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2001 Annual Conference

Authors

Thomas Kist; Barbara Goldberg; William Lin

.Much of the research on retention has been based on Tinto’s model drawn fromDurkheim’s theory of suicide 10. This conceptualization focuses on the social andintellectual integration of individuals into the community, i.e. in this application, thecollege community 30. How much college students feel connected to their school, totheir peers and to their instructors and how satisfied with these aspects of their collegeexperience they are appear to be most significant in their decisions whether to stay orleave their institutions 2. Astin showed that factors affecting students such as commutingto campus and having heterogeneous backgrounds with interest in vocational educationlead to low involvement and resulting low student success 2.The challenge

Collection

2001 Annual Conference

Authors

Jahan Kauser; Carlos Sun; Ralph A. Dusseau; Jess Everett; Joseph Orlins; Beena Sukumaran; Douglas Cleary

these skills to be applied without the formal direction found in typicalengineering courses. Students are organized into design teams and are led by a student who actsas a project manager. Because of the variable nature of the proposed activities (i.e., field work,computer graphics, technical writing, oral presentations, etc.), the design teams identify therelative strengths of each team member. In addition to a final report, students prepare interimreports, attend business meetings, and give formal presentations. One or two faculty membersare assigned as the Senior Design Project Coordinator(s). However, all faculty members Page 6.10.3

Collection

2001 Annual Conference

Authors

John Brown; Patricia Click

education, student groups work closely with a faculty member to tackle variouscourse-related projects within the classroom. In contrast, collaborative learning, which is morewidespread in higher education, entails a faculty member acting as a mentor or facilitator tostudent groups that do most of their work outside of the classroom (Matthews, Cooper,Davidson, and Hawkes). Collaborative learning promotes discussion, peer teaching, and criticalthinking (Russo).The primary difference between active learning and older models of learning is that the teacher isno longer the sole source of knowledge in the classroom. Much of the recent fascination withcollaborative learning has, in fact, grown out of our changing view of what knowledge is--ourassumptions

Collection

2001 Annual Conference

Authors

Teresa Larkin-Hein

postingcomments and questions to the listserv. The listserv will be moderated in that all postings willfirst be sent to me. I will then determine their appropriateness and forward them on to thelistserv. You are encouraged to actively participate in any listserv discussions that may takeplace. I expect that all postings will be professional in nature and adhere to proper “e-mailetiquette.” You may use the listserv to pose questions to your peers regarding material beingdiscussed in class, homework questions, lab questions, etc. You may also use the listserv to posea topic for discussion related to our in-class discussions. Feel free to discuss other items ofrelated interest such as “physicsy” items in the news, etc. In addition, I will occasionally use

Collection

2001 Annual Conference

Authors

Lisa Ritter; Barbara Lazarus; Susan Ambrose

is, learning how to deal constructively with criticism and how tosupport one’s ideas in argument.The fundamental purpose of a doctoral program is to help the student become a professional whogenerates ideas within an extremely specialized field. Undergraduates spend most of their timereading and writing about established theories and research. By contrast, doctoral studychallenges the student’s ability to learn in a completely different way. It focuses study in onediscipline, and requires that one conduct original research and formulate her own theories.Challenge: As she progresses in graduate work, most of the student’s learning will come througha series of formal and informal exchanges in which others—both faculty and peers—willchallenge

Collection

2001 Annual Conference

Authors

David Purdy; Christine Buckley; Don L. Dekker; Phillip J. Cornwell

participation, etc.: Individual Faculty Write 5-10 sentences Individual Faculty TEACH CLASS on : What was Good Review what was written at What wasn’t so Good the end of the last time course was taught

Collection

2001 Annual Conference

Authors

Ronald E. Musiak; Richard A. Grabiec; Eric W. Haffner; Steve Schreiner; Alan K. Karplus; Mary Vollaro

limited to 24 students by having each instructor responsible for no more than sixteams. Instructors were assisted by student aids who also functioned as peer advisors for theentire freshman experience. To accommodate the entering Freshman class, four sections of thecourse were created.Delivery of course material was based on a weekly schedule of fifty-minute 'activity hours'. Page 6.506.2There were six such hours in a week: Design Hour 1, Design Hour 2, Graphics Hour, Computer Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for

Collection

2001 Annual Conference

Authors

Valarie Arms; J. Weggel; Aly Valentine

, they shared that suchlearning prepares them for the cooperative education experience.The freshmen design project is an intense experience, which allows students to put into practicesome of the learned fundamentals. The project allows students to see relevant application ofcoursework. The project spans two terms and is an integrated class assignment in ED&L andHumanities. Students indicated that the experience afforded them the opportunity to learn anddevelop public speaking and presentation skills. In addition, being reviewed by one’s peers wasa key element. Page 6.209.5 "Proceedings of the 2001 American Society for Engineering

Collection

2001 Annual Conference

Authors

Rita Caso; Jeanne Rierson; James Graham

be considered quite positive. In light of these conditions,study results associating AMP program participation with better academic performance amongunder-represented minority engineering students are commendable.The most exemplary AMP effect was seen in students’ Freshman program experience in 1996and 1997. In 1998, the program seems to have made less of a distinguishing impact, and theinitially more challenged AMP students performed as well as non-AMP minority students,except for those AMP students who participated in one particular AMP activity (STEPS), whodid out-perform their non-AMP peers in regards to GPA of CBK courses.With the exception of the STEPS activity in 1998, particular AMP program activities wereindistinguishable from each

Collection

2001 Annual Conference

Authors

P. David Fisher; Diane Rover

. ________ Comprehensive Examinations2. ________ Writing proficiency Examinations3. ________ National Examinations assessing subject matter knowledge4. ________ Graduate Record Exam General Test5. ________ Graduate Record Exam Subject Test6. ________ Certification Examinations7. ________ Licensure Examinations8. ________ Locally developed pre-test or post-test for subject matter knowledge9. ________ Senior thesis or major project10. ________ Portfolio evaluation of student work11. ________ Capstone courses12. ________ Audio or Video tape evaluationsIndirect Methods of Assessment1. ________ Comparison or benchmarking with peer institutions2. ________ Job placement of graduates3. ________ Employer surveys4

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2001 Annual Conference

Authors

Frederick Orthlieb

document a Regular work schedule, Weekly review of project in a safe, responsible and safety advice from reports in meetings abcd professional manner, and adjust to tech, and submission of with advisor efgk difficulties/setbacks in appropriate ways progress reports Can organize and draft a technical report Preliminary writing Critique of draft report that includes proper documentation, and review with peers by advisor and abc presentation and analysis of and with advisor discussion with egk experimental data and/or other findings student

Collection

2001 Annual Conference

Authors

Lynn Mack; James Wood

suggestedmodifications made by discipline peer groups. The oversight team evaluated the suggestedmodifications, approved appropriate changes, and the competencies were published.Lesson Learned: Writing communication competencies related to technical competencieswas difficult. However, communications should be included in an integrated curriculum.V. Problem ScenariosFor development of problem scenarios, new interdisciplinary teams were formed to developworkplace scenarios. These teams were comprised of faculty members and a manufacturingrepresentative from an industry employing technicians in the topic (electrical, mechanical, etc.)area. The oversight team established the following criteria and a template for scenariodevelopment

Collection

2001 Annual Conference

Authors

Sandra Courter; Narayanan Murugesan; Jacob Eapen; Donna Lewis; Dan Sebald; Jodi Reeves

(juniors) through theirrequired course in “Advanced Lab.” To his relief the University provided their new TAs with anorientation and training program. Some of the key points that prepared him for his firstexperience as an educator were the diversity workshops and the preparation skills workshops.The diversity workshop exposed Jacob to the cultural differences and nuances and provided the“how to’s” and resources available for overcoming the cross-cultural barriers. The preparationskills workshop made him aware of the subtleties of preparing (even familiar material) forlectures and on methodologies in conveying the relevant information most efficiently. One of thekey elements of this workshop was that it fostered an atmosphere of peer mentoring. It

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2001 Annual Conference

Authors

Benjamin Flores; Walter Fisher; Pablo Arenaz; Connie Della-Piana

Communities are the hallmark of the CircLES Program. All first-time freshmen are required to participate in a three course Clustuer consisting of amathematics course, and English course and a University core course, Seminar in CriticalInquiry. A unique feature of our learning communities is that students are placed incluster groupings based on mathematics and English placement scores. The seminarproves to be an excellent curricular vehicle for providing science, engineering andmathematics students with the skills necessary to be successful in college. In addition,students interact with engineering and science faculty and staff, as well as upper divisionstudents and their peers. Include in the clustered courses are team building activities,self

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2001 Annual Conference

Authors

Marilyn Smith

first time the classwas taught were used to develop a more comprehensive survey for the second class.The approach taken in this class is depicted in Figure 1. Full-time lecturing was replaced byassigned pre-lecture reading and augmentation of notes through the Aerospace Digital Library(ADL)10. Instead, lectures were based on questions from the pre-assigned reading or explanationsof traditionally difficult material. The time freed from lecturing was spent by givingdemonstrations of current research related to the topic, problems that were worked in groups orinteractively with the professor, or hands-on demonstrations. Traditional homework problemswere augmented by writing and running codes relevant to specific problems, as well as a groupproject

Collection

2001 Annual Conference

Authors

Lorcan Folan; Gunter Georgi

. Examples of student designs are presented.I. IntroductionOur world is becoming ever more complex. It is no longer possible to cope by relying onexpertise from a single discipline. Freshmen in engineering schools must come aboardthe “speeding train of runaway information overload” and be able to sort out what is andwhat is not relevant. They must be able to work in multi-disciplinary teams and be ableto present their activities to peers as well as supervisors. To this end PolytechnicUniversity teaches EG1004, Introduction to Engineering and Design, that providesfreshman students with an overall perspective on engineering, and useful tools and workmethods that will be of great utility to the students in the years to come.II. Background to the

Collection

2001 Annual Conference

Authors

Rebecca Sidler Kellogg; J. Adin Mann; Ann Dieterich

) Experimental &Equipment Description, (C) Assumptions, (D) Results, (E) Figures, Plots, Tables, (F)Observations and Conclusions, (G) Sample Calculations, (H) Content and Appearance, (I) Style,(J) Organization, (K) Grammar, and (L) Analysis. The oral report rubric evaluated the categories(A) Introduction, (B) Transitions, (C) Handouts or Transparencies, (D) Voice, (E) Overall Style,and (F) Nonverbal Behavior. The laboratory notebooks evaluated the categories (A) Table ofContents, (B) Each Entry Signed, (C) Errors, (D) Notebook Storage, (E) Writing, and (F) EntryContent. Page 6.355.2 Proceedings of the 2001 American Society for Engineering

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2001 Annual Conference

Authors

David Probst

results of such efforts in writing and orally. My ownexperience was very much this way when I entered industry after undergraduate school.Although I had completed degrees in physics and electrical engineering, I had done very littleexperimental design, I had never learned to solder, and I had done very little formally to developmy communication skills. This caused considerable stress during my first few months on thejob. When I began teaching and had the opportunity to participate in revising a two-coursesequence in advanced physics lab, I was eager to try to create a laboratory sequence thatprepared students more adequately for professional life after graduation than my ownundergraduate education had prepared me. The course sequence that was

Collection

2001 Annual Conference

Authors

Tom Noack; Rose Marra; Johnissia Stevenson; Harry Tyrer; Eric Epperson; Jose Castro

qualities that influence astudent’s ability to acquire information, to interact with peers and the teacher, andotherwise to participate in learning experiences” (Diaz and Cartnal 1999). Ross andSchulz 1999 explain how the Internet can be directed towards accommodating thepersonal qualities that create learning styles. They suggest the use of online virtual labswith instructions, posting detailed solutions to problems, Power Point slides of lectures,detailed course requirements, and independent study ideas with resource links in order toassociate Web interaction with learning styles and maintain communication betweenstudents and the professor.III. Specifications and Methods The issue of Web Teaching and its effectiveness involve the

Collection

2001 Annual Conference

Authors

Craig Johnson

were examples of multipleentries by the same student. Students produced original work, but did react to their peers workand at times added to their own.Other advantages included the variety of work created and information discovered. Someinteresting URLs were used (from ceramics.org and killerdesigns.com, to matls.com andefunda.com). There was little overlap in the sites visited or their use. This reflected the varietyof students and their interests. Using Internet-based education and resources is an excellent wayto generate a wide variety and depth of information and discussion.A more subjective advantage of web-centric learning is the promotion of ‘virtual team’ skills.When assignments required cooperation between students, a level of

Collection

2001 Annual Conference

Authors

Kauser Jahan; Shreekanth Mandayam; Douglas Cleary

in the 1 – 50 G Hz rangeare used.Student ActivitiesThe NDE junior/senior clinic project was held from the fall of 1999 through the fall of 2000. Ateam of 4 students (3 from Electrical & Computer engineering and 1 from Civil &Environmental engineering) was chosen to participate in the project. Weekly meetings wereorganized for planning research and development activity and reporting periodic progress.Students were also required to write a final technical report on their findings and orally presenttheir work to faculty. The students also conducted peer evaluations assessing each other’sperformance. This helped identify problems in team dynamics and evaluate individual studentefforts.The goal of the clinic project was to develop a

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2001 Annual Conference

Authors

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

concepts of the engineering design process,team work, and engineering ethics. In the last half of the course students worked on adesign project during the design studio time, and instruction was given on the basicoperation of the solenoids, motors, gears and other materials used in the project. Studentswere also instructed on oral presentation skills and on how to write design reports.The Design ProjectA hands-on design project, with students working in teams of 3, is the central focus of thedesign lab. The hands-on aspect allows students to learn, through experience, theimportance of fundamental design principles (esp. design for manufacture, design forrobustness, and design for adjustability) while providing instructors with an objectivemeans

Collection

2001 Annual Conference

Authors

Jr., Donald Horner; Dr. Jack Matson

away the next class. I suggesteveryone come to class with what they want to accomplish forthat day. First things first, as much as I hate limits, Ithink we need a time limit on issues before we start. So Ihope that if we can set a limit, we can continue movingforward and not around in circles like it seems we are doingnow.Despite these comments, the students continued to argue about what to do and how toprogress. The students were required to keep portfolios. The intent of the portfolios was Page 6.937.4for students to write about knowledge acquired in the course and how they couldProceedings of the 2001 American Society for Engineering Education

Collection

2001 Annual Conference

Authors

Rosalyn Hobson; Esther Hughes

distribution was as follows: 3 A’s, 5 B’s, 3 C’s, and 1D’s. The D was earned by thestudent who had received the most complaints about participating in the team projects. Studentevaluations of this course were mixed. While some students enjoyed the in-class activecollaborative teaming experience, most of them were frustrated with the team laboratoryprojects. On the whole the students appreciated the active cooperative assignments given duringthe lecture. They were less enthusiastic about the assigned teams for the laboratory exercises.Some of the student comments about teamwork and the instructor assigned teams were: “Teams are good, but everyone should have to do a write-up that way the instructor can tell if someone ‘gets it

Collection

2001 Annual Conference

Authors

Robert Anderson; Paul Duesing; Marty Zoerner; Kevin Schmaltz

office space also facilitates interaction between the variousproject teams, and promotes some healthy peer pressure.Another need within a business setting is to emphasize that all communications, bothwritten and oral, are professional. Meetings with students have a business format, with Page 6.683.2written agendas, action items and due dates. The emphasis is on accountability. This Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationmeans that student assignments and tasks are completed when an acceptable level

Collection

2001 Annual Conference

Authors

David Leonard

learners for they are mature, motivation adults • Get learners involved in the online campus/content creation • Don’t be afraid of failure; try things out • Use a case study approach • Use electronic research / digital library • Peer Assess / Self-assess • Exercise tact and patience and show humanity • And, most importantly, collaborate, collaborate, collaborateLearning Theory and PracticeFrom a learning theory and practice perspective, we utilize the following theories, methods, andenvironments to make the adult learning experience in the MSTCO program successful. Theyinclude collaborative learning, cognitive coaching, enactivism, and a constructivist learningenvironment.What is collaborative learning?This is a

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2001 Annual Conference

Authors

Robin Burt; Krishna Athreya; K-Y. Daisy Fan

existence since 1996 and gives special attention to therecruitment of underrepresented minority girls. The students, who are at the end of theirsophomore or junior year in high school, live in Cornell University dormitories and experienceas much engineering as can be coherently built into the seven-day timeframe. They work inteams on a core project, participate in seminars and workshops, and are exposed to a variety ofengineering fields through hands-on sessions. Five Cornell engineering students serve asProgram Assistants (PAs) and peer mentors during the week.The goal of the core project was to provide the students with a broad and challengingengineering experience, one that would allow them to understand engineering as “design underconstraint

Collection

2001 Annual Conference

Authors

Carolyn Clark; Prudence Merton; Jim Richardson; Jeffrey Froyd

people to be involved in the change process. At“Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education”all three institutions that meant selecting faculty for leadership in the new program whowere not only good teachers but also well regarded by their peers. TAMU included a fewnotable researchers to give greater legitimacy to the new curriculum. They also soughtout the support of high profile scholars (locally termed “bell cows”) in the belief that theywould have more influence across the college. In working with colleges outsideengineering, they learned that they needed to carefully identify the influential faculty inthe

Collection

2001 Annual Conference

Authors

Phillip J. Cornwell; David Stienstra

clear that when asked to do research, students seem to prefer to go to the web than tothe library. Unfortunately, students generally do not know how to critically evaluate theinformation they find and little or no peer review exists for web sources as it does for printpublished works. An assignment similar to the one at Rose-Hulman, that is, one that requiresstudents to research a material as well as to evaluate the sources of information is described inRef. 1. In this paper an assignment is described in which sophomore materials students select anengineering material to be researched using both conventional text resources and web resources.An important part of this assignment is that the students are asked to evaluate the quality of thedata

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2001 Annual Conference

Authors

Norman Dennis

technique first presented by Angelo andCross3.Participants also completed an assessment vehicle at the conclusion of the workshop in whichthey rated each major activity of the workshop in terms of its value to them in improving theirteaching and the actual conduct of the activity. The results of that assessment are given in Fig. 4.Participants uniformly rated all activities high, however the defining features of the ExCEEdworkshops, practice classes and demonstration classes received the highest overall ratings. ETW Assessment (U of A ’00) Demonstration Classes Practice Classes S-1: Learning to Teach S-2: Principles of Teaching S-3: Speaking & Writing