Conference Session

ECE Online Courses, Labs, and Programs

Collection

2002 Annual Conference

Authors

Sig Lillevik

providesophisticated features such as authentication (security), course registration, grade book, announcements,calendar, and student tracking. Assessment utilities include true-false and multiple choice question pools,random exam creation, and individually-timed exams. As discussed earlier, it is difficult to automateproblem-based exams. For collaboration, the products offer both synchronous (request, immediateresponse) and asynchronous (request, delayed response) services. These include email, chat rooms,bulletin boards, and document sharing. Some educators hold office hours using the synchronous chatroom feature. Lastly, the database facilities include a file system for access to syllabus, lecture notes,laboratory experiments, etc. A user may search the

Conference Session

Classroom Innovations

Collection

2002 Annual Conference

Authors

Marny Lawton; Donald Wroblewski

archived lecture slides. However,general course information and policies, updates to syllabus, design project testing results andhomework assignments were also provided through the site.Access to online office hours was offered, through the virtual classroom facility of CourseInfo,during the regular class meeting time for the days when online lectures replaced the live lectures.Students were encouraged to view the lectures during the regular class time, and ask questions inreal-time, online. Unfortunately, this method was not widely adopted by the students, as reflectedin the survey results, for two reasons. First, the instructor did not offer this option until the thirdof the taped lectures, and many students had already become comfortable

Conference Session

ECE Online Courses, Labs, and Programs

Collection

2002 Annual Conference

Authors

Lonnie Harvel; Monson Hayes

manage.This situation is aggravated by the fact that students often take several courses each term andmany courses over their entire academic experience. The capability of searching the contentof many different courses may help a student find a relevant piece of information, or see howdifferent courses are related along a common topic. Such a search can be used in differentcontexts, such as over a single course, or over several course modules over an extendedperiod of time. A user interface for searching can be made available in several places, such asin the syllabus page of a course, or in the presentation interface of each lecture. Relevancebased searches can also be used to assist faculty in the development of future lectures.Automatic Indexing of

Conference Session

Innovations in Freshman Engineering

Collection

2002 Annual Conference

Authors

Mary Lamont; John Merrill; Richard Freuler

features that are useful for course management. The instructional teamhas used the online environment to provide students with up-to-date course information, anelectronic grade-book, animated presentation material, study guides, communication tools andlinks to evaluation instruments. Student access is password-protected for the course and sectionin which they are enrolled.One of the benefits in utilizing these tools is that students have to assume more responsibilityover their own progress. They can submit assignments, view their grades progressivelythroughout the quarter, check the daily syllabus, participate in a class calendar, and accessinformation about their instructional team. However, some of the pitfalls that exist are theamount of time

Conference Session

Web Based Laboratories and Classes

Collection

2002 Annual Conference

Authors

Helen Grady

Session Number 2158 Teaching Well Online: Part, I, Instructional Design Helen M. Grady, Ed.D. Mercer UniversityTeaching online is not as simple as placing your lecture notes on the web—you must design thewhole educational experience differently. This two-part presentation focuses on the need forinstructional design, and also for interactive teaching and learning. Part I focuses on how toapply the principles of instructional design to online training materials or courses.Systematic instructional design enables a course developer to answer three basic questions:(1) Where

Conference Session

ET Distance Learning Courses and Programs

Collection

2002 Annual Conference

Authors

Harold Broberg

created in Director) 3. Record audio in Powerpoint (large .WAV files) 4. Convert to smaller .SWA files 5. Import Audio files and connect them to the imported PPT files 6. Make a cover screen that displays when the CD loads with pointers to each lecture 7. Create Self-Loading CDThe screen that is automatically loaded when the CS/EET 114 CD is placed in the CDreader is shown in Fig. 6. Each of the yellow buttons opens the lecture with the titleshown. The lecture numbers are used as part of the assignment on the class syllabus. Asimilar CD was developed for the EET 205 course. When one of the yellow buttons isselected, the lecture begins. A sample screen from one of the lectures in the EET 205course is shown in Fig. 7. Note that

Conference Session

CAD Applications in MET Courses

Collection

2002 Annual Conference

Authors

B. Sridhara

available either immediately or after a certain date by settingappropriate options on the Control Panel. The instructor can access the Digital Drop Box (Fig.3) using the Control Panel, grade the submitted material, and return files electronically withcorrections, comments and/or grades.A welcome statement with a note to look for new announcements regularly was posted underAnnouncements. Course syllabus was posted under Course Information providing a link toappropriate MS Word files. Creating and modifying announcements and folders, uploading files,and providing links were done using the Control Panel. In the first one or two classes, Dr.Sridhara gave a virtual tour of CourseInfo and briefly described how it would be utilized in theCADD courses

Collection

2002 ASEE North Midwest Section Conference

Authors

Swaminathan Balachandran

. Click Announcements from the course Web site tool bar to view course announcements. Course Information: Course Information displays descriptive materials about the course. Materials usually posted here include syllabus and course objectives. Staff Information: Provides background and contact information on course instructors and teaching assistants. Course Documents: Contains learning materials and lesson aids, such as lecture notes. Assignments: Assignments lists the due date and description for class work. The instructor posts assignments and can modify the task and due date. Communication: Course users communicate through the Communication Center. The Communication Center allow

Conference Session

Mentoring Graduate Students for Success

Collection

2002 Annual Conference

Authors

Patricia LaCourse; Barrett Rock

Society for Engineering Educationthree-credit course would be comprehensive. Responsibility for the course can be an informationor communications specialist, engineering professor, or team. Course Format Table 1 lists a sample syllabus for a one-credit course. Each week’s meeting may includelecture (thesis sections, scientific method, tools, etc.), seminar (exchange of ideas), presentations,small group tasks and/or writing lab. Students use a logbook, same as or similar to the logbookin the lab. This fosters the behavior of having a thesis workbook handy at all times to jot downspeculations, experiences, insights, etc. as they occur. All in-class writing is expected to be inthis notebook (or laptop

Conference Session

Curriculum Development in Computer ET

Collection

2002 Annual Conference

Authors

Anthony Trippe

are encouragedto talk with other students about approaches to solving the assigned problems. However,all written work and program development is to be done individually. All computerprograms and reports must be individually developed. It is stressed that copying workfrom other students will result in all involved students receiving a grade of 0 for theassignment and the possibility of a failing grade in the course.Each syllabus for these courses contains the following warning. "Plagiarism" (from a Latin word for "kidnapper") is the presentation of someone else's ideas or words as your own. Whether deliberate or accidental, plagiarism is a serious and often punishable offense. Deliberate plagiarism includes copying a

Conference Session

ET Distance Learning Courses and Programs

Collection

2002 Annual Conference

Authors

Anthony Trippe

ResourcesAnalysis of my experiences integrated with input from fellow faculty members has led tothe following lessons learned. They are presented as a case study in good practices. Anyinstitution considering the establishment of a teaching center should consider thefollowing elements of training for distance learning faculty.1. Training prior to the first online course – New faculty candidates should be required toattend an intensive training program that introduces them to the organization’s standards,procedures and its teaching/learning philosophy. As part of this program, the facultycandidates should have an opportunity to present online lectures, create a syllabus,participate in and organize group exercises, provide feedback on sample

Conference Session

Instructional Technology--What Works

Collection

2002 Annual Conference

Authors

Anthony Trippe

. Page 7.557.4 “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”1. Training prior to the first online course – New faculty candidates should be required toattend an intensive training program that introduces them to the organization’s standards,procedures and its teaching/learning philosophy. As part of this program, the facultycandidates should have an opportunity to present online lectures, create a syllabus,participate in and organize group exercises, provide feedback on sample studentassignments, provide feedback on fellow student assignments and observe a distancelearning class in action.2. Support during

Conference Session

ET Distance Learning Courses and Programs

Collection

2002 Annual Conference

Authors

Barbara Christe

Delivery and Course Design: 1. The course syllabus was easy to locate and follow. 2. Course content was divided into manageable parts. 3. Content presented online was clear and understandable. 4. I was able to find and follow directions for assignments. 5. I was able to locate and use the content material necessary to complete assignments. 6. Assignments were well designed to reinforce course content. 7. Graphics and images were used to enhance the content without being a technological burden. 8. Examinations were effectively designed to evaluate my knowledge of course material. 9. Supplemental material, tutorials and links to additional information were available

Conference Session

Current Issues in Computing

Collection

2002 Annual Conference

Authors

Raj Desai; Eugenio Lord

background images2.III. Developing Web CoursesDeveloping quality web courses takes time 3. The front end of your web page shouldinclude a welcome screen, syllabus, testing information, posting of grades online, and abulletin board. There are many different web page editors available in the market todaythat can be used in order to quickly create a functional Web page. Microsoft FrontPage2000 is relatively easy to use considering our University’s familiarity with the MicrosoftOffice suite. FrontPage 2000 allows you to create Web pages using one of the pre-developed program templates and from blank pages. Page 7.313.2Proceedings of the 2002 American

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Washington Braga

answers analysis and similar resources. As learning is a personal experience, noteverybody does learn the same way. Therefore, it was found necessary to offer a largenumber of academic resources that are supposed to motivate different students. On their firstday of class, students receive a written summary about them, besides the course syllabus,with plenty of information on how to handle such resources, how to select passi ng criteria(students may choose weights for four types of academic evaluation tools: three monthlytests, a final examination, projects and online plus classroom participation), hints on oralpresentations, netiquette and others. The summary is also available online. To give some flavor on how such material is being used

Conference Session

Computers in Education Poster Session

Collection

2002 Annual Conference

Authors

Steve Schweitzer; Shad Reed

be designed to do,what should appear on a course website and how it should be formatted. Survey data arepresented illustrating the effectiveness of two different course websites and the websites areexamined to determine what characteristics led to their success or failure.Introduction Technology has undoubtedly changed education. Many universities have created virtualclassrooms where students can remotely logon, attend online lectures, turn in electronichomework, and take online tests[1,2]. While web centered courses offer many distinctadvantages, they face many challenges and are not yet ready to supplant traditional courses[3].Courses that integrate the internet into an existing conventional classroom environment stand

Conference Session

Inter. collaboratory efforts in engr edu

Collection

2002 Annual Conference

Authors

William Kisaalita; Thomas Reeves

specialized courses a non-option. We have previously proposeduse of case studies in existing required sophomore courses as a viable option. The case studyapproach as proposed has potential to provide students with global competence withoutcompromising the syllabus content and time to graduation (Kisaalita, 2002a). We are now extending aspects of the idea – focusing on solutions toglobal/international problems from global/international customers – to a senior course, thecapstone engineering design. A senior design course was found attractive for several reasons.First, it is a required course that affords exposure to a large proportion of students in theprogram. Second, it is conducive to real-life, open-ended thought problems. Open-endedproblems

Conference Session

Computers in Education Poster Session

Collection

2002 Annual Conference

Authors

Paul Blowers

expert in the Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright 2002, American Society for Engineering Educationtechnologies that are available for use on the Web5. Instead of developing strong materials, weoften use off-the-shelf applications that are not as powerful or as engaging for students to use.An example is that almost every course now has an online syllabus, while very fewer havestreaming video or interactive chat rooms9. The easier the technology is to use, the more likely itis to show up in use. It is also extremely time consuming to develop online course materials10. Very fewfaculty have the time and resources to create new materials

Conference Session

Novel Classroom Environments

Collection

2002 Annual Conference

Authors

Skip Rochefort; Keith Levien

anintroduction to a programming language such as FORTRAN or C, but more recently theMATLAB® package from The MathWorks, Inc. has been used. In addition, as shown on thefirst page of the syllabus included in the Appendix, the students solve simple problems usingthe flowsheet software ChemCAD®, which they use in later classes. Although these softwaretools are very valuable for a chemical engineer, the first-year students generally consideredthis a less enjoyable course than the orientation course of the previous quarter. This year toincrease enthusiasm and engage students more in programming, we decided to demonstratereal-time programming and data logging. We incorporated ROBOLABsoftware and the LEGO RCX brick in a project which involved mobiledata

Conference Session

Innovative Curriculum Development in EET

Collection

2002 Annual Conference

Authors

Rafic Bachnak

control; characteristics ofsensors and transducers; electronic devices; signal conditioning; and flow, temperature,pressure, force, level, and motion measurements. Two textbooks were used according tothe weekly schedule of Table 1 [1, 2]. The course outcomes, as stated in the syllabus,are as follows.At successful completion of this course, students will be able to: § Model a feedback control system § Use common semiconductor components/devices such as transistors, diodes, voltage regulators, waveform generators, etc. § State the principles of measuring devices and describe how they work § Identify linear and nonlinear components and systems § Design and analyze op-amp and signal conditioning circuits § Design and analyze

Conference Session

Improving Statics and Dynamics Classes

Collection

2002 Annual Conference

Authors

Mandeep Thukral; Kurt Gramoll

the system that allows the instructor to set up asyllabus for their class. It asks the instructor the information about the number of weeks the classis going to span (Fig. 6), the starting date of all weeks (Fig. 7), allocate chapters to weeks (Fig. 8)and the system produces a tabulated syllabus (Fig. 9) for the class. The system automaticallyconstructs links in the syllabus to online mini-lectures using streaming video [3] and e-Bookcontent on the web. These links help guide the student to the correct course material so that theydo not have to search the web site. Fig. 6. Select Weeks Fig. 7. Starting Dates Fig. 8. Select Weeks Fig. 9. Starting DatesIn

Conference Session

Computers in Education Poster Session

Collection

2002 Annual Conference

Authors

Edward Gehringer

is not widespread at the moment, but will be an increasingproblem as online assessment and testing systems become more commonplace. This paper willexplore the reasons for restricting course materials, the current extent, and the implications ofsuch restrictions.1. IntroductionIn the process of working on our Course Database project [2, 3], we have occasion to visit manycourse Web sites. Recently we have been noticing that many of them are hiding behindpasswords, inaccessible to the public eye. This is a discouraging development, for it seems thatthe relatively open world of academe is becoming more cloistered. In practical terms, it meansthat if I or my students surf the Web for new material related to our fields of study, we are likelyto

Conference Session

Trends in Energy Conversion/Conservation

Collection

2002 Annual Conference

Authors

Margaret Bailey; Ozer Arnas

withrespective motivations. The Course Structure section focuses on the current course andincludes course objectives, syllabus, graded events, projects, field trip summary, andother relevant course information. The last section, Course Assessment and Outcomes,includes discussions on the assessment process used for this course and the outcomesbased on the current course structure.II. Course BackgroundThe evolution of the Energy Conversion Systems course at West Point is driven bydynamic factors such as technological developments, current energy policy, militaryneeds, and annual assessment outcomes. In 1994, the course’s main goal was to educatestudents on the analyses of major energy conversion technologies utilized within theUnited States in the mid

Conference Session

ET Web Based Laboratories

Collection

2002 Annual Conference

Authors

Thomas Hall

been improving its ties with area industry through partnerships. In part, theseefforts have been motivated by a desire to expand the university’s ability to offer courses toindustry, its employees, and to other people who are not free to attend class during traditionalclassroom periods. While there are many examples of lecture and discussion-group classes online, one hallmark of an electronics engineering technology program is that laboratory classesaccompany most lecture courses. Though most of our lecture classes can be delivered at adistance, it is not possible to duplicate the hands-on experience of an electronics laboratory overthe Internet. Even so, an on-line electronics engineering technology program must includeconcurrent laboratory

Conference Session

Visualization and Graphics

Collection

2002 Annual Conference

Authors

Douglas Baxter

were, instead, placed on 2 CDs. The CDs are bundled with the textbook.Students are required to view the lecture segments prior to coming to laboratory. As thelectures are segmented into small time segments, students need not commit more than 10-15 minutes to view a lecture segment. Students also may load the problems discussed inclass in their solid modeling system: SolidWorks. Thus, as shown in Figure 1 below,students can view the lecture and examine the actual solid model together.Figure 1: Video Lecture and Accompanying SolidWorks Part from Course CD Students can access their course syllabus within the EG&CAD web pages. As there are avariety of potential solid models available for each laboratory session, students fromdifferent sections

Collection

2002 ASEE North Midwest Section Conference

Authors

Swaminathan Balachandran

other students in the class. Syllabus: Provides access to all information about the course, study guide, learning outcomes, and specific policies. Links to regulations, related courses and the home page. Outline: Lists the activities for each week or session. Click on individual sessions to view Study Plan, requirements, assignments and other resources and materials for that specific week. Testing: Create online quizzes and tests here and administer them also. Grade Book: Tracks student grades for online and offline assignments. Projects: A repository for describing group projects. These can be linked to sessions. Lectures: A spot to load lecture notes. Students can print lectures out

Conference Session

Assessment Issues

Collection

2002 Annual Conference

Authors

Walter Tucker; Bob Lahidji

future represented by distributed learning?4”. Our experience in teachinggraduate-level engineering management classes suggests that the integration ofpedagogical techniques appropriate for online courses into live classes is being impededby the increasingly archaic but jurisprudential tradition of seat time. One cannot assumethat the format used in a traditional method of teaching such as lecture can (or should) beduplicated in an online course. Lecturing as a teaching method has been around sinceancient times and still today a great deal of teaching is done by lecture. The Willcoxsonstudy concluded that lecture can provide the means to transfer knowledge andinformation to learners and the learners show desire to learn, but learners (students

Conference Session

Outcome Assessment, Quality, and Accreditation

Collection

2002 Annual Conference

Authors

J. Shawn Addington

words; 2) various surveys, including coursesurveys, an FE survey, an exit survey, and an alumni survey; and 3) data from the FE discipline-specific examination.In terms of providing a detailed perspective on the effectiveness of the curriculum there is nomore comprehensive assessment data than the student grades obtained on the assignments withinthe departmental courses. Just as the department has established a set of program educationalobjectives and measurable program educational outcomes (Appendix 1), each faculty memberhas determined the specific content-based course objectives for each course they teach, as well asthe measurable performance criteria that will be used to determine how well those courseobjectives are met. The course syllabus

Conference Session

Assessing Teaching and Learning

Collection

2002 Annual Conference

Authors

Khalid El Gaidi; Diane H. Soderholm; Doris Brodeur; Dava Newman

Session 3530 Using Portfolios for Exit Assessment in Engineering Programs Doris R. Brodeur Massachusetts Institute of TechnologyAbstractThe Department of Aeronautics and Astronautics at the Massachusetts Institute ofTechnology is designing a portfolio assessment system to assess students' achievement ofprogram outcomes. In the past three years, the undergraduate aerospace engineeringprogram has embarked upon major curriculum reform initiatives centered on 16 programoutcomes detailed in its CDIO Syllabus. Portfolios will be organized into categoriesreflecting these outcomes. (The 16 CDIO

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Rebecca Willits

level biomedical engineering specific courses. While thebasic courses cover essential engineering topics and attempt to incorporate biomedical examples,the upper level courses specifically target biomedical topics, using the basic engineeringprinciples as a basis. This paper describes the organization and contents of a two-semestertransport sequence for undergraduates, covering topics from Navier-Stokes to bioartificialorgans.Design of First CourseThe first course was designed as a traditional engineering course in Transport Phenomena,focusing on the fundamental problems, with prerequisites of differential equations andmechanics (syllabus can be found online atwww.slu.edu/colleges/parks/departments/BME/curriculum/330/bme_330.html). Topics