Conference Session

Course and Curriculum Innovations in ECE

Collection

2005 Annual Conference

Authors

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

designexperiences within the framework of a flexible curriculum. Students have benefited fromthe combination of curricular flexibility and rigorous coursework, and over the past twodecades courses in the core curriculum have seen incremental changes in both contentand structure. The overall structure and intent of the core curriculum, however, has notbeen examined during this time, is circuit-centric, and does not fully reflect moderncurricular philosophies and approaches to learning or engineering education. The currentcurriculum is further limited in that the core courses do not offer a vertically integratedthematic introduction to ECE as a discipline nor are they reflective of the broader scopeof the ECE field of study. In 2003, NSF awarded Duke a

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Susanne Green; Michele Auzenne; Chris Burnham; Ricardo Jacquez

%) of these studentsprogressing beyond this level (Calculus II and Differential Equations).In addition to their success in mathematics, 91% of the ILC students completed FreshmenComposition with a grade of A, B, or C, as compared to the departmental average ofapproximately 80% for all Freshmen Composition students.Assessing the Attitudes of the Students Toward the Cluster Intervention ProgramFinal student reflection on clustering was completed by 16 students during the last week of theFall 2003 semester. Students responded to the following seven questions: 1) Describe yourinitial reaction to the cluster? 2) Have your feelings toward the cluster changed? 3) Describe

Conference Session

Outreach and Recruitment

Collection

2005 Annual Conference

Authors

John Kaplan; Kathleen Kaplan

Hispanic Black 0% Minority Population Bachelor's Degrees Awarded Figure 3. U.S. Minority Population and Bachelor's DegreesEngineering Fields with Respect to Hispanic StudentsDoes engineering reflect percentages in more proportion to the U.S. population? With respect toall U.S. bachelor degrees awarded, approximately 8% are engineering bachelor degrees [2]. Ofthis 8%, minorities constitute 12.5%, which is less than the percentages of minority populationsearning any type of degree. Yet

Conference Session

Engineering in High School

Collection

2005 Annual Conference

Authors

Malinda Zarske, University of Colorado at Boulder; Daria Kotys-Schwartz, University of Colorado at Boulder; Janet Yowell, University of Colorado at Boulder; Jacquelyn Sullivan, University of Colorado at Boulder

Janet L. Yowell College of Engineering and Applied Science University of Colorado at BoulderAbstractMany students who graduate high school are not prepared with the educational tools tosuccessfully pursue an engineering degree. Graduation from engineering colleges has declinedsignificantly from its peak in 1988, reflecting a national malaise in interest in the engineeringprofession by today’s youth. By fostering in high school students the skills and knowledge tomore fully understand the opportunities a career in engineering affords them, we hope to increasethe number of interested and prepared students who enter engineering colleges.Working with ninth-grade students at the new Denver

Conference Session

Assessment & Quality; Accreditation in Engineering Education

Collection

2005 Annual Conference

Authors

Johan W Joubert; Dolf Steyn

ensure that students appreciated the relevance and practical significance of operations research, specific ECSA outcomes were identified and communicated at the start of the project using a rubric, as indicated in Figure 2. Rubrics are recommended in situations that have a stronger focus on learning than on grading, as rubrics not only guide towards the desired standard, but also assist in developing reflective practice and self-evaluation. Where applied competence is called for, rubrics are a critical and vital link between assessment and instruction. Described standards operationalise quality in the minds of lecturers and students [11]. Students are also pragmatically forced by the tiered nature of the assessment rubrics to decide between the

Conference Session

Computers in Education Poster Session

Collection

2005 Annual Conference

Authors

Donald Schwartz

Managing and Assessing Software Engineering Group Projects Donald R. Schwartz Millsaps CollegeWhile the benefits of assigning group projects are numerous, managing and evaluating them cansometimes become daunting tasks. Among the biggest challenges include determiningindividual grades for group members and attempting to reflect the “real world” by mixing up themakeup of each group and the tasks to be completed. After trying various approaches and stylesfor more than a decade, I think that I have developed a useful pedagogy for managing groupprojects, one that attempts to allow each student to work on different parts of different projects,with a

Conference Session

Lean Manufacturing and Integration

Collection

2005 Annual Conference

Authors

Hyejeong Kim; Sheng-Jen Hsieh

various characteristics of the prototype on a 7point Likert scale. Figure 5 contains sample questions from the tests and opinion survey. Page 10.1460.4 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright ©2005, American Society for Engineering EducationFelder and Soloman’s Index of Learning Styles (ILS)15 was administered to assess students’learning styles. The ILS is a 44-question survey that asks users about their learning preferences.The Index ranks users along four attribute continuums: Active/Reflective, Sensing/Intuitive,Visual/Verbal, and Sequential

Conference Session

Integrating H&SS in Engineering I

Collection

2005 Annual Conference

Authors

Steven VanderLeest

Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationall claims to absolute truth, including claims that engineering knowledge reflects ultimate reality.The postmodern critic points out that engineering knowledge consists of imperfect humanmodels. A postmodernist would even consider material properties to be a human construction,an interpreted framework that we construct over reality.Engineering models have predictive aspects (they attempt to foresee the behavior of realmaterials in future situations) and explanatory aspects (they attempt to explain the behavior ofreal materials in past situations based on certain “fundamental” principles). In both

Conference Session

Industrial Collaborations

Collection

2005 Annual Conference

Authors

Todd Dunn

be sewn into a schedule by relying solely on thisapproach for updating activities. What students rarely appreciate, and what is often missingin textbooks dealing with CPM scheduling, is the fact that original durations (DO) are oftenincorrect. On reflection, this makes perfect sense. When the CPM schedule is originallydeveloped, the original durations (Do) for activities are, at best, educated guesses. It isdifficult, if not impossible, for a scheduler to forecast the exact length of time an activity willrequire (e.g. ‘form footings) weeks or months in advance of performing the actual work. Aswork progresses on the jobsite, superintendents and project managers will discover that manyof the first estimates for activities’ original durations

Conference Session

Service Learning Projects

Collection

2005 Annual Conference

Authors

James Limbrunner; Charline Han; Chris Swan

water management, and (3) monthly schistosomiasisscreening and treatment days. Their work comprised of an initial characterization of the nature, Page 10.1109.2complexity, and boundaries of the problem. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationReflection Below is the personal reflection of one of the group members, Charline Han. “After becoming better acclimated to the culture, food, time change, and heat in Accra (Ghana’s capital), we began our work in the more rural town of

Conference Session

Innovative ET Leadership

Collection

2005 Annual Conference

Authors

Arnold Peskin; Walter Buchanan

capstoneexperience for Engineering Technology students, documenting their ability to integrateknowledge from various technical and general education areas and apply it in ameaningful way. The portfolio development process requires students to reflect on pastexperiences, both academic and professional, and then use the information gained fromthis reflective process to develop learning statements that address specific learningobjectives.Excelsior’s Engineering Technology programs represent a laboratory of innovativeassessment, articulation and course delivery, whose techniques can be used by alleducational institutions to further the cause of educating and recognizing worthy studentswho might not otherwise be able to complete traditional degree requirements

Conference Session

Architectural Engineering Education I

Collection

2005 Annual Conference

Authors

Sze-wai Chan; Ming-yin Chan

first one is to understand the strengths and weaknesses ofindividuals. Groups can achieve more than individuals, and individual weaknesses tended tobe covered by the strengths of group members [2]. It imposes difficulty for improvement ofindividual skills. The second one is the conflict among members. Students complained thatawarding the same marks to all group members was often not a fair reflection of individualcontribution. Many groups are unable to manage internal conflict that arises within the groupon their own or involvement of their group tutor. The problem falls on assessment ofindividual contribution to the project. It is often the case that tutors set group project andintend to derive individual marks for students within the group

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Bassem Ramadan; Karim Nasr

-time and as encountered. Theoreticalinformation is presented to support the understanding of knowledge as students apply inquiry-based learning. These modules are carefully designed to reflect traditional concepts but mademore exciting as students discover the need for the laws and principles. The paper documentssteps and challenges in implementation and presents formative and summative assessment datafor examining the effectiveness of the PBL approach.Introduction Problem-Based Learning (PBL) is teaching/learning approach which promotes criticalthinking utilizing real-life problems as the starting point. The practicality and relevance of theproblems serve as the motivation for solving them utilizing students as authentic investigators

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Akhlesh Lakhtakia; Christine Masters; Judith Todd

andMechanics. Research expenditures in 2003 exceeded $15,000,000, reflecting the department’score strengths in materials, mechanics and nanotechnologies. The faculty is highlymultidisciplinary with degrees in mathematics, physics, chemistry, engineering science, andaerospace, civil, electrical, materials, and mechanical engineering. Consequently, faculty andstudent collaborations are widespread both within the College of Engineering and across the Page 10.766.1University (including the Colleges of Science, Earth and Mineral Science, Agriculture, andMedicine, the Materials Research Institute and the Huck Life Sciences Institute) – activities that

Conference Session

Multidisciplinary Design

Collection

2005 Annual Conference

Authors

Meredith Aronson; Reid Bailey

, identifying, understanding, andworking within the local forces of an institution is not without merit. A well-designed systemmust reflect the culture of the “user” or home institution. If it does not, the system cannot besuccessful over the long term.In this paper, we situate our design program relative to other US senior engineering designprograms, and then describe our experiences of working within departmental, institutional, andbroader dynamics to change the senior design programs at the University of Arizona fromdisciplinary to multidisciplinary and from separate to integrated. We then present somepreliminary data measuring progress towards integration and the effect of integration on thequality of the student educational experience and

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Steven Zemke; Donald Elger

by the type of reinforcement selected,but also by the scheduling or frequency of reinforcement. One of the most difficult skills forteachers, or anyone, to master is to be consistent, immediate, and frequent in rewarding thedesired responses when they occur.” Mentor provided feedback would similarly need to becarefully structured to be effective.To summarize, SI programs, business literature, cognitive sciences, and behavioral teachingmodels provide options for mentor roles and practices. The SI model suggests that mentors caneffectively foster collaboration by guiding student teams, rather than being experts. Techniquessuch as reflecting questions back to the students are useful. Business literature defines severalrequirements for effective

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Edward Evans; Sandra Spickard Prettyman; Helen Qammar

problems completing the tasks becauseof teamwork issues are assigned the most attentive mentors.Meeting minutes and progress memos are submitted by the teams. Students are asked to submit Page 10.1039.3individual work logs describing their weekly activities as well as reflective journals. A final “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright 2005, American Society for Engineering Education”design report, a poster presentation, and/or a 15-20 minute oral presentation are graded by theproject instructors.Research Methodology and Theoretical FrameworkThis

Conference Session

K-8 Engineering & Access

Collection

2005 Annual Conference

Authors

Glenn Ellis; Catherine Lewis; Susan Etheredge; Thomas Gralinski

pedagogical strategies and project-based curriculum design of the institute reflect “best practices” as informed by the currentcognitive science literature on teaching and learning. For example, the theoretical grounding forthe instructional approach is rooted in inquiry-based teaching and learning models that foster andsupport the kind of discourse community essential for knowledge construction to take place. Thepaper illustrates how the social-collaborative context created during the summer institute guidedand supported the teachers’ developing understandings and skills in engineering education.Teachers report how the exploration and engineering of pop-up books teaches them aboutengineering principles and design processes and further inspires them

Conference Session

New Learning Models

Collection

2005 Annual Conference

Authors

Eric Inglert; Kathleen Ossman

Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationQuestion ten from the survey probes learner attitudes regarding the two main orientations toteaching: knowledge transmission and learning facilitation; whereas, the course design hereassumes that deeper learning results from active experience in a reflective group-supportedprocess with an intention of making sense of a complicated problem, and in an environmentwhere colleagues learn from each other.3 Support for this assumption comes from the propositionthat, “[l]earning is a process of making sense of the world and of seeking useful understanding –an understanding that aids in resolving uncertainty . . . in the goal

Conference Session

New Learning Models

Collection

2005 Annual Conference

Authors

Scott Jiusto; David DiBiasio

to learn, creativity, futureorientation, and the ability to use basic study skills and problem-solving skills.” SDL isexemplified by attitudes like “curious/motivated, methodical/disciplined, logical/analytical,reflective/self-aware, flexible, interdependent/interpersonally competent, persistent/responsible,venturesome/creative, confident, independent/self-sufficient”; and skills like “highly developedinformation seeking and retrieval skills, have knowledge about and skill at the learning process,develop and use criteria for evaluating (critical thinking).”5Besterfield-Sacre and colleagues6 nicely explicated the ABET ability (recognition of the needfor, and an ability to engage in life-long learning) within a framework of Bloom’s

Conference Session

Integrating Materials and Manufacturing

Collection

2005 Annual Conference

Authors

Chrysanthe Demetry

Page 10.1077.2 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education Table 1: Examples of Learning Preferences Associated with Dimensions of MBTI Type* A person’s interest flows mainly to, or energy is derived from…the outer world of actions, objects, and persons the inner world of concepts and ideas• Talking, discussion • Reading, verbal reasoning• Action, psychomotor activity • Time for reflection and internal processing• Working with a group • Working individually Extraversion: E

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Anna Lambert; Aaron Robinson; Charles Camp; Jeff Marchetta; Laura Lackey; Stephanie Ivey

related to learning, and these questions may be completed and self-scored by the learner/participant within a 15- 20 minute time period. • There are four discrete learning stages assessed by the 1985 version of the Kolb LSI. A learner will obtain a separate score in each of these categories: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). • The AE and RO scores represent assessment values of the learner’s active-reflective preferences, and they may be plotted on the x-axis of a graph included in the Kolb LSI Page 10.880.3

Conference Session

Accreditation

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Kevin Bower

to the group and present their findings. Thisprocess requires that all group members develop effective communication skills. At thecompletion of the teaching session, each student is evaluated by the others in the group, whichcan result in the identification of strengths and weaknesses. The instructor is available to providerecommendations on better communication practices. This peer-oriented review and evaluationprocess can result in improved communication skills.Criterion 3(h) focuses on a student’s ability to recognize the need for and to engage in life-longlearning. This ABET criterion is highly linked to the second major motivating factor whichresulted in the change in the course pedagogy. After the authors of this paper reflected on

Conference Session

Program Delivery Methods and Technology

Collection

2005 Annual Conference

Authors

Bruce Thompson

-twenties. It seemslikely that the lack of greater success reflects both organizational and programmatic causes. From an organizational viewpoint, as joint ventures, the programs appear to beinstitutional orphans with neither school heavily invested in their success. It was even difficult toidentify who was in charge of them. The web biography of the business co-director at the seconduniversity, for example, lists many interests, but not the MSEM. At this same university,students may have to take engineering courses during the day, discouraging workingprofessionals. A second likely contributor to low enrollment in those two programs is that manypotential students may not desire a mix of engineering and management courses. In

Conference Session

Multidisciplinary Engineering Program Innovation

Collection

2005 Annual Conference

Authors

Juan Lucena; Elizabeth Bauer; David Munoz; Joan Gosink; Barbara Moskal

the survey developers and acquired theirconsent to use the CSAS in this investigation. The only alterations that were made to the CSASfor this investigation were with regard to demographic information. Different demographicinformation was collected from students than was collected from faculty. The remaining 46questions were that of the original CSAS instrument.The CSAS was developed based on Schwartz’s altruistic helping behavior model which consistsof four phases1. These phases are displayed in Table 1. The first phase reflects an individual’sacknowledgement or awareness of a need for community service. This is followed by a beliefthat oneself is morally obligated to act on such awareness— the second phase. The third phase isan individual’s

Conference Session

Engineering Education Research and Assessment I

Collection

2005 Annual Conference

Authors

Frederick Berry; Patricia Carlson

that notonly facilitate the accomplishment of a communication task but also help the learner tointernalize strategies for later performance of the same or similar tasks, without the presence ofthe technology. These four structured workspaces perform in tandem to create a series ofactivities that reflect modern pedagogical procedures for using writing in the learning process.Separate instructor and student interfaces provide reports on performance for individualassignments. TABLE A: FOUR STRUCTURED WORKSPACES OF CPR SEGMENT ACTIVITY 1 Writing/Thinking (Assignment and Text Entry): Students are

Conference Session

Undergraduate Research & New Directions

Collection

2005 Annual Conference

Authors

Michael Ciletti; Gregory Plett

engineering profession requires that its practitioners function in all typesof circumstances, so the goal of the educational process should then be to provide a balance be-tween all of these modalities to reach, reinforce, and challenge all students. Concrete Experience (Sensing/ Feeling) Quadrant 4: What if? Quadrant 1: Why? Reflective Observation (Watching) Active Experimentation (Doing) Open-ended problems/ laboratories

Conference Session

Architectural Engineering Education I

Collection

2005 Annual Conference

Authors

James Wang

undergo drastic change, perceptions of individual value, ethics, behavior, andattitudes also change. And as a result, educational institutions must also change in response.Taiwan has recently experienced significant changes in its political structure. Accordingly,Taiwan should embark on programs to transform education in general. Education in architecture is particularly ripe for a transformation so that it reflects the needsof the society it must serve. Unless the industry changes in response to larger changes inTaiwanese society, it is likely to enter a period of decline. Ultimately, such changes mustincorporate the technological advances of the day in order to make its transformationsuccessful. The goal should be a refined and professional

Conference Session

Accreditation and Related Issues in ECE

Collection

2005 Annual Conference

Authors

Satinderpaul Devgan

Development, Assessment and Implementation of Program Educational Objectives and Program Outcomes of BSEE Program Satinderpaul Singh Devgan Professor and Head, Electrical and Computer Engineering Tennessee State UniversityAbstractSystematic development of program educational objectives and program outcomes andtheir assessment for continuous improvement in program effectiveness requires relevantconsideration of constituent needs or requirements and program mission. The assessmentcriteria should reflect program aspirations and should be reflected in assessment tools.This paper describes successful development of program educational objectives andprogram outcomes

Conference Session

NSF Funding for Educational Scholarship

Collection

2005 Annual Conference

Authors

Patrick Carriere

other teachers through the web, through their own lectures and through guest lectures by the sponsoring PI. • Give science presentations to the broader community/promote life-long learning: e.g. at museums, and libraries, on radio shows and with other venues that reach broad audiences. • Develop, adopt, adapt and implement effective models and pedagogic approaches to science, mathematics, and engineering teaching.Each year, NSF supports researchers, teachers, and students at every educational level andacross all disciplines in science and engineering. Embedded in all NSF programs are efforts tobuild a more inclusive, knowledgeable, and globally engaged workforce that fully reflects thestrength of the nation’s