Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Penny Hirsch; Ann McKenna

Evaluating Student Confidence in Engineering Design, Teamwork and Communication Ann F. McKenna1, Penny Hirsch2Robert R. McCormick School of Engineering and Applied Science1/The Writing Program2, Northwestern UniversityAbstractMany researchers have focused on the role of confidence and motivation on learning and havesuggested that students be encouraged to engage in reflection about the role of their self-perceptions in achievement. In this paper we explore how students’ confidence levels changeduring our freshman engineering design program. During the 2003-2004 academic year weimplemented a survey designed to measure students’ confidence

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Eugene Ressler; Stephen Ressler

ofimplementation was $156,000 in 2003 and $97,000 in 2004. The decline in funding reflected asharp decline in corporate donations, resulting from an economic downturn. 2003 contestexpenditures included prizes, travel and lodging expenses for finalists, advertising, an awardsbanquet, and salary for the Contest Coordinator. As a result of the declining project budget, wewere unable to purchase advertising for the 2004 contest. The awards banquet was eliminated,and the prize package was cut back sharply.Project AssessmentIn assessing the extent to which this project is meeting its goals, we measured three differentoutcomes using the assessment instruments indicated in Table 1. OUTCOME INSTRUMENT Extent to

Conference Session

New Approaches & Techniques in Engineering II

Collection

2005 Annual Conference

Authors

Loralee Donath; Nadia Craig; Nancy Thompson; Michael Matthews

RCS sessions students are often asked to verbalizehow they learned something. This helps the student monitor their understanding and learning.They are also required to write a reflection on what they learned and what they are going to donext after each weekly session. This helps them hone their metacognitive skills.At the beginning of the semester, the students are required to develop a task plan with the help oftheir advisor. This task plan spells out the specific deliverables that are to be completed beforethe end of the semester. These deliverables are then evaluated by the University of SouthCarolina’s Office of Program Evaluations (OPE). The OPE staff uses a rubric that was createdspecifically for this purpose.8 For each meeting

Conference Session

Security

Collection

2005 Annual Conference

Authors

Hua Xu; Ronald Glotzbach; Nathan Hartman

, American Society for Engineering Educationdevelopers write secure code. It helps security professionals conduct security review in a timelybasis. It also enables system administrators to secure Web applications across the multiple layersof the application infrastructure. The ultimate goal of this strategy is to protect Web applicationsin a proactive, systematic, and holistic way.1. IntroductionIn general, security concerns confidentiality, integrity, and availability of systems and data.Confidentiality refers to the ability to ensure that information is private to the authorized partiesand protected from unauthorized disclosure. Integrity reflects the accuracy of information andrequires technology and processes that prevent unauthorized parties

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Wayne Burleson; Noah Salzman; Christopher Emery; Kevin Kloesel; Sandra Cruz Pol; Omnia El-Hakim; Kathleen Rubin

graduate credits through the University of MassachusettsDivision of Continuing Education.CASA is a complex, multi-disciplinary project divided into three research thrusts: Page 10.298.2sensing, distributing, and predicting. To help the teachers understand how a complex Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationengineered system is comprised of multiple parts, we decided to present the content ofthe KCI in modules reflecting each of the CASA research thrusts. We presented moduleson radar and

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Samuel Craig; Maurice Aburdene

realization that what mattersis what students learn and can do after completing a program of study, not what the teacherknows or can do. This shift in understanding is reflected in the criteria that are now applied toschools by the various accreditation agencies2, 3. Increasingly, they look for evidence ofassessment methods used to measure specific educational goals, rather than just to provide agrade for a course.No single best method exists for learning assessment, but written evidence of a consistent andwell-organized process is advantageous, if not essential, for ABET accreditation. The methodpresented here can be helpful in recording, comparing, and consolidating the results of variousassessment means. While this method does not address the

Conference Session

College/University Engineering Students K-12 Outreach

Collection

2005 Annual Conference

Authors

Malinda Zarske; Jacquelyn Sullivan

dualbenefit of developing a strong sense of trust, openness and camaraderie among the students. Page 10.1304.4 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationWeekly Journaling — Students keep a digital journal of their weekly in-class teachingexperiences and their reflections about those experiences. The journaling helps the studentsreview their own performance and provides a confidential mechanism for them to communicatewith the instructors, typically about challenges they encounter in their team

Conference Session

Multidisciplinary Engineering Courses II

Collection

2005 Annual Conference

Authors

Michael Gregg

criteria may appearsuperficially minor, the required effort to make the change reflects on it’s importance. In Dr.Splitt’s words ‘Engineering programs must then demonstrate that their students attain an abilityto design a system, component, or process to meet desired needs within realistic constraints suchas economic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability, as well as demonstrate the broad education necessary to understand the impact ofengineering solutions in a global, economic, environmental, and societal context.’6‘Green’ engineering is the terminology currently in use to describe the process of designing andproducing goods, services, or processes, taking into consideration the effect

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

David Russomanno; Anna Lambert

commitments,yet she was retained in the University as a part-time student. Interestingly, hercircumstances have changed and she is currently a CSEMS recipient for the 2004-2005academic year, meaning she has been able to return to her studies on a full-time basis.Goal 2’s objective to decrease the average time to degree completion for CSEM studentsalso compares favorably within the Herff College of Engineering, and The University ofMemphis total student body as well. Seven (7) of the initial twenty-five (25) recipientsgraduated within the first year of the program, and nine (9) graduated within the secondyear of the program.Program data revealed that Goal 3 was met as the 2002-2004 CSEMS graduates reflect ahigher percentage of underrepresented

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Kerry Kinney; Tricia Berry

a graduate student working in that Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationarea. A key component of the GLUE program is the relationship that develops between eachundergraduate student and their graduate student mentor as a result of working together on aresearch project of mutual interest. The undergraduate participants keep written logs throughoutthe semester to document their work and to reflect on their research experience. These logs areturned in weekly and reviewed by the GLUE coordinators to make sure that each project isevolving smoothly and that no problems have developed.Participating

Conference Session

Engineering Education Research and Assessment I

Collection

2005 Annual Conference

Authors

Susan Mosborg; Robin Adams; Rebecca Kim; Monica Cardella; Cynthia Atman; Jennifer Turns

? Certainly, critics have questioned the relevance of the model toreal-world engineering practice. Ferguson,17 for example, has challenged the ability of the blockdiagram to adequately reflect the contingent nature of design. Despite being an accepted modelfor how design should work, he argues, if blindly used as a roadmap, the block diagram maymislead novices into thinking design is a process completely under their control. Bucciarelli2,18sees the block-flow model as only partial explanation of the design process, reflecting design’s“object-world” aspect of formally measured work with physical materials, but not its “process-world” aspect of narrative experience and social interaction. In this study, we explore expert engineers’ conceptions

Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

John Anderson; Jeanine Casler; Bugrahan Yalvac; H. David Smith; Gulnur Birol; John Troy; Penny Hirsch

writing guidelines from their instructors and if so, in which courses these guidelines are distributedf) the courses they have taken in their majors and the written exercises these courses includeIn developing the faculty and the student surveys, two members of the research team, who arecommunication experts, led the discussions to categorize the communication skills that alignwith commonly held standards in the field, as demonstrated in leading technical communicationtextbooks3, 4; best practices from industry, gathered from the consulting firm of CommunicationPartners5; research in technical communication6, 7,8 and team members’ mutual agreement. Wesettled on eight categories of skills that reflect a well-written paper, as listed in Table 2

Conference Session

Tricks of the Trade

Collection

2005 Annual Conference

Authors

Naomi Tillison; David Hand

and reflection” while the aim of theremaining two statements is to “…elicit responses from students as to their overall assessment ofthe instruction24.” This survey also provides students with an opportunity to state the aspects ofthe course the teacher should retain and those aspects he/she should change for the proceedingcourse.The students’ course work, which includes team laboratory reports and posters for the spring2004 session, was collected to be analyzed in order to assess students’ understanding of keycourse concepts. Unfortunately, a pre-test activity was not conducted at the beginning of the Page 10.683.9semester; therefore, the

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Malinda Zarske; Rene Reitsma; Martha Cyr; Nancy Shaw; Michael Mooney; Jacquelyn Sullivan; Paul Klenk

Collection Growth — The vision for the TeachEngineering collection is thatcontents increase at least 10-fold in the next three to five years, due to contributions from a broadspectrum of both engineering educators and K-12 teachers. This requires the establishment ofquality assurance and quality control mechanisms to maintain high standards for the collection’scontent, as well as a central processing capability for newly submitted curricula.Collection Maintenance — Collection maintenance challenges abound, and include routineupgrading of the system software, responding promptly to broken web links, and upgradingcurricular components to reflect user feedback.Expanding the State Standards to Include All 50 States — As the TeachEngineeringcollection

Conference Session

Curriculum Innovation & Assessment

Collection

2005 Annual Conference

Authors

Jo Howze; Jefferey Froyd; Kristi Shryock; Arun Srinivasa

Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”experiences [1]. Beginning with the 2003-04 academic year, the College of Engineering createdthree different tracks for first-year engineering students, depending on their major. Students whohad elected to major in Aerospace, Civil, Industrial, or Mechanical Engineering were assigned toTrack A. Students who had elected to major in Computer or Electrical Engineering wereassigned to Track B. Students who had elected to major in Biomedical, Chemical, or PetroleumEngineering were assigned to Track C. Content of the two first-year engineering courses in eachtrack was modified to reflect the goals of faculty members in

Conference Session

ME Education Poster Session

Collection

2005 Annual Conference

Authors

Matthew Panhans; Joseph Musto; William Howard

The Engineer of 2020, biological applications offer a potential career path for the“next generation” engineer. Whether at the level of bioengineering (tissue engineering, drugdelivery), biomedical devices (pumps, filters), or bio-inspired applications (bio-inspiredcomputing), a further convergence of traditional engineering and the life sciences is expected1.ASME echoes this sentiment, implying that biology “warrants formal recognition as a foundationscience of mechanical engineering along with chemistry and physics”.2 While this has not yetbeen reflected in the Mechanical Engineering program-specific requirements by ABET4, whichstill require only “chemistry and calculus-based physics”, it is reasonable to assume that abiology requirement may

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

William Loendorf

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationA number of these courses have been revised or newly developed specifically for the EEprogram. Extensive research was conducted to insure that the EE coursework reflects both theleading edge of technology and the requirements of industry. The revised or newly createdcourses include:Freshman Design (ENGR 197). A course with introductory projects to introduce students toengineering in general, with part of the class dedicated specifically to EE. In previous years,ENGR 197 was TECH 197 and consisted of introductory topics in Engineering Technology,invited speakers, and a

Conference Session

Mathematics Curriculum in Transition

Collection

2005 Annual Conference

Authors

Nathan Klingbeil

sequence, to be taught by the math department later in the curriculum. The resulthas shifted the traditional emphasis on math prerequisite requirements to an emphasis onengineering motivation for math, with a just-in-time placement of the new math sequence. Thecurrent paper summarizes the motivation, goals and development to date of the WSU model,which is currently in its first year of implementation. The paper reflects modifications since theapproach was first reported one year ago, and includes a preliminary assessment of studentperformance and perception during the first run of EGR 101.Introduction The traditional approach to engineering mathematics education begins with one year offreshman calculus as a prerequisite to subsequent core

Conference Session

ET Curriculum & Design Issues

Collection

2005 Annual Conference

Authors

Thomas Bilodeau

Conference Session

Architectural Engineering Education II

Collection

2005 Annual Conference

Authors

Stan Guidera

was required to select a unique construction assembly and all assemblies were required tobe modeled using only solid modeling. Project parameters stated that the CAD models were tobe developed at full-scale and that the dimensions of all materials represented in the model wereto reflect the actual dimensions of materials. Page 10.228.5“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education” The first phase for Project One required students to research material form and sizes anddevelop conventional orthographic

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Xiannong Meng; Luiz Perrone; Maurice Aburdene

models do not have a one-to-one mapping to the three models we discuss in thispaper, we must underline the fact that (1) reflects the security across the curriculum initiative atthe heart of the thread approach, which is also proposed by Yang [10]. Vaughn’s work in thisarea is particularly relevant; he presents insightful arguments on how curricula can be adapted toincorporate instruction in computer security [7][8]. He identifies that there is currently norequirement of Computer Science and Engineering programs to ensure that graduating studentstake with them a solid appreciation for security issues and the understanding to develop solutionsto address them. His papers identify the need to highlight and address computer security topics incourses

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Monica Cardella; Cynthia Atman

Oreovicz term the first, motivational stage “I can” rather than “engage” and add“Generalize” as the final stage, during which the problem solver reflects on the problem andidentifies lessons learned and opportunities to work more efficiently in the future17. Woods andWankat and Oreovicz also share a similar understanding of problem solving—Woods18distinguishes “problem solving” from “exercise solving” and reserves the term “ill-defined” forproblem solving and Wankat and Oreovicz17 acknowledge that problem solving is a complicatedprocess and that problems can be classified as either well-defined or ill-structured. Thesedefinitions of problem solving—in particular the emphasis on the ill-structured nature of theproblem—all resemble Holt Radcliffe

Conference Session

Engineering Education Research and Assessment III

Collection

2005 Annual Conference

Authors

Ozgur Eris; Tori Bailey; Helen L. Chen

class6 .34 Turned in non-engineering related assignments that did .34 not reflect your best work6 Turned in non-engineering related assignments late6 .20 Thought non-engineering related classes are boring .2214b .Academic Disengagement (Engineering Related) .61 .68 Skipped engineering related class6 .30 Came late to engineering related class6 .50 Turned in engineering related assignments that did not .33 reflect your best work6 Turned in engineering related assignments late6 .40 Thought engineering related classes

Conference Session

Math and K-12-Freshman Transitions

Collection

2005 Annual Conference

Authors

Tan-Yu Lee; John Dantzler; Robert Leland; Jim Richardson

classes. We liked the LCI and associated Let Me Learn process, since it involvedmaking students aware of their strengths and weaknesses, and encourages them to be responsiblefor compensating for weaknesses. Much of learning style testing tells students they will do wellif they are in the right environment for them, which can be unhelpful.We also noted that many students scored lower in the Precise learning pattern. Since successfulproblem solving involves getting things right, particularly in the understanding the problemphase, this was a serious issue. This was reflected in observations by the instructors of studentsproceeding to solve problems with assumptions that clearly violated the original problemstatement. Specific exercises to develop

Conference Session

Manufacturing Program Innovation

Collection

2005 Annual Conference

Authors

Lenea Howe; Jr., Elijah Kannatey-Asibu

personal reflections of thementor’s graduate school experience.Throughout the duration of the program, students are asked to balance research hourswith required GRE classes and seminars, field trips and workshops. Therefore, it isimportant for the mentors to determine the number of research hours they will require ofthe students each week along with a coordinated schedule. We recommend that thestudents work between 20 and 30 hours per week on their research project.Although students accepted into the REU program are highly qualified academically, partof their experience includes developing the ability to work independently on researchprojects. Some students need to be guided through each step of the research processbefore they can begin. We

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

John Dantzler; James Richardson; Tan-Yu Lee; Robert Leland

of Understand, Page 10.922.4 Plan, Do, Reflect. These were presented not as steps, but as different activities involved Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education in problem solving. Considerable attention was paid to developing a mathematical understanding of the problem, and this was an emphasis of the course. 2. Self-explanation of worked examples. 3. Working in Teams. 4. Written and oral communication, especially geared to help students explain their own

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

Chris Smaill, University of Auckland

should continuously reflect on what they are doing during lecturesand be prepared to modify it if necessary. To help lecturers reflect, one ‘golden rule’ has beensuggested: “do not do anything in the class, to the class or for the class that you would not wishto have done if you were taking the course yourself”37. This rule may well prove useful whenmaking difficult decisions.One experienced lecturer has remarked to those who lecture large classes: “you will notice thatyour colleagues will treat you with great care, admiration and respect. Why? Because they wantyou to keep teaching the course. They all harbour the fear that should you decide to move on tosomething else, they will be next. So enjoy the experience and wear the position well”38

Conference Session

Multidisciplinary Engineering Programs II

Collection

2005 Annual Conference

Authors

Kimberly Whelan; Sharon Jones

Engineering majors, there is a shift to less engineering courses with much more choice (no engineering science requirements) in the remaining years. Table 3 summarizes the current curriculum (fifth phase) in comparison to the ABET/NAE skills. The comparison shows that the Lafayette College BA Engineering curriculum is more balanced across the various skills based on named courses. In addition, there are several named courses that integrate technical and non-technical content. Specific to Lafayette College’s engineering (BS and BA) curricula, there is a named ethics and professionalism course. And, not reflected in the table are the BA Engineering Program’s five free elective courses. It should be noted that several of Lafayette’s

Conference Session

Curriculum Topics: Industrial ET/Industrial Technology

Collection

2005 Annual Conference

Authors

La Verne Abe Harris

aninterdisciplinary project that featured a strong foundation in graphic technology contentknowledge that was related to effective pedagogical strategies. The goals of the activity were tosignificantly increase the number of future workforce employees, who are technologically andvisually literate, and by improving the quality of the university student. The focus of the projectwas on continued professional growth in technological, visual literacy, people, and productionskills.The objectives of the team project, on the other hand, were more specific in nature, short-termand measurable.5 They addressed higher-order thinking and required problem solving,application, evaluation, synthesis, and analysis, which are reflective of the domains of Bloom’sTaxonomy.6

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Yong Tao; W Bao; R Moreno; Marc Zampino; Yiding Cao

hours) DBT #2 will be an integrated part ofthis course. For those students who already taken EML 4706 before taking EML 4603, theirproject requirement will be adjusted to reflect a new challenge. Such adjustments include adifferent building model, or multi-zone air distribution. The basic common facility developedwill be able to handle such individual project requirements with little modification. Thestudents, on the other hand, will be able to have a variety of options to complete their DBTproject. Table 3 outlines the relation between the lecture subjects and DBT experience.Progress to Date The NSF project is divided to two tasks that are carried out over a two-year period. Thefirst task is to design and build the lab system. The second