Collection

2003 ASEE North Midwest Section Conference

Authors

Mani Mina; Vicky Thorland-Oster; Roger Bentley

address all or some of the following questions: 1) Determine academic institution’s need for change 2) Define students who are successful in “actualizing” (ready to change, embrace learning, accept self, and willing to take risks) 3) Determine how do we measure that 4) Evaluate the differences or factors 5) Describe the “adapting to change hypothesis” 6) Ways to influence students to adaptation skills a. Change theory b. Environmental theory c. Learning styles d. Case studies e. Peer report f. Self reflection i. Written ii. Discussion iii. Thinking 7) Assess the amount of change (success) from #6Our ultimate

Conference Session

Women in Engineering: New Research

Collection

2003 Annual Conference

Authors

Donna Riley

only in our classrooms, but also across the profession and insociety. Liberative pedagogies hold a great deal of promise for changing not only engineeringeducation, but also the nature of the profession as a whole. We must support this fundamentalvalues shift if we are to be advocates for full participation of traditionally underrepresentedgroups.What are pedagogies of liberation? Liberative pedagogies are radically student-centered approaches to learning, whichdevelop in students the capacity for critical thinking and reflective action (praxis). The ultimategoal of these pedagogies is liberation, of the students first through ending oppressive educationsystems, but ultimately society through the reflective action of students. I use the

Collection

2003 ASEE North Midwest Section Conference

Authors

Julia Apple-Smith; Dave Holger; Shannon Miner

universities and industry in 14 countries around the world over thepast three years. These cross-departmental teams of three to five faculty are lead by a facultymember. Prior to departure, the team creates goals which reflect the College’s mission to growand expand international partnerships and opportunities for our faculty and students.As noted in the attached IMPACT “Key Initiatives Criteria,” faculty are encouraged to incorporatethe following into their international visits: - Research Opportunities - Course Credit Compatibility - Faculty & Students Exchanges - Industry Visits - Investigation of Large Group Programs - Experiencing the CultureThe following are examples of the results from

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

Collection

2003 ASEE North Midwest Section Conference

Authors

B. L. Steward; T. J. Brumm; S. K. Mickelson

-Briggs Type Indicator (McCaulley, 1990), 2) Kolb learning style model (Kolb, 1984; Stice,1987), 3) Herrman Brain Dominance Model (Herrmann, 1990; Lumsdaine and Lumsdaine,1995), 4) Felder-Silverman learning style model (Felder and Silverman, 1988; Felder, 1993),and 5) Gregorc’s Learning Style Delineator (Gregorc, 1982,1985; Schmidt and Javenkoski.2000).The Felder-Silverman model represents a student learning styles on four scales, eachrepresenting a dimension pertaining to how the students perceive and process information.Students are rated by their preferences to be: (1) active or reflective learners, (2) sensing orintuitive learners, (3) visual or verbal learners, and (4) sequential or global learners. Note thatthese scales do not truly

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

Collection

2003 ASEE North Midwest Section Conference

Authors

Fahmida Masoom; Abulkhair Masoom

engineering science courses.This paper is a discussion of assessment measures that are employed by the GeneralEngineering Department at UW-P and raises questions about what more could be done.Assessment is an integral part of the academic process. It requires and reflects a long-termcommitment to the program and its constituencies, viz., the students, alumni and industrypartners. Like most engineering programs, we have had a long history of self-assessment and 2improvement. However, we have had little documentation of processes already in place.Although we are in the middle of an ABET accredited cycle, there has been significant pressurefrom the campus administration to document

Collection

2003 ASEE North Midwest Section Conference

Authors

Charles McIntyre; Sudhir Mehta

meaningful feedback to your peer related to his or her syllabus. Providemeaningful feedback to your peer related to classroom observations of his or her teachingstrategies. Provide meaningful feedback to your peer related to the evidence of student learningthat your peer collects from his or her students.Task 2: Attend group meetings with your PRT leader.Task 3: Write three reflective essays per semester, based on your goals and feedback fromyour peer. The essays must be completed no later than the last day of the semester. The threeessays (not to exceed one page) should be based on: 1.) discussions with your peer related toyour syllabus or outcomes for the class that is being reviewed, 2.) discussions with your peerrelated to the teaching

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