Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Kenneth Van Treuren

data) University 2,620 40 % 60 % 21.8 % Freshmen (2002 data)Quartile RankingsOne of the original premises prompting this study was the observation by the Associate Deanthat most of the students on probation are in the bottom quartile ranking for high schoolgraduation. Table 2 highlights the total quartile percentage for graduates as well as theinformation for males and females. From the table, the male percentages reflect the universityvalues however; the female percentages are skewed to the top quartile. The average graduatingquartile ranking for males was 84% and for females 89%. Coupled with the percentage ofstudents above 90 %, this indicates that the females who enter

Conference Session

Projects,Teams & Cooperative Learning

Collection

2004 Annual Conference

Authors

Janet Schmidt

dividing the summed item responses by 11, producing a possible score rangeof 0-9, with higher scores reflecting stronger efficacy percepts. The coefficient alpha value ofthe self-efficacy scale in the present study was .93 (scale internal reliabilities were estimated onindividual-level responses).Collective efficacy: Collective efficacy was assessed with a 9-item measure developed by Lent etal. (2002). Participants were asked to indicate how confident they were that their team couldperform a variety of activities successfully as a unit (e.g., “reach agreement about what needs toget done at each meeting;” “develop a workable project design in a reasonable amount of time”).Responses were obtained along a 10-point scale, ranging from no confidence (0

Conference Session

Motivating students to achieve

Collection

2003 Annual Conference

Authors

Debra Wright; Gretchen Hein; Mary Fran Desrochers; Mary Raber

that information is presented helps to keep the students and the faculty engaged in thelearning process. Day after day of traditional lectures can make it difficult for the students to digest allthe material and make instructors feel like they are just relaying information instead of teaching.Neglecting fun in the classroom can be a mistake. Fun and games can help the classroom in three mainways: 1. Address the needs of individual and varied learning styles of students, 2. Encourage students to actively participate in learning, 3. Reinforce concepts through repetition in unique ways.First, students each have their own learning style, and learn in vastly different ways. Some studentsprefer a reflective approach to learning, while others

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Ramana Pidaparti; Hasan Akay

. Systematic useof the assessment tools for a period of four semesters revealed certain shortcomings in theprograms. The changes made to our curriculum address the identified shortcomings. The newcurriculum was introduced in Fall 2003 and includes a thermal-fluid systems design course, aseminar component in the capstone design course, a statistics and probability elective, andgeneral education electives better reflecting the cultural and societal outcomes of ABET EAC2000. We believe that the new B.S.M.E. curriculum better prepares our engineering graduates toreadily enter the work force in the 21st century.IntroductionThe mission of the Department of Mechanical Engineering at IUPUI is to provide high qualityeducation in mechanical engineering for both

Conference Session

Practice/Partnership/Program Issues

Collection

2004 Annual Conference

Authors

Amy Grommes

all engineering disciplines. Educators must seek a way to trainsocially and environmentally responsible engineers. To achieve this goal, engineering studentsmust be introduced to principles in sustainability and armed with the inquiry skills needed toseek sustainable and environmentally sensitive solutions to engineering problems. In addition totechnical expertise, it is the responsibility of the educators to provide students with the tools theywill need if they are to act with social and environmental responsibility.The World Class EngineerOne version of the skill set described above is reflected in the characterization of a “World ClassEngineer” as defined by The Leonhard Center’s External Advisory Board at Penn StateUniversity. Comprised

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Frederick Berry; Patricia Carlson

reflective, final activity by assessing their own submission. Students are encouraged at this time to make comments to themselves that capture the evolving insights they have gained in the previous two segments. They may also be invited to reflect on whether they have gained a deeper level of

Conference Session

Graduate Student Experiences

Collection

2003 Annual Conference

Authors

David Murphy

service, and several more in the industrial sector. While theuniversity has been wonderful in its encouragement and support, there is only so much that canbe provided. During my acclimation to the university, I learned a few tricks along the way. Iwould like to share them with you to ease your transition into the world of academia. Establish an open relationship with the chair of your department. This person wasinstrumental in hiring you. They have a vested interest in your success because yourperformance is a direct reflection upon them. It is in their best interest to help you succeed. It isalways wise to seek their advice. When establishing a relationship, an informal approach mayprove more beneficial. Invite them to have lunch, away

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Matthew Parsek; Chris Riesbeck; Gulnur Birol; Ann McKenna

, consultations, etc. Figure 1. Biofilms challenge problem.In addition to creating the challenge problem the team brainstormed ideas on how to implementthe challenge in the classroom setting, given the constraints of the course and the instructor. Ourgoal was not just to create an interesting problem for students to solve, but to have them solvethe problems in an HPL fashion. This entailed several discussions regarding how to structure theclassroom setting to be more learner-, knowledge-, community- and assessment-centered. Detailsof our course changes are described in the next section.As we reflect on the process of creating learning materials for the biofilms course we canidentify several factors that were necessary for

Conference Session

Innovative Curriculum in ET

Collection

2002 Annual Conference

Authors

James Globig

to complete the project; and finally a financial analysis. Each component of the Project Plan is individually addressed and developed further in the course: a. Functional Specification b. Task identification (Work Breakdown Structure) c. Risk analysis d. Personnel allocation into a Cross Functional Team e. Detailed time estimation for each task f. Schedule creation reflecting the principles of concurrent engineering g. Cost estimation incorporating both the cost of the personnel and the cost of the materials to deliver the final product Page 7.690.2

Conference Session

Trends in Mechanics Education

Collection

2003 Annual Conference

Authors

R.W. Carpick; K.W. Lux; Buck Johnson; Wendy Crone

- and Nanoscale Mechanics,” isdesigned to introduce students to mechanics whenpracticed on the microscale and nanoscale with anemphasis on the interdisciplinary nature of nanoscalescience and engineering. Traditional approaches toengineering education, including lectures, homeworkassignments, and laboratory experiments, are combinedwith reflective writing assignments and the submissionof a nanotechnology review article to a simulated peer-reviewed journal edited by the instructors and otherstudents in the course. These activities are seamlesslyintegrated into the course providing a coherent, multi-faceted structure for the education of the studentsenrolled in the course. Figure 1

Collection

2001 Annual Conference

Authors

John Brown; Patricia Click

about the source and control of knowledge. Social constructionist views madepopular by philosopher Richard Rorty and anthropologist Clifford Geertz suggest that the waywe think today differs from how we thought in the past. Knowledge is a social construct,directly related to the culture in which it is found. It is the product of the group, rather than anindividual effort (Bruffee 1994). Collaborative learning reflects these new ideas aboutknowledge. Collaborative learning does not assume that the teacher is the sole authority on a Page 6.273.1“Proceedings of the 2001 American Society for Engineering Education Annual Conference and

Collection

2001 Annual Conference

Authors

Karim Nasr; Basem Alzahabi

. IntroductionThe accreditation process of engineering programs has taken a new form, becoming an outcome-based process where individual courses and experiences must contribute to the big picture ofengineering education. This process has caused the majority of engineering programs around thenation to reflect on their educational focus, examine teaching and learning styles, experimentwith new and innovative approaches to assess students’ learning, and above all put in place animprovement process [1]. Revisiting what one teaches in a certain course and addressing whatstudents are really getting out of the course are certainly not easy tasks. This evaluation processbecomes especially difficult when a course is an integral part of a sequence of courses having

Conference Session

Student Teams and Active Learning

Collection

2002 Annual Conference

Authors

Kathleen Pearle; Gary Dainton; Christine Johnston; David Hutto; Kathryn Hollar; Eric Constans; Jennifer Kadlowec; Joseph Orlins; Kauser Jahan; Roberta Harvey; Bernard Pietrucha; Paris von Lockette; Linda Head; Stephanie Farrell; Douglas Cleary

touchstones of the brain’s synchronizationof the learning process. The ILM suggests that how an individual learns manifests itself observably in four behaviorallearning processes or patterns: Sequential, Precise, Technical and Confluent. These patternsrepresent how the learner sees the world, takes in stimuli, integrates the stimuli and formulates aresponse to it. An individual can begin his or her learning with a particular pattern or patterns(reflected in LCI scores of 25-35), use patterns as needed (reflected in LCI scores of 17-24), oravoid them (reflected in LCI scores of 7-16). Table 1 summarizes the basic indicators of eachpattern. Table 1. ILM Learning Pattern characteristics

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Robert Knecht; Donna Carlon

found no significant differences in theaverage proportion of male and female students observed displaying each of the five functionswithin the two roles15. Through further analysis, it became clear that overall composition and thepattern of interactions within the team was the key—not just gender. When the composition ofthe entire team was taken into account, both male and female students in male majority teamswere more often observed clarifying and encouraging. There were no significant differences inany of the other eight functions. The stage one research also included an analysis of the impact of team composition onoverall satisfaction. A 15-item reflective survey assessed satisfaction at the end of the semester.Overall, satisfaction was

Collection

2001 Annual Conference

Authors

Anna Phillips; Jon Fricker; Paul Palazolo; Norman Dennis

as focused on the primary task of engineeringdesign. To summarize, incoming freshmen work in groups and are assigned a section of a virtuallandscape and this section serves as the working platform for all design elements in the program.For example, as the students learn about surveying or fluid dynamics in their class work, theyapply these concepts directly to projects linked to their section of the virtual landscape. As theknowledge base of the students increase, the design problems evolve to reflect this increasedlearning and the interaction between the needs and requirements of the constituents involved inthe virtual environment. At the same time, students are exposed to interdisciplinary andmultidisciplinary relationships that offer

Conference Session

Assessing the Humanities in Engr. Educ.

Collection

2002 Annual Conference

Authors

William Lee

educator Ben O’Neal has observed “Humanities courses shouldfurnish our students with the opportunity for personal reflection on the communal and personalmeanings of the central ideas of culture ... the humanities should provide the student with self-knowledge, the skill of critical thinking, and the ability and desire to be a productive member ofthe community.”4 Similarly, engineering professor J. M. Prausnitz similarly reflected:“Chemical engineers do not live or work in a vacuum ... he must have some understanding of theever-so-complex human soul, and that inevitably leads him to history, to psychology, and to art -in short, to the humanities.” 5 Of related interest, studies of professionals in industry clearlyindicate a value on such skills

Conference Session

Manufacturing Processes and Systems

Collection

2002 Annual Conference

Authors

John Matsson

reflective flakes. J. Fluid Mech. 152, 235 (1985). 3. Couette, M. "Etudes sur le frottement des liquides."Ann. Chim. Phys. 21, 433-510 (1890) 4. Mallock, A., "Experiments on fluid viscocity.", Phil. Trans. Roy. Soc. A 187, 41-56 (1896) 5. DiPrima R.C., "The stability of viscous flow between rotating concentric cylinders with a pressure gradient acting round the cylinders."J. Fluid Mech. 6, 462-468 (1959). 6. Mutabazi et al,"Oscillatory modes in the flow between two horizontal corotating cylinders with a partially filled gap. Phys. Rev. A. 39, 763-771 (1989) 7. Planchard M.P. and Planchard D.C., "Engineering Design with SolidWorks 2001." SDC Publications

Collection

2001 Annual Conference

Authors

Constantin Chassapis; Kishore Pochiraju; Sven Esche

Session 1566 Implementation of Assessment Procedures into the Mechanical Engineering Curriculum Sven Esche, Kishore Pochiraju, Constantin Chassapis Stevens Institute of TechnologyAbstractThe Department of Mechanical Engineering Stevens Institute of Technology (SIT) is aiming atdevising a modern engineering program that reflects the recent nationwide trend towardsenhancement of traditional lecture-based courses with a design spine and a laboratory experiencethat propagates through the entire educational program. Another thread to be woven into the

Collection

2001 Annual Conference

Authors

Martin Trethewey; John Gardner; Thomas Litzinger

better of their two vehicles for it. In the end, driver skill was the determiningfactor in the obstacle course.At mid-semester and the end of the semester, the students were asked to reflect on the majorobjectives of the class and offer their thoughts on how well they were achieved. In the end ofsemester evaluation, the students were asked to reflect on whether the courses objectives hadbeen met and what aspect of the course was most valuable to them. With respect to the objectiveof application of theoretical knowledge from core courses to an engineering system, the studentswere overwhelmingly positive in evaluating the course; 25 of the 26 who responded felt that thisobjective had been met. All of the students who responded to the question on

Collection

2001 Annual Conference

Authors

Migri Prucz

. It is obvious that multiple criteria are, usually, considered simultaneously in theprocess of selecting a particular profession or undergraduate education program, eventhough they are not all equally important, and not all can be quantified in the same way.The conventional approach to formalizing the simultaneous consideration of multipledecision criteria is to assign a relative "weighting factor" to each of them, so that thesefactors add all up to 1 (or 100) for the complete set of criteria [4, 5]. While theseweighting factors reflect the perceived importance of every criterion, relatively to eachother, they reflect merely the perspective of the "conventional wisdom", which may, ormay not, agree with the particular interests, constraints

Collection

2001 Annual Conference

Authors

Alan Sahakian

, optical components, including lasers and photodetectors, aredescribed. Basic optical properties are introduced, including Snell’s law, total internal reflection,attenuation and diffraction. Aside from the CD player, fiber optics and free-space opticalcommunication are used as examples. The capacity of CD players, and some of the newerstandards such as CD-RW and DVD are described. Page 6.658.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationThe ninth week introduces electronic devices and their

Collection

2001 Annual Conference

Authors

Bina Ramamurthy; Pratibha Gopalam; Alexander N. Cartwright

accustomed. JavaApplets can be used as supplementary instructional material in traditional lecture style courses toallow instructors to present educational material in a more visually appealing manner. In thisway, Java Applets allow for the incorporation of teaching styles not normally practiced.Relationship between Learning Styles and Java AppletsIn the language of Felder, the traditional lecture style of teaching (abstract/ verbal/ deductive/sequential) incidentally addresses only the intuitive/deductive/reflective/sequential learningstyles [Table 1]. Invariably, lecture style teaching is a mismatch with students that have otherlearning styles. To increase the impact of teaching on students, lecture style teaching should becoupled with active

Collection

2001 Annual Conference

Authors

Val Girolamo; Seung Kim

, testingand characterization, production and process control, parts and mold design, assembly andfinishing, process automation and simulation, prototyping, and quality control.Since the versatility of materials with respect to shaping allows such a wide range of science andtechniques to be employed. This results in complex problems for technologists, particularlyconcerning plastics processing interactions. The complex problems reflect a unique field on anew relationship of the structure-property-process in plastics. In this context, the new experienceof technology must be accumulated for students to adopt a “practice-in-theory” in materialsengineering courses in engineering technology programs.“Mechanical Engineering Technology Laboratory II” is a

Conference Session

Developing Young MINDS in Engineering: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University; Kelly A. Rusch P.E., Louisiana State University; Del H. Dugas, ExxonMobil

Tagged Divisions

Minorities in Engineering

ofmentors and protégés was added during Phase 2. The 62-item survey results showed that theprotégés rated overall mentoring experience a 4.5 on a scale of 1(low) to 5 (high), and they havereported several positive outcomes including “Better understanding of skills used by engineering,science or math professionals.” Likewise, the mentors rated the experience 3.9, and reportedseveral positive outcomes such as “Self reflection on my own career.”The partnership and program has succeeded in increasing the engineering retention and degreecompletion rate for the minority scholars. Fourteen of the Phase 1 participants graduated inengineering with an overall mean GPA of 3.005 (s.d. = 0.505), and the remaining Phase 1scholar is on track to graduate May 2011

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stacy S. Klein-Gardner, Vanderbilt University; Amber C. Spolarich, North Carolina State University

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

, sketches, and an explanation of its suitability to the desert environment. We evaluated the effectiveness of the curricula developed through the RET programbased on the following research question: Does the use of this challenge-based instructionincrease the motivational impact of teaching units? We developed the hypothesis that studentswould find science and engineering more exciting, interesting, and applicable to their daily livesbecause of their teacher’s participation in the RET program. This would be reflected in higherstudent motivational levels during the instruction of the RET teacher’s research-based module ascompared to a control teacher’s instruction.Student Motivation Survey In order to gauge student motivation, an

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Sagar V. Kamarthi, Northeastern University; Claire Duggan, Northeastern University; Jessica Chin, Northeastern University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

appreciate the EDP and the thinking framework it provides, we use aninnovative approach in Day 1 of Week 1 by giving the teachers a design challenge before wediscuss the EDP with them. We asked teachers to design a 3-legged chair that is stable and safeand that can carry the maximum amount of weight. We divide the teachers into teams of 3.After they finish and test their designs, we ask them to reflect on their experience and use theirreflection to discuss the EDP and its value. Such experience and discussion help them in theirdesign activities of Day 4 and 5. Figure 1 shows some teacher activities during the designchallenge. Page 22.824.5

Conference Session

Incorporating Innovative Technologies into the Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph Chen, Iowa State University; Ye Li, Bradley University

Tagged Divisions

Manufacturing

building customers’ needs into product designs. This paperdiscussed the implementation of QFD in an educational scenario, where the principles ofQFD are applied to systematically improve the design of Manufacturing Engineeringcurriculum in a Midwest private institution. The incorporation of QFD is aimed atintegrating the voices of various stake holders into curriculum development; the voices ofacademicians, students and companies that hire students are recognized and reflected inthe curriculum quality improvement process. Fifty companies, current students, alumni,and all departmental faculty members become customers in the construction of QFDhouse. The outcome and process roadmap of this QFD-based curriculum improvementproject may serve as an

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Michael Alley, Pennsylvania State University

Tagged Divisions

Liberal Education/Engineering & Society

communication." - Henry Petroski, To Engineer Is Human, 2005iIntroductionBullet lists are a common—many would say ―ubiquitous‖—feature of written and oralcommunication in business, government, academia, the military, and civil society. They areparticularly important in technical communication, as illustrated by a 2009 study that revealedthat bullets appear on more than two-thirds of the slides in engineering presentations, includingpresentations at engineering education conferences.ii Their pervasiveness suggests that theyserve important functions. The plentiful and vociferous critiques of bullet lists as commonly usedin PowerPoint presentations reflect a growing sense that bullet lists used

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

William David Schlecht, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; Robert F. Richards, Washington State University; Jennifer C. Adam, Washington State University; Ashley Ater Kranov, Washington State University; Marc Compere, Embry-Riddle Aeronautical University, Daytona Beach; Edwin Maurer P.E., Santa Clara University; Denny C. Davis, Washington State University; Olusola O. Adesope, Washington State University, Pullman; Joseph D. Law, University of Idaho, Moscow; Gary Robert Brown, AAC&U; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Baba Abdul, Washington State University

Tagged Topics

NSF Grantees

students could gain concrete experience by seeing the processin action, reflect on how this related to the problems given to them in the form of worksheets, useor derive “abstract” equations that relate process variables to the desired answer and finallyperform active experimentation to examine if changes made to the system are adequatelypredicted by the abstract models.The bulky modules used originally were phased out in favor of compact modules that couldeasily sit on a desk in a standard class room. These modules were produced internal to WSUbecause no other module of this compact size existed, and commercial laboratory modules ofreduced size (still too large for a standard classroom) cost up to $30,00014. These were the firstdesktop learning

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mrinal C. Saha, University of Oklahoma; Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Bipul Barua, University of Oklahoma; Christof Heisser, MAGMA Foundry Technologies, Inc.; Shaiful M. Arif, University of Oklahoma

Tagged Topics

NSF Grantees

solve open-ended problems, and (iv) serveas a natural link to subsequent courses in the STEM disciplines. The CSI module has beendeveloped based on the theory of Experiential Learning proposed by Kolb [17]. According toKolb, learning is the process of creating knowledge and takes place in four stages in cognitivedomain (Figure 1). The learner must be willing and be actively involved in the experience(Concrete Experience); the learner must be able to reflect on the experience (ReflectiveObservation); the learner must possess and use analytical skills to conceptualize the experience(Abstract Conceptualization); and the learner must possess decision making and problem solvingskills in order to use the new ideas gained from the experience (Active