Conference Session

Tricks of the Trade: The Tenure Process

Collection

2004 Annual Conference

Authors

Robin Gill; William Haering

significantly in scope and complexity. The three-yearportfolio is more extensive and includes sections on assessment, continuous improvement, andstrategic plans that were not part of the one-year portfolio. The one-year portfolio was composedmainly of a statement of teaching philosophy and goals and objectives for individual courses. Asthe personal experience is detailed, several conclusions and observations about teaching andlearning portfolios are made. Those conclusions and observations are then placed in a contextrelative to the perspectives presented while discussing background literature.I. Overview and Literature BackgroundTeaching and learning (T&L) portfolios have been used in academia for many purposes; themost widely recognized are for

Conference Session

Writing and Communication II

Collection

2004 Annual Conference

Authors

Julie Sharp, Vanderbilt University

activities student post-assessment with a written assessment form after the final opportunity to meet alumni alumni post-assessmentThis project will be refined and continued in Spring 2004. Additional alumni assessmentthrough a questionnaire is being collected now to get further input and to determine if a post-course mentoring relationship has been established. The author’s personal assessment is that thisproject, although time-consuming for the professor, was enjoyable and rewarding for allconcerned.References1. Dyrud, M.A., " Communication and Civil Engineering: An Integrated Approach to Senior Projects," American Society for Engineering Education 2002 Conference Proceedings, CD ROM, 7 pp. Available online at

Collection

2004 ASEE Midwest Section Conference

Authors

Julia Morse; Jung Oh

ConferenceDr. Oh had practiced extensive course reflection for formative purposes. She summarized hercourse reflections into a summary document with the following sections (Figure 2): Summary from Course Reflections I. Courses (syllabus in Section X.C.1b) II. Curriculum Background and Prerequisite III. Placement Test and Exit Grade Analysis IV. Course Goals and Reflections V. Class Format and Assessment VI. K-State Online Hybrid Instruction: Most used Features, Goals, and Effects (1999-2003) VII. University Undergraduate Student Learning Outcomes (SLOs) at Kansas State University VIII. Major Teaching/Learning Strategy

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

Elisa Linsky; Gunter Georgi

course requires.The co-teaching model seems like a good one because it aims to provide the best of both worldsby merging technical content with writing instruction. In our example, the chemistry professordelivers the chemistry instruction and designs the lab work. The writing instructor then developswriting assignments that build on the chemistry instruction. Lab reports and the like are gradedby both professors for technical content and written expression. The disadvantage of this modelis that it requires an enormous amount of co-operation between the instructors. They mustprepare all course work, right down to the syllabus, as a team. Even well intentioned faculty candisagree about what constitutes success or failure for example, or what is

Conference Session

Engineering Ethics Paper Session

Collection

2004 Annual Conference

Authors

Seetha Veeraghanta; Janice Frost

introductory level in preparing the students for more complex analysis. Teamwork empowers students to become active learners who explore, question and resolve complexethical concerns by delving into research using advanced library searching tools. This approachhas enabled us to use a myriad of pedagogical methods that rely on teaching team building, libraryresearch, and communication skills. In addition, as Figure 1 shows, our syllabus frames thediscussion of ethical and sustainability issues through a series of questions that tie to the finalproject.Figure - 1: Course Objectives In order to understand the role of the engineer in local, national, and global settings, you will begin by asking: What is a society or community? How do

Conference Session

Curriculums in Transition

Collection

2004 Annual Conference

Authors

Karen Willcox; Gergana Bounova

., Nowak, M. and Alnajjar, H., 2002, “Integrating Science and Math into theFreshman Engineering Design Course,” Proceedings of the 2002 American Society forEngineering Education Annual Conference and Exposition.[8] Project Links, Renssselaer Polytechnic Institute, http://links.math.rpi.edu/[9] Unified Engineering Class Web Site, source: http://web.mit.edu/16.unified/www/, DateAccessed: June 9, 2003[10] 18.01 Single Variable Calculus, source: http://www-math.mit.edu/18.01/syllabus/index.html, Date Accessed: August 1, 2003[11] 18.02 Multivariable Calculus - Fall 2002, source: http://www-math.mit.edu/18.02/info.pdf,Date Accessed: August 1, 2003[12] 18.03 Differential Equations Fall 2002, source: http://web.mit.edu/18.03/, Date Accessed:August 1

Conference Session

Engineering Ethics Case Studies

Collection

2004 Annual Conference

Authors

Mark Manion; Eli Fromm; Jay Bhatt

courses called Engineering Ethics. Resourcesidentified in the guide are approved by the faculty-librarian team in charge of web development.The Guide is even more useful when access to the web site is provided from multiple locationssuch as from the Library’s site, the course pages and via online interactive course managementsystems such as webCT and Blackboard. With this in mind, a research guide to support Page 9.552.8engineering ethics in different courses and design projects was created. It is linked from the Main“Proceedings of the 2004 American Society for Engineering Education Annual Conference &

Conference Session

Multimedia Engineering Education: Distance & Service Learning, Web-based Projects

Collection

2004 Annual Conference

Authors

Azzedine Lansari; Akram Al-Rawi, McKendree University; Faouzi Bouslama, Université Laval

information technology; Systems principles and practices: Graduates will demonstrate understanding of system types, structures, standards and metrics; Technical communication: Graduates will organize, develop, present and evaluate technical material.All course syllabi have to explicitly identify the course contribution to achieving one or morelearning outcomes. Furthermore, a web based common course syllabus is developed and postedon the intranet to facilitate student access of course content information, as well as to provideconsistency and transparency of all course syllabi.4. Teaching at Zayed UniversityZayed University was designed to optimize its teaching environment and to make learning bothspontaneous and enjoyable

Conference Session

Computers in Education Poster Session

Collection

2004 Annual Conference

Authors

Matthew Campbell, University of Texas at Austin; Kathy Schmidt, The University of Texas at Austin

Accomplishments Spring 2001 ‚ Project conceived. ‚ Committee formed. ‚ Goals and Objectives formed. Summer 2001 ‚ Initial research with undergraduate research assistants. Fall 2001 ‚ Course offered to seniors. ‚ Decision to develop dedicated online system. Spring 2002 ‚ Development of website. Summer 2002 ‚ Development of website. ‚ Initial testing in Technical Communications class. Fall 2002 ‚ Opened to all mechanical engineering seniors. ‚ Three workshops in latter half of semester

Conference Session

Web Education II: Hardware/Examples

Collection

2004 Annual Conference

Authors

Xueshu Song; Phil Pilcher; Radha Balamuralikrishna

and real circuitsand components and provides a basic understanding of analog machine controls. It is self-guidedbut will function best as a supplement to an instructor-guided course. The site incorporatesexplanations, demonstrations, review and practice experiences, a glossary, and simulations ofnormal & faulty circuits. Sections on theory, magnetic devices, and ladder diagrams prepareusers to explore common circuit configurations. Page 9.1402.2 Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition Copyright  2004, American Society for Engineering

Conference Session

Assessing Teaching & Learning

Collection

2004 Annual Conference

Authors

Larry Stetler; Stuart Kellogg

-hours and istaught as a 1-hour lecture and a 2-hour laboratory session each week. In addition, severalcommon 1-hour meetings are held each semester where all students come together for a requiredprogram activity. During a typical academic year, the program sees approximately 370 students.Program Objectives and Outcomes:The program incorporates 5 learning objectives and nine course outcomes (Table 1), which arecontained on the syllabus for the students to purview and gage their progress. Further, courseoutcomes are mapped to ABET criterion 3:a-k (Fig. 1) and are used in the course assessment tomake refinements to the curricula.Assessment Processes and ToolsProgram curricula are assessed using a variety of tools, including: • personal web-based

Conference Session

Women in Engineering: Faculty/Curriculum

Collection

2004 Annual Conference

Authors

Heidi Diefes-Dux; Brenda Capobianco; Judith Zawojewski; Margret Hjalmarson; P.K. Imbrie; Deborah Follman

work ethic appropriate for the engineering profession. Page 9.919.3 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationThe syllabus is a coordinated mix of introduction to engineering fundamentals, includinggraphical representation, statistics, and economics, and introduction to computer tools used tosolve engineering problems, specifically MATLAB (a computational tool and interpretedprogramming language used by engineers), Excel, and UNIX. The course consists of two 50-minute lectures and one 2-hour

Conference Session

Innovative Teaching in Engineering/Technology II

Collection

2004 Annual Conference

Authors

Siddique Zahed; Chaturaporn Nisagornsen; Kurt Gramoll

three-dimensional visualization (e.g. animationand simulation), are integrated to develop and efficiently deliver content-rich learning material.1. IntroductionThe rapid improvement of the Internet and web technology has provided new possibilities forvarious web-based applications including education and training. These technologies providenew and creative methods for presenting course material effectively. An advantage of web-basededucation is the flexibility in letting students, both in school and in industry, adapt to their own Page 9.793.1learning pace and different ways of understanding the concepts. A feature that allows immediate

Conference Session

Trends in Construction Engineering I

Collection

2004 Annual Conference

Authors

Sunil Sinha; Randolph Thomas; John Kulka

specific engineering ethicscomponent.Why do so few schools have an engineering-ethics requirement? Significant barriers includefaculty indifference, student indifference, and the belief that engineering faculty is not competentto teach ethics [7]. Engineering faculty are most comfortable with quantitative concepts, andoften do not believe they are qualified to lead class discussions on ethics. Many engineeringfaculty do not think that they have the time in an already overcrowded syllabus to introducediscussions on professional ethics, or the time in their own schedules to prepare the necessarymaterial. Koehn’s [11] findings from courses at Lamar University suggest that whileundergraduate students may lack motivation to study ethics, they do have

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Nicole DeJong Okamoto; Tai-Ran Hsu

different lab groups willsupplement different sets of information. If the lab experiments are increasing studentunderstanding of heat transfer on the topics they cover, a statistical difference should be clear. AT-test will be performed to analyze both the pre- and post-test results and the exam scores todetermine statistical significance.Also in the third year, similar pre- and post-tests will be developed for the new elective todetermine the effect that the class has on likeliness to pursue a career in thermal management ofelectronics and knowledge of basic electronics cooling subjects. The syllabus for the course willbe sent to members of industry for their review and suggestions. All results for both ME 114 andthe elective will be used to

Conference Session

Scholarship in Engineering Technology

Collection

2004 Annual Conference

Authors

Abi Aghayere

inventory of scholarly activities. This inventory will be helpful in measuringthe success of the strategies by comparing the faculty scholarly output from year to year. Someof the strategies currently being implemented by the FAS to enhance scholarly productivity arenow discussed.Scholarship WebsiteWith the help of web-based course management software currently used at RIT for all courses,the FAS developed a scholarship website and acts as the moderator and facilitator for thewebsite. All faculty in CAST have access to the website and can post works or ideas-in-progressand can participate in discussions and peer review on the website. The point of entry to thewebsite is the “Syllabus” page shown in Figure 1 where some “ways and means” (see

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

Patti Clayton; Steven Peretti; Lisa Bullard

asignificant service-learning component have been offered in the capstone chemical engineeringsenior design course at NC State University. Students have worked with an economicallydisadvantaged community facing pollutant emissions resulting from a high concentration of localindustries. Students characterized the pollutant problem and its sources and provided thecommunity with process-related information useful in their discussions with regulatory bodies.This paper will review the conceptual foundations of service-learning, discuss potentialapplications of service-learning in engineering curricula, and summarize the strategies used andthe challenges faced in the design and implementation of a service-learning component inchemical engineering senior

Conference Session

Design Experiences in Energy Education

Collection

2004 Annual Conference

Authors

Alan Scaroni; David DiBiase; Jonathan Mathews; Sarma Pisupati

2433 An Assessment of Active and Project Based Learning in Energy Conservation Education for Non-Technical Students Sarma V. Pisupati, Jonathan P. Mathews, David DiBiase, and Alan W. Scaroni Energy and Geo-Environmental Engineering Department and John A. Dutton e-Education Institute College of Earth & Mineral Sciences The Pennsylvania State University University Park, PA 16802AbstractA 3-credit general education course on “Energy Conservation and EnvironmentalProtection” was developed for mostly non-science/engineering students

Conference Session

ECE Capstone and Engineering Practice

Collection

2004 Annual Conference

Authors

Shawn Davidson; Mark Johnson; Douglas Eschbach; Curtis Watson

population of up to 20 source files to be compared.The source code used in the test suites ranged from 1.3kB to 28kB. Excluding TEST01, thelargest sample source code file was 13.8kB.Results for an actual student populationFile compression based plagiarism screening was used for the first time in the course ECE495dASIC Design Lab during the fall semester of 2003. The course syllabus and labaratorydiscussions were used to inform students of our expecations regarding originality of work and ofthe general means of verification. The system proved (unfortunately, in some respects) to be veryeffective at identifying suspicious student source code. The similarity metrics were not useddirectly as proof of plagiarism. Rather, teaching assistants examined the