Conference Session

Innovative Classroom Techniques

Collection

2004 Annual Conference

Authors

Nihat Gurmen; H. Scott Fogler

of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering EducationTable 1. Felder-Soloman Inventory of Learning Styles • Active Learners vs. Reflective Learners • Global Learners vs. Sequential Learners • Visual Learners vs. Verbal Learners • Sensing Learners vs. Intuitive Learners Web modules provide us a powerful toolset to address virtually all the learningstyles in the Felder-Soloman Inventory to supplement course material. Hence, we havedeveloped web modules in novel and emerging areas of chemical reaction engineering tobring current research into the classroom. These areas include molecular modeling

Conference Session

BME Assessment

Collection

2004 Annual Conference

Authors

Thomas Harris; David Cordray

D ia g ra m sFigure 1: Assessment and Evaluation of Teachers and Students in VaNTH ProjectsAssessments of Affective ChangeThis is a highly-used method that relies on surveys or interviews to determine the attitudes andperceptions of the subjects. We have used surveys to examine the views of students regardingparticular courses and have measured changes in HPL content in the courses3. This has beenextended to teachers’ perceptions and has also been used with students to measure theirperceptions of the profession of BME and the maturation of their career goals as they movethrough the curriculum. These surveys have also contained items reflective of desired ABEToutcomes. The surveys are also being used to measure the time progress of change in

Conference Session

Industry Initiatives for Graduate Programs

Collection

2003 Annual Conference

Authors

Elaine Laws

interviewed, about half (8-10) are selected for the programs, reflecting a 6-8%selection rate for applicants. (See Appendix 1.) It is notable that students come from awide range of schools across the country. (See Appendix 2.) The schools include a mixof public as well as private and minority serving colleges and universities.Awards by field of study are shown in Table 1. Sixty percent of the awards went toEngineering majors, 40% in Electrical Engineering. Physics was the next largest group.The distribution of awards according to discipline reflects the research interest areaswithin Bell Labs during the1972-1995 timeframe. Physics Chemistry Math Eng CS Other CRFP 36

Conference Session

Accreditation and Related Issues in ECE

Collection

2003 Annual Conference

Authors

Kathleen Knott; Iraj Omidwar; Mani Mina

. And his theory of education, which emphasizes a broad liberal education butthrough goal-oriented, hands-on, practical, and game-like activities of students is particularlyrelevant to engineering education.4. John Dewey’s PhilosophyIn presenting an overview of Dewey’s philosophy of education and theory of inquiry3-8, we seean answer to this question: “What would John Dewey observe, criticize, and suggest regardingthe current engineering programs?” We will keep our focus on the connections betweenDewey’s ideas on critical or reflective thinking and the problem-solving skills that engineeringstudents are expected to learn. Page 8.817.4

Conference Session

Trends in Mechanical Engineering

Collection

2002 Annual Conference

Authors

Washington Braga

be the Internet, provided that strong interactionis obtained among students, teachers and whatever software used. A mixed environmentcombining virtual and on-site classes has been developed and used for sometime now.Students acceptance is generally quite good and often their academic achievements haveincreased significantly, mainly after an email conference system and more interactive webpages have become available. This paper presents some of the strategies and resourcescombining active and reflective techniques already implemented to enhance studentslearning.1. Introduction To my knowledge, one of the most important advances regarding modern engineeringeducation has been the development of what is generically called web based

Conference Session

New Approaches in Engineering Curriculum

Collection

2003 Annual Conference

Authors

Mustafa Abushagur; Harvey J. Palmer

equipped with state of the art CMOS,microelectromechanical systems and microsystems fabrication and testing equipment.IV. ConclusionRochester Institute of Technology is introducing a novel program in the education offuture engineers in the critical area of nanotechnology and microsystems. There is criticalnational need for future engineers and researchers in vital new technology. Thecurriculum reflects the interdisciplinary nature of the program. RIT builds on itsexperience in multidisciplinary program such as its Ph.D. in Image Sciences. Page 8.875.4“Proceedings of the 2003 American Society for Engineering Education Annual Conference &

Conference Session

K-20 Activities in Materials Science

Collection

2003 Annual Conference

Authors

Mark Palmer

effective. Although it is not known towhat degree they enhance learning, student comments on end of course evaluations indicate thatstudents enjoy the demonstrations. End of course assessment shows that they have learned theconcepts illustrated in the demonstrations.AcknowledgmentsThe support of the National Science Foundation through the CCLI Program Grants Nos.9980982 and 0196464 is gratefully acknowledged.Any opinions, findings and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.Bibliographic Information1. Palmer M. A., Pearson R. E., Wynne K. J.: Applied Materials Science - A Fundamental Course for Engineers; ASEE 2002

Conference Session

Curricular Change Issues

Collection

2003 Annual Conference

Authors

Elizabeth Godfrey

fundamentals and basic principles in the design and operation of heating, ventilating and air-conditioning systems….. MECHENG 411 handoutbut often resulted in perceptions of student learning reflecting an instrumentalist or surfacelearning approach, “go for grades”, “find the answer”, rather than understanding or extension ofknowledge: They won’t do it if it doesn’t count for a grade Jstaff3 Sometimes we did not have the time to learn, just to hand in the assignments on the date they were due

Conference Session

Tenure and Promotion Tricks of the Trade

Collection

2003 Annual Conference

Authors

David Parent

, faculty should get letters from thecompany stating the award and the review process to win an award. The positions of thepersonnel of the review committee, at the company should be clearly indicated. Ifpossible, it should be stated if the industrial personnel on the review board havecredentials, that faculty would recognize. For example, electrical engineering facultywould recognize IEEE senior members or fellows as having the qualifications to be on agrant review board. In reality, this part might prove difficult because there could besensitive information about company management members. If you find that the processused does not reflect the peer review process, it might be better not to include thisinformation in the dossier and just include

Conference Session

Introduction to Engineering: The Present State

Collection

2003 Annual Conference

Authors

Sandra Courter; Jay Martin

the last eight years, the course has evolved through a series of refinementsand improvements based on systematic evaluation and reflection. The basic concept andstructure of the course remains the same; however, activities and assignments for thestudents have seen fundamental changes. For example, when the course was established, inaddition to the weekly lab, there were two 1-hour lectures per week that involved all ~200students. The educational objective of the lectures was to provide an introduction for thestudents to many different aspects of engineering and design ranging from discussions ofengineering ethics and engineering and society to introduction to strength of materials andelementary electronics. As a result of observation of

Collection

2001 Annual Conference

Authors

Barbara L. Christe

beyond basiccontent to facilitate student success. Each semester, the design of the classes is evaluated andrevised to reflect both successful and unsatisfactory outcomes.Students who participate in these courses are located throughout the country and access thematerial anywhere, anytime. Instructors find that class is “never over.” Questions andassignments are submitted all times of the day and, mainly, over weekends. Both students andinstructors do not fit traditional college molds. Learning styles vary when content is presentedvia the web. Inquiry based learning, for both student and educator will be explained. Thisbrings challenges and obstacles, which will be discussed.This paper will present information gathered after ten course offerings

Collection

2000 Annual Conference

Authors

Douglas Mattox; Bahador Ghahramani

broad range oflearning-style preferences of the students. Table 1 – Learning Style Categories Innovative Learner Analytic Learner Common-Sense Dynamic Learner Learner Learner Learner Learner Learner Seeks meaning Wants to know facts How do things work Needs self-discovery Wants reasons for learning Perceives abstractly, Seeks Utility Takes risks Processes reflectively Needs involvement Creates concepts, Hands-on Likes

Collection

2000 Annual Conference

Authors

William J. Hutzel

building automation vendors, areanxious to have their products seen and used on college campuses. Universities are a lucrativelong-term revenue source. Donating hardware and software to a student laboratory is one goodway for a technical salesperson to get a foot in the door. It is a good business decision to donateequipment for use by faculty and students, particularly when most contributions are taxdeductible.As reflected in Table 1, renovations to the Applied Energy Lab took full advantage of thegenerosity of HVAC manufacturers. Corporate donations totaled approximately 2/3 of theestimated $163,000 total renovation cost. Table 1 also shows that donations of personalcomputers, which have become an everyday commodity, were hard to come by. The

Collection

2000 Annual Conference

Authors

Clifford R. Goodwin; R. Andrew Schaffer

technology courses. At least 18 related technologycredit hours must be a set of courses from construction technology, computer technology,electrical engineering technology, or mechanical engineering technology. These coursesmust be related to a second degree, a minor, a certificate, or reflect some logicalcombination of courses.Along with the OLS academic counselor, students also develop a relationship with anacademic counselor from the appropriate technology department and work with thatcounselor to earn the A.S., certificate, or minor in that discipline. In this way, studentskeep abreast of career opportunities and the latest information from both disciplines. Atpresent, students may earn any one of the following technical credentials and apply

Collection

2000 Annual Conference

Authors

Scott D. Baldwin

• How to properly indent sections of code to show dependencies • Proper use of white space • Program organizationAn example section of a style guide is provided below and is taken from a style guide for a C++course taught at Oklahoma State.Start of Example:Identifiers Standard Identifiers must be meaningful names. The names of variables, functions and classes should be descriptive and easy to read. A variable name must reflect what the variable represents.For example, the name you use for a variable to represent resistance should be resistance,resistorValue or ohms, not r or o. You can abbreviate identifier names to a degree. Forexample, you could abbreviate resistorValue to resVal

Conference Session

Improving Mechanics of Materials Classes

Collection

2002 Annual Conference

Authors

John Wood; Jason Bartolomei; Dave Winebrener; Don Rhymer; Brian Self; Daniel Jensen

Bloom’s taxonomy. With respect to theKolb cycles, it also moves from “Abstract Hypothesis and Conceptualization” (text material) to“Concrete Experience” (non-interactive visualization) to both the “Reflective Observation” andespecially the “Active Experimentation” (interactive open-ended problem) parts of the cycle9.The courseware’s outline for each module follows the same four-part outline of :· Why study that particular module’s topic (e.g. “Bending”)· Visual Overview of topic· Example Problem and· Design ProblemThis structure organizes the content in a simple way to increase efficiency and learning. Contentis framed in terms of real world problems increasing motivation for learning. This is especiallytrue for MBTI “S” types7. Assumptions used

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Singli Garcia-Otero; Isaac Crumbly

GenderAfr.- Hispan Native Native Asia Caucasia Bi- Male FemalAmerican ic American Alaskan n n Racial e 84 02 01 01 03 05 4 37 63 The Future Through the efforts of many people over the past nine years, the Mathematics, Sciences and Engineering Academy has made a great impact on the lives of many young minority and female students. Via MSEA, we hope to continue to produce more minority and female engineers and scientists. Though it is appropriate to momentarily reflect with pride on the past, we must continue to work hard for the future

Conference Session

Educational Trends in Engineering

Collection

2002 Annual Conference

Authors

Steven Mickelson

meaningful reflective comments from thestudents. The data is useful for program planning on a semester-by-semester basis. Inaddition, we have maintained continuity in the survey tools, which has allowed us tocompare data from year to year.Focus Groups. We began using focus groups in the Fall 2000 semester as a method toaugment our survey data. Focus groups are a qualitative research method which havehigh face validity and which are relatively inexpensive and time efficient.9 For eachfocus group session, we recruit 5-9 students, a size we have found manageable yet largeenough to foster between participant dialogue. If the size of a focus group is too large, thegroup is likely to fragment and participants may begin to have more than oneconversation

Conference Session

Multi-disciplinary Design

Collection

2002 Annual Conference

Authors

Robert B. Stone; Nancy Hubing

have initiated an interdisciplinarydesign senior sequence that more accurately reflects and prepares students for product designroles. Interdisciplinary design courses are not new; many such courses were available in the1960s and 1970s (Lovas and Packman, 2001). Example programs at institutions such asRensselaer Polytechnic Institute, Lehigh University, University of Detroit and NorthwesternUniversity brought engineering disciplines (and sometimes non-engineering disciplines) togetherto solve societal issues related projects under a program funded by the Sloan Foundation. Sincethat era, government and accreditation agencies have identified the lack of interdisciplinarydesign experience and capabilities as a major stumbling block in improving

Conference Session

Grad. and Upper Level Undergrad. BME Courses

Collection

2002 Annual Conference

Authors

Renee Rogge

must be spent learning the program if the instructor is not familiar with it. Developingtutorials, assignments, and projects may be equally demanding.ConclusionThis module will be further developed and implemented in future offerings of biomechanics atMercer University. The cantilever beam and hole-in-a-flat-plate problems are classic and will becontinued. However, a list of common mistakes has been developed that will be given to futurecourses in an attempt to reduce the difficulty of learning the program. The FE project will bemodified to reflect a new modeling subject and to incorporate a section on recommendedvalidation techniques.Bibliographic InformationRENEE ROGGE is an assistant professor of Biomedical Engineering at Mercer University

Conference Session

Assessment in EM Education

Collection

2002 Annual Conference

Authors

William Daughton

program by a former student. The purpose of thesurvey was to determine what had happened to our graduates after leaving the program, and itwas focused on graduates who had experienced the original curriculum. A large amount ofinformation was gathered from the 56 surveys returned out of 183 sent out. The distribution ofthe 56 respondents by year of graduation is shown in Table 2. The skewing of the responsedistribution toward more recent graduates both reflects our ability to track down more recentgraduates and the relatively low number of graduates in the early years of the program.Responses to specific questions relating to career value were extracted for this study

Collection

2001 Annual Conference

Authors

William Charlton; Marsha Creatchman; Carl Beard; Sheldon Landsberger

students are at Department of Energy national laboratories, various industries, orother federal or state government facilities. Obtaining an advanced degree or degrees in new Page 6.527.1applied nuclear engineering areas would be of great benefit to them.In 1997 the Nuclear Engineering program at the University of Texas at Austin, which is inthe Department of Mechanical Engineering changed its name to the Nuclear and RadiationEngineering Program to better reflect the new areas of nuclear science and engineering. Sincethen our program has added two new faculty members and begun to restructure both itsundergraduate and graduate programs. We began to offer

Collection

2001 Annual Conference

Authors

David Braun

than to open one's mouth and remove alldoubt.5 This advice applies primarily to department politics and committee work, until youknow each person in your department well enough to understand how they will perceive yourinput. A good question to ask is “would I want to hear what I am about to say?” By all meansprovide useful ideas, when you are certain that they are useful. Otherwise, many comments canimprove with further reflection or less public channels of communication than a quick statementto the entire department during a meeting.Attend Lectures by Other FacultySeeing how colleagues work in their classrooms provides vivid illustrations both of what workswell and what doesn’t. We learn tips just by viewing another instructor’s classroom

Collection

2001 Annual Conference

Authors

Saleh Sbenaty

their own learning, thereby allowing instructorsto spend more time facilitating than lecturing. Students graduate with marketable skills andvirtual industrial experience. Employers who have participated with SEATEC in the case writingprocess are enthusiastic about the graduating new workforce who is trained in problem-basedand case-based learning using an interdisciplinary approach, with critical thinking and problemsolving skills, and who possesses the required communication tools.Another job skill easily explored through case-based instruction is teamwork. Cases are oftenassigned as small group work to be completed both in and outside classroom. Groups must shareresources and work toward a common goal. This reflects the problem-solving method

Collection

2001 Annual Conference

Authors

Laurence Logue; Kathleen A. Hall

, can bedownloaded from their web site 4. The tutorials are updated frequently to reflect the currentrelease of the software and new tutorials are added when new capabilities are introduced. Themodel is a two-dimensional representation of a simple truss bridge and it introduces the use ofdifferent load cases to model a moving load.Ex. 3. Two-dimensional beam frame model:This is another of the ALGOR tutorials which introduces the use of beam elements to produce a2-D frame. The tutorial also introduces the application of distributed loads on parts of thestructure. The use of the system to generate shear and moment diagrams is also introduced inthis exercise.Ex. 4. The importance of boundary conditions

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

53 (engineers) and 54 (scientists) percent of the studentsexpressed uncertainty regarding the potential salaries of engineers and scientists. Approximately42 percent of the students believe engineers and scientist “make a lot of money.”Four questions on the survey addressed student attitudes towards engineering and science. Thefrequency distributions of responses to these questions are shown in Figure 2. The first two ofthese questions asked students to select the statement that best reflected their feelings or“affection” for the engineering or science disciplines. Approximately 63 percent of the studentindicated they either “love” or “like” engineering on the pre-survey. This percentage increased to72 percent on the post-study survey. When

Conference Session

Emerging Information Technologies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard G. Helps, Brigham Young University

Tagged Divisions

Computing & Information Technology

course design for IT. The problem thus posed is to attempt to explore on anabstract level what is happening as IT curricula evolve. What happens to the instructional designas curricula are updated? What are instructors and designers doing and how are they doing it?This deeper understanding of what is happening will create a foundation upon which amethodology for evolving curricula in rapidly changing environments may be developed. Thisstudy is an exploration of the change process. The result is a theoretically based description ofthe change domains and structure.Research methodologyThe research was done as a collective case study, where the ‘case’ was a selection of coursechanges that reflected the process of change in IT. Seven faculty members

Conference Session

Pedagogical Innovations in Laboratory Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alyn Marie Turner, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Shirley Dyke, Purdue University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

shake table experience on student understandingof concepts and the development of skills in the classroom. There was a good deal of variation across institutions in students’ responses to theselearning outcomes. These may reflect the variation in course composition of the students, Page 22.883.10characteristics of the instructors, variation in implementation of the shake tables, developmentsover time in the technology, etc. While a larger sample and a more thorough data collectioneffort necessary to estimate associations between all possible variables were beyond the scope ofthis study, we are able to partition the variance into within

Conference Session

Middle School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon F. Bendall, San Diego State University, Center for Research in Mathematics and Science Education; Christina Deckard, SPAWAR Systems Center Pacific; Clarisa E Bercovich Guelman, California State University, San Marcos; Nancy A. Taylor, San Diego County Office of Education; Adrienne Marriott, San Diego Science Alliance

Tagged Divisions

K-12 & Pre-College Engineering

‐waypairedstudent'st‐testwasusedtocomparepre‐andpost‐responsesforeachof 26 items for both the treatment and control groups. We also performed a two-wayunpaired student's t-test analysis comparing the change in the treatment group (with changedefined as post-score minus pre-score) to the change in the control group.Students also completed free response reflections at the conclusion of each STEM classroomvisit.Student Research FindingsThe analysis of the surveys shows no significant (p<0.05) differences between students’ prevs. post responses, or between the treatment and control groups, in these four areas:  their understanding of the nature of engineering and science  their knowledge about STEMs’ work  their perception of STEMs

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph R. Herkert, Arizona State University

Tagged Divisions

Liberal Education/Engineering & Society

of engineering ethics have reflected atone time or another on the barriers that the use of the “E-word” poses for capturing the attentionof engineering students and their academic advisers. A close reading of the overview essay(“Introduction to the Grand Challenges for Engineering”), however, reveals an underlyingphilosophy that Leo Marx has referred to as the “technocratic” view of progress that is either, atbest, indifferent to ethical considerations or, at worst, undermines engineering ethics.In his well known essay “Does Improved Technology Mean Progress?,”3 Marx contrasted theEnlightenment concept of progress that saw improved technology as a means to achieving socialprogress with the technocratic view that sees improved technology as