Conference Session

Engineering Technology Poster Session

Collection

2003 Annual Conference

Authors

Marty Frisbee; Deborah Sharer

Test 2 Test 3 Figure 2: Comparison of Letter Grades for Test 1, Test 2, and Test 3Summary and DiscussionThe data gathered from SI programs across the nation show that students who attend SI will haveaverage grades that are one-half to one full letter grades above those students who do not attendSI.1, 3, 5 However, the SI program was originally designed for the traditional campus setting andthe historical data tends to reflect the achievements of the traditional student. The purpose of thisstudy was to provide an initial step in examining the challenges, successes, and shortcomings of anSI program implemented for a totally Internet-based distance education course. Could theimplementation of an electronic SI (eSI

Conference Session

Outreach and Freshman Programs

Collection

2003 Annual Conference

Authors

Nadia Craig; Michelle Maher; Walter Peters

emphasize both the simplicity and complexity of the problems that they willencounter as engineers. The Shewhart Cycle was used as a tool for continuous learning andimprovement in the design of this course.3 The Shewhart Cycle consists of four continuoussteps: Plan, Do, Check, Act, and then repeat as necessary. If we discovered that the students didnot learn what was intended in the check portion of the cycle, we would move through the cycleagain under slightly different conditions. The syllabus reflects the Shewhart Cycle, because itleaves room for change by keeping the subjects somewhat vague, such as “Pit and Pit’umLaboratory” or Complex Systems (see the class web page athttp://www.me.sc.edu/courses/U101E/). This allowed room in the course for

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Steven Beyerlein; Jeff Williams; Beth Milligan; Andrew DuBuisson; Robert Drew; Karl Rink; Edwin Odom

to assess more frequently and reliably. This is complicated by the fact that there is ahigh degree of self-reporting and self-reflection that is part of this process.Conclusion Teams gain confidence, trust, and sense of belonging from early external leadership. Under-performing teams usually struggle with team dynamic problems, such as lack of commitment,rather than technical issues. A rubric, based on teamwork concepts from Execution,5 helpsmeasure team formation and growth. Mentors and faculty observe that teams research earlier andcreate better customer interview questions as a result of graduate student leadership early in Page

Conference Session

Curriculum Development in Manufacturing Engineering Technology

Collection

2003 Annual Conference

Authors

Andrew Otieno; Clifford Mirman

Engineering Technology (MET) program has been in the process ofrevising its curriculum to reflect needed industry skills12. Through feedback from Departmentalindustrial advisory boards, several areas were identified for improvement or incorporation intothe curriculum. Some of the areas specifically modified included metal fabrication and forming,mechanics, strength of materials and solid modeling. To strengthen the automation courses, thefollowing areas were included into the program or underwent major revisions: robotics, visionapplications and NC/CNC. Very significant changes took place in the structuring of thesecourses especially in the “newer or emerging” technology areas. While the curricula reformprocess was in progress, it was determined

Conference Session

Teaching Design with a Twist

Collection

2003 Annual Conference

Authors

Onofrio Russo; Gunter Georgi

student’s Portfolio Book for content and completeness. e. The student team is required to test a part of their robot program. This is known as Component Testing and will be covered in detail in the next section of this paper.3. Milestone 3 (Progress Presentation 3): This consists of (a) Powerpoint presentation, (b) revised draft of the Final Proposal, (c) review of their Portfolio Book, and (d) continued testing of improved versions of their robots. Milestone Due: Week 10 of 11. a. The Power Point Presentation contains the project schedule from Progress Presentation 2 and third revision of the project schedule to reflect changes and difficulties that have occurred. It shows “work arounds” to get

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Sundiata Jangha; Richard Peltier; Pamela Reid; F. Scott Cowan; Christal Gordon; David Woessner; Douglas Edwards; Donna Llewellyn; Marion Usselman

students, and school administrators—report that theNSBE Jr. chapters provide them with very valuable experiences. Because of the national trendtowards emphasizing school-university partnerships, it is useful to reflect on what benefits areobtained from these NSBE Jr. experiences as we try to build bridges between the K-12 andhigher education communities.For High School StudentsThe high school students benefit from a NSBE Jr. chapter at their high school in a variety ofways. However, they mainly benefit from the link between classroom instruction and applyingthis knowledge through the various NSBE Jr. activities. By applying the classroom knowledgethrough projects, presentations, and competitions outside of the classroom, students aremotivated to

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

William Davis; Wayne Sarasua

hadto be reduced or omitted. For example, the lectures and laboratories on taping techniques werereduced considerably from what was covered in the past. Further, in an effort to respond torecommendations from local surveyors, more emphasis was placed on the use of total stations inthe surveying portion of the class.The Georgia Tech course quickly improved by responding to feedback from students and alumni.The course was further improved when enhancements in software and hardware used for thecourse were added. To better reflect the broader spatial emphasis of the course, its name waschanged to "Geomatics." This paper presents lessons learned in developing the Georgia TechGeomatics courses as well as similar courses taught at Clemson University

Conference Session

Technology, Communication, & Ethics

Collection

2003 Annual Conference

Authors

Paulette Beatty; Jackie Revuelto; Dianne Kraft; Carolyn Clark

and natural curiosity, rich, timely, usablefeedback coupled with occasions for active involvement in real-world tasks andoccasions for reflection, exercising higher-order abilities done with other people, [and]high challenge, low threat settings with practice and reinforcement.” [6]Specifically, over time, a number of outcomes have been associated with thedevelopment of learning communities. Retention has been significantly improved wherelearning communities have been formed. Higher academic achievement has also beenreported as a result of forming academic learning communities. In addition to thetraditional measure of GPA, student academic gains have been found in such areas asstudents’ ability to relate new ideas to prior knowledge, to

Conference Session

Simulation Courses & BME Laboratories

Collection

2003 Annual Conference

Authors

Paul Ranky

feel free to make our cases to become 'living documents' reflecting the changes in the way your team thinks and solves problems.)• To design and conduct physical and / or virtual laboratory experiments, as well as analyze and interpret real measured data.• To design and integrate systems, built of components and objects, to perform a desired process for a set of defined needs, or customer requirements within time, quality and cost constraints.• To understand the total quality rules and implications within and beyond the boundaries of the selected case.• To understand, evaluate, test, learn and apply various software packages for the sake of learning problem solving methods, versus just clicking on buttons offered

Conference Session

Technology, Communication, & Ethics

Collection

2003 Annual Conference

Authors

Billy Koen

emulate (or in the case of a bad design) not to emulate it. Past uses of cases to teach the technical aspects and the ethical ones have not beenequivalent, however. We expect the professor to be knowledgeable of the state-of-the-art in thetechnical areas and to reflect best engineering practice in the chosen technical area. If a casestudy uses the Colburn relation to calculate the heat transfer coefficient, the clear implication isthat its use is consistent with the view of, say, 90% of the interested parties (in this case, thepracticing engineers and engineering professors) in a similar situation. We expect professors tokeep up with the literature, to attend appropriate conferences, and to perform research in thechosen field. Using case

Conference Session

The Climate for Women In Engineering

Collection

2003 Annual Conference

Authors

Mara Wasburn

effects of child rearing. 15 Significantlymore men than women with children under the age of six achieve tenure. Many women assistantprofessors are choosing to postpone having children. Almost half of them say the decision wasmade because of their careers (p. 126).Not surprisingly, the inequities between male and female faculty are reflected in their salaries.More than three decades after Congress passed the Equal Pay Act, women faculty still earn from5 to 10 percent less than their male counterparts. 16Sycamore State University in 1988Original interviews conducted for the 1988 Needs Assessment study at SSU provideconsiderable insight into the situation of women faculty in 1988. However, the brevity of thereport precluded the presentation of all

Conference Session

Physics in the K-16 Classroom

Collection

2003 Annual Conference

Authors

Budny Dan; Teresa Larkin

skills. As part of their homework assignments, students were required to keep a two-pocket folder.Students received approximately five writing assignments during the semester. Upon collectionof the folders, a block of time was set aside (approximately six to eight hours) to read them andprovide each student with written feedback. This direct written feedback is absolutely essential.When students take time to reflect on their writing and on the instructor’s comments, the folderbecomes a highly effective tool in helping them uncover and then wrestle with theirmisconceptions while the learning is actually taking place. Typical folder activities wereapproximately one to four pages in length. To eliminate some of the burden on the instructor

Conference Session

The Climate for Women In Engineering

Collection

2003 Annual Conference

Authors

John Kaplan; Kathleen Kaplan

Islander at 2.0%, Hispanic, of any race,at 5.0%, and Other Races at 0.4%, of the U.S. population, with combining Asian/PacificIslander into Other Races. So, one would expect the numbers of engineering students tobe approximately within these percentages. Unfortunately, that is not the currentsituation.According to the U.S. Census Bureau12, the year 2100 will reflect different populationdistributions than the current population. As stated above and shown in figure 11, thebreakdown of the U.S. population is 52.3% female, with 38.7% White females and 13.6%minority females. Of the minority population, Black females comprise 6.2%, Asian/PacificIslander at 2.0%, Hispanic, of any race, at 5.0%, and Other Races at 0.4%, of the U.S.population. In the year

Conference Session

Manufacturing Competitiveness

Collection

2003 Annual Conference

Authors

Todd Johnson; John Fesler; Kenneth Stier

Manufacturing Workshop. The students are exempt from having toattend a week of class in lieu of attending the all-day workshop on a Friday. They makearrangements in advance to be released from any regularly scheduled commitments thatday so they can participate in the workshop. It runs from 8:00am until approximately4:30pm with breaks and a 30 minute lunch period during the day just as it is offered tocompany personnel. The workshop is conducted by the two authors who are IMEC staffmanufacturing experts, trained in lean practices, who donate their time. They role playthe president and change consultant during the four rounds of production and de-briefingas described earlier in the paper. Students are asked to reflect on their learning after

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Rose Marra

fundingand effort level, and the types of analysis used. Further, these efforts do not address vitalassessment questions such as these: Is this activity meeting its objectives? What impact is it havingon students? Should we continue this activity or use limited resources to fund another, moreeffective activity? What would be more effective?We also recognize there are good reasons for the results we found in our literature review. TheWomen's Experiences in College Engineering Project's (WECE) interviews with 28 WIE directorsfrom 26 institutions provide valuable insights into WIE programs and directors that reflect onassessment and evaluation 3,13. Several findings from this report are pertinent. First, notsurprisingly, time is of the essence. The WIE

Conference Session

Improving Communication Skills in ME

Collection

2003 Annual Conference

Authors

Theresa Jones

they would have tochange with it. Others, like Hem, waited on their old cheese to return - the lecture - and blamedthe professor for their lack of success in the course. Project-centered courses can be a memorableexperience for those students who get it and accept their new role in a student-centered learningenvironment and a semester of misery for those who don’t get it. One student reflected upon howhe benefited from the class. This class has really opened my eyes. … how to know what to expect from other people and where to go to find the answer that you need to finish it out. It may not be the complete answer but you can use some sort of reasoning to come up with some sort of educated guess. …I learned a lot about where to go to

Conference Session

Capstone Design

Collection

2003 Annual Conference

Authors

Craig Quadrato; Ronald Welch

can be reviewed to assess if the rawscores truly reflect the quality gradient between designs. To help in this overall review, we builda spreadsheet for a side-by-side comparison of all grades by all instructors reviewing thesubmission. Then we assess whether the points awarded accurately compensate groupsappropriately. (See Figure 5 for a portion of the 10% submission spreadsheet). This spreadsheetallows all instructors to see all totals for each section and view how their grading compared toothers. And in the final analysis, the spreadsheet allows the course director to assign a finalgrade based on the criteria in the grade sheet and norm-based comparison across the course. Overall Quality Scope Facts/Assumpt

Conference Session

Current Issues in Information Technology

Collection

2003 Annual Conference

Authors

Chetan Sankar; P.K. Raju

students to the complexity of real-world problems, show how engineering companiesoperate in the real-world, and improve the higher-level skills of the students.Acknowledgments This paper is based on materials developed partially upon work supported by the NationalScience Foundation under Grant Numbers: 9752353, 9950514, 0001454, and 0089036. Anyopinions, findings, and conclusions or recommendations expressed in this paper are those of theauthors and do not necessarily reflect the views of the National Science Foundation.Proposed Project How did the Project Evaluation in Engineering ClassesGoals (What will we Achieve the Goals? and a Workshop for Engineering

Conference Session

Capstone Design and Engineering Practice

Collection

2003 Annual Conference

Authors

John Gesink; S. Hossein Mousavinezhad

individual student in the project. The structure of the ECE Capstone Design Experience presented here has evolved over thelast 12 to 14 years through a process of assessment, reflection and continuous improvement.During this period we have constantly sought input from and listened to our critics (primarily ourstudents) as well as the occasional admirer. Whenever problems have arisen, we've evaluatedthem and made changes to reduce or eliminate them in the next cycle or cycles of the courses.While the current state of the two courses is generally given good marks by our students, otherdepartments in the colleges and by our accreditors, we continue to remain vigilant for newproblems and to the principle of effecting continuous course

Conference Session

Physics in the K-16 Classroom

Collection

2003 Annual Conference

Authors

Nicole Loock; Joan Dannenhoffer

proper level with the appropriate leadership style. The STSC was designed to havethe flexibility to use both of these models. Mini-lessons are taught on an as-needed basis and canbe taught using the appropriate level of complexity and leadership style. The timing of the phasesof the course is flexible, so that each team can progress through the group development stages atdifferent rates. The facilitator role of the STSC instructor, as opposed to teacher role, challengesthe students to work at their maximum capability.Student-centered educational principles, educational models, retention models, and the four stagesof group development were combined to allow the instructor to optimally emphasize the activeand reflective nature of learning for the

Conference Session

Technology, Communication, & Ethics

Collection

2003 Annual Conference

Authors

Paul Ross

. Another question asked what they thought they needed more of in Page 8.1059.4their education. In short, these questions asked alumni to reflect on their own educationPaul L. Ross UW-Madison 4 Teaching Communication Skills Onlineas it affected their professional careers. More than 9,000 alumni responded to this survey(Perspective, 1994).In the list of subjects “which have been most useful in your career,” the top two votegetters were “Written communication” and “Oral Communication.” The next three were“Basic Engineering Science,” “Core Math Courses,” and “Design Courses.”The top five choices for “which subjects you wished you’d

Conference Session

Design Through the Curriculum

Collection

2003 Annual Conference

Authors

Michael Ellis

on innovation with some emphasis on proven solutions.” - “Their thinking outside the box is good but they need to keep it realistic and make their deadlines.” - “We all needed to learn to be open to each other’s ideas.”(e.g. “A solar home should celebrate the sun’s light”). Through their responses in Table 9, theengineering students felt that the architecture team members could benefit from a more orderlyapproach to design, a stronger emphasis on deadlines, and a greater emphasis on productfunctionality. These responses basically reflect what the engineers consider to be the core valuesof their own approach to design. The responses presented in Tables 10 and 11 indicate that the students recognized theimportance of communication

Conference Session

Issues for ET Administrators

Collection

2003 Annual Conference

Authors

Abi Aghayere

?”“In what ways has the public discourse been advanced?”“Have course objectives been well defined?”“Has the relevant literature been cited and integrated in the course?”“Are key points covered and appropriate thematic relationships made?”The scholarship of discovery is usually assessed by refereed journal publications and conferencepresentation, and/or changes in industry practice that result from the applied research.The scholarship of teaching goes beyond the act of teaching; it arises from a reflection on the actof teaching and thus should inform and improve the act of teaching. In evaluating the scholarshipof teaching, peer reviewed articles about teaching techniques – what works and what doesn’t andstrategies for improving student learning

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Arne Weigold; M. P. Sharma; Edward Anderson; Roman Taraban

nature of the learning task and goals of the user, and to what extent is reflects limitations in the software and metacognitive strategies of the user. It is well known that expert readers form specific reading goals and look back and jump forward while reading in order to achieve those goals12 . That type of navigation was not evident Page 8.392.13 in the present data. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering Education • Individual patterns of engagement with the types of content

Conference Session

New Approaches in Engineering Curriculum

Collection

2003 Annual Conference

Authors

John Doherty; Gerald Gannod

. Figure 3 summarizes the course objectives and outcomes for the ESE course. The objectivesfocus upon the design, analysis, and development of applications that utilize both hardware andsoftware. The outcomes indicate the observable characteristics expected from students upon com-pletion of the course. To summarize, the course is intended to address quality of service issues(e.g., safety and reliability), system modeling and analysis, and application development for sys-tems that use both hardware and software components. As the development of the course progressed, a modest number of objectives and outcomeswere modified to reflect the scope of the course. The objectives and outcomes shown in Figure 3represent the final product of the course

Conference Session

Engineering Education Research

Collection

2003 Annual Conference

Authors

Barbara Williams; Paul Blowers

SAT scores showed that there are numerous ways to skew the databy ignoring or excluding certain data sets from a subject pool.16 In addition, when U.S. News &World Report stopped independently calculating student to faculty ratios in 1996 and schoolsbegan self-reporting this information, ratios dropped from 12:1 to 10:1 in one year.10 This meantthat an institution of Harvard's size with approximately 7000 undergraduate students would havehad to hire 100 more faculty in just one year to have their student-to-faculty ratios change thatmuch. The actual numbers at most schools do not reflect that large of an increase in either facultyhiring or such a dramatic drop in student enrollment, which seems to be implied in the 1996-1997self-reported

Conference Session

Outreach: Future Women in Engineering

Collection

2003 Annual Conference

Authors

Sasha Pasulka; Sandhya Pillalamarri; Milica Milovancevic; Michael Wagner; Meena Nimmagadda; James Adams; Anjali Gupta; Mary Anderson-Rowland

more likely to have avision to persist in these fields, even if their self-confidence is not as high as that of the youngmen.The middle school years are a critical time for forming identities, some of which may be counterproductive to success in schools and others may reflect gender stereotypes. In order to promotegender equity, a 1996 report by the American Association of University Women, Girls in theMiddle, recommends that programs be developed that 1) stress role playing and activities that arenontraditional, 2) build math and science skills, 3) expose girls to role models and mentors, and 4)address girls’ developmental and intellectual needs 20. We believe that our TechGirl website willaccomplish all of these goals.As part of the process

Conference Session

Successful Entrepreneurship Programs

Collection

2003 Annual Conference

Authors

John Wierman; Marybeth Camerer

students did not take advantage of the opportunity to meetwith their assigned mentors, which left their mentors disappointed. This reflected poorly on theprogram at a time when we were working hard to develop strong alumni relationships.Undergraduates can be excellent Teaching Assistants. Since there is no business school atHopkins, we also do not have graduate students in business available to serve as teachingassistants. We currently hire approximately 15 of our top undergraduate students each semesterto serve as teaching assistants to our adjunct faculty. These students typically assist the faculty bypreparing handouts and copying materials, grading and marking corrections and suggestions onhomework papers, and assisting students at regularly

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Michael Yudelson; Latifur Khan; I-Ling Yen; Evgeny Panteleev

additional relations reflect important rhetorical-didactic linksbetween multimedia objects. Third, discussed relations make possible automatic generation oftextual logical links between multimedia objects that are connected with these relations. Forexample if a piece of text is connected to an image with “image/animation A illustrates text B”relation, then the text “Refer to the following illustration” can be when the text goes before theimage on a page. Insertion of such textual fragments will augment the coherence of themultimedia objects and will make media pages more solid4.The correlation structure facilitates automatic generation of text fragments for smooth textualtransitions and there is no need to explicitly store the text fragments in the

Conference Session

Effective Teaching to Motivate & Retain

Collection

2003 Annual Conference

Authors

Reid Vander Schaaf; Ronald Welch

this course graded much harder than any other course and that it also demanded more work on graded assignments than any of my other courses. • I think I know the material a lot more than my grade reflects. This was my favorite class this semester, but I currently have a C. • This course was my least favorite of my engineering courses. I always felt overwhelmed by the material and they kept piling it on. It seemed more like a chore that I didn't want to Page 8.693.9 participate in as opposed to my other engineering courses where I felt a desire to learn. I Proceedings of the 2003 American Society for