Conference Session

Assessment of Learning in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Youakim Kalaani, Georgia Southern University; Rami Jubrail Haddad, Georgia Southern University

Tagged Divisions

Electrical and Computer

engineering experiments, as well as analyze and interpret data (b) - Function effectively on multi-disciplinary teams to accomplish assigned tasks (d)4- Inquiry Skills (SLO4) Page 24.124.3 - Conduct research in electrical engineering discipline as part of life-long learning (i) - Evaluate engineering systems as pertained to novelty and contemporary issues (j)5- Profession Skills (SLO5) - Apply the rules of the code of professional conduct and ethics in electrical engineering (f1) - Provide alternative outcomes for a given conflict of interest or dilemma (f2)6- Communication Skills (SLO6) - Write technical reports that conform to standard

Conference Session

Systems Engineering Education and K-12

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, University of Virginia

Tagged Divisions

Engineering Management, Industrial Engineering, Systems Engineering

to the newspaper articles on the nuclear crisis16-18, and they either confirmedtheir initial suggestions on how to improve the risk communication process addressed in thearticles, or they refined them with more sophisticated ideas learned from the summary sheets.Lesson 6 was a summary session in which students presented their group projects to an audienceof peers and teachers. Students were broken into groups of four and required to present an Page 25.675.5original project of their choosing that integrated some of the concepts and models that they
learned in class. While students were given the liberty to choose a problem of their liking

Conference Session

International Developments & Collaborations

Collection

2005 Annual Conference

Authors

Martin Whalley; Harriet Svec; Harvey Svec; Teresa Hall

, facultyfrom two institutions collaborated to provide an international field experience usingManchester England as base camp for undergraduate engineering students from SouthDakota State University (SDSU) in the spring of 2004. This experiential learningopportunity provided SDSU College of Engineering students insight into the technical,cultural, and economic effects of the Industrial Revolution on 18th and 19th century England.In addition to experiencing historical technologies first hand, they also were exposed tomodern mass-transportation systems, met peers at Manchester Metropolitan University, andbroadened their global perspectives through interactions with the culturally diversepopulation of urban Manchester: encounters that served to enrich

Conference Session

Sustainable Energy Education

Collection

2010 Annual Conference & Exposition

Authors

Thomas Shepard, University of Minnesota, Twin Cities; Camille George, University of St. Thomas

Tagged Divisions

Energy Conversion and Conservation

performance.Another aim of this project was to provide junior level engineering students with a firsthand experience combining lessons learned in lecture with the practical constraints ofdesigning, building and testing a realistic application. The students were encouraged tobe creative in this open-ended project that relied heavily on team-based learning. At thebeginning of the semester a pre-project survey was used to allocate crucial skills(mechanical aptitude, writing ability, mathematical skills, etc.) evenly amongst thedifferent teams. Assessment of how the project enhanced student learning was done viagraded assignment and student survey. The project culminated in a final reportincorporating several main components. The first component was a design

Conference Session

Topics in Computing and Information Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Manghui Tu, Purdue University Calumet; Kimberly Lynn Spoa-Harty, Purdue University Calumet Graduate Student

Tagged Divisions

Computing & Information Technology

labeled as si has higher sensitive levelthan a data item that is labeled as sj if i > j. To fulfill tasks defined by the work role, a useraccesses sensitive assets with certain preference. Let O = {o1, o2, …, o} denote the set of Zaccess operations, for example, read, write, execute, delete, shutdown, print, copy, etc. Let Adenote the set of preference level where A = {a1, a2, …, an}, then the sensitive access preferencecan be defined by a set of 2-tuples, (di, aj). A data item with access preference ai is accessed withhigher frequency than a data item with access preference aj if i > j, and a1 is defined as thelowest access preference, e.g., zero access. Some operations will be performed regularly, and

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Mary Hebrank; Glenda Kelly; Paul Klenk; Gary Ybarra

surveysindicated that this experience will motivate them in the future to be an advocate for schools intheir community, all stated that at the end of their Fellowship they had a better understanding ofissues regarding K-12 education, and all said they would recommend participation in thisprogram to upcoming engineering students.Despite these similar positive impacts across all three Duke Engineering Teaching Fellowsprograms and the strong partnerships formed in all three programs, the same five issues wereidentified in all three programs as needing improvement: • Fellows expressed a need for more in-depth training in concrete teaching skills, classroom management and developing and writing their own lesson plans; • A format to provide

Conference Session

Unique Courses & Services for Freshmen

Collection

2004 Annual Conference

Authors

Sayward Touton; Cory McDonald; Amy Monte; Gretchen Hein

co-op. The résumé writing workshop isparticularly helpful to students who have never written a résumé. Table 1 also lists the variousworkshops that are planned for the students each year. Table 1: Seminar and Workshop Series3 (2003-2004) Topic Speaker(s)/Department Seminars Program Intro – Pizza Party Amy Monte & Gretchen Hein Master’s International Introduction Graduate Mentors What to Expect as a First Year Student Undergraduate Mentors The Pros and Cons of Working in Industry Mary Fran Desrochers, Mechanical

Conference Session

Virtual Instrumentation

Collection

2004 Annual Conference

Authors

Viva Austin; Keith Koenig; Bryan Gassaway; Thomas Hannigan

solutions, or in some cases merelyusing the appropriate compile/editing programs to enter and then run the particular code.Where more than one solution method is indicated, a group of students would be brokendown into individuals or pairs to accomplish solutions with a particular method, then thestudents would exchange and explain all solutions for a given problem. Thus peer-to-peer learning allows a much broader grasp of the nature of open-ended, multiple-solution-path problems.Laboratory Task Demonstrated Methods Student Solution MethodsPlotting calibration data, BASIC, C, Fortran Excel, MathCAD, BASIC,linear regression, statistical programs, Excel C, Fortran programs

Conference Session

Potpourri Design

Collection

2003 Annual Conference

Authors

Steven Beyerlein; Denny Davis; Kenneth Gentili

performance factors are consistent withthe creative problem-solving model described by Lumsdaine et al.7 and the project-basedintroduction to design by Dym and Little8. The teamwork attributes are consistent withthe cooperative learning model by Johnson et al.9 The communication attributes areconsistent with recommendations by the writing across the curriculum movement andsummarized by Bean10.Knowledge of the Engineering Design Process • information gathering/understand problem/customer needs • problem definition/goals or requirements defined • idea generation/brainstorming/creativity • evaluation/analyzing ideas/testing/design modeling • decision making/selection/planning • implementation/produce/deliver design to customer • process review

Conference Session

Electrical and Computer Engineering Poster

Collection

2002 Annual Conference

Authors

Marilyn Amey; James S. Fairweather; P. David Fisher

program envisioned by EC2000 relate to the faculty’sperception of the cost/benefit ratio of their work efforts, as determined by each member of thefaculty. Without changing incentives or making appeals to intrinsic motivators, faculty membersinevitably focus on the activities visibly rewarded by their institutions and peers 5-7. Regardlessof type of institution, these rewards focus most often on individual performance rather than oncollective actions such as curriculum reform 6. This observation has led us to examine Criterion7 (Institutional Support and Financial Resources) more closely 2. Traditionally this criterion hasfocused on the adequacy of resources needed "to assure the quality and continuity of theengineering program." We have found

Conference Session

Potpourri Design

Collection

2003 Annual Conference

Authors

Barry Lineberger; Larry Stikeleather

. Once the assemblies are manufactured students runperformance tests on their “products” using statistical design of experiments (DOE) methodologyto evaluate the effects of two factors at two levels (2x2) and determine the setup giving the bestperformance. The project culminates in a written technical report, which the student teams presentorally to an audience of their peers and a panel of faculty and staff evaluators.Introduction BAE202 (Intro to BAE Methods) introduces basic design and problem solvingmethodology for Biological Engineering. The majority of the students are enrolled in theBiomedical Engineering curriculum with the remainder in Biological Engineering, which offersconcentration areas in bioprocessing, environmental, and

Collection

2001 Annual Conference

Authors

William Keat; James Hedrick; Christine LaPlante; Richard Wilk; Cherrice Traver; Frank Wicks

concepts of the engineering design process,team work, and engineering ethics. In the last half of the course students worked on adesign project during the design studio time, and instruction was given on the basicoperation of the solenoids, motors, gears and other materials used in the project. Studentswere also instructed on oral presentation skills and on how to write design reports.The Design ProjectA hands-on design project, with students working in teams of 3, is the central focus of thedesign lab. The hands-on aspect allows students to learn, through experience, theimportance of fundamental design principles (esp. design for manufacture, design forrobustness, and design for adjustability) while providing instructors with an objectivemeans

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peter J. Shull, Pennsylvania State University, Altoona; Carla Firetto, The Pennyslvania State University; L.J. Passmore, Pennsylvania State University, Altoona

Tagged Divisions

Design in Engineering Education

their own set of rules. This paper reports on theeffect of team rules and the concomitant consequences that were developed by the students onteam functioning.Results of a multivariate analysis of variance shows that students perceived that they followedthat rules significantly more than the other members of their group, that they were assigned morework than their peers, that they completed more work that their groups members, and the qualityof their own work was higher. Interestingly, when asked about issues of rule-breaking that aroseout of their groups, many individuals cited issues but ultimately failed to follow the agreed uponprocedures for addressing those incidents.IntroductionTeamwork has long been considered an important element of

Conference Session

From Entrepreneurship Education to Market

Collection

2012 ASEE Annual Conference & Exposition

Authors

James V. Green, University of Maryland, College Park

Tagged Divisions

Entrepreneurship & Engineering Innovation

project team of three to four students is assigned a corporate mentor.For a period of eight weeks, students are expected to work no less than 8 hours per week, hold atleast one weekly team meeting to discuss progress, and send minutes of these weekly meetings totheir corporate mentor and the University. At the end of the term, each team presents their finalreport and submits a detailed written report on their assigned project to the corporate client andthe University.Each student is supported with a $1,000 assistantship funded by the corporate client and payableupon successful project completion and positive peer evaluation feedback. With $20,000dedicated annually to student assistantships plus $5,000 allocated for University projectmanagement

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

information. With the help and support of library and academic writing staff, we insist uponsources beyond the Wikipedia or simple web resources. Through the nature of Innocentivechallenges, students quickly find that none of the familiar simple Googling searches are effectiveto provide high quality detailed information. This stage of the project opens up an opportunity toshow the value and depth of really good quality academic review papers or engineering journals.The Assignment: IdeationOnce students have submitted their reports on background research into the problem, we meetduring class and the class is broken into groups of students according to their chosen designchallenge. Depending upon the preference of the instructor, some groups are

Conference Session

Recruitment, Retention, and First-year Programs in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Constance D. Hendrix, U.S. Air Force Academy; Marcus L. Roberts, U.S. Air Force Academy; William J. Eccles, Rose-Hulman Institute of Technology; Jeffrey Butler, U.S. Air Force Academy; Randall Deppensmith, U.S. Air Force Academy

Tagged Divisions

Electrical and Computer

Poor, 2-Poor, 3-Fair, 4-Good, 5-Very Good, 6-Excellent 2. Overall, the course is: 1-Very Poor, 2-Poor, 3-Fair, 4-Good, 5-Very Good, 6-Excellent 3. On average, for every hour I spent in this class, I spent about ___ outside of class completing work in this course (including studying, reading, writing, doing homework or lab work, etc.). 1-1/2 hour or less, 2-More than 1/2 hour, but less than one hour, 3-More than one hour, but less than two hours, 4-More than two hours, but less than three hours, 5- More than three hours 4. The course activities (e.g., assigned readings, lectures, discussions, labs, projects, etc.) were effective in helping me accomplish the learning

Collection

2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

away the next class. I suggesteveryone come to class with what they want to accomplish forthat day. First things first, as much as I hate limits, Ithink we need a time limit on issues before we start. So Ihope that if we can set a limit, we can continue movingforward and not around in circles like it seems we are doingnow.Despite these comments, the students continued to argue about what to do and how toprogress. The students were required to keep portfolios. The intent of the portfolios was Page 6.937.4for students to write about knowledge acquired in the course and how they couldProceedings of the 2001 American Society for Engineering Education

Collection

2001 Annual Conference

Authors

Rosalyn Hobson; Esther Hughes

distribution was as follows: 3 A’s, 5 B’s, 3 C’s, and 1D’s. The D was earned by thestudent who had received the most complaints about participating in the team projects. Studentevaluations of this course were mixed. While some students enjoyed the in-class activecollaborative teaming experience, most of them were frustrated with the team laboratoryprojects. On the whole the students appreciated the active cooperative assignments given duringthe lecture. They were less enthusiastic about the assigned teams for the laboratory exercises.Some of the student comments about teamwork and the instructor assigned teams were: “Teams are good, but everyone should have to do a write-up that way the instructor can tell if someone ‘gets it

Collection

2001 Annual Conference

Authors

Robert Anderson; Paul Duesing; Marty Zoerner; Kevin Schmaltz

office space also facilitates interaction between the variousproject teams, and promotes some healthy peer pressure.Another need within a business setting is to emphasize that all communications, bothwritten and oral, are professional. Meetings with students have a business format, with Page 6.683.2written agendas, action items and due dates. The emphasis is on accountability. This Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationmeans that student assignments and tasks are completed when an acceptable level

Conference Session

Mathematics Division (MATH) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caleb Wilson Hendrick, University of Maine; Karissa B Tilbury

Tagged Divisions

Mathematics Division (MATH)

spaces of the mathematicalfunctions, students are asked to write rules to communicate the utility of the models to otherstakeholders including healthcare professionals or basic biomedical scientists.In summary, we have created a unique BME focused text for differential equations and linearalgebra that encourages students to harness their knowledge of physics, biology, physiology,engineering, and mathematics to formulate dynamic models of physiological systems. Our overallaim is to enhance students’ ability to apply and foster a deep appreciation of the power ofmathematics in addressing real-world BME challenges.Background:Ordinary differential equations are ubiquitous for understanding various topics and systemsstudied as part of the

Conference Session

Techniques to Enhance Environmental Engineering Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Environmental Engineering

methods allow the individual student to learn from the instructor, peers, and as anindividual student researching and mastering material. Active learners could benefit by activelyparticipating in lab, hands-on activities. Reflective learners can use the PBL and case studies toreflect over the problem or the framework story associated to the module activities. The researchor fact gathering opportunity the students conduct while developing their environmentalsustainability projects would facilitate learning for students who are sensing learners. Intuitivelearners can use the case studies and PBL to investigate “what if” scenarios in their projects.Visual and verbal learners receive both types of learning styles using PBL and case studies.Sequential

Collection

1997 Annual Conference

Authors

Jerry W. Samples

opinion was that the participants had improved their teaching.Subsequent Participant FeedbackAt the end of the following fall semester, a questionnaire was sent out to gather feedback on theshort course from the participants after they had had a chance to incorporate what they had seenand practiced in the summer. A sample of the questions with the participants’ averaged responsesare shown in Figure 3. At the time of writing, 16 of 24 participants had responded. TEACHING SELF ASSESSMENTPROFESSOR:_______________________________________________________ DATE:___________Please provide a rating of each aspect of your teaching on a scale of 1 to 5 in accordance with the criteriagiven, and provide any comments you have on

Collection

1998 Annual Conference

Authors

Lynn Bellamy; Barry McNeill

design, build, and test a device orally report to peers and class read and summarize textbooks

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

R. Mark Schreck, University of Louisville; Angela Cline, University of Louisville

Tagged Divisions

Cooperative & Experiential Education

whether the practice session should be repeated.Employer expectations modules: In these sessions, the balance between technicalknowledge/experience and workplace leadership skills is taught. Emphasis is placed on theunderstanding and importance of workplace leadership skills for a student early in his/her career.Communication skills are covered in some depth: understanding the difference betweencommunication to management, peers and subordinates; balancing talking and listening; usingverbal and written tools effectively. Teamwork and how to be a team player is also discussed indetail: team success versus individual success, resolving problems on a team, seeking opinions ofothers, and respecting opinions of others. Taking the initiative is

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Helen Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

you now describe your analytical and problem-solving skills? Compared with when you first entered this college how would you now describe your interpersonal/social skills? Think back to any internship or co-op experience. Write about a time when social/interpersonal skills (i.e. team work, communication) were important for you or someone around you to accomplish an assignment?III. THE WORKSHOPThe one and ½ hour workshop consisted of three parts. First, findings from the national APPLEsurvey and local Blackboard findings were presented. After the presentation and a brief break,the faculty members were invited to form inter-departmental groups and were provided with aworksheet to guide their conversations of how

Conference Session

Sustainability in Engineering Curricula

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

: Study Individual Our Stolen DW Time Future book Evaluation: Biofuel LCA management review Group Ethics Case Ethics: case studies, moral exemplar, student honor code vs. Ethics Study NSPE Code of Ethics Course plan to GraduationDrinking watertreatment plant Team Project: Solid Waste – LandGEM – Waste-to-Energy tour write-upGuest Speaker Guest

Conference Session

Pedagogy and Assessment in ECE III

Collection

2010 Annual Conference & Exposition

Authors

Richard Kelnhofer, Milwaukee School of Engineering; Stephen Williams, Milwaukee School of Engineering; Owe Petersen, Milwaukee School of Engineering

Tagged Divisions

Electrical and Computer

formally required continuous improvement, effective engineering faculty andprograms utilized many ad hoc procedures to improve their performance. For example,instructors constantly assess student learning through comparison to standards that representcompetency in course material. Self-reflection and peer interaction often occur during and afterteaching a course. These ad hoc procedures and interactions create tribal knowledge that form aninstitutional history. Such a history can enrich and improve the program on a continuous basis.However, in such an environment program administrators are challenged to collate and leveragethe collective knowledge of the program’s faculty in their efforts to steer the overall curriculumtowards greater

Conference Session

Design Projects in Mechanical Engineering I

Collection

2010 Annual Conference & Exposition

Authors

Scott Post, Bradley University

Tagged Divisions

Mechanical Engineering

learners.” Thisreference also notes it is possible to successfully train engineering students in communicationskills and group work.Haag3 notes that there is widespread interest in the retention and matriculation of female andminority engineering students. One effort to reform education with a goal of improvingeducation to these groups is the NSF-supported Foundation Coalition. Some of the goals include“improvement of the interactions that affect the educational environment through teaming, …integration of subject matter within the curriculum, and the promotion of life long learning.”Some of the challenges in self and peer evaluations in group working include that “some studentswere reluctant to write critical comments about others fearing

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles

CPBL in Digital Design CourseDriven by the feedback from formal assessment as well as classroom observations, discussionswith students, and personal experience with the teaching effectiveness and efficiency the PIshave been continually exploring ways to improve the CPBL experience for our students. InWinter 2009 a relatively major revision of the CPBL in Digital Design is being undertaken toaddress the challenges mentioned above. The major change is that in-class projects must becompleted in one class period. Previously students were given one week to complete their classproject write-up and due to the diverse educational backgrounds, some students were given evenlonger to complete their assignments. Students who could not complete the project

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

), actions, reactions, and closed systems by building chain-reactions using electrical circuits, Pico Crickets, and found objects. 3. Urban Heat Island: Study the heat island phenomenon and build models to mitigate heat. 4. Exploring Mars: Study the surface of Mars, getting to Mars, exploring Mars, and living on Mars.Units delivered during the two summers comprised: 1. Youth-Docentship: Study science and engineering phenomenon at the Arizona Science Center. Demonstrate knowledge gained throughout this year-round program by engaging younger peers and their families visiting the center through small-scale hands-on workshops on specific project-based challenges. 2. Industry-Internship: Study alternative