Conference Session

Design Projects in Mechanical Engineering I

Collection

2010 Annual Conference & Exposition

Authors

Angkee Sripakagorn, Chulalongkorn University; Kuntinee Maneeratana, Chulalongkorn University

Tagged Divisions

Mechanical Engineering

. Technical usage is highlighted and the research workinvolves open-ended design tasks rather than strict procedural steps of work.In the academic year 2008, 94 students registered for the course. The numbers of groups,classified by areas and types, are shown in Table 1. In recent years, on average, over 70% of allprojects belonged to the design type. The data in Table 1 reflects this general trend. Table 1. Number of Groups by Areas and Types Area \ Type Design Investigation Total AM 8 3 11 AU 7 1 8 TF 7 4 11

Conference Session

Computers in Education Poster Session

Collection

2010 Annual Conference & Exposition

Authors

J. Wey Chen, Southern Taiwan University

Tagged Divisions

Computers in Education

instructional steps will be integrated into the Bayesian model toserve as a guiding framework to develop a rich and flexible web-based environment for Teachingand Learning Computer Programming languages.The Cognitive TheoryIt is widely known that programming, even at a simple level, is a difficult activity to learn. Why isthis so? Are novice difficulties really inherent in programming or are they related to the nature ofthe programming tools currently given to novices? Bonar and Soloway14 presented evidence thatcurrent programming languages do not accurately reflect the cognitive strategies used by noviceprogrammers. Instead, Bonar and Soloway14 have found that novice programmers possessknowledge and experience with step-by-step specifications in

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Andrew Heckler, Ohio State University; Rebecca Rosenblatt, Ohio State University

Tagged Divisions

Materials

. Like manymisconceptions, the use of a common word can lead to difficulties in understanding the properscientific concept. In everyday usage, “strength” usually refers to force, whereas normally whenan expert speaks of a strong atomic bond, it is meant in terms of a large binding energy. Thisconfusion is reflected in student responses. For example, in a free response version of thequestion in Figure 1, comparing melting temperatures of materials with different densities, a Page 15.1124.8student wrote:S8: “[The higher density material has higher melting temperature] because there are moreatoms packed closer together which will require more

Conference Session

Retaining Women Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

Judith Cordes, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

Women in Engineering

studying engineering andattending xxxx. She met with visiting prospective women students and their families, andintroduced them to the WIE Program. During the summer, she was the Co-Director of thesummer Women in Engineering Summer Camp which hosted 25 women students going intotheir second, third and fourth years of high school. Finally, the brochure for students and their Page 15.412.8families was taken from development stage to final copy. It is now used in all recruitmentactivities.Third Year. The third year has been a year of growth but also reflection. The Coordinator wasable to hire a student worker who works five hours per week and assists

Conference Session

Pedagogical Developments in BME

Collection

2010 Annual Conference & Exposition

Authors

Paul Denny, University of Auckland; Beth Simon, University of California, San Diego; Melissa Micou, University of California, San Diego

Tagged Divisions

Biomedical

activities that were not a required component of theircourse grade. This result supports an earlier study showing that students in an introductorycomputer science course answered many more questions than they were required to andvoluntarily used the system to prepare for exams 9. Additional qualitative data is needed to fullycharacterize student attitudes about PeerWise and to determine if HA students devoted more totaltime to studying for the final than MA students.The data for this study was collected from all students enrolled in the course and there weremany uncontrolled variables, as is reflected in the high standard deviation of the data. As such,the experimental samples represented the diversity of a typical student population

Conference Session

Electrical and Computer Engineering Laboratories

Collection

2010 Annual Conference & Exposition

Authors

Yu-Wei Huang, National Changhua University of Education; Jieh-Shian Young, National Changhua University of Education; Chih-Hung Wu, Chienkuo Technology University; Hsing-Jung Li, National Chung Cheng University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

select asubset of this inventory that would cover materials in the course on vehicle electronics. Thetest contains 25 questions/tasks to reflect their learning effect in this course.Table 2 shows the results of this test listed by categories of questions. The lower-scorecategories on this item “% Passed” are “General OBD concept”, “electronic circuit designand manufacturing”, “Hardware interface”, and “Development tool”. General embeddedsystem concepts were less problematic, and software programming was handled quite well.Thus, it was decided that the course should enhance the following four areas: General OBDconcept, Electronic circuit design and manufacturing, Hardware interface, and developmenttool. Table 2. Pass rate per

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Ashok Kumar Manoharan, Auburn University; P.K. Raju, Auburn University; Chetan Sankar, Auburn University

Tagged Divisions

Mechanical Engineering

this article is based partially upon work supported by the NationalScience Foundation under grant numbers: 0934800, 0736997 and 0442531. Any opinions,findings, and conclusions or recommendations expressed in this paper are those of the authorsand do not necessarily reflect the views of the National Science Foundation. Page 15.1307.13References:1. Nichol, D.J. and Boyle, J.T. (2003). “Peer Instruction Versus Class-wide Discussion in LargeClasses: A Comparison of Two Interaction Methods in the Wired Classroom,” Studies in HigherEducation: 28(4): 457-473.2. National Academy of Engineering (2004). Educating the Engineer of 2020, Washington, DC.3

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto; Michael G. Helander, University of Toronto

Tagged Divisions

Design in Engineering Education

the performance ofindividual teams throughout the course. Students that extensively used the Team Sites,particularly the Collaboration tools in addition to the shared document libraries, tended to have abetter performance in the course, reflected in both their assessment and physical prototype.However, it is unclear if the Team Sites contributed to the success of the teams, or rather thatsuccessful teams were more willing to make use of the Team Site features.The second most commonly used feature of the eDesign Portal was the Application Publishingmodule. In particular, students reported that remote access to engineering design and simulationapplications was very convenient when off campus (e.g., from a home computer). Although theremote

Conference Session

Project-based Education in Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Adrian Ieta, State University of New York, Oswego

Tagged Divisions

Energy Conversion and Conservation

slightdifference in the frequency of responses per score range.Fig 3 shows the distribution of scores corresponding to Q2 (Table 1). The pattern is fairly similar for thetwo data sets and reflects student confidence of having achived better understanding of energyconservation concepts. Page 15.800.9Figure 4. Distribution of student perceived improvement ratio R (post / pre course rating of energy conservationimportance)Fig. 4 shows the R distributions per ratio ranges with similar patterns for the two data sets. The figureshows that one third of the students for set 1 and slightly more for set 2 have not changed their ratings forpre and post course

Conference Session

Teaching Mechanics of Materials & General Mechanics

Collection

2010 Annual Conference & Exposition

Authors

Ing-Chang Jong, University of Arkansas

Tagged Divisions

Mechanics

superposition.IV. Concluding RemarksIn the method of model formulas, no explicit integration or differentiation is involved in applyingany of the model formulas. The model formulas essentially serve to provide material equations(which involve and reflect the material property) besides the equations of static equilibrium ofthe beam that can readily be written. Selected applied loads are illustrated in Fig. 1(a), whichcover most of the loads encountered in undergraduate Mechanics of Materials. In the case of anonlinearly distributed load on the beam, the model formulas may be modified by the user for aspecific nonlinearly distributed load.The method of model formulas is best taught to students as an alternative method, after they havelearned one or more of

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Daniel Heersink, Colorado School of Mines; Wanda Dann, Carnegie Mellon University; Barbara Moskal, Colorado School of Mines; Alka Herriger, Purdue; Steven Cooper, Purdue

Tagged Divisions

K-12 & Pre-College Engineering

school students’ attitudes and beliefs toward computing can provide teachers andresearchers with an understanding of how to encourage more students to pursue these fields. Thestudy presented here was partially support by the National Science Foundation (NSF) (DUE-0512064; DRL- 0737679; DRL- 0623808). The ideas and opinions expressed are that of theauthors and are not necessarily reflective of that of the NSF.Research QuestionThe research question that guided this investigation is: ≠ Are the two intervention programs which target high school students’ computer science and information technology attitudes equally effective for improving students’ attitudes within the two fields

Conference Session

Educational Methods and Technologies

Collection

2010 Annual Conference & Exposition

Authors

Janus Liang, Yung-Ta Institute of Technology and Commerce

Tagged Divisions

Manufacturing

processand a final course test are taken into consideration to evaluate learners’ achievement levels.Pre/post test and the unit exercises for those in the experimental group are taken from thequestion storage. A variety of formats such as true/false, single choice, multiple choice, and shortanswer are included that reflect the content and unit objectives. The first three types of questions Page 15.7.6 required that answers be justified. 85% pass is required for each unit test in order to transfer to the following unit. The final course test is administered for both groups in a paper-and-pencil format. Web-based learning attitude scale A web-based

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Aurenice Oliveira, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

calculate input and output power,and power loss or attenuation. Page 15.670.7Figure 1. Lab activities providing hands-on experience.6. AssessmentAssessment is vital and should reflect to what extent the course meet the learningobjectives; direct and indirect assessment measurements were developed to measure theeffectiveness of the course and whether goals are met.Participating student knowledge and understanding of subject material were directlyevaluated through quizzes and pre-test and post-test that measures competence of thecourse components. Results of the exams were analyzed to determine specific areas ofcognizance of the subject matter, interest in

Conference Session

The New ABET CE Criteria - Program Development

Collection

2010 Annual Conference & Exposition

Authors

Debra Larson, Northern Arizona University; Allen Estes, California Polytechnic State University; Norman Dennis, University of Arkansas; Ronald Welch, University of Texas, Tyler; Carol Considine, Old Dominion University

Tagged Divisions

Civil Engineering

≠ Pre-workshop assessment worksheet ≠ Discuss the pre-workshop assessment ≠ Followed immediately after ETW ≠ More time between ETW and ExCEEd II ≠ Demonstration class ≠ More time for personal reflection ≠ Participant team building through games (kickball) ≠ Need time to talk as a team before sports, Low impact sport, but keep it competitive ≠ Participant team rapport ≠ Ice breaker party, perhaps at the hotel ≠ Had meals together ≠ Vegan options and a meal where participants from

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Paul Chanley, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

. They were supported bythe lead teachers and the community college faculty as they prepared to integrate a unit of EiEinto their classrooms over the next two academic years: 2009-2010 and 2010-2011.Description of the Participating Lead TeachersBefore starting the Teacher Educator Institute, each of the lead teachers filled out a participantsurvey. Tables IX and X tabulate the participant survey responses and reflect the number of yearsthe teachers have been employed in education and their educational backgrounds. Table IX: Number of Years Employed in Education Years in Education 3 3.5 4 5 6 7 8 9 10 13 16 17 20 Number of 3 1 2 2 2 2 2 1 1 1 1 1 1 Teachers Table X

Conference Session

Introducing Programming in the First Year

Collection

2010 Annual Conference & Exposition

Authors

Gregory Bucks, Purdue University; William Oakes, Purdue University

Tagged Divisions

First-Year Programs

and assessments that have been developed. The mostcommonly used within engineering is the Felder-Silverman learning styles model [4], with itsassociated assessment, the Index of Learning Styles (ILS). This model categorizes studentsbased on four dimensions, which characterize different aspects of student learning: sensingversus intuitive, visual versus verbal, active versus reflective, and sequential versus global. Interms of learning programming content, the two most important scales are the visual versusverbal scale and the sensing versus intuitive scale.There have been numerous studies that have looked at the learning styles preferences ofengineering students [5-7], and those preferences are consistent across populations [8]. Whatthese

Conference Session

Innovations in Civil Engineering Education II

Collection

2010 Annual Conference & Exposition

Authors

Steven Burian, University of Utah; Edward Barbanell, University of Utah

Tagged Divisions

Civil Engineering

. In fact, by the end of the semesterthe engineers were arguing their position papers from humanist perspectives and vice versa –humanists basing their arguments on cost-benefits and practical reasoning.A conclusion based on the review of the course assessment and reflection was the necessity todevelop and facilitate the course with a multi-disciplinary group of students and a team taughtapproach representing not only engineering but also a humanistic perspective. Survey responsesfrom the civil engineers clearly indicated the humanities students provided example applicationsof critical thinking and a broadened worldview previously unseen in engineering and othergeneral education courses. Furthermore, the peer effect was strong providing a

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tracee Gilbert, Virginia Tech; Janis Terpenny, Virginia Tech; Sharnnia Artis, The Ohio State University

Tagged Divisions

Educational Research and Methods

process: ≠ Blue – Enablers ≠ Pink – Hinderers ≠ Yellow – Student Need Statements ≠ Green – Student Need Factors ≠ White – Pre-defined Student Need Factors (based on the student success theoretical perspectives)Step 2: Elicit Once participants had an understanding of the scope of the meeting, they were guidedthrough a brainstorming exercise by the facilitator. The discussion questions allowed the groupto reflect on their own experiences and provide their perception of those needs that facilitateengineering student success. To ensure that participants clearly understood what is expected ofthem, each discussion question was initially posed to the group to provide an example

Conference Session

IE and the Classroom

Collection

2010 Annual Conference & Exposition

Authors

Lizabeth Schlemer, California Polytechnic State University; Daniel Waldorf, California Polytechnic State University

Tagged Divisions

Industrial Engineering

considered. For instance the average score foroutcome b - ability to design and conduct experiments, as well as to analyze and interpret data –is below the threshold 50% level. This was a flag to evaluate further the achievement of thisoutcome. In this case, the faculty agreed that the items provided for outcome b were significantlymore difficult that the other items and did not properly reflect expected level of achievement.The outcome b questions are currently under revision. Table 3: GSE score and sub-scores IE and MfgE Outcome IE (n= 130) Mfge (n = 32) Total (n=162) a 67.0% 73.7% 69.2% (21.5%) (23.4

Conference Session

ADVANCE Grants and Institutional Transformation

Collection

2010 Annual Conference & Exposition

Authors

Kristen Constant, Iowa State University

Tagged Divisions

Women in Engineering

Page 15.817.8their persistence and impact.Although we have made significant progress, we know that sustaining the slow process ofinstitutional transformation will required continued efforts and investment. The ISU-ADVANCE team continues to develop strategies to address each of these challenges and remainsboth committed and optimistic to positive transformation.This material is based upon work supported by the National Science Foundation under Grant No.SBE-0600399. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Charles Remeikas, University of Central Florida; Sagar Chowdhury, University of Oklahoma; Piyamas Saengsuri, University of Oklahoma; Xiaojun Geng, California State University, Northridge; Yunjun Xu, University of Central Florida; Chen Ling, University of Oklahoma; Zahed Siddique, University of Oklahoma

. Video clips are presented along with the questions/answers to explainstudents what are related to EE and what are the basic fields of EE. The portal page of themodule is displayed in Figure 9, which can be accessed after students login with their user ID. Figure 9: Portal page of the GIVE moduleWhen designing the module questions, we tend to present and reflect different levels ofknowledge, from being more intuitive to being involved with more critical thinking. Someexamples of the videos and questions are described in below to illustrate this feature.Figure 10 shows four snap shots of a video clip used in GIVE module. This video is designed tocascade a sequence of very short clips on various subjects, some are related

Conference Session

Information and Network Security

Collection

2010 Annual Conference & Exposition

Authors

Hetal Jasani, Northern Kentucky University

Tagged Divisions

Information Systems

for the LinksysStudents observe various MAC layer setting of Linksys wireless routers such as authenticationtype, CTS protection mode, beacon interval, DTIM interval, fragmentation threshold, and RTSthreshold. Students get knowledge about each of these parameters and how they affect theperformance of wireless networks. Students write a reflection report by including thoseparameters. 172.31.11.44/29 Lab Router Internet 10.255.1.1/16 10.255.1.2/16 Linksys Wireless

Conference Session

Instructional Strategies in AE Education

Collection

2010 Annual Conference & Exposition

Authors

Michael Marsocci; P.K. Raju; Chetan Sankar

Tagged Divisions

Architectural

this paper are those of the authors and do notnecessarily reflect the views of the National Science Foundation. We thank the faculty membersand students at IIT Madras who provided the data and assistance in conducting this project.1 Chamberlain, J. (2008) “Multidisciplinary design of student projects in developing countries,” 2008 ASEE AnnualConference and Exposition, pp. 1-14.2 Hsu, K., Lin, S., Lin, Y., Yeh, S. (2008). “Exploring the Eco-Pedagogy of an Urban Eco-Tourism Hill PathDesign,” 2008 ASEE Annual Conference and Exposition, pp. 1-11.3 Montgomery, G., Sankar, C.S., and Raju, P.K. (2007). “Design and Implementation of a Case Study and

Conference Session

History, Program Design, and even a Journal Club

Collection

2010 Annual Conference & Exposition

Authors

Steven Cramer, University of Wisconsin, Madison; Wendy Crone, University of Wisconsin, Madison; Moira Lafayette, University of Wisconsin, Madison; Jeffrey Russell, University of Wisconsin, Madison; Paul Peercy, University of Wisconsin, Madison; Darryl G. Thelen, University of Wisconsin, Madison; Daniel Klingenberg, University of Wisconsin, Madison; Amy Wendt, University of Wisconsin, Madison

Tagged Divisions

Multidisciplinary Engineering

) emphasis that engineering occurs in a broader societal context, and 3) creating afoundation for life-long skill and knowledge development. These elements were reflected in thefollowing goal: Page 15.13.5The College of Engineering will provide a contemporary engineering education that fosters anunderstanding of the societal context of engineering and a passion for life-long learning.Achieving this goal requires that faculty and staff guide students in shaping their undergraduateexperiences to: • build disciplinary excellence with multidisciplinary perspective, • nurture critical thinking • develop multicultural competence, • cultivate

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Morris Girgis, Central State University

Tagged Divisions

Educational Research and Methods

Table 5 (Cont’d). Concept & Problem-solving InventoryIV. Assessment InstrumentThe goal of the instrument is to place students at their appropriate levels within the taxonomy.The students take a series of three tests starting with fundamental level problems as indicated inthe inventory. The assessment tool has been designed to be simple and easy to implement. It wasdesigned to focus on the student's conceptual understanding and problem-solving skills. Theassessment instrument provides an essential guide for the instructor to assess the student’sproblem-solving skills that also require covering the conceptual knowledge; this is reflected inthe distribution of the score weights among the competencies. The conceptual competencies ofthe

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Mrinal Saha, University of Oklahoma; Zahed Siddique, University of Oklahoma; Bipul Barua, University of Oklahoma; Firas Akasheh, Tuskegee University

of exploring options, and how different optionscan lead to different solutions for the same problem. It will provide students with instantresponses and reflection based on design requirements and student backgrounds. The CSIuses characteristics of role playing and scenario-based games and several commercialsoftware (e.g., Pro-Manufacturing, etc.) and combines them to illustrate manufacturingprocesses and engineering designs. Reasoning behind the answers are solicited fromstudents and weighted by instructors during grading. This is to overcome one of thecommon pitfalls of game-based learning: that students concentrate too much oncompleting design and become distracted from learning. Thus, students can explorealternate design decisions and

Conference Session

College-Industry Partnerships: Bringing Industry into the Curriculum Development and Design Cycle

Collection

2010 Annual Conference & Exposition

Authors

J. Shelley, United States Air Force; Kenneth Santarelli, Cal State Fresno

Tagged Divisions

College-Industry Partnerships

, theirdiscussion of case study as “… a form of deliberative reasoning (phronesis) about a situation inwhich there is a political imperative to act” (p.101) seems appropriate to the case describedherein. In this case study, an activity will be explored, in depth, bounded by time and activity andsequentially described through publication as the study matures. The purpose of this case study isto understand the processes required to successfully address a predetermined agenda and adefined outcome. This case study is purposefully driven in that it is being used to define,organize, understand, record, and report on those processes that are successful and those that arenot. It is a method of data collection and self reflection that will allow organized and

Conference Session

Implementing the CE BOK into Courses and Curricula

Collection

2010 Annual Conference & Exposition

Authors

John Tocco, Lawrence Technological University; Donald Carpenter, Lawrence Technological University

Tagged Divisions

Civil Engineering

AC 2010-667: ADOPTING THE BOK2: THE QUEST TO SLAY THEMULTI-HEADED HYDRAJohn Tocco, Lawrence Technological UniversityDonald Carpenter, Lawrence Technological University Page 15.128.1© American Society for Engineering Education, 2010 Adopting the BOK2: The Quest to Slay the Multi-Headed HydraAbstractIn 2008, the American Society of Civil Engineering (ASCE) published the Civil EngineeringBody of Knowledge, Second Edition (BOK2), reflecting ASCE’s vision of the skills andknowledge the next generation of civil engineers must acquire. The program outcomes set forthin the BOK2 were significantly clearer, specific and detailed than those in the original body ofknowledge. The Department

Conference Session

Innovative Courses/Pedagogies in Liberal Education I

Collection

2010 Annual Conference & Exposition

Authors

Deborah Sinnreich-Levi, Stevens Institute of Technology; Susan Metz, Stevens Institute of Technology; David Silverstein, Stevens Institute of Technology

Tagged Divisions

Liberal Education

) Page 15.703.10 (Slide 2) (Slide 3)Other specific changes in the content of the WCC Workshops with regard to messaging includethe following. 1) Slides were included to reflect the ways various companies rephrase or reposition similar information for different audiences (e.g., less and more technically minded cohorts). Slides 4 and 5 on Fermilab below target respectively a general or lay audience, and physicists seeking information about Fermilab. Using more vs. less technical detail, different graphics, and different levels of diction are highlighted

Conference Session

Retaining Women Engineering Students

Collection

2010 Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology; Suzanne Brainard, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Women in Engineering

but stillrepresentative sample of engineering colleges. Each PACE school was given tailoredrecommendations. When the research team looked across all the recommendations at all theschools, it turned out that some of the recommendations were highly prevalent at many of theschools. In this paper, those common recommendations are discussed in relation to thequantitative and qualitative findings that supported reasons for the recommendations.MethodIn conjunction with the substantive goals described above, the PACE research team also iscommitted to a set of scientific standards whereby the data gathered would be valid, reliable andethical reflections of students’ experiences. In order to meet these methodological goals, theteam designed and