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2001 Annual Conference

Authors

Kara Kockelman

, helping to minimize any variation in estimation of average response. However,their use in merit, promotion, and other decisions engenders some controversy. Student ratings of courses are not perfectly reflective of student learning. For example,laboratory studies have suggested that while instructor enthusiasm significantly impacts studentratings, it does not much affect student learning. In contrast, lecture content appears to have amuch greater effect on student learning than on ratings. (Abrami, Leventhal, and Perry 1982)And correlations between average ratings and average learning (based on standardized testresults across multiple course sections) generally fall well below 0.5. For example, Cohen’smeta-analysis (1981) deduced that the

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2001 Annual Conference

Authors

Douglas Goetz; Darin Ridgway; Ben Stuart; Valerie Young; Michael Prudich

not generated dissatisfaction with fairnessin grading, in spite of the high number of rewrites assigned compared to previous years.Undoubtedly, the number of rewrites assigned increases with the implementation of gradingsheets. In Fall 2000, one instructor assigned seven report rewrites. Most years he assigns noneon the same two experiments. D. Ridgeway assigned seven rewrites, compared to his usual oneor two for one experiment. M.E. Prudich assigned eleven rewrites, compared to the normal twoor three for that experiment. Rewrites in Fall 2000 were assigned for failing a Gateway Criterionor failing one or more Primary Traits. This reflects a philosophy that each Primary Trait reflectsa goal deserving at least some attention, and that Traits

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2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

Engineering gave up the newly renovated space in the basement and renovated sixclassrooms on the 2nd floor in what was the Engineering Graphics space.VI. Freshman Engineering Honors Program 1997-2001In Autumn 1997, approximately 70 students were in the Gateway Program. As the yearprogressed, the name of the program was changed to the Freshman Engineering Honors Program(FEH) to reflect that it had been approved as an Honors sequence. At the same time, onlystudents designated by the University as Honors could participate. A critical event happened inWinter of 1997 when Dr. Freuler joined the program to teach the Engineering Problem Solvingand stayed to become a permanent part of the FEH Program. The presence of two facultymembers ( Dr. Demel and Dr

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2001 Annual Conference

Authors

Michael Rudisill

if specificallyqueried in the survey.The top two laptop uses were as could be expected–general word processing and accessingcourse materials. Since all homework and lab assignments had to be accessed on the networkand lab reports at least had to be word processed, this result could be expected. Spreadsheet usealso ranked fairly high, which probably reflects the author “forcing” the students to do theirgraphs on the spreadsheet.Dedicated programs (programs specifically used for a class–such as the MicroSim PSPICEprogram which all the students in these two classes had to use, or Visual Basic for students inthe programming class) also ranked fairly high in the laptop utilization. In some of thecomments at the end of the survey students that had

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2001 Annual Conference

Authors

Teresa Larkin-Hein

1 0 0 1 B- 28 F 1 0 0 1 BAn interesting issue arises upon inspection of the students’ course grades. That is, all but one ofthe students who actively used the listserv received a grade of B- or higher. This distribution ofgrades is not reflective of the overall distribution of grades for the entire course (approximately Page 6.458.420% A’s, 35% B’s, 35% C’s, and 10% D or lower). In addition, the overall GPA for all students Proceedings of the 2001 American Society for

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2001 Annual Conference

Authors

Paul Wojciechowski

American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education discussions with ABET and/or attendance at one or more annual meetings, such as EAC Day.5. Curriculum. Curriculum must be developed to reflect the program philosophy and mission. Two essential ingredients are (i) a thorough process of “benchmarking” with similar programs at other institutions, and (ii) close interaction with industrial constituencies.6. Student Recruitment. The challenge of recruiting students to a program that exists only on paper requires a great deal of inventiveness, individual hard work, and help from the institution, particularly the Office of

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2001 Annual Conference

Authors

Carl White; Myra Curtis; Clifton Martin

has been theimaginative integration of design activities throughout the educational pathways of our students– including the K – 14 pipeline. Programmatic themes are “Learning by Design”, “Our Role inthe K – 14 Community”, and “Student and Faculty Development.”2Morgan State UniversityMorgan State University is an historically black institution with the unique designation asMaryland’s public urban university. Morgan’s programs reflect the commitment of theuniversity to have major impact on the underrepresentation of blacks and other minorities in theprofessional labor force within the city, state, and nation.3 Morgan State University’s variouspre-college and outreach programs reinforce this commitment. Thus, the ECSEL “Learning byDesign”, “Our

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2001 Annual Conference

Authors

Tanya Zlateva; Julia Burstein

– Strongly Disagree (question/statement is absolutely false), 2- Disagree (question/statement isabsolutely false), 3 – Uncertain (question/statement is correct, but I have no particular opinion on it), 4 –Agree (question/statement accurately reflect how I feel), 5 – Strongly Agree (question/statement understatesmy opinion, please comment).Number of students responding:13Number of students in the class: 16 Frequency of responsesI. Summary 1 2 3 4 5 AVERAGE1. The MET CS Department of BU should aggressively develop this training offering

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2001 Annual Conference

Authors

W. Bernard Carlson; Rosanne Welker

a context in which the normal rules do not apply. (Mulder’s use of the wordwhammy reflects other definitions of this slang term; according to the Oxford EnglishDictionary, it was first used by Al Capp in the comic strip “Li’l Abner” in which one characterthreatened to put a hex or to invoke supernatural powers by putting the “whammy” on anothercharacter.) Hence, in talking about the Whammy Line, we want to signal to the students that weare leaving the realm where normal rules apply. Unlike Mulder, we don’t invoke supernaturalforces, but we do want to students to be aware that things may not be as orderly and sensible asthey might wish.To develop the Whammy Line as a tool for moral imagination, we propose to the students thattechnologies can

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2001 Annual Conference

Authors

Dennis Hromin; Sven Esche

Session 3220 Expanding the Undergraduate Laboratory Experience Using Web Technology Sven K. Esche, Dennis J. Hromin Stevens Institute of TechnologyAbstractStevens Institute of Technology is currently implementing a new undergraduate engineeringcurriculum. This curriculum reflects the recent nationwide trend towards enhancement oftraditional lecture-based courses with a design spine and a laboratory experience that propagatesthrough the entire educational program. In the course of the curriculum development, it wasrecognized that the

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2001 Annual Conference

Authors

Dan Budny

transition. One major component is a series of mentoring courses that the entering studentcan select for the first semester. These courses are designed to help the freshman make thismajor transition. This paper will discuss the purpose of the mentors, the ENGR0081 SeminarCourse concept, the mentor selection process, and the topics covered in the mentoring sessions.IntroductionNumerous studies document the importance of interaction with the freshman students duringtheir first semester [1 - 9]. This concept is nothing new, as reflected in the fact that mostcolleges have an orientation program for entering students. One component we use at theUniversity of Pittsburgh is getting the involvement of parents and other family members in theprocesses and

Collection

2001 Annual Conference

Authors

Rebecca Blust

day to calculus instruction. The need for calculus is reinforced asthey spend the rest of the day working with engineers who are using these math skills to solveproblems that create better products.Another company that has developed a successful program for recruiting more minorities isUnited Technologies Corporation. UTC encourages engineers to mentor local high schoolstudents. The mentors work with students on various research projects. They provide theleadership, direction, and guidance necessary to foster a successful research project. Many ofthese volunteer mentors are alumni of the local high school. They state that their motivationfor involvement is to create a future workforce that reflects the diversity that they would like tosee

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2001 Annual Conference

Authors

Suzanne Weiner; Honora Nerz

time students reach their junior or senior year, they should already haveinformation skills. This, of course, is an entirely appropriate assumption but, as discussed earlierin this paper, it does not reflect the reality of the situation that exists in colleges and universitiestoday. The main drawback to course-integrated instruction is that, despite its relevance to classwork, students don’t seem to retain what they learn. This view is based on a great deal ofanecdotal evidence accumulated from personal experience working with students over the yearsand getting a sense of what they know. In the fall 2000 semester, we decided to investigate thematter further by conducting an informal survey among NC State University undergraduates, adiscussion

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2001 Annual Conference

Authors

April Brown; Donna Llewellyn; Marion Usselman

changes in major (thus allowing the institution to easily study the patterns of student major changes over v time.) It cannot be overemphasized that all data should be reported by gender and race. Due to ABET and other assessment efforts, there is increasing emphasis placed on alumni reflections on their educational experiences. In 1998 Georgia Tech already had established a 5-year post-graduation Alumni Survey. Like the institutional data collection process, the redesign of this survey has been affected by the increased awareness on campus of diversity issues. As such, the Alumni Survey now includes questions related to campus climate and equity. vNew Initiatives Georgia Tech is aggressively

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2001 Annual Conference

Authors

Barrie Jackson

enough topreserve a strong sense of community and manageable class sizes, yet large enough to allow avariety of course offerings.Since its inception in 1893, Queen’s Faculty of Applied Science has graduated more than 21,000engineers, many of whom have distinguished themselves nationally and internationally. Thefaculty provides instruction to more than 2,100 undergraduate students each year in 10engineering disciplines.Over the ensuing years, there have been many changes, particularly in the Faculty of AppliedScience. In recent years the Faculty has had to reflect on the path forward for the variousprograms in the faculty. It was realized that Queen’s has some major strengths that we couldbuild upon, such as a long-standing tradition of

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2001 Annual Conference

Authors

Arnoldo Muyshondt; Ing-Chang Jong

directory “webtest2” at the site: http://comp.uark.edu/~icjong/webtest2/the source program of this HTML file, written to display just two tests as shown in Fig. 1, canreadily be created and is illustrated as follows: test.htmlInteractive Web-Based TestsInteractive Web-Based TestsTest 1: Practice TestThis test uses radio-button menu for choosing answers. Click here to take the test.Test 2: Some Elementary Concepts in StaticsThis test uses radio-button menu for choosing answers. Click here to take the test.The above HTML file does reflect that both of the files testrad.cgi and test#.dat are presentlysaved in the sub-directory webtest2 under the user directory ~icjong in the

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2001 Annual Conference

Authors

W. Doyle St.John

single bar magnet down a tube through one coil and examining the inducedemf on an oscilloscope. The experiment then progresses to two magnets and two coils withvarying spacings amongst themselves. The reflective sensor is utilized for determining speed.An analytical model for this device is beyond the scope of the course, even beyond the scope ofundergraduate engineering, thus students see the value of empirical evidence and the role ofexperiment in design. Students discover that the ‘best’ output results when the coil spacing andmagnet spacing are matched.4.3 Strain GagesStrain gages are of the resistive type commonly used for measuring strain, force, and pressure.The strain gage consist of a thin film of conducting material applied to a film

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2001 Annual Conference

Authors

Zbigniew Prusak

, 10, 11, 12, 13 . Research shows thatsuch approach can accommodate multiple learning styles and personalities 14 . Some engineeringprograms have been almost totally revised to allow room for learning through doing, that is bycreating educational environment that closer reflects real-world engineering practice 15 .Two Engineering Technology programs at CCSU, Manufacturing and Mechanical, require coursein manufacturing process planning. The course has traditionally covered technical aspects ofvarious manufacturing processes and technical aspects of planning a part making process (a clearlydefined technical goal). Based on the author’s current experience with industrial projects, severalvery important aspects of engineering work had to be

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2001 Annual Conference

Authors

Barbara Greene; Connie Dillon; Billy L. Crynes

4.79 1.09 62 2.00 6.00 - I am confident I have the ability to use the electronic communication 5.15 .93 62 1.00 6.00Learning Approaches: Self-regulation 4.28 .83 61 2.17 5.83 .80 - Shallow 4.54 .78 62 2.67 6.00 .49 - Sequential Style 5.11 .64 61 3.67 6.00 .83 - Active Thinking Style 4.59 .85 62 2.33 6.00 .73 *A value over 0.50 reflects internal statistical reliability.**The 0.83 is a composite of all the efficacy subcategories. In Table 6 the

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2001 Annual Conference

Authors

Teodora Shuman; Greg Mason

, prototypes considered, reasons forchoosing the final design, and an evaluation of the final display design. The learning objectivesfor this project are given in Figure 4. The other three MME 181 projects build on the learningobjectives for the first project outlined above and has a similar set of their own learningobjectives (not shown herein).Finally, the teaching objectives for both MME 105 and MME 181 courses are outlined in Figure5. They are the same because they are only used to assess general teaching quality. Theseobjectives are derived from the Universities standardized end of term assessment survey, but aremodified to reflect the experiential learning nature of the courses.The educational objectives of Figures 2-5 were then used to

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2001 Annual Conference

Authors

Terry Armstrong; Paul Rousseau; Katharine Fulcher; Carlo Felicione; Steve Beyerlein; Donald Elger

appropriate or best goal or combination of goals. The goal should be concrete. That is, the goal should be presented with enough specificity so different people would agree when the goal is reached.4. Generate ideas. Generate many possible ways to reach the goal. Analyze these ideas, and then select the best idea or combination of ideas.5. Prepare a plan. Carefully plan the steps needed to make the best idea a reality.6. Take action. Implement the plan.7. Review and Reflect. Check the solution to assess quality. Analyze the problem solving approach in order to identify what worked and what did not work. Seek ways to refine or improve one’s problem solving approach. Clarify what was learned during the

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2001 Annual Conference

Authors

Steven Myers; Kathleen Nunnally; Catherine Blat; Patricia Tolley

three or more sessions as the benchmark, itwas determined that the more stringent standard would lend credibility to results and perhapsprevent allegations that students were more likely to attend only before tests.Figures 1 and 2 compare the percentage of students, by gender and ethnicity, respectively,attending SI five or more times versus those who do not. The data reveal that that there is virtuallyno difference in terms of who attends SI. It is interesting to note that the demographics of thestudents who attend SI are reflective of the demographics of general population of the college. Figure 1 SI* vs. Non-SI by Gender 100

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2001 Annual Conference

Authors

Robert Montgomery

that your sabbatical objectives reflect a realistic load, and so that you don’t return to anangry department head or dean. If students ask about contacting you while on sabbatical, useyour head as well as your heart in answering, and if you expect to be writing letters ofrecommendation for your students while on sabbatical, factor this activity into your plans. All ofthe above activities involve a time penalty, and will exact a corresponding hit on your writingoutput.• Take into account differing departmental or campus “cultures” – Some are better thanothers for productivity in writing and research, particularly with regard to collaboration withpeers and the like. During negotiations with the dean at the host institution, be certain to

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2001 Annual Conference

Authors

Lisa Ritter; Barbara Lazarus; Susan Ambrose

Session 2492 Surviving and Thriving in Engineering and Science: A Woman’s Guide to Navigating the Ph.D. Barbara B. Lazarus, Lisa M. Ritter, Susan A. Ambrose Carnegie Mellon UniversityAbstractThis paper is based upon findings from the authors’ recent book, The Woman’s Guide toNavigating the Ph.D. in Engineering and Science.1 Here, we present some typical challenges thatwomen may face in engineering and science doctoral programs, and share some insights,reflections and strategies from women who are working toward or who have completeddoctorates in engineering or

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2001 Annual Conference

Authors

Richard Seagrave; R. Vigil; Debra Hawker-Schreiner; Charles Glatz

appliedrapidly. The content and format of the course evaluations was modified to reflect EC2000.Specifically, the first seven questions come directly from the previously used college prescribedform and provide information with regard to instructor teaching effectiveness, instructoravailability, appropriateness of course materials and classroom environment. The remainingquestions are based on the primary outcomes to which the course is expected to contribute, asdefined in the course description. The evaluations are completed on multiple choice bubblesheets each semester in each of the undergraduate courses. Room for comments is also providedand often used for additional questions posed by the instructor. The Testing Services group atISU completes the

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2001 Annual Conference

Authors

Elizabeth Berry; Robert Lingard

we know that students, for the most part, fear publicspeaking, we spend some time giving suggestions about effective speaking and practicing briefimpromptu talks.Out of Class ActivitiesCompletion of Kolbe A Index Online: Students individually access and complete the Kolbeinstrument through a Web facility.Required Minutes, Reports: Each group is required to document meeting times, memberspresent, and accomplishments. The preparation of an agenda is required for each meeting andstudents write notes of each meeting for a final report to be handed in at the end of the semester.Reflective Process - Group and Individual: During the semester and at the end students areasked to reflect on the group process and the technical difficulties they had in

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2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

Annual Conference & ExpositionCopyright C 2001, American Society for Engineering Educationintegrate their experiences with this newly acquired knowledge. Donnie read theportfolios and made the following observation:Donnie: Most of the work is of poor quality - - more diary-like than analytical, more check-the-block than reflective.This saddens me. I wrote these comments most often on thejournals: "nice diary, very observational . . . but . . . .very little substantive reflection . . .void of analysis."The journals tell me that we’re doing the right thing withregard to stepping back and letting the students takeresponsibility for the course. Most students offer thatthey know something needs to be done . . . but they opt towait for someone

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2001 Annual Conference

Authors

Robert Bishop; Richard Dorf

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2001 Annual Conference

Authors

Jeffrey A. Donnell

below. Nose, with Guidance Warhead Fuel and Motor Sonar United States Patent # 6,032,460Figure 1. Schematic view of a torpedo, showing the placement of subsystems associated withtarget acquisition, guidance, propulsion and detonation. Labels are italicized to highlight the linkbetween illustration and text discussion. The numbered statements here are arranged to reflect a logical sequence of information.Statement 1, the figure citation, merely signals that an ensuing discussion pertains to a particularfigure. Statement 2, the objective statement, motivates that illustration, posing the challenge orneed that the

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2001 Annual Conference

Authors

P. David Fisher; Diane Rover

f. SystemInstructions:Report implementation factors for the engineering unit as a whole and for each program being evaluated. Data onthis table should reflect the current level of Criteria 2000 implementation. Refer to Figure A-1, Matrix forImplementation Assessment for descriptions of implementation levels. Enter a numerical value that most accuratelydescribes the extent to which: a. Program Educational Objectives have been established and maintained b. Constituents are involved in helping set program objectives and in evaluating the level to which they are being achieved c. The required Processes are operational d. Outcomes Assessment is being practiced e. Results of outcomes and