Conference Session

Graduate Student Experiences

Collection

2008 Annual Conference & Exposition

Authors

Elizabeth Van Ruitenbeek, University of Illinois at Urbana-Champaign

Tagged Divisions

Graduate Studies

://www.oir.uiuc.edu/Did/workshops/Fa07Workshops.htm. Accessed on January 17, 2008.6. Graduate Academy for College Teaching. Online at http://www.oir.uiuc.edu/did/TAs/GraduateAcademy.htm. Accessed on January 17, 2008.7. EOL 585: College Teaching and Academic Careers syllabus. Online at https://netfiles.uiuc.edu/loui/www/eol585syllabus.pdf. Accessed on January 17, 2008.8. Graduate Teacher Certificate program description. Online at http://www.oir.uiuc.edu/did/Certificates/GraduateTeacher.htm. Accessed on January 17, 2008. Page 13.674.6

Conference Session

Professional Development in Materials Engineering

Collection

2008 Annual Conference & Exposition

Authors

Katie Cadwell, University of Wisconsin - Madison; Wendy Crone, University of Wisconsin - Madison

Tagged Divisions

Materials

innovative reforms; and (3) a reformed curriculum and teachingmodel that will not only benefit students in EP but will also benefit students in other engineeringand science degree programs at UW.20The cornerstone to a successful launch of a student into a research project is a new coursedesigned for the EP degree program, EP 468 Introduction to Engineering Research (the first in aseries of four courses in the research sequence). In this one-credit course students are introducedto issues in the context of research. An outline of the syllabus from a recent offering of thecourse is given in Table 1. The main objectives of EP 468 are to provide: (1) content knowledgerelevant to the conduct of research, apart from specific technical skills, (2) a

Conference Session

Multidisciplinary and Capstone Experiences in Manufacturing Education

Collection

2008 Annual Conference & Exposition

Authors

James Ejiwale, Jackson State University

Tagged Divisions

Manufacturing

scientists and entrepreneurs. The Chicago Tribune. 3. Walters, W. (2005). Nanoscience Education. Retrieved February 12, 2008, from http://www.nanoscience.com/education/profiles/Wilbur_W/WW-1.htmlAppendix A:Sample Course syllabus of Nanotechnology modeling, fabrication/rapid prototyping.Course number: ITMF 420Course Title: Nanotechnology Modeling, Fabrication/Rapid PrototypingCourse Description: A developmental analysis of nanotechnology fabrication developmentswith a focus on nanoparticles modeling, nanoscale devices, production techniques, rapidprototyping, and their interdisciplinary applications in various industrial fields such as materialscience, manufacturing, physical sciences, and electronic

Conference Session

Design Communications

Collection

2008 Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech University; Innocent Afuh, Texas Tech University; Peter Orono, Indiana University-Purdue University-Indianapolis

Tagged Divisions

Design in Engineering Education

critical because of demand by industry for broadly qualified graduates. Intheir previous paper, the authors analyzed the student information gathering patterns using onlythe students’ final reports at the end of the semester. An assessment rubric and scoring for thestudents reports was proposed. In this paper, additional to the final reports, the student designnotebook and presentation slides are also analyzed. An assessment rubric and scoring areproposed for the design notebooks and the presentation slides. The data collected is used to mapthe information gathering activities across the whole design process. Using the informationobtained, information literacy is integrated into a capstone syllabus. Information literacy mayinculcate in the

Conference Session

Sustainability and Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Qiong Zhang, Michigan Technological University; Julie Zimmerman, Yale University; James Mihelcic, Michigan Technological University; Linda Vanasupa, California Polytechnic State University

Tagged Divisions

Environmental Engineering

guest speakers delivered via distance, it has several uniquefeatures: 1) non-traditional syllabus where students and faculty will collectively make decisionson course structure and rules. Through this exercise, students will understand that they are partof the course and learn how to measure their performance in the course. 2) team-based, open-ended problems where students will actively learn the course content and apply it. For example,students can take apart of common household products to identify and sort material types,perform a life cycle analysis, and analyze the design for potential improvements in terms ofsustainability. Students can use inexpensive kits available on the market to convert solar energyinto electricity, with subsequent

Conference Session

Industry and Engineering Technology Partnerships

Collection

2008 Annual Conference & Exposition

Authors

Joy Colwell, Purdue University Calumet; Shoji Nakayama, Purdue University Calumet; Carl Jenks, Purdue University Calumet

Tagged Divisions

Engineering Technology

courses are used for soft skills training by theET programs. What has been learned over the years from advisory groups is that employersprefer to hire technical graduates that also have the “people” skills offered by the OLS program.Today, we live in a world that is constantly changing, not only in an informational sense but alsoas a society. It is not enough to create a static base curriculum in such an environment.Educators are required to update course objectives and materials depending on the needs anddemands set by the industry and society. For example, who would have thought it was necessaryjust a short time ago to include on each syllabus the instructions for dealing with dangerousindividuals on campus?2 Obviously, course objectives have

Conference Session

Non-Technical Skills Build Success in ET

Collection

2008 Annual Conference & Exposition

Authors

Maren Henry, University of West Georgia; Eric Granlund, Pennsylvania State University-Altoona

Tagged Divisions

Engineering Technology

composition? How do I add one more component to myalready filled syllabus? A cursory search of academic articles in College English will turnup some depressing results: hundreds of articles, spanning twenty years, which contradictand argue one another - not even the composition experts have definite, practical answersto these questions.What should a WAC course do? Most faculty understand WAC to promote “writing as a way of learning” inspecific disciplines [3]. From this view, one can take a formalist approach and assignresearch papers, training the student in hunting and gathering information to toss togetherin a mix of academic discourse and student slang. Or one could assign journal entries orshort reader response papers, allowing the

Conference Session

Innovations in Teaching Physics or Engineering Phy

Collection

2008 Annual Conference & Exposition

Authors

Teresa Larkin, American University; Dan Budny, University of Pittsburgh

Tagged Divisions

Engineering Physics & Physics

closely paralleled one or more of the topics covered on the course syllabus. Inaddition, their chosen topic had to be congruous with the new millennium conference theme.Students were encouraged to research past, present, and future applications of their chosen topic.The key idea was to have students explore a topic(s) in more depth than would be covered inclass, thus making them the “experts.” Each student in the AU course wrote a single-authorpaper.The theme for papers prepared for the Pittsburgh conference was a little different. Given thatPitt uses an integrated curriculum approach for their freshman courses, students were told thatwhere possible, their papers should relate to topics covered in the fall or spring semester of theirPhysics

Conference Session

Methods & Techniques in Graduate Education

Collection

2008 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University

Tagged Divisions

Graduate Studies

statements of research and teaching plans − Being ready for likely interview questions • Starting a research program 1.5 hr − Identifying funding sources and writing successful proposals − The NSF CAREER program − Attracting graduate students to your research program • Planning and teaching the first course 1.5 hr − ABET and learning objectives − Preparing a syllabus − Active learning • Success strategies for new faculty members (based on the work of 0.5 hr Robert Boice[2000]) • Open discussion 0.5

Conference Session

Mechanics Education Programs and Projects

Collection

2008 Annual Conference & Exposition

Authors

Christopher Papadopoulos

Tagged Divisions

Mechanics

accreditedengineering programs require mechanics courses at entry to major. Because mechanics isso centrally situated in the engineer’s intellectual training, it lends itself to the study ofengineers’ thinking, learning, and metacognition.Perhaps because of these characteristics, a great deal of research has been conducted toassess student learning in mechanics and methods of teaching mechanics. Educators inphysics and engineering have developed a clear understanding of misconceptions thatconflict with student learning, and the concept inventory has emerged as a powerful toolto identify these misconceptions. I review several results of the literature onmisconceptions and use of concept inventories. In the course of this review, I raise theissue of whether

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Kejun Xu, University of Washington; Matt Eliot, University of Washington

Tagged Divisions

Educational Research and Methods

in general. As a result, theannotations need to make it clear what the reader is learning about the student. In the followingexample, a casual reader reading the first part of the second paragraph might jump to theconclusion that the point is going to be about the class. Fortunately, the student does bring theattention back to himself in the third sentence. MANUFACTURING PROCESSES When an engineer designs a product, he/she has to know how to manufacture the product economically. Many great inventions have been made, but they are not produced. Why? Because they are too expensive to build! That is why a great invention has to be relatively cheap to manufacture. The artifact below is a portion of the syllabus of the course

Conference Session

Curricular Developments in Energy Education

Collection

2008 Annual Conference & Exposition

Authors

Kenneth Van Treuren, Baylor University; Ian Gravagne, Baylor University

Tagged Divisions

Energy Conversion and Conservation

AC 2008-1474: ENERGY AWARENESS EFFORTS AT BAYLOR UNIVERSITYKenneth Van Treuren, Baylor University Dr. Van Treuren is a professor on the faculty in the Mechanical Engineering Department at Baylor University. He teaches the capstone Mechanical Engineering Laboratory course as well as courses in heat transfer, aerospace engineering, fluid mechanics, and wind power. His research interests include energy education and literacy and gas turbine heat transfer. He can be contacted at Kenneth_Van_Treuren@baylor.edu.Ian Gravagne, Baylor University Dr. Gravagne is an assistant professor with the Electrical and Computer Engineering Department at Baylor University. He teaches the Engineering Design II

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

instructorused power point to present the course information. Most of the course management and classcommunication was done through blackboard, where the syllabus, assignments and lecturepresentations were all posted.According to the instructor’s syllabus for this particular ECE100 section, the course was Page 13.1289.7designed to emphasize the process of problem-solving, to prepare students to meet the generalpresentation requirements associated with technical work and to introduce them to the process ofcreating purposeful models. These skills and experiences will help them succeed with thediscipline-specific problems to come later. The course