002 Annual Conference

Authors

Karen Harris; Sunday Faseyitan; Robert Myers; Pearley Cunningham; Winston Erevelles

manufacturing and manufacturing careers · To engage manufacturing companies and their personnel more fully in achieving the above objectivesThe multi-step methodology that has been described below is being adopted by PRIME. At thetime of this writing, each of the steps has been implemented to some degree.Manufacturing Awareness: The public perception of manufacturing has been unfavorable attimes and reminiscent of when manufacturing jobs were viewed as repetitive, monotonous, dirty,and in hazardous environments. This image must be rectified through an advertising campaignthat highlights the high tech nature of PRIME’s programs and the wealth of opportunities that areavailable to PRIME graduates. PRIME will also draw upon the assistance of the

Conference Session

Design and Innovation

Collection

2002 Annual Conference

Authors

Robert Knecht; Lasich Debra; Barbara Moskal

disabilities to interact with their peers. Ethanol Marketing Study Teams investigated the market potential for an ethanol product, specifically from cellulosic biomass. Potato Flower Mold Presentation The teams designed, developed and constructed a food prototypical mold (something like a cupcake pan) to bake several whipped potato flowers at a time.Table 1. Description of Second Year Design EPICS ProjectsC. Team FormationsA “team” in this study is composed of two or more students and requires the coordination

Conference Session

Assessment & Quality Assurance in engr edu

Collection

2002 Annual Conference

Authors

Robert Creese

senior design course requires a large number ofother activities, such as mentoring and peer advising of sophomores, community service projects,report writing and presentation skills, professional ethics, and etc. – and all of these activities,which may be “good” activities, do not help the student integrate the “islands of knowledge” intothe “capstone project”. Other senior design courses have formal team projects with competitionbetween teams from different universities. Few, if any, of the teams have offices on campus orcoordinated class schedules to provide a time or place for the team to work together on theproject as a full team. Teams with equipment may have a workshop space, but usually notsecure office space for discussion, for planning