Collection

1999 Annual Conference

Authors

Alice Y. Scales; Aaron C. Clark

Education (NAITTE); the Council for Technology Teacher Education (CTTE); andthe Engineering Design Graphics Division (EDGD) of the American Society for Engineering Edu-cation (ASEE).College and University level instructors listed in the 1997-1998 NAITTE and CTTE (1997) mem-bership directory were chosen to receive the survey instrument 2. One representative from eachinstitution listed in the directory in the 50 states of United States of America was chosen. Theseindividuals have job titles associated with engineering graphics and/or design. For institutions withouta listed professional in these areas, the instrument was sent to a department head whose administra-tive position reflected either engineering, technology, design, or education. The survey

Collection

1999 Annual Conference

Authors

Melinda J. Piket-May; Julie Chang; James Avery

Page 4.432.1averages usually reflect how well the student performs on tests. Often the GPA of a student willimprove while they work in a research group.A good indicator of success is the student’s attitude towards work. If the students realize that itis a privilege to work in your lab, even when you are paying them, they will often excel. Werecommend paying your students hourly or encouraging them to work on an independent studyproject for credit. Otherwise, it is too easy for other demands to get in the way of work. Withoutpay or credit the student may not recognize that this is a serious position being offered. Youwant to choose students who have a sense of responsibility, who will be motivated to workconsistently for you, and who have the

Collection

1999 Annual Conference

Authors

Ann D. Christy; Marybeth Lima

their classmates, but also with SouthernUniversity students, with the objective to help K-6 students design a playground for thosestudents‚ elementary school. The approach for learning about playground design will be thesame as for the prior two years, with an emphasis placed understanding playground design fromboth adult and child perspectives. Student groups will make several visits to the elementaryschool to find out what the K-6 students want, to present those designs, and to facilitate theprocess of determining a finished product. Students will present their final design to theelementary school, and will present a proposal for implementation to local business and the localparks commission.III. Reflections and SuggestionsWe have compiled

Collection

1999 Annual Conference

Authors

Sohail Anwar; Paula Ford

writing tasks. • Identify their readers and describe the characteristics of their readers in a way that forms a sound basis for deciding how to write to them. • Invent the contents of their communications through research and reflection. • Arrange material to raise and satisfy readers’ expectations, using both conventional and rhetorical patterns of organization. • Reveal the organization of their communications by using forecasting and transitional statements, headings, and effective page design. • Observe appropriate generic conventions and formats for letters, résumés, memoranda, and a variety of informal and formal reports. • Design and use tables, graphs, and technical

Collection

1999 Annual Conference

Authors

W. Ernst Eder

development during the design process of the system to be designed is followedstep by step in a logical sequence, and in parallel the processes of designing are coordinated.The scheme culminates in Design Science 1 and its subsidiary publications (e.g. books 3,10--13 andmany papers), and tries to include the results of all the other trends. Several papers in theseconferences have referred to this theory (e.g. 14--18), the scope of this paper does not allow anycloser consideration.2. Designing: GeneralizationsDesigning involves some flair, ability, intuition, creativity, spontaneity, serendipity, etc., butalso judgment, reflection 19, feel, and experience of individual designers. It is necessarilyheuristic 20, iterative, recursive, opportunistic

Collection

1999 Annual Conference

Authors

Barry Jackson

and process.The ProblemArchitects and engineers, who need to interact during their professional career in order to buildany kind of complex building, are educated entirely separately. “Over the past century, increasedmovement toward concentration within an academic discipline has taken charge of the curricu-lum, as well as serving to compartmentalize the professoriate and the institution.” 1 The verticalseparation of disciplines occurs in most universities. This suggests a need for modification of thecurriculum, the delivery of course material and teaching methods. Fortunately, this comes duringa period of reflection in schools of architecture when, as Mitgang suggests, there are “growingdoubts over whether the traditional educational

Collection

1999 Annual Conference

Authors

Edward Gehringer

many textbooks provide only hastily composedopen-ended problems that are hard to grade and do not force students to work through details ofa design. Although some textbooks do have good problems, there may not be enough of them.After one or two semesters, they are "used up." One can also lecture straight from a textbook,but this is not a good idea either. The instructor’s knowledge of the material will not be verydeep, and the textbook may reflect the idiosyncratic perspective of the author (e.g., perhapsfocusing the author’s research out of proportion to its importance in the field).It is difficult for instructors to devise realistic and well thought-out problems over material thatis new. Moreover, to grasp a concept, some students need more

Collection

1999 Annual Conference

Authors

Steven L. Cohen; Dennis P. Slevin; David I. Cleland; Kim LaScola Needy; Heather Nachtmann

Session 2242 Critical Factors in Successful Corporate Governance Kim LaScola Needy, David I. Cleland, Dennis P. Slevin, Heather Nachtmann, Steven L. Cohen University of PittsburghAbstractIt is hypothesized that a root cause of the success or failure of an enterprise is directly related tothe quality of its board of governance. This quality is reflected in the experience, leadershipskills and utilization of the board members as well as the board processes. This paper describesan ongoing research project that identifies potentially critical factors for successful

Collection

1999 Annual Conference

Authors

Bopaya Bidanda; Kim LaScola Needy; Gary RAFE

Page 4.388.1traditional delivery methods limited these offerings to seminar and lecture-based courses. Thelack of significant “hands-on” laboratory experiences in the vast majority of distance learning-based engineering programs has been cited as a potential factor in negative reaction of studentstoward these programs. Learning style research suggests that individuals engaged inengineering-related activities, including manufacturing, tend to emphasize a learning stylepreference for active learning environments.2 This implies that instructional methods thatfacilitate active learning and experimentation through the use of high-fidelity simulated, orvirtual, systems should be preferable to more reflective instructional methods.In the next section

Collection

1999 Annual Conference

Authors

Joan A. Burtner; Laura Moody

learning environment in the classroom as well as the development ofcooperative faculty teams. Guskin 3 observes, "to create learning environments focused directly on activities that enhance student learning, we must restructure the role of the faculty to maximize essential faculty-student interaction, integrate new technologies fully into the student learning process, and enhance student learning through peer interaction." (pp. 18-19)Evidence of the paradigm shift appears elsewhere in the literature related to teachingengineering. ABET’s Engineering Criteria 2000 is a reflection of the new philosophy.Participants at engineering education conferences deplore the excessive use of “chalkand talk” lectures and commend the

Collection

1999 Annual Conference

Authors

Gary P. Langenfeld; David Wells

development,laboratories, technical conferences -- sources of continuing learning -- retain the image offrills or extras or perquisites, something done when there are funds not needed for somethingimportant. While some of this shortfall may be attributed to the short-term thinking characteristic of thetypical corporation, other -- perhaps more fundamental -- reasons may be equally influential.Even casual observers of education -- i.e., structured learning -- quickly note that wecommonly and pervasively think about learning as having definite starting and ending points.From kindergarten through graduate school, the language applied to education and learning isbounded by beginnings and completions. The lexicon reflects a built-up chasm betweenlearning

Collection

1999 Annual Conference

Authors

Bopaya Bidanda; Kim LaScola Needy; Gary RAFE

Page 4.389.1traditional delivery methods limited these offerings to seminar and lecture-based courses. Thelack of significant “hands-on” laboratory experiences in the vast majority of distance learning-based engineering programs has been cited as a potential factor in negative reaction of studentstoward these programs. Learning style research suggests that individuals engaged inengineering-related activities, including manufacturing, tend to emphasize a learning stylepreference for active learning environments.2 This implies that instructional methods thatfacilitate active learning and experimentation through the use of high-fidelity simulated, orvirtual, systems should be preferable to more reflective instructional methods.In the next section

Collection

2000 Annual Conference

Authors

Patricia B Spencer; Kathryn Hollar

favorable.The midterm evaluation process is an integral component of cooperative learning workshops.Not only does the process provide administrators information on the success of the workshops, itis the most personal and direct feedback facilitators receive. Facilitators distribute evaluationforms to their workshops mid-semester and discuss the results in a consultation with a memberof the training team. Facilitators are asked to reflect on strengths and weaknesses and identifygoals for improving their teaching. Students taking the course for a grade formalize this exercisein a learning contract and reflection paper.Throughout the semester-long training, facilitators are encouraged to present their ideas andexperiences in front of their peers

Collection

2000 Annual Conference

Authors

J. Arvid Andersen

asked twiceduring the course. Students are asked to circle the numbers from 1 (lowest) to 5 (highest) thatmost accurately reflect their opinion:1. Technical contribution in major field (quality) 1 2 3 4 52. Technical contribution in major field (quality) 1 2 3 4 53. Willingness to build upon the idea of others 1 2 3 4 54. Understanding of the team process 1 2 3 4 55. Leadership at the appropriate times 1 2 3 4 56. Positive attitude 1 2 3 4 57. Initiative

Collection

1997 Annual Conference

Authors

S. L. Ceccio; G. Tryggvason; Dawn M. Tilbury

social and economicfactors that affect their work, design and creativity, and manufacturing. They do feel,however, that the University has prepared them well in many of the engineering sciencesas well as in mathematics and physics. These results must be interpreted with some caresince graduates are going to feel more strongly the need for skills where they have hadlittle preparation, and have less appreciation for knowledge that has become secondnature. Nevertheless, if there is a shortcoming in the education offered by the University,it is not in the basic science and engineering courses but in the preparation of the more"human" aspect of engineering. These sentiments were also reflected in the responses tothe open ended questions

Collection

1997 Annual Conference

Authors

Michael Alley

students to build a broad, deep, and precise body ofknowledge from which to draw in performing these assignments. Some might argue that thisbuilding of knowledge detracted from the course goal of fostering critical thinking. However,stressing critical thinking “while de-emphasizing knowledge reduces a student’s capacity to thinkcritically” [Hirsch, 1996]. The outcomes (student papers) reinforced this line of thought. By thethird linked assignment (the argumentative paper), students had acquired enough knowledge thatthey could argue intelligently about the subject—bringing in a variety of evidence and, in manycases, adopting positions that reflected their own thinking as opposed to just repeating theposition of one of their sources

Collection

1997 Annual Conference

Authors

Todd Mosher

anotherthree day course with 14 hours of instruction had 450 charts. This shear magnitude of materialwas actually cut down from previous efforts and reflects a broad diversity of subjects. Thismakes it difficult for the students to actually learn the material.Since the presentation approach fails to translate the technical knowledge into good coursematerial another analogy is needed. From this problem arose the author’s idea of comparing tosystems engineering and course design. Having seen the power of an analogy between coursedesign and planing a research project firsthand through the 1996 National Science Foundation’s 2Future Engineering Educators workshop at Carnegie Mellon

Collection

1997 Annual Conference

Authors

Ingrid H. Soudek

specific stereotypes, it can be instructive when students "role play" theopposite sex stereotype, for example. When males are asked to imagine themselves in situationsthat females sometimes find difficult to deal with, and are asked to find ways out of the dilemma,they often show a new understanding of such situations. In the same way, females learn thatcertain dilemmas are faced by males as well as females, and this helps both genders to betterunderstanding.Fox Keller's stereotypes provide a good point of departure to talk about the specific issue ofgender and science. I have used her book, Reflections on Gender and Science, and while someof the students found it interesting, most of them lacked an historical and cultural perspective toappreciate

Collection

1997 Annual Conference

Authors

Susan M. Lord

(OVL), total internal reflection (TIR), wave-guiding (WG), different types of emitters (DTE), and different color LEDs (LED). Detailedinstructions were provided as well as questions for the students. The OVL module illustratedhow light and plastic optical fiber can be used to carry a signal from one point to another.Students were encouraged to experiment with speaking into the transmitter and hearing theirvoice on the receiver. TIR allowed students to observe the law of total internal reflection and usethat to describe how a light beam travels in a fiber optic cable. WG showed students how amaterial such as water can be used to guide light, much like a fiber guides light intelecommunications. DTE had students compare a light bulb, a light

Collection

1997 Annual Conference

Authors

Robert J. Radin; Joan Dannenhoffer

Figure 1 The “hands-on” approach can be done by an individual student or in small groups. When the exercise is done in small groups, the students with strong interpersonal intelligence learn by interacting with the group members. This also has a positive effect on the other students in the group since the students start teaching each other. If the group is made up of students with a variety of intelligences, then the concepts are reinforced in several ways. If the exercise is done by individual students, the students with strong intrapersonal intelligence can be prompted to reflect on how the equations relate to the physical model. An

Collection

1998 Annual Conference

Authors

Patrick E. Connolly

Session 3538 CAD Software Industry Trends and Directions Patrick E. Connolly Purdue UniversityAbstractThere is an interesting and unique relationship between technical industry and college levelacademic engineering and technology programs. This relationship is constantly evolving andredefining itself, reflecting both the accelerating level of technological change in industry, aswell as the flexible and somewhat fickle focus of the industrial environment. In order to producegraduates that are well prepared for industry and that can be immediately productive in

Conference Session

Experiences in Teaching Energy Courses

Collection

2010 Annual Conference & Exposition

Authors

Paul Chanley, Northern Essex Community College; Michael Pelletier, Northern Essex Community College; Linda Desjardins, Northern Essex Community College; Lori Heymans, Northern Essex Community College

Tagged Divisions

Energy Conversion and Conservation

activities are finished, time is dedicated to focus on reflection ofmaterial learned and discuss the engineering connection to the activity. Every day we aresurrounded by circuits that use parallel and series circuitry. Complicated circuits designed byelectrical/electronic engineers are composed of many simpler parallel and series circuits. Duringthe activities, students build simple circuits and explore the properties of electric circuits. Aftercompleting the section on DC electricity and its related circuits, the course moves toward thegeneration of alternating current and AC circuits. The participants are exposed to thefundamentals of magnetism, electromagnetism and Faraday’s Law (Vind = N dφ/dt) through aPowerPoint presentation, worksheets and

Conference Session

Industry based new Innovative and Nontraditional Curriculum in Industrial Technology and Industrial Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Julie Little-Wiles, Purdue University, West Lafayette; Stephen Hundley, Indiana University-Purdue University, Indianapolis; Erich Bauer, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

improve skills.” Collaboration used in a LMS environment shouldbe viewed as “an essential ingredient in the recipe to create an ‘effective learning environment’as it provides learners with the opportunity to discuss, argue, negotiate and reflect upon existingbeliefs and knowledge. The learner is "involved in constructing knowledge through a process ofdiscussion and interaction with learning peers and experts" (Harasim 1989, p.51)2.What tools are necessary to support online learning?According to Zhang, Zhou, Briggs, and Nunamaker, Jr. (2006)8, it is more important how anonline learning environment is used versus students simply having access to it. With this inmind, there are several categories of tools necessary for facilitating an online

Conference Session

Computers in Education Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Igor Verner, Technion-Israel Institute of Technology; Leonid Revzin, Technion-Israel Institute of Technology

Tagged Divisions

Computers in Education

Page 15.815.8skills of working in automated environments. With this, high positive results the comparativelylower evaluation of the third assertion reflects that the students do not associate the developeddevices with that used in industry laboratory. 4.6 4.4 4.2 Mean 4 3.8 3.6 3.4 3.2 e il ls d ng

Conference Session

Innovation and Measuring Success in Graduate Education

Collection

2010 Annual Conference & Exposition

Authors

Joy Colwell, Purdue University, Calumet

Tagged Divisions

Graduate Studies

focused on employers’ evaluations of employer-delivered workforce readinesstraining, the research report is valuable for the light it sheds on the gaps in skills whichemployers find in workforce entrants, including those entering with workforce with afour-year college degree. It is also valuable for the information it provides on howemployers rate the work skills which new employees need: the list of applied skills hassubstantial overlap with the soft skills in accreditation standards for ABET for example,and is reflective of other sources of soft or professional skills. The new economy andcurrent world of work requires many skills, and specifically the applied or professionalskills which began this discussion.What relevance does this information

Conference Session

Construction Engineering Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Enno Koehn, Lamar University; Nishant Shah, Lamar University; John Koehn, Chadron State College

Tagged Divisions

Construction

. Page 15.1061.8Fig.8 ContrastGarden Page 15.1061.9Fig.9 Contrast GardenFig10 Contrast Garden Page 15.1061.10Fig. 11 GateHere visitors can experience four additional sculpture garden rooms designed by Canadian artistLinda Covit, whose work examines the connection of art and nature by thematicallyincorporating graphic figures reflected in plant forms Spiral, Branching, Circle, and Stripe. TheMagnolia Terrace then brings visitors back to the point where the alternate experience of the sitecan happen.Conceived as an educational experience for all ages, the Nature Center includes the "Here WeGrow" children's area (Fig. 12, 13 & 14) built around a third Stark greenhouse. Dotted withcobalt bottle trees an

Conference Session

POTPOURRI

Collection

2010 Annual Conference & Exposition

Authors

Guy Johnson, Rochester Institute of Technology; Brian Tomaszewski, RIT

Tagged Divisions

Information Systems

management response, transportation planning and control, forestry and agricultural management, tourism, and personal navigation. These applications illustrate the tremendous variation in both the geographic scale of the problem or issue being addressed and use of geographic information in these applications (7 Longley et al., 2005). Several agencies of the Federal government have recognized the need to increase the supply of Geospatial Technology professionals. These needs are reflected in the following research reports issues by the Federal government: The 2004 U.S. Department of Labor report Geospatial Industry Snapshot identified 12 diverse geospatial-related occupations, and employment in each was projected to increase

Conference Session

Launching Successful Academic Careers

Collection

2010 Annual Conference & Exposition

Authors

Robert Chin, East Carolina University; Nancy Study, Virginia State University

Tagged Divisions

New Engineering Educators

and table titles, notes, andrules; figures and figure captions; spell checking; and the cover letter.Author responsibilitiesPrior to manuscript submission, authors need to thoroughly proofread their manuscript and makeall changes and corrections. Correct spelling and punctuation, accurate quotations, complete andaccurate references, relevant content, coherent organization, proper format, legible appearanceand the like reflect upon the author’s due diligence and help shape the attitude of reviewers andeditors. Authors are responsible for concealing their identities if the manuscript is to be blindreviewed. If a checklist is available, use it. Ensure a complete cover letter, including contactinformation, accompanies the manuscript.Online

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Bekir Kelceoglu, Indiana University-Purdue University, Indianapolis; Mary Ann Frank, Indiana University-Purdue University, Indianapolis; David Cowan, Indiana University-Purdue University, Indianapolis; David Goodman, Indiana University Purdue Unversity Indianapolis (IUPUI); Cluny Way, College of the North Atlantic; Joseph Tabas, Indiana University-Purdue University, Indianapolis; J. Craig Greene, College of the North Atlantic; Patricia Fox, Indiana University-Purdue University, Indianapolis; Sandi Perlman, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Architectural

paneling option can be seen belowin Figure 2. Panels are reversible allowing the dark side to collect the sun’s energy during winterand reflect the sun’s ray during summer. Page 15.1220.8 Figure 2: Concept SketchAs well, due to strict space restrictions, multi-functional furniture needed to be designed. Usingmulti-functional furniture offered not only space saving benefits, but also provided spacemodifications for different purposes, such as using a kitchen table as a study surface. Usinganthropometric data from already published literature, (e.g., Panero & Zelnik, 197912; Tilley &Henry Dreyfuss Associates

Conference Session

Innovative Curriculum and Practices in Engineering Technology

Collection

2010 Annual Conference & Exposition

Authors

Hsi-Hsun Tsai, Ming-Chi University of Technology

Tagged Divisions

Engineering Technology

students raises the achievement of each course. By the assessmentthe students will know and then improve most once they understand the aim of their learning.This understanding is where they are in relation to this aim and how they can achieve the aim.Bransford, Brown and Cocking (2000) revel that an effective teaching environment is by wayof the assessment-centered scheme for pupils. Besides, Bransford et al. (2000) furtherindicate that within the effective teaching environment of the assessment-centered scheme,the feedbacks from the students are responded to the teacher by the formative assessmentduring the teaching process. The ongoing feedbacks by monitoring of the learning status ofstudents would reflect the linkage between the course and the