Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin W. Kile, Quinnipiac University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

responding to others verbal and nonverbalcommunication. These aspects were identified, by the author, through conversations withemployers, practicing engineers, and recent graduates. Although the key areas are easily agreedupon, how best to satisfy them during a conversation is open to some interpretation by theindividuals involved in the conversation. Therefore, the goal of the activities is to get students tothink and reflect on how they communicate, how others communicate, successfulcommunication, poor communication and goals of professional communication. Hopefully,through this thought and reflection, the students will become aware of their communicationstyles and can become better communicators

Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

Douglas H Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

information sheet and student survey after submitting the project butbefore receiving feedback reflecting their performance as defined by the rubric. The surveyfocused on the students’ perceived understanding of the project learning goals and confidence inability to implement the learning goals in real life.ResultsThe Gauge R&R Project was implemented at the University of Texas – Pan American (UTPA)in MANE 4311 – Quality Control during the Fall 2012 semester. Eleven students were enrolledin the course and eight submitted the (voluntary) demographic and survey sheets. The assessmentresults are provided in Tables 1 – 3.Table 1 contains the student demographic information. Participation in the demographic surveywas voluntary. The demographic

Conference Session

Engineering Management In The Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Louisville

Tagged Divisions

Engineering Management

Expert_____________________________________________________________________________________________________________________Instruction Teach the Teach how to decide Teach other things to consider Encourage individual to Encourage individual to draw on personal skill/theory/ principle when to use the when applying theory, content reflect on personal experiences applying the skill/theory/principle, skill/theory/principle driven example, mistakes that experiences and observed both their successes and failures and encourage have been made and experiences of others self-confidence to use intuition to solve

Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

Connie Gomez, Galveston College; Heidi A. Taboada, University of Texas, El Paso; Jose F. Espiritu, University of Texas, El Paso

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

, consider, and discuss society’s norms, society’s needs, and society’s Page 23.1251.11expectations of engineering solutions and technology. The ability to think beyond thetechnological design is crucial to developing engineers that are also leaders and promoters ofsustainable policy.AcknowledgementsThis project is funded by a grant received by the United States Department of Agriculture underthe Hispanic-Serving Institutions Education Grants Program. The findings and the viewsexpressed in this paper are those of the authors and do not necessarily reflect the position of theUnited States Department of Agriculture.References 1. ABET Criteria

Conference Session

Enhancing Engineering Management

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ana Valeria Quevedo, Universidad de Piura; Dante Arturo Guerrero, Universidad de Piura; Martin Palma, Universidad de Piura; Susana Vegas, Universidad de Piura

Tagged Divisions

Engineering Management

] [9].A succinct definition would be: PBL is a method of teaching and learning in which students, Page 23.715.3working in teams during a specified period of time, complete a project to solve a problemthrough the planning, design and implementation of a series of activities, through thedevelopment and application of previously acquired knowledge and the effective use ofresources. This results in experiential and reflective learning based on research for solvingcomplex problems with open solutions, generating new knowledge and developing new skills.Students are expected to assume greater responsibility for their own learning, and implement

Conference Session

Enhancing Engineering Management

Collection

2013 ASEE Annual Conference & Exposition

Authors

La Tondra Murray, Duke University

Tagged Divisions

Engineering Management

defined in the context of four dimensions: spirit, trust,interaction, and learning as a common expectation5. Spirit represents the recognition that oneholds membership in a given group and reflects the bonding that emerges as individuals spend Page 23.396.2time together. Trust demonstrates the developing reliance that members have on one another.Interaction can be described as the degree to which individuals share more personalizedinformation to provide mutual support. Learning as a common expectation represents the unifiedgoal of the students and provides everyone involved with a focused outcome5.Ruth Brown’s theory about the community

Conference Session

Innovative IE Curricula

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan L. Murray, Missouri University of Science & Technology; Terri M. Lynch-Caris, Kettering University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

timely that the FE and PE exam specifications have been revisited to reflect changingpriorities within the profession. For academic departments to stay relevant and assist industrialengineering graduates to become PE licensed, modern curriculum should stay closely aligned tothe FE and PE exam specifications but not attempt to “teach to the test”. The paper concludeswith a discussion of how these specifications have been used to assess and update academiccurriculum.I. Background on Professional Licensure through NCEESThe National Council of Examiners for Engineering and Surveying (NCEES) is a nationalnonprofit organization dedicated to advancing professional licensure for engineers andsurveyors. It develops, administers, and scores the

Conference Session

Improving course effectiveness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard L Marcellus, Northern Illinois University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

applied probability itself, butalso for the nature of problems. They should understand structuring problems and posing problems.They should be informed that there is a spectrum of problems, ranging from well-structuredproblems with definite answers and clear boundaries, such as are found in traditional textbooks (andnowhere else), and open-ended, ill-structured problems, such as are found in the engineeringworkplace. The essential and unique point is that learners s must pose, clarify, and define problems,not simply solve them.And, at the same time, learners should practice metacognitive skills such as reflecting on how theyare building these schemes. Metacognitive activities are manifold and not easy to classify. Howeverthere is widespread

Conference Session

Engineering Management In The Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ted Eschenbach, University of Alaska Anchorage; Neal A Lewis, University of Bridgeport; Gillian M. Nicholls, University of Alabama in Huntsville; Jani M Pallis, University of Bridgeport

Tagged Divisions

Engineering Management

learning has been explored by numerousstudies19 20.Using clickers to engage students and assess their learning builds on research into studentlearning without technology aids. Posing thoughtful questions that prompt reflection of recentlyintroduced concepts, along with interaction with the instructor is a way of sparking generativelearning. This has been demonstrated by research showing that combining “adjunct” questionswith a reading assignment produces more effective learning than assigning the reading inisolation.21 22 23 24 25 26 27 28 The timing of the questions is also significant. Some studies 29 30found that students did better on exams when they were presented with the questions after thereading as opposed to beforehand. Mayer31 and

Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

John P. Mullen, New Mexico State University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

1 3. Specific range, such as 1 - 4, 2 - 4 and 3 - 4. 8 4. Four copies per month. 2 5. Illogical range, such as 2-8, 48-60, 4 - 5, etc. 5 6. Expect to sell 0 – 4 copies each month. 9Given that no distribution is specified, the most logical answer is #1. Response 2 considersexpectations, but is too specific for the given information. Responses of type 3 specify a rangeand do not mention expectations. Responses 4 and 5 are clearly incorrect. Response 6 is a logicalconclusion from the structure of the problem that does not reflect any stochastic thinking. Theseresults indicate that about 20% of the class had some

Conference Session

Improving course effectiveness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregory L. Wiles P.E., Southern Polytechnic State University; Thomas Reid Ball, Southern Polytechnic State University (ENG)

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

. (2005). A dynamic, systematic method for developing blended learning. Education, Communication & Information, 5(3), 221–232.4. Bassett, E., & Gallagher, S. (2005). Students prefer hybrids to fully online courses. Recruitment & Retention in Higher Education, 19(8), 7–8.5. Gecer, A., & Dag, F. (2012). A blended learning experience. Educational Sciences: Theory & Practice, 12(1), 438–442.6. Musawi, A. S. A. (2011). Blended learning. Journal of Turkish Science Education (TUSED), 8(2), 3–8.7. George-Palilonis, J., & Filak, V. (2009). Blended learning in the visual communications classroom: Student reflections on a multimedia course. Electronic Journal of e-Learning, 7(3), 247–256.8. Scherrer, C. R