Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ahmed Cherif Megri, University of Wyoming

Tagged Divisions

Multidisciplinary Engineering

main point of these standards is that the evaluation of students’ performance will based on samples of work in three categories of students: those in the upper 75 percentile, those in the 50 – 75 percentile and those below the 50 percentile populations. Thus the assessment results compiled are based on course performances and grades, exams, projects, presentations of students, and writings as required in some courses. Furthermore, each course specifically addresses the learning outcomes and relation between the course and the Program outcomes, the methods used for the evaluation of students’ performance and the relevance of the course materials to the Program outcomes following the standards

Conference Session

Structure and Form in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Powell Draper, Manhattan College; Edward Segal, Simpson Gumpertz & Heger; Robert Sicurelli, Princeton University

Tagged Divisions

Architectural

Perform a parts count and determine the After completing this task the student will be cost for materials able to write simple formulas in Microsoft Excel.5 Construct a physical model that is not only After completing this task the student will be for display, but also for teaching and able to describe the process of building a learning physical model and the reasons underlying decisions.The tasks listed in Table 1 form the steps in the student’s design process.Design ProcessTask 1: Complete introductory tutorials for three dimensional computer-aided design (CAD)Creating

Conference Session

Multidisciplinary First Year Programs

Collection

2010 Annual Conference & Exposition

Authors

Andrew Lowery, West Virginia University; Steve Kane, West Virginia University; Vicki Kane, West Virginia University; Robin Hensel, West Virginia University; Gary Ganser, West Virginia University

Tagged Divisions

First-Year Programs

asexperimentally (the part done in and for the engineering class). The students, working in smallgroups, must create a solution as well as write a technical report and present the problem andtheir solution to the class.Approximately 130 students participated in these joint math-engineering projects. Theirperformance, primarily in calculus, was measured and compared to historical performance dataas well as to calculus classes without the joint projects. Preliminary data suggests that theseprojects result in improved grades in calculus. Additionally, the student enthusiasm for thesehands on projects has increased as well.* Acknowledgement and Disclaimer:This material is based upon work supported by the NASA WV Space Grant Consortium, NASA Training Grant

Conference Session

Computational Tools and Simulation II

Collection

2010 Annual Conference & Exposition

Authors

Richard Stanley, Kettering University; Timothy Cameron, Kettering University

Tagged Divisions

Computers in Education

of control in the advancement of the software package.6) The cost and time of development is relatively low because all images may be Page 15.1348.2 duplicated directly from the textbook.7) Although web based interactive animation software has been developed in the recent past by creating Java Applets or by writing computer programs in Adobe Flash ActionScript.8,9,10,11,12,13,14,15, no comprehensive and interactive web-based animation software for educators has been developed on a mass scale (probably due to cost16,17,18).A new feature has been added to the animation software; the user can now performparametric studies of chosen

Conference Session

e-Learning Course Development and Instruction

Collection

2010 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Tom Haley, Rensselaer Polytechnic Institute; Yaron Danon, Rensselaer Polytechnic Institute

Tagged Divisions

Continuing Professional Development

completed experiment when later trying to write a lab report based on their fuzzyrecollections of the experimental details. Instructors can also direct students to use theseinteraction tools to facilitate peer review and/or assessment of the measureable products.Blended formatThe course material was designed to be delivered both locally and to remote classes. In this Page 15.638.7project, Rensselaer Polytechnic Institute collaborated with the United States Military Academy atWest Point (USMA), which recently received ABET accreditation for their nuclear engineeringprogram. The USMA does not have local access to a critical facility or a linear

Conference Session

Leadership and Strategic Planning

Collection

2010 Annual Conference & Exposition

Authors

Cynthia Fry, Baylor University; Gregory Leman, Baylor University; William Jordan, Baylor University; Brian Garner, Baylor University; Brian Thomas, Baylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

team effort tothe extent that assistance is needed. Two awards were made in 2009 and 2010.The opportunity to apply for this $5,000 summer stipend is available to ECS faculty membersonly. Proposals must focus initially on those ECS courses that are required in one of the ABET-accredited degree plans.Applicants are required to write a 1- to 2-page narrative that provides the following information: 1. Description of the courses they are currently teaching, as well as their ideas for how to integrate entrepreneurship within the course or courses they plan to target. 2. Identify the learning enhancements that they will aim to accomplish through this effort, and the numbers of students who will benefit. 3. Description of the

Conference Session

International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

Collection

2012 ASEE International Forum

Authors

Christina Kay White, University of Texas, Austin; Joules Webb, Transformation 2013 Texas STEM Center

Tagged Topics

ASEE International Forum

knowledge and skills derived from standards  Focuses on helping students acquire deep understanding of the ‗big idea‘ or ‗foundational skill‘ critical to their future learning  Students integrate knowledge and skills from two or more of the STEM subject areas, at least one of which must be the ‗T‘ or ‗E‘ in STEM Connections to Non-STEM Disciplines  Connects STEM knowledge and skills with non-STEM disciplines  Includes instructional support for quality performance in non-STEM Discipline (ex: Teaching/assessing quality technical writing) Page 17.27.8

Conference Session

Concurrent Paper Tracks - Session II

Collection

2015 ASEE International Forum

Authors

Nicolas Couto Giffoni dos Santos, SIUC Leadership Development Program; Bruce DeRuntz, Southern Illinois University, Carbondale; Rhonda K Kowalchuk, Southern Illinois University Carbondale

Tagged Topics

Diversity, International Forum

3 4 In order to develop leadership skills, technical skills and other essential soft skills requestedby industry, the program requires that the students attend a team building week during the summer,go to weekly workouts, develop and join leadership workshops, read leadership books, write bookreports, practice giving presentations, participate in a summer internship, take extra classesimportant to an engineering curriculum and maintain a 3.0 GPA. The results of all those activitiesare recorded and analyzed using a powerful tool called the Hoshin Kanri X-Matrix for strategicplanning to evaluate the success of the program and to teach

Conference Session

Energy Program and Software Tools

Collection

2005 Annual Conference

Authors

Mohammed Fahmy; Recayi Pecen; Faruk Taban; Ayhan Zora

real engine is that thecombustion module is replaced by a simple volume. In order to energize the turbine in thiscircuit, some heat (needed for CAC Circuit) should be applied to the volume.Figure 5 demonstrates the input and output energies for a diesel engine on a simplified schematicof piston-cylinder mechanism. From conservation of energy by taking the volume cylinder andpiston encloses as a control volume, we can write: QFuel = QCAC-Circuit + QGas-to-metal + QBrake (1)where, QFuel is the rate of fuel energy, QCAC-Circuit is the rate of energy dissipated from the CACCircuit, QGas-to-metal is the rate of energy from gas-to-metal, and QBrake is the rate of themechanical energy obtained from the

Conference Session

Tricks of the Trade for Teaching I

Collection

2005 Annual Conference

Authors

Kemi Ladeji-Osias

expectations.5. Course Notes: Once you have decided on the course objectives, content, textbook and syllabus, it is time to develop the course notes. • Lectures: For some texts, the publisher may make slides that include illustrations available to faculty who have adopted it. It is advantageous to have notes written in a format that makes it easily presentable to students, whether through overheads or writing on the board. For lower level courses, it is advised to follow the notation in the text, so students can focus on learning the material. Have your examples worked out, including all answers to eliminate time spent on calculations. Include extra examples in your notes, in case students

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Thomas Kicher; Frank Adamo; Dale Flowers

10% of thecourse grade.Finally, the company representatives attend and participate in extensive final projectpresentations made by all teams. The entire class attends all these presentations so they canbenchmark their performance versus that of the other teams. This session and its attendantdeliverables (including a detailed final report) count for 50% of the course grade. Of this, 10% isa peer evaluation that each member of the team completes for each other member with guidelinesthat prevent grade inflation. The company personnel provide feedback forms to the instructor foreach team that is integrated into the instructor’s evaluation of the teams’ performances. There isa comprehensive final examinations that counts 30% of the grade, and

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Harry Koehnemann; Brian Blake; Gerald Gannod; Kevin Gary

intention of the CSE461/462 sequence is to have students behave like SEI CMM Level 3and Level 4 organizations, respectively. Specifically, in CSE461, project teams must achieve aCMM Level 3 standing while in CSE462, project teams must achieve a CMM Level 4 standing.The objectives and outcomes of the CSE461/462 sequence focus primarily upon two topics:providing group experience and providing tool experience. Outsourcing has primarily beenlimited to separate local groups acting as subcontracts. As such, the real impact of outsourcinghas not been experienced in this setting since familiarity with peers that are locally accessible hasbiased results and in turn made the outsourcing experience merely akin to a large group project

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Sohail Anwar

• Required and recommended Course Materials • Library and Reserve readings • Course Outline with due date schedule • Procedure for communicating with the faculty • Course Assessment (Exams, projects, discussions, quizzes, etc.) • Grading Policy (weights and Excelsior grading scale) • Course Policies (e.g. honesty, plagiarism, late submissions, effective writing, etc.) • Other Course Instructions (WebCT Institutional bookmark: Excelsior College Virtual Library, Electronic Peer Network, Bookstore, etc.)Example of a CourseELEC 321 Course SyllabusCourse Number:ELEC 321Course Title:Control SystemsBrief Course Description:Introduction to control of mechanical and electrical systems; study of open and closedfeedback; servo

Conference Session

Electrical and Computer Engineering Poster

Collection

2002 Annual Conference

Authors

William Dillard

, American Society for Engineering Education”members. No formal peer evaluation process was implemented. Instead, team problems wereidentified by informal conversations with the teams throughout the semester. It is our opinionthat resolving conflicts is an inherent part of realistic teaming. It may in fact be the mostimportant aspect in maintaining an effective work environment. Therefore, teams wereencouraged to manage themselves courteously and professionally. Irresolvable conflicts werehandled expeditiously in the instructor’s office face-to-face. No attempt was made to determinewhat percentage of the work each team member might have performed as we consider equitableload sharing to be an essential part of team self-management. Therefore, every

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Nebojsa Jaksic

motivation, Maslow 1 clarified the relationship between motivation and unmetneeds. His Hierarchy of Needs defines the human needs from bottom up as follows:physiological needs such as food, water and shelter; safety needs such as security, freedom fromfear and order; belongingness and love needs; esteem needs such as self-respect, achievementand reputation; and self-actualization needs. These needs must be satisfied from bottom up. It isassumed in this study that all of the lower level needs of our engineering students are sufficientlysatisfied. They have food, shelter, are safe and feel they belong with their peers. Brandon 2divides self-esteem into two interrelated components: self-efficacy (the sense of self-competence) and self-respect (the

Conference Session

Assessment of Biomedical Engineering Programs

Collection

2002 Annual Conference

Authors

Lisle Hites; Eric Nauman; Edgar O'Neal; Kay C. Dee; Glen Livesay

focusing onteamwork issues, teaching style, students’ belief in their own abilities and desire to continue theireducation, peer interactions, and laboratory projects. While student perceptions are only one partof a comprehensive assessment program, they are certainly important. By addressing studentperceptions of core outcomes and fundamental pedagogical issues, TUBA should be relevant to arange of BMEN programs which offer a wide variety of specialized “tracks,” different areas ofprogrammatic emphasis, etc. Given that there exists a need for a measure such as the TUBA, thefollowing sections will describe the development and subsequent validation and reliabilitytesting that has been thus far performed.Development of the TUBAIn keeping with the

Conference Session

International Engineering Education II

Collection

2002 Annual Conference

Authors

Gregory Emery; David Mould; Carey Noland; Brian Manhire

Educationthis way, since its inception, the GLC has drawn its faculty from the university’s colleges of arts and sci-ences, business, communication and engineering. A permanent director, who is also a faculty-teammember, leads the GLC.While international themes comprise the foundation for the intellectual content of the GLC’s entire pro-gram of study, academic and vocational processes are also important. These include developing stu-dent proficiencies such as: the ability to work in multidisciplinary teams (interpersonal skills), the abilityto identify and conduct appropriate research as well as the ability to communicate effectively throughboth writing and public speaking. Through real-world projects of contemporary interest having interna-tional

Conference Session

Classroom Innovations

Collection

2002 Annual Conference

Authors

Kim Blair; David W. Miller; David Darmofal; Col. Peter W. Young; Doris Brodeur

valuable introductions to problem formulation and the use of tools forresearch and discovery. Students find these "designed-for-success" experiences highlysatisfying, and these successes whet their appetites for more independent problem-solvingsituations.Assessment of Problem-Based LearningAssessment of PBL experiences is multimodal and ongoing. Methods include laboratoryjournals, technical briefings, design reviews, technical reports, collaborative teamworkassessment, design portfolios, peer assessment, and self-assessment.10 Faculty serveprimarily as advisors and coaches, providing extensive feedback to students throughoutthe learning experiences.In Introduction to Aerospace and Design, where students design, build, and fly radio-controlled LTA

Conference Session

Design in the Engineering Core

Collection

2002 Annual Conference

Authors

Josue Njock-Libii

process. Overmany years, seniors and alumni reported that what they learned in this courseproved valuable for their capstone design.2)They report more depth of knowledge in the area chosen for design.3)Their experience with doing work in teams was enhanced.4)Technical writing skills and oral presentation skills were promoted, supported,and developed.5)Skills and comfort in the use software for preparing technical reports and oralpresentations were strengthened.6)Peer teaching was encouraged and it did take place within teams demonstrably.7)Students with special interests and abilities in design discovered this aspect of Page 7.709.8"Proceedings of the 2002

Conference Session

Teaching Entrepreneurship to Engineers

Collection

2002 Annual Conference

Authors

William Cockayne; John Feland; Larry Leifer

Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education Session 2002-1817attempt to integrate content knowledge “silos” of mechanics, design, materials, etc.,along with cross disciplinary skills in conceptualization, knowledge capture, writing andpresentation. The industry is increasingly demanding students with learned know-how –students that possess the ability to understand multiple content areas as well asdemonstrate experience with applied problem solving.The demand for engineers with business knowledge, driven in part by the growth ofmanagement consulting firms, has led to numerous

Conference Session

Teaching Materials Sci&Eng to Non-Majors

Collection

2002 Annual Conference

Authors

Caroline Baillie; Adam Mannis

of the problem, but the group combining reports and each student having to write an abstract, introduction and conclusions.4) Important for faculty to ensure that all students contribute and learn all skills. § Rotate the chair and minute-taker roles that students adopt in weekly team meetings. § Ensure a balance of students in each team; i.e. natural leaders, team workers, etc.NATIONAL SUPPORT FOR MATERIALS FACULTYSupport for teaching and learning among Materials faculty in the UK is been providedthrough the following ongoing activities of the UK Centre for Materials Education: § Materials Education Network: a forum for materials faculty to discuss relevant issues in teaching and learning and to exchange

Conference Session

New Programs and Success Stories

Collection

2002 Annual Conference

Authors

J. William Shelnutt; S. Gary Teng

to manage engineering and business systems and organizations, how to dealwith people, organizations, and management related policies as well as problems, and how toadapt to the changing environment. The other purpose is to provide students networkingopportunities by exchanging their thoughts with seminar speakers. One important aspect of thiscourse is to let students see engineering management issues from different perspectives throughthese seminars.This class requires students to write two-page reports for four of the seminars they attended.Each report contains a discussion of the key concept presented in the seminar, their thoughts andresearch of this key concept, and the potential use of this concept in their work. The followingtwo

Conference Session

MINDing Our Business

Collection

2002 Annual Conference

Authors

Treva Fitts; Susan Wynn; Martha Absher; Kristen Ford; Judy Russell; Glenda Kelly; Adefolakemi Oni; Gary Ybarra

for the fellows, thus allowing theirfirst lessons to be mostly individual efforts focusing in areas of their own expertise. With thecomfort now gained from this first term, the fellows feel more confident in both theirrelationships with the teachers and students and access to the school's resources. They now findit easier to create, plan, and execute lessons given general competency goals and/or specificdirectives from the teachers. Weekly meetings of the fellows provide peer support and a forum todevelop and maintain school-wide activities such as the Science Box. The Science Box resides inthe school’s media center and provides all students and teachers an opportunity to write down ascience/math-related question and have it answered by the

Conference Session

MINDing Our Business

Collection

2002 Annual Conference

Authors

Ronald Sterkenburg

willparticipate in a three weeks intensive session that will focus on Math, Science, English andforeign language skills. At the end of the session, students will have received approximatelyseventy hours of academic instruction. During their second summer, the rising juniors willparticipate in a seven weeks residential summer program at Purdue University’s West Lafayettecampus. The students will take courses in foreign language, mathematics concepts andapplications, advanced topic in mathematics, writing, introduction to biological sciences, andintroduction to technology and magazine production. The students have a full-day schedule withfour 75-minutes classes, and scheduled mandatory study sessions between 6:30 and 8:30 PM.During this summer period, the

Conference Session

Techniques for Improving Teaching

Collection

2002 Annual Conference

Authors

Josianne Basque; Sylvie Doré

writing material they had at their disposal. At the time, itmade sense to lecture, as a basic requirement for learning is having access to the knowledge andit was the only way to do so. Since those days, not only has printing technology evolved, but newmedia have emerged; understanding of cognitive processes has progressed, learning theorieshave been developed and tested, new methods and tools have been created. Yet, practices used inmost of our engineering faculties and schools do not reflect this wealth of knowledge.One of these practices concerns the way we go about creating a new course or even a newcurriculum. This paper presents the concept of instructional engineering (IE), in emergence forthe last 40 years in the field of education. The

Conference Session

To Design and Conduct Experiments

Collection

2002 Annual Conference

Authors

Joseph Owino; Ronald Goulet

the likelihood that learning objectives aremet. Toward that end, applicable classroom approaches and course characteristics wereidentified. (The authors currently use some of the following approaches and characteristics):§ Problem based learning: the classroom process that uses “real world” problems to motivate students to identify and apply concepts, principles and information 4,6§ Experiential learning: learners act and think, not just think, to integrate concrete experience, reflection, generalization (abstract conceptualizations), and experimentations 7.§ Cooperative team-based learning activities with team and individual deliverables 4,8§ Self-directed constructive learning with peer teaching and faculty coaching in the delivery of

Conference Session

Physics in the K-12 Classroom

Collection

2002 Annual Conference

Authors

Melanie Pearlman; Kimberly Turner

work was provided by NSF CAREER Award 0093994 (P.I. Turner), UCSBScience Partnership for School Innovation (Phase 3) Beyond the Classroom, Supplemental Grantfor 3 years to Materials Research Lab, from NSF Education to Human Resources Directorate(EHR), and UCSB Research Experience for Teachers, NSF Math and Physical SciencesDivision, Supplemental grant to MRL.Bibliography[1] K. Turner, MESA demonstration for 9th grade girls, 2000, observations.[2] L. D. Edwards, Coddington, A., Caterina, D., “Girls teach themselves, and boys, too: Peer learning in a computer-based design and construction activity,” Computers in Education, 29 (1), (1997) pp. 33-48.[3] P. J. Cornwell, Stienstra, D., Smith, S., “Fast Forward—An adventure in Engineering for

Conference Session

Teaching Innovations in Arch. Engineering

Collection

2002 Annual Conference

Authors

Gouranga Banik

, industry communications and instructor experiences, we developeda revised breakdown of class time per topic. The breakdown is presented in Table 2. In theIntroduction to Computers section, students learn the terminology of computer hardware,software, how to evaluate different systems and be capable of deciding which system is the mostappropriate for the specific needs.Students are very familiar with word processors. One class is dedicated to the use of styles,inserting images, tables and indexes. Another class is for writing the students' own resume usingMS word.Spreadsheets will be covered in nine classes instead of five classes for the students' interest andindustry needs. The important topics for this section are data input, cells and ranges

Conference Session

Promoting ET with K-12 Projects

Collection

2002 Annual Conference

Authors

Tim Brower

applies materialfrom prior course work, along with concepts of project management, design optimization, andother material related to a group-engineering project. In the first term, teams of two to sixstudents conduct a literature search concerning their chosen project and write a proposal thatdetails their approach and outlines how funding will be secured. This proposal acts as a contractbetween the facilitating faculty and student team members. Page 7.1117.1 "Proceedings of the 2001 American Society for Engineering Education Annual Conf erence & Exposition Copyright ã 2001, American Society for Engineering

Collection

2024 ASEE-GSW

Authors

Eman Hammad, Texas A&M University; James K. Nelson Jr. P.E., Texas A&M University; Yuehua Wang, Texas A&M University - Commerce; Heather Manley Lillibridge, Texas A&M University; Chris Scarmardo, Texas A&M University

are: • Oral student presentations via in-person at Texas A&M and via webinar to remote participants at the end of the 10-week onsite program. The students’ presentations provided an overview of the research projects, research questions, approach, observations, testbeds, and results, and students proceeded to demo parts of their projects for attendees. • Student research papers (“mini-thesis”): Students and faculty mentors formatted the research project outcomes as research papers, and students were trained on the skills of technical writing, peer review, proper citation, scientific rigor, etc. A few of the students opted to continue working on the research projects. One student extended the OT