Conference Session

Innovation and Measuring Success in Graduate Education

Collection

2010 Annual Conference & Exposition

Authors

Joy Colwell, Purdue University, Calumet

Tagged Divisions

Graduate Studies

focused on employers’ evaluations of employer-delivered workforce readinesstraining, the research report is valuable for the light it sheds on the gaps in skills whichemployers find in workforce entrants, including those entering with workforce with afour-year college degree. It is also valuable for the information it provides on howemployers rate the work skills which new employees need: the list of applied skills hassubstantial overlap with the soft skills in accreditation standards for ABET for example,and is reflective of other sources of soft or professional skills. The new economy andcurrent world of work requires many skills, and specifically the applied or professionalskills which began this discussion.What relevance does this information

Conference Session

Construction Engineering Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Enno Koehn, Lamar University; Nishant Shah, Lamar University; John Koehn, Chadron State College

Tagged Divisions

Construction

. Page 15.1061.8Fig.8 ContrastGarden Page 15.1061.9Fig.9 Contrast GardenFig10 Contrast Garden Page 15.1061.10Fig. 11 GateHere visitors can experience four additional sculpture garden rooms designed by Canadian artistLinda Covit, whose work examines the connection of art and nature by thematicallyincorporating graphic figures reflected in plant forms Spiral, Branching, Circle, and Stripe. TheMagnolia Terrace then brings visitors back to the point where the alternate experience of the sitecan happen.Conceived as an educational experience for all ages, the Nature Center includes the "Here WeGrow" children's area (Fig. 12, 13 & 14) built around a third Stark greenhouse. Dotted withcobalt bottle trees an

Conference Session

POTPOURRI

Collection

2010 Annual Conference & Exposition

Authors

Guy Johnson, Rochester Institute of Technology; Brian Tomaszewski, RIT

Tagged Divisions

Information Systems

management response, transportation planning and control, forestry and agricultural management, tourism, and personal navigation. These applications illustrate the tremendous variation in both the geographic scale of the problem or issue being addressed and use of geographic information in these applications (7 Longley et al., 2005). Several agencies of the Federal government have recognized the need to increase the supply of Geospatial Technology professionals. These needs are reflected in the following research reports issues by the Federal government: The 2004 U.S. Department of Labor report Geospatial Industry Snapshot identified 12 diverse geospatial-related occupations, and employment in each was projected to increase

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Chin, East Carolina University; Nancy Study, Virginia State University

Tagged Divisions

New Engineering Educators

and table titles, notes, andrules; figures and figure captions; spell checking; and the cover letter.Author responsibilitiesPrior to manuscript submission, authors need to thoroughly proofread their manuscript and makeall changes and corrections. Correct spelling and punctuation, accurate quotations, complete andaccurate references, relevant content, coherent organization, proper format, legible appearanceand the like reflect upon the author’s due diligence and help shape the attitude of reviewers andeditors. Authors are responsible for concealing their identities if the manuscript is to be blindreviewed. If a checklist is available, use it. Ensure a complete cover letter, including contactinformation, accompanies the manuscript.Online

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Bekir Kelceoglu, Indiana University-Purdue University, Indianapolis; Mary Ann Frank, Indiana University-Purdue University, Indianapolis; David Cowan, Indiana University-Purdue University, Indianapolis; David Goodman, Indiana University Purdue Unversity Indianapolis (IUPUI); Cluny Way, College of the North Atlantic; Joseph Tabas, Indiana University-Purdue University, Indianapolis; J. Craig Greene, College of the North Atlantic; Patricia Fox, Indiana University-Purdue University, Indianapolis; Sandi Perlman, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Architectural

paneling option can be seen belowin Figure 2. Panels are reversible allowing the dark side to collect the sun’s energy during winterand reflect the sun’s ray during summer. Page 15.1220.8 Figure 2: Concept SketchAs well, due to strict space restrictions, multi-functional furniture needed to be designed. Usingmulti-functional furniture offered not only space saving benefits, but also provided spacemodifications for different purposes, such as using a kitchen table as a study surface. Usinganthropometric data from already published literature, (e.g., Panero & Zelnik, 197912; Tilley &Henry Dreyfuss Associates

Conference Session

Innovative Curriculum and Practices in Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Hsi-Hsun Tsai, Ming-Chi University of Technology

Tagged Divisions

Engineering Technology

students raises the achievement of each course. By the assessmentthe students will know and then improve most once they understand the aim of their learning.This understanding is where they are in relation to this aim and how they can achieve the aim.Bransford, Brown and Cocking (2000) revel that an effective teaching environment is by wayof the assessment-centered scheme for pupils. Besides, Bransford et al. (2000) furtherindicate that within the effective teaching environment of the assessment-centered scheme,the feedbacks from the students are responded to the teacher by the formative assessmentduring the teaching process. The ongoing feedbacks by monitoring of the learning status ofstudents would reflect the linkage between the course and the

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Dmitriy Garmatyuk, Miami University

reflection on these observations, we came to a conclusion that a good way toaddress the question above would be to gain experience in (and test-run) Project-Based Learning(PBL). It appears that engineering has inherent appeal due to its strong “hands-on” component –we have not met a student of engineering yet who wouldn’t be fascinated by the applied natureof the subject, which translates into “building something” or “seeing something work.” PBL isalso advantageous from the perspective of structuring the coursework to maximize its impact onthe students’ ability to a). Find a desirable job, and b). Succeed in it – and it’s no secret thatpresent-day industry operates in terms of projects. Thus, it has been decided that our teachingproject will focus

Conference Session

Innovations in Materials Education

Collection

2010 Annual Conference & Exposition

Authors

David Cottrell, University of North Carolina, Charlotte; Chung-Suk Cho, University of North Carolina, Charlotte; Na Lu, University of North Carolina, Charlotte; Robert Swan, University of North Carolina, Charlotte

Tagged Divisions

Materials

graphically the highly favorable student assessments forselected areas of interest. This subjective survey solicited student and faculty input on a scale of1 – 5 where ―1‖ correlated to little or no support and ―5‖ indicated strong agreement.  Increased Student Engagement: This outreach initiative was rated nearly 4.4 and reflected a perceived increase in the student engagement by providing many with their first hands-on experience with construction techniques and procedures; it provided an opportunity for them to witness how their chosen field can benefit not just an individual family in need but a whole community. In fact, during the deployment at the job site, local community groups arrived at the site to express

Conference Session

Innovations in Teaching Physics or Engineering Physics

Collection

2010 Annual Conference & Exposition

Authors

Jian Peng, Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

department to engineering physics students fora long time. Previously, our microcontroller course centered on Intel 8086 chips and the ISAbuses. Students learned 8086 assembly language and how to interface a PC with the externalworld via the ISA buses through various peripheral devices, including timers, RS232 serial ports,and interrupt subroutines. Software coding and debugging were performed under DOSenvironment using command-line instructions. Obviously the content of this course had stayedin the 1980’s and had not evolved with new generations of hardware and software. During ourdepartment’s internal curriculum review process for our 2006 ABET accreditation visit, wereached consensus that this course needed major revision to reflect the current

Conference Session

Contemporary Issues in Engineering Ethics

Collection

2010 Annual Conference & Exposition

Authors

George Catalano, State University of New York, Binghamton; Caroline Baillie, Western Australia

Tagged Divisions

Engineering Ethics

that looks at a site's natural land, water, and energy resources as integral aspects of the development." 5 ≠ "Sustainability integrates natural systems with human patterns and celebrates continuity, uniqueness and placemaking." 6In review of the totality of these definitions, it seems that the site or the environmentalcontext is an important variable to most working definitions of sustainability.Let us consider the approaches that a variety of engineering organizations and societieshave adopted in dealing with the ethics of sustainability. Recent changes in professionalsociety policies and codes of ethics reflect changing attitudes in engineering. Several

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tom Benton, University of Texas, Austin; Taylor Martin, Univ of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

challenges but also on this intervention and its focus on their development11.Constructionism builds on Piaget’s constructivism in maintaining that learners do not imbibeknowledge and ideas but rather create them based upon experiences in the world. It takes thisidea a step further in asserting that optimal experiences for knowledge construction are those thatare focused on the creation of a product with significance to its maker. As such, we encapsulatethis nature of engineering question in the very system that instructors use to develop classroomactivities and materials. The integrated presentation of engineering is not simply a realistic reflection of the careersawaiting students who will choose to pursue engineering professionally; it

Conference Session

Innovative Pedagogies for Teaching Introductory Materials

Collection

2010 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Elliot Douglas, University of Florida; Cindy Waters, North Carolina A&T State University; Michael Prince, Bucknell University; Trevor Harding, California Polytechnic State University

Tagged Divisions

Materials

skillsfor becoming autonomous, life long learners. The emphasis here is shifting the pedagogicalparadigm from recall based teaching and learning to teaching and learning for development of aconceptual framework through reshaping classroom environment. The general research questionaddressed here is, "What types of pedagogy can more effectively graduate engineers who cansucceed and lead in the modern day engineering environment?" The panel will introduce fiveresearch based innovate pedagogies. The breakout session will have group tables which willmodel various approaches and the reflect upon them to discover what barriers and opportunitiesare present for each of the various approaches.Inductive Teaching MethodsEngineering and science are

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Randy Libros, Community College of Philadelphia; Kathleen Harter, Community College of Philadelphia

Tagged Divisions

Technological Literacy Constituent Committee

Focus or Topics Course, The Technology Creation Course (Design Course), TheTechnology Critique, Assess, Reflect, or Connect Course.”1ASET 101 has elements in common with the Technology Focus category in that the courseincorporates scientific principles focused on a limited range of technological applications. ASET101 also shares elements of The Technology Critique, Assess, Reflect, or Connect Course,helping students see the connections between technology and public policy questions.Technological literacy has been defined as “an understanding of the nature and history oftechnology, a basic-hands-on capability related to technology, and an ability to think criticallyabout technological development.”2 Providing an explanation and developing an

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Mechanics

Stokes’ Theorem. It has recorded a score of 3on Likert scale. This must be improved to record at least 4.It seems that the students have a good grasp of Green’s Theorem and Gauss’ Theorem. Theyboth show a respectable score of 4 on Likert scale.Finally, we arrive at the Boussinesq Approximation Assignment. One can see that the conceptsare tough and students have to put in extra effort to appreciate the need for this topic.Regardless, they have shown, interest, and have secured an adequate level of 3 on Likertscale.Furthermore, when a homework assignment is given to them, they seem to fair better. Giventhe freedom of a take-home assignment, the students have shown that they can read a topic,reflect on it and report their findings in an

Conference Session

Creativity and Innovation in Engineering Design

Collection

2010 Annual Conference & Exposition

Authors

Micah Lande, Stanford University; Larry Leifer, Stanford University

Tagged Divisions

Design in Engineering Education

that were generatedat the end of fall, winter, and spring quarters for 2007-2009.The teams of mechanical engineering graduate students were observed during regular teammeetings and their project reports analyzed. A researcher sat in on weekly team meetings andclass presentations, gathering qualitative notes in situ (audio recordings and a subset of sessionswere transcribed). Interim project reports detailing the design development of their work as wellas the final specifications of their project were analyzed, a coding scheme using these student-reported reflections was used to map the student’s experience to the Ambidextrous Way ofThinking metric (Figure 3) combining Design Thinking and Engineering Thinking activities anddesign process steps

Collection

2010 ASEE Midwest Section Conference

Authors

Keith E. Hedges

. This may have industry potential for integrated design procedures. Some student inquiries did not uncover enough data due to the newness of theStanding on your own two feet earthquake event. When this occurred, the students sought representative examples to draw their own conclusions.DiscussionTo offer meaning from the student findings, I collapsed the themes into four educational lessonslearned. These are my reflections from the real-time disaster inquiries in the areas of courseinstruction, content, and student outcomes.Eureka!The instructor’s need for minimum topical content and the lack of a controlled discussion are thetwo major obstacles

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

AS Ward; MN Gooseff; RY Toto; SE Zappe

outside” of the simulationallowing them to better understand the underpinning concepts, an ability not likelyfeasible in most physical lab experiments.5 The work of McAteer6 and colleaguesexemplifies how technology mediated practical work can change lab practice in the lifesciences. The authors found that there were no differences between simulated and virtuallabs in the way that students talk about experiments or the way that the students engagethe instructor and their peers. The value that online labs in engineering may provide isfurther reflected in a recent literature review by Ma and Nickerson7 who sought tocompare the value of hands-on labs, simulated (or virtual labs), and remote labs. Theyfound that most of the labs discussed in the

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

David W. Dinehart; Timothy Harrington; Matthew Bandelt; Adam Beckmann

the course of the curriculum, the students’ progress in this area was clearly evident to theauthors.While the benefits to the middle school students were numerous, there was a tremendous value tothe Villanova students. The four key elements of a service learning pedagogy are Preparation,Service, Reflection, and Celebration. The students were responsible for all preparation. Theytaught the lessons and ran the activities at St. Martin of Tours; they interacted directly with thechildren in a formal and informal manner. We reflected in an informal manner following eachactivity. This is an area for potential improvement for future offerings. The celebration elementwas the year end campus event, where all NovaCANE members were present. It was

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Gary P. Halada

a group project, and may beclearly classified as an example of “problem-based learning”. Problem based learning isdescribed by Cindy E. Hmelo-Silver6 in the following way: “Problem-based learning (PBL) isan instructional method in which students learn through facilitated problem solving. In PBL,student learning centers on a complex problem that does not have a single correct answer.Students work in collaborative groups to identify what they need to learn in order to solve aproblem. They engage in self-directed learning (SDL) and then apply their new knowledge to theproblem and reflect on what they learned and the effectiveness of the strategies employed. Theteacher acts to facilitate the learning process rather than to provide knowledge

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

time to reflect on this question both individually and in groups. Each group isthen asked to make a list of steps it followed when solving the design problem. In doing this,they are developing a model of the engineering design process they followed. Finally, the studentteams are asked to share their individual design models with the class. When the discussionabout the different design approaches is complete, a short lecture about different models of thedesign process can be used to help solidify the impromptu design’s introduction to the designprocess.3. Bringing Impromptu Design to Engineering Science ClassesIn the following, examples of how the impromptu design format can be extended to reinforcecontent in engineering science courses are

Collection

2010 Northeast Section Meeting

Authors

AS Ward; MN Gooseff; RY Toto; SE Zappe

outside” of the simulationallowing them to better understand the underpinning concepts, an ability not likelyfeasible in most physical lab experiments.5 The work of McAteer6 and colleaguesexemplifies how technology mediated practical work can change lab practice in the lifesciences. The authors found that there were no differences between simulated and virtuallabs in the way that students talk about experiments or the way that the students engagethe instructor and their peers. The value that online labs in engineering may provide isfurther reflected in a recent literature review by Ma and Nickerson7 who sought tocompare the value of hands-on labs, simulated (or virtual labs), and remote labs. Theyfound that most of the labs discussed in the

Collection

2010 ASEE Zone 1 Conference

Authors

Anne E. Mohan; Enrique Sola; James Patrick Abulencia

Companycompetitively selects ten faculty fellows across the nation’s universities to visit Boeingoperations in Seattle, Phildelphia, Huntsville, and Wichita. This is an eight-week program whichfocuses on “shadowing assignments” in which each faculty fellow “looks over the shoulders” ofpracticing engineering professionals. [7] This program concludes with a reflection on theessential attributes of engineering graduates. According to this reflection, the ten most importantdesired attributes are: (1) communication skills, (2) technical knowledge, (3) ability to defineproblems clearly and come up with solutions, (4) understanding the impact of engineering 4decisions on

Collection

2010 ASEE Zone 1 Conference

Authors

Andrzej Zarzycki

traditional didactic and passive-style learningreferred by Paulo Freire as “banking education.”[ 1] There is ample precedence and philosophical backing for the learning-by-doing approach.Some trace it as far as Confucius, with his memorable adage from around 450 BC: “Tell me, andI will forget. Show me, and I may remember. Involve me, and I will understand.” In more recenttimes, David Kolb defined the concept of Experiential Learning Theory (ELT)[ 2] using twocontinuum axes: active experimentation–reflective observation and abstract conceptualization–concrete experience. Each of four learning types consists of experimentation, experience, orreflection as an active component of the learning process. These components can be used asbuilding

Collection

2010 ASEE Zone 4 Conference

Authors

Nebojsa Jaksic; Jeff Piquette; Melvin Druelinger; David Lehmpuhl; Helen Caprioglio; Juyun Cho; Paul Chacon; Michael Mincic

a controlled and safe environment. The challenge course setting provides an opportunity for groups and individuals to learn about themselves and address personal, interpersonal, and organizational issues. Each team member brings a unique personality and style of communication that contributes to the dynamics of a team. Team members discover how vital individual contributions are to the success of the team. Participants have an opportunity to reflect on their team-building adventure and apply their experience to everyday life11.” Proceedings of the 2010 American Society for Engineering Education Zone IV Conference Copyright © 2010, American Society for Engineering Education

Conference Session

Potpourri of First-Year Issues

Collection

2010 Annual Conference & Exposition

Authors

Rod Paton, University of Auckland; Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

First-Year Programs

attended the lectures, tutorials andlaboratory sessions of several engineering courses. He also enrolled in two university coursesin order to learn social-sciences research methods. The teacher’s focus was on the peerassessment, problem-solving and feedback used in lectures and tutorials to promote effectivelearning and encourage students to take responsibility for their own learning. Models(conceptual frameworks) were then constructed to reflect the actions of students and theinteractions students have with their lecturers and tutors. The result was a comprehensiveview of what is expected of first-year engineering students from a high school teacher’sperspective. This view, together with the data on which it was founded, is outlined in

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Adrian Millward-Sadler, University of Applied Science, Graz; Annette Casey, Joanneum University of Applied Sciences; Frank Newman, University of Graz

Tagged Divisions

Cooperative & Experiential Education

into Page 15.574.3the subsequent year-group. Flexibility of subject choice is reflected within the projectsundertaken by undergraduates in the 2nd through 6th semesters, the industrial placement (in the7th semester) and finally in the choice of diploma thesis.English in the Department of Vehicle TechnologyAs well as the courses which would be expected in such a degree programme (for example inareas such as mathematics, computer aided design, strength of materials, thermodynamicsetc.) English as a Foreign Language (EFL) classes also make up a major component, being amandatory subject in the syllabus, required in six out of the eight total

Conference Session

Graduate Student Experience

Collection

2010 Annual Conference & Exposition

Authors

Sunni Newton, Georgia Institute of Technology; Lydia Soleil, Georgia Institute of Technology; Tristan Utschig, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

categories, therate was about 90%; please note that this figure is based on a limited data set of those schools forwhich data could be obtained. It is not clear if this data set is reflective of the full set of 288 U.S.research and doctoral granting institutions.Table 2: Count of Schools with Teacher Preparation Programs & Courses # and % of schools for # and % of schools reporting that which data was they offer the course/program obtainedPreparing Future Faculty program 80 (27.8%) 72 (90%)Teaching certificate program 90 (31.3%) 81 (90

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Vincent Pizziconi, Arizona State University; Susan Haag, Arizona State University; Tirupalavanam Ganesh, Arizona State University; Lynn Cozort, Arkansas State University; Stephen Krause, Arizona State University; B.L. Ramakrishna, Arizona State University; Deirdre Meldrum, Arizona State University; Brian Lunt, Arizona State University; Amaneh Tasooji, Arizona State University; Albert Valdez, Arizona State University; Victoria Yarbrough, Arizona State University

“Engineering, Go for It”, and 6) a reflection about the project by students and their parents.The overall outcome of the P3E2 pilot project is that careful incorporation of engineering designinto the middle school STEM curricula significantly enhances STEM learning and producesmore informed students who are able to make better STEM-related career choices and who areable to better appreciate the societal relevance of engineering. The next step to further the P3E2project is to address the challenges and opportunities that lay ahead in order to achievesustainability and scalability. Page 15.469.4IntroductionA central issue affecting the enrollment and

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University; Dale Baker, Arizona State University; Sharon Kurpius-Robinson, Arizona State University

Tagged Divisions

Materials

effectiveness of differing pedagogies in achieving conceptualchange. Ranked from highest to lowest, the order of pedagogy effectiveness, as measured byincreases in conceptual change, was found to be: 1) team discussions with hands-on activitiesand concept sketching in 2007; 2) team discussions with contextualized concept mini-lecturesand activities in the Spring of 2009; 3) team discussions, contextualized concept lectures andactivities, plus pre-post topic assessments and daily reflections in Fall 2009; 4) lecture with somediscussions in 2003 and; 5) lecture only with no team discussions or activities in 2002. It wasfound that all pedagogies using student engagement achieved greater conceptual changecompared to passive learning and lecture-only

Conference Session

Effective Methods for Recruiting Women to Engineering

Collection

2010 Annual Conference & Exposition

Authors

Sara Atwood, University of California, Berkeley; Eli Patten, University of California at Berkeley; Lisa Pruitt, University of California, Berkeley

Tagged Divisions

Women in Engineering

exams and a final group project comprising a written report, an oral presentation, and anoutreach teaching activity at a local children’s science museum. The grades were assigned basedon 25% for each of two exams, 10% assignments, and 40% final project.This course’s unique emphasis on outreach teaching and on communication and interpersonalskills was enacted primarily through the skills lab and the final group project. The commontheme around which these activities were built was Felder’s learning styles. In the skills lab,students began the semester by identifying their learning styles with Felder’s online assessmenttool (active vs. reflective; intuitive vs. sensing; sequential vs. global; visual vs. verbal).21 The conceptof learning styles was