Conference Session

Improving Statics and Dynamics

Collection

2005 Annual Conference

Authors

Phillip Cornwell; Richard Layton

Cognitive Domain,” New York: McKay, 1956.PHILLIP CORNWELLPhillip Cornwell is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. He received hisPh.D. from Princeton University in 1989 and his present interests include structural dynamics, structural healthmonitoring, and undergraduate engineering education. Dr. Cornwell has received an SAE Ralph R. TeetorEducational Award in 1992, and the Dean’s Outstanding Teacher award at Rose-Hulman in 2000.RICHARD LAYTONRichard Layton received his Ph.D. from the University of Washington in 1995 and is currently an AssistantProfessor of Mechanical Engineering at Rose-Hulman. Prior to his academic career, Dr. Layton worked for twelveyears in consulting engineering, culminating as a group

Conference Session

Using IT to Enhance Design Education

Collection

2005 Annual Conference

Authors

Harold Evensen; Paula Zenner; Edward Lumsdaine

in terms of tenure-track teaching and for promotion and tenure. Unfortunately, these constraints would most likelyexclude young faculty trying to build their careers in research. On the other hand, engineeringexperience is a valuable asset. This type of teaching is a great opportunity for faculty who arenot ready to retire and want to try something new—an enterprise that leaves room for new waysof doing things—in other words, an application of creative problem solving.References1 W.R. Shapton, P.F. Zenner, W.W. Predebon, J.W. Sutherland, M.A. Banks-Sikarskie, L.A. Artman and P.A. Lins, “From the Classroom to the Boardroom: Distance Learning Undergraduate and Graduate Engineering Programs— A Global Partnership of Industry and

Conference Session

Educational Research Initiatives at NSF

Collection

2005 Annual Conference

Authors

Theo Brower; Meredith Knight; Chris Rogers

at Purdue University by having ashorter project duration (2 vs. 4 years) and a smaller, more intimate team (5-10 vs. 8-20)where there is limited vertical integration. The creation of the Robotics Academy was motivated by the desire to help juniorsand seniors develop personal and interpersonal skills, which are essential for successfulprofessional careers. To this end, we want to answer three main questions: First, doessolving a “real world problem” help motivate students learning? Second, does engagingin an interdisciplinary, student-led project allow students to develop personal andinterpersonal skills more effectively than traditional coursework? Third, what are theimpacts of participation in the Robotics Academy? These

Collection

2005 ASEE Midwest Section Conference

Authors

Norman D. Dennis

class and engage students41 is the single most significant event in improving my professional career (10 years). I am42 only sorry I did not find the information sooner.”4344 Finally a post workshop questionnaire is administered at the end of the semester following the45 workshop (approximately 7 months out). In that questionnaire the same questions posed in the46 pre-workshop questionnaire are asked again. The participants were requested to rate on a scale Proceedings of the 2005 Midwest Section Conference of the American Society for Engineering Education 10 1 of 1 to 5 their abilities before attending ETW and

Collection

2005 ASEE Midwest Section Conference

Authors

Stephanie Ivey; Anna Lambert

. Godleski, E.S., “Using Personality Type (MBTI) to Increase Retention of Engineering Students,” Proc. 1986 ASEE Annual Conf., Cincinnati, OH, pg. 304-307, 1986. 21. Kolb, D. Learning Style Inventory. Boston, MA: Hay Resources Direct, 1999. 22. Cross, P.A., and Faulkner, P. The Learning Style Inventory: Convergent validity study in an applied career setting. Public Service Commission of Canada: PPC, 2004. 23. Kolb, D. A. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, 1984. 24. Philbin, M. “Male and female college students' learning styles differ: an opportunity for instructional diversification.” College Student Journal

Conference Session

Innovative Teaching Techniques

Collection

2005 Annual Conference

Authors

Jill Lane; Sarah Rzasa; Richard Behr; Christine Masters

related to engineering.At mid-semester, approximately 73% (n=243) felt that the course helped to see the relevance ofstatics to their future career. This was very similar to the perceptions in the second survey, forwhich 72% (n=280) agreed or strongly agreed.At mid-semester, approximately 56% (n=189) of the students felt that the software exerciseshelped to understand the connection of statistics with engineering. At the end of the semester,students’ perceptions had increased somewhat. A total of 239 (62%) agreed or strongly agreedthat the software exercises had helped their understanding. Approximately 52% of the studentsfound that the physical lab had also helped their understanding on the second survey. This wassimilar to the responses on the

Conference Session

ME Education Poster Session

Collection

2005 Annual Conference

Authors

Matthew Panhans; Joseph Musto; William Howard

The Engineer of 2020, biological applications offer a potential career path for the“next generation” engineer. Whether at the level of bioengineering (tissue engineering, drugdelivery), biomedical devices (pumps, filters), or bio-inspired applications (bio-inspiredcomputing), a further convergence of traditional engineering and the life sciences is expected1.ASME echoes this sentiment, implying that biology “warrants formal recognition as a foundationscience of mechanical engineering along with chemistry and physics”.2 While this has not yetbeen reflected in the Mechanical Engineering program-specific requirements by ABET4, whichstill require only “chemistry and calculus-based physics”, it is reasonable to assume that abiology requirement may

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

William Jordan; Rosalind Hale; Renee Akbar; Ramona Travis; John Fulwiler

aspect of the Institute.The definition of PBL that was used was taken from Dr. Howard Barrows and Ann Kelson ofSouthern Illinois University School of Medicine (www.mcli.dist.maricopa.edu/pbl/info.html). “PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systematic approach to resolving problems or meeting challenges that are encountered in life and career.”Each group had to design a lesson from the problem that was provided. The problem includedskills

Conference Session

Teaching Strategies in Graphics

Collection

2005 Annual Conference

Authors

Nicholas Bertozzi

School in the annual FIRST robotics competition. In this program companies and colleges help high school students build robots for regional and national competitions in an effort to help them realize how exciting careers in science, engineering, and technology can be. The competition rules are generally unveiled on the first Saturday in January, after which time

Conference Session

Mathematics Curriculum in Transition

Collection

2005 Annual Conference

Authors

Nathan Klingbeil

Education and Centers, under program solicitation NSF-03-562,"Department Level Reform of Undergraduate Engineering Education," Grant Number EEC-0343214. This work has also been supported by the College of Engineering & ComputerScience and the Department of Mathematics & Statistics at Wright State University.Bibliography1. Adelman, Clifford, 1998, "Women and Men of the Engineering Path: A Model for Analyses of Undergraduate Careers," U.S. Department of Education Report, May, 1998. Page 10.1340.112. Pomalaza-Raez, C. and Henry Groff, B., 2003, "Retention 101: Where Robots Go... Students Follow," Journal of

Conference Session

ABET Issues and Capstone Design

Collection

2005 Annual Conference

Authors

John Lamancusa; Laura L. Pauley; Thomas Litzinger

important that the students graduating from our program have the skills required to seek answers and learn on their own. An engineer’s education must continue throughout his or her career.2.a. New and emerging technologies. Give students increased flexibility to focus elective courses or pursue a minor in areas important to the current industry needs: MEMS, nanotechnology, biotechnology, automotive, fuel cells, health science, etc. One way to increase the flexibility in the curriculum, for example, is to reduce the number of required ME core courses and create a four-credit advanced engineering course option. Some topics currently being considered for the advanced engineering course include Manufacturing for Designers

Conference Session

Tricks of the Trade for Research

Collection

2005 Annual Conference

Authors

Terry Wildman; Kumar Mallikarjunan; Mark Sanders; Jeffrey Connor; Vinod Lohani

beparticularly attractive to engineers interested in making a career change, a group that has alwaysshown interest in TE, but has not heretofore had access to a licensure program tailored to theirspecific needs. Engineers choosing this option will be ideally suited to carry out the goals andideals outlined by the mission statement for the ASEE’s new K12 Engineering EducationDivision, as well as those enumerated in great detail in the ITEA’s Standards for TechnologicalLiteracy: Content for the Study of Technology.The TEMLP is an intense 15-month program, with full time coursework throughout twosummers and the academic year between. Students beginning in May earn a masters degree andTechnology Education licensure the following summer. Their coursework

Conference Session

Course and Curriculum Innovations in ECE

Collection

2005 Annual Conference

Authors

John Board; April Brown; Joseph Holmes; Hisham Massoud; Steven Cummer; Jungsang Kim; Michael Gustafson; Leslie Collins; Lisa Huettel; Gary Ybarra

Page 10.1341.9interdisciplinary, goals [7]. “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”The final three courses in the revised curriculum will consist of two track-specific coursesand one track-independent design elective. The track-specific courses will be chosen bystudents to complement their career goals. While development of these track-specificcourses is not a primary component of this application, such courses may emerge as thenew core curriculum is developed. The track-independent elective will be an advancedcourse, ECE Design, that will provide hands-on experience with real-world applications ofECE

Conference Session

Lessons from Entrepreneurship Programs

Collection

2005 Annual Conference

Authors

Michael Moore; Mary Raber

of global markets and competition • demonstrated management skills and a strong business senseMany of these skills and expertise are not easily taught within a traditional classroom setting. Infact most, if not all, of these abilities are best developed in practice. With the EnterpriseProgram, MTU has created a new and different experience designed to educate and preparegraduating engineers for more productive and successful careers. The Enterprise Curriculum isoffered as a 20-credit minor or a 12-credit concentration, typically completed over two to three-years. The curriculum is two-pronged and consists of 1) participation in the operation of abusiness (project work) and 2) completion of concentrated course material

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

Susan Freeman

improvedupon.Motivation and InspirationIn teaching any course, much of what is developed and tried with students comes from our ownclassroom experiences, from talking to other faculty about teaching, and from receiving feedbackfrom students, both verbal and non-verbal. In addition, attendance at teaching workshops andconferences that focus on teaching inspires growth. Recently in my teaching career, manycolleagues started to use the term active learning. The workshop run by NETI solidified someideas – In-Class Teams, Problem Based Learning Exercises, Group Work – and added some newmethods to some already in use. Work on active learning [3], [5] describes how students learn.Half of the four-part learning cycle is “feeling” (Concrete experience) and “doing

Conference Session

Increasing Enrollment in IE/IET Programs Poster Session

Collection

2005 Annual Conference

Authors

Susan Freeman

improvedupon.Motivation and InspirationIn teaching any course, much of what is developed and tried with students comes from our ownclassroom experiences, from talking to other faculty about teaching, and from receiving feedbackfrom students, both verbal and non-verbal. In addition, attendance at teaching workshops andconferences that focus on teaching inspires growth. Recently in my teaching career, manycolleagues started to use the term active learning. The workshop run by NETI solidified someideas – In-Class Teams, Problem Based Learning Exercises, Group Work – and added some newmethods to some already in use. Work on active learning [3], [5] describes how students learn.Half of the four-part learning cycle is “feeling” (Concrete experience) and “doing

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

William White; George Engel; Cen Karacal; Ai-ping Hu; Jerry Weinberg

; Exposition Copyright ©2005, American Society for Engineering Educationabout having taken the course, as well as strong positive feelings regarding the benefits of havingdone so. A number of students from each discipline expressed the opinion that this course pro-vided them with the most practical experience of any course thus far in their college careers.5. Future Work and EnhancementsThe multidisciplinary robotics design course will be taught again in Spring 2005. The assign-ments and course material shall be altered to reflect the student feedback and instructor percep-tions of what did and did not succeed in the pilot version of the course.5.1 Lab Assignment RestructuringA common complaint from students in the pilot

Conference Session

IE Enrollment/Curriculum Development

Collection

2005 Annual Conference

Authors

David Hartmann

Conference Session

Innovative Topics in ChE Curriculum

Collection

2005 Annual Conference

Authors

Ann Marie Flynn

Conference Session

Useful Assessment in Materials Education

Collection

2005 Annual Conference

Authors

Pierre G. Lafleur; Jean-Paul Bailon; Bernard Clément

Journal of Educational technology, Vol. 30, n° 4, pp. 323-329,1999.[5] GROW Gerald, Teaching Learners to be Self-Directed, Adult Education Quaterly, vol. 41, n° 3, Spring1991, pp. 125-149.[6] CANDY Philip C., Reframing research into “self-direction”: A constructivist perspective. DoctoralDissertation, University of British Columbia. Ottawa: National Library of Canada, Canadian Theses, Microfiche: 0-315-40011-0, 1987.8. BiographiesJean-Paul BAÏLON is full professor of materials science in the dept. of Mechanical Eng. at Ecole Polytechnique ofMontréal. He is a co-author of a book entitled “Des Matériaux” (see ref. [1]) and, during his career of teacher, he hasexplored several approaches for improving the efficiency of teaching (lap

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

David Anthony; C. Richard Helps; Barry Lunt

,supplemented by issues such a contributions to the community, diversity and so on. For examplepart of BYU’s mission statement is, “BYU seeks to develop students of faith, intellect, andcharacter who have the skills and the desire to continue learning and to serve others throughouttheir lives.”7 MIT’s mission statement is “The mission of MIT is to advance knowledge andeducate students in science, technology, and other areas of scholarship that will best serve thenation and the world in the 21st century.”8 RIT’s statement of vision is, “RIT will lead highereducation in preparing students for successful careers in a global society.”9 These institutionalstatements are broad and reflect the character of the institution. They seldom include any detailsof

Conference Session

New Learning Models

Collection

2005 Annual Conference

Authors

Gul Okudan; Madara Ogot

Fun, good atmosphere Enjoyable 10 Interesting I like when the material learnt is interesting To stay on the central topic but have enough diversions to keep the subject interesting Just thorough information, but not too much to bore me 11 Obtain a better understanding of the material Forces you to learn, but helps you learn it 12 Useful Use it later in my career Take away more than just the skills from the course Course that can change the way you look at people Course that can change the way you work with people You are

Conference Session

Women in Engineering Poster Session

Collection

2005 Annual Conference

Authors

Pamela Maass; Kesa Black; Heather Storace; Anne Ranes; Dana Newell; Mary Anderson-Rowland

several years. SWE students would earn points for attendingSWE meetings and acting in leadership roles. Those students with the most points were giventhe opportunity to travel to a regional or national SWE conference. Usually most of the expenseswere covered by the student section. The SWE student section could apply for travel fundingfrom the Dean’s Office and then repay the money at the rate of $8/hour by doing volunteer workto help in recruiting events held by the School of Engineering, including helping with the ASUbooth at the SWE National Career Fair to recruit graduate students.III. The Torch is PassedThe emphasis of the 2003-2004 year was planning and improvement. Summer planningmeetings were increased to once per week. From the feedback

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Akhlesh Lakhtakia; Christine Masters; Judith Todd

innovations include: the introductionof undergraduate student portfolios; the adoption of a new perspective on “Design” for the ABETprogram criteria; enhancement of the senior research and design project through incorporation ofthe ABET professional components; incorporation of non-technical abstracts in bothundergraduate and graduate theses; professional development seminars for both undergraduateand graduate students; the introduction of an informal education seminar to prepare PhD studentswishing to pursue academic careers; and introduction of new courses to support the department’sstrategic plan. With an underlying focus on the development of multilevel communication skills,the aim of these initiatives is to foster an interdisciplinary and

Conference Session

Writing and Communication II

Collection

2005 Annual Conference

Authors

Lisa Rosenstein; Jeffery Donnell; Christina Bourgeois

consultant ECE 3042: Microelectronics Circuits – Formal lab report (10 pages + appendices) Lab – Industry-style writing assignment (e.g. (2nd semester junior) recommendation report) ECE 4000: Project Engineering & – Research paper, based on topic of student’s Professional Practice intended area of specialization – Annotated bibliography – Critique of a design project – Career plan and resume – Impromptu speech

Conference Session

Industrial-Sponsored Design

Collection

2005 Annual Conference

Authors

Karim Muci; Jonathan Weaver

faculty member and the company personnel involved, and summarizethe results obtained and lessons learned. Introduction Today it is widely recognized that a good engineering education involves more thanpreparing students that have sound technical knowledge in a particular engineering discipline.Now the end goal of the undergraduate engineering curriculum is to provide the students with a Page 10.1410.1comprehensive education that will allow them to meet the expectations of prospective employersand help them to achieve success in their professional career. In addition to technical knowledge, Proceedings of the 2005 American

Conference Session

Entrepreneurship, Design, and PBL

Collection

2005 Annual Conference

Authors

Ken Ports

abusiness accelerator, encourage entrepreneurial behavior by engineering students and, on the partof the School of Management, to get involved with engineering senior design. The net result isas outlined in this paper.Though it is too early to quantitatively assess the bottom line of the effects of these changes(student career satisfaction and success), such measurements will be done. In the meantime,there is general agreement of the course instructors, and also departmental and CoEadministrators, that all of the changes have been beneficial and are already driving the rightresults.Bibliographic InformationAs the ECE senior design course sequence is a “doing” experience, information needed by the teams and projects istransmitted by means of meeting

Conference Session

Vendor Partnerships with Engineering Libraries

Collection

2005 Annual Conference

Authors

Charles Paulsen; Amy Van Epps; Lisa Dunn; Jay Bhatt

resourcesinto the coursework at strategic places to show its effectiveness in helping to find data forstudents’ needs. Much of the demonstration with students happens in a one-on-one situationwhen students are looking for specific information. One example of generating use is anassignment for freshman students which takes the form of a “treasure hunt.” The purpose of thetreasure hunt is to teach students how to find a wide variety of information that will be importantin their professional careers. The assignment has been used for years and many answers arecontained within materials that are a part of Knovel. With Knovel available to the students, theycan see the depth of the content and efficiency of retrieval available from electronic referencebooks

Conference Session

Social Responsibility & Professionalism

Collection

2005 Annual Conference

Authors

Michael Thompson; William Oakes

generous grant fromHewlett Packard Philanthropy Page 10.773.10 “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education"BIBLIOGRAPHIC INFORMATION1. ASEE (1995). Educating tomorrow’s engineers. ASEE Prism, 11-15, May/June.2. Dahir, M. (1993). Educating Engineers for the Real World. Technology Review, pp. 14-16, Aug./Sept. 1993.3. Hissey, T. W. (2000) Education and Careers 2000. Proceedings of the IEEE, 88(8), 1367-1370, August.14. Astin, A. W. (1993). Engineering Outcomes. ASEE Prism, 27-30, September.4

Conference Session

Tricks of the Trade for Teaching II

Collection

2005 Annual Conference

Authors

Chris Smaill, University of Auckland

ofknowledge as being the primary purpose of lectures: what is now regarded as leading-edgeknowledge will soon become out of date, irrelevant, and perhaps even incorrect. This isparticularly true in technical fields. Even the entire current body of knowledge will not, in itself,be sufficient to see the students of today through careers that may span the next 40 years.Clearly, students will need to keep learning throughout their professional lives. They will alsoneed to be able to solve problems that do not currently exist and may be beyond currentimagination. For these reasons, universities should move towards an emphasis on problem-solving, understanding of fundamental principles, flexibility, adaptability, and lifelong learningand away from an