Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Dan Cordon, University of Idaho; Barbara Williams, University of Idaho; Steven Beyerlein, University of Idaho; Donald Elger, University of Idaho

Tagged Divisions

First-Year Programs

reflection about past activities associated withsimilar situations. Classification continues by recognizing the situation as most like problemsolving, design, or research. In doing so, prompts in each of the eight areas remind the user aboutnecessary ingredients for the selected process to be successful. Users should be aware that it iscommon to transition between processes, but understanding which process you started from willhelp you return to this when a needed excursion into one of the other processes is completed.Essential Skill SetsIn creating Table 1 it appeared that a large source of the variation in problem solving, design,and research performance, could be traced to a subset of critical learning skills. Learning skillsare used across many

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Educational Research and Methods

. Where questions about educational missionand values are skipped over, assessment threatens to be an exercise in measuring what'seasy, rather than a process of improving what we really care about.2. Assessment is most effective when it reflects an understanding of learning asmultidimensional, integrated, and revealed in performance over time. Learning is acomplex process. It entails not only what students know but what they can do with whatthey know; it involves not only knowledge and abilities but values, attitudes, and habits Page 12.289.5of mind that affect both academic success and performance beyond the classroom.Assessment should reflect these

Conference Session

What's New in the Mechanics of Materials?

Collection

2007 Annual Conference & Exposition

Authors

Andrea Surovek, South Dakota School of Mines and Technology

Tagged Divisions

Mechanics

likely toremember what they see rather than what they hear. The project is extremely visual in nature asit requires first hand observation of an object or structure, and it provides a visual archive of theprocess through photography and diagrams. The act of modeling the structures also requires thestudents to create their own visual representations. While students rarely remember specifichomework problems, they have mentioned specific examples from their project well after Page 12.178.10completing the class.Active and Reflective. Most students learn by actively doing; some learn by introspectivereflection. The project is geared towards active

Conference Session

ChE: Innovations in undergraduate and graduate programs

Collection

2007 Annual Conference & Exposition

Authors

Lale Yurttas, Texas A&M University; Zachry Kraus, Texas A&M University; Jeffrey Froyd, Texas A&M University; Jean Layne, Texas A&M University; Mahmoud El-Halwagi, Texas A&M University; Charles Glover, Texas A&M University

Tagged Divisions

Chemical Engineering

noted. At the conclusion of the session, each student completed apencil and paper instrument requesting additional feedback on the ICC. Information from thesesessions was compiled into a report and feedback was considered during the CoM ICC revisionprocess. Figure 2. Process Flow Chart: Pallet and Animation ToolThe students who participated in the usability study were able to identify several thingsoverlooked by the development team. Overlooked elements were the result of being too close tothe process to notice problematic elements and also reflected the difference in viewing thematerial from the perspective of an expert attempting to teach and a novice attempting to learn.Students spotted inconsistencies in the way to which

Conference Session

Liberal Education Division Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Tom Moran, Rochester Institute of Technology

Tagged Divisions

Liberal Education

early responses relative to the educational experiences of theseengineers and their reflections on them.An examination of the experiences of the contemporary engineer-writers raises several questionsabout both engineering education and the practice of engineering, especially as it is seen byyoung, creative entrants into the profession. The paper introduces and discusses these questions,positing some possible future areas of exploration.Homer HickamHomer Hickam, Jr., is best known for his story of growing up in a small West Virginia mining Page 12.1022.3town, designing and test firing rockets, and yearning to join Werner Von Braun in

Conference Session

New Engineering Educators: Tricks of the Trade II

Collection

2007 Annual Conference & Exposition

Authors

John Marshall, University of Southern Maine; June Marshall, St. Joseph's College

Tagged Divisions

New Engineering Educators

and which reflect the amount and nature of theinformation that must be learned will go a long way to promoting academic success.Question #7 - Learning Strategies: What types of learning strategies do my studentsneed? Will they need to collaborate with others in small or large groups? Will studentsneed to listen, maintain their attention for long periods of time, or take extensive notes?Application of the Theory:Students often need to be shown how to learn in class, how to work effectively in a group,how to engage in a discussion or debate, how to take notes, or even how to ask questions.Do not simply assume students know how to learn in your class.Doyle concludes that after asking these seven questions, you will find yourself muchbetter

Conference Session

New Engineering Educators: Tricks of the Trade I

Collection

2007 Annual Conference & Exposition

Authors

Dean Kim, Bradley University

Tagged Divisions

New Engineering Educators

of some of these answers with helping them master these fundamental mathtopics, with the understanding that the instructor subsequently expects them to be able to solvesuch problems in the future.ExamsFor engineering courses, exams traditionally have been used to provide students with theopportunity to demonstrate their mastery of the course material. This section contains theauthor’s thoughts and observations regarding the effective use and administration of exams.The author strongly believes that exams must be used to fairly measure each student’s mastery ofthe material as presented in lecture and as practiced in the assignments. The author’s policy ofnot curving grades is reflected in the exams as well, in terms of exam format, content

Conference Session

Approaches to Learning Outcomes Assessment in Liberal Education

Collection

2007 Annual Conference & Exposition

Authors

Kyle Oliver, University of Wisconsin-Madison; Traci Nathans-Kelly; Sandra Courter, University of Wisconsin-Madison; Laura Grossenbacher, University of Wisconsin-Madison

Tagged Divisions

Liberal Education

students who were enrolled for twocredits completed a formal research paper in which they could explore an issue of interest ingreater depth.Although the pilot course could not be formally assessed, we have some evidence of its positiveoutcomes because the participants were so moved by their experience that they felt compelled toshare their thoughts with others; the instructor and five of the six students presented papers aboutthe course at their regional ASEE section’s annual conference in fall 2005. Reflecting on whatsome of the students wrote, we’re glad we chose a flexible, open-ended, egalitarian modelbecause we believe it did help bring about the three goals Haws mentions—what he calls“‘enabling’ objectives.” For instance, one student

Conference Session

Engineering Management Program Management / IE and EM Program Mangement / Engineering Management Program Management

Collection

2007 Annual Conference & Exposition

Authors

Rose Mary Cordova-Wentling, University of Illinois-Urbana Champaign; Raymond Price, University of Illinois-Urbana Champaign

Tagged Divisions

Engineering Management

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

John Orr, Worcester Polytechnic Institute; Paula Quinn, Independent Consultant; Jill Rulfs, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

with caution.On the post-survey, when compared to non-PIEE teachers, PIEE teachers gave statisticallysignificantly higher ratings to their abilities to do each of the following: Design learning activities to teach students about engineering Teach students about issues related to engineering Help students do each of the following: o Identify an engineering problem that reflects a need for shelter, storage, or convenience o Understand how to identify relevant design features (e.g., size, shape, weight) for building a prototype of a solution to a given problem o Learn how to identify appropriate materials based on specific properties and characteristics, given a

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Leyla Conrad, Georgia Institute of Technology; Edward Conrad, Georgia Institute of Technology; Jill Auerbach, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

using two plane-wave (for waveguide-based interconnection) or twospherical beams (for free-space optical interconnection). Since the hologram’s strength dependson exposure time, material characterization is performed to obtain the optimum exposures.Application of Polymers for Optical Data Transfer: One method to construct optical data transferpathways to connect circuit boards is to construct the pathways from polymers. The polymerscan be made into optical wave guides so digital information can be transmitted by small lasersembedded into the circuits in computer applications to replace copper connections. Optical waveguides use the principle of total internal reflection to provide a pathway for the light from thelaser. The materials used have

Conference Session

New Tools in Teaching and Learning Biomedical Engineering Concepts

Collection

2007 Annual Conference & Exposition

Authors

Vikki Hazelwood, Stevens Institute of Technology; Arthur Ritter, Stevens Institute of Technology

Tagged Divisions

Biomedical

research with biomedical companies;one student felt the experience helped him gain entry into medical school. Participants performedwell on the quiz and reported favorably regarding the experience.Conclusion: Training effectiveness was reflected in the exit survey results, job offers andgraduate school opportunities for students, and student conduct. Student motivation is reflectedin the self reported gain in interest and confidence in clinical research, in the low attrition rate,and in the increased activity levels of all groups. Page 12.7.2BackgroundExperiential education has been demonstrated to be effective in medical and nursing

Conference Session

Engineering Education in the Arab World / Mid-East Region

Collection

2007 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

International

theamount of information available can be overwhelming to any young instructor, the path forwardis traversable with the advice and assistance of experienced academics and colleagues, availableto help with the journey.I. Emulate a Role Model: At their very start, young engineering faculty begin to remember the Page 12.1119.6teachers they have had throughout their journey as students; and if their memories do not failthem, they sketch out the dominant positive characteristics of those they wish to emulate, andattempt to follow their way of teaching as they recall from their students days. Following thefootsteps of their role model is often reflected

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Reem Nasr, Boston University; Steven Hall, Massachusetts Institute of Technology; Peter Garik, Boston University

Tagged Divisions

Educational Research and Methods

version of yt (t) as defined over 0 ≤ t ≤ 1, hence obtaining the answer(2 − 2e−2t )σ(t). The following excerpts clearly reflect how participants S61 and S67 invoked theinterval matching readout when justifying that the step response of the system is Page 12.1317.8gs (t) = (2 − 2e−2t )σ(t): S61: Well, I’m thinking you only use only the yt (t) on the range from 0 to 1? Yeah, I ... I: Yeah, but you have to tell me what happens for t > 1 then. S61: Oh, for t greater . . . [ . . . ] this y(t) is for t > 0 like all time. For t > 1 this is true. For t is 1000 this is true. Umm . . . I: Okay, so in the problem

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Sylvanus Wosu, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

enriching their Academic Improvement skills and ability to excel intheir senior year of high school. CARE contributed to 86% educational growth and 35% academic performanceimprovement among those students who scored lowest on the pre-test compared to 25% improvement among thosethat scored highest in the pre-test. Project CARE resulted in a systemic change in the way students are given accessto an engineering career. The lessons learned in the course of the three program years are also discussed in details.1. INTRODUCTIONThe face of American society continues to change as we experience national demographic shifts in our ethnicpopulations. The Department of Labor statistics reflect that African-Americans, Hispanics, Asians, American-Indians, and

Conference Session

Ethical Responsibilities of Engineers in the World of Corporate Business

Collection

2007 Annual Conference & Exposition

Authors

Donna Riley, Smith College

Tagged Divisions

Liberal Education

projects, the models on which they were implemented,and factors in their success or failure is instructive. Riley and Miller20 discuss the structure andcontent of the Smith course in greater detail. Using pedagogies that focus on praxis, connectinglearning with action, will ground student critiques of neoliberalism in the real world, informingand transforming their perspectives and ultimately resulting in reflective action for change.342. Ask who wins and who loses. Students need to develop an understanding of powerrelationships, a sense of the history of colonialism and its relationship to globalization today.Neoliberal economic policies produce winners and losers, and students need to develop a senseof how market economies play out to help

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, surveys from the firstyear did not include questions concerning RAMP-UP’s impact on the fellows’ career plans. Thefellows’ responses to open-ended questions on these surveys indicated an unanticipatedinfluence. To capture this and other unforeseen results, we adapted the survey questions. Thesechanges are reflected in variations in question content, structure, and rating scale. This paperfocuses on the development of the fellows as quantified by pre- and post-surveys; through theuse of these surveys, we quantify and support our claims as well as those of previous research.Due to the inclusion of undergraduates and to the growth of the program over the first threeyears, the RAMP-UP sample size is quite large compared to currently published work

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Gypsy Denzine, Northern Arizona University

, Kolb, and Myers-Briggs,they posit several binary factors corresponding to how students learn and process information.More specifically, they claim students can be identified by the following dimensions: sensory vs.intuitive, visual vs. verbal, active vs. reflective, and sequential vs. global. Felder and Silvermanpurport knowing a student’s learning style can help understand why the student may beinattentive in class, perform poorly on tests, and become discouraged when faced with achallenge or failure, and other various problems that serve as a barrier to academic success.Since its inception, Felder and Silverman’s model has been adopted by many engineeringeducation faculty members and researchers (see the University of Michigan College of

Conference Session

Research Infrastructure in STEM Disciplines

Collection

2007 Annual Conference & Exposition

Authors

Carlotta Berry, Rose-Hulman Institute of Technology; Cordelia Brown, Purdue University; Ingrid St. Omer, University of Kentucky; Stephanie Adams, University of Nebraska-Lincoln; Michael Smith, National Society of Black Engineers

Tagged Divisions

Minorities in Engineering

. Several students mentioned learning styles and that a professor must have the ability toteach to students with different learning styles and levels of ability. They felt that the instructorshould make a conscious effort to reach all students and gauge their understanding. With respectto the teams, some students were concerned that it was difficult to join established teams. Therewas also a comment about being an independent learner and it being hard to work in teamswithout having individual understanding. There were also comments about giving students timein class to reflect on the course content. Typically referred to as active learning activities wherethe students work for 5 minutes and then the instructor provides guidance and support

Conference Session

Innovative Techniques in Graphics

Collection

2007 Annual Conference & Exposition

Authors

James Sherwood, University of Massachusetts-Lowell; Peter Avitabile, University of Massachusetts-Lowell

Tagged Divisions

Engineering Design Graphics

best understanding of the concepts that were taught and allof the items that will be used to assess the student performance in the class have been submitted.If the course outcomes were assessed during the last week of classes, the students may still beunsure of one or more topics. However, by the day of the final exam, the student should havetheir best grasp of the material.Table 2 summarizes the average of the scores given by the students for Fall 2006. Except for ascore of 2.9, most of the scores are well above 3.0. The student assessments reflect that theyhave a good grasp of how to design and analyze linkages and of the concepts associated withlinkages. The lower scores are associated with the mathematical derivations presented in theclass

Conference Session

FPD8 -- Introductory Courses

Collection

2007 Annual Conference & Exposition

Authors

Steven Lehr, Embry-Riddle Aeronautical University; Christopher Grant, Embry-Riddle Aeronautical University-Prescott

Tagged Divisions

First-Year Programs

was a better way after he had reflected upon his own work.“I had a great time programming my game. I also had a great time showing it to myfriends.” Azden C 2004.” Some of the students get a bit obsessed with the code theydeveloped, and spend hours on hours developing a big program. In fact one student whowas almost failing, and could not get an idea for a project, and I asked him what he liked,Brian liked baseball. He went on to write a 2000 line of code C program that played abaseball game. Reading batting averages and pitcher ERA’s from files and computingrandom hits based on the hitters average, slugging percentage, and the pitchers ERA.“When this end of semester project was assigned to me my first reaction was fear, completelygut

Conference Session

How to Effectively Teach Using Teams

Collection

2007 Annual Conference & Exposition

Authors

Shashi Nambisan, Iowa State University

Tagged Divisions

Civil Engineering

3.4 3.8 4Maximum 4 4.0 4 Note: Survey responses were on a scale of 0 to 4. A response of 0 indicates “No, not at all” and 4 indicates “Yes, a lot.”The Team Performance survey also required each student to provide confidential quantitativescores for each member of the team to reflect each person’s contributions to the team’s activities.In general, there was consistency among team members evaluation of each other’s contributionsto the team’s activities. Respondents with poor “scores” on the survey regarding effectiveness ofteams also had poor scores on “individual performance” surveys. Thus, a direct correlation isnoted on student responses

Conference Session

Graduate Student Experiences

Collection

2007 Annual Conference & Exposition

Authors

Anderson Prewitt, University of Florida; Wanda Eugene, Auburn University; Shaundra Daily, Massachusetts Institute of Technology

Tagged Divisions

Graduate Studies

Technology and African American Studies (2006) from George Mason University.Shaundra Daily, Massachusetts Institute of Technology Shaundra Bryant Daily is a doctoral candidate at the MIT Media Laboratory, working in the Affective Computing Group. Her main interests include the design of technological tools to enable reflection on attitudes, beliefs, and values. She holds a Bachelor (2001) and Master (2003) of Science in Electrical Engineering from the Florida Agricultural and Mechanical-Florida State University College of Engineering. She recently finished a Master of Science (2005) degree at the Media Laboratory where she designed and evaluated interfaces to support affective development through

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Malgorzata Zywno, Ryerson University; Mary Frances Stewart

Tagged Divisions

Educational Research and Methods

learners may result in poor achievement, increased dropout ratesand a loss of diversity among future engineers that would greatly benefit the profession. Hesuggests a balanced teaching style addressing a wide range of learner preferences as mosteffective1, 2. In 1988 Felder developed, with help of psychologist Linda Silverman, a learningmodel that focuses on aspects of learning styles particularly significant in engineering education2,3 . The model classifies characteristics of the learners along four bipolar dimensions: Perception(Sensing-Intuitive), Input (Visual-Verbal), Processing (Active-Reflective) and Understanding(Sequential-Global). The Felder-Soloman Index of Learning Styles (ILS), a psychometricinstrument associated with the model, is

Conference Session

Sustainability & Environmental Issues

Collection

2007 Annual Conference & Exposition

Authors

David Richter, Virginia Tech; Sean McGinnis, Virginia Tech; Maura Borrego, Virginia Tech

Tagged Divisions

Multidisciplinary Engineering

questions, the pre-course Page 12.263.5survey also included an affective domain question on student motivation for taking this particularcourse. Additional affective domain questions on the post-course survey included questionsrelating to homework, reading, etc. and reflective questions about the course and personalimpact. According to Bloom’s Taxonomy, cognitive questions test knowledge and mental skills,whereas affective questions ask about attitudes, feelings, and emotions.7The responses on the pre- and post-course surveys were compiled and analyzed as follows. Forthe LCA content questions, a mini-rubric was developed to quantify the accuracy

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Shannon Davis, University of Arkansas; Carol Gattis, University of Arkansas; Edgar Clausen, University of Arkansas

, and concept and content-based.Program Objectives 1. Participating science teachers experience hands-on lab activities that are objective- centered and experiment-oriented. 2. Participating science teachers incorporate new hands-on laboratory activities learned during the Summer Institute and Follow-Up Activities to better plan for student learning. 3. As a result of participation in the Partnership Program, science teachers will change their classroom practices so that student performance in science is increased.Research Base The literature in our research base reflects professional development needs of highly-qualified teachers and the instructional strategies that best address student learning needs

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Linda Lindsley, Arizona State University; Veronica Burrows, Arizona State University

Tagged Divisions

Educational Research and Methods

encourage design process thinking, not to find a “right” answer, that goal wasaccomplished in the alpha test. Most students spent time explaining their design process for eachsection and “rethinking” that process in the later sections after reading the “expert” solutions.Though this study captured design process thinking from only a single problem, it showed thatthe students learned new skills from the online interactive text, even though they had both beeninstructed in these skills in class and produced an assignment covering the same basic material.When asked to reflect on their learning, each participating student stated at least one aspect ofthe process that they had not been explicitly aware of prior to the completion of this chapter ofthe

Conference Session

Improving ME Education: Trends in Mechanical Engineering I

Collection

2007 Annual Conference & Exposition

Authors

Stephen McClain, Baylor University

Tagged Divisions

Mechanical Engineering

associated with Dr. Evil’s Secret Lair Facility.The students, in groups of three, were asked to design the boiler, one air-handling unit, and thepiping system; select an appropriate pump; and perform a Hardy-Cross system simulation toverify system operation.The project assignment for ME 455 is different from the project assignments in the basicengineering science courses in that it is divided into a letter from a fictional company and adesign packet. This division reflects the fact that most senior-level engineering studentsunderstand the importance of their design classes and their relationship to their future practice.Most senior-level students do not require fictional pretenses to engage them with their designprojects. The letter with fictional

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; William Riddell, Rowan University; Roberta Harvey, Rowan University; Paris von Lockette, Rowan University; Eric Constans, Rowan University; Jennifer Courtney, Rowan University

Tagged Divisions

Design in Engineering Education

homework and test problemswith unique “right” answers. Divergent inquiry by contrast “often seems to conflict with theprinciples and values that are at the core of the predominantly deterministic, engineering scienceapproach.”1 These observations are reflected in the outcome of the fall 2003 and 2004 offeringsof the Sophomore Engineering Clinic, which are described in the next section.The Hoistinator ProjectIn the fall 2003 and fall 2004 semesters, the semester-long project was a crane design projectcalled the “Hoistinator”.11 This section describes the project itself and discusses outcomes fromthese first two offerings of the project.The student teams were provided with a substructure and basic mechanical elements for a crane,and challenged to

Conference Session

Aspirational Visions of Civil Engineering in 2025 & Policy 465

Collection

2007 Annual Conference & Exposition

Authors

Ronald Welch, The University of Texas-Tyler; Michael Robinson, Rose-Hulman Institute; Charles Glagola, University of Florida; James Nelson, University of Texas-Tyler

Tagged Divisions

Civil Engineering

thoseassumptions. Curriculum as a System The fundamental approach to which the committee adhered is that a civil engineeringcurriculum is an engineered system designed to achieve a specified end and that it is tied directlyto the desired program outcomes. The curriculum should reflect the complete educationalexperience of a student at a respective institution. That experience includes formal coursework aswell as activities and professional development outside the classroom. Taking a systems view of any process necessarily involves addressing such components asraw materials, the supply chain, production modes, distribution, and customer needs. It alsoentails understanding whatever assessment and feedback are present in the system. Theseprinciples