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2001 Annual Conference

Authors

Rajib Mallick

present, civil engineering studentsare not adequately prepared in newly developed technologies in asphalt pavement design andconstruction.II. Challenge for undergraduate educatorsHow can we make sure that today’s young and dynamic engineering students are educated in thelatest asphalt technology so that they can apply these techniques effectively into practice? Theanswer is by providing practical education and training in asphalt mixture production facilities,equipment of construction, methods of construction, contracts, plans and specifications, basicstatistics, and quality control techniques. With this goal in mind, the Civil and EnvironmentalEngineering (CEE) department at WPI has adopted a philosophy of strong practical experience inits

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2001 Annual Conference

Authors

Jace Hargis; Anne Donnelly

formats tailored to them might improve learning and therefore retention rates of these students. Future research into how students with different aptitudes and attitudes interact with traditional and traditional formats is planned. Best for Whom? A cautionary note is that educators should be careful not to use simple statistical methods that may obscure meaningful results. The search for the best pedagogical model will necessarily fail. Individual differences must be taken into account. This area is referred to as aptitude treatment interactions (ATI), in which an aptitude is defined as any learner characteristic that impacts how a learner responds to a given learning setting. The treatment refers to any variable in instruction such as pacing

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2001 Annual Conference

Authors

Mark Otter; Ken McLeod; Yi-Xian Qin; Partap Khalsa; Michael Hadjiargyrou; Danny Bluestein

ability to generate solutions andmake decisions), and pragmatic (i.e. experiential/ observational modes of thought whichfacilitate planning, implementation and evaluation) processes.In order to develop a curriculum that achieves the goal of producing a graduate engineer withvision and flexibility, we must re-think the distribution of material presented in our engineeringprograms. Specifically, the curriculum questions which are most commonly asked include3 : Isthere too much emphasis on tools and techniques? Is there a lack of emphasis on communicationskills, social sciences and humanities? Is there enough emphasis on systems and complexity?And, have we gone too far in specialization? In addition, we must think about how we aredelivering this

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2001 Annual Conference

Authors

Thomas Harmon; Glenn Burks; Eva Baker; Gregory Chung

content scoreand deep propositions is consistent with our expectations of knowledge mapping as a measure ofdeep understanding. In general, deep understanding is reflected by a map that contains only themost important and substantive relationships. In contrast, poor maps tend to include shallow,trivial, or incorrect propositions.Additional evidence for the validity of knowledge mapping as a measure of studentunderstanding is provided by the set of correlations in Table 8, between the self-regulationprocesses of planning and self-checking, and the shallow propositions. The more studentsreported that they engaged in self-regulation cognitive processes, the lower the number ofshallow propositions they had overall in their posttest knowledge map

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2001 Annual Conference

Authors

Cynthia Mitchell; Anna Carew

. Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition Copyright  2001, American Society for Engineering EducationThe sophisticated group consistently rated those attributes which referred to natural, social andeconomic systems as more relevant to future career than students in the intermediate group(p=<0.05). Students in these two groups may have different career plans or perceptions of theengineering profession. Alternatively, the students could be mirroring the strong focus onsystems thinking as a pivotal part of sustainability within their Department of ChemicalEngineering.The ratings shown in Figures 1 and 2 give us an indication of what component parts

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2001 Annual Conference

Authors

Sallie Townsend; Natalie Segal

it and evaluating it, telling readers why what was new in Western Europe in the sixteenth century is important to us. Lab reports, incident reports, and the like are knowledge-based writing problems. D. Open-Ended The open-ended writing problem is the problem met as a thesis topic or on the job. Typically, it is ill-formulated, lacking facts, perhaps not even suggesting a possible direction. You must narrow the topic and seek information before even attempting to write. The written response must be logical and end in a synthesis and evaluation. Business plans and grant requests are open-ended writing problems.Difficulties in Solving Writing Problems The obvious

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2001 Annual Conference

Authors

William Keat; James Hedrick; Christine LaPlante; Richard Wilk; Cherrice Traver; Frank Wicks

. • Faculty team assessment of the course • Presentation to the Engineering and Computer Science Division and solicitation of feedbackThe significant change to the assessment process over previous years is the introductionof the EnableOA software and the presentation of the course to the Engineering andComputer Science Division. The EnableOA software is used for assessment basedprimarily on student experiences, entered by the students themselves, and supplementedwith actual student work. The software allows students to develop a software portfolio oftheir work, and does an automatic accounting of the number of experiences entered forparticular course and program outcomes. Faculty also enter course plans into the softwareto define the

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2001 Annual Conference

Authors

Ed McCombs; Camille F. DeYong

project, whichrequires the students to choose between buying/leasing a car, a pickup and a sport utilityvehicle. One of the costs that the students must estimate in this project is the maintenancecost for the vehicle over the planning horizon.Students working in teams are asked to develop maintenance cost estimates without anyguidance from the instructor. Results and sources for data are discussed, and studentsare asked how confident they are in their estimates. Since they are bright, enterprisingengineering students, they are generally quite sure of their results, although they areunable to provide more than an intuitive measure.The instructor spends some time discussing the use of pessimistic, optimistic and mostlikely estimates when no data is

Collection

2001 Annual Conference

Authors

Wang Chien Ming; Mohamad Ridwan; Ang Kok Keng

first year common course for allengineering students as well as some cross-faculty students in the first semester. Besides thepush by the government to develop “thinking” students and the general consensus by employerson the weakness of analytical, evaluating and planning skills shown by fresh graduates, somechanges were carried out in this module in order to make a shift in the teaching paradigm fromthat of transferring information to that of processing information. In addition to thedocumentation of the specific techniques and details with regards to these advances, this paperwill further provide an analysis of the feedback by students and staff, which shows the variousmerits in employing the techniques concerned and how they can be further

Collection

2001 Annual Conference

Authors

John Bridge

each class that is generally followed for each non-lab class. Actual time allotteddoes vary; quizzes may not occur each lesson though the students are expected to plan for one.The interactive learning and problem solving activities are broken out individually; though, in Page 6.571.3 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationmany classes are intertwined. Overwhelming student response indicates the importance ofproblem solving during the in-class lesson. 1. Quiz covering past and current

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2001 Annual Conference

Authors

Jan Rinehart; Jim Morgan; Jeffrey Froyd

maintained?There is an administrative staff person who spends approximately 25 percent of her time workingwith the Learning Communities. The College covers her salary. She is responsible formaintaining industry interfaces, soliciting new industries, raising funds to support interfaces,planning evaluations on industry interfaces, and supervising a half time graduate student. Thegraduate student is paid from funding raised through agency grants. She is responsible forcoordinating industry visits, arranging calendars, evaluating each case study, distributing casestudies to faculty, and corresponding with industry and faculty. Other incidentals incurred byindustry visits to the College like lunch, thank you gifts, snacks, etc. are provided by

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2001 Annual Conference

Authors

Shlomo Waks; C. Richard Helps; Stephen Renshaw; Barry Lunt

active (hands on) learning applied to technology.SHLOMO WAKSShlomo Waks is an Associate Professor in the Department of Education in Technology and Science at the Technion,Haifa, Israel. He gained BSc. (1962) and M.Sc. (1973) degrees in electrical engineering, and also has an M.Sc. inscience education and a Ph.D. (1973) in curriculum design (Technion and MSU). Dr. Waks has worked oninternational and national technology and education planning, implementation and evaluation as well as humanresources development and updating in high-tech industries. He has published 58 scientific papers, 15 researchreports, and 48 textbooks in technology and a scientific book on curriculum design. He has recently completed ayear as a visiting professor at BYU

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2001 Annual Conference

Authors

Russell Barton; Mary Frecker; Joseph Goldberg; Gary Stump; Britt Holewinski; Timothy Simpson

trialdesign quality and reduced time to complete the design task. Students appeared to have a betterunderstanding of resolving tradeoffs during design after using the graphical design interface. Asa result, we intend to include graphical design tools in our graduate and undergraduate courses toenhance student learning about design.These preliminary results encourage us to expand our investigation of the benefits of graphicaldesign environments for multiobjective design and optimization. We plan to conduct additionalexperiments using the I-beam design exercise as well as other exercises, including design of apressure vessel and a desk lamp. Future experiments will also take into account the learningeffect that we observed in this experiment. Currently

Collection

2001 Annual Conference

Authors

Qiuli Sun; Kurt Gramoll

provides automation support forcollaborative engineering design [5]. The discourse model treats interactions between designersas a process of discourse.The second category tries to implement the idea of distributed collaborative design in a practicalway. Lee, Kim, and Han proposed a prototype to implement web-enabled feature-basedmodeling in a distributed environment [6]. Cybercut is one of first web-based design systems forfabrication, which was developed at the University of California at Berkeley [7]. Currently, itprovides Internet-based services such as design-for-manufacturing CAD, Computer AidedProcess Planning (CAPP), and access to an open architecture machine tool for fabrication ofmechanical parts. Toshiki Mori and Mark Cutkosky proposed

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2001 Annual Conference

Authors

Bina Ramamurthy; Pratibha Gopalam; Alexander N. Cartwright

genericpatterns and techniques that are necessary in the development of any application independent ofthe targeted academic discipline. We are planning to adopt the software component technologyusing JavaBeans™ to further enhance the developed framework. Finally, this paper representsour preliminary attempt to standardize the development of user configurable virtual laboratory Page 6.665.10environments to serve as supplementary educational resources for various science and Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering

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2001 Annual Conference

Authors

Barbara Greene; Connie Dillon; Billy L. Crynes

Education”possibilities to accommodate more learning styles, although we cannot show thisstatistically yet.The best correlations with student success as measured by total course points achievedare those who use a self-regulation study approach, are goals oriented and have a highself-efficacy. Together these can represent 27% of the R2 in predicting the final coursetotal points. Nothing else is close.The major change we plan for the next course offering is to reduce the number of times astudent may test for modules mastery to no more than two. Of course, we will continue toimprove the CDROM for its learn-ability and use-ability. We will continue to seekcorrelations that can show us: 1) how to change the CDROM to accommodate variouslearning styles, 2

Collection

2001 Annual Conference

Authors

Raul Ordonez; Hong Zhang; Ravi Ramachandran; Stephanie Farrell

.Thereafter, he joined the Mechanical Engineering Department of Rowan University as anAssistant Professor. His research interests includes robot motion planning, visual servo controland nonlinear control. Page 6.873.17 “Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”

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2001 Annual Conference

Authors

Robert Erlandson

, sustained support hasallowed people to make long-term plans with the confidence that their hard work will reach aconclusion and not be cut short for lack of funding. The sustained support has lead to consistentstaffing which has allowed strong, trusting, working relationships to develop over the years. Thisis a powerful win-win situation.AcknowledgementsI would like to acknowledge the financial support of the eight Region IV Intermediate SchoolDistricts: Jackson, Lenawee, Macomb, Monroe, Oakland Schools, St. Clair, Washtenaw, andWayne RESA, two NSF grants: BSE 9707720, from the Bioengineering/Rehabilitation Programfor Student Design Projects and DUE 9972403, for development of accessible design curriculummaterial. I would also like to acknowledge

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2001 Annual Conference

Authors

Peter Golding; Walter Fisher; Stella Quinones

, ispracticed in the English composition and Introduction to Engineering courses.In this way, there is parallel reinforcement of crucial student success skills. The occurrence of fourclasses in the cluster only serves to strengthen the opportunity for cross fertilization of teachingstrategies for success. It does, however, require the commitment of faculty to interact during thesemester, in addition to joint planning sessions prior to class commencement. In our experience,the use of peer facilitators as mediators in this interaction greatly assist this process.Introduction to EngineeringIntroduction to Engineering is a developmental course specifically designed to fit in the four-course Intermediate Algebra Cluster and cannot be counted as credit

Collection

2001 Annual Conference

Authors

Steven Myers; Kathleen Nunnally; Catherine Blat; Patricia Tolley

engineering. Highly qualified technical students are in great demand in their owndepartments, the graduate school, other campus student support offices, and/or by local businesses. Moreover, engineering students have little time available due to the high demands of technicalcourses. Students and instructors are a great resource to identify SI leaders and the selectionprocess should start several weeks before the semester starts. Once identified, the SI leader shouldcontact the instructor to discuss session plans and ways to provide feedback, both to the studentsand to the instructor.In order to maximize supplemental instructors’ potential, it is essential to provide them withadequate program orientation and ongoing training. The structure of the

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2001 Annual Conference

Authors

J.B. Troy; David Kanter; B.J. Reiser

technology very different thanas a way to deliver the usual content in a new (multimedia) format.6. Future PlansWe plan to pilot the completed instructional environment at Northwestern University in anundergraduate BME Neural Systems Physiology course in the Fall Quarter of 2001, andsubsequently evaluate the success of this enactment.7. AcknowledgmentThis work was supported by the Engineering Research Centers Program of the National ScienceFoundation under Award Number EEC-9876363 and the Postdoctoral Fellowships in Science,Math, Engineering, and Technology Education Program of the National Science Foundation underaward number DGE-9906515.Bibliography1. Johnson, A.T. and W.M. Phillips (1995), “Philosophical Foundations of Biological Engineering

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2001 Annual Conference

Authors

Elizabeth Berry; Robert Lingard

asense of order and plans ahead. The Quick start individual innovates, takes risks, improvises, andplays hunches. When asked to give a presentation, the Quick Start comfortably ad libs. TheImplementor uses space and materials, builds, constructs, and uses hands-on equipment with ease.This person creates handcrafted models and insists on quality materials. Everyone has each ofthese abilities to some degree.However, people are most productivewhen they are able to utilize theirstrongest conative talents.The picture to the right graphicallydepicts the degree to which each ofthese abilities is present. The fourstriving instincts are expressedthrough three possible operatingzones, indicating how the individualwill make use these talents. A scoreof 7

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2001 Annual Conference

Authors

Stephen McKnight; Gilead Tadmor; E Everbach; William E. Cole; Michael Ruane

” lab to teach computation andprogramming skills through data acquisition and measurement controlled by the new MATLABData Acquisition and Instrument Control Toolboxes. Pilot sections of a two-quarter-hourfreshman problem-solving with software applications course have been presented in this formatat Northeastern with good student and instructor feedback. A similar module at BostonUniversity is planned for the fall semester of 2001. Real-time control and measurement canprovide a format to teach programming skills that is captivating for students of all levels ofcomputer skills, in addition to teaching other valuable engineering skills.7. AcknowledgementsThe authors would like to acknowledge the hard work and creative ideas of Michael Macneal,our

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2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

because I think that ultimately thatwill help me a lot in the leadership aspect. I want to bein charge of my learning and get into things that I aminterested in. I thought it would be a great opportunity toexperience the uncertainty that comes with not having apreset direction and eventually overcoming that to completesomething that I am proud of. I also want to learn moreabout group interaction and how different people react ingroup situations.Dan: I don't know how you guys feel, but I feeldisappointed in how the class is going. Frustrated andconfused feelings will only grow if we do not have some sortof plan about how we are going to accomplish things in theclass. It’s difficult. So I suggest taking the bull by thehorns [sic] and not pitter

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2001 Annual Conference

Authors

David Hailey; Christine Hailey

-graphics, using aworkbook genre.15 Similarly, the efforts of Kirkpatrick, et al., appear to utilize a combination oftextbook supplement and workbook genres using Internet-based delivery of interactive text and Page 6.1054.3graphics for course materials associated with internal combustion engines.16 Although the Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright ©2001, American Society for Engineering Educationworkbook format is valuable, it is typically used only after students have background material inhand. Since we planned to deliver an entire course, we felt

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2001 Annual Conference

Authors

Rick Duley; A Boyanich; S P Maj

Page 6.1059.3 Copyright © 2001, American Society for Engineering Educationconstruction. The relevance of the standard computer architecture is therefore in question and yetaccording to the 1991 ACM/IEEE-CS report, curriculum planning should be driven by theoutcomes expected for students9. In 1996 an ECU market audit led to a set of guidelinesdeveloped for the type of skills expected of computer science graduates entering the field ofcomputer and network support10. Using the criteria developed a random selection of ten, finalyear Edith Cowan University (ECU) computer science undergraduates were interviewed from agraduating population of approximately one hundred. The computer science degree at ECU islevel one accredited

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2001 Annual Conference

Authors

Mary Cardenas; Patrick Little

unfamiliar tostudents, care should be exercised in the selection of exercises, the workload of the students, andin providing appropriate feedback on student work. We believe that continued experiments instudio-based engineering education are warranted, and plan to continue them.Bibliography1. Wilson, Jack M. and William C. Jennings, "Studio Courses: How Information Technology Is Changing the Way We Teach, On Campus and Off", Proceedings of the IEEE, vol. 88, no. 1, pp. 72-80.2. Escher’s World: Explore a Digital Mathematics Studio, http://escher.www.media.mit.edu/people/escher/, accessed July 14, 2000.3. Coleman, Robert J., "STudio for Engineering Practice, "STEP", Lessons Learned About Engineering Practice", Proceedings of the 1995 25th

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2001 Annual Conference

Authors

Patricia Harms; Steven Mickelson; Thomas Brumm

pretty excited about their learningcommunity experience as demonstrated by this remark:“It’s kind of a good plan, the whole thing, the whole learning community is when we’re allgrouped up in classes together and we all kind of have the same, the same general ideas aboutwhat we want from school…what classes we want to take, what classes we are gonna taketogether, you know” (“Tony”, September 27, 2000). Page 6.1099.11“Proceedings of the 2001 American Society for Engineering Education Annual Conference & ExpositionCopyright © 2001, American Society for Engineering Education”Around mid-term, the following remark is representative of how

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2001 Annual Conference

Authors

Geoff Swan; S P Maj; D Veal

. McHenry, K. W. Mathematics Education: An Industrial View. In Proceedings of the UCSMP InternationalConference on Mathematics Education. Developments in School Mathematics Education Around the World.(1991). Vol 3 National Council of Teachers of Mathematics. Reston VA. USA. 14-23. 1992.18. Pugalee, D. K. The Clearing House. Vol 73 No1 Gale Group. 19-21. 1999.19. Results T. W. and. Results, L. B.. The Winners and Losers Bench Test Results, in PC Power Play HotHardware Guide, vol. 2, 75- 75. 1999.20. Roisin, C. A. Donnelly, L & Gorman, M. P. Planning and Developing an Interactive ComputerisedTutorial for Learning in Higher Education. 4(3). 397-410. 1999.21. Veal, D. Maj, S. P. & Swan. Physics: Implications for Computer Technology Education

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2001 Annual Conference

Authors

Steven Schweitzer; John Klegka

resemblance to Pro/Desktop andmany other mid-level CAD packages. Moving models from Pro/Desktop to DesignStar was veryeasy but Pro/Desktop lacks direct integration with any FEA package. This lack of integrationmakes it difficult to conduct optimization studies.Assessment plan and resultsTo assess the implementation of Pro/Desktop a time analysis survey was conducted forcomparison to the previous semester when Pro/Engineer was taught. The students recorded thenumber of minutes it took them to complete each assignment and to prepare for the next lesson.An individual survey was also completed at the end of the EDG instruction to determine howcomfortable each student felt with 3-D solid modeling.The Pro/Engineering final project was to draw and assemble