Collection

1997 Annual Conference

Authors

Virleen M. Carlson; Susan C. Roberts; Kathryn A. Hollar

their peers (the otherthree TAs present). The presence of the other three TAs is crucial in accomplishing this goalbecause they have the primary responsibility of identifying both strengths and weaknesses in thepresenter’s teaching style. It is the role of the facilitator to make sure that every TA is heard sothat all ideas are shared. This portion of the program is consistently the highest rated componentas the most valuable way to improve teaching skills; “This has been the best part of the training,I think because of all of the interaction that occurs in a ‘real’ teaching environment.” The TAsalso have the option of in-class videotaping later in the semester and a video recall with Dr.Carlson.Elective WorkshopsIn the initial years of the

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1997 Annual Conference

Authors

Tom L. Powers; Roger Wright; O'Neill Burchett; Michael R. Manning; Bruce W. Farmer; Brad Gilbreath

counting toward degree requirements.Therefore, students in Manufacturing Projects are extensively involved in "hands-on" activitiesrather than memorizing formulas and studying for examinations. Our hope is that ManufacturingProjects will approximate what it's like to work on a product-realization team in industry. Butexperiential learning depends on more than hands-on work; it requires reflecting on one'sexperiences and learning from them. Therefore, because we want students to emerge from ourcourse as reflective practitioners, we ask them to think and write about their experiences in ourcourse.Manufacturing Projects requires students to integrate much of what they have learned fromdiverse dimensions of their life including formal education and

Collection

1997 Annual Conference

Authors

Stephen Gwinn; Kenneth Reid

that all work must be done outside of class. Students may tend to become involved in the extra credit project to the neglect the course requirements. Additionally, requiring attendance in class will show the students that the requirements of the course still apply.& The importance of customer feedback cannot be emphasized enough. While students receive grades as a measure of their performance in school, their performance in the workplace will most likely be evaluated via customer feedback, whether the customer is an outside customer, their supervisor, or their peers.& For a project to be truly extra credit, the students who do not participate must not be penalized. Therefore, the final grades for the students must be

Collection

1997 Annual Conference

Authors

Jane M. Fraser; Dina R. Ismail

be most appealing. His model postulates that family background,individual attributes, and pre-college schooling interact to create the goal commitmentof the student and the institutional commitment of the student. These in turn affect andinteract with grade performance and intellectual development in the academic systemand to peer-group interaction and faculty interaction in the social system. Throughacademic integration and social integration, these have effect on the goal and institutionalcommitments of the student, leading to decision whether to drop out.Clearly, our study has examined only a fraction of the variables that would make up sucha complete model. We believe our study has, however, provided some evidence againsta contrary and

Collection

1997 Annual Conference

Authors

Christopher G. Braun

cost assessment for various traditional and CBTtechniques. He normalizes the results to cost (1985 dollars) to raise comprehensive testscores one standard deviation. A shorted version of those results is shown in Table 1.The cost associated with computer-based training is relatively modest in comparison tomost alternative traditional methods. Cost (1985 $) per Teaching Method Standard Deviation Gain Traditional Teaching MethodsTutoring by peers $286Reduce Class Size from 35 to 20 $1195Increase

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1997 Annual Conference

Authors

Sandra L. Doty; Dr. Kathryn A. Svinarich; Cynthia Finelli

research projects. We then discuss the formation of thecollaboration, the decision to initiate an off-campus project, and the positive and negative aspectsof this solution. Most institutions require research activity which is documented through grant proposalsubmissions and peer-reviewed publications. Before embarking on these time-consumingactivities, one must first choose a suitable research project. For junior faculty members freshfrom their Ph.D. work, this selection process can be discouraging, especially if the researchinvolves experimental studies. Unless their new institution has laboratory facilities similar totheir degree-granting institution and a substantial development budget or unless the new Ph.D.already has significant

Collection

1997 Annual Conference

Authors

Patrick L. Walter

Session 2259 Rocket Payload Load Assessment and Motor Performance- An Instrumentation Challenge Patrick L. Walter, Ph.D., P. E. ASEE/Senior Design Lecturer-Texas Christian University AbstractA complete design experience encompasses many facets including: specificationinterpretation, project management, proposal writing, preliminary and final hardware design,communications, supplier/vendor relations, testing, and human interactions. All of thesefacets are contained in the Capstone design experience in TCU’s new engineering program.The first class from

Collection

1997 Annual Conference

Authors

Jon E. Freckleton

undergraduate DFMA course started as a required course 10 years ago. It was based on a verysuccessful graduate course. The graduate course was an evening course with almost all studentsholding full-time engineering jobs (‘) . Projects usually related to the students job or were obtainedfrom a peer at work. The few full time students were allowed to use a commercial product theyhad at home or purchased at a local store.RIT is a quarter based institution with a cooperative education program. For engineering studentsit is a five year program. As freshman and sophomores, they attend three consecutive quarterswith the summer quarter as vacation. As third, fourth, and fifth year students they alternateacademic quarters and work blocks. They must complete

Collection

1997 Annual Conference

Authors

Jerry W. Samples

opinion was that the participants had improved their teaching.Subsequent Participant FeedbackAt the end of the following fall semester, a questionnaire was sent out to gather feedback on theshort course from the participants after they had had a chance to incorporate what they had seenand practiced in the summer. A sample of the questions with the participants’ averaged responsesare shown in Figure 3. At the time of writing, 16 of 24 participants had responded. TEACHING SELF ASSESSMENTPROFESSOR:_______________________________________________________ DATE:___________Please provide a rating of each aspect of your teaching on a scale of 1 to 5 in accordance with the criteriagiven, and provide any comments you have on

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1997 Annual Conference

Authors

Carol Richardson

an effort to offersupport to new students. The courses developed jointly with Student Affairs use theSouth Carolina model. Some departments have developed their own freshman seminarcourses using other models. Most courses are one quarter hour of credit and meet once aweek for one and one-half hours. Some courses are co-facilitated by department facultyand Student Affairs staff; others are taught by individuals from either area. The goals areto assist the new student in developing his or her own: peer support, utilization of campusresources, connection of academic department, faculty and advisor relationships,awareness and respect of differences, self image, and skills in communications andteamwork. Freshman seminar sessions for these courses

Collection

1997 Annual Conference

Authors

Mary Ann McCartney; Maria A. Reyes; Mary Anderson-Rowland

concept of community building within thisroom has been the cornerstone for our positive retention efforts. The three minority studentorganizations each also have a designated office within the CEAS. The OMEP office with itsstaff is situated directly across the hall from the student study room, thereby encouragingimmediate access to student advisement, financial aid opportunities, resume writing assistance,industry internship positions, etc. Over the past three years, the room has been scrutinized toensure that it has optimal use. The subject of converting it into a lab or classroom spacecontinues to surface on a regular basis.Over the past two years, an additional on-going issue was that of adequate staffing for OMEP. Astaff expansion was needed

Collection

1997 Annual Conference

Authors

Richard A. Young

data set is taken. Within this context: • There is a gradual reduction in the amount of direction offered in the lab handouts,coupled with an increased frequency of answering a question with an experimental question. • There is an active encouragement for creative experimentation (and fun) through a moreleisurely and reflective pace of experimental activity. The relaxed pace of the laboratory allowsfor peer group teaching and learning. Students are free to look at a variety of experimentalsolutions, generated by their peers, and incorporate a variety of ideas in their own approach.Prior to computerization, however, alternative experimental approaches often remainedunexplored because: • Data acquisition was often tedious; so

Collection

1997 Annual Conference

Authors

Sr., Buck F. Brown; Jr., Buck F. Brown

, in fact, the way most people learn outside a school setting. A simple example of this wouldbe learning how to use a word processing program. Few people really "learn" how to use a wordprocessor by sitting with the manual and memorizing each useful function first and then trying toapply the use of those functions to accomplishing a task later. Instead, what actually occurs isthat the task or "problem" arises first. The task may be simply to write a letter. As one beginsthe task it is apparent that there are certain functions that must be learned. Those functions (i.e.setting margins, numbering pages, setting justification, formatting a page, etc.) are learnedONLY in the context of the task of writing a letter. In fact, the letter task

Collection

1997 Annual Conference

Authors

Herbert Hess

moreeffective. For example, a videotaped presentation using a whiteboard is more legible than thesame presentation using a blackboard. Moreover, using the camera in an overhead , pointingstraight down, fashion and writing on a piece of paper beneath it is even more legible onvideotape than using a whiteboard. It is easier to see videotaped graphics generated on paperunder an overhead camera than it is to see transparancies projected onto a screen andsubsequently captured by a camera. Another advantage to the overhead camera position orpresentation software is the ease with which copies of all written materials can be reproduced,distributed, and saved. An effective slide presentation technique employed at the University of Wisconsin is

Collection

1997 Annual Conference

Authors

Yixin Shao; Laura Walhof; Joseph J. Biernacki

for investigation• thinking clearly and logically about scientific or technical data and information Page 2.235.4• performing scientific experimentation• collaboration among researchers• self-reliance• responsibility for own learning• communication of learning to peers and superiorsTeaching Strategies of the ModuleThe module uses the following strategies:• Development of design skills and methodologies through guided inquiry• Motivational activities with ties to the outside-world• Learning through observation.• Predicting the outcome of an observation or experiment before the activity is undertaken.• Exploration and

Collection

1997 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

. A t test between these two averages found this to be statistically significant atthe p < .01 level.Interviews with SI Leaders and ShadowsIn addition to the above results data, we also conducted brief, loosely structured interviews withthe SI leaders and SI shadows from Fall ‘96. The goal of these interviews was to determine bothhow the program had worked during the current semester, as well as to gather ideas forimprovement from these key participants.Both the shadows and the leaders were overwhelmingly positive about the program. The leadersadmitted that getting up in front of their peers was a “bit scary” at first, but this feeling quicklydissipated as they gained experience. One leader commented that he actually began to “enjoy”the

Collection

1997 Annual Conference

Authors

V. Coppola; K. Powell; D. Hyland; B. Cosgrove; A. Waas; A. Messiter; Joe G. Eisley

in teams, they should be able to accomplishsomewhat more in these courses than in the past. In addition to the technical content specific to the course topic (i.e. aircraft or spacesystem design), the following will be a part of each of these courses: l Team projects (with team grading and peer evaluation) and concurrent engineering; l Continued development of communication skills; l Economic considerations and customer requirements; l Discussion of manufacturability, maintainability and product life cycle; l Benchmarking techniques for comparing similar designs; l Legal, ethical and environmental aspects.Implementation of “Threads” in the new curriculum Written, oral and visual communication Engineering 100

Collection

1997 Annual Conference

Authors

Robert George; Allen Soyster; John Lamancusa

requirements. These projects were typically something theinstructor was familiar with or already knew how to solve. Examples included football throwingmachines and recycling machines to sort glass by color. There was no interaction with industryand students worked only with peers in their same department.Beginning in the fall of 1995, our existing senior design classes were modified to utilize projectssupplied by industry. Efforts were also begun to form interdisciplinary project teams of studentsfrom ME, IE and EE departments. This was part of a new initiative at Penn State, the Universityof Puerto Rico-Mayaguez, University of Washington and Sandia National Laboratories, calledthe Manufacturing Engineering Education Partnership (MEEP). The mission of

Collection

1997 Annual Conference

Authors

Jens Jorgensen; Lueny Morell de Ramírez; José L. Zayas; John Lamancusa

- evaluated the project's deliverables. They participated in partnership meetings, visited the Learning Factory, completed the survey, or browsed course materials in national conferences and meetings.Implementation ScenarioAll stakeholders within the institutions involved were surveyed: faculty, students,industrial partners and other institutions. At the time of the writing of this paper, 181surveys had been completed. Highlights of the results follow.Evaluation HighlightsOverall quantitative accomplishments • New minors and formal options in Product Realization and Design/Manufacturing have been started at each academic partner. • 1333 students participated in MEEP courses and projects during year 2 of the 2