Collection

2001 Annual Conference

Authors

John Bourne

learningmethodologies and content organization has enabled us to move rapidly toward our goalof creating an ideal learning community. We re-examined and reconsidered bothtraditional delivery processes as well as experiments in engineering education that havetaken place worldwide. We also commenced reevaluation of how content could bereorganized in the disciplinary areas offered at Olin College1.Curriculum design was one part of the set of activities at Olin College, known asInvention 2000 (I2K), consisting of discovery, invention, implementation and test phases.In addition to curriculum design, other design activities included: (1) determining policiesand procedures, (2) performance evaluation, (3) assuring innovation, and (4) establishinga culture of change

Collection

2001 Annual Conference

Authors

Ron Pigott; Bill Karr

such as expectedoutcomes, implementation strategy, assessment methods, and performance criteria. As a resultof that initial effort, six department goals were identified and adopted by the department faculty(Figure 1). The goals were then addressed by goal-based objectives to reflect the intentions of thedepartment and to coordinate the department’s goals with the then existing criteria of the TAC ofABET. The objectives were divided into two groups with problem solving, communications,technical knowledge, computer skills, business knowledge, professional attributes, and timemanagement objectives related to the development of students within the department as one set,and research and publications objectives related to the department’s

Collection

2001 Annual Conference

Authors

Brian Copes; Willard D. Bostwick; Kenneth Rennels; Douglas Acheson

continuity with those used at IUPUI. Actual lecture notes and assignments aremaintained by a course director on campus and delivered via comprehensive Web pages.ProceduresFigure 1 shows the opening Web portal from which this articulated course is disseminated.Serving as the official syllabus for the course, it (and all links spawned from the page) ensuresthat all sections being delivered are congruent in content, objectives, delivery and assessment.Contact information is listed for the course director and all faculty members currently teachingsections of the course. The course director can instantly update new faculty, assisting TA’s orchanged phone numbers. Required equipment, books and even a link to print out orthographic

Collection

2001 Annual Conference

Authors

Chris Lorenz; Trevor Harding; Jennifer Kadlowec; Kurt DeGoede

Session 3230 ASEE Student Chapters: From Student Members to Faculty Jennifer Kadlowec1, Kurt DeGoede2, Trevor Harding3, Chris Lorenz4 1 Rowan University, Glassboro, NJ / 2Elizabethtown College, Elizabethtown, PA/ 3 4 Kettering University, Flint, MI / University of Michigan, Ann Arbor, MIAbstractThe University of Michigan Student Chapter of the American Society for Engineering Educationhas grown from a small core group of founding members, who organized panel discussions for thegraduate student community, into a

Collection

2001 Annual Conference

Authors

P Ravikumar

directly helpful to most teams. The Symmetrical Problem Solution model2 shown in Fig. 1 isone such design process that fits this objective and is presented to the students as a summary reviewof the design process. Design methods reviewed or introduced in conjunction with the variousstages of such a design process include brainstorming, objectives tree, function analysis flowchart,performance specifications, alternative solutions, morphological chart, weighted objectives tableor decision matrix, and value engineering. Top-down and bottom-up approaches to design areencouraged for consideration. Other subjects addressed in the course include project managementstrategies3 , engineering ethics4 including case studies5 and student’s decisions on such

Collection

2001 Annual Conference

Authors

Neelam Soundarajan

opinions expressed in this article are those of the author asan individual educator and researcher. They do not in any way reflect the official position of theOhio State University, its College of Engineering, or the Dept. of Computer & Information Science.Further, throughout the paper, ‘I, my’ etc. refer to the author; ‘we, our’ etc. refer to the faculty ofthe CIS Department as a whole.1. IntroductionBy now it is well understood in the engineering community that preparing for accreditationevaluation under Engineering Criteria 2000 (henceforth abbreviated EC2000) is a demandingtask4, 8, 6 . Perhaps the most challenging of the EC2000 requirements are those that have to dowith objectives, outcomes, and assessments. Traditionally, most

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2001 Annual Conference

Authors

Valarie Arms; J. Weggel; Aly Valentine

) "How do "Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society of Engineering Education" you feel about the upcoming: (1) Final Report and, (2) Oral Presentation? What most concerns you? What steps can you take now to alleviate some of those concerns? What, in your eyes, is vital for you to get done ahead of time in order to feel more comfortable?" (d) "Now that you have completed the requirements of the Design Report, what have you learned about research and design? What would you have done differently if given the opportunity to redo the Design project?"2. Since time for assessing the data was limited, the comments on one

Collection

2001 Annual Conference

Authors

Robert Marine; Carol Colbeck; Alberto Cabrera

such as team-based designprojects or use of traditional lecture and textbook problem sets. The Engineering FacultySurvey, developed for the NSF-funded ECSEL coalition, gathers information about individualdemographic characteristics, industry and academic experience, sources and applications(education or basic research) of funding, publication productivity, teaching goals, self-assessment of skills, perceptions of rewards and resources available for teaching, and teachingmethods. Analyses reveal contrasting sets of variables associated with the use of team-baseddesign projects and traditional teaching methods.Introduction“The faculty is the heart of any educational program” according to Criterion 5 of ABET’sEngineering Criteria 2000 1. This

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2001 Annual Conference

Authors

Sanjay Joshi; SangHa Lee; Timothy Simpson; John Wise; Thomas Litzinger

, the significance attached to lifelong learning, and in particular continuing education,within the engineering profession is not.Lifelong learning in engineering has been recognized as critical for decades. The Final Report ofthe Goals Committee on Engineering Education, written in 1968, contained a discussion of theimportance of lifelong learning.1 In 1978 the theme of the ASEE Annual Conference was“Career Management – Lifelong Learning.” Over the years there have been a number of studiesto investigate the types of activities involved in lifelong learning, their frequency of use, the Page 6.211.1types of support systems required for

Collection

2001 Annual Conference

Authors

Susan Creighton; Edward Young; Jed Lyons

mechanical engineering topics. Since 1997, however, thedepartment has been improving the course to help meet the following program objectives. Thegraduates shall:1. Have the ability to analyze, design and realize mechanical and thermal systems.2. Have the ability to use contemporary computation techniques and tools.3. Have competence in design of experiments, experimental practices and data interpretation.4. Have the ability to apply statistical methods to analyze and interpret data.5. Have the ability to plan, schedule and execute engineering projects.6. Have effective oral and written communication skills.7. Have the ability to function on multi-disciplinary teams.8. Have an understanding of and the ability to engage in life-long learning.9. Have

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2001 Annual Conference

Authors

Raymond Thompson

School ofTechnology (SOT) then created a series of learning outcomes that a student in one of the eight Page 6.223.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationSOT departments would need to achieve. In addition, the SOT formed an AssessmentCommittee to determine how the SOT would meet the assessment challenge.The SOT Assessment Committee formulated an eight-step assessment model 1 that eachdepartment would follow. Specific methods of assessment would be left to the discretion of eachdepartment, but

Collection

2001 Annual Conference

Authors

Robert McLauchlan; Jennifer Crosby; Gary Weckman

playsa key role for freshman in their desire to remain in a given engineering program. A number ofmodels can be used to explore the link between a student’s perception of the importance ofknowledge and their success in engineering. For example, at TAMUK the Force ConceptInventory (see Figure 1), Mechanics Baseline Test and the Mathematical Background Test, toname a few, have been used by the FC for this purpose. Using surveys to poll students’ attitudestoward engineering to help understand students’ needs, then adapting the six-point program Page 6.154.2outlined by the NSF where needed7: Proceedings of the 2001 American Society for

Collection

2001 Annual Conference

Authors

Jr., Vernon Lewis; Carol Considine

, American Society for Engineering EducationIn summer 1998, CET 345, Testing and Inspection of Construction Materials, was videotaped inthe laboratory with all discussion, measurements and testing recorded. These videotapes wereused successfully in fall 1998 and summers 1999 and 2000 for the asynchronous delivery of thelaboratory for the distant students. The success of the asynchronous delivery of the CET 345laboratory class was documented in the paper titled Experiences With A Virtual LaboratoryClass in Materials Testing For Civil Engineering Technology. [1] The results indicated that theaverage grade for the videotaped classes was higher than the average grade for the on-siteclasses.Based upon the success of the CET 345 videotaped laboratory, it

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2001 Annual Conference

Authors

Audeen Fentiman; Robert J. Gustafson; John Merrill; John Demel; Richard Freuler

3.15 Sketch Complex Shapes (3D) 4.21 Constraints and Their Effects 3.42 Engineering Design Process 3.47 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 1 = lowest to 5

Collection

2001 Annual Conference

Authors

Richard Ciocci

dividing that in half for classroom workand half for project time. We included English, mathematics, chemistry, computer-aideddrafting, and computer programming in the course schedule. As the institute evolved over theyears, we added sciences and speech to the class schedule. Table 1 includes the courses in thecurriculum and the hours devoted to each subject. Beyond the 72 hours of course and projectwork were two six-hour field trips and a two-hour concluding luncheon. This schedulerepresents the 1996 institute. The first two Fridays of the Institute were dedicated to off-campustrips to local industries. Over the years we visited Sprint/United Telephone, Three Mile Island,True Temper, and Keystone Railway Equipment. On the third Friday we had a

Collection

2001 Annual Conference

Authors

Enno Koehn

University. The tabulated resultsof the study form the data base for the investigation. Specifically, the questionnaire listedvarious ABET civil (construction) engineering program requirements and requested respondentsto indicate at which level – high, average, low, or unsure/none – each is enhanced by studentsinvolved in the design and construction of the steel bridge and concrete canoe projects. Thesubject areas chosen are among those listed in a recently adopted set of criteria for accreditingengineering programs, Engineering Criteria 20003.Specifically, the findings suggest that the understanding by students of many of the subject areashave been enhanced at a high level. For example, Table 1 illustrates that over 55% of thestudents involved with

Collection

2001 Annual Conference

Authors

A. R. Zaghloul

associated domain(s), an assessmentplan logically follows. i. Cognitive Domain. The cognitive domain is the one where the student’s cognitive activities are structured. Starting with the knowledge level and ending with the evaluation level of Bloom’s taxonomy, this domain is used to analyze the lab experience of the student. 1 ii. Affective Domain. The affective domain is the one that describes the attitudes of the student toward the subject matter, education, and lab activities. This domain is very important in setting the ground rules for the lab environment. It greatly affects the student performance and education without being clearly visible. 2 iii. Psychomotor Domain

Collection

2001 Annual Conference

Authors

Neil Quinn; Tim Healy

positive contribution to the necessarysocietal debate. The paper briefly describes nine courses and then emphasizes a newcourse, Societal Issues in Engineering Professional Practice, which has been designedspecifically to give engineers an organized approach to technology assessment.The paper also describes a web site which has been set up to help others in society assesstechnologies.1. IntroductionNew technologies will have profound effects on the future of society. Some of theseeffects are of course intended. But others are not intended, and not anticipated. Thelatter can have an extraordinary impact on society, often far greater than that of theoriginal intended effects. An effective society must find ways to deal with newtechnologies so that

Collection

2001 Annual Conference

Authors

Jeffrey B. Connor; Richard Goff

. A total of eight activities wereused with the majority presented early in the semester. A description of the activities aswell as the goals of scaling up this program are in another paper, in this same session,authored by Goff and Connor.Study DesignA survey was given mid and at the end of the fall semester to all eight HO sections and16 TR sections at mid semester and 12 TR sections at the end of the semester. Allstudents rated the first five statements on a scale of one to five (1, strongly disagree; 5strongly agree) and responded to the sixth:1. The thought of a career in engineering is exciting2. I am learning in this class3. This class has helped me understand engineering4. This class is relevant5. This class is useful6. How many hours

Collection

2001 Annual Conference

Authors

Ingrid St. Omer

under discussion is considered a junior level requirement. At theUniversity of Minnesota, the students were almost evenly split between junior and senior status.However, in the NAU case, approximately 90% of the students were seniors. Figure 1 illustratesthe distribution of student status. Given the racial, ethnic and gender makeup of most ElectricalEngineering programs, it is not surprising that the majority of the students completing the surveyare white males with an average age of 23. Figures 2 and 3 contain the distributions for genderand racial/ethnic breakdown. The average age of the NAU students was 24 as opposed to anaverage of 23 for the UMN students. This is not unexpected given that over 90% of the NAUstudents were seniors

Collection

2001 Annual Conference

Authors

Enno Koehn

investigation. Specifically, the questionnaire listed various ABET civil(construction) engineering program requirements and requested respondents to indicate at whichlevel – high, average, low, or unsure/none – each is enhanced by students involved in part-timeand/or summer work experience. The subject areas chosen are among those listed in a recentlyadopted set of criteria for accrediting engineering programs, Engineering Criteria 20001.Specifically, the findings suggest that undergraduate students have increased their understandingof many of the subject areas at a high level. For example, Table 1 illustrates that over 55% of thestudents involved with civil engineering work experiences believe that five areas are enhanced ata high category level. As

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2001 Annual Conference

Authors

Nikolaos Katopodes; Donald D. Carpenter

the new course was desired. This wouldremove the instructor’s bias towards the new course and help determine whether the new coursewas an improvement over the old course and truly did address the goals the instructors set.Quantitative EvaluationThe first attempt to evaluate the two versions of the course was to compare the end of thesemester student evaluations. It can be argued that student evaluations are not a very goodmeasure of course effectiveness, but they are an indication of how students view the course. Atthe University of Michigan, all courses are evaluated independently at the end of the term by theExaminations and Evaluations Department. The students respond on a scale of 1 to 5 with 1being strongly disagreed and 5 being strongly

Collection

2001 Annual Conference

Authors

Stuart Steele

problem solving skills. They might quickly try an approach, test it, and reject it if itdoes not work. They can use online help or reuse their old code. They need to decide which ismore useful for a given problem. There was an obvious and substantial improvement in thescores for these exams, over the course of the semester.The third hour of the lab is reserved for individual help on the homework problems. Thestudents who used the notebooks in class felt more confident, but student grade results did notindicate a preference. Polytechnic University also has a major campus on Long Island atFarmingdale. In this group of 100 students, the CS freshman laboratories were implementedusing laptops only (class type 1

Collection

2001 Annual Conference

Authors

Don Rhymer; Marty Bowe; Daniel Jensen

developing and assessing our current use of finiteelement based visualizations. The present study is being done in our fall 2000 introductorymechanics of materials course. The visualization content consists of web-based and PowerPointpresentations designed to enhance understanding of specific, abstract concepts related to stressdistributions. Three separate assessment techniques have been used to evaluate the newcontent’s effectiveness. In a previous study, our assessment produced two interesting results: 1)the visualization content was more effective than normal lecture in improving the students’conceptual understanding, however, 2) students actually disliked the use of the visualizationmodules. Our current study is designed to uncover the reason

Collection

2001 Annual Conference

Authors

Deran Hanesian; Angelo Perna; Vladimir Briller

freshman engineering design programs. For example, in 1993, Regan andMinderman [1] discussed the integration of design across the curriculum as part of the ECSELCoalition. Buccariarelli [2] discussed “EXCEL & the Integration of Design”. Calkins, Plumb,Chou, Hawkins, and Coney [3] showed how a team of teachers introduced freshman to designand communication skills. Howell [4] wrote about a new course that had vertical integration ofdesign concepts through the entire engineering curriculum to improve student retention.Chrzanowski [5] gave a student perspective on the Freshman Engineering Design Course atNJIT. Moore [6] et al showed the lack of consensus about the definition of the design processand the difference between design and simple problem

Collection

2001 Annual Conference

Authors

Dick Desautel

of department representatives about three years prior to the College’sFall 1998 ABET evaluation visit. The ATF proved to be an invaluable forum for sharing bestpractices, providing mutual encouragement and help, and stimulating departmental action andparticipation. Whereas the “old culture” of program evaluation focused on units and topics withminimal constituent input (see Figure 1), the generic assessment system design adopted by allfive departments through the ATF uses embedded loops of course, program and departmentassessment processes (see Figure 2). Results of the accreditation visit proved the value andeffectiveness of the College assessment system design as it was initially implemented in sevendegree programs. Aerospace Engineering

Collection

2001 Annual Conference

Authors

Edward Gehringer

feedback in each period. A formula may be devised to allowreviewers to share in good grades received by their reviewees. Or students may be assigned toreview each other’s reviews.To improve the accuracy of grading, students can be required to pass a pre-certification testbefore being allowed to serve as peer graders. The instructor can supply a set of grading criteria,and discuss it with the students, either in advance or after the students complete their first roundof review. Reviewer mappings can be constrained to assure that each student will review onepaper from each quartile (etc.) of the class.1. IntroductionPeer review in the classroom is a technique that is becoming increasingly popular, with over 100papers published on the topic in the

Collection

2001 Annual Conference

Authors

Alexander Crispo; Beverly Davis

. The treadseparations from these faulty tires have caused approximately 103 deaths, over2, 226 complaints, and reports of more than over 400 injuries (1). These authors go on toreport that critics have charged that the tire company was aware of the quality problemwell before 1996 and documents show that in 1996 Firestone took eighteen tires off itsproduction lines for random tests of their durability at high speeds and eight of those tiresfailed. A notation in the documents also indicates that Firestone made some changes in itsmanufacturing process in 1997 and investigators have asked that Firestone turn over allits audit information as well as an explanation of what corrective actions inmanufacturing the company took in 1997 and why they were

Collection

2001 Annual Conference

Authors

Shafaat Qazi; Sam Gile; Mustafa Guvench

response of mechanical, acoustical andother electromechanical and nonelectrical systems as long as appropriate transducers/sensors areintroduced to do the required conversions from electrical to non-electrical quantities and vice versa.Being a much faster alternative to manual measurements, such automated measurements meet a needrecently created by the heavy emphasis put on "design" in the electronics curriculum. In the design ofanalog electronic circuits, in particular those requiring a narrow range of specifications to be met, thecycle time of the test has become a critical factor in fitting a large number of redesign-and-testiterations into a time-limited laboratory session.1. IntroductionThis paper describes the design, operation and use of a

Collection

2001 Annual Conference

Authors

Thomas Lacksonen

and then find the present worth. Figure 1 shows theinitial sheet displayed to the student. The problem statement appears at the top of every sheet,along with help comments for all terms and data elements in the problem. Figure 2 shows asample help comment, for the software upgrade cost. The middle box gives the instructionsand additional help for the first step. The student is expected to enter the data in thehighlighted cells at the bottom of the screen. In this problem, costs may be positive or negativevalues, as long as they are consistent throughout. Figure 3 shows the dialog box that appearswhen the student activates the first macro by pressing Ctrl-a. A B C D E F G