Conference Session

Faculty Development II

Collection

2005 Annual Conference

Authors

Rebecca Bates

regular (weekly)gatherings. Our network is reflected in the growing connections to the larger community thathave come from being directly connected to members of the cohort, whether it is knowledge ofart openings and concerts or introductions to politically and socially active members of thegreater community.VII. Suggestions for Institutional SupportFirst, it should be noted that the type of peer-mentoring described here is not a formal programsponsored in any way by the institution. However, there were some things that MSU did that Page 10.345.5supported the development of the group. The week-long orientation for all faculty members

Conference Session

Attracting Young MINDs

Collection

2005 Annual Conference

Authors

Leslie Wilkins

academic pursuits, and math and science as meaningful careers. In order to accomplish this, it was imperative for the girls to see how people working in their community use math, science and technology.Program development for Excite Camp 2004 reflected an incorporation of program modelelements based on the research, evaluation and success of prior years’ camps in 2001, 2002 and2003. In addition, a review of other model programs was conducted and implemented as newactivities, which included: Experiments from Try Science (www.tryscience.org) Akimeka’s Digital Bus equipment (motion sensors) Oceanit’s MOSAIC PVC Telescope ActivityRecruitmentTo take full advantage of the opportunities and benefits

Conference Session

BME Introductory Courses

Collection

2005 Annual Conference

Authors

Samantha Richerson; Daniel Cavanagh

importance of multidisciplinary problems in biomedical engineering. 9. To require the students to utilize skills gained through analytical and experimental exercises to conduct a semester long group design project investigating medical phenomena of their interest. 10. To encourage students to reflect upon their design process and identify areas of strength and weakness in order to prepare for subsequent design exercises.For this new version of the course, lecture and lab components have been blended into a weeklystructure which includes two-hour instructional sessions on Monday and Wednesday followed bya one-hour session on Friday. The course, which is team-taught by two faculty in order to assureadequate technical

Conference Session

Electrical & Computer Engineering Poster Session

Collection

2005 Annual Conference

Authors

Raymond Winton

Copyright © 2005, American Society for Engineering EducationThe empirical relationship can be chosen as a matter of suspicion of a physical phenomenonthat decouples the circuit or as a matter of data behavior, as represented by this illustration.It is apparent that Vo(max) decreases approximately linearly with Cp and the choice ofrelationship as given by equation (3-1) is a reflection of this observation.IV Circuit constructs afflicted by device parameters.Situations at the next level of abstraction are the instances in which the device parametersaffect circuit performance, and these situations can either be of concern to the circuitperformance or to the device performance, depending on the demand requirement. As aclassroom artifact, the principal

Conference Session

Program Delivery Methods and Technology

Collection

2005 Annual Conference

Authors

Steve Duncan; William Swart

achieve the performance standards. This simultaneous development, knownas “Concurrent Engineering (CE),” is a multidisciplinary team approach that hastraditionally focused on the interaction among various life cycle concerns. The purpose ofCE is to increase productivity and to create products that are high quality, reliable, lessexpensive than that of the competitor, and reflect the customers’ requirements.2Traditional CE approaches have not focused on “trainability” or “performability” for theworkforce to produce and implement the product or service under development.However, by including a Human Performance Technologist (HPT) subject matter experton the multi-disciplinary CE team, the training and performance concerns will be voicedearly in the

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Amir Karimi; Dan Dimitriu

thecoordination of the department chair, program faculty members approve any major changes inthe course content. The finalized changes are reflected in the course syllabus.Faculty members discuss the curriculum in departmental meetings (ME related courses) orcollege meetings (for common courses in the college). Any curriculum changes are reviewedand approved by the Academic Policies and Curriculum Committees at the College and theUniversity levels. After approval of changes, the modified curriculum is implemented in theappropriate courses and thus the feedback loop closed.A critical item used in the analysis of the course is the student course survey. The key in terms ofthe portfolio audit is whether the survey data was analyzed and acted upon. The

Conference Session

Crossing the Discipline Divide!

Collection

2005 Annual Conference

Authors

David Niebuhr

to the forefront. The structured labs enabled the students to better design their analyses. Thiscame directly from an improved skill set and an increase in confidence and familiarity of avariety of failed component case studies. The weekly discussions were of immense value asstudents could learn from each others past work experience and critique one another in a non-confrontational setting. Additionally, the students were participating to some degree ineveryone’s project, making the class environment more like a big team as opposed to 20individuals. Seeing the comradery and support was very rewarding and was reflected in thequality of work and overall moral of the class.Based on the presentation of the new course the instructor learned

Conference Session

Attracting Young MINDs

Collection

2005 Annual Conference

Authors

Andrea Ogilvie

graduates from UTAustin through comprehensive support programs that address outreach and recruitment,academic enrichment, leadership, and professional development.As a result of EOE and programs such as MITE, the minority student enrollment for the Collegeof Engineering has increased substantially over the past 34 years, from 94 in 1971, to 890 in Fall2004, which represents 17.6 percent of the total undergraduate enrollment1. Our vision is tocreate a student body at UT Austin’s College of Engineering that reflects the demographics ofthe college age population within the state of Texas, 43 percent ethnic minorities.IntroductionThe Minority Introduction to Engineering (MITE) program was created at The University ofTexas at Austin (UT Austin) in 1980

Conference Session

ME Education Poster Session

Collection

2005 Annual Conference

Authors

Robert Rogers; John Anderson; Corey Jones

can clearly beseen. Further implementation of renewable fuels is near and will be made possible by theaddition of renewable energy degrees. As reflected in the current environment, theimportance of educating young minds about such forms of renewable energy is clearlyobvious.Bibliographic information1. Oregon Renewable Energy Center, Oregon Institute of Technology, “Fossil Fuels,” web sitewww.oit.edu/orec/12. National Renewable Energy Laboratory, “Major R and D areas,” web site www.nrel.gov Page 10.780.63. D.V. Hunt, The Gasohol Handbook (New York, NY: Industrial Press, 1981) Proceedings of the 2005 American Society for Engineering Annual

Conference Session

K-12 Programs for Women

Collection

2005 Annual Conference

Authors

John Glover; Frank Claydon; Stuart Long; Jennifer Ruchhoeft; Julie Trenor

Working Pizza Dinner: 4:30 - 7:30 Finish Robots, Presentations Figure 1. GRADE Camp Schedule from 2004.Demographics A total of 129 girls have participated in the GRADE Camps to date (44 in 2003 and 85 in2005), and another 100 are anticipated in the 2005 Camps. The ethnic diversity of theparticipants over the two summers reflects that of the diverse city of Houston; seven differentethnic groups have been represented, and 60% of participants come from a minority group.Figure 2 describes the

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Benson Tongue

.”How are these pieces integrated over a semester to motivate and hopefully attract students?What needs to be created at the start of the class is a thread of continuity that lets thestudents realize there’s a big picture as well as each weekly “little picture.” The sequence ofseminar discussion topics should reflect this larger framework in such a way that the studentscan see how each week’s work has more completely limned the overall theme of the seminar- in this case automotive-bicycle technology.The first day of the seminar is used to introduce the philosophy and goals of the course.Being a freshman seminar, and therefore only a single credit course, I’ve found it to beimportant to indicate clearly what I’ll be expecting of the students

Conference Session

A through K and Beyond

Collection

2005 Annual Conference

Authors

Tim McLernon; David Hughes

articulation of assessment criteria forsuch knowledge and learning.Knowledge, therefore, can take many forms and can be defined in many ways. Knowledge andlearning go hand-in-hand. Assessment of student learning should consider what knowledge is tobe brought to bear on the assessment task. Should the assessment be restricted to formal learningof propositional knowledge defined by the curriculum or should it be designed to be moreflexible to encourage manifestation and application of the individual student’s personalknowledge?If student learning is to be assessed, there must be clarity as to what constitutes student learningand what knowledge is to be learned. The higher education curriculum is now more reflective ofemployers’ wants and requirements

Conference Session

Multidisciplinary Engineering Programs II

Collection

2005 Annual Conference

Authors

Steven VanderLeest

broadlearning helps persuade the student that engineers, the designers of technology, do not design ina vacuum and the products they create reflect their creators. Thus they learn that technology isnot neutral.4 Fourth, breadth encourages a focus on fundamentals that are broadly applicable.Even when the technological details change (as they frequently do), the student in full commandof fundamental principles is well prepared to tackle the next big thing, whatever it might be.Fifth, a broader experience prepares students to work in more than one area (perhaps evenoutside of engineering). In today’s work world, career changes are common, so this preparationcan be vital. In fact, employers who hire for a very narrow set of skills may consider thatemployee

Conference Session

Computed Simulation and Animation

Collection

2005 Annual Conference

Authors

Thomas Edgar; Cameron Wright; Robert Kubichek; Raymond Jacquot

  e − jβz + Γe jβz  V(z) = Vg    jβ L − jβ L  (5)  Z in + Z g   e + Γe where Γ = (ZL - Z0)/(ZL + Z0) is the complex reflection coefficient. The time domain solution forthe voltage at any location on the line is v(z, t ) = V(z) cos(ωt + ∠V(z)) (6) Page 10.306.4Due to the complicated nature of relations (3) and (5) computer assistance is necessary to have aclear picture of what is happening. A careful look at these relations will indicate that, in general

Conference Session

Curriculum Development in Manufacturing ET

Collection

2005 Annual Conference

Authors

Haig Vahradian; Veekit O'Charoen; Teresa Hall

EducationFigure 14. Terminology used is clear Figure 15. Satisfaction with information arrangementQuestion 11: How would you rate ToolTRAIN© software for the ease of use?The ease of use question reflects both the effectiveness and the efficiency of the interface andsoftware. The range of the questions was given from 1 “very difficult” to 9 “very easy”. 37students answer ranged between 7 and 9. The results indicate that the interface was effective andthe system was easy to use (Figure 16).Question 12: Were you satisfied with the time the experiment took using the software?Time is a critical issue in learning. When a student accomplishes a certain job in less time, it canbe concluded that the student has high cognitive skills i.e. has the

Conference Session

Math and K-12-Freshman Transitions

Collection

2005 Annual Conference

Authors

Mark Jackson; Jesse Petway; Doreen Lawrence; Patrick Dessert; Barbara Oakley

important than accuracy in mathematics,rather than realizing that accuracy is a often a reflection of understanding. (Quibblingaside, it is clear that a student who “understands” why multiplying three times two resultsin six, but who often answers seven or ten instead, cannot do multiplication.) Anothercommonplace error on the part of elementary school teachers was that they believedstudents should not be encouraged to do problems quickly—spirited discussion arose tothis effect during one of the initial Kumon training sessions. When an engineeringprofessor opined in response that an engineer earning $100,000 a year—a fairly typicalsalary—could hardly be expected to take a year to do the mathematics involved indesigning a simple circuit, the

Conference Session

Mobile Robotics in Education

Collection

2005 Annual Conference

Authors

Carl Wick; Bradley Bishop

reflect a 2:1 or1:1 gain as required by the overall circuit function of Vlight – 2*Vrange. - 10 kΩ From GP2D12 + Vrange 20 kΩ 20 kΩ From CdS 20 kΩ - 20 kΩ - Vlight + Vout + Page 10.199.5 Figure 4: Basic circuit to

Conference Session

ME Education Poster Session

Collection

2005 Annual Conference

Authors

Wally Peters; Michelle Maher; Nadia Craig; Veronica Addison

toemphasize both the simplicity and complexity of the problems that they will encounter asengineers. The Shewhart Cycle was used as a tool for continuous learning and improvement inthe design of this course.9 The Shewhart Cycle consists of four continuous steps: Plan, Do,Check, Act, and then repeat as necessary. If we discovered that the students did not learn whatwas intended in the check portion of the cycle, we would move through the cycle again underslightly different conditions. The syllabus reflects the Shewhart Cycle, because it leaves roomfor change by keeping the subjects somewhat vague, such as “Pit and Pit’um Laboratory” orComplex Systems (see the class web page at http://www.me.sc.edu/courses/U101E/). Thisallowed room in the course for

Conference Session

Attracting Young MINDs

Collection

2005 Annual Conference

Authors

Amy Freeman; Anita Persaud

on recent research. Review of Educational Research, 45, 89-125.[7] Tinto, V. (1982). Limits of theory and practice in student attrition. Journal of Higher Education, 53, 687-700.[8] Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.[9] Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59, 438-455.[10] Tinto, V. (1999). Retention and persistence in postsecondary education: A summation of research studies. Texas Guaranteed Student Loan Corporation.[11] Upcraft, M. L. and Gardner, J. N. (1989). The freshman year experience: Helping students survive and succeed in

Conference Session

Professional Graduate Education & Industry

Collection

2005 Annual Conference

Authors

T.G. Stanford; S.J. Tricamo; R.N. Olson; R.E. Morrison; P.Y. Lee; L.M. Coulson; K. Gonzalez-Landis; J.P. Tidwell; J. O'Brien; Isadore Davis; H.J. Palmer; Gary Bertoline; Eugene DeLoatch; Duane Dunlap; D.H. Quick; Albert McHenry; Jay Snellenberger; Michael Dyrenfurth; Dennis Depew; Donald Keating

DevelopmentThe pace of U.S. technological innovations is reflected by U.S. competitiveness in global markets and ournational security posture. This in turn is directly dependent upon the continued professional developmentof the creative and innovative capability of our high-caliber domestic engineering leaders in industry.Development of technology-based systems is a deliberately planned process requiring expertise indefining the need, defining the specifications, planning the technical project/program/system, throughconceptual design and development for feasibility, through advanced development and programmanagement to get the job done.The resulting outcomes of development programs are new technologies in the form of new/improvedproducts, processes

Conference Session

ERM Potpourri

Collection

2005 Annual Conference

Authors

Michael Holt; Keith Williamson; Paul Kauffmann; Tarek Abdel-Salam

30 Students Page 10.486.6 Fig. 2 Reports and final exam grades Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationTo explore these trends further, exit writing data was examined to see if reflected the sametrends. Although the exit writing data does not distinguish between DE and non-DE students,data for Engineering Technology students was used as a proxy for DE

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Thomas DiStefano; P. Aarne Vesilind; Richard Kozick; Thomas Rich; James Baish; Xiannong Meng; Margot Vigeant; Daniel Cavanagh

project was slightly better, at 3.42/5.0.The fairly large standard deviation on these scores (1.0 for both) indicates that student opinionwas split between those who enjoyed and those who hated the final segment of the course.Student comments give us relatively little guidance on how to improve the popularity of thismodule. Many comments specifically complaining about ethics simply request that we omit itentirely. The low ratings are likely a reflection of the inherent difficulty of teaching engineeringethics to first-year students, many of whom do not yet fully appreciate engineering or think ofthemselves as engineers. On the positive side, students do agree (4.0/5) that the course hasimproved their understanding of the ethical and professional

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Bradley Burchett

course material’, and ‘Labs really reflected what was going on in class’, ‘…theclass really seemed to grasp the concepts when we went through examples and working throughthe topic in the labs’, ‘I liked the emphasis on the lab and the way it stayed connected to thework done in class’, ‘The lab work really let you see the stuff you learned in a slightly differentenvironment’, and ‘Fun labs, help understanding’. A few students complained that the basicECP user interface made digital implementation of the control system transfer functions ‘tootransparent’. That is, in a few cases, students were interested in learning how to implementdynamic controllers in a low-level language, so their skills would be portable to any system.Perhaps by migrating to

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Kevin Dahm

trucks. Such examples were important to the game becausethey meant every student would definitely have the opportunity to make investments- relying oncompetitive auctions was not a necessity.The complexity of the required analyses increased throughout the semester, reflecting new topicscovered in class. For example, risk and uncertainty were introduced through several investmentopportunities. The distinction between risk and uncertainty is that “risk” describes a situation inwhich multiple outcomes are possible but the probability of each is known. Risk was introducedinto the game through examples such as this: A gold mine produces $500 of revenue per turn, starting the turn it is purchased, and continuing for an unknown period

Conference Session

Innovation in Curriculum Development

Collection

2005 Annual Conference

Authors

Louise Green; Barbara Quintiliano; Andrea Welker

informationliterate.The outcomes, which are based on those developed by ACRL (2000) for each year of study aredescribed below:By the end of the sophomore year, the students should be able to:1. explore general information sources to increase familiarity with a topic2. identify key concepts and terms that describe the information need3. define a realistic overall plan and timeline to acquire the needed information4. read text, select main ideas, and restate textual concepts in their own words5. identify verbatim material that can then be appropriately quoted6. evaluate a website for authority, reliability, credibility, purpose, viewpoint, and suitability7. reflect on past successes, failures, and alternative strategies by maintaining a log of information

Conference Session

Undergraduate Retention Activities

Collection

2005 Annual Conference

Authors

Karan Watson; John Weese

have had more and/or betterinternship experiences, or if they are just more reflective about their experiences thanthe men. It is clear that no significant difference appeared where the womenparticipated in internships. Finally, the large number of men’s presentations in electricalor electronic areas were dominated by computer systems, with a fair number focusedon computer games. Much like the comment on home & hobby, and aligning withstudies about young boys’ interests in devices, the greater number of men choosingelectronic projects was not surprising.______________References 1. Dunnell, P. A. and Bakken, L. “Gifted high school students' attitudes toward careers and sex roles”, Roeper Review, Vol.13, 1991, pp.198-202. 2

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

William Jordan; Henry Cardenas; Chad O'Neal

poorly.Since electrical engineering students do not take this course, we cover electricalproperties of materials in one lecture period. It is apparent that this is not enough time toadequately introduce why different types of materials conduct electricity with different Page 10.1396.4capabilities.“Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition Copyright © 2005, American Society for Engineering Education”CORRELATING MATERIALS CONCEPT INVENTORY RESULTS WITHSTUDENT GRADESAll professors would like to have student grades be an accurate reflection of eachstudent’s knowledge at the end

Conference Session

Service Learning Projects

Collection

2005 Annual Conference

Authors

David Pines

students to reflect on the service experienceBecause of these potential benefits, a service learning component was added to the WaterQuality Engineering course in 1999.National Pollutant Discharge Elimination System Phase II Stormwater RuleThe 1972 Clean Water Act made it illegal to discharge any pollutant as a point source withoutauthorization by a NPDES permit. Implementation of the Clean Water Act first focused onindustrial and municipal sewerage systems, but was amended in 1987 to include the reduction inpollutant discharge by stormwater drainage systems. A two-phase approach was adopted whichfirst aimed at large and medium municipal separate stormwater systems that serve greater than100,000 people, industrial stormwater, and construction

Conference Session

Curriculum Development in Mechanical ET

Collection

2005 Annual Conference

Authors

Joseph Musto; William Howard

Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationcomputer tool is specified. In addition to solving the problem, students are expected to explainwhy they chose to use Excel or MATLAB for their solutions.Assessment of Curriculum and Course ObjectivesIt is difficult to make definitive measures of the effect of the described course on the curriculargoal of improving student skills in computing. Since most MET students at MSOE are part-time,it can take several years for changes in the curriculum to be reflected in senior and alumnisurveys. Qualitative observations of faculty are that students are more comfortable andcompetent in applying computer

Conference Session

Controls, Mechatronics

Collection

2005 Annual Conference

Authors

Stephen Pennell; Peter Avitabile; John White

, Engineeringand Mathematics) material. The material is presented with a “theme” project that is re-iteratedthroughout the multisemester sequence so that the students understand the inter-relationship ofrelated material from subsequent pertinent courses. The overall material for the first phase isdescribed along with a description of simulation modules developedAcknowledgementSome of the work presented herein was partially funded by the NSF Engineering EducationDivision Grant EEC-0314875 entitled “Multi-Semester Interwoven Project for Teaching BasicCore STEM Material Critical for Solving Dynamic Systems Problems”. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the