Conference Session

Curriculum Innovation & Assessment

Collection

2005 Annual Conference

Authors

Richard Smith; Kevin Craig; Pamela Theroux

, reflective observation, abstract conceptualization, and active experimentation. A considerable body of research has shown that learning is significantly enhanced when students engage all of these cognitive processes5,7.Background on RensselaerRensselaer’s commitment to student-centered learning and its innovation in undergraduateengineering education is well known. Between 1993 and 1998, Rensselaer won the Pew Awardfor the Renewal of Undergraduate Education, the Boeing Outstanding Education Award, and theTheodore Hesburgh Award for Faculty Development, the only technological university to win allthree of these prestigious honors. Crossing low walls between schools, and combining thetraditional laboratory-centered education with

Conference Session

Potpourri Design

Collection

2005 Annual Conference

Authors

Michael Van Wie; Kristin Wood; Robert Stone; Julie Linsey; Matthew Green

current procedure of measuring novelty only at the concept level is not adequate. Noveltymust be measured at both the concept and the functional level, because important novelty at onelevel is not necessarily reflected at the other. A particular solution to a single function can benovel without producing a novel concept, and conversely a novel arrangement of low-noveltyfunctional solutions can result in a concept with high novelty. A revision of the novelty scaleand procedure is anticipated. A deeper understanding of what is meant by novelty is needed.6. Conclusions and Future WorkThis paper provides an important initial starting point for understanding the effects of functionalmodeling on the design process. An experiment was preformed to

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

William Willette; Larry White; Garry White

student whatchanges the working world requires. For this method, the premise is that good technical writingis a skill best learned by practice (29).This method is not overly time consuming for me. Each draft takes less than 5 minutes to editand the final submission is about a half page. The grade is given only to the final submissionwith no reflection on how many times it was submitted and corrected. Hence, if a student workshard enough he/she will get a “100” on the e-mail portion of the assignment.Most of the editing is to remove unnecessary words and replace with simple words. Wholestatements are removed that “go without saying” or contain information the addressee (as statedin the scenario) already knows. Also removed are excessive details

Conference Session

Innovative Graduate Programs & Methods

Collection

2005 Annual Conference

Authors

Suzanne Brainard; Sheila Edwards Lange; Elizabeth Litzler

experiencesoutside the classroom, graduate student experiences and the academic workplace for femalefaculty and administrators[11-13]. A chilly climate is defined by the isolation, subtlediscrimination and persistent micro-inequities experienced by women and underrepresentedgroups in academic settings. Hall and Sandler identified behaviors that overlook, ignore,discount or single out women, and reflect preconceived ideas about the ability of women tosucceed in academic settings[13].Numerous reports and research studies have shown that the paucity of women in STEM coupledwith the culture of science can create a climate that surpasses chilly to be frigid for women inthose disciplines[6, 14-18]. The climate in science departments continues to be based

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

William Jordan; Rosalind Hale; Renee Akbar; Ramona Travis; John Fulwiler

Administration. All Rights Reserved. This manuscript is a joint work of employees of the National Aeronautics and Space Administration and employees of Xavier University of Louisiana and Louisiana TechUniversity under Contract/Grant No. NNS04AB58Aservice teachers toured Stennis’ facilities, interacted with NASA scientists, and utilized theSpace Center’s Educational Resource Center in the development of the problem-based lessons.The CurriculumEach PSTI offers a curriculum that is reflective of their Center’s mission. Stennis Space Centeris responsible for NASA’s rocket propulsion testing and for applied sciences related to geospatialtechnologies, which served as the framework for the Institute’s curriculum. The curriculum wasdesigned to provide pre

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

David Ollis

, procedures, conclusions • Graphics: important diagrams of lab work • Show and tell: tools, parts, functioning of parts- in short, any demonstration that may help us to understand machine better • Calculations: choose 3 problems and explain calculations and significance of problemWritten work to be handed in the day of oral presentation- all members of group • Notebook with diagrams and procedures- in Spanish if possible • Calculations • Short essay on cultural importance of this technology: how technology reflects time, place, and people Students were encouraged to be creative in demonstrations and graphicspresentations. Vocabulary explanations and handouts were always

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Chiu Choi

4.30effectivelyI found this class to be 4.73 4.21 4.21 4.24challengingThe first survey question in the table measures the enthusiasm about the course content. Thesecond question includes the evaluation of practical design examples. The third question reflectsthe coverage of complex concepts and ideas. The fourth question includes the students’ opinionson MATLAB, which is the major instructional tool in that course. The last question reflects thelevel of difficulty of this course. The evaluation for this course is better than those of theDepartment’s, the College’s and the University’s. The evaluation was actually among the highestin that semester. This infers that a course with complex concepts can generate high

Conference Session

Nanomaterials for Learners of All Ages!

Collection

2005 Annual Conference

Authors

Jacqueline Isaacs

the vocabulary (jargon) of the other disciplines • Judge potential environmental impacts of nanomanufacturing • Consider the regulatory issues that may affect nanomanufacturing • Reflect on the ethical ramifications that may result from the applications of nanotechnologiesBased on the current response, the seminar course will be offered again in spring 2007.Graduate-level Courses: Round IIA three-credit senior elective/graduate course, “Introduction to Nanomanufacturing,” has been scheduledas for fall 2005. The course will be offered jointly between the three universities, with one-fourth of thecontent assigned to each institution and the remaining fourth allotted for societal impact issues. Table 4presents the preliminary content

Conference Session

College Engineering K-12 Outreach III

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Nicola Ferralis; Leanne Avery; Daniel Haworth; Elana Chapman

activity in language and terms that schoolstudents can grasp. These changes in representational practice are reflected in the use ofa variety of social and artifactual communicative resources. Here the authors aresuggesting that gains in these areas are not simply indicated by the results of surveys orshort answers, but are demonstrated in practice by school students and by graduatescience students.For both indicators given above (evaluation of project activity areas in reference to thecommunity of practice of participants and evaluation of changes in the quality ofrepresentational practice of school and graduate science students in the areas impacted bya STEM outreach project) the fine-grained methods of qualitative evaluation work to anadvantage

Conference Session

Innovative Teaching/Learning Strategies

Collection

2005 Annual Conference

Authors

Robert Simoneau; Mary deManbey; Karen Wosczyna-Birch

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition 1Copyright ÆÉ 2005, American Society for Engineering Education”Advanced Technology, the Office of Workforce Competiveness and educational institutions thatinclude the technical high schools and four year colleges and universities in New England.The ultimate goal of the initial NSF ATE grant was to develop educational leadership throughthese activities so that educators not only gained additional knowledge, but that they could affectpermanent change in the classroom which reflected current workplace practices. This report willshow what succeeded and what could have been done differently as the grant evolved. Thelessons learned from this process can

Conference Session

Assessment Issues in 1st-Yr Engineering

Collection

2005 Annual Conference

Authors

Edward Evans; Sandra Spickard Prettyman; Helen Qammar

respective project.How First-Year Students LearnedThe final objective of our study was to compare differences in how the SL and CL students learn.We performed a content analysis of the reflective journals submitted during the latter weeks ofthe semester and after the completion of the team projects. We categorized the responses basedon five elements from the NRC report, How People Learn8 including 1) Learner’s beliefs abouttheir ability to learn, 2) Learning can be strengthened through collaboration, 3) Awareness andself-monitoring of learning, 4) Knowledge is structured around major concepts and principlesand 5) Learning is shaped by the context in which it appears. In evaluating their journalresponses we looked for instances in which the students

Conference Session

Tricks of the Trade for Research

Collection

2005 Annual Conference

Authors

Terry Wildman; Kumar Mallikarjunan; Mark Sanders; Jeffrey Connor; Vinod Lohani

, the VTeP was integrated into the in fall 2004 first semester EngineeringExploration (EngE1024) course with the goals of helping the students see the relevance of allengineering coursework, providing a foundation for life-long learning through reflection, andsetting the stage for the thoughtful collection of artifacts to support both student learning andprogram assessment. We believe this to be the largest single application of e-portfolios inengineering instruction. A companion paper gives details of e-portfolio experiences in fall ‘045.Engineering Education New Student SurveyThe Engineering Education New Student Survey is a locally-developed, on-going study ofstudents’ academic backgrounds prior to enrolling at Virginia Tech as well as the

Conference Session

Teaching Outside the Box in Civil Engineering

Collection

2005 Annual Conference

Authors

Zhiyong Zhao; Joe Hagerty; J. P. Mohsen

cases. Some presenters were given high scores for educational quality but somewhat lowerscores for quality of presentation. Apparently, not everyone has mastered all of the audiovisuals arts. Overall scoresdo not reflect an average of scores in the other aspects, in most cases. Totals of scores were compiled for eachaspect column for each case, as shown. Average ratings have been tabulated in the results at the bottoms of theaspect columns, and ranks have been established for the cases, as shown.Case L of I True to f Educ Q Qaul P overall Case L of I True to f Educ Q Qaul P overall1 10 10 10 9 10 2 6 8 7 8 8

Conference Session

Lessons from Entrepreneurship Programs

Collection

2005 Annual Conference

Authors

Michael Moore; Mary Raber

engineers andscientists to (re)present their design, communication, and collaborative experiences in academicand professional contexts. For the purposes of this class, your Enterprise Professional Portfoliooption will include these process steps: Selection, Design, Reflection, Assessment andPresentationSelectionThis is where you decide what to include in your Enterprise Professional Portfolio. Since alleffective professional documents are audience-based, you’ll need to decide first who yourprimary and secondary readers are going to be, and all subsequent decisions will be based on theneeds and expectations of those particular audiences. In general, you might consider a range ofexamples that showcase oral, written, visual, technological, and design

Conference Session

Understanding Engineering Design

Collection

2005 Annual Conference

Authors

Gul Okudan Kremer; Madara Ogot

100 course and instructor for thepast eight semesters since the introduction of industry-sponsored projects into the first-yearcurriculum. These data are averaged across eight instructors who teach a total of 14 sectionseach semester between fall 2000 and spring 2004. Although the instructor ratings for thiscourse are higher than the course ratings, both follow the same general pattern and revealsignificant variability across semesters. Because students work on the industry-sponsoredproject for a full half of the class duration and because this work accounts for a large part ofthe course grade (25%), it can be assumed that the variability across ratings reflects, in part,variability in student perceptions of the industry-sponsored project

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

William White; George Engel; Cen Karacal; Ai-ping Hu; Jerry Weinberg

; Exposition Copyright ©2005, American Society for Engineering Educationabout having taken the course, as well as strong positive feelings regarding the benefits of havingdone so. A number of students from each discipline expressed the opinion that this course pro-vided them with the most practical experience of any course thus far in their college careers.5. Future Work and EnhancementsThe multidisciplinary robotics design course will be taught again in Spring 2005. The assign-ments and course material shall be altered to reflect the student feedback and instructor percep-tions of what did and did not succeed in the pilot version of the course.5.1 Lab Assignment RestructuringA common complaint from students in the pilot

Conference Session

Assessment of Graphics Programs

Collection

2005 Annual Conference

Authors

Julie Petlick; Alice Scales; Aaron Clark

% 7.33%Of interest to the researchers were degrees offered by participants’ institutions that aredirectly related to preparing engineering/technical graphics educators. Five participants (or10%) out of the 49 that responded to this section on the survey indicated that their institutionoffers some type of major in engineering/technical graphics teaching, compared to the 1998survey that indicated 15 percent offered this type of degree. Of the five that responded to thisquestion in the 2004 survey, three indicated their institution offers a B.S. or B.A. degree, oneoffered just a M.S. or M.E.d related to this area, and one said their institution offered both.Again, the population difference for the two surveys is reflected in the responses to

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

Erick Jones

accepted rule of thumb that coefficient alpha should be at least 0.70for a scale to demonstrate internal consistency. Coefficient alpha, commonly referred to asCronbach’s alpha, reflects internal-consistency reliability for the constructs in this study. It is not only necessary that an instrument be reliable, it must also be valid. Validity indicatesthat an instrument measures what it is intended to measure. Verification validation is defined asthe process of ensuring that a model represents reality at a given confidence level. This meansthat the mathematical model created should attempt to be a reasonable representation of reality.In this study the regression model attempts to score the level of CT. The inability of a model torepresent reality

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Pierre G. Lafleur; Jean-Paul Bailon; Bernard Clément

indication of the use of the computer-based tools, the number of questionsposted on the forum of the website is significantly higher in the 1035D version than that numberin the 1035C version. Several studies compiled in some meta-analysis 2, 3, 4 have shown thatcomputer-based instruction has a positive effect on the performance achieved by the students.However, we are not fully convinced that the computer-based tools have a positive effect onstudents’ success for the following reasons: • The didactic material is absolutely the same for the two versions of the course. In case of a positive effect of the computer-based tools on students’ achievement, this effect should also be reflected on the CT students. • The fact that

Conference Session

Engineering Education Research and Assessment II

Collection

2005 Annual Conference

Authors

Mary Nelson; Barbara Olds; Monica Geist; Ronald Miller; Ruth Streveler

tophysical property differences. These students will not have a reasonable explanation for theobservation that tile feels colder and thus, in interviews with students answering the Carpetquestion, we heard explanations like the following: “Tile doesn’t release the heat as quickly as the carpet so the tile feels cooler.” “The carpet is absorbing more radiation and the tile has a higher reflectance, so the carpet feels warmer.” Page 10.335.7 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Conference Session

BME Potpourri

Collection

2005 Annual Conference

Authors

Roberta Berry; Jonathan Olinger; Paul Benkeser

theories express the judgment ofexpert ethicists. The normative standards set forth in these codes, law, and applied ethicaltheories change over time in response to argument, experience, reflection, new knowledge, andchanging circumstances. But professionals can neither justify their current choices norparticipate in the ongoing process of revision to these normative standards unless they haveknowledge of them.Bringing these normative standards to bear is not an easy task. The normative standards set forth Page 10.296.5in a professional code or law may conflict with the normative standards set forth in an applied Proceedings of the 2005 American

Conference Session

Knowing Students: Diversity & Retention

Collection

2005 Annual Conference

Authors

George Bodner; Deborah Follman; Mica Hutchison

on a subset of the surveyquestions aimed at assessing students’ confidence in their abilities to succeed in ENGR 106 inaddition to identifying those factors that they attributed to influencing their confidence.Students’ self-efficacy beliefs concerning ENGR 106 were first assessed using a Likert-scale likeitem patterned after the cognitive thought-listing technique employed by Lent.33 Students wereasked to think about ENGR 106 and rank the extent to which they agreed with the statement: “Iam confident I can succeed in ENGR 106.” Following this item, students were told to reflect on Page 10.1113.4all of the factors they considered when

Conference Session

Curriculum: Ideas/Concepts in Engineering Education

Collection

2005 Annual Conference

Authors

Mark Henderson; Gerald Gannod; Barbara Gannod

written (in 7 words or less, including a noun and a verb) on a self-adhesive Post-it note or card 2) Team members silently move the Post-it cards around to form closely-related idea groups 3) If disagreement exists when grouping, make copies of the contested card and place in more than one group 4) Label each group with a header card, which clearly identifies and reflects the theme of the cards 5) If there are single idea cards that don't fit well with the other ideas, have the team decide if they should be kept (they may be excellent ideas thought of only by one person).This process was used on each of the first three questions. The results consisted of severalgrouped post-it notes, each with a student-generated

Conference Session

Problem-Solving & Project-Based Learning

Collection

2005 Annual Conference

Authors

Neal Ninteman; John Natzke

Course to Engineering Program OutcomesThe following is an assessment of the twelve program outcomes for Engineering Principles I & II, asrequired by ABET Criterion 3 (a–k). The program outcomes are written to reflect the mission andobjectives of George Fox University, a faith-based educational institution that is anchored in the liberal artstradition. It is noteworthy that this freshman course covers all but one of the outcomes, more than any otherengineering course we offer. a. an ability to apply knowledge of mathematics, science, and the engineering sciences for effective engineering problem solving—Problem solving techniques rely on an understanding of algebra, trigonometry, and basic science. b. an ability to design and

Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

Lisa Rosenstein; Jeffery Donnell; Christina Bourgeois

in all forms of engineering communication. What follows are selectedundergraduate classes in this required sequence and a description of what engineeringcommunications issues are raised in each class.CEE 3000—Engineering SystemsThis undergraduate engineering course incorporates a series of lectures on written, visual, andoral communication. After each lecture, homework that reflects the instruction on a particulartopic is assigned. For example, after a lecture on basic principles of engineering reports, thestudents are required to write a short report on a civil engineering system. Recent report topicshave included the Venice Tide Barrier Project and the Yangtze River Diversion Project. After alecture on visual communication, students are

Conference Session

Innovation for ChE Student Learning

Collection

2005 Annual Conference

Authors

Alfred Carlson

teaching methods. Submitted to 2005 ASEE Annual Conference Consistent with their written comments, the scores reflected the idea that thestudents did not feel they learned the material, that the course was not interesting, andthat I wasn’t prepared to teach the course. This was the worst student evaluation Ireceived in more than 20 years of teaching!Discussion Having used it to teach, I believe there are two incontrovertible facts about usingPBL in a junior level first course in thermodynamics at Rose-Hulman. The first fact isthat the students using PBL perform just as well on thermodynamics tests as do theircounterparts taught using conventional lecture and/or active learning in the classroom.The

Conference Session

Industrial-Sponsored Design

Collection

2005 Annual Conference

Authors

Karim Muci; Jonathan Weaver

.However, once the teams have completed the concept selection task, we ask them to representthe final concept that they have selected in as much detail as possible using a CAD model likethe one shown in Fig. 5. From our perspective, that CAD model constitutes one of the maindeliverables at the end of the first semester. During the second semester, we suggest that the students perform all following tasks: • System-level design • Detail design • Build alpha prototype • Test alpha prototype • Incorporate minor design changes that may be needed • Certify alpha prototype • Reflect on the results and the process In the case of the HTC senior design project sponsored by a company, a

Conference Session

Capstone Design

Collection

2005 Annual Conference

Authors

H. Jung; Anthony de Sam Lazaro; Amanie Abdelmessih

sometimes ignored in a desire to produce a ‘good design’. Jenkins et al (4) propose a differentmodel – one which integrates previously completed technical designs with management- relatedissues. In this model, it is apparent that most of the earlier design experience was of a very highstandard and the integration of this design experience in the final capstone project waseffectively done by introducing project management and aspects of constructability (or DFM inother applications). In an electrical engineering program, Hines and Christie (5) have proposed amore focused model, flexible enough to cater to the changing needs of the power industry and, atthe same time, addressing more stable accreditation criteria. The projects reflect marketeconomics

Conference Session

Multidisciplinary Engineering Programs II

Collection

2005 Annual Conference

Authors

Scott Danielson; Robert Hinks; Mark Henderson; Chen-Yaun Kuo; Chell Roberts; Darryl Morrell; Robert Grondin

student objectives and outcomes using thesame mapping process as the program objectives. Table 2 shows the results.Developing Brand IdentityAn important step in the design process was the development of brand identity. Brand identity isa reflection of a program’s mission, vision, values and competitive position. It is a mixture ofattributes, tangible and intangible, which, if executed properly creates value and influence. Italso can align internal decision making and behavior in ways that are consistent with the brandand, therefore, with the department’s mission, vision, values and competitive position. Thedevelopment of brand identity was a valuable mechanism for refining and clarifying the team’scollective vision for the program.The director of

Conference Session

College/University Engineering Students K-12 Outreach II

Collection

2005 Annual Conference

Authors

Thaddeus Fowler; Suzanne Soled; Laura Koehl; Anant Kukreti

Appendix 2. Thisallowed for a tracking of what instruments need to be administered, when this should be doneand which objectives the data would support.Instruments were identified for each goal or objective as can be seen in the evaluation chart.Qualitative instruments included reflections, focus groups, written observations and portfolios. 2Quantitative instruments were primarily Likert scale ratings measuring attitudes, confidencelevels, and satisfaction and feedback levels about project implementation.4The formative evaluation offered the opportunity to create feedback loops for ongoingimprovement in the implementation of the grant. The analysis of the formative data led to thecreation of lessons learned and, where possible, adjustments to