Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Mary Englebert; Tom Owen; Stephen Kuyath

Office employs a staff of instructional technologyconsultants who trained EET faculty in online course design, trained EET faculty in the use ofWebCT (UNC Charlotte’s Course Management Software/Delivery Platform), and providedtechnical assistance to faculty and students participating in the program. The EET facultydesigned, developed and implemented the online courses for the junior and senior EET students.This paper will discuss the process and success of UNC Charlotte’s Online EET program. Page 8.424.1 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright

Conference Session

Advisory Boards & Program Assessment

Collection

2003 Annual Conference

Authors

Shamsuddin Ilias; Franklin King; Keith Schimmel

, there has been an effort to develop concept inventory questions forengineering core topics, including most of the core chemical engineering topics.6 Thesequestions seek to measure a student’s understanding of physical concepts instead of analyticalability. These questions are just now becoming available for beta testing.This paper reports on the start of an effort to compile a combination of analytical and conceptualmultiple-choice questions into a database organized by course learning objective for corechemical engineering courses at North Carolina A&T State University. These questions may bedelivered to students online via the WebAssign® homework system and automatically graded.The validity of individual questions can be determined

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Neal Armstrong, University of Texas at Austin; Sherry Woods, University of Texas at Austin; Kathy Schmidt, The University of Texas at Austin

program outcomes. Its usage throughout the College is under discussion. 5The primary objective of the Web-based syllabus tool is to develop a faculty-friendly instrumentthat can be used to create, document, and disseminate syllabus information to multiple audiences,including prospective and current students, colleagues and accreditation agencies. To help facultymake the transition to outcomes-based instruction, the syllabus template includes a sectionentitled, Learner Objectives. Faculty unfamiliar with writing learner objectives (or outcomes) areprovided with online help and resources to create them. In addition, the syllabus template requiresthat faculty identify the contribution of individual courses to their published ABET EC2000Program

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Stephen Kuyath

Macromedia’s Flash as analternative.The participants in this project were DE and on-campus junior level ET students with experiencetaking online and/or hybrid courses, and who were currently enrolled in an introductory Javaclass. The students had experience with several different presentation styles for online coursematerials and were very receptive to completing a survey.Students were given assignments to read from the online texts, view the animated lectures,participate in online quizzes, and complete three simple programming assignments and threeprojects outside of class. The Flash lectures consisted of course content being presented in muchthe same way a PowerPoint presentation would be presented in a traditional classroom setting.The slides

Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Marty Frisbee; Deborah Sharer

provided. The eSI program observed for this report utilized two primary websites. It should be noted that the professor for this course included a plethora of Internet links inthe main course web site to provide the students information on pertinent course topics such asPSPICE help, technical writing resources, and general technical resources. The main course website was powered by WebCT software and contained pertinent course information includinglecture notes, the syllabus, course schedule, and assignments that were offered in asynchronousmode. This web site provided secondary eSI support by allowing the students, professor, and eSIleader to communicate via its e-mail and discussion board features. Using these features, studentscould post

Conference Session

Web Education: Delivery and Evaluation

Collection

2003 Annual Conference

Authors

Robert Blake; kathleen marrs; Jeff Watt; Andrew Gavrin

. Despite the heavy usewe make of the WWW, JiTT is not a distance learning system. All of our courses have regularclassroom meetings. Indeed, the focus of JiTT is on enhancing, not reducing, face-to-facemeetings among students and faculty. JiTT is also not “Just in Time Training.” This phrase isoften used to describe systems in which employees access online training materials or attendseminars relating to new skills or equipment “just in time” for continued operations. 3 Finally, wewould like to stress that JiTT is not a method for reducing faculty workloads. JiTT is compatiblewith, but does not rely on, intelligent tutors or other means of computer-aided instruction.ChallengesAt the outset, JiTT was developed to teach introductory physics at two

Conference Session

Physics in the K-16 Classroom

Collection

2003 Annual Conference

Authors

Budny Dan; Teresa Larkin

and reliable learning-style identification instrument. The PEPS is currently beingused as a research tool within the introductory physics course for non-majors at AmericanUniversity. Two teaching approaches that have been developed based on a learning-style approachwill be shared. These approaches include the use of writing as well as interactive, live online chatsusing Blackboard technologies. Ideas for effective adaptation of these approaches by educators inother branches of science, as well as mathematics, engineering, and technology (SMET) educationare discussed.I. INTRODUCTION The brisk changes that continue to occur in modern society, and in academia in particular,suggest that learning must be a continuous process. A growing body of

Conference Session

Issues in Computer Education

Collection

2003 Annual Conference

Authors

Eck Doerry

(e.g.syllabus, schedule, etc.). Creating an INCA website is efficient and easy, requiring only threesimple steps: 1. Download and and unzip the site template package; this creates a complete Dreamweaver2 website on the instructor’s desktop machine. Launch Dreamweaver and define a new site based on the installed files. 2. Modify the dummy default documents (e.g. syllabus, assignments) to install actual content for the course. Additional pages (e.g. more assignments) can easily be created by using page templates3, or by writing them from scratch. The site layout and organization can2 The decision to rely on Dreamweaver as an HTML editor and site manager was purely practical. We wanted toprovide a maximally sophisticated

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Mustafa Sanver; Li Yang; Eric Gillispie

Page 8.10.1productivity of students by bringing multiple sources of information to the student through the Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering EducationInternet. Lastly, students can directly control the pace at which they learn.These features of technology-based learning make the design of course content veryimportant. In the design of online web-based course content, a powerful way of conveyingknowledge to students is through visualization. In the design of courseware with visualizationthe process of developing effective, well-focused visualization paradigms is very important.First of all, courseware

Conference Session

EM Skills and Concepts in the Real World

Collection

2003 Annual Conference

Authors

Charles Thompson

expanded into a parametric factor evaluation (PFE) form which has now beenused for a number of years. A copy illustrating this is provided in Table 1 PFE Factors forCourse Related Research Projects. A quick inspection will show that these are commonsensecharacteristics but still allow a wide latitude in choice of projects.Experience showed that there were some additional characteristics which affected the usefulnessof a project for course purposes. Although the course title and syllabus provided some guidance,some students still would choose projects which were interesting and potentially good researchcandidates but which weren't helpful in this course. The first, and most obvious, additionalcharacteristic was that the project should require

Conference Session

Quality & Accreditation: Outcome Assessment

Collection

2003 Annual Conference

Authors

John Ventura

topic can be mapped to an attribute of an ABET EC-2000learning outcome [4]. For example, an engineering course titled ECE Project must meet theobjective of EC-2000, item c – ability to design systems. The syllabus for this course is used toidentify the attributes that map to this key-learning outcome. Below is a statement of coursegoals listed in the syllabus of the ECE Project class: 1. Learn proper library search methods for information on selected subject. 2. Organize the problem statement and design specifications. 3. Present alternate solutions and list advantages and disadvantages of each. 4. Present final solution and reasons for choice involving realistic constraints such as economic factors, reliability

Conference Session

DEED Poster Session

Collection

2003 Annual Conference

Authors

Nicholas Krouglicof

to the customary teaching evaluations, students were required to submit anassessment essay as part of their course portfolio at the end of the term. Specifically, the studentswere asked to comment on whether or not the course successfully met the course objectives andoutcomes as outlined in the course syllabus. Several themes and conclusions were citedrepeatedly by the students. For the sake of brevity, only a few representative comments are citedfor each theme.• Design Experience: o “The most important aspect of this course was that it gave me a large amount of actual design experience.” o “The course provided a complete understanding of an entire design process. This complete overview has not been provided

Conference Session

Issues in Computer Education

Collection

2003 Annual Conference

Authors

Jerome Eric Luczaj; Chia Han

it.Learning is done incrementally, in layers. Mastery of knowledge and skill in a certain area orsubject often starts from the basics, a minimum set of facts that constitute the foundation forunderstanding of more complex and advanced concepts and their later application. The scope ofthe course and the coverage of the lectures are normally specified in program description andcourse syllabus before the course is offered. Due to time limitations in classrooms, classroomteaching tends to focus introducing basic concepts so that students will have the tools to usewhen learning more complex concepts and applications later. Most of this complex or advancedlearning is delegated to students outside of the class, in the form of home works and projects.Basics

Conference Session

Assessment Strategies in BAE

Collection

2003 Annual Conference

Authors

Anthony Ellertson; Steven Mickelson; Thomas Brumm

semesterEnglish composition (rhetoric) course (exclusive to ABE Learning Community students) useelectronic portfolios to present arguments on issues relevant to engineering and agriculture. Thispaper will discuss the extensive collaboration between the English instructor and ABE faculty inconstructing the course objectives and syllabus, the process by which ABE students create theirePortfolios, how the ePortfolios are assessed, and how ePortfolios contribute to the developmentof ABET-aligned competencies.IntroductionIn our department, the umbrella term “Agricultural & Biosystems Engineering LearningCommunity” has evolved to now encompass two complementary undergraduate programsavailable to our first- and second-year undergraduate students who are

Conference Session

REU at VaNTH & Graduate Programs in BME

Collection

2003 Annual Conference

Authors

Stephanie Bird; Mark D'Avila; Penny Hirsch

-course memos written about technicalcommunication and through a post-summer questionnaire sent to all 11 REUs. On a 4-pointscale, with 4 meaning “a great deal” and 1 meaning “not at all,” eight students said that the TCcomponent of the REU program has influenced their current written and oral reports “somewhat”or “a great deal.” The average answer to that question was 3, with a few students saying that theyhaven’t been asked to write anything since their REU experience. Students who offeredcomments said they gained the most from improving their presentation and PowerPoint skills.Also mentioned were improvements in writing memos and emails, giving and getting feedbackon writing, communicating online via Prometheus, and being more willing to seek

Conference Session

Teaching Styles and Peer Review

Collection

2003 Annual Conference

Authors

Malgorzata Zywno

, seniority, position, type of department) of the survey waswell matched with the data from the Association of Universities and Colleges of Canada(AUCC), providing a good snapshot of the faculty attitudes and practices vis-à-visimplementation of educational technology.The respondents overwhelmingly taught face-to-face courses (95%), as compared to onlinedistance learning (11%). Of on-campus courses, 18% are hybrid, or blended courses, combiningface-to-face contact with online support. Of those that used technology in teaching (n=631), 82%used it to distribute information (syllabus, lecture notes, etc.). Of those that created coursematerials (n=465), 47% described them as lecture notes, 41% as assignments and projects and21% as course outlines and

Conference Session

Integrating Math, Science, and Engineering

Collection

2003 Annual Conference

Authors

FE TABAMO; CRISTINO CARBONELL; Conchita Javier; Clarita Guevara

-based courses are designed to enhance learning. Distance learningrequires the development of courses for online users. Thus, the administrators and facultymembers are encouraged to develop and introduce innovations in the teaching-learning process. Itis their responsibility to provide a learning environment that should make the student feel thatlearning should not necessarily be structured, formatted and restricted. While there are certainstandards the learning institution has set, the student should be allowed to pursue further studiesby guiding him to resources the teacher may not be able to supply due to some constraints; by Page

Conference Session

Intro to Engineering: Not Just 1st Year Engineers

Collection

2003 Annual Conference

Authors

Janet Schmidt

inclusion in the TF program, their training, aswell as the curriculum completed by the first year students merit an update at this time.Recruitment:Technology has made the recruitment of TFs easier than it was ten years ago. Students areinformed of the opportunity to become a TF by the college's electronic list serv (FYI: For YourInformation). Minimum requirements include satisfactory GPA, prior successful experience withthe course, and interest in completing the required one credit seminar (ENES 388T Seminar inCollege Teaching). Applications are also provided online and ask students to provide adescription of their college activities including involvement in student organizations andprojects, relevant leadership, tutoring, or teaching experiences

Conference Session

Innovation in Design Education

Collection

2003 Annual Conference

Authors

Jesse Pappas; Eric Pappas

material. The students are, in fact, entirelyresponsible for their own learning experience. The professors assume roles as non-decision-making mentors, allowing the course to evolve according the self-organization,leadership, and priorities of the students. Working from a rudimentary syllabus, studentswork both independently and in collaboration to identify problems, initiate and conductprojects, and discuss results. Horner and Matson confirm that the leaderless classroom isa radical educational method, and that its effectiveness is driven by its tripartite nature:“Students must take charge of the content studied and learning process employed whilealso experiencing what it is they’re trying to learn…As students are immersed inunfamiliar roles, the

Conference Session

DEED Poster Session

Collection

2003 Annual Conference

Authors

Gul Okudan Kremer

Page 8.467.2collaboration library instruction may not be closely focused on course syllabus. In addition, the Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society from Engineering Education 2examples and assignments may not integrate with engineering assignments. To be judged by thestudents as worthwhile, library assignments must directly address the immediate needs of thestudents. In many cases, librarians address general skills or a particular set of resources. Themethodology and the resources are used to advance the concept of life-long

Conference Session

Introduction to Engineering: The Present State

Collection

2003 Annual Conference

Authors

Anita Mahadevan-Jansen

exercise 13 § Project Presentation § Engineering Ethics Preparation 14 § Project Presentations § Project Presentations § Post-Assessment § Post-AassessmentsWebsite:The course content for this introductory course has been delivered online for about seven years, afeature that has gotten much positive feedback from students and faculty; however, the contenthas been under severe scrutiny. Therefore, we developed a new website to be used by the foursections following the alternate format. Both web sites contain modules focusing on the majoraspects of the course: problem solving, teambuilding, Excel, Matlab, networks, HTML and ethics.(The

Conference Session

Innovations in the Aerospace Classroom

Collection

2003 Annual Conference

Authors

Olivier de Weck

Page 8.1175.11[2] P. W. Young, O.L. de Weck and C. Coleman,” Design and Implementation of an Aeronautical Design-Build-Fly Course”, Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, ASEE 2003-868, 2003 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education[3] E. F. Crawley, “The CDIO Syllabus: A Statement of Goals for Undergraduate Engineering Education”, MIT Department of Aeronautics and Astronautics, January 2001.[4]: http://www.balloonhq.com/faq/deco_releases/release_study.html[5] Crawley, E. F., Greitzer, E.M., Widnall

Conference Session

Teaching Design with a Twist

Collection

2003 Annual Conference

Authors

Barbara Masi