Conference Session

Internet Programming and Applications

Collection

2003 Annual Conference

Authors

Thomas Miller; Steve Walsh; Leigh Haefner; Hollylynne Stohl

scientific, mathematical and highly technical concepts is connected to beingable to represent ideas in a form that can be used as a “didactical object”9 as something that canbe a focus of conversation. An object (e.g., drawing, graph, diagram) is not didactic in and ofitself. It becomes didactic because of the conversations it can enable between persons who haveconceived the object as something important to talk about. In addition, it is not only the objectthat can enable such conversations. The process of creating the object can also be a focus forconversation and reflection. Thus, it is important for students to be able to experience the processof creating a representation (representing) as well as the finished product (a representation). A

Conference Session

Computers in Education Poster Session

Collection

2003 Annual Conference

Authors

Mustafa Sanver; Li Yang; Eric Gillispie

of user interaction will bereflected immediately in the 3D real world scene and the 2D rendering result. The webwarewas written by using the GL4Java library that provides native OpenGL binding for Java. NateRobin’s well-known demos were implemented. These include translation, projection, lighteffect, texture mapping, and so on. New demos were also developed with pedagogicalconsiderations in mind to emphasize the differences between model transformation and viewtransformation. Although the webware is designed for computer graphics learning themethodology is generic and can easily be applied to other disciplines or courses that requireheavy visual presentation. This webware reflects our long-term efforts to develop web-basedcourse material to

Conference Session

Undergraduate Research & New Directions

Collection

2003 Annual Conference

Authors

Asif Shakur; Kenny Fotouhi; Ali Eydgahi; Ibibia Dabipi

conventional wisdom is that we must resignourselves to a tradeoff. Fortunately and serendipitously for us, we believe that we have stumbledupon an innovative idea that kills three birds with one stone. The traditional curricula inelectrical engineering and physics require students to take at least one semester of anelectromagnetics course. In our case this happens to be ENEE 380, which is equivalent to PHYS315. Table 1 lists the catalogue course descriptions. This course introduces students toelectrostatics, vector calculus, Gauss’s law, Stokes’s theorem and culminates with anintroduction to Maxwell’s equations. Many electrical engineering and physics curricula requirestudents to follow this with a sequel that explores wave propagation, reflection

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Ron Earley; Dave Lennig; Dave Campbell; Suguna Bommaraju

variouscontexts and reflect on their actions throughout the project. 3-5At Miami University, the senior design project course is also used to establish bridges with localhigh schools by participating in FIRST robotics comeptition. Started in the year 2001, this coursehas been successful in collaborating with local high schools participating in the competition. TheFIRST robotics competition 6 engages university students in a challenging 'design-build-and test'project, while working side by side with industrial engineers and high school students. Throughthe competition, university students complete a demanding engineering project and motivate anew cadre of students to follow their career footsteps.After a brief description of FIRST competition, the paper

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Malgorzata Zywno

items to reduce inter-scale correlation.I. IntroductionFelder Learning Style ModelThe Felder model of learning styles1, 2 focuses on aspects of learning styles significant inengineering education, and is very popular among engineering educators even though thepsychometric instrument associated with the model, the Index of Learning Styles3 (ILS), has notyet been fully validated. In brief, the model has five dimensions: Processing (Active/Reflective),Perception (Sensing/Intuitive), Input (Visual/Verbal), Understanding (Sequential/Global) andOrganization (Inductive/Deductive). Felder recommends the inductive teaching method (i.e.problem-based learning, discovery-based learning), while the traditional college teaching methodis deductive, i.e

Conference Session

Assessment Issues

Collection

2003 Annual Conference

Authors

Greg Kremer

during and just after the course is finished while the results of whatworked and what didn’t work are still fresh in the instructor’s mind. An instructor reflectiontemplate that guides the definition of planned changes for continuous improvement based onactive reflection at the end of a course greatly simplifies the preparatory work that needs to bedone the next time the course is taught. Procedures and templates for “area of expertisecommittee” reviews and discussions offer a great opportunity for mentoring, sharing bestpractices, and encouraging the implementation of applicable pedagogy (for instance to encouragethe use of active learning with attention to learning principles) when there are gaps between theactual and desired student

Conference Session

Teaching Strategies in BME

Collection

2003 Annual Conference

Authors

Paul King; Sean Brophy; Stacy Klein-Gardner

information is reflected in a normal ECG?" Challenge 3: "How can the ECG reflect abnormalities of rhythm and structure?"Students went through the legacy cycle (a learning cycle to support guided inquiry of achallenge) once for each of the challenges, eventually answering the grand challenge in theend[3,4]. The learning cycle begins with the presentation of a “Challenge” in either video,audio or text format. Then students are asked to reflect on the challenge and to"Generate Ideas". Once they have articulated their thoughts, they may listen to"Multiple Perspectives" from various experts. These experts provide hints about thingsto think about when solving the problem. These hints, however, do not provide a specificsolution

Conference Session

Virtual Instrumentation

Collection

2003 Annual Conference

Authors

M. Kostic

-output (or aliasing) frequency; f is the realsignal input frequency; f Nyq (=0.5f s) is the Nyquist frequency; f s is the sampling frequency; f n isthe instrument natural frequenc y; φ is the phase shift or lag; z is the damping ratio; and M is theoutput-to-input magnitude ratio.Art of Measurement of Rotation or Frequency with a Stroboscope:The Strobe EquationThe physics and concept of data sampling and aliasing are the most vivid in real- life physical ormechanical world as perceived by our eye (“The seeing is believing”). The concept of samplingis very well demonstrated by measuring angular speed of a rotating wheel in a dark room with astroboscope. A reflective mark on a rotating wheel, as in Figure 4 for example, will be sampled(seen) when

Conference Session

Materials Division Business Meeting

Collection

2003 Annual Conference

Authors

Mark Palmer; Craig Johnson

curricula reflect the increasing attention to safetyand liability concerns. Every year, at least one topic has been multi-disciplinary and co-sponsored with another division.Analysis of other efforts in Materials Education will be presented, along with any interaction theASEE Materials Division has with these efforts. Specific mention will be made of efforts byTMS. TMS has materials education efforts, and it disseminates information through respectivemeetings and publications. Thus far, efforts of these organizations have been independent andcompartmental.The data presented in this study will be used during the business meeting to generate discussionand selection of future materials division session topics. It will also be used as a focus for

Conference Session

Lab Experiments in Materials Science

Collection

2003 Annual Conference

Authors

N. Sundaresan; Devdas Pai

system is crucial!) 3. Using a mechanical pencil, break about a 1/16 in. piece of lead on the tip of the galvanized wire. 4. Observe the results on the oscilloscope and store the voltage-time data to disk. 5. Repeat steps 2 and 3, except break the pencil on the other tip of the galvanized wire. 6. Steps 3-5 can be repeated to replicate the data, if desired.Data Analysis 1. Plot side-by-side the voltage – time curves for left and right sensors for the left pencil break event. You should see one distinct peak for the left sensor plot and two distinct peaks for the right sensor plot. The second peak for the right sensor plot is the reflection of the wavetrain from the right end of the coil. 2. Determine the time

Conference Session

Assessment & Quality Assuranc in Engr Ed

Collection

2003 Annual Conference

Authors

Azzedine Lansari; Akram AlRawi; Faouzi Bouslama

that students need to acquire in order to be successful in gainingemployment. Special courses are used to support and assist students in their understanding of thelearning outcomes. Furthermore, we show how the use of technology can facilitate the learningand assessment process. Students develop an electronic portfolio to document and reflect on theirlearning experiences. Assessment and feedback are used to make the learning outcomescomponent work effectively in the students’ learning experiences. This new academic model mayhelp address issues on curricular design for successful career placement, and producing graduateswith the skills and abilities needed for the job market.1. IntroductionA college degree has in many ways become what a high

Conference Session

Ethical & Industrial Issues in BME

Collection

2003 Annual Conference

Authors

Rosalyn Berne

preventatively, attentive to broad social needs. To do so canalso minimize those social-ethical horrors down the road, assured us by the law ofunintended consequences. But isn’t the commitment to consider and reflect upon social-ethical issues in bioengineering just one more thing to have to be concerned about, in analready pressured profession that places huge expectations on its practitioners? In fact,isn’t it also a distraction from the intensive focus needed for good basic science? Andshouldn’t larger social and ethical questions be left up the society and our governingbodies to be sorted out? Yes, these are valid assertions. But given the potential outcomesof radical change to our bodies and the way we treat them, to our family lives, oureconomic

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Tonya Smith-Jackson; Chang Soo Nam; Chanel Thomas

to the learning styles of Type A individuals and designingWeb pages targeted towards individuals using search engines will support information literacy inEngineering Students. Future implications include researching the effects of Behavior Type onparticular areas of study such as Engineering and Mathematics vs. English and History.Introduction Information literacy refers to a “person's ability to access and understand a variety ofinformation resources (Lenox and Walker, 1993; p. 314) 2.” Information literacy in Engineering isimportant for both academic and career success. Web and database searches are common activitiesassociated with information retrieval, and information literacy reflects an individual’s knowledge andskills

Conference Session

Technology in Environmental Engineering Courses

Collection

2003 Annual Conference

Authors

Yusong Li; Eugene J. LeBoeuf

types of boundary conditions, reflective of completely mixedflow reactors and completely mixed batch reactors, are also included. Illustrations of theeducation benefits derived from use of the web-based laboratory are demonstrated by twoexamples.Introduction Understanding the complex processes controlling the mass distribution, transportation,reaction, and transformation of contaminants within the natural or engineered environment iscritical for sustainable agricultural practices, water and wastewater treatment, and effective andefficient contaminant remediation. Communicating an understanding of the underlying conceptsof mass transfer processes, however, has been a difficult challenge in civil and environmentalengineering education [1

Conference Session

Innovative Teaching/Learning Strategies

Collection

2003 Annual Conference

Authors

James Johnson; Bill Kitchen

figure 1 below, is a frameworkthat serves as a development tool for instructors and business partners, a delivery devise forinstruction and a process grid for students who actually work the case. Figure 1The Learning Cycle is set in the context of an active learning environment that assumes high levelsof reflection throughout the experience. An awareness of the real world of complex problems setsa tone for learning that allows students to take risks in their learning process; ask questions thatmay or may not have immediate answers; pose solutions that may or not be workable; and interactwith one another as collaborators in the process of acquiring knowledge and skills while makingconnections. The

Conference Session

ET Capstone Projects

Collection

2003 Annual Conference

Authors

Charles Aldrich; Michael Webber; Scott Dunning

student makes contact with an input device, music may play or lights mayturn on. The HESAV would be used to promote any kind of body movement by rewardingchildren with a short ride along a designated path. The HESAV uses two IR sensors to follow a track consisting of reflective tape placed onthe floor. When the car is started on the track, it will follow the tape for a fixed period of time inresponse to input from the rider. The tape track allows the teacher to easily change the tracklayout to maintain student interest. For safety purposes, a sonar sensor is located on the front ofthe cart. If the cart approaches an object, it will shut down before colliding with the object. The cart is equipped with three on/off switches and a

Conference Session

Curriculum Development in Manufacturing Engineering Technology

Collection

2003 Annual Conference

Authors

David Hata

reflection studies. • RF Power Delivery. The MFJ-259B can be used to show the impedance matching function of a matching unit. Bird wattmeters support measurement of forward and reflected power. • Sputtering. A MKS PPTS-1A Plasma Trainer is used to sputter copper onto glass disks. System maintenance and troubleshooting exercises can be performed on the plasma trainer. Page 8.716.4Equipment/Training SystemsThe selection and acquisition of equipment to support a plasma technology course iscritical to successful implementation. In the case of our plasma technology course, twopieces of equipment have been

Conference Session

Physics in the K-16 Classroom

Collection

2003 Annual Conference

Authors

Mike Cheung; Rex Ramsier; Ed Evans; Francis Broadway; Helen Qammar

. Some of our recent experiences inapplying new strategies in this course will be discussed. While addressing theAccreditation Board for Engineering and Technology (ABET) criteria in our coursestructuring, our methodology uses a hybrid combination of techniques including (1)project-based learning, (2) field trips, and (3) team-working tasks and group activitiesboth inside and outside the classroom. The discussion in this paper includes contentanalysis of free-form written student responses, reports, and reflection statements, andhow we can use these to modify the course and provide feedback to the students. Weenvision that these early experiences improve student attitudes and encourage moreactive and meaningful student participation in their own

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Steven Beyerlein; Michael Klein; Matt Walker; Kevin Organ; Dan Gerbus

(IEW) at the University ofIdaho is formed of a diverse group of graduate students whose purpose is to develop anenvironment that fosters professional as well as technical excellence. This paper analyzes theactions taken each year by IEW leading to the formation of well-trained, collaborative, and highly-reflective cohort of graduate students that support design education. This team is developedthrough directed study courses, team projects, personal reflections and monumental technical andinterpersonal challenges. Since 1994, IEW has been successful in delivering hardware thatexceeds expectations of industry customers, shortening time frames required for large-scaledesign projects, enriching senior design mentoring, and expanding the number of

Conference Session

Tricks of the Trade Outside of Class

Collection

2003 Annual Conference

Authors

Craig Somerton

very strong, buthis/her exam scores were much weaker. Because of my grading policy, the student’s grade forthe course was more reflective of his/her exam performance. When the student came by todiscuss the course grade, and complained that it did not reflect the homework score, I very muchwanted to tell the student (though I did not) that the homework score was as much mine ashis/hers. Simply, when homework is allowed to be used in an active learning sense, the gradingstructure for the course must reflect the uncertainty of homework ownership.Use of homework scores in course gradingSo with the observation made above that there is an uncertainty in the ownership, how can oneeven consider using the homework score in the course grade? The

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Angela Miller; Monica Schmidt

specimen). Use prepared slides or make your own specimens (#6). Use a range of magnifications (such as 50X, 100X, 200X) to examine specimens with the microscope.4. Use a compound microscope to examine specimens in reflected light (where light is reflected from the surface of specimens, but does not have to go through). If possible, use a range of magnifications (such as 10X, 20X, 50X) to examine specimens with the microscope. Look at crystals of table salt under both transmitted and reflected light microscopes (if available), and compare how differently the crystals appear.5. Tour a laboratory or other work site where microscopes are used. Observe a microscope in use. Look at an image through the

Conference Session

Assessment Strategies in BAE

Collection

2003 Annual Conference

Authors

Anthony Ellertson; Steven Mickelson; Thomas Brumm

thesecompetencies.ePortfoliosFirst, our decision for using ePortfolios comes out of our desire to have a broader assessmenttool for student intellectual development and technical expertise. We believe that the portfolioprocess is a successful paradigm for broader assessment because student are given the choice tocollect certain examples (papers, reports, projects, and autobiographical information), reflect onthe significance of these examples, and to explain their selection process for the instructor and/oraudience. When done correctly, the portfolio as an educational artifact shows intellectual growthand gives the assessor of this growth a range of performances that indicate the student’sintellectual and technical development8.Second, we believe that engineers and

Conference Session

Teaching Styles and Peer Review

Collection

2003 Annual Conference

Authors

Malgorzata Zywno

majority ofengineering students in the 2000-2002 study were Active, Sensing, Visual, and Sequentiallearners, according to the Felder Learning Styles Model3, 4. The model focuses on aspects oflearning styles significant in engineering education. Its associated psychometric instrument, theIndex of Learning Styles5, assesses four modalities: Processing (Active/Reflective), Perception(Sensing/Intuitive), Input (Visual/Verbal), and Understanding (Sequential/Global). The modelprovides insight into how teaching strategies can be modified to broaden their appeal to a largercross-section of the student population. To increase the support for learners with differentindividual preferences, Felder advocates a multi-style approach to science and

Conference Session

Outreach and Freshman Programs

Collection

2003 Annual Conference

Authors

Margaret Pinnell; Gabrielle Williamson; Corinne Daprano

soft skills. There are many forms of experiential learning including co-operative education andinternships, lab experiences, project based coursework, field trips and service-learning. Theconcept of service learning has been interpreted in many different ways ranging from a singlecollege course where the students are required to spend one afternoon doing community service(i.e., picking up trash in the neighborhood, giving blood, etc.) to multi-year, service projects thatare fully integrated into the curriculum and include opportunities for reflection and interactionwith the organization and/or people being served. The former extreme provides limitededucational benefits, but is very easy to implement. The latter extreme has

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Surya Mallapragada; Maureen Griffin; Mary Huba; Jacqueline Shanks; Kevin Saunders; Charles Glatz

PBL are available in the literature. Forexample, Allen et al. [5] point out the need to acquaint the students with the learning resourcesavailable to them ahead of time and explicitly identify attributes for successful teamwork. Woodset al. [6] recommend that students be consciously involved in developing desired process skills.Students need to be made aware of the benefits of the course beyond factual knowledge. Theyneed to be informed about how their learning will occur so that they can develop themetacognitive ability to assess their own progress. Self-assessment results from reflecting onquestions such as, What am I going to do? How do I do it? Did it work? (See additionalrecommendations at the web site http://chemeng.mcmaster.ca, as well

Conference Session

Learning and Teaching Issues

Collection

2003 Annual Conference

Authors

Glenn Ellis; Alan Rudnitsky; Borjana Mikic

object.• Labeling the nature of the connections between concepts.• Identifying locations on the map where concepts are quantified.Several weeks into the course, this initial map was revised. The need for revision becameapparent when students were assigned a project to analyze the structural safety and efficiency ofthe Washington Monument. Their questions and the ways they were putting concepts togetherrequired a map that more accurately reflects how an engineer uses the concepts (see Figure 2).The revised map more effectively shows how loading and geometry are combined to calculateinternal forces and stresses. The emphasis on grouping concepts as internal and external to theobject was replaced with an emphasis on how the concepts are combined in

Conference Session

Intro to Engineering: Not Just 1st Year Engineers

Collection

2003 Annual Conference

Authors

Todd A. Watkins; Drew Snyder; John Ochs

entrepreneurial, multi-disciplinary productdevelopment projects from the first year, students not only become multi-functional, self-directed and team-oriented, but better understand the context of the latter courses in theircurricula. The program emphasizes higher-order skill development, including: problem and taskidentification in ill-defined problems; decision making under uncertainty and lack ofinformation; integrating, connecting, and reflecting on diverse areas of knowledge; and writtenand oral communication. We also evaluate our progress based on several related sources ofqualitative and quantitative assessment information. The paper concludes by exploring the majorissues and lessons learned in program implementation.Overview of collaborative

Conference Session

Design Through the Curriculum

Collection

2003 Annual Conference

Authors

Joseph Beaman; Philip Schmidt

" experience replaced hands-on experience and time spent "tinkering" wasdevoted instead to playing video games. The explosive growth of the Internet in the '90s broughtinstant access to detailed (but not necessarily accurate) information on any topic with little or nocontemplation or reflection to provide broader perspective on its meaning. Taken as a whole, thetrends described above have resulted in a phenomenon referred to by Frand 1 as "the information-age mindset", characterized by broad substitution of "virtual reality" for "reality", unquestioningacceptance of computer-based information, and a preference for "doing" as opposed to"knowing".The traditional lecture/problem teaching approach that evolved in the latter half of the 20thCentury has

Conference Session

Engineering / Education Collaborations

Collection

2003 Annual Conference

Authors

Monica Bruning

what we know today as the National Science Education Standards. Theintent of the Standards was to re-work science literacy principles and practices so they mirroredthe evolution of a technological, rather than an industrial society. The underlying principles thatcome from this collaborative initiative were that: Page 8.534.3 • Science is for all. 4 • Learning science is an active process. • School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Julio Davalos

formation or creation of knowledge through experience. Anexperiential learning model consisting of a four-stage cycle was proposed by Kolb 9 based on thecontributions of the works of Dewey 10 and Piaget. 11 The premise of this model can be stated as:“the process of learning requires the resolution of conflicts between dialectically opposed modesof adaptation to the world.” 9 It can be seen that the experiential learning process is cyclic innature. At closer inspection this model is similar to the scientific method, as follows: concreteexperience = observe behavior or experiment, reflective observation = analysis or problemdefinition, abstract conceptualization = hypothesis, and active experimentation = testing